Differential exposure to the English language? Assessing English language use among chemistry and sociology academics in European universities

Abstract

In universities where the language of instruction is not (mainly) English (EN), academic members of staff from different disciplines are exposed to EN to varying extents and they may thus be expected to demonstrate different degrees of EN competence. We hypothesise that, generally speaking, university professors and lecturers of national literature, national language, linguistics and local social studies may be farthest removed from EN language obligations; while those dealing with the hard sciences have stronger obligations to engage with technical EN. In December 2023, a survey based on self-reporting was organised amongst the academic, administrative and student community of the nine universities that now constitute the ‘European University’ Alliance: the ‘European University of the Seas’ (SEA-EU). Amongst various other themes, this survey explored the self-declared English Language competences of lecturers and professors of sociology (N=23) as well as lecturers and professors of chemistry (N=88) in eight out of these nine universities. The results, while indicative, support the claim that academics in the field of sociology, working in largely non-EN teaching universities, may not need a strong level of EN competence as much as chemistry lecturers and professors. Thus, one can argue that chemistry academics are generally under greater pressure to improve their level of English in all departments (reading, writing, listening, speaking alone or in a conversation, delivering formal lectures, preparing notes, slides and examinations, etc.) than sociology academics. These results provide valuable nuance to the use of the English language in the European academic community.