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Academic, cultural and social growth through the language of websites: A challenge for European University Language Centres
Language Learning in Higher Education Pub Date : 2020-12-01 , DOI: 10.1515/cercles-2020-2023
Carmen Argondizzo 1 , Anna Maria De Bartolo 1 , Alessandra Fazio 2 , Jean M. Jimenez 1 , Ida Ruffolo 1
Affiliation  

At the start of 2000 a new scenario emerged in Europe thanks to the Council of Europe and the European Commission who, in support of the Bologna Process (1999), laid the foundations for disseminating the value of multilingualism and multiculturalism. The aim was to create a framework of actions to make citizens more aware of respecting diversity in languages and cultures and pave the way for integrating the varied geographical realities present in Europe. Language instruction was a priority identified as a tool for developing socio-cultural awareness and, within this scenario, universities played a key role. In particular, University Language Laboratories, previously regarded as language learning resources for small numbers of students, became University Language Centres, gaining status as fully-fledged academic places for the dissemination of multilingualism and multiculturalism, where intercultural communication, learning by doing, autonomous language learning, self-assessment and European Language Portfolios, communicative strategies and social inclusion, creativity and knowledge-sharing became key concepts to be internalised and implemented in academic communities. Indeed, the enhancement of cultural and democratic growth among young learners and citizens, in general, assumed paramount importance. The impact of the Lifelong Learning and Erasmus programs, strongly encouraged by the Bologna Accords, and later the internationalization process of European universities, further strengthened the need to promote linguistic, social and cultural growth in academic societies. Based on these premises, the purpose of this paper is twofold. First, it will discuss the importance of investigating how University Language Centres present the aforementioned concepts through their actions, focussing principally on the language used on their websites. Secondly, it will propose a potential project framework in which the CercleS community will be invited to share ideas and experiential knowledge in representing itself and its mission to potential users.

中文翻译:

通过网站语言进行的学术,文化和社会发展:欧洲大学语言中心面临的挑战

2000年初,在欧洲理事会和欧洲委员会的支持下,欧洲出现了新的局面,它们支持博洛尼亚进程(1999年),为传播多语言主义和多元文化主义的价值奠定了基础。目的是建立一个行动框架,使公民更加意识到尊重语言和文化的多样性,并为整合欧洲目前存在的各种地理现实铺平道路。语言教学被确定为提高社会文化意识的一种优先手段,在这种情况下,大学发挥了关键作用。特别是以前被视为少数学生的语言学习资源的大学语言实验室,后来成为了大学语言中心,在传播多种语言和多元文化中获得成熟的学术地位,其中跨文化交流,边做边学,自主语言学习,自我评估和欧洲语言档案,交际策略和社会包容,创造力和知识共享成为关键概念在学术界内部化和实施。实际上,总的来说,在年轻学习者和公民中促进文化和民主增长至关重要。在《博洛尼亚协定》的大力鼓励下,终身学习和伊拉斯mus计划的影响以及后来欧洲大学的国际化进程进一步增强了促进学术社会的语言,社会和文化发展的需求。基于这些前提,本文的目的是双重的。首先,它将讨论调查大学语言中心如何通过其行动呈现上述概念的重要性,主要集中于其网站上使用的语言。其次,它将提出一个潜在的项目框架,邀请CercleS社区分享想法和经验知识,以代表自己及其对潜在用户的使命。
更新日期:2020-12-01
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