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Saturday, March 17 • 11:00am - 11:30am
Bilingual Learning in Higher Education. Teaching Experience and Future Prospects

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In 1999 twenty-nine European Ministers of Higher Education agreed in Bologna Declaration to undertake a comprehensive reform of their educational systems, and to establish a Higher Education Area. The creation of this area was conceived as a key way to promote citizens´ mobility and employability (Prague Communiqué, 2001). The more particular goals of the Bologna Process can be summarized as follows: increasing the compatibility and comparability of European higher education systems; the implementation of a two-cycle system (undergraduate and graduate), of a common credit system, the European Credit Transfer System (ECTS); the promotion of the mobility of students, of European co-operation in quality assurance, and of the necessary European dimensions in higher education. The original goals were redefined and additional objectives were set in Prague (2001), Berlin (2003), Bergen (2005), London (2007), Leuven (2009), Budapest and Vienna (2010) and Bucharest (2012). Hence, the European Higher Education Area should develop a social dimension, lifelong learning, student participation and international openness. All in all, the major expected outcomes of the ongoing reform process lie in the promotion of international mobility, international competitiveness of universities and employability of graduates (Ceylan et al., 2011).

As far as students´ mobility and international openness are concerned, not only the promotion of Exchange Programs (i.e., Erasmus) is essential, but also the launching of bilingual courses. Certainly, mastering a foreign language is a requisite for outgoing students in partner European universities. Bilingual courses can contribute to both the acquisition of scientific knowledge and the enhancement of language skills. Moreover, bilingual courses offer excellent prospects for employability in the current global society where commercial transactions and trade occur beyond the borders of the state. The knowledge of a foreign language is one of the most demanded competences in the labor market (Riesco González, 2008).


Leocadia Díaz Romero

Murcia State University
Universidad de Murcia, Spain

Saturday March 17, 2018 11:00am - 11:30am EDT
Room 9 FIT Conference Center

Attendees (4)