Reason: 7
Residence abroad {as part of a languages degree programme} represents highly autonomous learning
Reference:
Coleman, J. (2004) 'Residence Abroad' in Good Practice Guide, Subject Centre for Languages, Linguistics and Area Studies (www.llas.ac.uk/resources/gpg/2157)
Related Keywords:
Autonomy, HE (Higher Education sector), Residence abroad
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: 14
Language graduates have a proven track record and should therefore have the necessary skills to acquire an additional language
Reference:
Connell, T. (2002) Languages and Employability: A Question of Careers (www.cilt.org.uk/careers/pdf/reports/employability.pdf)
Related Keywords:
HE (Higher Education sector), Language awareness, Language learning skills
Reason: 30
Higher education offers language training programmes that prepare students of all disciplines for their future professional contacts with people from other language / culture communities
Reference:
Kelly, M., Elliott, I., Fant, L. (eds) (2001) Third Level, Third Space: Intercultural Communication and Language in European Higher Education (Bern: Peter Lang)
Related Keywords:
Communication, Employability, HE (Higher Education sector), Networking
Reason: 34
The development of intercultural competence through a period of residence abroad as part of a programme of study is an excellent example of the new kinds of literacy and new forms of content and communication
Reference:
Chambers, A. ‘Intercultural communication: the role of virtual mobility’ in Kelly et al. (eds) (2001) Third Level, Third Space: Intercultural Communication and Language in European Higher Education’ (Bern: Peter Lang), pp. 47-57
Related Keywords:
Communication, HE (Higher Education sector), Intercultural competence, Key skills, Residence abroad
Reason: 72
An environmental language programme can incorporate the idea of learning as a social activity and focus on the development of interpersonal skills and the development of negotiation skills
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:
Communication, HE (Higher Education sector), Key skills, Language for specific purposes
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: 74
Interpersonal skills programmes for language undergraduates enable students to assume greater responsibility and initiative in the learning process; enable students to learn to solve problems, define goals, manage their own work, become more committed and more self-confident, to work to deadlines, take initiative and work collectively with others; to give oral presentations, produce reports, use IT, acquire and process information
Reference:
Towell, R. (2000) ‘Introducing interpersonal skills within a specialist language degree programme’ in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 111-118
Related Keywords:
Autonomy, HE (Higher Education sector), IT skills (Information Technology), Key skills, Language learning skills, Personal and social development, Problem solving, Teamwork
Reason: 92
The ability to function in a new linguistic cultural environment is a skill highly prized by international employers, many of whom will not consider graduates without experience of living and working outside their native land
Reference:
Work and Study Abroad (Residence Abroad Project at www.llas.ac.uk/resources/mb/626)
Related Keywords:
Employability, Globalisation, HE (Higher Education sector), Intercultural competence, Residence abroad, Work experience
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: 191
For graduates as a whole, there were found to be measurable benefits to be gained from undertaking a substantial period of work experience during higher education (placements, vacation work, other forms of work experience), especially if the graduate had been taking a non-vocational course. Involvement in extra-curricular activities was related to successful employment outcomes ..as was some kind of overseas study or work
Reference:
Brennan, J., Shah, T. (2003) Access to What? Converting Educational Opportunity into Employment Opportunity (London: The Open University, Centre for Higher Education Research and Information)
Related Keywords:
Employability, HE (Higher Education sector), Residence abroad, Study abroad, Work experience
Reason: 206
Institution-wide language programmes can incorporate the development of a wide range of transferable 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:
HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs), Key skills
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: 210
Institution-wide language programmes can help students to work on cognitive skills, self-reliance skills and interpersonal 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:
Autonomy, Communication, HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs), Key skills
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: 212
Through learning to present themselves and reflect both on their own and others' ideas, thoughts, intuitions and perceptions in the foreign language classroom, students on institution-wide language programmes can acquire competences and refine processes that allow them to become more effective professionals and better cross-cultural communicators
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:
Communication, Employability, HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs), Intercultural competence, Language learning skills
Reason: 213
Institution-wide language programmes can incorporate a number of subject-specific and personal transferable skills. These are the ability to communicate effectively, organise, gather information, use I.T., act independently, work in teams
Reference:
Ingrams, P. (2000) 'The Wolverhampton languages programme' in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 52-61
Related Keywords:
Autonomy, Communication, HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs), IT skills (Information Technology), Key skills, Language learning skills, Teamwork
Reason: 217
Language students (of Arabic) are being encouraged to put their degrees on hold to join the British Army as interpreters in Iraq. Acutely short of interpreters, the army has begun a recruitment drive in universities. A spokesman for the Ministry of Defence said "there are a very small number of military personnel with language skills, so there's a need for specialist speakers"
Reference:
Curtis, P. (2004) 'Language students to help army in Iraq' (Education Guardian, Wednesday, February 18, 2004, http://education.guardian.co.uk/students/news/story/0,1
Related Keywords:
Employability, HE (Higher Education sector), International relations, Language for specific purposes, National security, Translating
Reason: 219
Language courses for engineers can help with formal and informal oral communication, organisation and precision in writing skills, fostering appropriateness because compared with arts graduates, engineers are often considered inarticulate.
Reference:
Hersch, A. (2000) ‘French and German for engineers’ in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 76-87
Related Keywords:
Communication, HE (Higher Education sector), Key skills, Language for specific purposes, Language learning skills
Reason: 220
Engineering students on language learning programmes can be encouraged to take more responsibility for their own learning and to become more aware of the culture of the language studied so that they can operate successfully both linguistically and socially
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:
Autonomy, Culture, HE (Higher Education sector), Language for specific purposes, Learning, Personal and social development
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: 226
The Foreign and Commonwealth Office needs to secure more graduates with linguistic competence
Reference:
Davies, V. (2003) 'Tools of diplomacy: the language policy of the Foreign and Commonwealth Office and what it means for higher education' in Head, D. et al. Setting the Agenda for Languages in Higher Education (London: CILT), pp.43-59
Related Keywords:
Employability, HE (Higher Education sector), International relations, UK
Reason: 250
Students who had already undertaken their year abroad {as part of a languages degree programme} did overwhelmingly speak of the experience as 'one of the best things I have ever done'
Reference:
Bannerman, A., Stevens, A. (2003) 'Widening participation in modern languages' in Head, D., Jones, E., Kelly, M., Tinsley, T. (Eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 156-166
Related Keywords:
HE (Higher Education sector), Personal satisfaction, Residence abroad
Reason: 251
Language graduates interviewed about their year abroad reported that it had been a very important and rewarding experience, which had helped them to develop independence and maturity. Each felt it had been a learning experience, and looked back on all the challenges met as life-changing
Reference:
Bannerman, A., Stevens, A. (2003) 'Widening participation in modern languages' in Head, D., Jones, E., Kelly, M., Tinsley, T. (eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 156-166
Related Keywords:
Autonomy, Experiential learning, HE (Higher Education sector), Learning, Personal and social development, Personal satisfaction, Residence abroad
Reason: 329
The Secretary of State for Education has asked HEFCE to consider the following as courses of national strategic importance. Arabic and Turkish language studies..this is mainly for strategic security and intercultural awareness reasons
Reference:
DfES Press Notice 'Charles Clarke seeks protection for courses of national strategic importance', December 1, 2004 (www.dfes.gov.uk/pns/DisplayPN.cgi?pn_id=2004_0209)
Related Keywords:
HE (Higher Education sector), Intercultural competence, Less Widely Used and Lesser Taught (LWULT) Languages, National security
Reason: 379
There is a wide choice of jobs for graduates with languages. By choosing languages, you’re not limiting your career options. Language graduates have a whole range of career opportunities open to them.
Reference:
CILT, the National Centre for Languages, Frequently Asked Questions, (http:\www.cilt.org.uk\faqs\why.htm)
Related Keywords:
Careers, Employability, HE (Higher Education sector)
Reason: 380
Languages combine well with virtually any subject. The range of combined degrees involving a language is virtually limitless
Reference:
CILT, the National Centre for Languages, Frequently Asked Questions, (http:\www.cilt.org.uk\faqs\why.htm)
Related Keywords:
HE (Higher Education sector), Qualifications, Related subjects
Reason: 392
The role of languages in enhancing employability appears to have been underestimated. It is well documented that language graduates are sought after. HESA statistics show that they are highly employable and ranked among those least likely to be unemployed. Employers needing high-level language skills are currently obliged to recruit native speakers from other countries because of the shortfall among UK nationals
Reference:
Response from the Steering Group of the Nuffield Languages Programme to the consultation document 14-19: extending opportunities, raising standards, 20 May 2002
Related Keywords:
Employability, HE (Higher Education sector), UK
Reason: 421
The study of a foreign language enables students to participate in the society whose language they study and to operate within different linguistic and cultural contexts. This places them in a privileged position: they can be ambassadors for their own society within the foreign society and they can also learn to view their own society from new perspectives. They can compare and contrast diverse visions of the world, thus promoting intercultural understanding and bringing distinctive benefits both to their own society, for example in employment terms, and to the society or societies of the target language(s)
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Culture, Employability, HE (Higher Education sector), Intercultural competence, Mobility, Personal and social development, UK
Reason: 422
Study of languages and related studies will normally include an extended period of residence abroad in a country where the language concerned is spoken, usually in the form of a study or work placement. The period of residence abroad - encourages intercultural awareness and capability, qualities of self-reliance and other transferable graduate skills
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Autonomy, Experiential learning, HE (Higher Education sector), Intercultural competence, Personal and social development, Related subjects, Residence abroad, Study abroad, Work experience
Reason: 423
Students of languages and related studies typically explore a variety of approaches to cultures, communities and societies by drawing on methodologies shared with other disciplines, notably, but not exclusively, literary, cultural, media and film studies,critical theory, gender studies, history, geography, philosophy, politics, sociology, anthropology, religious studies, visual and performing arts, economics, business studies and law. The range potentially covers the full spectrum of the humanities and social sciences, and extends also to other subjects making use of source materials in the foreign language. Degree programmes will vary as to the relative weight they attach to these different approaches but all will normally ensure that students completing the programme acquire familiarity with methods, knowledge and understanding appropriate to the academic disciplines involved
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Culture, HE (Higher Education sector), Literature, Multidisciplinarity, Related subjects
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: 426
Through their studies and their contact with the target language and associated cultures and their related studies, all students of languages and related studies will develop sensitivity to and awareness of the similarities and dissimilarities between other cultures and societies and their own. In particular, their competence in the target language means they will have an appreciation of the internal diversity and transcultural connectedness, and an attitude of curiosity and openness towards other cultures. The skills and attributes concerned include: a critical understanding of a culture and practices other than one's own: an appreciation of the uniqueness of the other culture(s): an ability and willingness to engage with other cultures: an ability to appreciate and critically evaluate one's own culture
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Critical thinking, Culture, HE (Higher Education sector), Intercultural competence, Related subjects, Values
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: 429
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, interpersonal skills and personal attributes: communication, presentation, interaction; the ability to work creatively and flexibly with others as part of a team; mediating skills, qualities of empathy; self-reliance, initiative, adaptability and flexibility; intercultural competence
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Communication, Creativity, Employability, HE (Higher Education sector), Intercultural competence, Key skills, Language learning skills, Personal and social development, Related subjects, Teamwork, Values
Reason: 433
New UK language graduates go into business services; manufacturing; wholesale and retail sales; transport and communications; community, social and personal services; public administration; education; health and social work; hotels and restaurants; international organisations and other areas
Reference:
Marshall, K. (2001) 'Making the case for languages' in the Languages Box (Subject Centre for Languages, Linguistics and Area Studies)
Related Keywords:
Careers, Employability, HE (Higher Education 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: 459
A language could help you with your university course
Reference:
Sixth Former
Related Keywords:
Education Studies, HE (Higher Education sector), Qualifications
Reason: 570
The Secretary of State for Education has asked HEFCE to consider the following as courses of national strategic importance. Japanese, Chinese, Mandarin and other far eastern languages/dialects ..for business and trade purposes
Reference:
DfES Press Notice 'Charles Clarke seeks protection for courses of national strategic importance', December 1, 2004 (www.dfes.gov.uk/pns/DisplayPN.cgi?pn_id=2004_0209)
Related Keywords:
Business, HE (Higher Education sector), Less Widely Used and Lesser Taught (LWULT) Languages, UK
Reason: 621
If you do a degree in a language, you get to study the history and politics of the country as well as the language and it all gives you a good background and helps you to understand the nature of the country a lot better
Reference:
language undergraduate
Related Keywords:
HE (Higher Education sector), Knowledge, Multidisciplinarity, Related subjects, Understanding
Reason: 623
A language degree is almost like a gift. It's an amazing advantage over other graduates. They're going to be working in English-speaking countries whereas you have the flexibility to go and work in a foreign-speaking country.
Reference:
language undergraduate
Related Keywords:
Employability, HE (Higher Education sector), Mobility
Reason: 634
During the year abroad on a language degree, for the first month or so every new day is a dilemma and that teaches you to become much more self-confident and independent by the end of it all
Reference:
language undergraduate
Related Keywords:
Autonomy, Experiential learning, HE (Higher Education sector), Personal and social development, Residence abroad
Reason: 635
If you've done a language degree, you'll be more used to approaching people and communicating with them and more self confident
Reference:
language undergraduate
Related Keywords:
Communication, HE (Higher Education sector), Networking, Personal and social development
Reason: 636
The situations that language undergraduates have encountered in their studies train their minds to always be on the look-out for solutions or other ways of expressing things
Reference:
language undergraduate
Related Keywords:
Communication, HE (Higher Education sector), Problem solving
Reason: 637
One of the important things about a language degree is being able to relate to people from a variety of backgrounds. We live in a multicultural society and if you can't relate to people from different backgrounds then it might be more difficult to convince them and to sell things to them
Reference:
language undergraduate
Related Keywords:
Business, HE (Higher Education sector), Networking, Social cohesion, UK, Understanding
Reason: 638
If you do a language degree you don't just learn to speak languages but you live in a different country which means that you are exposed to all kinds of different things and you pick up different skills just from independent living in a different place
Reference:
language undergraduate
Related Keywords:
Autonomy, Experiential learning, HE (Higher Education sector), Key skills, Personal and social development, Residence abroad
Reason: 639
If you've spent a year abroad as part of your language degree, you really realise that the culture is different and that you have to adapt
Reference:
language undergraduate
Related Keywords:
Culture, HE (Higher Education sector), Residence abroad
Reason: 640
The sorts of skills that a language student develops encompass a far wider range than perhaps more limited degrees. Language students have above average IT skills in comparison with the rest of the population, they can work to deadlines and be flexible and adaptable in dynamic situations
Reference:
language undergraduate
Related Keywords:
Employability, HE (Higher Education sector), IT skills (Information Technology), Key skills
Reason: 641
A language degree enables you to tackle things from other angles. You learn to tackle things differently
Reference:
language undergraduate
Related Keywords:
Critical thinking, HE (Higher Education sector), Personal and social development
Reason: 643
When you do a language degree, you develop a much more sophisticated knowledge of English grammar than other people
Reference:
language undergraduate
Related Keywords:
English Mother Tongue, HE (Higher Education sector), Language awareness, Linguistics
Reason: 650
If you do a language degree, your year abroad will show you have many good qualities such as independence etc.
Reference:
language undergraduate
Related Keywords:
Autonomy, Employability, Experiential learning, HE (Higher Education sector), Personal and social development, Residence abroad
Reason: 674
Students are required {during the year abroad as part of a languages degree programme} to develop extensive problem-solving skills and to draw on personal resources. In surviving this process, students tend to develop enhanced confidence in their ability to survive difficulties and to be more willing to take risks
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:
HE (Higher Education sector), Key skills, Personal and social development, Problem solving, Residence abroad
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: 679
If you study a language you will leave university with a degree showing that you are capable of learning something new and which will enable you to travel easily and possibly live/work abroad
Reference:
language undergraduate
Related Keywords:
Employability, HE (Higher Education sector), Learning, Mobility
Reason: 688
Having spent a compulsory year abroad on a language degree will show that you are more flexible/independent/determined/confident
Reference:
language undergraduate
Related Keywords:
Employability, HE (Higher Education sector), Mobility, Personal and social development, Residence abroad
Reason: 689
To get a language degree you have to be an effective communicator
Reference:
language undergraduate
Related Keywords:
Communication, Employability, HE (Higher Education sector)
Reason: 692
On a language degree you develop many more skills than other degrees. You are an asset to an employer as fewer and fewer people learn languages
Reference:
language undergraduate
Related Keywords:
Employability, HE (Higher Education sector), Key skills
Reason: 697
Language learning is a fun alternative to other degree modules
Reference:
undergraduate: IWLP
Related Keywords:
HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs), Personal satisfaction
Reason: 718
Some companies will only take graduate entrants on fast-track programmes who have languages
Reference:
Higher Education Advisory Panel
Related Keywords:
Employability, HE (Higher Education sector)

700 Reasons to study languages...