ibé ica 45 (2023): 23-46
iSSN: 1139-7241 / e-iSSN: 2340-2784
h ps://doi.o g/10.17398/2340-2784.45.23
Abs ac
A a ime when mul ilingualism is sp eading ac oss uni e si y con ex s all o e
he wo ld, his a icle ocuses on he majo epe cussions ha he coexis ence o
di e en languages has on language o speci ic pu poses (LSP). A e analysing
he in e ace be ween LSP and mul ilingualism, he Uni e si y o he Basque
Coun y UPV/EHU is pu o wa d as a e y good case in poin o how
mul ilingual uni e si ies a e endea ou ing o ace he many challenges ha he
mul ilingual u n en ails. The a icle unde sco es he need o os e collabo a ion
no only be ween con en and LSP specialis s, bu also be ween LSP
p ac i ione s in di e en languages.
Resumen
La expansión del mul ilingüismo en la educación supe io y sus epe cusiones en
las lenguas pa a ines especí icos
Nos encon amos en un momen o his ó ico en el que el mul ilingüismo se es á
con i iendo en una ca ac e ís ica in ínseca de las uni e sidades a lo la go y
ancho del plane a, po lo que es e a ículo abo da las impo an es epe cusiones
que la coexis encia de di e en es lenguas conlle a pa a la enseñanza de lenguas
pa a ines especí icos (LFE). T as analiza la in e acción en e LFE y
mul ilingüismo, el a ículo se cen a en el caso de la Uni e sidad del País
Vasco/Euskal He iko Unibe si a ea (UPV/EHU) a modo de ejemplo de cómo
las uni e sidades mul ilingües a an de hace en e a los di e sos e os que es e
mul ilingüismo plan ea. El a ículo de iende la necesidad de omen a la
colabo ación no solo en e especialis as de con enido y lengua, sino ambién
en e el p o eso ado de LFE de di e en es lenguas.
The sp ead o mul ilingualism in highe
educa ion and i s epe cussions o
language o speci ic pu poses
Da id Lasagabas e
Uni e si y o he Basque Coun y UPV/EHU (Spain)
[email p o ec ed]
23
ibé ica 45 (2023): 23-46
DAVID LASAgABASTE
In oduc ion
Mul ilingualism has become a buzzwo d in educa ion in gene al and in
applied linguis ics in pa icula in he las wo decades and, albei a a slowe
pace han a p e-uni e si y le els, i s impac has also eached highe
educa ion. This can be illus a ed by he inc easing use o he e m
EMEMUS (English Medium Educa ion in Mul ilingual Uni e si y Se ings),
which has ecen ly been popula ized by Da ouz and Smi (2020), led by an
unp eceden ed ise o mul ilingualism a e ia y le el.
F om a Eu opean pe spec i e, Eu opean ins i u ions ha e played a
pa amoun ole in he impo ance a ached o mul ilingual lea ning, as hey
ha e ben o e backwa ds o p omo e mul ilingualism in he con inen since
1995, he yea when he Whi e Pape on Educa ion and T aining was published
(Eu opean Commission, 1995). This ini ia i e aimed a os e ing he use o
addi ional languages as means o ins uc ion o u u e gene a ions o
s uden s wi h a iew o bols e ing mobili y, s eng hening he
in e na ionalisa ion p ocess and Eu opean iden i y among he younge
gene a ion, while linguis ic di e si y in Eu ope was unde pinned. One o he
main lines o ac ion included in his documen se o h he objec i e ha all
Eu opean ci izens should de elop p o iciency in h ee Eu opean languages,
in an a emp o s op o eign language lea ning om being a possibili y only
a ailable o an eli e. In he ollowing yea s, he Commission o he Eu opean
Communi ies (2008), in a documen en i led Mul ilingualism: An asse o
Eu ope and a sha ed commi men , in i ed “Membe S a es and he o he EU
ins i u ions o endo se he c osscu ing policy amewo k o
mul ilingualism” (p. 15). Uni e si ies in pa icula we e asked o “equip
s uden s wi h s ong language skills ega dless o hei ields o
specialisa ion” (p. 10), because mul ilingualism enables uni e si y s uden s o
gain oppo uni ies o landing a job and helps hem build mul ilingual capi al
o enhance hei ca ee s.
When e e ing o he e m mul ilingualism, he i s s umbling block ha
needs o be o e come has o do wi h i s mul iple s a us and he many
di e en meanings a ibu ed o i (F anceschini, 2011). In his pape
mul ilingualism is de ined as he ac i e use o mo e han wo languages, a
de ini ion ha is based on h ee main easons. Fi s , al hough a quick e iew
o he li e a u e in he ield would con i m ha he umb ella e m
“mul ilingualism” habi ually includes “bilingualism”, he La in p e ixes “bi”
and “mul i” li e ally mean “ wo” and “many” espec i ely, which would lead
24
us o conclude ha bo h e ms should no be used in e changeably. Second,
whe eas i is a he habi ual o use wo languages equally well, his simila
le el o p o iciency is mo e complex o achie e when h ee o mo e
languages a e in ol ed. And hi d, esea che s who del e in o
mul ilingualism and mul iple language lea ning (Cenoz, 2013; De Angelis,
2007; Dewaele, 2010; Fox e al., 2019; Jessne , 2006) ha e ecu en ly
unde sco ed ha he e a e signi ican di e ences be ween he lea ning o a
second language and he lea ning o hi d o addi ional languages. In his
ein, Jessne (2006: 13) blun ly concludes ha “nowadays i is known ha
lea ning a second language di e s in many espec s om lea ning a hi d
language.” esea che s also concu ha bilinguals bene i om some
ad an ages o e monolinguals when i comes o lea ning an addi ional
language, due o hei wide expe ience as language lea ne s and hei mo e
de eloped lea ning s a egies based on hei L2 lea ning p ac ice, on which
hey ely o lea n he L3.
A a ime when mul ilingual p ac ices a e ad ancing ac oss uni e si y
con ex s all o e he wo ld, his a icle aims o analyse how he sp ead o
mul ilingualism a uni e si y a ec s language o speci ic pu poses (LSP) by
paying pa icula a en ion o a mul ilingual (albei o icially bilingual)
uni e si y loca ed in Spain. The main goal o his a icle is hus o
unde sco e he bene i s o building s onge ies be ween LSP p o essionals
o di e en languages in mul ilingual uni e si y con ex s.
The in e ace be ween mul ilingualism and LSP
LSP is one o he many ields ha a e subsumed unde he applied linguis ics
umb ella e m. This esea ch ield ha “o igina ed in a need o each
academic eading and w i ing skills o unde g adua es in di e en ields”
(Mau anen, 2022, p. 7) has signi ican ly expanded in ecen decades and
cu en ly ackles many o he communica i e aspec s alongside hei
psychological and sociological dimensions, anging om he unde s anding
o lec u es o he de elopmen o o al p esen a ion skills, o name bu wo.
LSP explici ly connec s lea ning he language in he class oom wi h using i
in he academic and wo king sphe es and he p o essions. The
a o emen ioned sp ead o mul ilingualism en ails di e en challenges ha
s ill a e a om ha ing been me in mos highe educa ion ins i u ions. As
Siemund (2023, p. 244) pu s i , “Mos o he wo ld cu en ly appea s o be
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con e ging on some bilingual o ilingual model in which English plays a
c ucial ole.” The s ong p esence o English in many educa ion sys ems all
o e he wo ld has subs an ially con ibu ed o his mul ilingual si ua ion,
and his has clea epe cussions o LSP eaching, as u u e p o essionals
need o de elop some o m o mul ilingual epe oi e o emain compe i i e
and unc ional in ou cu en globalised wo ld.
As a esul o mul ilingual language policies, g adua e and unde g adua e
s uden s ind hemsel es needing o ge acquain ed wi h he speci ic
language o each o he di e en languages used as medium o ins uc ion
in hei ins i u ions. Howe e , since i s incep ion in he 1960s he LSP ield
o esea ch has ended o be mainly cons ained o English, o he ex en
ha i was i s es ablished as a discipline as English o speci ic pu poses
(ESP) (Hall, 2013; Sánchez-López, 2013). The i les o wo o he mos
p es igious jou nals in he ield (English o Speci ic Pu poses and Jou nal o
English o Academic Pu poses) also seem o a es o his and, in ac , hey ha e
se he cou se o he LSP esea ch ield i espec i e o he language
conce ned. Al hough languages o he han English (LOTEs) a e also used in
LSP cou ses, such as ge man (see By nes, 2013) and Spanish (Pas o
Ces e os, 2022; Sánchez-López, 2013) cou ses deli e ed in colleges and
uni e si ies in he Uni ed S a es and Spain, he e is li le doub ha English
emains hegemonic in he LSP ield o p ac ice and esea ch.
Agains his Anglocen ic app oach o LSP, he cu en mul ilingual
uni e si ies demand a much la ge language scope and he LSP domain
ough o include LOTEs. Mo eo e , new app oaches o language eaching
p opose pedagogical p ac ices ha ega d s uden s’ linguis ic epe oi es as a
esou ce a he han a p oblem. Di e en au ho s (Hibbe & an de Wal ,
2014; ga cía & Wei, 2014; Lasagabas e & ga cía, 2014) de end he need o
disca d he adi ional iew o mul ilingualism whe e he di e en languages
in con ac become sepa a e en i ies. Con e sely, hey p opose a mo e open
and lexible iew aimed a os e ing he syne gies o he languages in
con ac , a he han a oiding hei simul aneous use. The di e en languages
o ins uc ion should hus no be seen as compe ing bu a he as a
complemen o each o he , which is why LSP p ac i ione s should os e he
con inuous low be ween languages by designing asks in which all he
languages a e seen as an asse . Bu anslanguaging p ac ices should no be
limi ed o he mo emen among linguis ic epe oi es and should also
include mul ilingual and mul imodal sign-making p ac ices o sca old
con en lea ning in mul ilingual class ooms (Tai, 2022). An addi ional asse
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can be ound in he ac ha esea ch indica es ha anslanguaging o en
becomes an essen ial componen o con en eaching a he han simply a
p ac ice ese ed o socio-a ec i e pu poses (such as es ablishing appo )
o class oom managemen (genc e al., 2023).
LSP s uden s ha e o become acquain ed wi h he specialised language and
no ms o each disciplina y cul u e, so ha hey become able o p oduce
spoken and w i en p oduc s ha comply wi h he discipline conce ned. The
need o sca old he ansi ion om e e yday o scien i ic language equi es
s uden s o be exposed o many examples o he ypical discou se o each
discipline in hei di e en languages, so ha hey e en ually succeed in
pa icipa ing e ec i ely in mul ilingual academic o p o essional
communi ies.
Wi h his in mind, he o icially bilingual Spanish highe educa ion
ins i u ions me i a en ion, as hey a e a e y good case in poin o he
e o s exe ed o p o ide LSP no only in English bu also in LOTEs.
The Spanish con ex
In he 20 h cen u y he end o F anco’s dic a o ial egime (1939-1975) led o
he 1978 Cons i u ion which, apa om being he basis o a e u n o
democ acy, acknowledged all he mino i y languages spoken in Spain ha
had adi ionally played second iddle o none a all in many social sphe es,
including educa ion. The ad en o democ acy acili a ed au onomous
go e nance o di e en egions, which was accompanied by he launch o
campaigns o li e acy in egional languages in o de o e e se he language
shi . Since he main mino i y languages (Basque, Ca alan and galician)
acqui ed co-o icial s a us wi h Spanish in 1978, e o s o e i e hese
languages ha e been made, as well as o design language planning o
coun e ac mino i y language loss.
No only ha e Eu opean ins i u ions been conce ned abou he de elopmen
o o eign languages du ing he las h ee decades, bu hey ha e also wo ked
o he p o ec ion o mino i y languages. In ac , he Eu opean Cha e o
egional o Mino i y Languages came in o o ce in 1992 unde he auspices
o he Council o Eu ope o p omo e his o ical mino i y and egional
languages (al hough he decision o conside a language egional o mino i y
lies in he hands o he na ional s a es). Despi e he ac ha he Cha e has
changed basic condi ions o he be e o se e al mino i y languages, some
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oices conside ha hese ini ia i es ha e mainly been limi ed o paying lip
se ice o Eu opean mino i y-language di e si y while isible esul s a e
conspicuous by hei absence. I is e iden ha he si ua ion has imp o ed in
he las ew decades, bu in many Eu opean coun ies he e is s ill a lack o
app ecia ion o hei in e nal linguis ic and cul u al di e si y. We could ake
F ance as an example, since i signed he Cha e in 1999, bu i has no ye
a i ied i and, he e o e, i has ne e come in o e ec because he F ench
Cons i u ional Council decided o censo pa o he Molac Law on he
p o ec ion and p omo ion o egional languages. This ejec ion was based on
he g ounds ha he eaching o egional languages h ough imme sion is
uncons i u ional, as he F ench Cons i u ion eads ha he language o he
epublic is F ench, which implies i s exclusi e use in educa ion. O he
coun ies such as Spain, howe e , ha e boos ed he no malisa ion o
mino i y languages o a g ea e deg ee, which has esul ed in decen alised
educa ional sys ems a bo h p e-uni e si y and uni e si y le els in which
mul ilingualism has become he no m a he han he excep ion. In ac ,
mino i ised language-medium educa ion is seen as a lynchpin in language
e i alisa ion s a egies.
The co-o icial s a us o mino i y languages has led o hei use as a means
o ins uc ion a uni e si y. In addi ion, and as a esul o he apid sp ead
o English-medium ins uc ion (EMI) p og ammes, uni e si ies ha e seen
he p oli e a ion o a mul ilingual cu iculum in which di e en languages
( he mino i y language, Spanish and English) a e used o each con en .
These bilingual egions ha e also included o he o eign languages (e.g.
F ench and ge man) o a lesse ex en and ha e ended up pu ing oge he
mul ilingual policies (Co s e al., 2014; Fo ane -gómez, 2013). The
in e na ionalisa ion p ocess has hus o ced hese bilingual uni e si ies o
s ike a balance be ween he e e se language shi p ocess and he need o
be pa o he globalised highe educa ion en i onmen and o espond o i s
linguis ic p essu es (Co s e al., 2016).
F om an in e na ional pe spec i e, he mul ilingual si ua ion in Spain will
help o in o m LSP, as mos s udies in he ield end o ocus on English
while dis ega ding mino i y languages. Spain’s mul ilingual language policies
may hus con ibu e o opening new esea ch agendas in LSP, since he ypes
o academic mul ili e acies ha hese mul ilingual uni e si y se ings ha e
implemen ed a e well wo h looking in o. To ake a couple o examples
ou side Eu ope, le us b ie ly ocus on he ips o he A ican con inen .
Mo occo is a mul ilingual na ion in which A abic and Tamazigh a e o icial
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languages, while he languages o he uni e si y sys em a e F ench and
A abic. Howe e , Mo occans use he Mo occan a ie y o A abic (known as
Da ija) in hei e e yday li e and he local s uden body is also made up o
speake s o Tamazigh and Spanish (pa icula ly in he no he n egions
close o Spain). An inc easing numbe o s uden s a e also aking EMI
cou ses, as in ecen yea s he e has been wide suppo o eplacing F ench
wi h English ( ’boul, 2022). In Sou h A ica, many uni e si ies implemen
dual ins uc ion in A ikaans and English, while hey also de elop ma e ials
in local A ican languages o s udy suppo ( an de Wal , 2013); in he same
way, s uden s a he Uni e si a Au onòma o Ba celona use Ca alan o
cla i y English concep s, hei plu ilingual epe oi es ac ing as a esou ce in
class oom in e ac ion (Moo e & Dooly, 2010). These a e e y good
examples o how widesp ead mul ilingualism is a e ia y le el, al hough all
oo o en i emains hidden and unde esea ched.
A mul ilingual pe son possesses di e en languages in hei linguis ic
epe oi e, some o hem being mo e ac i e whe eas o he s a e less o en
used. The e m Dominan Language Cons ella ion (DLC) was coined and
discussed by a ious au ho s (A onin & Single on, 2012; Lo Bianco &
A onin, 2020) o make e e ence o he pa icula languages which a e
su icien o li e in a mul ilingual en i onmen du ing a pa icula pe iod o
ime (A onin, 2022). Al hough he linguis ic epe oi e o a mul ilingual
speake may include skills in many di e en languages, a DLC encompasses
only hose ha a e mos ac i e, which end o be “ ypically h ee languages
ha oge he ensu e he pe o mance o he unc ions o human language.
These would o en be a local language, a coun y’s o icial language and an
in e na ional language” (A onin 2022, p. 160). The DLC concep , he e o e,
nicely i s in wi h con ex s such as Spain in gene al, and he case o eache s
and s uden s a he Uni e si y o he Basque Coun y UPV/EHU in
pa icula .
The Basque con ex
In his pa o he pape I will ocus on he Basque Au onomous
Communi y (BAC hence o h), because i s si ua ion clea ly de e mines he
eading o he Basque speaking communi y as a whole. I has o be
conside ed ha , wi h he excep ion o a ew cou ses a he Uni e si é du Pau
e des Pays de l’Adou , Basque is ha dly p esen in F ench uni e si ies, and
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i s p esence in he wo uni e si ies in Na a e is much smalle han is he
case in he uni e si ies loca ed in he BAC.
The Basque language has his o ically been cha ac e ised by i s mino i y
s a us, su ounded by he wo powe ul and in e na ional languages Spanish
and F ench. In he las 40 yea s he educa ion sys em has played a pa amoun
ole in he p ocess o making people Basque-speaking, and Basque
uni e si ies ha e become key ac o s in he eco e y o he mino i y language.
Al hough hey a e he sou ce o he nex gene a ion o Basque-speaking
p o essionals, e y li le has been published in English abou hei linguis ic
si ua ion, since mos o he pape s published in in e na ional jou nals and
books zoom in on p e-uni e si y le els (Cenoz, 2008). Basque highe
educa ion ins i u ions ob iously ha e a ole o pa amoun impo ance in he
no malisa ion o he mino i y language, since hey ha e o ace he
Basquisa ion o hei di e en deg ees wi h a iew o p o iding socie y wi h
Basque-speaking g adua es eady and p epa ed o use he language in all
social sphe es.
The e a e h ee uni e si ies in he BAC, all o which a e o icially bilingual in
Basque and Spanish, ha ing in addi ion s i en o os e EMI p og ammes.
The h ee uni e si ies a e: he Uni e si y o he Basque Coun y UPV/EHU,
Deus o Uni e si y, and Mond agon Uni e si y. The UPV/EHU is he la ges
o he h ee and he main esea ch ins i u ion in he BAC, which is why
special heed will be paid o his ins i u ion in o de o analyse he links
be ween LSP and mul ilingualism.
A case s udy: The Uni e si y o he Basque Coun y
UPV/EHU
The UPV/EHU is he only public uni e si y in he BAC and cu en ly has
o e 45,000 unde g adua e and g adua e s uden s, and 5,600 lec u e s and
esea che s, mo e han 60% o whom a e quali ied bilingual eache s in
Basque and Spanish, while 1,330 a e acc edi ed o each in a o eign
language. The UPV/EHU has played a pa amoun ole in he
s anda disa ion o he Basque language, a p ocess ha in ol ed he
uni ica ion o a small bu dialec ically e y di e se language, esul ing in a
s anda d o m ha was apidly emb aced by Basque socie y in a sho pe iod
o ime compa ed o many o he s anda disa ion p ocesses (Salabu u, 2015).
As a esul o his commi men o bols e Basque language and cul u e, 98%
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o compulso y subjec s a he BA le el a e o e ed in Basque and, in 2020,
64 PhD disse a ions we e w i en and de ended in Basque.
LSP cou ses in Basque a e a ailable in many deg ees and eache s ecei e he
suppo o he Ins i u e o he Basque Language (Euska ako Ins i u oa/Ins i u o de
Euska a), which was ounded in 1996. The Ins i u e’s main objec i es include
he de elopmen o lexicon and scien i ic e minology while helping o
sp ead he use o Basque in he p o essions, since u u e p o essionals
should be able o ca y ou hei jobs in he wo o icial languages. Among
many o he asks, he Ins i u e is also esponsible o he ollowing open
access esou ces:
– The Basque g amma Online: An open access g amma ha is
con inuously upda ed.
– The Co pus o Con empo a y Basque: I con ains mo e ha 355
million wo ds d awn om books and newspape a icles published
in he 21s cen u y.
– The Obse a o y o Linguis ic Calques, which encompasses
seman ic, lexical-syn ac ic, mo phological, mo phosyn ac ic,
discu si e le el, ph aseological and o he ypes o calques.
– The Compa a i e Co pus: This is a co pus made up o ex s
ansla ed in o ou languages: Basque, Spanish, English and F ench.
I includes 171 books o alling mo e han 51 million wo ds.
– The “Classic o Though s” Co pus: I consis s o 130 books
o alling 10.7 million wo ds.
– Zio Co pus: A collec ion o ex s published by he UPV/EHU
ha con ains some o he mos impo an scien i ic ex s o he
wo ld ansla ed in o Basque and aimed a s anda dizing scien i ic
language in Basque. This collec ion co e s many ields o
knowledge and he ansla ions a e mean o se e no only he
academic communi y bu also anyone in e es ed in science. This
applica ion o e s he public bo h he o iginal language e sions o
hese ex s and hei Basque ansla ion in o de o enable any use
o access scien i ic e ms in hei o iginal con ex s.
– Legal Co pus: This is a specialised co pus based on legal and
academic ex s which con ains 7.2 million wo ds collec ed in 595
documen s. I is upda ed e e y yea .
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impending need. This is a complex ask, as LSP p o essionals ha e o
nego ia e be ween s uden s and subjec specialis s in di e en languages.
Tha is why, ideally, LSP p o essionals should be compe en in he di e en
languages used as means o ins uc ion in hei ins i u ion and mul ilingual
compe ence should be ega ded as a me i when ec ui ing eaching s a .
Teache collabo a ion could in any case help o o e come he mul ilingual
hu dles s emming om he coexis ence o di e en languages. Howe e ,
Bocaneg a-Valle and Bas u kmen (2019) ound ha Spanish ESP eache s
usually wo k on hei own, hey a e equen ly he only eache o a
pa icula subjec ( his is he case in he UPV/EHU, whe e he e is only one
ESP eache in each acul y) and hey miss he oppo uni y o alk o
colleagues and sha e expe iences, belie s, d awbacks, achie emen s and
challenges wi h hem. In he UPV/EHU, i language ba ie s we e
elimina ed, he e is no eason why he ESP/EAP eache could no engage
in exchanges wi h he BSP eache (who is usually also on hei own in each
acul y), as hey will ha e many issues in common, while such collabo a ion
would also help hem o o e come eelings o isola ion.
F om an in e na ional pe spec i e, ESP/EAP eache s could collabo a e
wi h LSP colleagues in o he languages wi hin hei own ins i u ion, which
would allow hem o place g ea e emphasis on he use o mul ilingual
eaching p ac ices as a pedagogical esou ce. This in e -language
collabo a ion could ake he o m o discussion sessions be ween LSP
eache s in di e en languages in which hey could e lec on ways o
collabo a ion and make sugges ions o join wo k and how mul ilingual
eaching p ac ices could be modelled and implemen ed. I is wo h no ing
ha , as B eeze and Sancho guinda (2022) poin ou , he ac o no
belonging o he same depa men may e en become an ad an age a he
han a hu dle: “I hose people a e no om hei immedia e
depa men /a ea, his is some imes be e , because he deep i al ies ha
some imes exis be ween close colleagues can hinde p oduc i e p o essional
exchange” (p. 193).
In he case o s uden s, hey could easily become awa e o he bene i s o
such mul ilingual eaching p ac ices by making hem e lec on he habi ual
mul ilingual demands in many (i no all) p o essions. In his ein, Dua e
(2022) obse ed a a Du ch uni e si y ha s uden s’ a i udes owa ds using
plu ilingual app oaches we e posi i e, while he pa icipan s also belie ed
ha he a o dances o plu ilingual eaching p ac ices ou weighed he
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cons ain s. We should no o ge ha an inc easing numbe o s uden s
hemsel es come om mul ilingual con ex s, ha is, con ex s in which mo e
han wo languages a e spoken. This mul ilingual app oach should be
complemen ed by mul imodal p ac ices, as “e e yday wo kplace li e acies a e
complexly and join ly media ed by a complex a ay o languages, gen es,
ac o s, opes, objec s, media, and modes” (F aibe g, 2018, p. 66).
Ano he possible cou se o ac ion o bols e in e -language collabo a ion
could be o ely on co pus esea ch expe s, who could wo k on di e en
languages and y o p o ide suppo o LSP eache s. The e o e, esea ch
p ojec s should encompass no only he ubiqui ous English, bu also o he
languages such as mino i y languages, which would eno mously bene i om
such collabo a ion. Mul ilingual glossa ies would be he i s need o sp ing
o mind. The dic iona ies a ailable a he UPV/EHU and men ioned abo e
only in ol e wo languages and hey a e ei he Basque-Spanish o English-
Spanish dic iona ies, bu none o hem includes he h ee wo king languages
a he ins i u ion. Al hough he cu en Basque-Spanish e sion mus ha e
been mos welcome, he e is no doub ha law s uden s a he UPV/EHU
would ind i e y use ul o ha e he h ee languages in he legal dic iona y
a hei disposal on he uni e si y’s websi e (Albe di e al., 2022), since EMI
cou ses a e also pa o hei deg ee.
Mul ilingual uni e si ies should hus decide on wha ype o esea ch is
needed o de elop he necessa y mul ilingual ma e ials o hei s uden s. A
ini ial s ages his ideal will ob iously only be ealised in small expe iences, bu
wi h clea -cu mid- e m and long- e m objec i es ha should p og essi ely
mo e owa ds an inc easing numbe o disciplines and ma e ials. These small
s eps would undoub edly help in he ques o linguis ic democ a isa ion, he
ins i u ional suppo o language ecologies and language di e si y, and he
achie emen o language policies ha would app oach in e na ional and
na ional languages (including he mino i ised ones) on an equal basis.
Conclusions
In his a icle I ha e ied o ake LSP ou side i s Anglo-cen ic com o zone,
as mul ilingualism is becoming an e e mo e inhe en ea u e o uni e si ies
wo ldwide (Ku ee a e al., 2020). Nowadays one o he bigges challenges o
highe educa ion ins i u ions is o ackle he coexis ence o di e en languages
and he place o all hese languages in hei linguis ic ecosys em. Bu
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mul ilingualism is no only abou how o achie e a smoo h coexis ence o
languages: i should also be abou how o boos mul ilingual eaching p ac ices.
And LSP p ac i ione s ha e a i al ole o play in his espec .
Al hough he e is sca ce esea ch ocusing on he ex en o which s uden s’
unde s anding o disciplina y concep s is in luenced by mino i y-language-
medium ins uc ion and EMI, esea ch does clea ly indica e ha language
ma e s a e no paid he a en ion hey dese e (Ai ey, 2020: Lasagabas e ,
2022a). This leads us o conclude ha LSP cou ses, a om being
edundan , a e o he u mos impo ance, since he lack o aining in he
necessa y specialis discou se can nega i ely a ec s uden s’ lea ning o
con en ma e .
Al hough he LSP ield o esea ch has adi ionally been oo o en
cons ained o English o ESP/EAP, mul ilingualism ep esen s nowadays
no only a obus a ea o in es iga ion bu also an objec i e aimed a by bo h
Eu opean ins i u ions and uni e si ies. Howe e , i is e iden ha he e is he
isk ha he hegemonic posi ion o English be camou laged “behind a call
o mul ilingualism” (Da ouz & Smi , 2020, p. 54). I ou cu en
unde g adua es a e o unc ion e ec i ely in academic and p o essional
con ex s, hey mus be enabled o ca y ou di e se asks in he di e en
languages equi ed by hei con ex . A uni e si y le el, eaching s a usually
wo k on hei own and collabo a ion (whene e i exis s) ends o be limi ed
o he same language (Lasagabas e , 2018), bu i is high ime o ake ac ion.
The mul ilingual u n demands collabo a ion om LSP p o essionals
wo king in di e en languages, while LSP ma e ials should also e lec he
mul ilingual wo ld we li e and wo k in, a he han p o ide a monolingual
app oach o languages in which hey seem o de elop in wa e igh
compa men s. A a ime when uni e si ies a e becoming inc easingly
mul ilingual, a emp s o impose monolingual p ac ices “can only be seen as
elics o a bygone e a” (Hibbe & an de Wal , 2014, p. 4).
The big challenge ahead is he e o e o ca e o LSP in he na ional
language, he mino i y language, English as he global lingua anca, and (i
iable) in an addi ional o eign language. Al hough he languages o be
included in Dominan Language Cons ella ions (DLCs) (A onin & Single on,
2012; Lo Bianco & A onin, 2020) will spa k deba es in many con ex s, i
seems beyond doub ha his is an issue ha needs o be ackled by highe
educa ion ins i u ions. Since English enjoys a highe s a us han he local
languages in many ields, hea ed deba es can be expec ed, as s akeholde s
DAVID LASAgABASTE
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may eel ha uni e si ies’ language ecology is being jeopa dized. In some
con ex s, as highligh ed by ’boul (2022, p. 3), EMI is seen as a h ea o he
cu en “e o s o he decolonisa ion o he uni e si y in pos colonial
con ex s in he global Sou h”, and his may also be he case in o he
con ex s wi h mino i y languages in he global No h. A mul ilingual
app oach and he implemen a ion o models such as he Plu ili e acies Teaching
o Deepe Lea ning (PTDL) (Coyle & Meye , 2021) can help o smoo h and
de use linguis ic ensions, while socie al and indi idual mul ilingualism is no
igno ed anymo e. This balance be ween he local and he global poses one
he majo challenges o uni e si ies, as mul ilingual s uden s a e s ill “seen
mos ly in de ici e ms” ( an de Wal , 2013, p. 130) in many uni e si ies
a ound he globe.
The UPV/EHU has made a huge in es men in de eloping Basque o
Speci ic Pu poses (BSP) and has eno mously con ibu ed o o e coming he
pe cep ion ha mino i y languages a e no sui able o academic pu poses,
bu he nex s ep o be aken should consis in unde pinning LSP om a
mul ilingual app oach. This is a ask ha all mul ilingual uni e si ies should
emba k on, as u u e g adua e s uden s will inex icably need such
mul ilingual aining. Mul ilingualism is he e o s ay and, a he mic o-le el,
LSP p o essionals should s a o ake he mul ilingual bull by he ho ns and
demand suppo om hei ins i u ions. A he mac o-le el, uni e si ies
should p oduce mul ilingual speake s and w i e s who a e able o ely on
hei mul ilingual esou ces in hei u u e academic and p o essional
endea ou s. Bu his equi es bo h p e-se ice and in-se ice p o essional
de elopmen cou ses ha boos he de elopmen o lexible mul ilingual
pedagogies; howe e , mos uni e si ies p o ide ew o no eaching aining
cou ses wha soe e (Lasagabas e , 2022b). In ac , su eys e eal ha LSP
eache aining p o ision is e y limi ed i espec i e o he language
conce ned, whe he i be he L1, L2 o L3 (Bas u kmen, 2019; Ding &
Campion, 2016), bu i highe educa ion ins i u ions eally aim a
mul ilingual de elopmen , hey could s a by e e sing his si ua ion.
Acknowledgemen s
This wo k was suppo ed by he Spanish Minis y o Science and Inno a ion
[g an numbe PID2020-117882gB-I00] and he Basque go e nmen [g an
numbe IT1426-22].
THE SP EAD OF MULTILINgUALISM IN HIgHE EDUCATION AND ITS EPE CUSSIONS FO LANgUAgE FO SPECIFIC PU POSES
ibé ica 45 (2023): 23-46
41
A icle his o y:
Recei ed 3 Ap il 2023
Recei ed in e ised o m 5 May 2023
Accep ed 11 May 2023
Re e ences
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medium ins uc ion and anslanguaging.
Mul ilingual Ma e s.
R’boul, H. (2022). English medium ins uc ion in
Mo occan uni e si ies: implica ions o
mul ilingualism, linguis ic dependency and
epis emic jus ice. Jou nal o Mul ilingual and
Mul icul u al De elopmen . h ps://doi.o g/10.1080/
01434632.2022.2069250
Sahan, K., & Rose, H. (2021). P oblema ising he
E in EMI: T anslanguaging as a pedagogic
al e na i e o English-only hegemony in uni e si y
con ex s. In B. Pauls ud, Z. Tian & J. To h (Eds.),
English-Medium Ins uc ion and T anslanguaging
(pp. 1-14). Mul ilingual Ma e s.
Salabu u, P. (2015). W i ing wo ds: The unique
case o he s anda diza ion o Basque. Cen e o
Basque S udies.
Sánchez-López, L. (2013). Spanish o speci ic
pu poses. In C. Chapelle (Ed.), The encyclopedia
o applied linguis ics (pp. 1-7). Blackwell.
Sancho Guinda, C. (2023). The mul i ace ed
na u e o in e ac ion in highe educa ion:
Re lec ions om a gen e-based app oach. Jou nal
o Mul ilingual Theo ies and P ac ices, 4(1), 142-
167. h ps://doi.o g/10.1558/jm p.23600
Se na-Be mejo, I., & Lasagabas e , D. (2022).
T anslanguaging in Basque and English: P ac ices
and a i udes o uni e si y eache s and s uden s.
In e na ional Jou nal o Mul ilingualism.
h ps://doi.o g/10.1080/14790718.2022.2086984
Siemund, P. (2023). Mul ilingual de elopmen :
Da id Lasagabas e is P o esso o Applied Linguis ics a he Uni e si y
o he Basque Coun y UPV/EHU, Spain. His esea ch e ol es a ound
EMI (English-Medium Ins uc ion), CLIL (Con en and Language
In eg a ed Lea ning), a i udes and mo i a ion, and mul ilingualism. He has
published widely in in e na ional jou nals (Applied Linguis ics, English o
Speci ic Pu poses, Language Teaching, Ibé ica, In e na ional Jou nal o Bilingual
Educa ion and Bilingualism, Jou nal o Mul ilingual and Mul icul u al De elopmen ,
The Mode n Language Jou nal, S udies in Highe Educa ion, Language Teaching
Resea ch, Language and Educa ion, Sys em, TESOL Qua e ly, e c.), books and
edi ed books. Among o he s, he has co-edi ed English-medium Ins uc ion a
Uni e si ies: Global Challenges (Mul ilingual Ma e s, 2013), Mo i a ion and Fo eign
Language Lea ning: F om Theo y o P ac ice (John Benjamins, 2014), and Language
Use in English-medium Ins uc ion a Uni e si y: In e na ional Pe spec i es in Teache
P ac ice ( ou ledge, 2021). He is he au ho o English-medium Ins uc ion in
Highe Educa ion (Camb idge Uni e si y P ess, 2022).
THE SP EAD OF MULTILINgUALISM IN HIgHE EDUCATION AND ITS EPE CUSSIONS FO LANgUAgE FO SPECIFIC PU POSES
ibé ica 45 (2023): 23-46
45
English in a global con ex . Camb idge Uni e si y
P ess.
Tai, K. W. H. (2022). T anslanguaging as inclusi e
pedagogical p ac ices in English-medium
ins uc ion science and ma hema ics class ooms
o linguis ically and cul u ally di e se s uden s.
Resea ch in Science Educa ion, 52, 975-1012.
h ps://doi.o g/10.1007/s11165-021-10018-6
an de Wal , C. (2013). Mul ilingual highe
educa ion: Beyond English medium o ien a ions.
Mul ilingual Ma e s.
