ICLHE Symposium 2026 Explores Engaged Pedagogies for the Multilingual University

The two keynote addresses offered complementary perspectives on the symposium's central theme and set the tone for many of the discussions that followed.

In his keynote, Håkan Löfgren of Linköping University challenged participants to reconsider the place of care and emotions in education. Drawing on research across different educational settings, he argued that although care is fundamental to teaching and learning, it often remains invisible in institutional discourses dominated by accountability, performance indicators and measurable outcomes. Rather than viewing care as separate from learning, he positioned it as a prerequisite for meaningful educational experiences and human flourishing. His keynote highlighted the importance of empathy, relational engagement and belonging, core concerns that resonated strongly with the symposium theme of engaged pedagogies. 

Iris Schaller-Schwaner of the University of Fribourg focused on the role of oracy and English as a Lingua Franca in multilingual higher education. Addressing the challenges and opportunities of communication in linguistically diverse academic environments, she emphasised the role of oracy at a time when AI-powered translation tools are becoming increasingly widespread. She argued for the continued value of human interaction and communicative competence in multilingual universities for effective teaching and learning.  Her contribution underlined the importance of developing teachers' awareness of students' linguistic and learning needs. She argued that effective EMI hinges not only on language proficiency, but also on the ability to foster disciplinary learning through responsive, audience-aware communication.
 

The symposium programme reflected the diversity and dynamic nature of the field of ICLHE. Presentations explored topics such as multilingual classroom practices, English-medium instruction, disciplinary literacies, knowledge building, intercultural learning, professional development for lecturers, assessment, and the growing role of artificial intelligence in higher education. Across these themes, speakers examined how multilingual realities can be addressed in ways that support meaningful participation, belonging and learning. 

Participants also discussed practical strategies for fostering more equitable learning environments, from collaborative teaching models and multilingual pedagogies to innovative technology-enhanced approaches. 

The symposium also marked the launch of two new ICLHE regional groups: the Latin America Regional Group and the Turkic Regional Group. Their launch reflects the growing relevance of ICLHE across different parts of the world and the value of exchange among institutions operating in comparable linguistic, cultural and educational contexts.

Taking place from 14 to 16 October 2026, this three-day event brought together researchers, educators, and educational developers from around the world. The symposium provided a forum for sharing research, exchanging experiences, and exploring new approaches for integrating content and language in higher education.

We would like to thank all presenters and participants for their engagement and thoughtful contributions, the reviewers for their careful work in ensuring a high-quality programme, the members of the ICLHE Board for their continued support of the international ICLHE community, and the organising team at the School of Applied Linguistics. Their efforts helped create an environment for dialogue, collaboration, and the exchange of ideas that will continue well beyond the event itself.