A call for (trans)languaging: The language profiles at Roskilde University

While the idea of a plurilingual, integrated and individualized competence is well accepted in research on language education and recommended in language policies, it is not established in education in general. The chapter introduces Roskilde University’s language profiles, where the new paradigm is put into educational practice, thereby bridging the gap between plurilingual theory and monolingual practice.
Roskilde University offers, as part of its internationalisation strategy, supplementary, curriculum-related courses in French and German to all students in the bachelor programs in the humanities and social sciences. The students in the programme are explicitly asked to use translanguaging in order to enhance their languaging, i.e. they are invited to use translanguaging strategies in order to achieve interactional and social aims.
The chapter introduces the design and the learning objectives of RUC’s language profiles. Furthermore we discuss, based on the language profiles as an example, how translanguaging practices and policies can be described on a supra, macro, meso, micro and nano level. The analysis focuses on teachers’ and students’ translanguaging practices and their attitudes towards translanguaging in language teaching/learning.