Reason: 13
Language graduates have normally spent a year abroad. They may have done a work placement, or worked as language assistants. They can emphasise the ability to act independently, adapt and work in a novel environment, all of which are strong points to make. The ability to communicate effectively, teamwork, organisational ability and logical reasoning could be other key elements to stress. The Association of Graduate Careers Advisory Services suggests that employers want people who can communicate effectively, work independently and in teams and apply a logical and analytical approach to solving problems
Reference:
Connell, T. (2002) Languages and Employability: A Question of Careers (www.cilt.org.uk/careers/pdf/reports/employability.pdf)
Related Keywords:
Academic skills, Autonomy, Communication, HE (Higher Education sector), Key skills, Problem solving, Residence abroad, Teamwork, Work experience
Reason: 65
High level plurilinguals as a group do better than corresponding monolinguals on tests measuring aspects of intelligence, creativity, divergent thinking, cognitive flexibility etc.
Reference:
Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Academic skills, Creativity, Critical thinking, Learning, Multilingualism
Reason: 73
An environmental language programme encourages the development of self-management skills both when students are working independently and as part of a team. It also develops cognitive skills and encourages learners to engage in a critical dialogue with themselves, the materials and their peers
Reference:
Honeybone, A., Brossier, V. (2000) ‘The University of Hertfordshire environmental French programme’ in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 102-109
Related Keywords:
Academic skills, Autonomy, Communication, Critical thinking, HE (Higher Education sector), Language for specific purposes, Teamwork
Reason: 95
In the context of the Lisbon strategy of economic, social and environmental renewal launched in March 2000, the European Union is developing a society based upon knowledge as a key element in moving towards its objective of becoming the most competitive knowledge-based economy in the world by the end of the decade. Learning other languages contributes to this goal by improving cognitive skills and strengthening learners’ mother tongue skills, including reading and writing
Reference:
Commission of the European Communities (2003) Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006
Related Keywords:
Academic skills, Economic, social and political dimension, English Mother Tongue, European Union (EU), Knowledge, Language learning skills
Reason: 101
Learning a language shows that you are willing to learn quite a difficult skill
Reference:
Sixth Former
Related Keywords:
Academic skills, Employability, Learning
Reason: 162
Graduates in modern languages are sought after by employers not merely for their linguistic skills, but for the intellectual training which their course has provided. Linguists are trained to think structurally, they write essays which give them good practice in thinking clearly and in presenting focused arguments. Many language courses involve working cooperatively in groups and making formal presentations to an audience.. just the sort of teamwork and presentational skills which employers tell us they are looking for
Reference:
King, A., Thomas, G. (1999) The Guide to Languages and Careers (London: CILT)
Related Keywords:
Academic skills, Critical thinking, Employability, HE (Higher Education sector), Key skills, Language learning skills, Teamwork
Reason: 205
Language learning viewed as developing communicative competence requires language learners to develop a wide range of skills and competencies from linguistic skills to sociolinguistic, cognitive, semantic, functional and strategic skills
Reference:
King, A., Honeybone, A. (2000) ‘The language of graduate skills’ in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 14-31
Related Keywords:
Academic skills, Communication, Language learning skills, Learning strategies
Reason: 207
Institution-wide language programmes include a frequent focus on independent learning supported by self-access language centres. This encourages students in the development of metacognitive skills
Reference:
Gentle, P. (2000) 'Gateways to global learning: the transferability of Institution Wide Language Programmes in higher education' in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 36-44
Related Keywords:
Academic skills, Autonomy, HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs)
Reason: 208
Certain institution-wide language programmes emphasise the development of the skills of analysis and evaluation, team-working and relationship building, innovation and flexibility, planning and organising, problem-solving and decision-making
Reference:
Gentle, P. (2000) 'Gateways to global learning: the transferability of Institution Wide Language Programmes in higher education' in King, A. (Ed) Languages and the Transfer of Skills (London: CILT), pp. 36-44
Related Keywords:
Academic skills, HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs), Key skills, Networking, Problem solving, Teamwork
Reason: 209
The ability to formulate and resolve problems, to analyse critically, to plan one's own development and to negotiate processes of learning are all further potential outcomes for linguists on institution-wide language programmes
Reference:
Gentle, P. (2000) 'Gateways to global learning: the transferability of Institution Wide Language Programmes in higher education' in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 36-44
Related Keywords:
Academic skills, Critical thinking, HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs), Key skills, Personal and social development, Problem solving
Reason: 211
Language learning can enable students to communicate, share experiences and values and set in motion a whole series of both inductive and deductive processes that students need in both academic lives and future professional ones
Reference:
DiNapoli, R. (2000) 'Reflection and professionalisation in language teaching: the case of 'Polylang' at the University of Westminster' in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 45-51
Related Keywords:
Academic skills, Communication, Employability, HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs), Values
Reason: 221
Engineering students {on particular language programmes} have to use their initiative and judgment in deciding on their assignments, manage their time well, research topics they have chosen, activate cognitive skills, e.g. questioning, analysing, synthesising, summarising, evaluating and interpreting. They have to organise information clearly in a coherent and cohesive discourse, and present it confidently. All these skills are inherent to what employers call communication skills
Reference:
King, A. (2000) 'The Cambridge language programme for engineers' in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 96-101
Related Keywords:
Academic skills, Communication, Employability, HE (Higher Education sector), Key skills, Language for specific purposes
Reason: 242
Instruction in a foreign langage can have a direct effect on the development of cognitive processes
Reference:
Swarbrick, A. (2002) 'Positioning modern foreign language teaching in schools: issues and debates' in Swarbrick, A. (ed) Teaching Modern Foreign Languages in Secondary Schools (London: Routledge Falmer, The Open University), pp. 3-22
Related Keywords:
Academic skills
Reason: 266
Language learning enhances overall linguistic and intellectual development
Reference:
Wicksteed, K. (2004) 'Languages and the Baccalaureate' in Languages, Mathematics and the Baccalaureate (London: The Nuffield Foundation), pp. 12-17
Related Keywords:
Academic skills, Education Studies, Language learning skills, Personal and social development
Reason: 358
Modern Foreign Languages provides opportunities to promote: Thinking skills, through developing pupils’ ability to draw inferences from unfamiliar language and unexpected responses, through enabling pupils to reflect on links between languages, and through developing pupils’ creative use of language and expression of their own ideas, attitudes and opinions
Reference:
DFEE, QCA (1999) Modern Foreign Languages: The National Curriculum for England (London: HMSO)
Related Keywords:
Academic skills, Creativity, Critical thinking, Language awareness, Personal and social development, Secondary sector
Reason: 361
Learning a language makes our minds stronger and more flexible. Actually using it gives us an entirely new experience of the world
Reference:
John Cleese, Actor cited in DFEE, QCA (1999) Modern Foreign Languages: The National Curriculum for England (London: HMSO)
Related Keywords:
Academic skills, Experiential learning, Uniqueness
Reason: 375
The study of modern foreign languages also has an important contribution to make to cross-curricular skills and competences. These skills include for example social, through communication and cooperation; personal, by developing creativity and imagination; study, through observation, research and planning using a variety of media; and vocational, through communicative competence, independence, problem-solving and decision-making
Reference:
The Department of Education and Science; Welsh Office (1990) Modern Foreign Languages for Ages 11 to 16 (London: HMSO)
Related Keywords:
Academic skills, Autonomy, Communication, Creativity, Key skills, Multidisciplinarity, Personal and social development, Problem solving, Secondary sector, Teamwork, Technology
Reason: 384
Languages give you a sense of achievement. Languages combine the intellectual with the practical. You need to be able to think on your feet, but when something comes out well -when the right word or phrase just trips off the tongue, you get a real sense of achievement. Another language is a concrete and demonstrable skill - like being able to drive a car or touch type
Reference:
CILT, the National Centre for Languages, Frequently Asked Questions, (http:\www.cilt.org.uk\faqs\why.htm)
Related Keywords:
Academic skills, Personal satisfaction, Practical skills
Reason: 424
A key form of knowledge and understanding developed amongst students of languages and related studies is the ability to compare the view of the world from their own cultures with the view of the world from the languages and cultures they have acquired. The analytical skills they have developed can be used equally well in the study of their own culture and in particular in comparing, contrasting and mediating between the two (or more) societies with which they are familiar. The lived experience of time spent abroad as part of the curriculum further enhances the sense of self and others as products of particular language communities at particular moments in their respective histories
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Academic skills, Culture, Experiential learning, HE (Higher Education sector), Identity, Intercultural competence, Related subjects, Residence abroad
Reason: 425
Subject-related skills are developed through the study of both the language and the related thematic areas. These may relate to the study of the countries or regions in which the target language is used, including aspects of the literatures, cultures, linguistic contexts, history, politics, geography, social or economic structures. In certain programmes, these will relate to discipline-specific contexts, such as the business, legal, creative, technological or scientific communities within those countries or regions. Study of these will lead to the development of analytical, critical and specialist skills drawn from the relevant discipline areas. The opportunity to study discipline-specific content in the target language represents a unique contribution to the students' learning experience
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Academic skills, Critical thinking, Culture, HE (Higher Education sector), Language learning skills, Learning, Literature, Related subjects, Uniqueness
Reason: 427
The multidisciplinary and language-specific nature of programmes in languages and related studies encourages the development of a wide range of key transferable skills including, predominantly cognitive skills: ability to use language creatively and precisely for a range of purposes and audiences; ability to engage with and interpret layers of meaning within texts and other cultural products; ability to contextualise from a variety of perspectives; capacity for critical reflection and judgment in the light of evidence and argument; ability to extract and synthesise key information from written and spoken sources; ability to organise and present ideas within the framework of a structured and reasoned argument; ability to engage in analytical and evaluative thinking
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Academic skills, Creativity, Critical thinking, HE (Higher Education sector), Key skills, Language learning skills, Related subjects
Reason: 428
The multidisciplinary and language-specific nature of programmes in languages and related studies encourages the development of a wide range of key transferable skills including, predominantly practical skills: the ability to use and present material in the target language and one's own language in written and oral forms in a clear and effective manner; the ability to work autonomously, manifested in self-direction, self-discipline, and time management; accurate and effective note-taking and summarising skills; library and bibliographic research skills; techniques for using target language source materials; analytical and problem-solving skills; the ability to write and think under pressure and meet deadlines; IT skills, such as word processing, email, databases, online environments and the use of the internet as a research and study tool
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Academic skills, Autonomy, HE (Higher Education sector), IT skills (Information Technology), Key skills, Language learning skills, Practical skills, Problem solving, Related subjects, Technology
Reason: 432
In common with the study of the mother tongue, the study of modern foreign languages contributes to the whole school curriculum by:... Inculcating valuable study skills: attention to general and detailed meaning in listening and reading; predicting, selecting, comparing and interpreting information; and memorisation;
Reference:
The Department of Education and Science; Welsh Office (1990) Modern Foreign Languages for Ages 11 to 16 (London: HMSO)
Related Keywords:
Academic skills, Language learning skills, Learning strategies, Secondary sector
Reason: 434
Foreign language study is itself unique. While requiring cultural and linguistic knowledge - intellectual mastery of new systems - comparable to other disciplines, the learning outcomes expected of a degree-level language student also include a sophisticated practical command of the foreign language
Reference:
Coleman, J. (2004) 'Modern languages in British universities: past and present' in Arts and Humanities in Higher Education, Volume 3 (2), pp. 147-162
Related Keywords:
Academic skills, Culture, HE (Higher Education sector), Practical skills, Related subjects, Uniqueness
Reason: 449
A language expands your range of thinking
Reference:
Sixth Former
Related Keywords:
Academic skills
Reason: 489
Modern Foreign Languages provides opportunities for pupils to develop the key skill of:.. Improving their own learning and performance, through developing their ability to rehearse and redraft work to improve accuracy and presentation, and through developing learning strategies such as memorising, dealing with the unpredictable, and using reference materials
Reference:
DFEE, QCA (1999) Modern Foreign Languages: The National Curriculum for England (London: HMSO)
Related Keywords:
Academic skills, Key skills, Learning strategies, Secondary sector
Reason: 546
Knowledge of a language demonstrates desirable skills
Reference:
Sixth Former
Related Keywords:
Academic skills, Employability, Key skills
Reason: 610
Languages stretch your mind
Reference:
Sixth Former
Related Keywords:
Academic skills, Personal and social development, Personal satisfaction
Reason: 627
Language learning helps to develop concentration and accurate listening
Reference:
language undergraduate
Related Keywords:
Academic skills, Language learning skills
Reason: 676
The year abroad {as part of a languages degree programme} has a powerful role in allowing language students to develop in the domains of the self and the world which in turn helps progression in the domain of reason, and feeds into their ability to engage critically with academic work
Reference:
Johnston, B., Myles, F., Mitchell, R., Ford, P. (2004) The Year Abroad: A Critical Moment. (Paper presented at Navigating the New Landscape for Languages, LLAS and CILT Conference, SOAS, University of London, 30 June - 1 July, 2004)
Related Keywords:
Academic skills, Critical thinking, HE (Higher Education sector), Identity, Personal and social development, Residence abroad
Reason: 680
Learning a language encourages you to pay attention to detail
Reference:
undergraduate: IWLP
Related Keywords:
Academic skills, Language learning skills
Reason: 686
Language learning promotes better essay-writing ability
Reference:
language undergraduate
Related Keywords:
Academic skills, Language learning skills
Reason: 706
Language learning develops your study skills (i.e. essay writing, research, planning)
Reference:
language undergraduate
Related Keywords:
Academic skills, Language learning skills

700 Reasons to study languages...