Implemen a ion
p oposal o
language
-awa e
assessmen s
WORKING GROUP ON MULTILINGUALISM AND LANGUAGE
BIASES IN RESEARCH ASSESSMENT
Implemen a ion p oposal o language-awa e assessmen s 1
Implemen a ion p oposal o
language-awa e assessmen s
Table o Con en s
In oduc ion ............................................................................................................................... 5
P oposal 1: Make mul ilingualism a alue in esea ch assessmen .............................. 5
P oposal 2: Assess and imp o e language di e si y, compe ences and p ac ices ... 6
P oposal 3: C ea e expec a ions and c i e ia o mul ilingualism ................................ 7
P oposal 4: In eg a e mul ilingualism in o assessmen p ocesses ............................... 7
Implemen a ion p oposal o language-awa e assessmen s 2
Please ci e as:
CoARA WG on Mul ilingualism and Language Biases in Resea ch Assessmen . (3 Oc obe
2025). CoARA Ou pu . Implemen a ion p oposal o language-awa e assessmen s. DOI:
h ps://doi.o g/10.5281/zenodo.17256827.
Documen In o ma ion
Ou pu Ti le
Implemen a ion p oposal o language-awa e assessmen s
Wo king G oup
Mul ilingualism and Language Biases in Resea ch Assessmen
Topic
D a Ve sion 3.0
Publica ion Da e
3 Oc obe 2025
Ou pu Type Ac ionable policy esou ce
P oduce (s)
Wo king G oup on Mul ilingualism and Language Biases in
Resea ch Assessmen
P ojec Leade (s)
Ma ine Ga nie -Rize , Gian-Ma ia G eco, Emanuel Kulczycki,
and Janne Pölönen
Edi o (s)
Janne Pölönen
Re iewe (s) WG membe s and Focus G oup pa icipan s
O he con ibu o s
WG and TF3 Focus G oup membe s
S a us
D a
Re ision his o y
Ve sion
Da e
Re ised by
Commen s
1.0
09-05-2025
J. Pölönen, M. C.
Conceição, J. M. Co s, B.
Dend inos, M. Die l, S.
Ga cia, E. Ga dan, M.
Ga nie -Rize , G. M.
G eco, E. Kulczycki, P.
Laihonen, F.
Mys akopoulos, S. Pena i,
G. Pe uginelli, I.
Ra ols, C. Sole , M.
U banc
Fi s d a
2.0
23-05-2025
WG membe s’ eedback
3.0
03-10-2025
TF3 Focus G oup eedback
Implemen a ion p oposal o language-awa e assessmen s 3
Lis o Ac onyms
CoARA
Coali ion o Ad ancing Resea ch Assessmen
CRIS
Cu en Resea ch In o ma ion Sys em
CV
Cu iculum Vi ae
WG
Wo king G oup
Implemen a ion p oposal o language-awa e assessmen s 4
Summa y
This implemen a ion p oposal is aimed a leade ship and managemen o highe educa ion
ins i u ions, esea ch and unding o ganisa ions o acili a e implemen a ion o CoARA
commi men s. The p oposal has been p oduced by he CoARA WG on Mul ilingualism and
language biases in esea ch assessmen . The documen p esen s ou p oposals o he
possible implemen a ion o language-awa e assessmen s, including conc e e ac ions and
s eps o guide he implemen a ion.
Implemen a ion p oposal o language-awa e assessmen s 5
In oduc ion
This implemen a ion p oposal is aimed a leade ship and managemen o highe educa ion
ins i u ions, esea ch and unding o ganisa ions o acili a e implemen a ion o CoARA
commi men s by ecognising and ewa ding mul ilingualism in he p ac ice o science, in
schola ly publica ions and in academic communica ions, and by add essing language
biases in assessmen s and e alua ions. Mul ilingualism means conside a ion and use o
mul iple languages a indi idual and communi y le el. I includes pu pose ul and lexible
use o an indi idual's ull linguis ic epe oi e and abili y o acili a e unde s anding and co-
cons uc ion o meaning ac oss languages, audiences, and con ex s (see Annex I).
The p oposal has been p oduced by he Coali ion o Ad ancing Resea ch Assessmen
(CoARA) Wo king G oup (WG) on Mul ilingualism and language biases in esea ch
assessmen . The documen p esen s ou p oposals o he possible implemen a ion o
language-awa e assessmen s, including conc e e ac ions and s eps o guide he
implemen a ion. The wo king-g oup will also p o ide i e annexes o suppo
implemen a ion:
I. Glossa y o mul ilingualism o esea ch assessmen
II. Checklis o mul ilingualism policies and ini ia i es
III. Toolbox on language-awa e assessmen s
IV. Landscape epo on Mul ilingualism and Language Biases in Resea ch Assessmen
V. Explo ing Mul ilingualism in Resea ch: A Su ey o esea che s a he Na ional
Resea ch Council o I aly
P oposal 1: Make mul ilingualism a alue in esea ch
assessmen
• Ac ion 1: se up a commi ee, o assign he ask o an exis ing body, o p omo ing
language awa eness, mul ilingualism and add essing language bias in esea ch
assessmen as ou lined in his implemen a ion p oposal in you o ganisa ion (see
Annex II and IV)
• Ac ion 2: inco po a e mul ilingualism in o you o ganisa ion’s CoARA Ac ion plan
o S ep A: e iew all assessmen p ocesses o you o ganiza ion o iden i y
language equi emen s and ba ie s (including legal), ad e se incen i es
and language biases (see Annex III and IV)
o S ep B: p io i ise issues and c ea e a oadmap wi h schedule o add essing
and alle ia ing he iden i ied language ba ie s, ad e se incen i es and
language biases (Annex III)
Implemen a ion p oposal o language-awa e assessmen s 6
o S ep C: implemen he oadmap o change c i e ia, me hods, da a, guidance
and suppo o assessmen p ocesses, moni o p og ess, collec eedback,
and e ise p ocesses i needed
• Ac ion 3: c ea e o upda e ele an s a egies and policies o you o ganisa ion
o S ep A: e iew in e na ional and na ional policies and ini ia i es you
o ganisa ion has signed o adhe ed o (see see Annex II)
o S ep B: consul in e na ional and na ional expe bodies, commi ees o
socie ies on language and mul ilingualism policies and p ac ices
o S ep C: e iew and upda e (i needed), s a egies and policies o you
o ganisa ion in ligh o he in e na ional and na ional policies.
P oposal 2: Assess and imp o e language di e si y,
compe ences and p ac ices
• Ac ion 1: c ea e an o e iew o ac i e and passi e language skills, p ac ices and
needs in you o ganisa ion
o S ep A: c ea e an o e iew o language skills and p ac ices o he esea ch,
eaching and adminis a i e pe sonnel (e.g. by means o su ey o collec ing
and analysing esea ch in o ma ion on publica ions, see Annex III and V)
o S ep B: c ea e an o e iew o di e se con ibu ions o he bene i o science
and socie y, and o languages in which hey a e communica ed
o S ep C: c ea e an o e iew o he languages needed o mos e ec i ely
communica e knowledge and con ibu ions o ele an expe s as well as
di e se a ge audiences ou side academia
• Ac ion 2: iden i y gaps and p io i ies o imp o emen
o S ep A: iden i y s eng hs, weaknesses, oppo uni ies and h ea s in he
language skills and compe ences, languages used and needed in you
o ganisa ion
o S ep B: iden i y and p io i ise a eas o imp o emen and c ea e a oadmap
o be e suppo ing he language skills and compe ences, imp o ing
language p ac ices and mee ing he language needs o a ge audiences
• Ac ion 3: de elop capaci y, se ices and in as uc u e o suppo language skills
and mul ilingualism
o S ep A: o e wo kshops, cou ses, o men o ship p og ammes o de elop
mul ilingual skills and compe ences
o S ep B: o e esou ces o human ansla ion
Implemen a ion p oposal o language-awa e assessmen s 7
o S ep C: poin o sui able and secu e esou ces ( ools, machine ansla ion,
AI-based solu ions, e c.)
P oposal 3: C ea e expec a ions and c i e ia o
mul ilingualism
• Ac ion 1: implemen c i e ia ha ecognise and ewa d con ibu ions in any
language as well as in many languages (e.g. h ough ansla ions o adap a ions)
o S ep A: explici ly s a e ha esea ch con ibu ions a e ecognised
i espec i e o language and ha mul ilingual communica ion s a egies and
anslanguaging p ac ices a e posi i ely alued
o S ep B: a oid c i e ia and indica o s ha explici ly use o implica e
communica ion language as a p oxy o quali y, impac o in e na ionali y o
con ibu ions
o S ep C: ecognise and ewa d ci izen and communi y engagemen , ou each
ac i i ies and collabo a ion, public science communica ion, and media
p esence in he language(s) o he local/ egional/na ional communi ies
• Ac ion 2: posi i ely alue con ibu ions o de elopmen o scien i ic e minology
ega dless o language
• Ac ion 3: ecognise as me i o es ablish awa ds o p omo ing mul ilingualism in
esea ch p ocess, ou pu s (e.g. da a, publica ions), eams and collabo a ion,
con e ences and e en s, eaching and educa ion, communi y engagemen ,
publica ion channels (e.g. jou nals, books), and assessmen s
P oposal 4: In eg a e mul ilingualism in o assessmen
p ocesses
• Ac ion 1: suppo mul ilingual communica ion h oughou assessmen p ocess
o S ep A: in oduce op ions o esea che s o communica e (e.g. submi
o ms, na a i e CV’s, and o he documen a ion), p o ide and ecei e
eedback in di e en languages / language o hei choice
o S ep B: in oduce op ions o expe e alua o s o use di e en languages o
language o hei choice, and p o ide hem aining o ca y ou language-
awa e assessmen (see see Annex III)
o S ep C: communica e p og ess, decisions and esul s o assessmen in
di e en languages / language o choice
• Ac ion 2: conside language di e si y and compe ences ele an o assessmen
con ex when selec ing and ins uc ing e alua o s
Implemen a ion p oposal o language-awa e assessmen s 8
o S ep A: ec ui di e se pools o e alua o s who a e a en i e o language
di e si y and challenges and a e capable o assessing con ibu ions in he
ele an languages
o S ep B: make e alua o s awa e o language biases and disad an ages o
second language use s, and explici ly ins uc e alua o s o ocus on he
scien i ic quali y a he han he language o communica ion
• Ac ion 3: Make mul ilingualism in eg al pa o quan i a i e and quali a i e
in o ma ion suppo ing assessmen
o S ep A: c ea e an o e iew o in o ma ion cu en ly used o suppo
assessmen s and how i ep esen s con ibu ions and acili a es e idence in
di e en languages
o S ep B: c ea e a plan o ansi ioning owa ds mo e open, linguis ically
inclusi e and mul ilingual esea ch in o ma ion (e.g. local CRIS and
eposi o ies / global da abases OpenAlex and OpenAIRE)
o S ep C: o e op ions, empla es and guidance o p o iding quali a i e
in o ma ion (e.g. in o m o Na a i e CV o sel -assessmen ) in di e en
languages / language o choice
o S ep D: de elop mul ilingual use -in e aces, guidance and me ada a o he
esea ch in o ma ion
