Internationalisation of higher education and nation building: resolving language policy dilemmas in Lithuania

Abstract

Our paper discusses trends and challenges faced by Lithuanian Higher Education (HE) internationalisation policy processes in the context of European and global internationalisation tendencies. Using 2001–2011 EU mobility statistics and data from recent HE Lithuanian strategic programmes aimed at promoting the internationalisation of university education (for 2009–2010 and 2011–2012), we discuss implications of these developments for the country's language (education) policy and its practical implementation. The officially practiced policy approach that aims to strengthen the national language and culture (as is visible throughout the post-Soviet space) faces challenges with the development of societal multilingualism. This contrasts with Western policy practices, where common/mutual rationales and approaches seek to support multilingualism and multiculturalism. In the Baltic region, protectionist national political instruments have had to address dilemmas that have arisen in connection with Western-mediated HE internationalisation processes. This has led to the deployment of different internationalisation policy rationales that promote global and regional cooperation. New approaches focused on linking Baltic language studies centres with departments of Baltistics and Indo-European studies have worked to establish stronger bonds with structures at foreign universities. As a consequence common interests in the study, research, development and promotion of the languages in the Baltic are now more widely shared, both regionally and internationally.

Keywords:

• HE policy
• internationalisation in HE
• HE language policy
• Lithuania

Summary

In this paper we have examined the challenges presented by Western-mediated HE internationalisation processes for their implementation in Lithuania and more widely across the Baltic states. Since the restitution of independence, the country has officially practised an ethnocentristic approach to language (and education) policy. Joining the EU and signing the Bologna Declaration have initiated changes in the trajectory of the national HE internationalisation policy. Dilemmas that have since arisen are rooted in the fact that as an EU member state, Lithuania has had to reconcile itself with Eurocentric and global tendencies and share common policy rationales supporting multilingualism and multiculturalism, whilst as a young independent state it is also intent on promoting and strengthening the national culture and language. Our analysis of the strategic documents (2009–2012) aimed at fostering internationalisation of HE in Lithuania shows that it has been possible to find political solutions to address these contrasting policy trends, mainly in fostering student and teacher mobility. National political instruments have also been developed with the aim to consolidate the study of Lithuanian and other (state) languages in the wider Baltic region. At the same time, different policy rationales and approaches that are in tune with the EU and Bologna process are employed to enhance cooperation with Baltistics and Indoeuropean studies at foreign universities to pave the way more globally for Baltic HE internationalisation practices.

Notes

1. The term ‘ethnocentric’ used here is featured widely in anthropology. Bennett (1993) defines ethnocentrism as the belief in the inherent superiority of one's own ethnic group or culture. In our case this is firstly manifest in legitimising Lithuanian as a state language; in a wider sense it is understood as priority being given to the development and protection of national identity and culture. Underlying causes of this tendency can be differently interpreted. It is gernerally understood to form a core part of nation (re-)building processes in Post-Soviet countries (cf. Butovskaya and Falger 1999).

2. We use the terms national and state language interchangably to designate the constitutionally anchored official status of, in this paper, Lithuanian in Lithuania (see Law on the State Language of The Republic of Lithuania).

3. Issues surrounding this evolving (HE) policy landscape across the Baltic in the wake of EU accession were analysed in Savickienė and Kalėdaitė (2005, 442–452), Bulajeva and Hogan-Brun (2008, 396–422) and Hogan-Brun (2010).

4. Lithuania (as all the Baltic states) saw as one of its post-independence key missions to join western organisations. This culminated when it acceeded the European Union (on 1 May 2004) and the North Atlantic Treaty Organization (on 29 March 2004).

5. These 25 OECD countries are: France, Canada, the USA, Switzerland, Norway, Italy, Belgium, Japan, Poland, the Czech Republic, Austria, Korea, Germany, Denmark, the Netherlands, Turkey, Sweden, Ireland, the UK, Portugal, Hungary, New Zealand, Australia, Finland and Spain (OECD 2004).

6. From 2000 to 2008, the percentage of tertiary students enrolled abroad increased by 85%, with an estimated 3.3 million outside their country of citizenship by 2008 (European Commission 2011).

7. The Lithuanian HE mobility figures, whilst slightly below the EU mean scores, are close to those of other medium sized countries such as Greece, Hungary or Romania. But, according to the 2009–2010 strategy document, the situation could still be improved when compared with the percentages of the countries at the top.

8. After regaining independence in 1991, the language policies in Lithuania aimed to preserve and strengthen the national (state) language and culture to meet the present day challenges of globalisation (Valstybinės kalbos politikos 2003–2008 m. gairės, 2003: 1–2). As a result the country's sociolingistic context has changed rapidly.

9. Some private educational institutions have opted for other languages (such as Russian) as the medium of instruction but certificates are not usually nationally accredited.

10. According to the existing Law on the State Language (Lietuvos Respublikos valstybinės kalbos įstatymas, 1995) foreign specialists cannot be legally employed on a regular basis without a certified state language competence.

11. This is published in three languages: Lithuanian, English and Russian and can be found at www.smpf.lt/lt/…/study_in_lithuania_leidinys_. It defines Lithuanian studies (Lituanistica) as investigating the Lithuanian language, literature and folklore. Baltic studies (Baltistica) is a branch of contemporary linguistics studies of Baltic languages, Baltic history, culture and mythology. The Baltic languages group is the most archaic group of Indoeuropean languages. It includes two living languages (Lithuanian and Latvian) and five extinct ones used in the past by several Baltic tribes: Old Prussian, Old Curonian, Yotvingian (Sudovian), Semigallian, and Selonian. There are about 4.7 million speakers of Lithuanian and Latvian (most of them live in Lithuania and Latvia). Beside three million living in Lithuania, large groups of native speakers of Lithuanian also live in Belarus, Poland, the USA, Canada, the UK, Ireland, Spain, Australia, Germany (Lietuvos Respublikos valstybinės kalbos įstatymas, 1995).