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WHY INTRODUCE MULTILINGUAL INTERCOMPREHENSION COURSES IN UNIVERSITIES?
Abstract
We are undoubtedly living in an intercultural and cross-cultural open-bordered world. Approaching specifically the university sector, there is a constant increase in well-funded European projects and worldwide initiatives meant to encourage mobility and permanent interaction among different academic realities. In this context, the introduction of multilingual courses, that teach simultaneously several languages belonging to the same linguistic family by means of the communicative and contrastive method of intercomprehension, would be a viable solution. In this paper, after having mentioned some of the accessible multilingual projects online and shared our own experience with intercomprehension, we will emphasize the added motivation inherent to this relatively recent and highly interactive teaching model – based on the activation of the learners’ personal (linguistic) encyclopedia –, and its valuable side effect of inputting in the learners’ mind a long-term software, that will facilitate constant and further autonomous and lifelong self-study and improvement. Accordingly, universities would be the best place to start from. In higher education context, to be international is no longer an option, but a requirement. Getting students and teachers simultaneously familiarized with as many languages as possible – understood not only as communication and cultural tools, but also as opportunities for immediate and self-sufficient access to and dissemination of worldwide knowledge – becomes imperative.
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