Implantación de un programa de plurilingüismo en el espacio europeo de educación superioranálisis de contexto y detección de necesidades

Abstract

The consolidation process of European Higher Education Area (EHEA) has highlighted the importance that language play in this process, which has resulted in the implementation of various programs of multilingualism in Europe to develop students communicative competence. In Spain, these programs are a challenge, as the level of communicative competence in foreign languages is poor (see data in European Commission 2006), and teachers may be reluctant to implement them for various reasons. This article explores what would be the willingness of teachers and students to a hypothetical implementation of a program of multilingualism in a Spanish university, including their availability and desire for involvement in the project and the level of knowledge of other languages and training needs. After analyzing the results has been known that more than 50% of the sample of participating teachers has a positive conception of the program and would be willing to participate, and a high percentage of this figure shows to have sufficient competence in the foreign language. Students also show a positive view on the hypothetical participation in a multilingual group, and expressed that this would be a learning opportunity. Other results are included on the context needs.