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: 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: 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: 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: 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: 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: 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: 355
The year abroad { as part of a language degree programme} is valuable in broadening work experience, social contacts and employability. It enables students to develop not only their language and cultural skills, but also key life skills of self-reliance and resourcefulness
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Autonomy, Employability, Experiential learning, Intercultural competence, Key skills, Language learning skills, Networking, Personal and social development, Residence abroad, Work experience
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: 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: 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: 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: 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: 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

700 Reasons to study languages...