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This chapter discusses the challenges and opportunities presented by the use of English as the sole language of instruction in the Master’s programme “Public Management in International Cooperation” (PMIC). The author argues that while English facilitates communication in international contexts, it can limit intercultural understanding and hinder the participation of non-English speaking students, especially from Francophone Africa. The chapter hypothesises that the solution lies in adopting a multilingual strategy, particularly by introducing French as a second language of instruction. This approach, involving bilingual, multi-perspective and multi-media materials, aims to bridge language barriers and enhance both academic success and intercultural learning.

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Bridging Gaps While Digging New Trenches? The Role of English as the Medium of Instruction and Multilingualism in the International Master’s Programme “Public Management in International Cooperation”

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  • 发表日期：

    2025年

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  • Ann-Marie Riesner

摘要

This chapter discusses the challenges and opportunities presented by the use of English as the sole language of instruction in the Master’s programme “Public Management in International Cooperation” (PMIC). The author argues that while English facilitates communication in international contexts, it can limit intercultural understanding and hinder the participation of non-English speaking students, especially from Francophone Africa. The chapter hypothesises that the solution lies in adopting a multilingual strategy, particularly by introducing French as a second language of instruction. This approach, involving bilingual, multi-perspective and multi-media materials, aims to bridge language barriers and enhance both academic success and intercultural learning.