LLAS Centre for Languages, Linguistics and Area Studies

Promoting less-widely-taught languages. The outreach experience of the Foreign Language Awareness Group for Schools (FLAGS)

- 21 February 2007

In the current downward trend in the uptake of languages, and especially of less-widely-taught languages, FLAGS aims at enthusing sixth-formers with an interest in either Italian, Russian and / or Portuguese through a series of language sessions delivered through the Virtual Learning Environment WebCT. Pupils' progress is aided and monitored by University students, who act as language facilitators on a weekly basis. This paper assesses the outcomes at the end of the first year of FLAGS' life, as well as the challenges met during the project's setting-up period and throughout its duration.

Implementing a digital multi-media language learning environment

- 1 February 2005

This article examines a number of the practical and pedagogic considerations involved in the implementation of a digital language learning environment. It makes a distinction between digital audio-lingual and digital multi-media learning environments and focuses mainly on the latter which, because they provide a computer for every user, have rather more pedagogic potential (and are considerably more expensive) than digital audio-lingual systems. The article - presented here in shortened form - aims to providing readers with an analysis of the practical and pedagogic factors involved in deciding to move from analogue to digital materials.

Collaborative writing in Russian with shared text editor

Lydia Buravova and Jane Hughes - 11 January 2005

A shared text editor was introduced into a Russian class in writing skills and used over a period of four years. It was initially adopted for its potential practical advantages over a traditional classroom whiteboard. Its use has led to new language learning activities that have contributed to the whole language programme and the writing class has become more integrated into the language programme as a whole. Opportunities for sharing and collaboration have been greatly increased and the role of the teacher has changed.

Developing Computer Skills

- 6 March 2003

Focusing on the IT skills required increasingly of staff in areas of administration, research and classroom practice, this article distinguishes generic core skills from those required in more specialist situations (such as applied language study and areas of linguistics). A number of key sources of information and training are given, together with a brief review of forms of certification. Best practice is seen as knowing how to define clearly the skills one needs to develop and, having aquired a new capability, being able to show that one can use it effectively.

Towards a framework for expansion and collaboration: A web-based multilingual grammar resource

Steve Cushion and Dominique Hémard - 3 January 2003

The paper aims to discuss: the use of an authoring package designed to produce interactive web-based CALL materials that integrate text and the spoken word; provide hands-on experience in the use of the authoring package; the integration of interactive web-based language teaching material into daily practice.

Technology-mediated learning

- 23 October 2002

Introduction to the use of educational technology in higher education in the UK and beyond. This article provides an overview of the available tools and their effective use. It also mediates three major beliefs about the reasons for employing technology-mediated learning - appropriacy for flexible, distance and open learning, widening participation and cost-effectiveness.

CALL (computer assisted language learning)

- 27 September 2002

An introduction to Computer Assisted Language Learning, including a brief history and mention of more recent trends (CD-ROMS, DVDs, the Web) and professional associations dedicated to CALL.