Head of the Foreign Languages The role of an Institution Wide Languages Programme in the promotion of Internationalisation at Home Isabella Stefanutti Head of the Foreign Languages

Content Context Methodology Internationalisation of Higher Education Internationalisation at Home The role of a IWLP/What we are doing at Bath Conclusions

Context University of Bath: particularly renowned for STEM subjects (Engineering, Mathematics) but also Psychology and Management 14,370 students: 19% postgraduate, 81% undergraduate 30% international students: 37% postgraduate, 63% undergraduate The IWLP offers free language tuition to all its students: enrolments are usually very good (1,500-2,000 students each year) 40% of IWLP students are international students This Photo by Unknown Author is licensed under CC BY-NC-ND

Methodology Literature review Past qualitative and quantitative

Internationalisation of Higher Education ‘The process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education’ (Knight, 2004) Pragmatic or ideological dimension (Marshall, 2014; de Wit, 2010; Yang, 2002; De Vita, 2007)

Pragmatic or ideological? Internationalisation through import (De Vita, 2007): international students seen as ‘cash-cows’ (Brown and Jones, 2007) Infusion approach (Tonkin and Edwards, 1981): preparing students to perform in an international and multicultural context (de Wit, 2010) Internationalism (Byram, 2012)

Internationalisation at Home ‘…the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments’ (Beelen & Jones, 2015) IoHE: ‘The process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education’ (Knight, 2004)

IWLP and Internationalisation at Home Offers all students a global perspective Learning a foreign language gives the best chance to understand another culture (Coulby, 2006) Current pedagogies facilitate intercultural learning (Dlanska, 2003) The nature of a IWLP class: reflect on own cultural experiences and compare them with the target culture and the culture of the other students (Haigh, 2002)

IWLP and Internationalisation at Home 2. Makes purposeful use of cultural diversity in the classroom for inclusive learning, teaching and assessing Use of the target language Use of the target culture Motivation of students (Cultural Intelligence Scale (CQS) by Soon Ang and Linn Van Dyne, 58% desire to find out about other cultures)

IWLP and Internationalisation at Home 3. Fosters purposeful engagement with international students International Education is achieved by exposure to others of different cultures, especially in informal interactions outside the classroom (Hayden and Thompson, 1998) Stimulate exchange and collaboration amongst students (assessment, language exchange, World Café etc.)

IWLP and Internationalisation at Home 4. Supports informal co-curriculum activities across the institution One World programme PAL programme

Conclusions Great potential, but… Language teachers need to be prepared to embrace their new identity of intercultural facilitators (Byram and Wagner, 2018; Fennes and Hapgood, 1997; Dlanska 2003) As management, we need to seek the strategic needs of the University and see how we can match them Be bold, aim high Keep on trying

Thank you for listening Any questions?