anca greere by HK4yqiOr

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									www.lanqua.eu




  LANGUAGE NETWORK
  FOR
  QUALITY ASSURANCE
  Anca Greere
ABOUT

Partners: 62 partners from 30 countries

Coordinator: University of Southampton

Duration: 3-years (starting 2008)

Overall Aim: => European Higher Education Area
AIMS

  to produce a European quality benchmark for the area of
  languages, which will enable institutions and
  stakeholders to assure and enhance the quality of
  provision in higher education

TOOLKIT:
• map of language issues in HE
• case studies (not necessarily viewed as ‘best’ practices)
• learning outcomes
• recommendations
FOCUS

• Why languages for QA?
EHEA - multicultural and multilingual environment
Skills Needs in 2020/Job Market scenerio – strategic competences:
   MULTILINGUAL AND MULTICULTURAL WRITTEN AND ORAL
   GENERAL AND SPECIALIZED COMMUNICATION COMPETENCES
• How do stakeholders cope?
1+2 principle of language learning
                                     BUT …
                               When ?????
                         Which 2 languages ????
!!! Anomalies
• FL-mediated programmes (EN, FR, GE)
            NO (little) preoccupation for languages

• English as a lingua franca
              NO preoccupation for languages

• Minority language of instruction
              NO preoccupation for languages

• Specialists language programmes
               NO preoccupation for languages
Structure

5 Thematic Subprojects:
1.   Intercultural Communication
2.   Language teacher education
3.   Content Language Integrated Learning
4.   Literature and Culture
5.   Language Learning
Project steps

Year 1: Mapping out
      •   Definitions (national specificity)
      •   Delivery (where, how, why)
      •   Evaluation of students
      •   Quality Assessment Mechanisms

Year 2: Case Studies + Recommended
   Learning Outcomes
Year 3: TOOLKIT
??? Preliminary Questions
•   What are the reasons for implementing a language/culture-
    integrated approach?
•   Is there a planned/staged-out approach to implementation?
•   At what levels of education (e.g. BA, MA, PhD, CPD)?
•   Are these full-size L2 mediated programmes or modules offered
    systematically?
•   What subjects/domains are most likely to take up a new approach?
•   Are learning outcomes specified for both language and content?
•   Is there coordination between language-specialists and subject-
    specialists (e.g. joint planning of syllabus and learning outcomes,
    team teaching)?
•   How are students’ needs dealt with vis-à-vis FL education?
•   How are educators’ needs dealt with?
??? Quality Assurance
• Are there external Quality Assurance Mechanisms (national: QA
  bodies/agencies, international: ISO standards)?
• Are there internal Quality Assurance Mechanisms (e.g.
  institutional, faculty, programme level)?
• What are the areas of QA (e.g. staff competences, student
  competences, infrastructure, curriculum panning, etc.)
• Is there a coherent institutional language policy? Is it applied?
• Is evaluation by peers practiced? Is there any washback effect?
• Is evaluation by students practiced? Is there any washback effect?
• Do QA agencies consider the language issue?
Case Studies

Stages

1. Template
2. Tested for feasibility amongst SPs
3. Detailed template

 4. Embedded in the recommendations
Case Studies

Delivery
1. Luxembourg, University of Luxembourg – multilingual context

Student support (quality of thesis)
2. Finland, University of Jyväskylä - learning outcomes and assessment in
    the CLIL adjunct model

QAM
3. Italy, University of Trento – support for content teachers

QAM
4. Babes-Bolyai University, Cluj – internal evaluation of internationalized
    MA programmes
Learning Outcomes

Stages

1.   Template
2.   Brainstorming
3.   Final version
Questionnaires
Stages

1. Pilot
2. Pilot analysis
3. Final version

Function:
Awareness raising
Q PILOTING: MANAGEMENT

Q: Are there any aims for language and
  communication development for these courses or
  programmes?
A: No

Q: Are subject knowledge and communication/ skills
  both assessed
A:'No, only knowledge skills are assessed explicitly. An
  assessment of communication skills would make no sense. '
Q PILOTING: TEACHERS

We need TWO questionnaires:
          1. for content teachers
          2. for language teachers
Q: Are there any postgrad programs or specialized seminars that would prepare
   instructors to teach their courses in a different language?
Q: Should instructors be encouraged to travel and spend time in the nation where
   that language is spoken before they begin to use it in the classroom?
Q: Do you think the quality standards (and outcomes) of your subject are going to
   be affected by the fact that you’ll be using a different language? If so, to what
   extent?
Q: Are there any aims for language and communication development for these
   courses or programmes?
Q PILOTING: TEACHERS
Q: In your experience, would it be beneficial for (local and international)
    students to have (additional) language support (before the course or at the
    same time)?
A: Yes, that would be certainly the case. However, I noticed that the curriculum of the
    students is already very intensive and one should perhaps try not to overburden them with
    work.
Q: How would you rate your didactic performance in teaching a course in a
   foreign language?
A: Overall, I think my didactic performance was adequate. It took some time at the beginning
   for me and the students to get in tune. I had to modify my approach and method during
   the course. When teaching in Italian, I tend not use power point presentations and I allow
   much time to discussions with the students. Teaching in English I always went through a
   power point presentation so as to be sure that at least the words on the screen were
   understood by everybody.
Q: If you have international students in class, does this affect your teaching?
A: A multicultural/multilingual class makes it easier in that the teacher and the students are
    forced to use the vehicular language. The alternative would be a class of native speakers of
    Italian who speak English to each other. That's a bit awkward. All of the students, and
    myself as well, are constantly exposed to the temptation of reverting to the mother tongue.
    When foreign students are there that becomes impossible.
Q PILOTING: STUDENTS
Q: What programme taught in a foreign language are you enrolled in? How do you find it?
A:'In the general course the lector had to switch to German to explain difficult things in more detail, so he
    hadn´t good skills in the foreign language. The other course was a specific English course which was
    perfectly structured and performed.'

Q: How do you describe your foreign language level in the language of instruction?
A: I think my English is ok. I get the message every time and can communicate with everyone. When I didn’t
     get the right phrases I sometimes just go on with the German word and it seems to be no problem for
     the teacher and the other listeners.

Q: Do you hold any language certificates?
A: 'I am sorry no certificates. Once we had the chance in school but since that time no further offering.‘

Q: How do you find the language and communication skills of your teacher?
A: The English skills of my teacher in my English course were very good. For me he talked like a native
    …The lector in the other course, I was enrolled, was weak. Everyone recognized that he had to teach in
    English for the first time. So it was hard to listen to the speech, but sometimes it was really funny!

Q: . Do you think that teaching through a foreign language requires different pedagogical
     skills from teaching through the local language?
Comment:'4.2 has to do with pedagogical skill that we students are not entitled to know and discuss about'
Who are we targeting?



           Everyone 
What is the future?

More awareness

‘Step-to-step’ Guidelines

Better-focussed policies

MAYBE
we need a network of language and domain specialists
     STEPS FROM NON-CLIL TO CLIL
  (in L2 & FL mediated higher education)

  -pre-sessional teaching of language,
 discourse, academic practices etc. to
support students’ learning in the content     PRE-CLIL
     course/programme that follows            (language)                                                       CLIL
  - possible collaboration btw teachers
 -language learning outcomes specified                                                   ADJUNCT-               -fully dual
   according to content learning needs                                                     CLIL                  approach
                                                                                                                  and full
                                                                         PRE-CLIL                             integration of
                                                                         (content)      - language support        language
                                                                                        coordinated with/
                                                                                                              across subject
                                                        -courses/programmes                integrated in          teaching
                                                       provided systematically           subject studies
                                                                                                                 by subject
                                                        by subject specialists           and takes place
                                                                                                               specialist or
                                                        to mixed, multicultural            simultaneously
                                                                                                            via team teaching
                                                        and multilingual groups        -joint planning btw
                                                                                                                -specified
                                LSP /                     (>25% exposure)                   teachers and
                                                                                                              outcomes and
                              Discipline-       -language learning expected due to     specified outcomes
                                                                                                                criteria for
                                Based               exposure, but outcomes not        and criteria for both    both content
   NON-CLIL                   Language          specified; implicit aims and criteria content and language
                                                                                                               and language
       - no concern for        Teaching           - collaboration possible, but rare
      language learning,
        other agendas         - language specialists providing
                                    discipline-specific LT
     - no (pedagogical)
                                      to support learning
         collaboration
   - e.g. visiting experts,   - no (systematic) collaboration
     individual lectures         - with subject specialists,
         -incidental,          FL teacher chooses materials
        unsystematic,              - possible power plays,
 limited exposure (<25%)                role formation                               LANQUA/CLIL Anne Räsänen/2008

								
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