Linguistic Diversity in Teaching and Learning in Multilingual Higher Education Institutions: The Case of the University of Luxembourg

Higher education institutions play an important role in bridging the “global and universal with the local and particular” (Frank & Meyer, 2007, p. 289). Being educational settings, universities are closely tied to national aspirations for prosperity as well as international influence (van der Walt, 2015). In today’s superdiverse (Vertovec, 2007) classrooms, universities have become significant and rich sites for examining the dynamic and implications of linguistic diversity (Jenkins & Mauranen, 2019). The present thesis takes the University of Luxembourg, which is characterised by its multilingual profile and diverse community, as a case study to examine the role and impact of institutional multilingualism and linguistic diversity. Specifically, the study examines how multilingualism and linguistic diversity intersect with institutional policies, educational processes, and the lived experiences of teachers and undergraduate students. In doing so, the study is guided by two objectives. The first is to offer a comprehensive overview of the university’s linguistic reality through an analysis of policy documents and insights from teachers and undergraduate students. The second is to identify the opportunities and challenges encountered by the two groups in teaching and learning. To address the research aims, data is collected through institutional policy documents, interviews with teachers, and an online survey followed by focus groups with undergraduate students. The findings reveal that even though multilingualism is part of the university’s identity, the institution’s commitment is not matched by a framework for integrating linguistic diversity into the educational process. The study contributes to deeper understanding linguistic diversity at this multilingual university and highlights the need for more systematic policies that offer actionable guidance in embedding plurilingual practices across academic programmes. From a pedagogical perspective, this research argues for plurilingual teaching practices that recognise and validate students’ full linguistic repertoires. From a methodological perspective, this research underscores the value of combining various research methods to examine institutional policies alongside individual experiences. Overall, the study concludes that the university needs to go beyond policy and invest in pedagogical frameworks, targeted training programmes, and dedicated institutional resources that will promote an inclusive educational environment and encourage linguistic diversity in practice.