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Language education issues (Spain)

With the creation of the EHEA, the social impact of education in society has been highlighted, becoming one of the pillars of developing societies. More specifically, the importance of cultural exchange between regions, or what has been defined as internationalization of society and institutions. This fact, coupled with the increasing globalization of European society and the mobility of its citizens, makes the knowledge of international languages and internationalization at home have a notorious relevance.

Learning new languages is a threat for Spanish students but it is clear that it is essential not only learning English but, if possible third languages. With this idea, universities have adopted rules where if a student does not accredit a B2 of a foreign language, they will not be able to graduate. Some degrees solve it having an obligatory course of English but in many other universities it is up to the student’s initiative and resources to achieve the level demanded. This can impact negatively students from a low socio economic background with less resources not only economical but personal.

This is a bad practice and a poor application of the concept of internationalization at home, aimed to satisfy the need of the society to learn other languages and encourage citizens to be mobile without putting resources.

There needs to be free language programs available and which are voluntary. The elimination of the language requirements for obtaining a degree should happen, creating a special remark if a student also achieves a B2 language level.