IN SEARCH FOR GOOD PRACTICES IN MULTILINGUAL EDUCATION: COMPARISON OF MULTILINGUAL UNIVERSITIES’ MODELS

Abstract

http://dx.doi.org/10.7220/2335-2027.4.6

Multilingualism in European higher education is closely connected with issues of quality and attractiveness of tertiary education in many European countries, especially in the countries and regions whose geographical locations and historical backgrounds have greatly shaped their multilingual and multicultural identities. Universities in such regions may be considered as effective examples of how multilingualism can be supported at the higher education level administratively, academically, socially, etc. Multilingualism is viewed broadly – it does not only imply the knowledge of a mother tongue and mastery of the English language but also the knowledge of languages of neighbouring countries and languages of ethnic minorities. Hence, today universities’ concerns are connected with implementing multilingual educational models not limited to bilingual programmes focused on English medium teaching. The aim of this paper is to present the trilingual educational model of Narva College of the University of Tartu in comparison with other European multilingual universities’ models (Switzerland, Finland, Italy, and Luxembourg) and to discuss nowadays tendencies in their development. The Narva College’s model pays special attention to the support of multiculturalism and national identity, to students’ counselling and creating necessary pre-conditions for achieving language mastery at higher levels in three languages, it also values the role of cooperation with the community at all possible levels and in a variety of forms and formats.