This paper critically examines the challenges of promoting plurilingual competence in European universities against the backdrop of an English-dominated academic environment. Drawing on empirical data from the design and implementation of a policy on multilingualism and multiculturalism in a European technical university alliance, we explore both the persistent reliance on English as the lingua franca and the unrealised potential of linguistic plurality.

While promoting multilingualism is a key objective of EU higher education policy, as well as of the Alliance focused on in this paper, our findings reveal significant barriers to moving beyond English-centred practices. We highlight the inherent difficulties faced by students and staff in engaging with multiple languages, including limited institutional support, resource inequalities and entrenched preferences for English. These challenges, when juxtaposed with case studies from the Alliance, reveal a disconnect between policy aspirations and realities on the ground.

One way to address this would be to move away from the notion of linguistic purity towards a more fluid and dynamic use of languages, encouraging translanguaging, intercomprehension and other plurilingual practices based on the principles of transculturalism. Embracing translanguaging in a communicative way can improve language proficiency and encourage more learners. This approach still recognises the need for well-developed languages for global communication (English), community integration (local languages) and broadening perspectives (additional languages), but promotes the value of fluid linguistic integration and functional multilingualism to enhance inclusivity and engagement.

Recognising the importance of building on existing language assets within diverse university communities, even where these are predominantly English-speaking, we provide recommendations for fostering a multilingual environment focused on personal development, collaborative engagement and community enrichment, as well as strategic advice for institutions. By adopting these strategies, institutions can not only enhance academic and social integration, but also promote broader goals of cultural diversity, equity and inclusion. In doing so, they contribute to a more equitable and dynamic higher education landscape that values and utilises linguistic diversity as a vital resource, benefiting not only the academic community but society at large.