LLAS Centre for Languages, Linguistics and Area Studies

Motivational Processes and Practices in Accelerated Ab-initio Language Learning

- 19 October 2011

This report focuses on motivation in ab initio language learning.

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.

The Language Café

Paula Davis and Shoshannah Holdom - 2 June 2009

The Subject Centre for Languages, Linguistics and Area Studies is coordinating a two-year European Socrates Lingua 1 funded project exploring informal and socially situated language learning for adults. The Language Café project draws on the existing and growing café culture around Europe and aims to create an expanding network of Language Cafés which take place in real cafes and other publicly accessible social spaces. This paper outlines the background to the Language Café project, reports on progress to date, and discusses the major successes and challenges encountered in setting up and sustaining a Language Café.

Keeping up the good work: the motivational profiles of students in secondary and higher education

Ulrike Bavendiek - 1 June 2009

With the transition from school to Higher Education students are expected to adapt to a new learning environment and to new demands and expectations. As a consequence, during their first year in a Modern Languages Department some learners may have problems learning the language efficiently. They may either be unaware of the new demands, or have difficulties learning in the new situation. Based on the changes in the learning situation caused by the transition from school to university, I shall use a single case study in order to describe some possible negative effects of a mismatch between institutional and students' expectations on the motivational disposition of the students.

Mobile Learning, Collaborative Learning and World Languages - The Flexi-Pack Project at SOAS-UCL CETL for Languages of the Wider World

Itesh Sachdev and Nathalie Ticheler - 6 January 2009

The SOAS-UCL CETL for ‘Languages of the Wider World’ (LWW CETL) aims to promote excellence in the teaching and learning of languages that do not have a large presence in higher education in the United Kingdom but which are of increasing strategic importance locally and globally. A key objective of the CETL is to support blended language learning, the combination of face-to-face learning and self-study, using multimedia materials.
LWW CETL has launched the Flexi-Pack project to create a whole range of mobile learning (M-learning) materials with a fully-integrated approach between traditional lessons and self-study. This paper will present the pedagogical rationale behind the Flexi-Packs and will also recommend further developments in relation to them (e.g., collaborative learning) in order to maximise students’ motivations.
 

Content and language integrated university course: A task-based approach

- 1 February 2005

The presentation discusses the results of an experimental study carried out at UCL, Italian Department, aiming at finding an acquisitional model in order to abolish the barrier between content courses and language courses through a task-based approach to teaching/learning, and at creating a bridge between language and content courses. The presentation shows how an input, relevant to the learner (i.e. related to content courses) to be processed through tasks, raises motivation and allows a rapid interlanguage change and development. Results of a two year experiment will be presented, acquisitional models will be discussed and operational solutions will be proposed.

Solo learning module: Giving control to the learner over materials and learning session design

- 1 February 2005

Normal practice in course construction is to supply learners with pre-selected material chosen by the teachers to illustrate a grammar syllabus or progression. This paper will discuss the reversal of this process. The learners will be invited to select the material they wish to learn from according to their needs and interests. The tutor will provide a bank of exercise typologies, graded for level of difficulty and by skill, and guide the learners on how to select a balanced learning session from the bank which is commensurate with their level of expertise and the skills they wish to concentrate on. This method will make maximum use of the motivation of the learners to work with material which they are already interested in and which may be of direct use to them. It will also allow them to specify which skills they wish to acquire or to prioritise.

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.

Arousing an interest in school students for the take up of "new" languages at university: the ATLAS project

- 18 January 2005

This presentation will report on the experience of designing and piloting a website which offers an introduction to the culture and language of five less taught languages to 14-19 year olds in nine partner schools in London and the South East. It is part of the work of the ATLAS project (A Taste of Languages in School), jointly funded by the Nuffield Foundation, CfBT and UCL, addressing the decline in numbers of students taking languages at university. The project aims to arouse an interest in language study and to spur consideration of study opportunities at university, especially ab initio courses in languages not studied at school. A survey of students' attitudes towards learning languages explored the reasons for discontinuing the study of languages after the compulsory stage and also investigated students' tastes in websites. It revealed there is much interest in learning 'new' languages.