LLAS Centre for Languages, Linguistics and Area Studies

Foundations in Language Testing and Assessment 2011
Event date: 19 November, 2011
Location: Rooms SR 322, SR 324, Third Floor, Ken Edwards Building, University of Leicester

The case for a common framework of reference for the validation of assessments of written English on English language degree programmes in Europe
The Bologna process carries out an agreement by European governments to create by 2010, a European Higher Education Area with two main degree cycles, undergraduate and graduate, and a common system of credits and quality assurance. In this climate of review, revision and collaboration, this paper describes a survey of existing practice with regard to expectations of attainment on degree programmes in Europe. It will also outline a proposal for a collaborative project to develop a framework for the self-validation of skill assessment on a language programme. The concept of validity informed the design of a questionnaire to collect qualitative and quantitative data on the final assessment of students' written English on English language degree programmes across Europe. Analysis of responses from 30 universities in 12 European countries revealed wide variation between different countries, within the same country and, in some cases, within the same degree programme. As a result of this survey, European partners have been identified to collaborate on the development of a framework for the self-validation of assessments of written English, which can inform the assessment of other skill areas and other languages.

Enhancing student awareness of employability skills through the use of progress files
This study, which was inspired by the Dearing Report, aimed to explore the nature of student perception of their skills development. Taking place over five years and involving 35 undergraduate students, the study found that students had a low awareness of the skills that they were intended to develop and many of them were unaware of the skills requirements of employers. As a result of these findings, Personal Development Plans were used to bridge this gap and it is hoped that the experience gained form this study can be transferred to other contexts.

The year abroad: A critical moment
The year abroad component has faced challenges in recently, although it represents a life-changing experience for most students. This paper illustrates the importance of the year abroad to the undergraduate language degree, drawing on research evidence arising from an ESRC funded project of the development of criticality in undergraduates. Our suggestion, supported by our empirical evidence, is that the Year Abroad has a powerful role in allowing language students to develop in the domains of the self and the world which in turn helps progression in the domain of reason, and feeds into their ability to engage critically with academic work.

The agony and the ecstasy: Integrating new literacies and reflective portfolio writing into the languages curriculum
This article reports on the impact of a curriculum innovation in the area of academic and professional skills for undergraduate linguists at Coventry University, the aims of which were to raise students' awareness of language learning processes and reflect upon their own learning. The authors that all involved found this curriculum development very beneficial.

'Sharing Words': Conversation, collaboration and cultural connections
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.