The long-standing status of English as a lingua franca has impacted on several facets of academia, crucially including higher education (HE) institutions. This is evidenced, for instance, by its growing use as a medium of instruction across the globe, its undisputed position as the leading language of research, and its predominance in a context of massive international mobility. Therefore, understanding how English is framed at macro- and micro-organizational levels proves crucial to assess and improve relevant resources in national HE systems.
As part of the Education and Society portfolio, the British Council in Argentina is developing onsite and remote services to promote the internationalisation of higher education (IHE). The goal is to increase the flow of students from and to other countries as well as the international reach and visibility of local educational programmes and scientific production. These milestones require developing the bilingual skills of students, teachers and researchers, with a strategic focus on English-language competencies. It is thus critical for those stakeholders to become aware of the (proven and probable) benefits of relevant initiatives, so that institutional IHE projects are supported by converging personal motivations. This report discusses the direct and indirect benefits of developing skills and services in English in the national and regional academic context.