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• W856955130 abstract "For university students in 2 G centuiy Europe, learning to write well in English is a necessity rather than merely a useful ancillary skill. English has long been the first for international communication. More specifically, English is now used by most professions as the common for training, meetings, publications and written correspondence involving people from more than one background. Ambitious students will hope to be able to participate in their professional discourse communities, and to do so fully, they will need both to speak and to write well in English. An even more recent phenomenon is the emergence of English as a of higher education in countries that have never been part of the inner-circle of English-speaking countries and which have no colonial histoiy of using English. Across the world, students, teachers and administrators are staking out their territories in a changing linguistic landscape, in which the role of English is occupying an increasingly important position. This chapter explores the current situation in European universities, looking particularly at the students, their needs, and the demands placed on them. It critically assesses the support that is being provided, and discusses the strengths and weaknesses of European students as writers of English as a second language.At present, the role accorded to English in European universities varies somewhat from place to place. Although English has a growing role all over Europe, the nature of this is not the same everywhere. It is possible to discern at least three different models, and to map changes as faculties, universities or even entire higher education systems move from one model to another.The first model could be described as the traditional one, since it was probably the norm in most European countries until thirty years ago. In this the of the country (the Ll of the inhabitants) is the main medium of study. By default, everything is taught in this language, except foreign languages (and sometimes the history or literature of those other countries). Thirty years ago in Spain, English philology (language and literature) was taught in English at some universities to those students majoring in English, while French philology was often taught in French, and so on. Students in other faculties were sometimes offered general or subjectspecific English classes as part of their university course, but this was not usually obligatory.In this only students studying languages were expected to operate fully in the of study. Students on other degree courses tended to regard languages as a kind of optional extra, something that might be studied outside the framework of their university studies. At this time, very few students had the opportunity to study abroad, or to acquire real proficiency in a foreign language.This pattern changed as trends towards globalisation began, and the need for academic and professional mobility became evident. Universities became aware that their English provision was inadequate, and that students were graduating without the skills that would enable them to work internationally. The Erasmus exchange programme played an important part in breaking down barriers and encouraging young people to study abroad, but it also showed that languages were genuinely necessary if these experiences were to be worthwhile. Pressures from the job market also meant that universities had to update their curriculum and devote more resources to learning.In this context, two types of institutional response can be discerned, both of which show evidence that increasing attention is being paid to incorporating the acquisition of competence in English within the university system. These two responses may be grouped together as our second which could be termed a language integration model, since this approach acknowledges the need for proficiency in English to be integrated formally into the university system across the whole range of degree programmes. …" @default.
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• W856955130 date "2012-01-01" @default.
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• W856955130 title "Chapter One: Writing in English across Europe" @default.
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