Teachers' and students' voices in developing institutional language policies in higher education

The case of Šiauliai State Higher education institution

Abstract

In order to safeguard Europeans’ access to higher education and preserve Europe’s linguistic diversity, language policies within higher education institutions are crucial. This article aims to assess the context in which language policies are developed in higher education institutions by analysing the practices and beliefs of teachers and students regarding foreign languages. The empirical section of the article presents the results of a quantitative survey assessing practices and beliefs regarding foreign languages, or in other words, the foreign language skills and learning needs of teachers and students at Šiauliai State University (Lithuania). The survey results were used to assess the foreign language skills of teachers and students and to identify opportunities for improvement. The survey results may also serve as a starting point for discussions on the practical and theoretical aspects of the importance of assessing stakeholder opinions in the context of developing an institutional language policy.