LLAS Centre for Languages, Linguistics and Area Studies

Runner-up of the student award 2010: My future employability: the benefits of a languages, linguistics or area studies degree

- 24 May 2010

Ciaran Roe, a 4th year Italian and English Literature student at the University of Edinburgh, was a runner up in the Subject Centre's undergraduate student award competition 2010.

Employability and Enquiry-Based Learning in Languages

Julie Lawton and Catherine Franc - 18 June 2009

The UK seems to be experiencing a dilemma regarding languages and employment, with a reduction in the number of students taking languages at specialist level and yet an increase in demand for competent linguists in all fields of work worldwide. This paper will address some of the issues facing both recruiters to language programmes in HE and language graduates embarking on the job market. Since, currently, British language graduates are something of a minority, we will consider the “added value” qualities they can offer to employers, and what employers are seeking in job candidates that linguists might uniquely fulfil.
In French Studies at the University of Manchester, we have been engaged in several innovative projects exploring the use of Enquiry-Based Learning (EBL) within our grammar and oral programmes and also in a project designed to maximize students’ linguistic experience of their residence abroad (not discussed in this paper). We believe that EBL methods enable students to achieve both an expert “product” and a transferable “process” as the outcome of their studies, thus providing them with valuable employment skills: successful group-working strategies, confidence in giving presentations, practice in time-management, administrative and organizational skills, the ability to research independently through a variety of resources, and a flexible, open-minded attitude to new situations and tasks.
 

Engaging with employers at the University of Liverpool

Diane Appleton - 1 June 2009

This paper presents initiatives recently introduced at the University of Liverpool to engage employers in a range of activities in the School of Cultures, Languages and Area Studies. The paper shows how employers have contributed to the School’s employability agenda outside of a formal career management module. It also demonstrates the importance of a partnership between an academic department and a careers service in order to develop and maintain links with employers.

The Listening Log: exploiting listening opportunities beyond the classroom

Jenny Kemp - 20 May 2009

When Erasmus and Study Abroad students come to the UK they are exposed to a great deal of language in their new environment. This exposure presents them with a wealth of listening opportunities, many of which can be exploited for learning and skills development. This paper explains why the Listening Log was introduced and what it entails. Samples of Listening Log entries will be used to illustrate how keeping a Listening Log can encourage learners to apply skills covered on the course and reflect on their own performance, thus achieving autonomy.

Winner of the student award 2009: How have you been inspired by studying languages, linguistics or area studies at university?

Laura Gent - 30 April 2009

The winner of the Subject Centre's undergraduate student essay competition 2009 was Laura Gent, a 4th year Modern Languages student at the University of Newcastle upon Tyne.

Runner up in the student award 2007: What advice would you give to students starting your course?

- 11 May 2007

Elizabeth Murray, a first year French and German student, is a runner up in the Subject Centre's undergraduate student essay competition 2007.

Runner up in the student award 2007: What advice would you give to students starting your course?

- 11 May 2007

Elizabeth Baines, a final year French student, is a runner up in the Subject Centre's undergraduate student essay competition 2007.

Student award 2007: What advice would you give to students starting your course?

- 11 May 2007

The winner of the Subject Centre's undergraduate student essay competition 2007 was Robert McGinty, a final year student studying Russian and English Studies at the University of Nottingham.

Intercultural awareness as a component of HE Modern Language courses in the UK

- 9 February 2005

This study traces the growing importance attached to intercultural awareness within Modern Languages Higher Education in the UK. It differentiates between the incorporation of intercultural insight into language learning and the development of 'intercultural studies' as an emerging interdisciplinary field. This development, it is argued, is changing the character of the relationship between Modern Languages and Cultural Studies in the UK. The role of intercultural awareness within the curriculum entails not simply innovative pedagogies and the inclusion of periods of residence abroad as part of undergraduate programmes. It has underlined the value of linking ethnography, history, language, literature, philosophy and psychology in new course combinations. The article reviews the background to this change and the various teaching practices associated with it.

Identifying student needs for the year abroad preparation

- 1 February 2005

The author examines student needs in preparing for the year abroad, looking at the relationship between metacognitive learning strategies and linguistic development during the year abroad, and how students' subjectivities relate to their linguistic development. The author summarises her findings by producing a list of steps that would ideally be included in a year abroad preparation course.

Disability and residence abroad

- 16 December 2004

This article provides an introduction to ways of ensuring that disabled students are not denied the opportunity to participate in Residence Aboard and are not disadvantaged in the assessment of Residence Abroad. This is an important contribution to institutions' adherence to the requirements of the Disability Discrimination Act (DDA) Part IV. The fact that Residence Abroad takes place outside the UK does not absolve UK institutions of their duty of care and other legal obligations towards disabled students. Disabled students and potential students in the UK consequently have legal rights that are not affected simply because part of the course takes places outside the geographical boundaries of the UK.

Insurance and residence abroad

John Canning - 28 September 2004

Insurance is not a large expense for students, but the consequences of not having it could be devastating. A recent discussion on a mailing list highlighted that many residence abroad organisers are uncertain about insurance matters governing residence abroad. Failure to alert students of the need for insurance may be a breach of an institution's Duty of Care if a problem occurs.

Provision of 3-year degrees in Languages: An overview

John Canning - 2 August 2004

Language degrees (degrees in which a modern foreign language is a named component) have often been one year longer than honours degrees in other arts and humanities subjects, as students have usually spent the third year of the course aboard. This article overviews the increasing provision of three year language degrees.

Residence Abroad

- 26 July 2004

Residence or study abroad can be the most rewarding element of a degree programme, bringing enhanced maturity, cultural insights and valuable transferable skills as well as improved language proficiency. This article traces the development of student residence abroad, summarises research findings, describes how best to implement a programme, and points to the many resources available to help staff and students involved in residence abroad.

Assessing risk for residence abroad

- 14 July 2004

Risk assessment is a commonly used technique in preparing for fieldwork in the Earth Sciences. The technique can be adapted for use by students going on Residence Abroad. By identifying potential hazards and the likelihood of them occurring, students can be better prepared for their year abroad and decrease the possibilities of problems occurring or ensure that they are better prepared when difficulties arise.

Enhancing employability: A guide for teaching staff in Languages, Linguistics and Area Studies

- 18 June 2004

As we move towards the governments 50% widening participation target, and the financing of Higher Education changes, teaching staff are being given more responsibility for enhancing the employability of their students. The guide is aimed that those involved in preparing their students for the workplace.

Intercultural Learning and Ethnography: Observing Culture at Leeds Metropolitan University

- 2 April 2004

The following paper describes the module Observing Culture which is offered as part of the undergraduate language provision at Leeds Metropolitan University. The aim of the module is to prepare students for the year abroad and to enhance their cultural sensitivity by exploring shared cultural knowledge, values and beliefs. By observing and critically examining their own cultural practices, students are encouraged to become more aware of certain patterns under the surface of life, which should help them to gain a better understanding of their own and others' cultural worlds. The module incorporates an introduction to anthropological and sociolinguistic concepts, ethnographic research, reflective learning and ethnographic writing.

Foundation Degrees in Languages

Tim Connell - 22 December 2003

This article looks at the recent development of "foundation degrees" in the UK. Official sources (QAA, Parliamentary reports) are cited in order to clarify what is required for foundation degrees and how they might be developed in the context of languages. Particular reference is made to the forthcoming Foundation Degree in Public Service Interpreting at City University London.

Student voices on residence abroad

Jim Coleman - 18 December 2002

This paper focuses on the learning outcomes of residence abroad. It analyses for the first time qualitative data from the Residence Abroad Project (RAP) within the context of earlier quantitative findings from both RAP and the earlier European Language Proficiency Survey (ELPS).

Intercultural issues in foreign language learning and ethnographic approaches to study abroad

Shirley Jordan - 27 September 2002

The article outlines current emphases on interculturality, ideas of the 'intercultural speaker' and revised approaches to language-and-culture learning. Related research activity in the UK is described. The content and method of ethnographic courses for language learners are outlined and there is detailed consideration of the implications for learners and teachers of ethnographic preparation for periods of residence abroad.