Since 2010, universities in the Netherlands have overwhelmingly adopted the motto “the more international, the better”, write Professor Jos Swanenberg and Associate Professor Massimiliano Spotti, both from Tilburg University, in their article The Monolingual Campus and the Bilingual Campus. Against the backdrop of the ongoing debate about the increased use of English in Dutch higher education, the two researchers examine the effects of the language policies of their own university and Eindhoven University of Technology (TU/e). What does it mean for a university in the Netherlands to operate entirely in English? How does it affect Dutch staff and students, and what are the wider implications for Dutch language and culture? The researchers analysed policy documents, internal communications and public statements from both institutions.
As university administrators became increasingly focused on internationalisation in the name of globalisation, the number of English-taught study programmes grew. Universities adopted bilingual language policies or even switched entirely to English. The intention, the researchers explain, was to remove barriers for international students and staff, making it easier for them to read policy documents and attend meetings, for example. At TU/e, where English is the primary language, lecturers were issued “recommendations” like the following: “Do not start your class or meeting with the remark ‘Are there any international students or can we speak in Dutch?’ or with phrases of similar ilk or intent. Assume the class or meeting needs to start in English. When in a meeting and there is a break, please continue in the language you were holding that meeting, which for clarity’s sake should, strictly speaking, always be in English.”
Maastricht
Although not included in the study, Maastricht University is an officially bilingual university like Tilburg, operating on the principle of “Dutch, unless…” In practice, however, this often feels more like “English, unless…” Consider UM’s representative bodies, which tend to include international members: the University Council as well as most Faculty Councils conduct their meetings entirely in English. Policy documents are written in English, discussions take place in English, and Dutch-speaking civil servants invited to explain documents are expected to do so in English rather than their native language.
In recent months, however, a shift seems to be taking place at UM. At the opening of the academic year last September, UM President Rianne Letschert notably delivered her speech in Dutch. The same was true for the New Year’s reception in January. UM has also launched a new Dutch-language campaign aimed at prospective students, and since October, high school students interested in studying at UM have been able to attend information sessions in either English or Dutch. As Letschert previously explained to Observant, “We’ve gone too far in providing information to Dutch prospective students in English, without making sure that English would work for everyone.”
Interpreters
To return to the Tilburg study, the researchers highlight the risks of adopting a bilingual language policy – let alone a monolingual policy like TU/e’s, which disregards Dutch altogether. Such policies, they argue, lead to inequality and elevate English above all other languages. The researchers refer to the Dutch Language Union, a political consultative body that monitors the state of the Dutch language in the Netherlands, Flanders and Suriname, which has concluded that Dutch is facing serious competition from English in Dutch higher education. They also note a growing disconnect between academia and society.
The solution proposed by the researchers is “a more sophisticated language policy”. They argue that “English is not the only option”, advocating instead for multilingualism – using both local and multiple international languages. They suggest, for example, delivering presentations in Dutch with visual support in another language, or using interpreters to facilitate discussions. In cases where students and staff speak mutually intelligible languages, such as Norwegian and Danish, they could communicate in their own languages. The key message is clear: people should actively seek languages they have in common.