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In all European declarations dedicated to the “Bologna process” throughout its already quite long history, with constant numerous references to the importance of stimulating the mobility of students and graduates throughout the open European space, there are surprisingly no direct references to the need to study and teach foreign languages. For the first time, the requirement of foreign language proficiency was mentioned only in the Bologna Strategy of 2012.

However, there is no doubt that the vast majority of Europeans already regularly use foreign languages ​​in their daily lives and clearly support the need to know other languages ​​and cultures. According to a recent Eurobarometer report , more than half of EU citizens are able to carry on a conversation in at least one foreign language not native to them or read foreign newspapers. A quarter speak at least two foreign languages, and 10% speak three or more languages. Three-quarters of respondents believe that confident command of a foreign language is necessary for everyone, and 98% want this for their children. And we are talking not only about European languages. A growing number of respondents support the importance of speaking Chinese. At the same time, interest in Russian continues to noticeably decline.

These changes are also reflected in the policies of educational institutions of the European Union. If the 2005 EU recommendations spoke about the desirability of university teachers to be proficient in two other European languages ​​in addition to their native language, then the recently updated goals sound more global: it is now necessary to strive for proficiency in one European foreign language (in most cases, this is obviously English) and one non-European. The latter means Chinese (Mandarin), Japanese, Arabic or one of the African languages, depending on the cultural and geopolitical interests of each specific European country.

A.K.
(based on materials from University World News)