Papers and articles with this keyword
Runner-up of the student award 2010: My future employability: the benefits of a languages, linguistics or area studies degree
- 24 May 2010
Rosie Shimmin, a 4th year German and Politics student at Cardiff University, was a runner up in the Subject Centre's undergraduate student award competition 2010.
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.
Runner-up of the student award 2010: Encouraging school pupils to study languages, linguistics or area studies at university
- 21 May 2010
Sarah Louise Badrock, a 1st year Middle Eastern and Modern European Language student at the University of Manchester, was a runner up in the Subject Centre's undergraduate student award competition 2010.
Winner of the student award: Encouraging school pupils to study languages, linguistics or area studies at university
- 12 May 2010
The winner of the Subject Centre's undergraduate student essay competition 2010 is Daniel Finch-Race, a 3rd year Modern European Languages student at the University of Edinburgh. Daniel’s winning entry is a promotional article aimed at encouraging school pupils to study languages, linguistics or area studies at university.
Integrating key work skills into an undergraduate language module: marketing and media in France
Laetitia Vedrenne and Sally Wagstaffe - 16 November 2009
‘Marketing and the Media in France’ is a final-year undergraduate module which integrates the development of key or transferable skills with the acquisition of subject-specific knowledge (of marketing and the advertising media in France) and the development of all four language skills. This case study provides an outline of the module, its aims and assessment methods, introduces some of the resources used to support the module and reviews student responses regarding the challenges and benefits of integrating key skills into a final-year module as they prepare to make the transition into the world of work.
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.
Interpreting in the teaching of undergraduates: at the interface of HE and business
Eva Schumacher-Reid - 18 June 2009
Durham offers a final-year German Interpreting module teaching simultaneous, consecutive, liaison and on-sight interpreting on the basis of European Parliament debates. All performance indicators testify to the module’s success:
- High student numbers
- Highest possible satisfaction rates in student surveys
- A prestigious institutional award for innovation and teaching excellence
- Provision of an excellent foundation for postgraduate studies in Translation/Interpreting
- Acknowledgement of value by numerous employers who have praised students’ transferable skills and readiness for the work market.
The skills-based approach of this course leads to reflective learning, instills infectious enthusiasm in students, and operates effectively at the HE-business interface, satisfying the demands of the academic and the business world.
The diversity of language services
- 8 June 2009
Every year the schools in the two national networks, translation and interpreting (NNT and NNI), receive representatives from various agencies who are looking into recruiting our postgraduate students not just for work in translation but in jobs classed as ‘translation projects’ where linguists are expected to fulfil such functions as project managers, terminologists, translators, localisers, revisers, editors and publishers. The interpreting services of international organisations talk to our students about remote and ‘chat room’ interpreting, where interpreters reproduce a verbal exchange on a computer screen. And if subtitling used to be exclusively the job of the translator with knowledge of specialised software, nowadays subtitling agencies are keen to recruit simultaneous interpreters. The discussion in this presentation will focus on the diversity of language services.
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.
Commercial awareness and employability
John Canning - 9 March 2007
Plans and e-plans: integrating personal development planning into the languages curriculum
- 18 January 2007
The introduction of Chinese onto the curriculum of Spanish engineering students at the Polytechnic University of Valencia
- 12 January 2007
How can key skills "sell" Linguistics to students and employers?
- 10 May 2006
Researching 'Languages Work': Why don't teenagers pick languages?
Teresa Tinsley - 19 January 2005
Widening horizons: Charting progress the Aston way
Nigel Reeves and Annie Bannerman - 18 January 2005
Enhancing student awareness of employability skills through the use of progress files
Dawn Leggott and Jane Stapleford - 18 January 2005
Before navigating: Grief and the new landscape for Languages
Alison Phipps - 18 January 2005
New contexts for university languages: the Bologna Process, globalisation and employability
Jim Coleman - 6 January 2005
Widening Participation focus group report
John Canning - 26 November 2004
Enhancing employability: A guide for teaching staff in Languages, Linguistics and Area Studies
- 18 June 2004
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