LLAS Centre for Languages, Linguistics and Area Studies

Supporting students’ learning outside the classroom: promoting independence and autonomy in LLAS disciplines
Event date: 27 May, 2010
Location: Leeds Metropolitan University, Rose Bowl

e-Portfolios (16 June 06, Coventry)
Event date: 16 June, 2006
Location: Coventry University

e-Portfolios (16 May 06, Manchester)
Event date: 16 May, 2006
Location: University of Manchester

Learning and teaching coordinators focus group (15 Apr 05)
Event date: 15 April, 2005
Location: London

Promoting and evaluating the use of the ELP (9 Feb 2004)
Event date: 9 February, 2004
Location: CILT,

Using Language Portfolios
Event date: 1 November, 2001
Location: CILT, London

Languages Portfolio Event
Event date: 18 April, 2002
Location: CILT, London

Identifying student needs for the year abroad preparation
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.

An interim assessment of the introduction of accredited portfolios in introductory French courses
This paper reports on the introduction of accredited portfolios into an ab initio French language course at the University of Stirling. These were introduced to help students progress from a teacher-led learning environment into one in which a more autonomous approach was required. Student feedback was mainly positive, whilst a slight improvement in grades was also reported. However, some areas of difficulty would benefit from further development.

Academic and professional skills for language learning
This section of the web guide provides an overview of what Academic and Professional Skills (APS) are and why they should be integrated in degree courses involving languages. It illustrates the rationale behind the introduction of APS, the logic behind making them compulsory, the way in which their integration impacts on curriculum and assessment. It also highlights the issues to address to make the embedding of APS into the languages curriculum effective. It finally provides suggestions on how to integrate APS, using the European Language Portfolio and networked-based learning.

Portfolio assessments
Portfolios have been around for a long time, either as collections of artefacts in an artist's portfolio or as documentation of teaching practice and staff development in a teaching or professional portfolio. However portfolios are finding a wider application as a form of educational assessment, especially in the USA. Even though they may vary in format, educational portfolios distinguish themselves from other portfolios by including reflective elements. They are therefore not merely a collection of best practice or artefacts but are also intended to document the learning process and involve students in actively reflecting on their learning. This article begins with a brief introductory overview of portfolios, followed by a look at the portfolio model which emerged from the TransLang project. We conclude with a summary of some findings which were common to our individual case studies elsewhere in this volume.

Portfolio of independent learning at the University of Central England (UCE)

A portfolio of independent learning has been introduced to post A-level students at various levels in the three languages of Spanish, French and German at UCE. The Translang Approach has been chosen as a framework for development of transferable skills.

Empty-headed linguists? French undergraduates and learning transfer
This study describes an attempt to encourage some advanced learners of French as a foreign language (A-level plus two years) at Anglia Polytechnic University (APU) to develop some strategies and skills applicable both to language learning and to other knowledge domains. We examine what happened during a three-week learning and teaching sequence; we re-examine the principles and assumptions on which the teaching was based; and we draw conclusions pertinent to attempts to achieve similar ends, at APU and perhaps elsewhere. Our title is a wry reference to the stereotype, common within British Higher Education, of foreign language proficiency as a mere skill requiring only low-level cognitive activity.

Supporting independent language learning: development for learners and teachers
This handbook emphasises the importance of learner training and staff development in the area of independent language learning. It contains materials, suggestions and case studies, which should be of use to teachers. It also provides a description of the role of the learning advisor in managing language learning.

Assessment and independent language learning
This handbook looks at assessment methods for independent language learning, particularly the use of the independent language learning portfolio. Items that may be included in the portfolio are listed and some problem areas in portfolio assessment are outlined. Included in the handbook are some case studies of current activity in this field.

CERCLES European Language Portfolio request form
The Subject Centre is distributing the CERCLES European Language Portfolio (ELP) request form for all members of AULC (Association of University Language Centres).

Portfolio: for Language Learning
This portfolio was developed at the University of Central England and is based on the FDTL Translang (transferable skills in language learning) project materials. The TransLang approach was chosen as it aims to facilitate transferable skills in the learning and teaching of languages much more explicitly. Students are actively involved in planning their learning, monitoring their own progress and evaluating learning outcomes. The aims of the portfolio of independent work can be described as follows: - To provide a framework for independent work, especially in the light of reduced class contact time and a greater spread of ability levels because of the need to combine classes because of lower numbers. - To empower students and enable them to take more control over their learning. - To showcase language learning as a means of developing transferable and employability skills in undergraduate students.

Self access: Worksheets for self access language centre
Advice on: "Watching Films on Video"; "Taking Notes"; "Writing"; "Learning Vocabulary"; "Conversation Exchange" Template for student's "Activity Record" for language learning folder