10. Need for other languages than English/Danish

What languages are considered relevant for a degree programme depends on discipline, academic tradition, mobility orientation, and career opportunities. In some disciplines, core texts are in German or Italian, whereas other disciplines build on a certain command of Latin or Greek. Even where texts are mostly read in translation, parallel reading of the original sources can support the interpretation and critical discussion of such texts. This is the case in programmes in theology, philosophy, and comparative literature, in which European and/or classical languages have traditionally been, and still are, essential to the quality of learning.

Some programmes also encourage students to carry out fieldwork or go on exchange programmes in non-Anglophone contexts because these represent the best academic environment for that specific subject area, or because competence in a particular language is considered valuable for employability. For example, French is seen as an asset by many students of law or political science, whereas Arabic, Chinese, or Spanish may be crucial to carry out fieldwork and benefit from work experience in an internship or an exchange programme in other fields of study.

Different models for integrating language and academic content as a part of teaching have been developed across the university. In some cases, a language dimension is seen as an add-on to a content course, for example, supporting students’ reading or writing skills; in other cases, a language course focusing on language for social interaction for an exchange programme or for fieldwork or internships abroad may be developed as an extra-curricular activity and be open to students from across the university. A third model involves integrating language and content in actual course development, with both aspects being included in the intended learning outcomes and the exam procedure (see more under Principle 10.3).

The language consultants at CIP can offer different kinds of needs analyses and will be able to provide assistance to faculties who wish to get an overview of student needs for learning different languages. CIP’s language consultants are also able to provide different models for integrating content and language at university level and will be able to support the development and implementation of faculty-wide courses as well as programme-specific courses based on specific curricula. Examples of content and language integrated learning (CLIL) courses, as well as various types of needs analyses at faculty or programme level, can be found here.