LLAS Centre for Languages, Linguistics and Area Studies

Lancaster – Graz intercultural Web-based project: intercultural learning across the Net

Birgit Smith - 18 June 2009

This paper presents a web-based, cross-cultural project designed to develop foreign language students’ awareness of both their own culture and the target culture. In addition to the cultural sensitising aspect of the project, students also benefited in terms of their language learning, in particular their reading and writing skills in the foreign language. This was a joint project with Karl-Franzens University, Graz.

Promoting the study of languages in the South East through school-university partnerships: the Aimhigher Kent and Medway Languages Project

Matilde Gallardo - 17 June 2009

The Aimhigher Kent and Medway Languages Project was initiated in 2005 as a response to the growing concern about falling numbers of students choosing languages at GCSE and continuing with post-compulsory language study in an area (the Thames Gateway and the Channel area) where demographic changes and the proximity to the rest of Europe makes international opportunities relevant to its economic regeneration. The aim was to raise awareness of the potential of language learning and the importance of intercultural awareness among KS3 students in Aimhigher schools by increasing motivation and self-confidence through a programme of activities including interactive workshops and online social learning platforms. It also aims to raise aspirations and understanding of progression and careers in MFL among students and their families. The project is currently led by the Open University in the South East under the Aimhigher consortium, in collaboration with the University of Kent and eleven schools in Kent and Medway.

This paper describes a number of initiatives developed by the project, the results achieved so far, and the findings of the research into language perceptions that has been carried out in partner schools. The Languages Project aims to create a model which can be replicated elsewhere.

Global perspectives in Area Studies: a complacent or creative response?

- 27 February 2006

Higher Education is under pressure to produce graduates with the knowledge and skills for working in a globalised world and with the values and attitudes to behave as global citizens. Are Area Studies students developing these 'global perspectives' through their studies? A scoping study at the Royal Geographical Society (with with the Institute of British Geographers) has investigated the current status of the global dimension. The research project examined how global perspectives are manifest at three different levels within Higher Education: disciplines/subject areas, departments/teaching teams and institutions. In Area Studies, the picture is generally encouraging, with many of the building blocks for developing and strengthening global perspectives already in place. The long-term objective is for a holistic approach where all the components contributing to global perspectives are integrated and embedded into the ethos, structures, activities and daily life of Higher Education institutions.

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.

New hats for old: Intercultural competence and the integration of language and linguistics teaching

- 19 January 2005

This paper discusses the development, delivery and outcomes of a module in Intercultural Communication aimed at first year undergraduate students of English Language and Linguistics, French, and Spanish at Kingston University. The incorporation of key skills and the integration of the varied linguistic and cultural experiences of the students was central to the module.

Researching 'Languages Work': Why don't teenagers pick languages?

Teresa Tinsley - 19 January 2005

With the removal of languages from the compulsory curriculum for 14-16 year olds, the post 16 decline in language learning is starting to affect numbers taking GCSE as well. Public debate centres on the importance of pupil choice, and the alleged unpopularity of the subject among teenagers. The 'Languages Work' project has produced materials designed to improve careers guidance in languages, and so increase take up. This paper outlines findings from our development work which sheds light on teenagers' attitudes towards languages and how to address their misconceptions.

'Sharing Words': Conversation, collaboration and cultural connections

Adrian Armstrong and Diane Whitelegg - 11 January 2005

This paper examines the way in which native speakers of taught languages can be mobilised by universities for use in outreach activities. The authors suggest an empowering approach to facilitate cross-cultural communication. A questionnaire following such a scheme was administered to AS and A2 students, the results of which showed several benefits to the learners.

Teachers' roles and training in intercultural education

Inma Álvarez and Cecilia Garrido - 11 January 2005

Foreign language degree programmes have been engaged, more than ever, in an active dialogue with other disciplines. In addition, these programmes can now be delivered in various environments. These recent developments have enhanced the learning experience, but they have also highlighted important implications for the roles and responsibilities of foreign language teachers. Here the authors summarise their investigation into the extent to which new approaches to foreign language teaching have had an impact on current established models of teacher education, and in particular, on how effectively the intercultural agenda has been incorporated in language teacher education programmes.

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.