At Roskilde University, a new internationalisation strategy with a strong focus on multilingual competences has been introduced. As part of this process, all teachers have been asked to answer a survey about their linguistic competences. Their answers show that they know numerous languages, which they use for several purposes. This finding challenges the norm of parallel language use that dominates international universities in Denmark. The present article discusses monolingual and parallel versus multilingual language strategies, elaborates on findings from the survey data, and briefly recounts the work with internationalisation and languages at Roskilde University.
|Tidsskrift||RASK – International journal of language and communication|
|Sider (fra-til)||79- 101|
|Status||Udgivet - 2014|