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<p>The aim of this article is to analyze the situation of foreign language teaching and learning at the Institute of Foreign Languages of Vytautas Magnus University (VMU), within the framework of the promotion of multilingualism in the European Union and the language policy of VMU. Knowledge of the mother tongue and at least two foreign languages at a sufficient level for effective communication is an aspiration set out in the European Union documents. In this study, we examine how the university’s language policy contributes to the goal of EU multilingualism and the challenges posed by its implementation. For this purpose, data on language teaching at VMU Institute of Foreign Languages over the last ten years are analyzed. In addition, a survey conducted in spring 2022 is presented which aimed at finding out which factors influence the students’ learning of other languages. The results of these two investigations reveal that, while students acquire the proficient user level in English, there is a steady decline in the interest to study other languages apart English, and the number of students who choose other languages has been decreasing. Only a small percentage of them reach the proficient user level (B1–B2 on the CEFR scale), whereas the majority of them become familiar with a new language and end their studies at initial levels (A1–A2 on the CEFR scale). The students’ responses suggest that there is room for improvement in the university system to promote multilingualism; the lack of awareness of the importance of languages, the increasing predominance of English and the lack of motivation, as well as the negative experiences associated with learning, have a significant influence on the decline of interest in other foreign languages, thus constituting a major threat to the implementation of multilingualism policies.</p>
</abstract>

The aim of this article is to analyze the situation of foreign language teaching and learning at the Institute of Foreign Languages of Vytautas Magnus University (VMU), within the framework of the promotion of multilingualism in the European Union and the language policy of VMU. Knowledge of the mother tongue and at least two foreign languages at a sufficient level for effective communication is an aspiration set out in the European Union documents. In this study, we examine how the university’s language policy contributes to the goal of EU multilingualism and the challenges posed by its implementation. For this purpose, data on language teaching at VMU Institute of Foreign Languages over the last ten years are analyzed. In addition, a survey conducted in spring 2022 is presented which aimed at finding out which factors influence the students’ learning of other languages. The results of these two investigations reveal that, while students acquire the proficient user level in English, there is a steady decline in the interest to study other languages apart English, and the number of students who choose other languages has been decreasing. Only a small percentage of them reach the proficient user level (B1–B2 on the CEFR scale), whereas the majority of them become familiar with a new language and end their studies at initial levels (A1–A2 on the CEFR scale). The students’ responses suggest that there is room for improvement in the university system to promote multilingualism; the lack of awareness of the importance of languages, the increasing predominance of English and the lack of motivation, as well as the negative experiences associated with learning, have a significant influence on the decline of interest in other foreign languages, thus constituting a major threat to the implementation of multilingualism policies.

Dynamics of Language Teaching at the Institute of Foreign Languages of Vytautas Magnus University: Challenges and Perspectives

Sustainable Multilingualism

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The aim of this article is to analyze the situation of foreign language teaching and learning at the Institute of Foreign Languages of Vytautas Magnus...

Dynamics of Language Teaching at the Institute of Foreign Languages of Vytautas Magnus University: Challenges and Perspectives

Online veröffentlicht: 30. Mai 2024

Seitenbereich: 174 - 203

DOI: https://doi.org/10.2478/sm-2024-0007

Schlüsselwörter
Linguistic competence, teaching and learning foreign languages, multilingualism

© 2024 Rima Sabaliauskienė et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Dynamics of Language Teaching at the Institute of Foreign Languages of Vytautas Magnus University: Challenges and Perspectives

Online veröffentlicht: 30. Mai 2024

Seitenbereich: 174 - 203

DOI: https://doi.org/10.2478/sm-2024-0007

SchlüsselwörterLinguistic competence, teaching and learning foreign languages, multilingualism

© 2024 Rima Sabaliauskienė et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
Linguistic competence, teaching and learning foreign languages, multilingualism