«Teaching
in English arguably decreases the quality of teaching. The Rectors’ Conference
of German Universities, in a widely disseminated resolution,
pointed out this risk. […] In the end, what matters most in the job market are
the technical skills acquired by students and these are best acquired through
the mother tongue». A smorzare gli entusiasmi dei fan
dell’internazionalizzazione è niente meno che Times Higher Education che
pubblica un articolo intitolato “Why teaching in English may not be such a
good idea“, firmato da Michele Gazzola, “member of the research
group Economics and
Language at the Humboldt
University of Berlin and research fellow at the Institute for
Ethnic Studies in Ljubljana“. Gazzola spiega il fenomeno europeo della
rincorsa all’internazionalizzazione come un effetto collaterale delle
classifiche internazionali delle università, che, sebbene basate su metodologie
discutibili, sono costantementre riprese dagli organi di informazione.
Tuttavia, ci sono studi che
mostrano la maggior efficacia delle lezioni impartite nella lingua madre degli
studenti. Anche la capacità di attrarre e trattenere i talenti stranieri
potrebbe essere stata sopravvalutata: «Finally, teaching in English is not
enough to attract and retain international students. In the Netherlands,
according to official data published
by the Dutch Ministry of Education, only 27 per cent of international students
are actually working in the Netherlands after having obtained an English degree
in that country […] One of the reasons discouraging international students from
staying in Holland is their lack of skills in Dutch. Having studied two or
three years only in English hinders the development of good skills in the local
language and so it is harder for a country to retain their talent».
Link all’articolo: “Why teaching in
English may not be such a good idea”
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