Do you think your students' language skills are important? Then taking care of your own language is a first essential step, whether you teach in Dutch or in a different language. This tip delves deeper into how to optimise your English or Dutch language skills and how to use them as an example for your students. 

What are the language requirements for teaching in Dutch or another language? 

The language of instruction at the UGent is Dutch. Other languages of instruction can also be used, but conditions have been laid down by decree and an approval procedure must be followed. As a lecturer, you cannot change the language of instruction of your course. 

There is a procedure for offering foreign-language course units in Dutch programmes and a procedure for offering an entire programme in a foreign language. All information and steps to be followed can be found in the programme handbook (in Dutch). 

Regardless of whether you lecture in Dutch, English or another language, you have to be able to demonstrate that your ERK language proficiency level is C1. 

This requirement has also been imposed by decree and applies to all lecturers-in-charge. 

The ERK level C1 can be demonstrated as follows: 

• ENGLISH: 
  • ITACE language test. This test was developed by the language centres of the UA,  UGent and KULeuven and is specifically tailored to teaching in an academic environment. 
  • the TOEFL iBT test with a minimum score of 110, 
  • the IELTS test with a minimum score of 7, 
  • the Cambridge ESOL test with a minimum score of 67 at a minimum level of CAE (Certificate in Advanced English). 
  • Equivalent degrees: you don't have to take a language test if you have an English-language degree in secondary education or a bachelor's or master's degree or doctorate awarded by an English-language institution or a master's degree in language and literature or applied linguistics with an English language combination. 
• DUTCH: 
  • the ITNA language test. This test was developed by the language centres of the UA,  UGent and KULeuven and is specifically tailored to teaching in an academic environment. 
  • the CNaVT test (Certificate in Dutch as a Foreign Language), profile EDUP  (Educational Professional); 
  • a certificate issued by a CVO (Centre for Adult Education), directive 4; 
  • a certificate in Dutch for non-native speakers 6 from a UCT (University Language Centre). 
  • Equivalent diplomas: you don't have to take a language test if you have a Dutch-language degree in secondary education or a bachelor's or master's degree or doctorate awarded by a Dutch-language institution. 
• Good to know: 
  • You can add your language certificates to your personnel file via Apollo (Personeel - Mijn gegevens - Tabblad onderwijs).  
  • The language requirements do not apply to visiting professors. 

As a lecturer, how do you optimise your English or Dutch language skills? 

• Optimise your English language skills with UCT's ‘Lecturing skills in English’ course. This course focuses on language skills, including general communication skills for lecturers who lecture in English. Or, via DOWA training 'Introductory Teacher Training'. 
• Optimize your Dutch language skills: 
  • the assistant training 'Begeleiden van schrijfopdrachten'. In this training you will learn about the elements of a good written assignment, how to support the writing process, give (language) feedback on written assignments, and assess written assignments. 
  • a workshop ‘Taalontwikkelend lesgeven’ tailored to the programme. For bookings, please contact the language policy staff at taalbeleid@ugent.be. 

How will your language use become an example for your students? 

Lead by example through transparent communication, both in your writing (in your course material, written assignments and exams) as well as your work and lectures. During these lectures, please pay attention to a 'neutral' language. 

Your course material 

Make sure your syllabus is an example of what you expect from your students. Check that the structure looks good, new professional terminology is explained and there are no language (spelling) errors. You can request feedback on your course material through taalbeleid@ugent.be. Language policy staff will read your course material and provide suggestions for improvement. 

Your written assignments 

Make sure your instructions for each assignment are clear and complete. For example, a bad practice is "Write a vulgarising essay on a topic of your choice about the Middle East in 2000 words." After all, 

• For students, it is not clear what you mean by "vulgarising essay". Clarify that term or refer students to more information. Also, a "topic of your choice" is too vague for students, especially in the early years. Help them to select a topic. Scaffold: insert a learning path in the assignments. 
• This example also lacks clear guidelines. Always define the following six aspects: 
  • the length of the assignment 
  • the objectives: What is the purpose of the writing task? Which competencies does it aim to achieve? Which course competencies does the assignment align with? 
  • the preconditions: Is the assignment carried out individually or in group (and how exactly)? How much time should the assignment take? 
  • the substantive expectations: Wat is a vulgarising essay? What is the target audience? Which sections are required? Where is own contribution possible? 
  • the structural expectations: What do you expect regarding structure, layout requirements, title page, references? 
  • practical arrangements: What are the deadlines? Can you submit a first version that is not yet graded but on which you get feedback? What are the assessment criteria? Which plagiarism procedures apply? What kind of guidance can they receive? 

Your exams 

Formulate your exam questions clearly and structure them properly. Check if it is necessary to add context. However, keep in mind that this can sometimes be confusing, for example, for foreign-language students. Read the education tips on designing exam questions. 

Your lectures and seminars 

• Speak academically (raise the bar slightly), but be aware of your language. Provide synonyms for more difficult terms. Don't make it unnecessarily difficult. 
• Structure your lectures. Refer back to previous lectures and indicate where you are in the learning material. 
• Avoid microaggressions. 
  • Microaggressions are very subtle, often unintentional forms of racism, sexism or homophobia. These are statements or behaviour in daily interactions, which are well-intentioned, but are implicitly testimony to a negative or derogatory view of individuals belonging to a minority group or another gender, or who have a different sexual orientation. For example, compliment a student with a migration background on the level of his or her Dutch. 
  • If people are frequently confronted with microaggressions, it can undermine their self-confidence in the long term, which may result in a lower self-image and give rise to feelings of frustration and isolation. Therefore: 
    • Be aware of your own terms of reference with specific standards and values. 
    • Assess students based on their real achievements. 
    • Do not draw hasty conclusions from their verbal or non-verbal behaviour. 
    • Be prudent with well-intentioned compliments. 
    • Approach students in the same way, regardless of their background, gender or sexual orientation. 

Have a look at these two testimonials:

Log in with your UGent account on MS Stream to watch the video.

Want to know more? 

• You can read more about the language policy: 
  • in article 39 (on programmes in foreign languages), article 45 (on the language of the course units), article 58 (on the language of assessment) and article 59, §1, 3° (on the language of the master's dissertation) of the OER (the Education and Examination Code). 
  • on the web page about language requirements for lecturers. 
  • In the Codex Higher Education (in Dutch): chapter 8 : articles II.260 to II.272 
  • In the programme handbook (in Dutch). 
• Brush up on microaggressions with these resources: 
  • Pierce, C., Carew, J., Pierce-Gonzalez, D., & Wills, D. (1978). An experiment in racism: TV commercials. In: Pierce, C. (Ed.), Television and education (pp.62-88). Beverly Hills, CA: Sage. 
  • Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students. The Journal of Negro Education, Vol. 69, no.1/2, Knocking at Freedom’s door: Race, Equity and Affirmative Action in U.S. Higher Education. (Winter – Spring), pp. 60-73. 
  • Sue, D.W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M.B., Nadal, K. L., & Esquilin, M. (2007). Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, vol. 62(4), pp. 271-286. 
  • Sue, D.W. (2010). Microaggressions in everyday life: race, gender, and sexual orientation. Hoboken, NJ: Wiley. 
• Watch the video about microaggressions.