Abstract
In this chapter, I examine the problematic issue of identifying as a ‘linguist’ for graduates who have studied languages, in an employability context. I challenge them to reframe their identity as ‘global graduates’, with reference to the competencies outlined in the Global Graduates into Global Leaders report (NCUB, 2011). In the process, I also demonstrate why a truly global graduate needs also to be a linguist, in spite of the hegemony of English as a global lingua franca, and in the context of Brexit. I provide a framework for use by students, with support from educators, to translate their skill sets and experiences into the language of employers. I hope that this will provide a clear guide to the importance not just of developing, but also articulating cogently a range of competencies which are transferable to the global economy and global society, and a convincing argument for the importance of language and intercultural skills within that portfolio.
Highlights
In this chapter, I examine the problematic issue of identifying as a ‘linguist’ for graduates who have studied languages, in an employability context
Scenarios can challenge university linguists – students of languages and those who have learnt languages alongside degrees in other subjects – to question their study choices when considering graduate employment. Such scenarios pose a challenge for ( UK) university staff who promote language study in order to break the mould of Anglophone monolingualism, and for global citizenship and employability in a global economy
University students will often self-identify according to their subject of study: I’m an engineer, a physicist, a historian, a lawyer, a linguist, a medic, etc
Summary
In an age of globalisation, the concept of the ‘global graduate’ is pertinent. I have used the NCUB (2011) global graduate framework as the basis of a toolkit I propose to promote critical thinking and reflection on student development through language and related studies and experiences. Students may need support from educators in the process of developing their new identity and in engaging with the critical reflection required to evidence it. This builds on my previous related work (Wyburd, 2017) looking at how the terminology of the Quality Assurance Agency (QAA) subject benchmark statement for languages, cultures, and societies (QAA, 20192) can be used to articulate employability competencies
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