LLAS Event

llasevent iconELF and multilingual practices in professional contexts
Event date: 7 November, 2013 - 8 November, 2013
Location: University of Southampton
llasevent icone-learning symposium 2014
Event date: 23 January, 2014 - 24 January, 2014
Location: Avenue Campus, University of Southampton
llasevent iconThriving for the public good
Event date: 11 September, 2013
Location: The British Medical Association, London
llasevent iconMaking Video for Language Learning and Teaching
Event date: 16 November, 2013
Location: Centre for English Language Teaching, Vanbrugh College, University of York
llasevent iconTeaching in higher education through the medium of English
Event date: 23 September, 2013 - 27 September, 2013
Location: University of Southampton
llasevent iconTeaching in higher education through the medium of English
Event date: 10 June, 2013 - 14 June, 2013
Location: University of Southampton
llasevent iconLanguage Partnerships across Sectors: Seminar and Discussion Workshop
Event date: 1 May, 2013
Location: University of Strathclyde, Graham Hills Building, level 5, Room 5.13
llasevent iconEnhancing the community of practice: training provision for PSIT
Event date: 5 December, 2012
Location: Aston University
llasevent iconPOSTPONED - The LOC tool for teachers: authoring your own online learning materials
Event date: 19 December, 2012
Location: Avenue Campus, University of Southampton
llasevent iconThe LOC tool for EAP teachers: authoring your own online learning materials
Event date: 9 November, 2012
Location: Room 2149, Blg 65, Avenue Campus, University of Southampton
llasevent iconBuilding the language base for research: the impact and future of Language-Based Area Studies
Event date: 14 December, 2012
Location: Brunei Gallery Lecture Theatre SOAS, London
llasevent iconDigital literacy in the humanities: what open practice can do for you
Event date: 7 November, 2012
Location: Room 2151, Blg 65, Avenue Campus, University of Southampton
llasevent iconMaking Video for Language Learning and Teaching
Event date: 17 November, 2012
Location: Centre for English Language Teaching, Vanbrugh College, University of York
llasevent iconResidence Abroad, Social Networks and Second Language Learning
Event date: 10 April, 2013 - 12 April, 2013
Location: Avenue Campus, University of Southampton
llasevent iconThriving in an uncertain world: a workshop for heads of depts & leaders in LLAS
Event date: 13 September, 2012
Location: Birkbeck College, Uni of London, Clore Management Centre, Torrington Square, London WC1A 7JL (Blg 2)
llasevent iconPOSTPONED - Open Educational Resources as a vehicle for digital literacy in the humanities
Event date: 29 June, 2012
Location: Room 2151, Blg 65, Avenue Campus, University of Southampton
llasevent icone-learning symposium 2013
Event date: 24 January, 2013 - 25 January, 2013
Location: Avenue Campus, University of Southampton
llasevent iconTeaching in higher education through the medium of English
Event date: 2 July, 2012 - 6 July, 2012
Location: University of Southampton
llasevent iconMaking Video for Language Learning and Teaching
Event date: 15 November, 2014
Location: Centre for English Language Teaching, Vanbrugh College, University of York
llasevent icone-learning symposium 2015
Event date: 22 January, 2015 - 23 January, 2015
Location: Avenue Campus, University of Southampton
llasevent iconAnnual Conference of the ASMCF, 2014
Event date: 9 September, 2014 - 11 September, 2014
Location: University of Southampton
llasevent iconReshaping Languages in Higher Education Conference 2014
Event date: 9 July, 2014 - 10 July, 2014
Location: Grand Harbour Hotel, Southampton
llasevent iconTeaching in higher education through the medium of English *SOLD OUT*
Event date: 7 April, 2014 - 11 April, 2014
Location: University of Southampton
llasevent iconTeaching in higher education through the medium of English
Event date: 10 June, 2014 - 11 June, 2014
Location: University of Southampton
llasevent iconTeaching in higher education through the medium of English
Event date: 18 November, 2013 - 22 November, 2013
Location: University of Southampton
llasevent iconTeaching in higher education through the medium of English
Event date: 31 March, 2014 - 4 April, 2014
Location: University of Southampton
llasevent iconCollaborative working using open research data to create Open Educational Resources for the humanities
Event date: 23 May, 2012
Location: Room 2151, Blg 65, Avenue Campus, University of Southampton
llasevent iconPOSTPONED - Unleashing the Creative Spirit: Integrating Filmmaking into Literature Teaching
Event date: 11 May, 2012
Location: Jessop West Exhibition Space, University of Sheffield
llasevent iconPostponed - Developing Materials for English for Specific Academic Purposes
Event date: 17 April, 2012
Location: Room B18, Amenities Blg, Jubilee Campus, University of Nottingham
llasevent iconThe Year Abroad: Maximising and promoting its real value
Event date: 23 May, 2012
Location: University of Strathclyde - John Anderson Campus (City Centre) - Graham Hills Building - rooms 513/514/515
llasevent iconThe Translation Classroom: Technology, Strategies and Employability
Event date: 20 April, 2012
Location: Room Peel 10, Peel Park Campus, University of Salford
llasevent iconResearch in and for Languages
Event date: 27 April, 2012
Location: GH510, Graham Hills Building, John Anderson Campus, University of Strathclyde, Glasgow
llasevent iconTeach for Success: supporting international students in the classroom
Event date: 15 February, 2012
Location: MHG15 Main House, Bath Spa University
llasevent iconNature and the natural in the humanities: Teaching for environmental sustainability
Event date: 27 April, 2012
Location: Arts 201, Arts Building (R16 on map), University of Birmingham
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 4 July, 2012
Location: Room 2151, Blg 65, Avenue Campus, University of Southampton
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 19 December, 2011
Location: Room 2151, Blg 65, Avenue Campus, University of Southampton
llasevent iconCANCELLED - Creating a digital presence: sharing and publishing your teaching resources online
Event date: 23 September, 2011
Location: The Language Space, University College London, 1-4 Malet Place, London, WC1E 7JE
llasevent icon(BRISMES) British Society for Middle Eastern Studies Annual Conference 2012
Event date: 26 March, 2012 - 28 March, 2012
Location: Middle East Centre, London School of Economics and Political Science
llasevent iconBlended learning for languages. How to successfully integrate technology into everyday teaching *JANUARY OFFER - £20 OFF*
Event date: 23 January, 2012
Location: G77A & MultiMedia Centre, School of Modern Languages, University of Bristol, Woodland Road, Bristol BS8 1TE
llasevent iconFoundations 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
llasevent iconFutureSTEP for New Academic Tutors
Event date: 17 October, 2011
Location: Bristol
llasevent iconPOSTPONED - E-learning : 6 Ps in a podcast, creating good quality audio resources for blended and distance learning
Event date: 8 November, 2011
Location: The Open Learning Centre, King's Building (marked A), Strand Campus, King's College London
llasevent iconSupporting language learning outside the classroom
Event date: 2 November, 2011
Location: Room 156 (entrance no. 1, first floor) Elvet Riverside Building (no. 25), Durham University, DH1 3JT
llasevent iconMaximising the use of your VLE for language learning and teaching
Event date: 8 February, 2012
Location: Coventry University
llasevent iconTraining teachers of interpreting
Event date: 9 November, 2011
Location: Room lF1, Language Centre, 2nd Floor, Parkinson Building, University of Leeds
llasevent iconTheory and Practice in Vocabulary Learning and Teaching
Event date: 20 January, 2012
Location: NOTE CHANGE OF VENUE - Building LO4, Room G10, London Road Campus, University of Reading
llasevent iconDeveloping materials for English for Specific Academic Purposes
Event date: 11 November, 2011
Location: Avenue Campus, University of Southampton
llasevent iconUsing facebook for (language) teaching
Event date: 14 February, 2012
Location: The Language Space, University College London
llasevent iconEnhancing MFL teaching for new tutors
Event date: 22 September, 2011
Location: Seminar Room 1.05, Maurice Keyworth Building, Leeds University Business School,Leeds
llasevent iconUsing tools effectively for creating online teaching resources
Event date: 22 September, 2011
Location: The Language Space, University College London, 1-4 Malet Place, London, WC1E 7JE
llasevent iconApproaches to e-Learning
Event date: 21 September, 2011
Location: The Language Space, University College London, 1-4 Malet Place, London, WC1E 7JE
llasevent iconLanguage Futures: Languages in Higher Education conference 2012
Event date: 5 July, 2012 - 6 July, 2012
Location: John McIntyre Conference Centre, Edinburgh
llasevent iconLife and work in academia: event for new and aspiring lecturers in languages, linguistics and area studies
Event date: 12 April, 2012
Location: Conference Aston, Aston University, Aston Triangle, Birmingham, B4 7ET
llasevent iconThriving in the New World of Higher Education: a workshop for heads of department and leaders in languages, linguistics and area studies - REGISTER NOW
Event date: 14 September, 2011
Location: Room B202, Brunei Gallery, School of Oriental and African Studies, University of London
llasevent iconE-Learning Symposium 2012
Event date: 26 January, 2012 - 27 January, 2012
Location: Avenue Campus, University of Southampton
llasevent iconThe Utopian years? Radical Left Movements in Pompidou's France
Event date: 11 May, 2011
Location: Room 2.09, Park Building, University of Portsmouth
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 20 May, 2011
Location: Wolfson Suite, Harold Cohen Library, University of Liverpool (no 431 on campus map, gridline D8))
llasevent iconUsing the National Student Survey to improve student learning
Event date: 22 June, 2011
Location: Boardroom, Woburn House Conference Centre 20 Tavistock Square London WC1H 9HQ
llasevent iconThe interface between English Literature and English Language: innovation in curriculum development
Event date: 24 May, 2011
Location: Room 104, Fulton Building (marked 30 on campus map), University of Sussex
llasevent iconHow to teach linguistics of Modern Foreign Languages
Event date: 3 June, 2011
Location: Room G8, Main Building (marked no 1 on campus map), Aston University
llasevent icon£9000 a year for what? Languages and area studies under the new fees regime in England
Event date: 20 May, 2011
Location: Goodenough Club, 23 Mecklenburgh Square, London WC1N 2AD
llasevent iconFuture of Language Teaching at University
Event date: 4 April, 2011
Location: Matthew Building Video Conference Room (Level 5), University of Dundee
llasevent iconEmployability and Enterprise in Linguistics and English Language degrees
Event date: 11 April, 2011
Location: UWE Frenchay Campus /The Street Cafe
llasevent iconProfessor Jim Coleman lecture and launch of new student website
Event date: 3 March, 2011
Location: Lecture Theatre B, Building 65, Avenue Campus, University of Southampton
llasevent iconIntroduction to methods for pedagogic research in languages, linguistics and area studies (Stage 2)
Event date: 4 March, 2011
Location: Woburn House Conference Centre, 20 Tavistock Square, London, WC1H 9HQ
llasevent iconIntroduction to methods for pedagogic research in languages, linguistics and area studies (Stage 1)
Event date: 3 March, 2011
Location: Woburn House Conference Centre, 20 Tavistock Square, London, WC1H 9HQ
llasevent iconResidential workshop for Islamic Studies PhD students
Event date: 16 February, 2011 - 17 February, 2011
Location: Conference Aston, Birmingham
llasevent iconLife and work in academia: event for new and aspiring lecturers in languages, linguistics and area studies
Event date: 15 April, 2011
Location: Jesus College, Ship Street Centre, Oxford
llasevent iconExternal examining in the humanities
Event date: 18 February, 2011
Location: The University of Sheffield, Exhibition Space, Jessop West Building
llasevent iconRESCHEDULED FROM 1/12/10 - The LOC tool for teachers: authoring your own online learning materials
Event date: 19 January, 2011
Location: Irvine Building, University of St Andrews
llasevent iconOpen educational resources in the disciplines: a joint academy subject strand conference
Event date: 26 October, 2010
Location: The Royal Institute of British Architects (RIBA), 66 Portland Place, London
llasevent iconResidence abroad: reinventing the arguments
Event date: 25 November, 2010
Location: Room B202, The Brunei Gallery, SOAS London
llasevent iconPreparing for success: supporting international students in the disciplines
Event date: 12 November, 2010
Location: Wide Lane Sports Grounds, Wide Lane, Eastleigh, Hampshire SO50 5PE
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 14 January, 2011
Location: University of Durham, Room 150 (entrance no.1, first floor), Elvet Riverside Building (no 25) on map
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 13 October, 2010
Location: Room: H104 in Hirwaun building, registration in H213 of the same building, Treforest Campus, University of Glamorgan
llasevent iconExperiments in OERs for the future: re-using and re-mixing in the lifecycle of a resource
Event date: 13 July, 2010
Location: Building 25, Highfield Campus, University of Southampton
llasevent icone-Learning symposium 2011 - videos of sessions now available
Event date: 27 January, 2011 - 28 January, 2011
Location: Avenue Campus (Bldg 65), University of Southampton
llasevent iconTeaching field linguistics: language variation and non-standard varieties in fieldwork
Event date: 20 May, 2010
Location: Building 65 Mansfield Cooper (Room 2.02), The University of Manchester
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 21 June, 2010
Location: Language Lab 0/11, Craiglockhart Campus, Edinburgh Napier University
llasevent iconPerspectives on Islamic Studies in higher education
Event date: 25 May, 2010 - 26 May, 2010
Location: Aston Business School, Birmingham
llasevent iconPlanning for differentiation - regional networking event for teachers of languages to adults
Event date: 12 June, 2010
Location: York St John University, York
llasevent iconLanguages for the 21st century: training, impact and influence
Event date: 1 September, 2010 - 2 September, 2010
Location: The Edge, University of Sheffield
llasevent iconLanguage against the odds: plenary lecture at the 5th Newcastle postgraduate conference in linguistics
Event date: 23 March, 2010
Location: Newcastle University, Newcastle upon Tyne
llasevent iconAssessment of the year abroad in modern language degrees
Event date: 25 June, 2010 - 26 June, 2010
Location: University of Bath
llasevent iconNew directions: how languages promote research and internationalisation in higher education
Event date: 23 April, 2010
Location: University of Glasgow - Gilmorehill G12 cinema - 9 University Avenue - G12 8QQ
llasevent iconSupporting students’ learning outside the classroom: promoting independence and autonomy in LLAS disciplines
Event date: 27 May, 2010
Location: Leeds Metropolitan University, Rose Bowl
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 20 April, 2010
Location: Wolverhampton Science Park, Wolverhampton, West Midlands
llasevent iconSharing and showcasing humanities teaching resources: the HumBox collection
Event date: 26 February, 2010
Location: University of Sheffield, Douglas Knoop Centre, Humanities Research Institute
llasevent iconWhat is an English language degree?
Event date: 19 March, 2010
Location: Exhibition Space, Jessop West, University of Sheffield
llasevent iconIPR and copyright when sharing educational resources
Event date: 14 December, 2009
Location: University of Southampton, Avenue Campus
llasevent iconIntroduction to methods for pedagogic research in languages, linguistics and area studies (Stage 1)
Event date: 4 March, 2010
Location: Woburn House Conference Centre, 20 Tavistock Square, London WC1H 9HQ
llasevent iconIntroduction to methods for pedagogic research in languages, linguistics and area studies (Stage 2)
Event date: 5 March, 2010
Location: Woburn House Conference Centre, 20 Tavistock Square, London WC1H 9HQ
llasevent iconLanguages in higher education 2010: raising the standard for languages
Event date: 1 July, 2010 - 2 July, 2010
Location: Etc venues, London, SE1 1GA
llasevent iconLife and work in academia: event for new lecturers in languages, linguistics and area studies
Event date: 15 April, 2010 - 16 April, 2010
Location: Aston Business School Conference Centre, Birmingham
llasevent iconTeaching linguistic fieldwork and sustainability
Event date: 4 December, 2009
Location: The School of Oriental and African Studies, University of London
llasevent iconTeaching languages ab initio
Event date: 12 November, 2009
Location: The School of Oriental and African Studies, Thornhaugh Street, Russell Square, London WC1H 0XG
llasevent iconEnhancing modern foreign languages teaching for new tutors
Event date: 23 September, 2009
Location: SR 1.06 Business School, University of Leeds, Leeds
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 21 October, 2009
Location: Tower Building, Perth Road, IT Lab Tower, IT Suite B (in the basement of the Tower)
llasevent iconThriving in difficult times: a workshop for heads of department and subject leaders
Event date: 10 September, 2009
Location: School of African and Oriental Studies, London, WC1H 0XG
llasevent icone-Learning symposium 2010
Event date: 28 January, 2010 - 29 January, 2010
Location: Avenue Campus, University of Southampton
llasevent iconTeaching textual analysis in modern languages
Event date: 13 November, 2009
Location: University of Bath, Building 8 West, Room 2.8
llasevent iconStudent study day: Beat Writing Day
Event date: 23 January, 2009
Location: Department of American and Canadian Studies, University of Birmingham
llasevent iconMeeting the current challenges: the humanities and employability, entrepreneurship and employer engagement
Event date: 23 October, 2009
Location: Woburn House, 20 Tavistock Square, London, WC1H 9HQ
llasevent iconEnquiry-based learning for languages
Event date: 26 June, 2009
Location: University of Durham - Elvet Riverside 2 room 206 and 207
llasevent iconTeaching field linguistics techniques
Event date: 22 May, 2009
Location: Room 4421, Fourth floor, Main Building, School of Oriental and African Studies (SOAS)
llasevent iconTeaching film in modern languages
Event date: 19 June, 2009
Location: University of Bristol, School of Modern Languages, 19 Woodland Road, Lecture Theatre 1 (access through the entrance to the Arts Faculty, 5-7 Woodland Road) 
llasevent iconTeaching Less Widely Used and Less Taught Languages (LWULT)
Event date: 1 June, 2009
Location: CILT, the National Centre for Languages, London
llasevent iconTeaching languages in Higher Education
Event date: 21 May, 2009
Location: CILT, the National Centre for Languages, London
llasevent iconEmbedding global learning through in-country study
Event date: 14 May, 2009
Location: George Eliot 219 (ICAN) (pdf), Clifton Campus, Nottingham Trent University
llasevent iconThe Ning thing: using a social network to support the year abroad
Event date: 8 May, 2009
Location: The Foresight Centre, University of Liverpool, 1 Brownlow Street, Liverpool, L69 3GL
llasevent iconThe Black and Asian Studies Association and Black Studies in Britain
Event date: 24 April, 2009
Location: Institute of Latin American Studies, 86 Bedford Street South, University of Liverpool
llasevent iconFrance, North Africa and the Middle East: interdisciplinary and multimedia approaches
Event date: 18 March, 2009
Location: School of Languages and Area Studies, Park Building, University of Portsmouth
llasevent iconPodcasting in the teaching of modern languages and other subject areas
Event date: 3 April, 2009
Location: University of Glamorgan
llasevent iconSign language teaching methodology and sign language teachers’ training
Event date: 26 September, 2009
Location: The Hawthorns, University of Bristol
llasevent iconWhy CEFR for sign languages? A description of the curriculum
Event date: 25 September, 2009
Location: Centre for Deaf Studies (Room 4F5, TBC), University of Bristol
llasevent iconHow to provide student feedback using screen capture software
Event date: 26 March, 2009
Location: Coventry University - GE619 (download map, pdf)
llasevent iconTeaching poetry in modern languages degree programmes
Event date: 21 April, 2009
Location: University of Exeter - Streatham Campus (LT7 - Queen's building)
llasevent iconWhat lies beneath? An ethnographic analysis of translator behaviour
Event date: 10 March, 2009
Location: School of Modern Languages and Cultures, Durham University, Elvet Riverside, room 148, Durham DH1 3JT
llasevent iconLife and work in academia: event for new lecturers in languages, linguistics and area studies
Event date: 16 April, 2009 - 17 April, 2009
Location: Clare College, Cambridge
llasevent iconGlobalisation: a conference for undergraduate students
Event date: 4 March, 2009
Location: Loughview Suite, Jordanstown Campus, University of Ulster
llasevent iconTeaching quantitive methods and statistics to linguistics students
Event date: 23 January, 2009
Location: Seminar Room 3.06, Baines Wing, University of Leeds
llasevent iconEnhancing oral language learning using the Wimba Voice Tools
Event date: 20 March, 2009
Location: Mansfield Cooper Building - Room 2.1, University of Manchester, Oxford Road, Manchester
llasevent iconStudent study day: analysing Dante's poetry
Event date: 6 December, 2008
Location: Leeds Humanities Research Institute, University of Leeds
llasevent iconLanguage diversity in Scottish universities: practical strategies to support teaching and learning
Event date: 20 February, 2009
Location: Western Infirmary Seminar Rooms, Dumbarton Road, University of Glasgow, G11 6NT
llasevent iconEngaging creatively with modern languages (UWE, Bristol)
Event date: 14 January, 2009
Location: The Octagon Centre, Frenchay Campus, University of the West of England
llasevent iconSupporting our international future: cross-sector partnerships to promote languages in Scotland
Event date: 1 December, 2008
Location: University of Edinburgh, Playfair Library
llasevent iconBorders and traffic: comparative perspectives on teaching the Americas
Event date: 17 October, 2008
Location: Council Chamber, Singleton Abbey, Swansea University
llasevent iconEnhancing MFL teaching for new tutors
Event date: 19 September, 2008
Location: Leeds University Business School
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 3 October, 2008
Location: University of Sussex
llasevent iconEngaging creatively with modern languages (Portsmouth)
Event date: 24 October, 2008
Location: School of Languages and Area Studies, University of Portsmouth
llasevent iconBritish Sign Language: a modern foreign language?
Event date: 9 January, 2009
Location: Room 1.20, Engineering Building, Malet Place, University College London
llasevent iconBritish Sign Language: A Modern Foreign Language? (Lancashire)
Event date: 9 September, 2008
Location: Brook Building, Room 15, UCLan, Preston
llasevent icone-Learning symposium 2009
Event date: 29 January, 2009 - 30 January, 2009
Location: Avenue Campus, University of Southampton
llasevent icon6 Ps in Podcast: planning, production, pedagogy, participation, positioning, publishing (London)
Event date: 11 September, 2008
Location: King's College London, Open Learning Centre, K-1.07-2, First basement, Strand building
llasevent icon6 Ps in Podcast: planning, production, pedagogy, participation, positioning, publishing (Portsmouth)
Event date: 26 June, 2008
Location: University of Portsmouth, Park Building, School of Languages and Area Studies, rooms 2.07, 3.14, 3.15 and 3.16
llasevent iconEmbedding online learning in current teaching practice
Event date: 18 September, 2008
Location: The Open University, Walton Hall, Milton Keynes, Christodoulou Meeting Room 15 (CMR 15)
llasevent iconTeaching psycholinguistics
Event date: 20 June, 2008
Location: Essex University
llasevent iconEmbedding online learning in current teaching practice
Event date: 6 June, 2008
Location: S block, Room 2S601, School of Education, University of the West of England
llasevent iconThe LOC tool for teachers: authoring your own online learning materials
Event date: 14 May, 2008
Location: Open Learning Centre, King's College London, Strand Campus, Room -1.071
llasevent iconTeaching medieval and early-modern culture to students of modern languages
Event date: 21 November, 2008
Location: The Leeds Humanities Research Institute, University of Leeds
llasevent iconTeaching medieval and early-modern culture to students of modern languages
Event date: 23 May, 2008
Location: The Ramsden Room, St Catharine's College, Cambridge
llasevent iconLanguages of the wider world: valuing diversity
Event date: 15 September, 2008 - 16 September, 2008
Location: School of Oriental and African Studies (SOAS), University of London
llasevent iconAgendas for research in modern languages
Event date: 25 April, 2008
Location: British Academy, London
llasevent iconMark my words: creative assessment and effective feedback in linguistics
Event date: 30 May, 2008
Location: CILT, London SE1
llasevent iconSupporting international students: staff development training
Event date: 18 April, 2008
Location: Woburn House, Tavistock Square, London
llasevent icone-Learning and educational technologies
Event date: 9 June, 2008
Location: University of Bristol, School of Chemistry, Lecture Theatre 4
llasevent iconEnquiry-based learning in languages
Event date: 26 September, 2008
Location: University of Manchester
llasevent iconIntercultural dialogue: the way forward
Event date: 11 April, 2008 - 12 April, 2008
Location: at-Bristol, Bristol, UK
llasevent iconEmployability and professional learning
Event date: 25 April, 2008
Location: Sheffield Hallam University, Owen Building, Room 223
llasevent iconIntroduction to methods for pedagogic research in Languages, Linguistics and Area Studies
Event date: 8 May, 2008
Location: University of Glasgow (Melville Room)
llasevent iconOpen meeting on less widely taught languages: projects and resources for teaching and learning
Event date: 15 January, 2008
Location: University of London, Senate House, Room N336
llasevent iconLife and work in academia: an event for new lecturers
Event date: 15 April, 2008
Location: Clare College, Cambridge
llasevent iconE-learning symposium
Event date: 25 January, 2008
Location: Avenue Campus, University of Southampton
llasevent iconIntroduction to methods for pedagogic research (6 February 08)
Event date: 6 February, 2008
Location: Room 2B, ULU, University of London, Malet Street, London, WC1E 7HY
llasevent iconStage 2: Methods for pedagogic research (7 February 08)
Event date: 7 February, 2008
Location: Room 2B, ULU, University of London, Malet Street, London, WC1E 7HY
llasevent iconTexts in translation
Event date: 31 January, 2008
Location: Humanities Research Institute, Douglas Knoop Centre, University of Sheffield, 34 Gell Street, Sheffield, S3 7QY
llasevent iconLLAS pedagogic research forum
Event date: 14 November, 2007
Location: Senate House, University of London
llasevent iconLanguages, education, technology and teaching conference
Event date: 21 September, 2007
Location: Open Access Centre, Newcastle University
llasevent iconFoundations in language testing and assessment
Event date: 16 November, 2007
Location: Senate House, University of London
llasevent iconJunior CULP: the national perspective (10 July 07)
Event date: 10 July, 2007
Location: Homerton College, University of Cambridge, Hills Road, Cambridge CB2 2PH
llasevent iconMS-Office exercise and lookup templates (Nottingham, 6 July 07)
Event date: 6 July, 2007
Location: University of Nottingham
llasevent iconMS-Office exercise and lookup templates (Aston, 3 July 07)
Event date: 3 July, 2007
Location: Aston University
llasevent iconGlossary production for interpreters, translators and others (Birmingham, 27 June 07)
Event date: 27 June, 2007
Location: Rm 2118, Handsworth Campus, City College, Birmingham
llasevent iconGlossary production for interpreters, translators and others (London, 29 June 07)
Event date: 29 June, 2007
Location: City University, Northampton Square, London
llasevent iconOnline education using communication tools (Manchester, 1 June 07)
Event date: 1 June, 2007
Location: Room 3.59, Williamson Building, University of Manchester
llasevent iconOnline education using communication tools (London, 30 May 07)
Event date: 30 May, 2007
Location: Language Lab 2, Sherfield Building, South Kensington Campus, Imperial College London
llasevent iconLess widely taught languages in the UK (20 June 07)
Event date: 20 June, 2007
Location: School of Modern Languages, University of Wales Bangor
llasevent iconTeaching literatures of the Americas
Event date: 18 October, 2007
Location: Rm LG33, Building 28 (Learning Centre), Edgbaston Campus, University of Birmingham
llasevent iconFoundations in language testing and assessment (25 May 07)
Event date: 25 May, 2007
Location: University of Leicester
llasevent iconAssessment and feedback in modern languages (Leeds, 27 June 07)
Event date: 27 June, 2007
Location: Leeds University Business School
llasevent iconAssessment and feedback in modern languages (London, 8 May 07)
Event date: 8 May, 2007
Location: CiLT, The National Centre for Languages, 20 Bedfordbury, London WC2N 4LB.
llasevent iconIntegrating interdisciplinarity
Event date: 10 September, 2007 - 11 September, 2007
Location: Clare College, Cambridge
llasevent iconStage 2: Methods for pedagogic research (22 May 07)
Event date: 22 May, 2007
Location: Senate House, Malet Street, University of London
llasevent iconIntroduction to methods for pedagogic research (Dundee, 16 May 07)
Event date: 16 May, 2007
Location: University of Dundee
llasevent iconIntroduction to methods for pedagogic research (London, 2 May 07)
Event date: 2 May, 2007
Location: Senate House, Malet Street, University of London
llasevent iconCommunicate.07 (16 Mar 07)
Event date: 16 March, 2007
Location: Stirling Management Centre, University of Stirling
llasevent iconConducting research in English language teaching (11 May 07)
Event date: 11 May, 2007
Location: York St John University
llasevent iconPreparing languages students for the world of work (9 Mar 07)
Event date: 9 March, 2007
Location: Woburn House, 20 Tavistock Square, London WC1
llasevent iconE-Learning conference (1-2 Feb 07)
Event date: 1 February, 2007 - 2 February, 2007
Location: Avenue Campus, University of Southampton
llasevent iconDigital language labs (15 Mar 07)
Event date: 15 March, 2007
Location: Brunei Gallery, SOAS, University of London
llasevent iconThe origin of local Sussex place names (6 Dec 06)
Event date: 6 December, 2006
Location: University of Brighton
llasevent iconPedagogy and translation (26 Jan 07)
Event date: 26 January, 2007
Location: University of Salford
llasevent iconRough guide to MFL postgraduate research (20 Nov 06)
Event date: 20 November, 2006
Location: CILT, London
llasevent iconSupporting students' learning in modern languages (3 Nov 06)
Event date: 3 November, 2006
Location: Aston University
llasevent iconLinking teaching and research (10 July 07)
Event date: 10 July, 2007
Location: Avenue Campus, University of Southampton
llasevent iconTeaching sociolinguistics to undergraduates (16 Nov 06)
Event date: 16 November, 2006
Location: Institute for Advanced Studies, Lancaster University
llasevent iconArea Studies and the globalised world (27 Feb 07)
Event date: 27 February, 2007
Location: British Library Conference Centre, London
llasevent iconEducation for sustainable development: discussion series
Event date: 10 January, 2007
Location: Birmingham
llasevent iconSupporting primary MFL through videoconferencing (16 June 06)
Event date: 16 June, 2006
Location: University of East Anglia
llasevent iconPostgraduate conference: Identity formation (4 Apr 07)
Event date: 4 April, 2007
Location: University of Manchester
llasevent iconInterpersonal skills across cultures (21 June 06)
Event date: 21 June, 2006
Location: CILT, London
llasevent iconSupporting students' learning in ML (8 June 06)
Event date: 8 June, 2006
Location: University of Westminster
llasevent iconInterpersonal skills across cultures (19 Apr 06)
Event date: 19 April, 2006
Location: Nottingham Trent University, Dice Building - City Site, Room SR1
llasevent icone-Portfolios (16 June 06, Coventry)
Event date: 16 June, 2006
Location: Coventry University
llasevent icone-Portfolios (16 May 06, Manchester)
Event date: 16 May, 2006
Location: University of Manchester
llasevent iconPragmatics and intercultural communication (27 Mar 06)
Event date: 27 March, 2006
Location: The British Council, London
llasevent iconInternational students (9 June 06, Sheffield)
Event date: 9 June, 2006
Location: Sheffield Hallam University
llasevent iconInternational students (28 Apr 06, Southampton)
Event date: 28 April, 2006
Location: New College, University of Southampton
llasevent iconLanguages and employability (10 March 06)
Event date: 10 March, 2006
Location: Online
llasevent iconTeaching Area Studies in the age of the Internet (5 May 06)
Event date: 5 May, 2006
Location: Senate House, Malet Street, University of London
llasevent iconIntroduction to methods for pedagogic research (17 May 06)
Event date: 17 May, 2006
Location: CILT, London
llasevent iconReaching out in Languages (1 Mar 06)
Event date: 1 March, 2006
Location: Leeds Metropolitan University, Headingley Campus, Cavendish Hall, Room G09
llasevent iconBologna Process (12 May 06)
Event date: 12 May, 2006
Location: Senate House, Malet Street, University of London
llasevent iconInterdisciplinary teaching and learning (13-14 July 06)
Event date: 13 July, 2006 - 14 July, 2006
Location: University of Birmingham Conference Centre, Birmingham
llasevent iconIntroduction to methods for pedagogic research (9 Feb 06)
Event date: 9 February, 2006
Location: CILT, London
llasevent iconFacilitating transition (2 Dec 05)
Event date: 2 December, 2005
Location: CILT, London
llasevent iconDistance learning in HE MFL (17 Nov 05)
Event date: 17 November, 2005
Location: Open University in Wales, Cardiff
llasevent iconSpecialist language degrees (25 Nov 05)
Event date: 25 November, 2005
Location: Goodenough College, London
llasevent iconHigher Education and the National Languages Strategy (28 Sept 05)
Event date: 28 September, 2005 - 28 May, 2005
Location: Senate House, Malet Street, University of London
llasevent iconGlobalization, a very Canadian perspective (8 Dec 05)
Event date: 8 December, 2005
Location: Queen's University Belfast
llasevent iconE-Learning symposium (14 Dec 05)
Event date: 14 December, 2005
Location: New College, University of Southampton, Avenue Building, Room A1077 (lecture theatre)
llasevent iconIntroducing a tandem learning module (18 Nov 05)
Event date: 18 November, 2005
Location: University of Surrey
llasevent iconA-Level Linguistics: a proposal (26 Oct 05)
Event date: 26 October, 2005
Location: Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, Room 691
llasevent iconStarting out in the HE languages department (10 Nov 05)
Event date: 10 November, 2005
Location: CILT, London
llasevent iconTeaching translation (20 Jan 06)
Event date: 20 January, 2006
Location: Callaghan Lecture Theatre, James Callaghan Building, University of Wales, Swansea
llasevent iconConference 2006: Crossing frontiers (6-7 July 06)
Event date: 6 July, 2006 - 7 July, 2006
Location: Cardiff University
llasevent iconVisual communication (13 Jan 06)
Event date: 13 January, 2006
Location: University of Dundee
llasevent iconSharing good practice in teaching Area Studies (14 Nov 05)
Event date: 14 November, 2005
Location: CILT, London
llasevent iconPDP, skill development and learning support (11 Nov 05)
Event date: 11 November, 2005
Location: CILT, London
llasevent iconCollaboration in Strategic Subjects: the lesson of Modern Languages
Event date: 11 March, 2005
Location: British Academy, London
llasevent iconEnhancing environmental awareness (9 Sept 05)
Event date: 9 September, 2005
Location: CILT, London
llasevent iconInteractive multi media for language learning (23 June 05)
Event date: 23 June, 2005
Location: School of Languages and Area Studies, Park Building, University of Portsmouth
llasevent iconRoutes into reading (20 Oct 05)
Event date: 20 October, 2005
Location: Room 329 and 330, School of Advanced Study, University of London, Senate House, Malet Street
llasevent iconPromoting languages through cross-sector collaboration (6 May 05)
Event date: 6 May, 2005
Location: Woburn House, 20 Tavistock Square, London WC1
llasevent iconMaking the best use of VLEs (6 June 05)
Event date: 6 June, 2005
Location: University of Southampton
llasevent iconMaking the best use of VLEs (17 May 05)
Event date: 17 May, 2005
Location: Sheffield Hallam University
llasevent iconLess Widely Used and Lesser Taught Languages (11 May 05)
Event date: 11 May, 2005
Location: CILT, London
llasevent iconIntroduction to methods for pedagogic research (17 June 05)
Event date: 17 June, 2005
Location: CILT, London
llasevent iconLearning and teaching coordinators focus group (15 Apr 05)
Event date: 15 April, 2005
Location: London
llasevent iconAcculturation process of international students (27 Apr 05)
Event date: 27 April, 2005
Location: University of Portsmouth
llasevent iconAcculturation process of international students (20 Apr 05)
Event date: 20 April, 2005
Location: Park Campus, University College Northampton
llasevent iconEstablishing, managing and supporting a self-access centre (14 Mar 05)
Event date: 14 March, 2005
Location: Coventry University, George Eliot Building, 6th floor, room GE614
llasevent iconUsing WebCT to support Language Learning (18 Feb 2005)
Event date: 18 February, 2005
Location: Coventry University, George Eliot Building, 6th floor, room GE614
llasevent iconNetworking day for departmental administrators (8 Feb 2005)
Event date: 8 February, 2005
Location: University of Leeds
llasevent iconBridging the gap (11 March 2005)
Event date: 11 March, 2005
Location: Lower College Hall, St Andrews University
llasevent iconTips and tricks for teaching Linguistics with technology (17 Feb 2005)
Event date: 17 February, 2005
Location: CILT,
llasevent iconThe future of Phonetics (25 Feb 2005)
Event date: 25 February, 2005
Location: CILT,
llasevent iconTeaching Globalisation (18 Apr 05)
Event date: 18 April, 2005
Location: CILT, London
llasevent iconThe place of Languages in the curriculum (6 Dec 2004)
Event date: 6 December, 2004
Location: Room B202, 2nd floor, Russell Square Campus, Brunei Gallery, School of Oriental and African Studies,
llasevent iconApplied Linguistics and the teaching of English and Modern Languages (19 Jan 05)
Event date: 19 January, 2005
Location: Abden House, Pollock Halls, University of Edinburgh
llasevent iconDisciplinary identity of Area Studies (29 Nov 2004)
Event date: 29 November, 2004
Location: CILT,
llasevent iconNew methods in literary linguistics (26 Nov 2004)
Event date: 26 November, 2004
Location: Brunei Gallery, School of Oriental and African Studies, London
llasevent iconIALIC/Subject Centre Pedagogical Forum (13 Nov 2004)
Event date: 13 November, 2004
Location: Dublin City University, Republic of Ireland
llasevent iconMaking sense of copyright (24 Nov 2004)
Event date: 24 November, 2004
Location: CILT, London
llasevent iconPedagogical research methods (26 Feb 2003)
Event date: 26 February, 2003
Location: CILT,
llasevent iconLinguistics in Applied Linguistics MA programmes (24 May 2004)
Event date: 24 May, 2004
Location: CILT,
llasevent iconModern Languages and the development of student criticality (28 May 2004)
Event date: 28 May, 2004
Location: CILT, London
llasevent iconScotland, languages in higher education (18 March 04)
Event date: 18 March, 2004
Location: Scottish CILT, Management Centre, University of Stirling
llasevent iconPromoting and evaluating the use of the ELP (9 Feb 2004)
Event date: 9 February, 2004
Location: CILT,
llasevent iconOverseas fieldwork and cultural exchanges in HE (28 Jan 2004)
Event date: 28 January, 2004
Location: RGS-IBG Education Centre, 1 Kensington Gore, London
llasevent iconTeaching and learning Africa (19 Feb 2004)
Event date: 19 February, 2004
Location: University of Birmingham
llasevent iconEnglish language and linguistics: from 'A' to BA (31 Oct 2003)
Event date: 31 October, 2003
Location: CILT,
llasevent iconC&IT Workshop: using PowerPoint (14 May 2004)
Event date: 14 May, 2004
Location: Kingwood City Learning Centre, Fulham, London
llasevent iconResidence abroad (7 May 2004)
Event date: 7 May, 2004
Location: British Council, London
llasevent iconDeveloping materials (27 Feb 2004)
Event date: 27 February, 2004
Location: CILT,
llasevent iconExtending good practice in LWULT languages (20 Feb 2004)
Event date: 20 February, 2004
Location: CILT, London
llasevent iconIALIC/Subject Centre Pedagogical Forum (16 Dec 2003)
Event date: 16 December, 2003
Location: George Fox Building, Lancaster University
llasevent iconArea Studies conference (24 March 2004)
Event date: 29 March, 2004 - 30 March, 2004
Location: Woburn House, 20 Tavistock Square, London WC1H 9HB
llasevent iconTeaching philosophy and social theory in Area Studies (4 Feb 2004)
Event date: 4 February, 2004
Location: Scottish CILT
llasevent iconSelling Languages: Challenges and solutions (12 Nov 2003)
Event date: 10 November, 2003
Location: The Women's Library, London Metropolitan University
llasevent iconOpening an umbrella for the Area Studies Community (5 Nov 2003)
Event date: 5 November, 2003
Location: CILT, London
llasevent iconImplications of the HE White paper
Event date: 21 May, 2003
Location: School of Oriental and African Studies (SOAS), University of London
llasevent iconInterdisciplinarity and inter-cultural learning in Area Studies curricula
Event date: 6 May, 2003
Location: CILT, London
llasevent iconTeaching, Learning and Assessing Linguistics
Event date: 4 May, 2001
Location: CILT, London
llasevent iconWeb-based learning and teaching for languages, Linguistics and Area Studies (Beginners)
Event date: 30 March, 2001
Location: Unversity of Westminster
llasevent iconResources and techniques for teaching Linguistics
Event date: 20 June, 2003
Location: CILT, London
llasevent iconIdentifying, teaching and assessing key skills in Linguistics
Event date: 23 May, 2003
Location: CILT, London
llasevent iconTeaching on less commonly taught Area Studies
Event date: 14 March, 2003
Location: CiLT
llasevent iconIntercultural learning and the role of visual media
Event date: 31 January, 2003
Location: CiLT
llasevent iconComputer Assisted Assessment
Event date: 27 January, 2003
Location: University of Strathclyde
llasevent iconArea Studies Network
Event date: 11 December, 2002
Location: CiLT London
llasevent iconIssues in Postgraduate Training for Linguistics
Event date: 6 December, 2002
Location: CiLT, London
llasevent iconPersonal Development Planning (PDP) in Languages, Linguistics and Area Studies
Event date: 5 December, 2002
Location: British Council, Spring Gardens, London
llasevent iconEthnography for Language Learners
Event date: 16 November, 2000
Location: CILT, London
llasevent iconResidence Abroad for Non-Linguists
Event date: 24 November, 2000
Location: CILT, London
llasevent iconTeaching Grammar: Perspectives on Language Learning in Higher Education
Event date: 18 January, 2001
Location: CILT, London
llasevent iconQAA Benchmark in Area Studies: Subject Consultation Meeting
Event date: 12 February, 2001
Location: CILT, London
llasevent iconCreating Web-based Resources
Event date: 6 April, 2001
Location: C&IT Centre, Hull
llasevent iconBenchmarking Linguistics: Open Meeting
Event date: 20 April, 2001
Location: CILT, London
llasevent iconNew Research into Residence Abroad
Event date: 11 June, 2001
Location: CILT, London
llasevent iconGood Practice in Residence Abroad Provision
Event date: 19 June, 2001
Location: University of Portsmouth
llasevent iconThe End of Babel? Meeting the Challenge of global English in a Multilingual Society
Event date: 26 September, 2001
Location: University of Southampton
llasevent iconLanguages and Curriculum 2000: implications for Higher Education
Event date: 19 October, 2001
Location: British Academy, London
llasevent iconUsing Language Portfolios
Event date: 1 November, 2001
Location: CILT, London
llasevent iconPostgraduate Information Day: Linguistics
Event date: 29 November, 2001
Location: CILT, London
llasevent iconTeaching Linguistics to Students of Foreign Languages
Event date: 7 December, 2001
Location: Salford University
llasevent iconResources for Institution Wide Language Programmes
Event date: 12 December, 2001
Location: CILT, London
llasevent iconCALL Research Seminar
Event date: 1 February, 2002
Location: Leeds Metropolitan University
llasevent iconNew Directions in Languages: the UK and Europe
Event date: 1 February, 2002
Location: CILT, London
llasevent iconTeaching Literary Studies Theory in Practice
Event date: 8 February, 2002
llasevent iconListening Materials for French: off the peg and home grown
Event date: 13 February, 2002
Location: CILT, London
llasevent iconLARA Workshops
Event date: 6 March, 2002
Location: CILT, London
llasevent iconArea Studies: Developing Marketing Strategies
Event date: 13 March, 2002
Location: British Academy, London
llasevent iconAssessment Tools and Interoperability
Event date: 19 March, 2002
Location: University of Hull
llasevent iconLanguages marketing and recruitment
Event date: 15 March, 2002
Location: British Academy, London
llasevent iconLanguages Portfolio Event
Event date: 18 April, 2002
Location: CILT, London
llasevent iconDiscourse in the teaching of Linguistics
Event date: 17 May, 2002
Location: University of Edinburgh
llasevent iconLinguistics and the Web
Event date: 4 July, 2002
Location: University of the West of England, Bristol
llasevent iconSubject Centre Open Day
Event date: 27 September, 2002
Location: University of Southampton
llasevent icon2nd Symposium: Competing for Space Can immigrant and indigenous linguistic minorities coexist?
Event date: 26 September, 2002
Location: University of Southampton
llasevent iconCurriculum 2000, part 2
Event date: 11 October, 2002
Location: Open University, London
llasevent iconExtending good practice in less widely used and less taught (LWULT) languages
Event date: 1 November, 2002
Location: CILT, London
llasevent iconLanguages and Linguistics Postgraduate Information Day
Event date: 26 November, 2002
Location: CiLT, Covent Garden, London
llasevent iconInteractive Whiteboards for Language Teaching
Event date: 15 January, 2003
Location: University of Hull


News item

news iconFacilitating language learning through social networking sites : Integrating advising into online teaching

Higher Education Academy Discipline-based workshop - Workshop news

The University of Hull, Department of Modern Languages
Tuesday 8 May 2012

news iconApply now for your FREE Chinese Language Assistant! - closing date 1 June

The British Council would like to highlight this unique opportunity for schools to have a FREE Chinese Language Assistant (CLA) in their school for the 2012-13 year.

news iconResearchml blog

Spreading the word on Modern Language learning and teaching research


news iconBritish Academy award for LLAS

LLAS has been awarded funding from the British Academy to write an online statistics textbook for humanities students.

news iconSharing Practice in Enhancing and Assuring Quality (SPEAQ)
LLAS is leading on a new EU-funded project which will be using the LanQua Toolkit developed by our previous EU-funded language and quality network.
news iconOpen Educational Resources 3 : The FAVOR Project
LLAS has been funded by JISC to lead The FAVOR project (Finding a voice through open resources). This project will showcase the excellent and often unrecognised work of part-time language tutors in HE and engage them in publishing open resources and creating activities designed to enhance the student experience.
news iconLanguages, linguistics and area studies students in the National Student Survey 2011
This report is a summary of interviews and focus groups with around 100 students and 50 members of academic staff in departments of languages, linguistics or area studies at nine universities in the UK.
news iconINTERNATIONAL TRANSLATION DAY 2011 at the Free Word Centre
Join English PEN and other leading translation organisations for a full day of events focused on literary translation.
We are offering six workshop places for the price of four.
news iconLLAS success in bids for EU funded projects
LLAS has been successful in its bids for two EU-funded projects.
news iconFree online calendar - July 2012 available now!

LLAS has produced its well-known 'Why study languages...?' calendar in a monthly, downloadable format

news iconShaping the future of languages in higher education : WEBSITE NOW LAUNCHED
In October 2009 HEFCE published a review of Modern Foreign Languages provision in higher education in England authored by Professor Michael Worton, Vice-Provost, University College London. In response to the report HEFCE funded a project (led by UCML in partnership with LLAS, AULC and CILT) which explored some of the key recommendations for languages made in the report and produce online tools and resources to support senior managers in HEIs in shaping the future of modern languages in higher education.
news iconCall for contributions e-Learning symposium 2012
Do you make innovative use of technology in delivering teaching content or assessments? Do you use social networking sites, virtual worlds or mobile technology with your language students? If so, then we would like to hear from you!
news iconResponse to the National Curriculum review
Baroness Jean Coussins and the APPG on MFL wrote a joint response to the National Curriculum review
news iconDo you teach languages at evening classes or to students of other subjects studying a language as an extra option?
Do you teach languages at evening classes or to students of other subjects studying a language as an extra option? For the second year in succession, LLAS has received funding from the Department of Business, Innovation and Skills (BIS) to carry out a survey to learn more about the experiences of ‘non-specialist’ language students.
news iconWhy study languages? 2011 calendar
A calendar designed to introduce young people to a wide range of languages is available to buy from Routes into Languages.
news iconStudent essay competition 2011: How does a languages, linguistics or area studies degree equip you for life as a global citizen?
LLAS runs an annual essay competition for higher education students of languages, linguistics and area studies who are studying in the UK. This year, the winning student will win a cash prize of £300. Full details about the competition topic and assessment criteria are available below. The closing date for this year's competition is 31 March 2011. Please advertise the competition to your students. Contact llas@soton.ac.uk for promotional materials.
news iconProject funding: Teaching about Islam and Muslims in languages, linguistics and area studies
The Islamic Studies Network brings together those working in Islamic Studies to enhance teaching and learning in higher education. Islamic Studies is an umbrella term for the academic study of Islam, Muslim cultures and societies and Islamic knowledge through a variety of subject areas and perspectives.
news iconIPR and copyright in Open Sharing: a questionnaire
As part of a JISC/HEA Open Educational Resource project we are curious to explore perceptions and understandings of intellectual property rights (and particularly copyright) across the higher education sector, related to the development of teaching and learning resources.
news iconWhy study languages? Classroom calendar and website
2011 will be the third year that Routes into Languages produces its popular 'Why Study Languages?' calendar - order now in time for January!
news iconRemembering Eric Hawkins
Eric Hawkins 'the father of language awareness' passed away recently, and his family, friends and professional colleagues have set up a website in memory of him and pay tribute to his long-lasting legacy to linguistics and language learning.
news icon10 years of the National Teaching Fellowship Scheme (NTFS)
Craig Mahoney, Chief Executive of the Higher Education Academy on ten years of the National Teaching Fellowship Scheme.
news iconI love languages...do you? Activity pack
The I love languages…do you? activity pack is still available to order via the Routes into Languages website. The aim of this activity pack is to provide teachers with choice of materials that will introduce pupils to a wide range of languages including some with which they may not be familiar.
news iconSurvey: Romanian language in European higher education
The Department of Applied Modern Languages at Babes-Bolyai University of Cluj-Napoca are conducting a survey to explore the nature and degree of usage of the Romanian language in higher education institutions throughout Europe.
news iconCall for papers: Language Learning Journal
This special issue of the Language Learning Journal will focus on Languages in Higher Education.
news iconEmployability, entrepreneurship and employer engagement
Colleagues are invited to submit case studies of activities involving students of languages, linguistics or area studies to share good practice in this increasingly important area of activity.
news iconNew book on education for sustainable development

Sustainability Education: Perspectives and Practice across Higher Education, edited By Paula Jones, David Selby and Stephen Sterling.

news iconNational Teaching Fellows 2010
Congratulations to Patricia Ashby, University of Westminster and James Wilkinson, Thames Valley University, on being awarded National Teaching Fellowships.
news iconPG certificate/diploma in teaching Arabic
SOAS Language Centre is pleased to offer a new Postgraduate Certificate and Diploma in teaching Arabic, which will contribute to the professionalisation of Arabic teaching in the UK and elsewhere.
news iconArea Studies colleagues: Request for help from colleague in classics concerning study abroad

Classics in the Subject Centre (CSC) at the Higher Education Academy is supporting research for a project entitled: Mapping Internationalisation in the Classics.

news iconSurvey of 'non-specialist' language learners

LLAS with support from UCML are carrying out a survey on the motivations of 'non-specialists' studying languages in UK higher education and the languages and types of study on offer. The survey has been funded by the Department of Business, Innovation and Skills (BIS).

news iconShow your support for Subject Centres
As colleagues will know, there is currently a lively debate about the future shape of the HE Academy and the role of the Subject Centres within it.
news iconGroupwork literature review
ASKe commissioned a literature review looking at the assessment of groupwork and they promised to alert you when it became available.
news iconCall for case studies: are you teaching about sustainable development?
LLAS is looking for case studies of courses and modules which engage (or could potentially engage) with issues of sustainable development in languages, linguistics and area studies.
news iconThe HumBox Open Educational Resources Survey
LLAS is leading the HumBox Project (JISC and Higher Education Academy funded) and we are conducting a survey into attitudes to Open Educational Resources.
news iconFunding for Islamic Studies (deadline 21 May 2010)
The Islamic Studies Network invites applications for small project funding to enable the further development of good practice in teaching and learning within Islamic Studies and to facilitate wider sharing across the UK.
news iconCall for nominations: National Teaching Fellowship Scheme 2010 individual awards

The call for nominations for the individual awards of the National Teaching Fellowship Scheme (NTFS) is now open, with a closing date of 3 February 2010. The awards aim to raise the profile of learning and teaching in England and Northern Ireland.

news iconHouse of Lords debate Languages and Employability

Baroness Cousins has won a ballot for a 15 minute speech followed by debate in the House of Lords on languages for employability on 3rd December at 11:30.

news iconLecturers required to support the Qualifications and Curriculum Development Agency (QCDA) in reviewing principal learning qualifications

The QCDA are currently looking for HE lecturers who would like to be involved in reviewing principal learning qualifications. The feedback from HE lecturers has always been well regarded by awarding bodies and their involvement will help to ensure that the qualifications are as robust as possible, and hence more likely to be successful. All HE lecturers receive a £250 honorarium following completion of the review and attendance at the focus groups.

news iconThe winner of the Subject Centre's undergraduate student essay competition 2010
LLAS runs an annual student award competition open to anyone studying languages, linguistics or area studies as part of their HE course.
news iconThe Centre of Excellence in Multimedia Language Learning (CEMLL) Survey

The Centre of Excellence in Multimedia Language Learning (CEMLL) is conducting a survey on the use of multimedia technologies in language teaching as a follow up to the survey undertaken with The Subject Centre for Languages, Linguistics and Area Studies in 2006.

news iconCall for bids: Education for Sustainable Development

The Higher Education Academy’s ESD Project invites applications for the funding of small grants designed to develop small-scale work in the area of interdisciplinarity.

news iconJob vacancy: Academic Coordinator for Islamic Studies

The Higher Education Academy is working to establish a network for academics working in Islamic Studies. We are seeking an Academic Coordinator with the skills and experience to manage this work and lead a team of colleagues from across the Academy. Responsibilities will include managing the project, coordinating the Network, communicating and reporting to stakeholders - which includes Higher Education Funding Council for England (HEFCE) and acting as a spokesperson for this important project.

news icon[LAGB) Audit of grammatical knowledge

The (LAGB) Linguistics Association of Great Britain would like to invite those of you who teach first-year undergraduates to take part in a very brief audit of school-leavers' (explicit) grammatical knowledge. The audit uses a short two-part questionnaire which was first used in 1986, then again in 1997, so the results will reveal long-term trends as well as informing your teaching.

news iconNew publication: The Handbook of Sustainability Literacy

A new publication called The Handbook of Sustainability Literacy, edited by Arran Stibbe was funded by the Higher Education Academy for Sustainable Development Project and conducted by the Environmental Association of Universities and Colleges in partnership with the University of Gloucestershire Centre for Active Learning, the University of Brighton and the UNU RCE (Severn).

news iconThe LAFTAs are back!

The Language and Film Talent Awards (LAFTAs) is a competition for 13-21 year olds, run by CILT, the National Centre for Languages.

news iconEuropean day of languages 2009 / Journée européenne des langues 2009

A revamped version of the Council of Europe's European Day of Languages website, including a restructured EDL calendar of events, has been launched.

news iconIslamic Studies Network online consultation

Following recommendations from HEFCE, a team from across the Higher Education Academy's subject network is working to build a national Islamic Studies network.

news iconPG certificate in teaching languages of the wider world

From October 2009 (SOAS) the School of Oriental and African Studies in association with the Languages of the Wider World CETL will be running a new Postgraduate Certificate in teaching languages of the wider world.

news iconNational Teaching Fellowship Scheme Projects: Call for bids

The National Teaching Fellowship Scheme (NTFS) call for 2009-10 project bids is now available.

news iconReview of Modern Languages in Higher Education - Invitation to Heads of HE Modern Languages departments

A review has been commissioned by HEFCE to investigate the health of modern foreign languages provision in English higher education (HE).

news iconInvitation to tender: Teaching and Learning of International Students (TALIS) Project Director

The Higher Education Academy is tendering to contract an individual to lead in the establishment and ongoing development of the TALIS project in association with the Prime Minister's Initiative and UK Council for International Student Affairs (UKCISA).

news iconCelebrate the success of the Language Box... and win £1000 worth of prizes!

The work of the Faroes project is coming to an end - to be taken forward in a new project (OneShare). To celebrate the hard work and help of the language-teaching community in helping us to develop the Language Box, the project are running a competition with £1000 worth of prizes to be won!

news iconVivian Law essay prize announced

In memory of Dr Vivien Law (1954-2002), and thanks to her generosity, a prize has been established for the best essay submitted on any topic within the history of linguistics. The closing date for submissions is 30 September.

news iconCall for contributions: European Journal of Language Policy

Proposals are invited for contributions to the European Journal of Language Policy / Revue européenne de politique linguistique, which is published by Liverpool University Press, in association with the Conseil européen pour les langues / European Language Council, and edited by Michael Kelly (University of Southampton, UK).

news iconMultimedia Lab Teaching Awards 2009/2010

The Centre for Excellence in Multimedia Language Learning (CEMLL) invites proposals for the development of projects that facilitate language teaching and learning in a multimedia laboratory.

news iconStudent Award 2009: winners announced!

LLAS runs an annual student essay competition open to anyone studying languages, linguistics or area studies as part of their HE course.

news iconSurvey: philosophical and religious studies ‘beyond boundaries’

Do you teach philosophical or religious studies (PRS) outside a dedicated PRS department? The Subject Centre for Philosophical and Religious Studies (PRS) are beginning a scoping study of PRS provision in non-PRS departments. (‘PRS’ subjects include philosophy; theology; religious studies; history and philosophy of science, technology and medicine.

news iconCall for papers - special issue of Language Learning Journal

Papers are invited for a forthcoming special issue of the Language Learning Journal, the official journal of the Association for Language Learning (ALL), on Languages of the Wider World: Valuing Diversity.

news iconDébut: The Undergraduate Journal : Autumn 2011 edition now available

Début: The Undergraduate Journal of Languages, Linguistics and Area Studies is an online peer-reviewed journal for undergraduate students of languages, linguistics and area studies. It aims to showcase scholarship carried out by undergraduate students in these subject areas. The first issue was launched in June 2010.

news iconMultimedia Lab Teaching Awards 2008-2009

The Centre for Excellence in Multimedia Language Learning at the University of Ulster aims to develop appropriate teaching methods that fully engage students in their own learning through the integration of Information and Communication Technology into classroom teaching. The Centre would like to invite proposals for the development of projects that would facilitate language teaching and learning in a multimedia laboratory. Project proposals are welcome from individuals as well as teams. Successful applicants will receive an award of a maximum of £3000, depending on the scope of the project. This funding may used for development of course materials or software creation, for example.

news iconJISC digitisation programme invites proposals: Enriching digital resources

The Joint Information Systems Committee (JISC) invites institutions to submit funding proposals for projects to be funded through an additional strand of its Digitisation Programme. This particular strand, which has funding of up to £2 million, is aimed at developing the range and quality of digital resources available to the JISC community by digitising analogue collections and enhancing existing digital collections for use in learning, teaching and research.

news iconReport on Multimedia Language Learning in Higher Education in the UK
The report on multimedia language learning in higher education in the UK is now available. A questionnaire designed by staff at the University of Ulster in collaboration with the Subject Centre for Languages, Linguistics and Area Studies, produced interesting findings.
news iconTeaching beginners Latin with text and translation
Funded by the Subject Centre for History, Classics & Archaeology through the JISC Distributed e-Learning Programme Phase I, the Leeds Latin Project is developing a distinctive approach to Latin teaching via its use of original texts and promotion of pro-active and independent learning.
news iconEuropean Award for Languages

Time is running out to nominate an outstanding language initiative to receive a European Award for Languages. The deadline for this year’s Awards is 1 February 2008. The most innovative language initiatives will receive one of the prestigious awards, which recognise creativity in improving the quality of language teaching, and the ability to motivate students and maximise available resources. The Award is part of a Europe-wide scheme supported by the European Commission, with CILT, the National Centre for Languages as the UK co-ordinator. Applications are invited from primary schools, secondary schools, colleges, universities, businesses and all other institutions engaged in innovative and effective foreign language teaching.

news iconReinvention journal launched
The Reinvention Centre is a CETL based at Warwick and Oxford Brookes Universities and in September last year launched a new undergraduate journal called Reinvention: a Journal of Undergraduate Research. Following the launch issue published last year, the journal will have two issues per year in April and October. The journal is a peer reviewed publication which accepts submissions from all subjects and is open to submissions from all undergraduate students
news iconStudent Award 2008: What makes a good lecturer?

The winner of the Subject Centre's undergraduate student essay competition 2008 is Siobhan Tebbs Wesley, a final year student studying a Combined Honours in Arts (Arabic, French, Russian and Sociology) at Durham University.

news iconNational Teaching Fellowship Scheme (NTFS) nominations

The individual strand of the National Teaching Fellowship Scheme (NTFS) recognises and rewards individual excellence in teaching in higher education in England and Northern Ireland. Fifty individual awards of £10,000 will be made to recognise individual excellence. The award may be used for Fellows' personal and/or professional development in teaching and learning and aspects of pedagogy. Nominations for the NTFS Individual Awards 2008 are now open.

news iconProspect/Franco-British Council creative writing prize
Win a trip to France and cash prizes!
Prizes will be awarded to sixth formers and university students (aged 16-25) for a short story inspired by France and the French. The winning pieces will also appear in Prospect and the best contributions will be included in an exciting new collection of work to be published by the Franco-British Council.
news iconNominations for UCML Linguistics Exec vacancy
There is currently a vacancy for a representative of Linguistics on the Executive Committee of the University Council of Modern Languages and we would welcome nominations to fill this vacancy.
news iconCETL Survey in partnership with LLAS: Multimedia Language Learning in UK Higher Education
This report offers a baseline for future investigation in recent developments in the use of technology to enhance language learning. It also intends to establish extent of use and best practice within the Higher Education sector of the UK.
news iconUCAS figures for 2007 released
UCAS released their figures for the current year 2007 entry on 17 October 2007. The news was good for single and major honours language acceptances.
news iconNominations for UCML Exec vacancy
There is currently a vacancy for a representative of Germanic Studies on the Executive Committee of the University Council of Modern Languages and we would welcome nominations to fill this vacancy.
news icon'Workshops to Go': Call for Bids 2007/8 - deadline extended

Proposals are invited for this year’s Workshop to Go programme. Workshops dealing with key themes for this year include assessment, supporting new staff and engaging with employers will be particularly welcome. The successful applicant will be required to produce a training pack and run two regional training sessions for HE staff. Participants at the workshop will then be expected to 'cascade' the training within their institutions.

news iconThe LanQua Toolkit is now available online
The LanQua Toolkit is the main output of the Language Network for Quality Assurance (LanQua), a network of 60 teachers of languages and related studies across Europe which was coordinated by LLAS and funded by the European Commission's Lifelong Learning Erasmus Network programme.
news iconRevised benchmarks for languages and linguistics now available

The revised benchmark statements for Languages, Linguistics and related studies are now available for consultation.

news iconELAN: Effects on the European economy of shortages of foreign language skills in enterprise

CILT, along with its research partner, InterAct International, have now completed their research into the effects on the European economy of shortages of foreign language skills in enterprise.

news iconCILT draft national standards in translation now available

CILT's SSDA-funded project to develop new National Occupational Standards in Translation is completed.

news iconJoin the Higher Education Academy professional recognition scheme

The Academy has developed a new Professional Recognition Scheme. The scheme has been designed to support the implementation of the sector-owned UK Professional Standards Framework.

news iconInvitation to bid: Projects to improve the quality of the student learning experience and e-learning
The Higher Education Academy is funding two calls for one-year projects. It is inviting expressions of interest from UK Higher Education Institutions (including colleges delivering higher education). Successful applicants at the first stage will be invited to submit full proposals, a number of which will be selected for funding.
news iconCompletion of the Pragmatics and Intercultural Communication project
A team of researchers based at Lancaster and Cambridge responsible for the ESRC-funded project 'Pragmatics and Intercultural Communication' (2003-2006), have announced the end of the project's funding period and to wish draw colleagues' attention to its findings so far. They would welcome any critical comments or feedback on any aspect of the project which continues to generate research papers from members of the team and colleagues at other universities in the UK. The wide-ranging corpus of data is in the public domain and may be used for learning purposes by students or teachers or as a basis for further research by individuals.
news iconMini-projects: Call for bids
The Subject Centre is funding small projects to address the development, implementation and evaluation of innovative approaches to teaching, learning and assessment in Higher Education. The scheme is aimed at academics wanting to develop and evaluate new approaches to their teaching practices.
news iconStudent Award 2007: What advice would you give to students starting your course?
The winner of the Subject Centre's undergraduate student essay competition 2007 is Robert McGinty, a final year student studying Russian and English Studies at the University of Nottingham.
news iconDearing Review into Languages

In September 2006, the Secretary of State asked Lord Dearing to advise him on how a recovery from the falling take-up of Languages at Key Stage 4 might be achieved. The interim consultation and final report have now been published.

news iconPrime Minister's Initiative for International Education: Pilot Project Awards Scheme 2006
UKCOSA: The Council for International Education have announced £50,000 of funding available from the PMI-funded Pilot Project Awards Scheme. The aim of this scheme is to develop and publicise examples of best practice and innovation in improving the international student experience for the UK education sector as a whole. Institutions are invited to submit proposals for projects which they will pilot, and then write up for dissemination to other institutions.
news iconPublic consultation on British Standard to benchmark good practice in safety management systems (overseas activities)
A new British Standard for the provision of adventurous activities, expeditions, visits and fieldwork, undertaken for educational, training or recreational purposes outside the UK. This standard could have important implications for Residence Abroad in languages and area studies programmes.
news iconCall for bids: HE Academy Interdisciplinary Teaching and Learning Group

The HE Academy Interdisciplinary Teaching and Learning Group invites bids for up to £8,000 each for two small-scale projects. Practitioners from any discipline in UK higher education are welcome to apply.

news iconRoutes into Languages: £4.5 million programme for languages

The Routes into Languages Programme is a HEFCE funded initiative to increase and widen participation in language study in higher education. It also aims to support the national role of HE languages as a motor of economic and civic regeneration. The Programme has been developed by the University Council of Modern Languages (UCML), the HE Academy Subject Centre for Languages, Linguistics and Area Studies (LLAS) and CILT, the National Centre for Languages.

news iconGood practice capture in incorporating sustainable development into undergraduate courses
We want to know how you and your colleagues incorporate sustainability into your courses. We are looking to capture the type of curriculum material and teaching approaches you have developed. We are also interested in understanding any barriers to, or opportunities for, embedding sustainability into your courses.
news iconPhD opportunities in Languages
Opportunities for doctoral study in Languages at the University of Ulster and Queen's University Belfast.
news iconSustainable development on graduate job market
The Higher Education Academy has contracted StudentForce for Sustainability to conduct UK wide surveys in partnership with NUS Services, AGCAS, Graduate Prospects Ltd and others to find evidence of the impact of employer's ethical, social and environmental responsibility on the graduate job market.
news iconFull steam ahead for languages in skills agenda
CILT, the National Centre for Languages, announces boost for language skills in the work force.
news iconCentres for Excellence in language-based Area Studies

Funding targets greater understanding of China, Japan, Eastern Europe and Arabic-speaking world.

news iconLinking teaching and disciplinary research: Case studies of effective practice in the disciplines
Call for case studies: The Higher Education Academy Supporting New Academic Staff (SNAS) project is seeking case studies. Every submission is automatically included in a prize draw for a £50 Amazon voucher.
news iconEducation for Sustainable Development Project: call for grant funding bids
The Higher Education Academy's Education for Sustainable Development (ESD) Project invites applications for funding of up to 4K to develop capacity to better assist institutions and subject communities in their development of curricula and pedagogy to equip students with the skills and knowledge to live and work sustainably.
news iconInternationalisation of the curriculum and support for international students
As part of our programme of activity on the internationalisation of higher education the Higher Education Academy has commissioned a literature review and is putting out a call for case studies of practice in the areas of internationalisation of the curriculum and support for international students.
news iconQuestionnaire on student experiences of using technologies in their studies
The UK e-learning research centre (eLRC) based at the HE Academy and the Universities of Manchester and Southampton, is carrying out research into the student experience of using learning technologies in their studies - something which they feel has been overlooked to date. They have asked LLAS and several other subject centres to help promote their online student questionnaire.
news iconGCE AS/A levels consultation
The GCE AS/A level have been revised in line with the remit that QCA received from the DfES. The draft revised criteria are now out to consultation.
news iconThe ALCS Prize for Low Countries Studies
The Association for Low Countries Studies in Great Britain and Ireland invites entries for the ALCS Prize for Low Countries Studies, to be awarded to the best essay written in any area of Low Countries Studies (linguistics, literature, cultural studies, history, art history, politics, etc.).
news iconYear abroad survey
In response to requests from language departments, the LLAS Subject Centre wishes to gather and disseminate information on fee structures for students during their period of residence abroad.
news iconAHRC-sponsored survey on use of ICT in Arts and Humanities research

The Institute for Learning and Research Technology (ILRT) is carrying out a survey aimed at all arts and humanities researchers in Higher Education Institutions in the UK. It aims to capture and analyse information about current use of information and communications technology (ICT) and future needs.

news iconStudy of transition issues between English Language A'Level and undergraduate degrees in English Language and Linguistics
The English Subject Centre and the Subject Centre for Languages, Linguistics and Area Studies wish to commission a study of the teaching and learning issues for students (and their teachers) in making the transition from English Language at 'A' Level to studying either English Language or Linguistics at degree level.
news iconMultimedia language learning survey and the chance to win an iPod!
We are conducting a survey on behalf of the University of Ulster, Centre of Excellence in Multimedia Language Learning. We are interested in the many ways that technology is employed in language teaching and learning, in particular, the use that is being made of dedicated digital facilities.
news iconCall for bids: HE Academy Interdisciplinary Teaching and Learning Group

The HE Academy Interdisciplinary Teaching and Learning Group invites bids for up to £7,500 each for two small-scale projects. Practitioners from any discipline in UK higher education are welcome to apply.

news iconResearch review in Modern Languages
The review will be conducted by a project team of senior academics under the auspices of the Subject Centre for Languages Linguistics and Area Studies, in partnership with the University Council of Modern Languages.
news iconStudent Award 2006: How does your experience of your course compare with any expectations you may have had?
The winner of the Subject Centre's undergraduate student essay competition is Gemma Brown, a first year in the Department of European Studies and Modern Languages at the University of Bath.
news iconIcelanders speak up for languages
An article on the BBC news website reports that an academic behind one of the UK's more unique courses has condemned the policy of foreign languages being optional in schools after the age of 14 (31st August, 2005).
news iconDisabled students get new rights
An article on the BBC news website reports that new laws giving disabled students greater access to post-16 education are now in effect (1st September 2005).
news iconForeign assistance: working in a French school for a gap year
What is it like to work in a French school during a year abroad? Katie Phipps reports in the Guardian Newspaper, 23rd August 2005.
news iconWorld's your oyster
Numbers of language students have dropped dramatically over the past decade, so now rarity value is added to the many assets you gain from taking a language course. Donald MacLeod reports in the Guardian Newspaper (23rd August 2005).
news iconLanguages exam plea
Britain's economic future will be 'compromised' unless more students study science and foreign languages, the director general of the CBI fears (14th August 2005).
news iconBBC's Voices season
As part of the BBC's Voices season that will run through 2005, they are broadcasting a series of programmes about regional dialects on Radio 4. They have also created a website with interesting links including a discussion of bilingualism (17th August 2005).
news iconBBC plans soap to teach English
The BBC World Service is to launch its first online soap opera to help listeners learn English (28 July 2005).
news iconCascading good practice: 'Workshop to go' project, 2007

The Subject Centre for Languages, Linguistics and Area Studies is inviting bids to develop training packs for enhancing staff and students in the relevant subject areas. The successful applicant will be required to produce a training pack and run two regional training sessions for HE staff. Participants at the workshop will then be expected to 'cascade' the training within their institutions.

news icone-Tutor of the year competition
The Higher Education Academy and together with the Times Higher Education Supplement have once again joined forces to celebrate innovation, good practice and achievement in the field of e-learning.
news iconLanguage teaching pilot 'working'
An article on the BBC News website, 13th July 2005, reports that a pilot scheme promoting modern languages in primary schools is proving successful.
news iconStruggling courses 'will merge'
An article on the BBC website, 28th June 2005, reports that university subjects which are struggling to attract students will have to be taught in larger, national centres.
news iconWill the Olympics help languages?
What will the London Olympics 2012 mean for education, asks Mike Baker, the BBC News education correspondent (9th July, 2005).
news iconCutbacks in languages at Oxford Brookes
The cutbacks in languages at Oxford Brookes are the subject of an article in the Education Guardian, 11th July, 2005.
news iconBBC Radio 4: Textual Evidence
In this series, to be broadcast on Radio 4, PD James explores the emerging field of Forensic Linguistics. In a rare insight into the world of language, science and the law, this programme uses real-life criminal cases and actual police recordings to illustrate how linguistics and judicial procedure increasingly overlap. The series starts on Wednesday 6 July and following 3 weeks at 21:00.
news iconSchools 'teaching 30 languages'
The BBC new website, 21st June, 2005, reports that the number of pupils taking GCSEs in languages such as Chinese, Arabic and Turkish has doubled in the past decade.
news iconUse the Smart Classroom: A Spanish professor tries several tech tools
An article in The Chronicle of Higher Education, 24th June, 2005, describes a teacher's experience of using technology in the classroom, including video conferencing between US and Mexican students.
news icon'Uptalk' becoming standard speech
An article on the BBC news website, 21st June, 2005, discusses how 'uptalk', the pattern of speech used by young people where every sentence ends on a rising note, is fast entering the mainstream.
news iconLanguage learning gains popularity
An article on the Guardian newspaper website, 21st June, 2005, reports that more pupils are opting to take GCSEs in Arabic, Chinese and Spanish as the traditional allure of French wears off.
news icone-learning survey: Sharing and reusing electronic resources
The Subject Centre is engaged in a project that is looking at pedagogic and technical issues relating to the sharing of electronic teaching resources. As part of the project the Subject Centre is conducting a small-scale survey would should take no longer than 10 mins to complete.
news iconOpen University survey on educational website design and usability
For several years, the Open University has been investigating educational website usability and design, and have found that few researchers have considered discipline-specific aspects. In 2004, their own studies pointed to there being some discipline-specific elements in the design of language learning websites. This led them to posit that there may be deeper issues involved than those that can be addressed by generic guidelines. The OU would now like to move this research forward by asking colleagues in different disciplines about their own experience of educational website design and development.
news iconInformation and Communications Technology (ICT) survey
The JISC funded ARIA (Arts and Humanities Research ICT Awareness and Training) project is currently looking for information from researchers from all arts and humanities communities about good examples of how ICT resources and tools are being used in your subject area of research and about what ICT skills and tools you may need to acquire in future to support your research e.g. word processing, databases, linguistic analysis, web search engines, image enhancement tools and so on.
news iconThe Times Stephen Spender prize for poetry translation 2005
Translate a poem from any language, classical or modern, into English. The competition is open to British residents of any age. There are two categories: Open, and 18-and-Under. All winning entries will be published in a booklet and there are cash prizes. Last posting date for entries 27 May 2005.
news iconThe National Languages Strategy in Higher Education
On 24 February 2005 the DfES published The National Languages Strategy in Higher Education.
news iconCertification of Language Abilities for International Mobility (CLAIM)
Marina Mozzon-McPherson, Senior Learning Advisor at the University of Hull has been awarded a National Teaching Fellowship for her contribution to excellence in teaching and learning. Marina was one of only fifty teaching staff nation-wide to receive a £50,000 prize awarded by the Higher Education Academy and the Higher Education Funding Council in 2004.
news iconHouse of Lords debate Modern Languages in schools
Extracts from the House of Lords debate what action they will take to reverse the decline in the number of secondary school pupils studying a foreign language (24 January 2005).
news iconCentres for Excellence in Teaching and Learning (CETLs) announced
74 Centres for Excellence in Learning and Teaching will be established in 2005 using HEFCE funding. A list of the successful bids is now available on the HEFCE website.
news iconGames help you 'learn and play'
An article on the BBC news website, 18th January, 2005, suggests that computer games such as The Sims, in which players must control virtual people and societies, could be a good way of teaching languages.
news iconBeckham's first interview in Spanish
England captain David Beckham won a spontaneous round of applause from journalists as he made his first real attempt at speaking Spanish in public, reports an article on the BBC sport website, 12th January, 2005.
news iconStudent Award 2005: What makes the best learning experience for students of Languages, Linguistics or Area Studies?
The winner of the Subject Centre's undergraduate student essay competition is Joanna Britton, Exeter College, University of Oxford.
news iconResearch projects: Call for expressions of interest
The Higher Education Academy wishes to support evidence-based approaches to policy and practice and to pursue a scholarly, research-driven agenda to improve the quality of the student experience. One objective within this general aim is to promote and set up research programmes on key themes. The Academy Research Projects scheme constitute one activity to meet this objective.
news icon'Jambo' to open source Swahili software
Millions of computer users can now say "jambo", or hello, reports an article on the BBC news website, 9th December 2004. The software, called Jambo OpenOffice, is available for free and is similar in functionality to Microsoft's popular Office programmes.
news iconMinister to offer cash for languages
The Times Educational Supplement, 26th November 2004, reports that secondary schools could be given more money to persuade them to become specialist language colleges as new evidence emerges of the subjects' decline.
news iconItalian degrees under threat at Exeter
An article on the BBC news website, 24th November 2004, reports that Exeter University students have met the vice-chancellor to air their concerns over proposed closures of some courses. Italian is among the courses under threat.
news iconFall in compulsory language lessons
An article on the BBC news website, 4th November 2004, reports that only one in three schools in England make all pupils study a foreign language at GCSE level.
news iconBBC launches Vocab, an online Welsh translation tool
Readers of Welsh-language websites will be able to get instant English translations with a new computer program developed by BBC Wales.
news iconSpeak a second language for money, happiness... and sex
An article on the Independent website, 1st November 2004, reports that Britons who learn a foreign language are richer, happier and are regarded as sexier than those who can only speak English.
news iconLanguages threat in Scotland
Articles on the BBC news website report that the Scottish Qualifications Authority is considering ditching dozens of Higher subjects, including languages. However, Gaelic for learners and native speakers is safe. The Gaelic language has been in decline but a bill aimed at protecting it has been put before Holyrood.
news iconBristol appoints leader for East Asian Studies initiative
Dr Joshua Ka-ho Mok will take up Bristol's first professorship in East Asian Studies in January 2005 and prepare for the official launch of the Centre for East Asian Studies (CEAS) with an international conference in September.
news iconLearning languages 'boosts brain'
An article on the BBC news website, 13th October 2004, reports that learning a second language "boosts" brain-power.
news iconChildren create new sign language
An article on the BBC news website, 16th September 2004, reports that a new sign language created over the last 30 years by deaf children in Nicaragua has given experts a unique insight into how languages evolve.
news icon'Fewer pupils' studying languages
An article on the BBC news website, 24th September 2004, reports that the education watchdog Ofsted has found the number of teenagers studying foreign languages at schools in England has fallen.
news iconCall for bids: Materials development projects
The Subject Centre's Materials Bank has been set up to encourage and facilitate the sharing of teaching materials in Languages, Linguistics and Area Studies. The Subject Centre is currently seeking to expand and develop this resource and is making some funds available for the development of additional materials for the Bank. We are inviting bids for small-scale projects (max £5000 per project) which will develop new materials that can be made available for sharing across the sector. Projects should, therefore, relate to materials that address an area of need (e.g. lack of good/available resources), a particular teaching issue/method/tool or relate to a core aspect of a discipline.
news iconGovernment backs summer schools to use Olympic themed activities
An article on the Wired-GOV website, 12th August 2004, announces that Schools Minister Stephen Twigg is backing a series of Olympic themed activities which summer schools can use to raise young peoples interest in foreign languages and other cultures.
news iconLanguages turn students off Europe
An article in the Guardian, 6th August 2004, reports that students are spurning the chance to study in Europe in favour of the US and other English-speaking countries where they don't have to study a language.
news iconMind the gap (year)
Rising competition for graduate jobs has left students wondering exactly what they can do to stand out in the interview room. An article on the BBC news website, 3rd August 2004, asks does the traditional gap year still open career doors?
news iconWhy Britons are "language barbarians"
With further evidence suggesting the UK is a nation of "language barbarians", an article on the BBC news website, 29th July 2004, asks why - in a global community - Britons are failing to learn the lingo.
news iconBritain worried over decline in Japanese courses at universities
An article on the Japan Today website, 16th July 2004, reports a steady decline in the number of Japanese courses available in UK universities, and examines how future provision can be safeguarded.
news iconCall for departments to join UCML
The University Council of Modern Languages is seeking to increase its membership to include all Modern Language Departments and Language Centres in UK HEIs. A letter from the Chair, Roger Woods, gives more information for those departments/centres which are not members.
news iconCascading good practice: 'Workshop to go' project, 2004
The Subject Centre is inviting bids to develop training packs for enhancing staff skills in the use of new technologies for learning and teaching in the relevant subject areas. The successful applicant will be required to produce a training pack and run two regional training sessions for HE staff. Participants at these training sessions will then be expected to 'cascade' the training within their institutions.
news iconCall for proposals: Pedagogic Research Fund 2005/06 (Phase 2)
The Subject Centre has funds to support a second round of Pedagogical Research mini-projects in Languages, Linguistics and Area Studies in Higher Education. UK Higher Education Institutions are eligible to apply for up to a maximum of £4000 to support a small-scale project to commence by 1 February 2005 and ending by 31 January 2006.
news iconLanguages may get higher profile
An article on the BBC news website, 21st June 2004, reports that language learning could become a required subject in the overhaul of the English curriculum.
news iconTimes Higher's annual humanities essay writing competition
The Palgrave Macmillan and Times Higher Humanities and Social Sciences Writing Prize 2004 is looking for well written essays aimed at academics yet accessible to all. The writing must be your original work and not exceed 3,000 words. Closing date 24th September 2004.
news iconTalking a second language keeps old age at bay
An article on the Times Online website, 13th June 2004, reveals a study has found that learning and using a second language helps to protect the brain from the effects of ageing.
news iconBristol looks East for new venture
Bristol University is establishing a new interdisciplinary Centre for East Asian Studies.
news iconAnger as exam board drops classics
An article on the BBC news website, 11th June 2004, reports that the UK's biggest exam board has outraged classicists by deciding to stop offering Latin and ancient Greek.
news iconLanguage teaching 'too boring'
An article on the BBC news website, 11th June 2004, reports "uninteresting and irrelevant" GCSE language courses are killing off interest.
news iconUK students look Down Under
An article on the BBC news website, 3rd June 2004, reports the rapidly expanding interest in Australian studies.
news iconMPs reveal language skills
An article on the BBC news website, 14th May 2004, reveals the languages politicians speak - and those they would like to speak.
news iconThe Times Stephen Spender prize for poetry translation
The Times and the Stephen Spender Memorial Trust have just launched the Times Stephen Spender Prize. It is a poetry translation prize for young people (entrants have to be 30 or under on 31 December), who are invited to translate a poem from any language, classical or modern, into English.
news iconBBC language programmes, to be discontinued...
The BBC has taken the decision to terminate the production of language programmes for adult learners on television. It is understood that this represents a shift of policy on the part of the BBC Learning and Interactive, and is not seen as a short-term measure.
news iconRethinking pedagogical models for e-learning
This questionnaire is part of a research project based at the University of Sheffield, funded by the Subject Centre. The project is exploring the methodological and pedagogical implications of the developments of new technologies, focusing in particular on existing forms of e-learning, in the areas of Languages, Linguistics and Area Studies. The aim of the project is to compile a 'map' detailing the provision of e-learning, in order to highlight effective practice and further developmental needs.
news iconLanguage students to help army in Iraq
An article in the Guardian, 18th February 2004, reports that students of Arabic are being encouraged to put their degrees on hold to join the British army as interpreters in Iraq.
news iconFunding for Centres for Excellence in Teaching and Learning (CETLs)
Find out more about the recurrent and capital funding opportunities available through HEFCE's Centres for Excellence in Teaching and Learning.
news iconHouse of Lords debate Middle Eastern and Central Asian languages

Extracts from the House of Lords debate on what action the Government is taking to encourage British students in United Kingdom universities to study Middle Eastern and Central Asian languages (21 January 2004).

news iconAutonomous language learning in tandem
Announcing the book "Autonomous Language Learning in Tandem". This book explores the strategies needed by a teacher to support independent language learning - a major preoccupation in today's educational climate - and should appeal to all those who are interested in promoting opportunities for lifelong learning.
news iconA new umbrella for the Area Studies community
The creation of UKCASA (United Kingdom Council of Area Studies Associations), a new umbrella organisation to supersede CCASA (Coordinating Council for Area Studies Associations).
news iconHead teachers call for compulsory languages
A BBC article, on 13th Oct 2003, reports that head teacher have said Foreign languages should be compulsory for sixth formers doing the diploma that is set to replace A-levels and GCSEs.
news iconLanguages tough out hard times
An article in the Australian, on 15th October 2003, discusses the status of various languages in Australian Higher Education.
news iconWhat could learning Latin ever do for us?
This article in the Scotsman, 15th October 2003, examines the validity of teaching Latin and Greek and questions whether it was a good idea to drop them from the curriculum at the majority of schools.
news iconThe language of success
A news article in the Independent, on 9th October 2003, states that new research shows that children who speak at least two languages do better at school than those who speak only one. Why is it, then, that so many teachers still see multilingualism as a problem rather than an asset?
news iconCall for manuscripts
Academic Exchange Quarterly is looking for articles dealing with the teaching of literature and culture.
news iconRealising the European HE Area
Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003
news iconAnglophone Area Studies
An on-line survey has been set up to explore the teaching of Anglophone Area Studies programmes. The project is concerned with evaluating current teaching, learning and assessment strategies that address student cultural diversity both in the classroom and in the international context.
news iconAtlas: The Area Studies project bulletin

Atlas is the Area Studies Project Bulletin, published by the Subject Centre for Languages, Linguistics and Area Studies. It includes articles which provide examples of good practice, disseminate, news and publicises events of interest to the Area Studies community.

news iconEuropean Day of Languages, 26 September 2003

Free marketing materials available.

news iconThreat to Area Studies at Durham
Durham University has recommended to its Senate and Executive Committee that the Department of East Asian Studies be abolished, with the last intake of students in October 2003.
news iconSchools set the trail for a language revolution
Plans to introduce language learning in every primary school in England have taken a step forward, with the announcement of pilot projects and a new national director for teaching languages.
news iconECML Call for proposals 2004-2007
The European Centre for Modern Languages of the Council of Europe (ECML) in Austria deadline for submission is 30 June 2003. The second medium-term programme of the ECML will be running from 2004 to 2007 and is placed under the title: “Languages for social cohesion: language education in a multilingual and multicultural Europe”.
news iconResources and activities for developing intercultural competence
Organised through CILT's partnership with the Subject Centre, the next in a series of resources events will take place at CILT, home of the Higher Education Resources Collection, on 26 November 2003. Previous events have looked at the use of virtual environments for language teaching, resources for the teaching and learning of linguistics, commercialising home-grown materials and resources to support institution-wide language programmes. The next event in this series will look at resources and activities for developing intercultural competence.
news iconGovernment recognition of BSL as language in own right coincides with publication of Understanding Deaf Culture by Paddy Ladd
Secretary of State Andrew Smith and Minister for Disabled People Maria Eagle announced that the Government will recognise British Sign Language (BSL) as a language in its own right and will give 1 million in funding to support the move. This coincides with publication of Understanding Deaf Culture by Paddy Ladd.
news iconLaunching Atlas: The Area Studies Project Bulletin
ATLAS is the new Area Studies Project publication by the LTSN Subject Centre for Languages, Linguistics and Area Studies. The first edition will be launched in printed and online form in May 2003. Call for contributions - deadline for submissions is 25th April 2003.
news iconCall for papers: Teaching across cultures: interdisciplinary thinking and student diversity in an international context

Unfortunately this event has been cancelled. The Subject Centre and the School of Art, Media & Design, University of Gloucester are looking for contributions to our forthcoming event on 1st November 2003. This conference is aimed at those who teach cultural material as part of Anglophone Area studies programmes in the Higher Education sector (particularly American, Australian and Canadian Studies) as well as those involved in teaching elements of Anglophone cultures in Education, Film, History, Media/Media Communications, Human Geography, Postcolonial Studies and Sociology courses. The focus of the conference is on classroom practice.

news iconArchived February 2003 ebulletin

The monthly Subject Centre e-bulletin gives information on events, news items and newly available resources.

news iconArchived December 2002 ebulletin

The monthly Subject Centre e-bulletin gives information on events, news items and newly available resources.

news iconGive us your views on the White Paper
Following the publication of the White Paper, a period of intense consultation has begun in which the LTSN is closely involved. It is important that any advice we give to decision-makers should reflect the views and experience of our academic community. The Subject Centre team would like you to tell us your views on any or all of the issues expecially those concerning learning and teaching in Languages, Linguistics and Area Studies.
news iconCERCLES 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).
news iconIntercultural Learning and the role of Visual Media
Workshop: 31st January, CILT, Covent Garden, London
news iconBAIS/LTSN Day Conference on 'Irish Studies in the Curriculum'
The British Association for Irish Studies, in association with the Learning and Teaching Support Network, is proposing to hold a day conference on 'Irish Studies in the Curriculum' during Autumn 2003 at Senate House, University of London. The event is co-ordinating by the English Subject Centre and the Subject Centre for Languages, Linguistics and Area Studies.
news iconInvitation to bid for funding for Less Widely Used and Less Taught (LWULT) languages

Download further information including project proposal form (rtf)

news iconInvitation to bid for funding for Less Widely Used and Less Taught (LWULT) languages
Call for project proposals - deadline for submissions Friday, 31 January 2003
news iconConsultation: language learning and linguistic diversity
As a part of its ongoing work to promote a multilingual Europe, the European Commission is undertaking a public consultation about language learning and linguistic diversity in Europe.
news iconCall for papers - Intercultural Learning and the role of Visual Media workshop
The Subject Centre is looking for contributions to its forthcoming event at CILT, on the 31 January 2003 on the various uses of visual media - film television and other visual representations - in undergraduate teaching to promote intercultural awareness as part of a programme in area, transnational or postnational studies.
news iconNational Teaching Fellowships awarded in Languages

Congratulations to the following colleagues who are among the twenty lecturers from universities and colleges of higher education across England who have this week been awarded National Teaching Fellowships worth 50,000.

news iconLanguages and Employability - A Question of Careers
This paper, written by Professor Tim Connell, presents recent evidence illustrating the link between languages and employability, and will be of value in informing policy making.


paper iconMotivational Processes and Practices in Accelerated Ab-initio Language Learning
This report focuses on motivation in ab initio language learning.
paper iconAb initio language degree programmes in HE institutions in England and Scotland: a mapping survey and a case study

This report consists of a mapping survey of ab initio degree provision in England and Scotland.

paper iconExternal examining: issues in languages, linguistics and area studies
This is a brief report on the issues raised at the LLAS discussion group at “External examining in the humanities” held at the University of Sheffield on 18 February 2011. Please contact John Canning with any comments or suggestions about how LLAS might support current and future external examiners. Further resources from the workshop including a presentation on UUK’s review of external examining are available from the workshop website
paper iconLanguages, linguistics and area studies students in the National Student Survey 2010
The attached document displays the results of the 2010 National Student Survey in Languages, Linguistics and Area Studies.
paper iconLanguages, linguistics and area studies students in the National Student Survey 2009: an analysis by subject and gender
This analysis was undertaken by Gosia Kulej-Turner, a consultant employed by the Higher Education Academy.
paper iconModern foreign languages, higher education and mobile learning

A review of literature on Modern Foreign Languages and mobile learning at Higher Education Institutions in the United Kingdom, with a particular focus on the importance of the context on students’ learning experience

Modern Foreign Language departments at Higher Education Institutions in the United Kingdom are considered to be in a precarious situation, with declining enrolments on specialist language degree courses, in a context of an ever-increasing diversification of the student population.

At the same time, many universities have launched programmes and developed strategies to expand the use of e-learning and mobile learning within their departments with a view to maximise students’ learning experience.

This paper will define mobile learning in the context of Modern Foreign Languages and will consider the importance of the learning context, based on theories of collaborative learning.

paper iconRunner-up of the student award 2010: Studying languages, linguistics or area studies at university: a guide for new students

India-Chloe Woof, a 3rd year French and Linguistics student at the University of Sheffield, was a runner up in the Subject Centre's undergraduate student award competition 2010.

paper iconRunner-up of the student award 2010: My future employability: the benefits of a languages, linguistics or area studies degree

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.

paper iconRunner-up of the student award 2010: My future employability: the benefits of a languages, linguistics or area studies degree

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.

paper iconRunner-up of the student award 2010: Encouraging school pupils to study languages, linguistics or area studies at university

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.

paper iconWinner of the student award: Encouraging school pupils to study languages, linguistics or area studies at university

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.

paper iconGuide to languages, linguistics and area studies in the National Student Survey

The National Student Survey is a census of final year undergraduate students in the UK. Conducted since 2005, the 2009 survey asks students 22 questions about their learning experience at university. Each institution's results are broken down by discipline and made publicly available on the Unistats website.

paper iconWhy study Phonetics?

This paper was written by two students about the exciting and informative experience of studying phonetics at university.

paper iconStudying Typology

This paper was written by a student about their experiences of studying 'typology' within their linguistics degree at university.

paper iconIntegrating key work skills into an undergraduate language module: marketing and media in France

‘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.

paper iconWhy teach French sociolinguistics?

What is the place of linguistics and sociolinguistics in the undergraduate French programme? For 20 years, I taught a second-year undergraduate module (10 weeks, 2 hours/ week) on ‘The making of the modern French language’, chosen by about 20 students each year. The course was modified to take account of research, seminar discussions, students’ work, and feedback questionnaires. This description of the course is intended as an encouragement to colleagues teaching French to undergraduates to consider offering a course on similar (or different!) lines, or to consider including in an existing course some of the topics and/or approaches outlined here.

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

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.

paper iconAutonomous acquisition of Italian culture within language learning: the experience of CAMILLE (Cultural Awareness Modules to Improve Language Learning Experience)

This contribution focuses on an innovative e-learning project recently initiated at the University of Manchester. CAMILLE (Cultural Awareness Modules to Improve Language Learning Experience) aims to design, develop and implement innovative e-learning resources to enhance students’ awareness of Italian culture (understood in the widest sense) in support of their language learning experience. The paper presents some of the content and resources that have been developed for the project, and discusses how this innovative e-learning approach to teaching Italian culture fits into the language learning experience of different groups of students.

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

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.

paper iconThe diversity of language services

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.

paper iconLiaison interpreting as a teaching technique for Italian

This article is based on my own experience as a tutor of liaison interpreting as a final-year option in the Department of Italian, Leeds University. First, a definition of liaison interpreting will be given, followed by a short comparison between liaison and consecutive as well as simultaneous interpreting.  Particular attention will be dedicated to how liaison interpreting can be a very useful method of language teaching.  Afterwards, I will talk about how this module is delivered in the Department of Italian, Leeds University.  Issues such as group size, methodology adopted to deliver the module, strategies and skills that are necessary to teach this subject will be underlined. I will discuss the importance of giving regular feedback and the types of feedback which may be most useful to students on this type of module.  Lastly, this paper will deal with assessment procedures and difficulties encountered by students/problems specific to Italian.  The conclusion will underline the benefits of this course as a learning and teaching exercise as well as a way of encouraging students to consider further training leading to a possible career in interpreting.

paper iconThe Language Café

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.

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

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.

paper iconReactivating lapsed language skills: an exploration of language memory

Training to be a teacher is a stressful undertaking but for trainee language teachers, whose linguistic skills are under constant and close scrutiny from mentors, tutors and pupils, this can be a particularly challenging time. Many students, for a variety of personal and professional reasons, allow their language competence and confidence to decline. This study investigates ways of reactivating lapsed language skills in the context of a PGCE programme where students have been invited to take part in a reflective activity to identify effective ways of regaining their former linguistic competence and to contemplate useful strategies to maximise their language memory and ways to develop effective learning styles. This research project is nearing the end of its initial stage and it is intended that the findings will form the basis for a guided learning programme for the next cohort of modern foreign languages trainee teachers.

paper iconEngaging with employers at the University of Liverpool

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.

paper iconThe Listening Log: exploiting listening opportunities beyond the classroom

When Erasmus and Study Abroad students come to the UK they are exposed to a great deal of language in their new environment. This exposure presents them with a wealth of listening opportunities, many of which can be exploited for learning and skills development. This paper explains why the Listening Log was introduced and what it entails. Samples of Listening Log entries will be used to illustrate how keeping a Listening Log can encourage learners to apply skills covered on the course and reflect on their own performance, thus achieving autonomy.

paper iconRunner up in the student award 2009: How have you been inspired by studying languages, linguistics or area studies at university?

Amelia Villiers-Stuart, a 1st year French and English Literature student at the University of Edinburgh, was a runner up in the Subject Centre's undergraduate student essay competition 2009.

paper iconRunner up in the student award 2009: How have you been inspired by studying languages, linguistics or area studies at university?

Vladislav Mackevic, a 2nd year International Relations and English student at Aston University, was a runner up in the Subject Centre's undergraduate student essay competition 2009.

paper iconRunner up in the student award 2009: How have you been inspired by studying languages, linguistics or area studies at university?

Deborah Adams, 4th year Humanities with English Language student at the Open University, was a runner up in the Subject Centre's undergraduate student essay competition 2009.

paper iconWinner of the student award 2009: How have you been inspired by studying languages, linguistics or area studies at university?

The winner of the Subject Centre's undergraduate student essay competition 2009 was Laura Gent, a 4th year Modern Languages student at the University of Newcastle upon Tyne.

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

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.

paper iconWhat students say about linguistics: why study syntax?

This paper was written by a student about their experiences of studying linguistics at university.

paper iconWhat students say about linguistics: why study French linguistics?

This paper was written by a student about their experiences of studying linguistics at university.

paper iconStudent diversity and the assessment dilemma

Widening access to higher education has implications for modern foreign language learning, teaching and assessment. This paper addresses dilemmas when assessing increasingly diverse cohorts of students. It draws on analysis of questionnaires with 88 students taking free modules at ab initio level at University of Worcester in 2007-08. The aim was to study students’ previous language learning experiences. The paper considers the benefits and drawbacks of a portfolio-based approach to assessment, assessing students with visual impairment and dyslexia, and questions how to encourage students of diverse backgrounds to enter into language learning whilst maintaining rigorous standards of assessment.

paper iconRunner up in the student award 2008: What makes a good lecturer?

Marta Dados, a second year French, Spanish and English student at the University of Glasgow, is a runner up in the Subject Centre's undergraduate student essay competition 2008.

paper iconRunner up in the student award 2008: What makes a good lecturer?

Caroline Smith, a final year Linguistics student at the University of Cambridge, was a runner up in the Subject Centre's undergraduate student essay competition 2008.

paper iconStudent award 2008: What makes a good lecturer?

The winner of the Subject Centre's undergraduate student essay competition 2008 was Siobhan Tebbs Wesley, a final year student studying a Combined Honours in Arts (Arabic, French, Russian and Sociology) at Durham University.

paper iconStudent award 2007: What advice would you give to students starting your course?
The winner of the Subject Centre's undergraduate student essay competition 2007 was Robert McGinty, a final year student studying Russian and English Studies at the University of Nottingham.
paper iconCommercial awareness and employability
Although commercial awareness may not always be addressed in a classroom setting, it is a skill that students applying to graduate recruiters will benefit from nurturing. This short article outlines some of the ways in which employers may require potential employees to demonstrate this attribute.
paper iconKeep Talking
"Keep Talking" is a project aimed at motivating KS3 pupils to retain an interest in language learning and to support their teachers. This paper will describe the rationale for the project, how it is organised and funded and will report on evaluation of the impact of the project in local schools in Manchester.
paper iconSlanguistics or just lemon meringue?
The paper will present samples of UK youth slang (keywords and emblematic terms in particular) recovered by informal research among London students, schoolchildren and members of gangs and clubs. The origins of terms and the ethnic influences on linguistic innovation by adolescents will be considered, as will the role of slang in the construction, reinforcement and negotiation of roles at 'street level' and in relation to adults. The paper will propose that the fuzzy notion of 'slang', whether it is characterised as a sub-set of the lexicon, a (mere) stylistic preference or a social dialect, is worthy of linguists' and teachers' attention. Taken as lexical curiosities, slang terms key into young people's feelings, values and social practices: viewed as components of an emergent language variety they may be indicators of important sociocultural changes.
paper iconDifferentiation strategies for the inclusion of students with severe visual impairment in MFL modules in Higher Education
It is now mandatory for Modern Foreign Language (MFL) teachers in Higher Education to make "reasonable adjustments" to allow full participation by students with disabilities. The Special Education and Disability Act (SENDA) 2001 required post-16 institutions to have implemented the Disability Discrimination Act Part IV (DDA) by September 2005. Implications of this legislation for MFL teaching on institution-wide language programmes in Higher Education are examined in this paper. A lecturer in MFL and a specialist teacher of the visually impaired (VI) explore practical teaching strategies for enabling the successful inclusion of students with severe visual impairment.
paper iconWidening participation: a case-study
This paper summarises a case-study which was carried out during 2004/5 involving the School of Languages, University of Brighton and Addington High School in Croydon, South London under the former's Widening Participation programme. This paper first details the nature of the two visits and outlines some of the lessons learned along the way based on data collected from the four parties involved (staff and students/pupils from both institutions). It subsequently proposes a working model which could usefully underpin future visits of this nature and highlights ways to integrate successfully the parties from both sectors.
paper iconThe aware language learner: promoting reflection in an online Dutch course at intermediate level
This article discusses how the development of a number of 'awarenesses' - awareness of language, awareness of the (language) learning process and awareness of culture, as well as the development of transferable skills is being promoted in an online Dutch course at intermediate level, Lagelands 2. It links the importance of awareness and reflection to two bodies of research, Naiman et al.'s The Good Language Learner and Ramsden et al.'s deep v. surface approaches to learning, before giving some examples from the course. Finally, the aforementioned is linked to Personal Development Planning.
paper iconFace-to-face and online interactions - is a task a task?
This study contrasts two different ways of analysing interaction and participation in language learning tutorials: Social network analysis of frequency and QSR analysis of type of interaction. One task from three German beginners' language tutorials (one delivered face-to-face, the other two online) is analysed. A description of the background and method of the study is provided together with some examples of the findings. As this is work in progress, only tentative conclusions can be provided at this stage.
paper iconSpeaking across frontiers - promoting the independent use of synchronous voice conferencing by scattered groups of Open University language learners
During the past two years The Open University has opened its synchronous audio-visual conferencing system to language students for use in independent study partnerships. This paper explores the ways in which language students scattered throughout the UK and other European countries have received and are making use of this opportunity to speak to one another and share images independently over the Internet. It also considers the University initiatives required to promote and provide pedagogical support for these independent partnerships.
paper iconPromoting less-widely-taught languages. The outreach experience of the Foreign Language Awareness Group for Schools (FLAGS)

In the current downward trend in the uptake of languages, and especially of less-widely-taught languages, FLAGS aims at enthusing sixth-formers with an interest in either Italian, Russian and / or Portuguese through a series of language sessions delivered through the Virtual Learning Environment WebCT. Pupils' progress is aided and monitored by University students, who act as language facilitators on a weekly basis. This paper assesses the outcomes at the end of the first year of FLAGS' life, as well as the challenges met during the project's setting-up period and throughout its duration.

paper iconFrench as a foreign language and the Common European Framework of Reference for languages
This paper considers the position which British GCSE and 'A' level are given in the Common European Framework (CEFR). The vocabulary sizes of learners taking these exams are considered in relation to the vocabulary information and wordlist sizes included in the CEFR documentation. The vocabulary knowledge of learners appears small, very small, in comparison to the levels anticipated by the Framework, and very small compared to learners of other languages at the same levels. Learners in Britain appear to lack the vocabulary knowledge necessary to carry out the skills indicated for the levels they are expected to attain.
paper iconLanguage teaching at a distance: establishing key principles to develop professional practice
What skills, knowledge and attributes do distance language teachers need? How do these differ from classroom teaching? Although the requirements for teaching a range of subjects at a distance and for classroom language teaching have been examined, few studies explore the nature of the distance language teachers role, despite increasing numbers of distance language teaching programmes. Although researchers have emphasised the importance of the tutor in distance learning, the tutors voice is undervalued. This paper reports on a research project to articulate and recognise the skills, knowledge and attributes deployed by distance language teachers in order to enhance professional development.
paper iconPlans and e-plans: integrating personal development planning into the languages curriculum
This paper will illustrate how the integration of voice tools and subtitling software in conjunction with the use of a virtual learning environment (VLE) into the teaching and learning of Italian have enabled staff at Coventry University to explore innovative ways of delivering the syllabus and created more opportunities for students to engage with work-related activities and simulations in line with the government's drive towards an employability agenda for HE. The presentation will also show how the new tools have boosted students engagement and motivation. The major features of the voice tools and subtitling software will be demonstrated and examples will be given of activities carried out with learners of Italian from absolute beginner to advanced level. Examples will also be given on how the voice tools could be used to create spoken entries for an e-portfolio.
paper iconThe introduction of Chinese onto the curriculum of Spanish engineering students at the Polytechnic University of Valencia
Ten years ago the introduction of Chinese onto the curriculum of engineering students (offered German and French in addition to English) at the Polytechnic University of Valencia was unthinkable, but last September my first Chinese class was full. This paper sets out to analyse the motivation and experiences of the first batch of students, comparative references being made to German beginners at the same institution. Of particular interest is how students (and potential employers) perceive the relevance of Chinese to their future careers.
paper iconIntercultural communicative competence in telecollaborative foreign language learning
This paper is an introduction of the rationale and research design of an intercultural exchange project between English as Foreign Language learners in Taiwan and Chinese as Foreign Language learners in the UK by using internet-mediated social software tools including instant messengers, wikis and emails. The rationale is based on an intercultural approach to foreign language learning. The detail of the research design including internet tools used, participants, tasks, procedures and the theoretical framework for data analysis will be discussed.
paper iconDelivering the international agenda - are we, as language lecturers, the best people to do it?
Language and culture are inseparable. Or are they? Do you necessarily deliver cross cultural awareness through the teaching of a module on Italian literature or Spanish politics? Does being a French specialist automatically equip you with the ability to contribute to the international agenda of your institution? The assumption is yes. And yet, there is a need to challenge such assumptions. As the European Union refers to pluriculturalism and is gone beyond a 'binary' system, as there is clear evidence of a decline in the number of undergraduates taking language degrees, I would argue that there is a need for language lecturers to re-invent themselves, reflect on their practice and methodological approach as well as content of delivery if we are to come closer to matching these assumptions. This paper is proposing to look briefly at the challenges faced by language specialists in Higher Education, offer reflections on language learning and language teaching and finally offer a positive, researched answer to the question in the title.
paper iconEnquiry-based learning: an approach to enhanced independent learning in the humanities
This paper will examine the pedagogical thinking behind EBL and provide an example of an EBL module of work within the discipline of French Studies, including a brief history behind the first pilot project for this module, and will finally explore some ideas for taking the EBL approach forward.
paper iconReconceptualising PGCE Modern Foreign Languages: the merits of Mlevel accreditation
The current model of Initial Teacher Training is centrally focused on school experience where the underlying assumption is that effective practice is mainly developed through practice, that is practical teaching experience and that academic considerations are secondary. This paper will draw on recent substantial research into the role of theory in current ITT MFL programmes, in order to explore and chart the policy context for the move to M-Level PGCE MFL courses in the near future. The paper will also consider some of the implications of M-Level accreditation of PGCE in terms of course content and assessment, as well as the relationship between school experience and HE provision. It will further consider some of the principles upon which a more theoretically-orientated course might be conceived.
paper iconLanguage assistants: enhancing the learning experience
The development of the British Council Personal Development Portfolio arose from a desire to recognise the transferable skills and experience acquired during the language assistantship in a more formal way. A collaboration with several universities and the Centre for Recording Achievement has resulted in a 'default' PDP which universities can customise in accordance with their own QA requirements for dual certification from the BC and the home institution. Response from participating students and tutors has been very favourable - 'for the first time, students were able to acknowledge the changes they go through which are usually obvious to members of staff who see them return from their year abroad.' This paper will describe the various elements of the British Council PDP, and will also outline the pedagogical support and materials available on the dedicated Language Assistant website, developed with the co-operation of ELT specialists in the British Council.
paper iconThe Linguacast Project at the Open Access Centre and Schools' Enterprise Euromarch
This report describes firstly the process of setting up a language learning podcast site in order to demonstrate the use of web-hosted mp3 recordings for learning. The second part describes a multi-organisational school-based project that used the site and podcasts to deliver language learning material.
paper iconLanguages and war
'Foreign Affairs are no longer really foreign. What happens elsewhere increasingly affects us at home' (Jack Straw). This paper argues that there is a (so far) hidden languages history in international events. Using material on wars and occupation from 1943 up to Iraq today, the paper examines how foreign languages have been (and are being) represented in international conflict situations, looking at such questions as: how are participants in a conflict prepared linguistically? What importance do languages have in the process of occupation/regime change? What role do interpreters/translators have 'on the ground'? The paper concludes that the ways in which languages are represented in conflicts are key to our understanding of international relations today, and have important public policy implications.
paper iconDeveloping online self-access materials for subject specific language courses at an advanced level (SAM Project)
The Language Centre at the University of Bristol is committed to providing students with up-to-date and innovative learning opportunities. Over the course of the academic year 2004-2005 the applied foreign language team developed a range of online language learning materials in French, German, Italian and Japanese for Engineers, Scientists and Social Scientists studying language at advanced and intermediate levels.
paper iconTranslation, theory and practice: an interactive approach
In this article, the development and assessment of a web-course in translation specifically designed for online collaborative learning will be analysed. It will investigate how Modern Languages students at Northumbria University reacted to this problem-based electronic platform. It will discuss the pedagogical considerations behind online collaboration, why the field of translation lends itself particularly well to this constructivist mode of learning, the impact of this project on students' critical thinking, their understanding of translation practice and theory and the application of key skills and finally the merits and potential pitfalls of online collaborative work.
paper iconThe role of personal development planning (PDP) in undergraduate learning: perceptions of its value and links with attainment in the Languages Department of the University of Chester

A number of small projects undertaken in this institution have assessed the extent to which Personal Development Planning enhances student learning and impacts on achievement and progression. Having provided an overview of PDP in the Languages Department, this paper will describe the support mechanisms in place (including the institutional Progress File) and provide statistical data comparing levels of engagement with PDP and overall student achievement. Staff and student perceptions of the value of PDP mechanisms in supporting independent learning will be reported and a pilot scheme for early induction to PDP processes evaluated.

paper iconExploring the evolving role of HEI language centres in the context of national and international languages strategies
The UK appears to be at odds with the rest of Europe in terms of the application of language policies. Whilst the rest of Europe is promoting linguistic diversity, the UK has paradoxically seen a drop in the uptake of languages at Secondary School level. This trend has a detrimental effect on student recruitment in the HE sector. However, this situation may work in favour of University Language Centres. The purpose of this paper is to explore the changing roles of Language Centres, primarily in research-led universities, and within the national and international context, and to argue that the discourse on languages must be reconfigured.
paper iconStudent award 2006: How does your experience of your course compare with any expectations you may have had?
The winner of the Subject Centre's undergraduate student essay competition 2006 was Gemma Brown, a 1st year in the Department of European Studies and Modern Languages at the University of Bath.
paper iconVirtual learning and virtual teaching: challenging learner and teacher identities in a distance learning professional development programme
This paper examined the dual roles - student and teacher - played by participants in a postgraduate programme for language teachers, the Master's in Teaching Modern Languages to Adults (TMLA), run in online mode at the University of Dundee, Scotland, since 2003. It was explained that in order to enrol as a student on the programme, an individual must already be a practising teacher of languages, usually at post-compulsory level. Participants are spread across the world, from Asia and the Middle East to Europe and the Americas.
paper iconPedagogic research: Issues in Languages, Linguistics and Area Studies
This article outlines issues about the status and nature of pedagogic research in the present intellectual and evaluative environment of Languages, Linguistics and Area Studies.
paper iconGlobal issues, local responses: Engaging with environmental issues through Languages and Area Studies curricula

This paper was presented at the joint LLAS - English Subject Centre event, Enhancing environmental awareness through Literatures, Languages and Area Studies. It provides an overview of possible opportunities for integrating Education for Sustainable Development (ESD) into languages and area studies curricula. It is a much-extended version of the report 'ESD: Report into activity of LLAS'.

paper iconSubject Centre Report 2004-5
This document serves to provide a brief update on the key areas of activity for the Subject Centre in 2004-5. You may wish to forward this to Subject Associations, colleagues in your department or other parties interested in the work of the Subject Centre.
paper iconEducation for Sustainable Development: Report into activity of LLAS
An article by John Canning, Subject Centre, as part of the Subject Centre's Education for Sustainable Development Project.
paper iconEducation for Sustainable Development: an African-Asian Languages perspective
An article by Michael Hutt, SOAS, as part of the Subject Centre's Education for Sustainable Development Project.
paper iconEducation for Sustainable Development: Human Geography (Agriculture and Rural Development)
A relflective article by Guy Robinson, Kingston University, as part of the Subject Centre's Education for Sustainable Development Project.
paper iconEducation for Sustainable Development: Languages and Sustainability
Alison Phipps discusses how an education for sustainability might be fostered within the field of languages and intercultural studies. This is part of the Subject Centre's Education for Sustainable Development Project.
paper iconWidening participation in Languages, Linguistics and Area Studies: An overview
This paper gives an overview of the UK government's widening participation policy and some of the implications for the study of Languages, Linguistics and Area Studies.
paper icon'English for Excellence': An innovative, comprehensive, web-based and tutor-supported programme of study in Academic English
This paper is a presentation of 'English for Excellence' (EfE): a web-based and tutor-supported programme of study in Academic English. The EfE is a project initiative jointly funded by the University of Luton and the Higher Education European Social Fund (HE ESF) programme, under the theme of Widening Participation. The paper discusses the research base of the teaching materials, their content and presentation, followed by interim evaluation results of its beneficiary effects on learners.
paper iconContent and language integrated university course: A task-based approach
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.
paper iconThe 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.
paper iconImplementing a digital multi-media language learning environment
This article examines a number of the practical and pedagogic considerations involved in the implementation of a digital language learning environment. It makes a distinction between digital audio-lingual and digital multi-media learning environments and focuses mainly on the latter which, because they provide a computer for every user, have rather more pedagogic potential (and are considerably more expensive) than digital audio-lingual systems. The article - presented here in shortened form - aims to providing readers with an analysis of the practical and pedagogic factors involved in deciding to move from analogue to digital materials.
paper iconSpain today: Language and contemporary society at your fingertips
Many institutions have introduced e-learning into the languages curriculum, often with a commensurate reduction in the number of contact hours. The authors describe this approach using the Spain Today web site at Northumbria University. Student motivation was reported to be high and the site was regularly visited, though the interactive tools available were not greatly used. However, a blended mode was strongly supported by a majority of students. It was found that overall student performance was actually slightly lower than when more contact hours were included. The authors also note that e-learning often shows itself to be far more time-consuming than traditional teaching.
paper iconSolo learning module: Giving control to the learner over materials and learning session design
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.
paper iconIdentifying 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.
paper iconOnline self-study - the way forward
The author describes the "e-packs", as developed by London Metropolitan University, and the rationales behind them. Developed for online use by autonomous language learners, they are also used to supplement taught classes. Although the e-packs have been successful, the author reports that tighter integration with taught material would be beneficial and that both learner and teacher training would be necessary to secure this.
paper iconNew hats for old: Intercultural competence and the integration of language and linguistics teaching
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.
paper iconResearching 'Languages Work': Why don't teenagers pick languages?
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.
paper iconOnline languages and reflective learning
This paper describes a programme of university language courses, delivered as a combination of both online and face-to-face teaching. The authors believe that the approach taken can promote learner reflection. Evaluation studies reported a good level of student satisfaction and focus groups indicated an increased quality of student work. Further work to foster greater reflection is discussed.
paper iconWidening horizons: Charting progress the Aston way
This paper discusses Aston University's Widening Participation project, providing pathways into the University via Foundation Degrees, with a view to creating a new service and knowledge-based workforce in the Birmingham region. Languages form an important part of the knowledge economy and the Languages For Life project, launched in 2001, is described. Current Aston undergraduates are recruited as ambassadors for local schools and a supporting conference was held. Ways in which the project can be developed further are discussed.
paper iconA Common Framework for Chinese
The authors look at the Council of Europe's Common European Framework of Reference for Languages (CEF) and posit that a complementary Europe-wide framework for Chinese is much needed. They claim that this is necessary as the CEF is politically, linguistically, socio-culturally inadequate for the issues facing the teaching and learning of Chinese. A number of ways of taking this idea forward are introduced.
paper iconEnhancing 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.
paper iconBridging the Gap: University of Manchester
The University of Manchester's Bridging the Gap project to help students transition between GCSE, As and A2 level is described. Various forums and committees were set up to identify gaps in their respective syllabuses and events days were run at a Language College to help fill these gaps. Feedback on the events was good and it is hoped that this type of event will encourage more students to take languages at university level.
paper iconArousing an interest in school students for the take up of "new" languages at university: the ATLAS project
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.
paper iconGo forth and multiply: the University of Ulster (UU) experience of extending language provision at Magee Campus
Magee Campus has developed new diplomas and undergraduate degree courses in modern languages in response to the perceived decline in demand for language places at university level. This article will assess circumstances prevailing in Northern Ireland with regard to language provision, then examine the specific experience of language provision at UU, the Magee campus in particular: previous language provision, centred around one course, has been extended to combine with new options from subjects within Arts, Business, Social and Health Sciences. It will reflect on the reservations of some languages staff and others to this new association. It offers an insight into the changes and pressures imposed on languages staff UK-wide, within - as reflected in the title - an environment of adapt or perish.
paper iconBefore navigating: Grief and the new landscape for Languages
This paper engages critically with the futures we are presently imagining in terms of the language of 'employability', 'service teaching', and 'skills'. It engages the energy of grief as of key structural import and argues that for us to learn to navigate anew, for us to be people who language and who bring the intellectual delight and the trouble of languages to life, in the university, then collective grief and the sense of loss are not marginal affairs. Indeed, the authors argue, this is the ground from which innovation, hope and imagination grow.
paper iconAn 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.
paper iconThe 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.
paper iconThe 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.
paper iconUndergraduate Language programmes: A personal perspective
Undergraduate language programmes that lead to qualified teacher status may be an interesting, alternative route into teaching, especially for students who do not match the typical profile. Such students, who tend to be older and to have interesting work and life experiences, are a valuable addition to our languages classrooms
paper iconYes, but is PEL the same as ELP?
In September 2003, Leeds Metropolitan University started delivering a new French specialist route on its BA(Hons) Primary Education and was paired with the IUFM of Montpellier in France. As lecturers from both institutions started collaborating together, we decided to look into the use of the Common European Framework and in particular the European Language Portfolio (ELP) as tools offering an element of commonality between France and the UK. How is the use of these interpreted differently in both countries? How much do these interpretations reflect a different approach to language learning and the means to achieve that learning?
paper iconLATCOF: Lessons from a secondary/sixth-form - HE consultative forum for language teachers
The University of Manchester has hosted a forum for dialogue between tertiary and secondary language teachers to share pedagogic and curricular experiences and realities with the aim of facilitating student progression and bridging the secondary-tertiary 'gaps'. Participants have been surveyed to assess the impact of the dialogue process on them and their practice and to start to identify issues of broader relevance to the sector as a whole. This paper reports the experience of participants and responses to the survey.
paper iconApplying the CEF to Slovak university courses
The author starts her presentation with the historical background and current trends towards the application of the Common European Framework (CEF) in Slovak schools. Giving an example of an English course for Social Sciences, she then describes the specific phases of the application of the CEF.
paper iconBig is beautiful: Institution-wide language provision for two universities
In this paper, the author describes the operation of a Language Centre which offers its services to two institutions, the University of Zurich and the Swiss Federal Institute of Technology. The advantages of such a system are described, especially with regard to size and diversity. The Centre sees its role as an engine of cooperation between the two institutions.
paper iconStorm clouds with a silver lining: New opportunities for language programmes
Although university language programmes have undergone many difficulties during recent years, there have also been success stories. In this paper, the author balances the negative and the positive, encourages institutions to face the commercial argument head-on and provides a list of perspectives which language course providers can use to promote take-up.
paper iconMaking languages pay - academic integrity and commercial reality
Over recent years, university language programmes have, by necessity, increased the emphasis on revenue-generating activity, which in some cases may be seen as creating a division between the academic and the non-academic. Here, the author shows out some of the benefits that this can bring, via three case studies, and makes the point that increased commercialisation can strengthen the foundations for future development.
paper iconCollaborative writing in Russian with shared text editor
A shared text editor was introduced into a Russian class in writing skills and used over a period of four years. It was initially adopted for its potential practical advantages over a traditional classroom whiteboard. Its use has led to new language learning activities that have contributed to the whole language programme and the writing class has become more integrated into the language programme as a whole. Opportunities for sharing and collaboration have been greatly increased and the role of the teacher has changed.
paper iconAb initio language teaching in Scottish universities
This paper is based on a research project which reviewed the provision and operation of a range of ab initio language courses in Scottish universities. Questionnaires and semi-structured interviews helped sketch a picture of the Scottish situation. It was found that the current provision demonstrates a number of features highlighted in earlier UK research and that it is possible for students who start as beginners to exit as successful Honours graduates in the language. It may be, however, that the success of these students depends on a curriculum that is not appropriate for all students who take an ab initio course.
paper icon'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.
paper iconTeachers' roles and training in intercultural education
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.
paper iconNew contexts for university languages: the Bologna Process, globalisation and employability
So far, the Bologna Process is changing university studies in all countries except the UK. However, the author posits that the globalisation and commercialisation of HE may overtake the Bologna agenda and goes on to discuss this paradox. Prior strategies for emphasising employability have perhaps been badly-implemented and so suggestions for future improvement are included.
paper iconWidening Participation and ensuring success: Transition from A-level to university
A report based on the experiences of students and staff in the School of Modern Languages at Queen Mary, University of London, produced for HEFCEs Excellence Fellowship Awards scheme. The project focused on languages. It investigated staff and student attitudes to help practitioners in the 14-19 years range to: understand the future experience of their students; to encourage their students to continue studying languages. The project also investigated innovation in HE practice which might have relevance in the 14-19 sector, with focus on the teaching of grammar and problem-based learning for language learners.
paper iconWidening Participation focus group report
The Subject Centre convened a focus group on 1st November 2004, to discuss Widening Participation in Languages, Linguistics and Area Studies, and how the Subject Centre may help practitioners in their activities. This report is a brief overview of some of the issues and viewpoints that emerged from the group. If you have any comments and/or questions concerning WP, please contact John Canning llas@soton.ac.uk
paper iconInsurance and residence abroad
Insurance is not a large expense for students, but the consequences of not having it could be devastating. A recent discussion on a mailing list highlighted that many residence abroad organisers are uncertain about insurance matters governing residence abroad. Failure to alert students of the need for insurance may be a breach of an institution's Duty of Care if a problem occurs.
paper iconSubject Centre Report 2003-4
This document serves to provide a brief update on the key areas of activity for the Subject Centre in 2003-4. You may wish to forward this to Subject Associations, colleagues in your department or other parties interested in the work of the Subject Centre.
paper iconDecentering Area Studies
This paper was first presented at a round-table discussion on the 'Future of Area Studies' held at Woburn House, London on 24 March 2004. This presentation was deliberately provocative and polemical, and more than a trace of these characteristics remain in this more developed version.
paper iconProvision of 3-year degrees in Languages: An overview
Language degrees (degrees in which a modern foreign language is a named component) have often been one year longer than honours degrees in other arts and humanities subjects, as students have usually spent the third year of the course aboard. This article overviews the increasing provision of three year language degrees.
paper iconInterdisciplinary teaching and learning in Area Studies
According the Area Studies Benchmarking statement, Area Studies courses are interdisciplinary and/ or multidisciplinary. By thinking about the nature of the discipline itself, this article introduces some of the challenges for teaching staff on interdisciplinary courses.
paper iconEnhancing employability: A guide for teaching staff in Languages, Linguistics and Area Studies
As we move towards the governments 50% widening participation target, and the financing of Higher Education changes, teaching staff are being given more responsibility for enhancing the employability of their students. The guide is aimed that those involved in preparing their students for the workplace.
paper iconSetting the context, highlighting the importance: Reflections on interculturality and pedagogy
This is a report on the IALIC/Subject Centre Pedagogical Forum on "Intercultural Lessons: Locating the intercultural in an educational context". It highlights the importance of interculturality in pedagogy. It addresses how teachers are developing curricula and unpacking learning moments which challenge students to reflect critically on their own lived experience. The classroom should be the place where both cognitive and affective challenge materializes, and where both teachers and learners can take the opportunity to reflect on one's response. The Forum, too, was a space for reflection and challenge, and a valued opportunity for the exploration of interculturality and pedagogy.
paper iconA Snapshot of Intercultural Communication Courses: An International Analysis
This essay reflects upon an ongoing study by Lengel and Talkington (2003) examining intercultural communication course outlines in order to determine the current status of the field of intercultural communication within the U.S.A., its territories, Britain, and Western Europe. The essay focuses on four key assessment questions about those courses, with particular attention given to languages and intercultural communication, and to critical intercultural communication studies.
paper iconWhy the UK Needs Area Studies
This keynote speech was originally presented at the Area Studies Project conference: Understanding the world: Developing interdisciplinary area studies to meet the needs of the 21st century. The day began with an impassioned plea by former UK Ambassador to Iraq Sir Harold Walker that it is in the national interest that Area Studies programmes are maintained in the UK. In light of current events in Iraq and Afghanistan it is imperative that universities produce graduates who understand the languages and cultures of regions such as the Middle East.
paper iconOrientation in narratives: Intercultural differences between native English and Chinese-English bilingual students

This paper aims to explore differences in presenting picture-based narratives between two distinct language and cultural groups - native English students (ES) and native Chinese students (CS) whose L2 is English. It compares narratives in English L1, English L2 and Chinese L1. The degree of specificity and elaboration of ES and CS texts differs significantly in various aspects of orientation. ES texts are more specific in character identification, whereas CS texts are more specific in time orientation. The differences reflect the influence of L1 culture. Findings help raise writer's awareness of areas of differences when writing for readers of different cultures.

paper iconThe Construction of Second Language Identity in two Chicano Autobiographies
This short paper uses literary autobiographies to explore intercultural experiences and the relationship between the perception of the self and language learning. The analysis will follow a post-structuralist view of language learning where L2 users have identities of their own, that are multiple and that are subject to change over time (Norton 2000, Pavlenko 2002). Extracts from autobiographies of L2 writers are used to demonstrate that language learning takes place by socialization, i.e. by appropriation and internalization of voices around us and by having the power to impose reception on others. We will conclude by arguing that to do justice to language learners permeable and dynamic identities we need to take on board how identity markers, such as social and ethnic background, together with socialization process, can be crucial for language learning success.
paper iconSeeing and saying things in English
A description is given of a module in English for Intercultural Communication currently offered at the University of Rome III (Italy). It teaches students how, in intercultural exchanges conducted in 'English', mutual understanding can be best achieved by relativising the concept of 'English' and by reconsidering the relationship between language and 'thought' (or, more recisely, 'being'). Students introject English-speaking cultural 'doubles' and then, as their doubles, carry out intercultural research tasks.
paper iconIntercultural Learning and Ethnography: Observing Culture at Leeds Metropolitan University

The following paper describes the module Observing Culture which is offered as part of the undergraduate language provision at Leeds Metropolitan University. The aim of the module is to prepare students for the year abroad and to enhance their cultural sensitivity by exploring shared cultural knowledge, values and beliefs. By observing and critically examining their own cultural practices, students are encouraged to become more aware of certain patterns under the surface of life, which should help them to gain a better understanding of their own and others' cultural worlds. The module incorporates an introduction to anthropological and sociolinguistic concepts, ethnographic research, reflective learning and ethnographic writing.

paper iconLanguages and Foundation Degrees
The Subject Centre held an open meeting to discuss Foundation Degrees on 11 July 2003. Following the meeting, Professor Tim Connell (City University) wrote a report on Languages and Foundation degrees.
paper iconSubject Centre Report 2002-03
This document serves to provide a brief update on the key areas of activity for the Subject Centre in 2002-3. You may wish to forward this to Subject Associations, colleagues in your department or other parties interested in the work of the Subject Centre.
paper iconSetting up and teaching a new module integrating print, film and web-based teaching materials
Setting up and teaching a new module integrating print, film and web-based teaching materials: the case of film culture and mass consumption.
paper iconJustifying selected uses of the learners first language in the foreign language classroom within communicative language teaching

The main objectives of the paper are: to contribute to the current methodological debate about the use of the learners' first language in foreign language teaching; to base the discussion on the examination of teacher classroom practices; to advocate the introduction of a controlled use of L1 in the foreign language classroom, through a careful consideration of variables such as materials and linguistic targets.

paper iconMono- and multilingual reading circles

This paper aims to: describe the research and findings; explore issues around this type of task in HE; describe a small-scale research project to encourage students to read and discuss extensively outside class time.

paper iconCritical incidents across cultures

The paper describes a critical incident development project that took place in an intercultural communications course in Hong Kong. In this experiential program, students developed two critical incidents. One focused on the perspective of a Hong Konger who had experienced a confusing or troubling encounter with an American/Canadian; the other one required them to interview a sojourner from the States/Canada to write about a cross-cultural incident that the interviewee found confusing in Hong Kong. The project heightened the students’ awareness of their own culture and the ways in which differing expectations, values, and behavior can affect communication across cultures.

paper iconImplementing videoconferencing and e-learning environments for widening participation in education: the languages for e-Business (Le-B) and ATLAS programmes

The Language and Culture for Business (LCB) Programme at the University of Luton (UoL), partially funded by the European Social Fund (ESF), has designed innovative business language programmes targeted at Small and Medium sized Enterprises (SMEs) and focused on widening access to learning for learners from rural areas and time challenged business students. In this paper we will report on the success of the LCB programmes in relation to academic achievement and qualifications, and discuss issues on 'Best Practice' related to two programmes: LCB’s Videoconferencing delivery which is the teaching and learning of business language skills via an inter-active two-way video link between tutor and learners, replicating a classroom situation. LCB’s ATLAS which is an on-line distance learning programme providing opportunities for independent learning in a networked environment.

paper iconSpanish students in British universities: developing a support resource to improve their academic writing skills

A substantial number of Spanish students enter British universities each year. Those students, like other international students, have to adapt not only to a new academic environment, but also to a new culture and a new way of communicating in a language that is not their native one. This piece of PhD research has analysed the difficulties that Spanish students have to face when studying in higher education in Britain.

paper iconThe virtual learning environment Blackboard: Uses and limitations in the teaching and learning of four languages

This paper aims to: demonstrate how a VLE has been exploited to include a variety of media and to provide a range of attractive learning materials to satisfy the needs of language learners; outline the practicalities & implications involved in setting up courses using a VLE; report on staff and student feedback on the project.

paper iconTowards a framework for expansion and collaboration: A web-based multilingual grammar resource

The paper aims to discuss: the use of an authoring package designed to produce interactive web-based CALL materials that integrate text and the spoken word; provide hands-on experience in the use of the authoring package; the integration of interactive web-based language teaching material into daily practice.

paper iconLICS from CATS - a managed approach to the curriculum

This paper discusses how reviewing the curriculum can help in dealing with some of the pressures faced by language departments; considers how the needs of many kinds of students can be incorporated into, and satisfied by, a unified curriculum; considers how the Common European Framework can be used for Curriculum Review.

paper iconAn integrated on-line/classroom-based language-learning environment

The University of Cambridge believes that languages should be available to all, and has decided that the best way to nurture the learning of languages is to integrate classroom teaching with on-line learning. This paper describes the language programme (CULP) that the University runs.

paper iconThe gruppo 62 Italian project: undergraduate collaboration between the universities of Hull and Leeds

This paper reports quite briefly on a project in progress, funded by the Higher Education Funding Council for England (HEFCE) through the Collaboration Programme in Modern Languages proposed by the University Council for Modern Languages (UCML) and directed by Professor David Robey.

paper iconOn-line and face-to-face language learning compared: the student experience

This paper discusses the student experience of Lagelands, an on-line Dutch course for beginners. It will compare the experiences of students who took this course in combination with face-to-face teaching as part of their degree at the University of Hull, with that of students who took the course completely on-line. Before embarking upon the comparison itself, the Lagelands course and the two learning contexts in which it is offered will be briefly outlined.

paper iconLearner training: From strategy awareness to actual language improvement

The aims of this paper are to: present a strategy-training module taught at Newcastle University; evaluate it in the areas of writing and speaking skills; discuss the relationship between strategy awareness and language performance. It also aims to demonstrate how an observational approach to strategy research could be developed on the basis of student performance data. The data presented here was compiled at the end of the academic year (i.e. only a few weeks before this paper was given). Therefore it should be regarded as a preliminary communication rather than hard evidence of specific findings. Nevertheless, it was thought that an early glimpse into the nature of the information that can be obtained by this method could be of use to other researchers in the field, and might generate fruitful discussion at this initial stage.

paper iconEvolution of a national strategy for foreign language learning

This paper discusses the potential advantage that bilinguals have over monolinguals and the attitudes of the English towards foreign language learning. It summarises the findings of the Nuffield Enquiry and the Government's response, and suggests that attitudes need to change along with a political commitment to promote plurilingualism.

paper iconA new approach to teaching German as a foreign language at Tertiary level

German Studies at Queen's University has developed a second degree pathway called 'Business Communication: German for European Industry', which we now teach in addition to the traditional pathway 'German Language and Literature'. This new pathway is a response to the changes in the job market in this country and internationally and includes an industrial placement with leading companies in Germany during the year abroad. In this paper, I would like to give a basic description of the new pathway and some background information about why we felt it was necessary to develop this alternative. I then want to give more detail about what is special about this modern language course, and what the benefits are for students. Finally, as evidence of the success of this approach to date, I would like to quote some of our students' feedback about the pathway and in particular about their industrial placement.

paper iconTaking account of affective learner differences in the planning and delivery of language courses for open, distance and independent learning

The affective side of language learning has been attracting more and more attention in recent years. Results from studies carried out with undergraduate language learners in the late 1990s into affect in language learning have indicated 'substantial links among affective measures and achievement' (Gardner, Tremblay and Masgoret, 1997: 344) and have highlighted the 'interdependent role that linguistics, cognition and affect play in FL and SL learning' (Yang, 1999: 246). However, most research on affective learner variables concentrates on classroom-based learners, and there is very little on those learning in other contexts. This paper therefore: reviews the literature on affective variables and its relevance for independent language learning contexts; examines some of the interrelationships between affective variables, and their links with cognitive styles and strategies; explores briefly the issues raised with regard to pedagogic intervention in independent learning contexts and the development of learner autonomy.

paper iconLinguistics and the Arts and Humanities Data Service

The explosion of access to electronic texts and information about languages and cultures on the Internet offers wonderful new resources for linguists. However, the texts available often present themselves to the researcher as a bewildering choice of unfiltered data. The Oxford Text Archive (OTA) is centrally funded as the centre of expertise in the creation and use of electronic texts for languages, literature and linguistics in the UK academic community, as part of the Arts and Humanities Data Service (AHDS). This paper describes the ways in which the OTA (http://www.ota.ahds.ac.uk ) is currently working in particular to improve the service which it provides specifically for people working in the subject field of linguistics in the UK Higher and Further Education communities. The AHDS is a UK national service funded by the Joint Information Systems Committee (JISC) and the Arts and Humanities Research Board (AHRB). Organised via an Executive at King's College London, and five service providers from various Higher Education institutions, the AHDS aids the discovery, creation and preservation of digital collections in the arts and humanities.

paper iconText Modification in Foreign Language Teaching

The key points to the paper: introduction: research in progress; the importance of reading comprehension; authentic vs. modified: previous studies; criteria for modifications; preparations for the first experiment; conclusions so far.

paper iconIntercultural communication: a teaching and learning framework

The objectives of this paper are to; present a teaching and learning framework which provides the foundation for the effective acquisition and mediation of intercultural communication skills in the modern language classroom; balance the theory with practical examples of teaching methodology, materials and activities. The framework presented here merges theories of learning from the fields of intercultural education, intercultural communication studies and educational psychology.

paper iconIt ain't what you do it's the way that you do it: Managing diversity of learning strategies in the language classroom

This paper aims to examine the management of a diversity of learning strategies in the language classroom and looks at how past learning experiences influence current teaching practice.

paper iconChallenging cultural stereotypes through contemporary Italian films

This paper aims to demonstrate how cinema, as a visual aid, provides insights into contemporary Italian culture and society and at the same time how it can bring students into direct contact with an authentic use of Italian language and idioms.

paper iconUsing the Virtual Campus for language learning: A case study in pedagogical and practical approach to using ICT

This paper considers the ways in which a learning platform can be used for language classes within the higher education context. The platform, the Virtual Campus, incorporates a number of features and facilities including the use of the multimedia platform for final year French materials, and the discussion lists for second-year students of English as a Foreign Language. In an attempt to explore possible ways in which information and communications technology (ICT) could be used in an innovative manner in the final level French classes, a research project was piloted at the University of Lincoln (formerly the University of Lincolnshire and Humberside) in 2000-2001.

paper iconWriting Strategies: Differences In L1 And L2 Writing

This paper aims to: explore writing strategies in bilingual writers; compare first and second language writing strategies; discuss the results of the study and its implications in teaching second language writing.

paper iconDeveloping intercultural competence for the knowledge society: The Open University A buen puerto website

This paper aims to provide evidence of how ICT can contribute to the development of inter-cultural competence and develop the sense of belonging to a learning community in the context of distance education.

paper iconThe role of the European Centre for Modern Languages (ECML) in the development of a varied set of strategies to integrate ICT into language learning (a case study)

This objectives of this paper are to: present a case study of what an international organisation like the ECML can do to address current needs in language teaching and learning; outline the major issues involved in such an initiative.

paper iconStudent voices on residence abroad

This paper focuses on the learning outcomes of residence abroad. It analyses for the first time qualitative data from the Residence Abroad Project (RAP) within the context of earlier quantitative findings from both RAP and the earlier European Language Proficiency Survey (ELPS).

paper iconExcusez-moi, êtes-vous un terroriste?
Languages are key to global citizenship. The Times Higher Education Supplement has published an article by the Subject Centre Directory, Prof Mike Kelly, on the government's recent proposals to make foreign languages an optional subject for pupils in England after the age of 14. The article appeared in the THES edition of March 29th, 2002, pages 22-23.

Materials Bank Item

matbank iconIndigenous protest in Peru

These materials concern a protest in Bagua, Peru on 5 June 2009 against a free trade agreement with the USA. According to official sources, 34 people (10 civilians and 24 police) lost their lives during an attempt by 600 Peruvian soldiers and riot-police to remove an indigenous blockade of the Belaunde Terry Highway at Devil's Curve in the northern Peruvian Amazon. They are based on an article published in Social Movement Studies: Hughes, N (2010) Indigenous Protest in Peru: the 'Orchard Dog Bites Back' Vol 9, No1, pp85-90, January. The materials are an example of how easy-to-use and cheap technologies can be used by lecturers to address the nexus between teaching, research and technology.

matbank iconFilm, novel and social transformation in France
This is a blended learning exemplar developed for use on a second year undergraduate module in French available on the Modern Languages Programme at Nottingham Trent University. The module, Film, Novel and Social Transformation in France, is currently taught by a team comprised of Professor Jean-Pierre Boulé and Dr. Enda McCaffrey.
matbank iconWriting a book review for publication in an academic journal

Book reviews appear in a variety of publications including academic journals, magazines, newspapers and on websites. However, surprisingly little has been written about how a book review should be written. These activities, aimed primarily at postgraduate research students focus on writing book reviews for academic journals, though the principles can be applied to writing other kinds of book reviews too.

matbank iconParaphrasing and Synthesising

In this learning object you will be given the opportunity to practise paraphrasing and synthesising, which means using more than one source to support your arguments. It will provide practise in using synonyms to write effective paraphrases; raise awareness of the essential elements of a good paraphrase; suggest useful techniques when paraphrasing from a published source, and suggest ways that sources can be synthesised to support your arguments.

matbank iconPunctuating correctly

In this series of exercises, the vocabulary for the various punctuation marks will be checked, then their function will be explored. Finally, there will be some texts to punctuate in the correct way. This learning materials will: check that the vocabulary to refer to punctuation is fully understood; raise awareness of the correct function of various punctuation marks, and provide an opportunity to practise using punctuation marks correctly.

matbank iconAcademic Style

The focus of this learning object is on how the vocabulary and grammatical choices you make affect the register (the degree of formality) of your finished piece of academic writing. It will give you a greater awareness of the formality that is appropriate to academic writing; assist you in choosing formal vocabulary, so as to adopt an academic style; introduce the Academic Word List and its educational purpose, and assist you in selecting alternatives to the overuse of personal pronouns.

matbank iconReferencing correctly

In this series of activities, you will become familiar with the most widely used system of referencing; discover how to reference websites and articles in periodicals correctly, and learn what some common Latin abbreviations mean and when they are used in referencing.

matbank iconStudent Participation and Motivation

This resource contains a powerpoint presentation and videos originally given as part of a training event for new language tutors. This resource can be used to highlight the issues of motivation and participation for new language staff.

matbank iconUnderstanding Essay Questions

These learning object activities will help you to understand how questions are structured and give you practice in recognising key components of essay questions. This learning object has been subject to peer review and editing.

matbank iconUmgangssprache in deutschen Liedern

This learning object activity is on the German language. This learning object has been subject to peer review and editing, and is entirely in German.

matbank iconSubordinating Conjunctions in German

In these learning object activities, you will consider how to recognise and translate subordinating conjunctions and will practise locating the verb in a subordinate clause. This learning object has been subject to peer review and editing.

matbank iconIntroduction to social networking and Web 2.0

After completing the tasks provided in thsi learning object, lecturers should; understand the basic concepts that make up Web 2.0, improve their knowledge of social networks, be able to evaluate different social networks for educational purposes, be confident in designing a task using social network. This learning object has been subject to peer review and editing.

matbank iconColloquial expressions with 'ser' and 'estar' (B2)

This learning object is on the Spanish language. This learning object has been subject to peer review and editing, and is in entirely in Spanish.

matbank iconPreparing for exams

In this learning object, you will learn;  to identify the myths and realities about taking exams, to gain practice in using your memory for revision; to investigate what to do before, during and after an exam. This learning object has been subject to peer review and editing.

matbank iconStrategies for moderating successful online courses

After completing the tasks in this learning object, you should; understand what online education is about, increase your confidence in moderating courses online, improve your skills in designing online courses. This learning object has been subject to peer review and editing. This learning object has been subject to peer review and editing.

matbank iconManaging your time successfully

In this learning object activity, you will learn to; practise ways of avoiding wasting time, Provide opportunities for improving your time management skills and look at ways of prioritising your time. This learning object has been subject to peer review and editing.

matbank iconWhat Is a Literature Review? An Introduction

In this learning object activity, you will have a closer look at a literature review chapter from a published journal article. The following tasks will introduce you to what content goes into a literature review, how you can structure it and what kind of expressions you can use in English, when you write your own literature review chapter (LRC). Examples and some tasks and references are oriented specifically at undergraduate business students for whom English is a foreign language.

matbank iconReading practice: Kaiser Karl der Große

These learning object activities are to be used for a Reading Class in German after you have completed approximately 30 hours of tuition. You will revise and practice past participles, and you will learn vocabulary relevant to a particular period in history. This learning object has been subject to peer review and editing.

matbank iconDie Gleichberechtigung der Frauen in Deutschland

This learning object has been subject to peer review and editing, and is entirely in German.

matbank iconGerman beginners - revision: meeting, greeting, getting to know each other

The aim of this exercise is to help you revise expressions you can use to greet someone, to introduce yourself and to ask questions about someone you have met for the first time. This learning object has been subject to peer review and editing.

matbank iconPostcards from favourite places - reading and writing exercise (German)

In this learning object exercise you will read a postcard that was published by jetzt.de in June 2007, learn some new expressions that are typical for the region it was sent from, answer some questions and finally write your own postcard. This learning object has been subject to peer review and editing.

matbank iconRecognising 'faux amis' (A-N) in German

This learning object aims to provide an introduction to False Friends. False Friends, Falsche Freunde or Faux amis (they are commonly known by the French phrase) are words that look or sound alike in two languages. However, they are not what they seem. In these activities, you will be made aware of the most frequently occurring German False Friends (A-N), and practise translating them correctly into English. This learning object has been subject to peer review and editing.

matbank iconTips for lecturers using discussion boards

This learning object aims to provide an introduction to discussion board software and websites for lecturers. After completing the tasks provided, lecturers should; Have a better understanding of what a discussion board is, Increase their confidence in setting up a discussion board, Improve their skills in designing tasks for discussion boards. This learning object has been subject to peer review and editing.

matbank iconTurkish Flexi-Packs

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.

matbank iconLos gestos y ademanes de los españoles

This learning object uses a video clip on YouTube relating to the use of gestures by Spanish speakers. It is intended to help improve audio comprehension, vocabulary and intercultural competence. This learning object has been subject to peer review and editing, and is entirely in Spanish.

matbank iconGraffiti de Julio Cortázar

This learning object looks at a story by the Argentinian writer Julio Cortázar who was writing in difficult and oppressive political times during the last military dictatorship in Argentina which ended in 1983 just one year before his death.

This learning object has been subject to peer review and editing, and is entirely in Spanish.

En esta unidad leerás el cuento Graffiti de Julio Cortázar (escritor argentino 1914-1984), el cual trata del flirteo de una pareja de enamorados durante los años de la última dictadura militar en Argentina (1976-1983). Aprenderás cómo se pudo haber sentido el ciudadano común en una época de represión cuando los actos más ingenuos se convertían en peligrosos y subversivos. Además de leer el cuento, podrás escucharlo en las grabaciones al principio de cada parte. El acento que escucharás es el de una nativa de Argentina.

matbank iconAprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE)

This learning object will be looking at Content and Language Integrated Learning (CLIL) for the teaching of Spanish. This learning object has been subject to peer review and editing, and is entirely in Spanish.

En esta unidad Ud. reflexionará acerca del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE), conocido en inglés como Content and Language Integrated Learning (CLIL). Se cubrirán algunos de los principios fundamentales que sustentan la práctica áulica en AICLE, con tareas para pensar. La unidad propone lineamientos para una secuencia didáctica sobre el tema de los insectos, arácnidos y moluscos, en la que se ofrece contenido curricular y el lenguaje para expresar algunos de los conceptos. Se sugiere la implementación de la secuencia en la escuela primaria con alumnos ELE

matbank iconAnalysing paintings: an online introduction to formal analysis

This online introductory course to the tools and techniques of formal analysis is aimed at students and anyone interested in art. It is freely available for anyone to use, and assumes no particular prior knowledge of the visual arts. The course guides you through some of the key aspects of form - from the colours in the painting to the materials used to paint it - and explores a number of examples through guided activities.

matbank iconFrench urban space: The city in French literature

French Urban Space helps you read and study the Paris novels of the nineteenth century. Its key aims are to improve your reading strategies for French literature. The activities show you how to generate essay questions, develop arguments and create your own original material for writing papers. You can work through the whole package over a semester whilst reading the French novels of the nineteenth century, guided by your lecturer.

These online materials are a set of resources that encourage undergraduates to engage with area studies through French language and through French literary studies. The materials developed do not simply use web technologies to add interactivity to the learning objects (LOs) but also equip humanities students with an introductory understanding of the emerging technologies of mark-up for handling digital texts in the Web 2.0 era of The Semantic Web.

matbank iconPhonology and Phonetics Review

A review unit for students of phonology and phonetics

matbank iconSupporting international students in UK Higher Education: a course for staff

These materials are a course pack commissioned by the Subject Centre for use by education developers (workshop mode) or by individual staff (online mode). The materials provide reflective activities designed to engage teachers with some of the key issues in working with international students and practical ideas for ways in which these can be addressed. They will be of particular interest to new staff or anyone new to working with international students. Learning outcomes include; increased awareness of areas of the UK learning experience that may present challenges for international students, Strategies for improving the learning experience of international students.

matbank iconTurkish for self study
Turkish for Self-Study, developed by Şenel Şimşek at the Turkish Studies of Oxford University, is a set of online tools and resources to assist learners of Turkish to improve their language skills and to learn more about Turkish culture, politics, literature and society. The main tools available are: a photo dictionary with high quality pictures for learning vocabulary (flash card like); a collection of adventure stories ranging from 'An adventurous journey into Turkish mystic music' for beginners to 'Nationalism in Turkey' on advanced level; and a variety of language games like image scramble or crosswords with particular themes (e.g. colours, fruits, clock times). Learners can test their progress in various quizzes and sentence jumble and word gap exercises which also allow them to improve any gaps in their knowledge. This website is also a useful resource for teachers of the language. A collection of cartoons by the Turkish caricaturist Piyale Madra for use in class and a directory of useful web resources for learners and teachers of Turkish are also available.
matbank iconTeaching visual arts in a university modern languages syllabus
This website provides the full presentations (as MP3 files) and PowerPoint slides from the National Workshop on Teaching Visual Arts in a University Modern Languages Syllabus, which took place on Friday 23rd November, 2007 in St Catharine's College, Cambridge.
matbank iconGerman: Podcasting Goethe
This website is designed to enhance the study and enjoyment of Goethe’s early poetry. It features readings of a selection of poems, available as podcasts, which span the period from roughly 1771 up to Goethe’s departure for Italy in the autumn of 1786. German transcriptions are provided, as are English translations to help listeners through the poems: these translations are of varying quality and are included as a guide only.
matbank iconItalian: Le Varietà dell'italiano

Materials for advanced (post A-levels) students of Italian which comprise a language package which focuses on the varieties of the Italian language. The aim is to develop students' awareness of the different registers of the standard language, of the main features of regional Italian, of the linguistic tools employed in the sectoral language and of the most significant linguistic aspects that characterize the speech of a number of selected Italian films.

matbank iconVLEs: An introduction to online education using VLE (WebCT) communication tools
These resources were created for a Subject Centre 'Workshops to Go' by Marga Navarrete. These materials are from a series of workshops which aimed to introduce experienced f2f (face to face) lecturers to online education. A set of powerpoint presentations are available that are based on the content of two face to face workshops delivered in 2007.
matbank iconBritish sign language: Photo story teaching materials

These materials can be used for a range of BSL teaching, as students will be able to develop many features from using these in and outside of class. From looking at these pictures and signing the storylines, students are able to improve their BSL aspects, including Placement, Role shifting, Direction, Movement and Referencing. For more general BSL study, students are able to establish a better knowledge of Vocabulary, Classifiers, Handshapes and Sign order. Students studying at all levels of BSL are able to develop their BSL grammar and acquire better understanding of the topic-comment structure, several parts of aspect and manner such as speed, duration and intensity.

matbank iconOpenLearn modern languages courses
The Open University has published several online language learning material on its OpenLearn website. The French module 'En ville' will suit absolute beginners while 'Bien dans sa peau' will suit those with some previous knowledge. The Spanish modules are available for beginners ('Espacios públicos'), upper intermediate ('La historia piedra a piedra'), and advanced ('Perspectivas porteñas' and 'Con mis propias manos'). The German materials include a unit at upper intermediate level about family life in Germany ('Lebensumstaende'), and at advanced level about regions and political structures ('Regionen, Traditionen und Geschichte').
matbank iconIntute Virtual Training Suite
A set of online tutorials, authored by university subject specialists, are designed to help students develop Internet research skills for their university or college work, and can be used by lecturers and librarians to support their courses.
matbank iconSpanish: processing instruction
These materials set out the principles behind processing instruction. Processing instruction materials are reading and listening activities. The aim is to design tasks such that learners have to show that they have attended to the meaning of specific target features when they are reading or hearing sentences in the target language. These target features are those which a) appear to be slow to be acquired in production, b) have differences with the learners’ L1 and/ or c) are likely to be ‘ignored’ by learners when they normally hear or read the languages because the features are communicatively redundant (i.e. there are other clues in the input which communicate the same meaning, e.g. intonation, syntax, lexical items).
matbank iconAcademic presentations: teaching presentation skills to foreign students

These videos are designed to be used either in the classroom or for self-study. The video deals with the basic structure of an academic presentation including useful words and phrases, signposting, the use of notes vs. reading from a script, the importance of key content words.

matbank iconE-learning: Learning object creation checklist
A learning object is a particular type of online electronic learning material that is generally defined as a small, digital and self-contained unit of learning that can be broadly (but not exclusively) described as context independent, reusable and adaptable. A key quality of a learning object is that it contains a high level of interactivity, will have defined learning outcomes and specific tasks or activities for the learner. Although it may make use of other resources it will not depend on other resources or other units of learning and should be reusable in a number of learning situations. This tool is intended to help you to evaluate existing electronic resources for their suitability for repurposing as learning objects. Answering the questions in each of the 3 sections will help you to reflect on key issues for the design of online learning materials and give you guidance as to whether your materials are appropriate for use in learning objects.
matbank iconPortuguese: Corpus do Português (45 million words, 1300-1999)
This corpus allows you to quickly and easily search more than 45 million words in more than 50,000 Portuguese texts from the 1300s to the 1900s. The interface allows you to search for exact words or phrases, substrings, lemmas, part of speech, or any combinations of these. You can also search for surrounding words (collocates) within a ten-word window. This corpus has been funded by the US National Endowment for the Humanities, and is now freely available online.
matbank iconCritical thinking: Internet Detective
Internet Detective is a free online tutorial designed to help students develop the critical thinking required for their Internet research. The tutorial offers practical advice on evaluating the quality of websites and highlights the need for care when selecting online information sources to inform university or college work. The tutorial adopts a film noir detective metaphor to offer a light-hearted guide to developing Internet skills. It takes around an hour to complete. The tutorial is available on the Web or as a VLE download, and is part of the RDN Virtual Training Suite.
matbank iconSpanish: Torquemada en la hoguera
An electronic edition of the 1889 novel, 'Torquemada en la hoguera', by one of Spain's greatest writers, Benito Pérez Galdós. This edition has been created as part of the Pérez Galdós Editions Project at the University of Sheffield and allows both students and scholars to engage with this classic text in new and innovative ways.
matbank iconStudy skills for university
This sample of online learning materials will help you to become familiar with and practise some important skills concerned with university study.
matbank iconEAP: English language skills for university study
This sample of online learning materials introduces and practises some important English language skills needed by international students planning to study at a British university.
matbank iconEAP: University Challenge: a short orientation and listening course for international students
The aims of these materials is to raise awareness of university life in the UK, to raise awareness of key study tasks and to provide listening and note-taking practice. The course consists of four short modules, each featuring a key study task: writing essays, understanding lectures, participating in seminars and tutorials, and reading/research skills.
matbank iconEnglish grammar exercises
This resource consists of graded 'Hot Potato' exercises to develop knowledge/awareness of the structure and function of English Language. The materials provide a useful resource for students (e.g. modern foreign languages) who wish to improve, refresh or develop their knowledge of English Language or for professional development for teachers.
matbank iconSpanish: Material for Spanish oral classes
This pack contains beginners, intermediate and advanced classes. Each section includes: instructions and information for the teacher, the topic and learning objectives of the lessons, how to organise students and to conduct each activity, the role/s of the teacher; summary of grammatical points which will be used in the activity or indications of those which need to have been seen before carrying out the activity; suggestions about how to explore the topic of the lesson further by practising other language skills (writing, reading, etc.); and teaching material (ready to photocopy).
matbank iconRussian: Keyboard Tsar
Keyboard Tsar is a typing tutor program developed under a University of Leeds Teaching Fellowship project led by Dr Sarah Hudspith, now available as freeware to the public. It teaches touch typing both in English and in Cyrillic. The program consists in a series of exercises that gradually build up familiarity and proficiency in touch typing, in groups of letters according to the keyboard layout. Users are given feedback on speed, accuracy and most common errors at the end of each exercise, and are encouraged to reach a certain level of accuracy before proceeding to the next exercise. Keyboard Tsar has a bright, modern interface which can highlight the required key and the necessary finger to use. Colours, font styles and sizes can be adapted to the user's preferences. The Cyrillic component is specially for non-native speakers of Russian. It includes a glossary of translations for the test words, a review of the Russian alphabet with sound, and it can toggle between English and Cyrillic keyboard layouts in its on-screen display.
matbank iconFrench: A mobile-learning resource for "The Book in Middle French"

This development project was to design an introductory set of electronic exercises for Year 2 undergraduates approaching medieval literature for the first time. The reusable learning objects provide a phenomenological approach to the material existence of the book as it appeared in the early 1400s in France. The aim of the objects is to communicate the state of book- and script technologies at that time. The resource pack contains interactive exercises for use on the mobile smart-phone or PDA.

matbank iconPortuguese language online
The aim of this website is to provide easy access to a range of up-to-date materials which will both complement formal classroom activities and facilitate and enhance independent and distant learning of Portuguese.
matbank iconSpanish: E-pack (sample)
These materials represent a sample of the interactive online exercises developed at London Metropolitan University for beginners in Spanish. The exercises combine sound, image and text in a single activity and provide instant feedback. They cover the main language learning skills of listening, reading, writing and grammar and involve a variety of activities, such as matching, reordering and games.
matbank iconItalian: E-pack (sample)
These materials represent a sample of the interactive online exercises developed at London Metropolitan University for beginners in Italian. The exercises combine sound, image and text in a single activity and provide instant feedback. They cover the main language learning skills of listening, reading, writing and grammar and involve a variety of activities, such as matching, reordering and games.
matbank iconVLEs: Making the best use of virtual learning environments (VLEs) for language learning
This handbook was created for a Subject Centre 'Workshop to Go' by Christine Lyne and Barbara Scott. The 37 page booklet contains general guidance on the use of VLEs for language learning and practical advice on how to design and deliver effective on-line learning materials.
matbank iconLinguistics: Language and style
This is a web-based introductory course in Stylistic Analysis created by Mick Short with funding from the National Teaching Fellowship Scheme (NTFS) prize. Stylistics is a systematic way of exploring (primarily literary) texts. It looks at the language of texts and tries to explain how that language creates meaning, style and effect. Language and Style covers all three major literary genres (poetry, prose and drama), and also other text-types e.g. advertisments.
matbank iconVocabulary: vocab.co.uk
Resources for language learners including free vocabulary building software that helps students learn words and phrases in over 30 languages.
matbank iconBulgarian: Materials for an on-line course
The aim of the project was to produce materials that can serve to teach Bulgarian to students who have some knowledge of Russian. The materials are not intended to be used entirely for self-study, but rather as a source of auxiliary practice to support classroom work. The materials have been chosen as a sample of what could be offered in different study areas, eg general Bulgarian culture (with links to articles on leading Bulgarian writers, composers and painters, as well as to an extract from a short story), newspaper extracts on contemporary events and historical topics. The materials were compiled with the following groups of students in mind: (1) those studying Bulgarian as part of a degree course; the reading materials would supplement other classes where the skills of speaking, listening and writing would be developed; (2) those wishing to acquire a reading knowledge of Bulgarian as part of a social science undergraduate or postgraduate course; (3) evening class students, who could use the materials independently, as a back-up to work done in class.
matbank iconFrench: Language resources
A gateway to French learning resources, produced by the School of Modern Languages, University of Salford. It contains links which include Contemporary Society, Culture and Business French.
matbank iconArabic: Study materials
Steve Cushion, London Metropolitan University, has expanded his Arabic teaching materials, which now include: GISMO 3 Arabic Authoring Package, basic text-editing software for Arabic, and Arabic study material for use off-line. The Arabic Authoring Package enables you to create your own interactive computer activities to develop proficiency in all four skills. You can tailor activities to the exact needs of your students and over time you can build up a bank of activities to support your classroom teaching. Activities can be carried out either in school or at home.
matbank iconArabic: Learning to read Arabic - a beginners' guide

This instructional booklet is for students who wish to learn to write Arabic. It is designed for independent study using a step-by-step approach. Each manageable unit has plenty of references to other materials. Dr Randal Holme, University of Durham Language Centre, directed the project.

matbank iconIrish: Computer-Assisted Practice Activities for Irish Language Learners (CAPAILL)
CAPAILL is an on-line learning package to help Irish-language learners with some previous experience of the language. The aim of the package is to support students in improving their knowledge and understanding of the language by practising selected topics, with the main emphasis on points of grammar, usage and spelling that are known to cause problems.
matbank iconDanish: Speak Danish website
An online Danish language learning site for beginners. This free interactive course includes lessons in pronunciation, grammar and common phrases.
matbank iconFrench: RealFrench.net
The realfrench.net website is a collection of free online French-teaching resources developed by the Department of Languages and the Department of Information and Communications, MMU. It includes a large number of interactive vocabulary games, grammar notes and interactive exercises, links, Internet worksheets and messageboards.
matbank iconLanguage Testing: Dialang: Diagnostic Tests for Danish, Dutch, English, Finnish, French, German, Greek, Icelandic, Irish, Italian, Norwegian, Portuguese, Spanish and Swedish

DIALANG offers validated tests of different language skills, together with a range of feedback and expert advice on how to improve your skills. It also offers scientifically validated self-assessment activities and allows users to determine their language level, strengths and weaknesses as well as to increase their awareness of current skills and of what it means to know a language. It has been developed by more than 20 major European institutions, with the backing of the European Commission and is based on the Council of Europe's "Common European Framework of reference", which has become established throughout Europe as the most widely recognized frame of reference in the field of language learning.

matbank iconCzech Online
A collection of materials for Czech learners inlcuding grammar exercises, reading, games, dictionary, essays. Most of the material is freely available for use, but the source must be acknowledged.
matbank iconLinguistics: Quizzes
These quizzes are designed for students at the early stages of their Linguistics progamme or for non-specialist Linguistics students. They have been designed using Hot Potatoes authorware (http://web.uvic.ca/hrd/halfbaked/) which can be used to create cloze, mix, match, multiple-choice exercises as well as crosswords and quizzes. The materials were authored by (and are copyright to) the School of Languages and Linguistics at the University of the West of England, Bristol.
matbank iconAuthorware: The GISMO Project (Guildhall Interactive Software for Multimedia Online)
A selection of teaching materials produced by The Department of Humanities, Arts and Languages at London Metropolitan University using the authoring program developed within the department that allows language teachers to prepare their own audio-enhanced websites containing a variety of interactive exercises. Any educational institution is welcome to use this material. The software combines the ability to edit your own text and then to record someone reading it, all using the same program. The sound and text are then automatically integrated and a web page containing the exercises is generated.
matbank iconFrench: E-pack (sample)
These materials represent a sample of the interactive online exercises developed at London Metropolitan University for beginners in French. The exercises combine sound, image and text in a single activity and provide instant feedback. They cover the main language learning skills of listening, reading, writing and grammar and involve a variety of activities, such as matching, reordering and games.
matbank iconREAL Reading and Listening for Adult learners of Dutch, Greek, and Swedish
A suite of reading and listening materials developed as part of an EU Lingua Project and in association with the TELL Consortium. Reading: Integrated suites of reading exercises, each containing a number of independent units based on an authentic text in the target language. Available in Dutch, Greek, and Swedish. Listening: Integrated suites of listening exercises similar to Reading Units and in the same languages, except that each exercise is based on an authentic audio passage in the target language
matbank iconIndependent Learning: Manchester University Language Centre's Independent Learning Guide
An online set of resources aimed at supporting independent language learning. The site includes a needs analysis, a reflective questionnaire, tips for language learning, worksheets and guides to using particular resources, e.g. CAll software. Very useful as a complement to a self-access language centre.
matbank iconFrench: Reading French 2000
A web-based independent learning course for French for students at the University of Calgary but freely accessible to anyone who wishes to study the course autonomously and online.
matbank iconChinese: Language skills for Britain: dissemination of best practice
Over two years, from 2000 to 2002, within the framework of the FDTL 3 programme of the Teaching Quality Enhancement Fund, Oxford's Institute for Chinese Studies has developed an experimental approach to non-intensive teaching of Mandarin Chinese. It goes counter to conventional teaching strategies by isolating particular skills and focusing a teaching programme exclusively upon each one. The aim has been to learn through experience how much can be achieved with volunteer beginners in each distinct skill, and to devise materials which can contribute flexibly to teaching or learning regimes serving individual needs. The four-phase project has dealt with three basic skills – reading, speaking, listening – followed by the needs of native Cantonese speakers embarking on spoken Mandarin. In each case a pedagogical specialist from China, Taiwan or Hong Kong has spent a month in Oxford developing material, and a student-teacher from China or Taiwan has spent four months in Oxford working with a class of volunteers. Achievements and results have been monitored through systematic testing, and the whole programme kept under regular review at the national level by a seminar of professional Chinese language teachers
matbank iconKey skills: Developing key skills and PDP in Higher Education
A support package for university departments and LTSN Centres. The purpose of the Kit is to bring together information about skills developments and related activities across disciplines and thus provide an opportunity to learn from the experiences of colleagues working in other subjects.
matbank iconDutch: The Virtual Department of Dutch
The Virtual Department of Dutch is an inter-university teaching collaboration programme in Dutch Studies, involving four UK universities. Its web-based, free-standing and interactive self-study packs cover topics in Dutch language, literature, linguistics, history and cultural studies. They cater for different levels of linguistic competence in Dutch, from beginners to advanced. Their use is free.
matbank iconSpanish: From the caves to modern graffiti

This is a specialist language course for students with an advanced knowledge of Spanish.The materials cover the history of the Spanish language from pre-history to modern times. Language artefacts are taken from disciplines such as archaeology, anthropology, history, historical linguistics and popular media. The course looks into geographical and social varieties of Spanish from a historical as well as from a linguistic perspective.

matbank iconWork and Study Abroad
This website is the product of the FDTL Residence Abroad Project (University of Portsmouth) and was produced in collaboration with the Subject Centre for Languages, Linguistics and Area Studies. It contains advice for both staff and students and includes a taxonomy of objectives devised by Professor Jim Coleman (Project Director) which covers the following aspects of Residence Abroad: Academic; Cultural; Intercultural; Linguistic; Personal; Professional.
matbank iconSpanish: Los Peruanos
A sample of a programme developed on the theme of Los Peruanos which includes linguistic and cultural work on web documents, simplified texts and videoclips. The materials are for intermediate level and can be used in combination with the work done in the classroom or as part of an independent learning programme.
matbank iconPortfolio: 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.
matbank iconSelf access: Guides for students
These materials have been developed at the University of Southampton to support students using the self-access centre. They provide advice and guidance on self-managed language learning. The following study guides are included: 10 Steps towards making your language learning more effective, Dictionaries, Studying a language on your own: a guide to resources, How to be a good language learner, The Internet, Online resources for language learners, Television and video, Reading skills, Writing skills, Writing a report, Giving a talk, and Telephone English.
matbank iconLinguistics: Linguistic description: Above the sentence - weekly task sheets
At the University of Portsmouth, first year modern languages students have a course in Linguistic Description. The materials here are a complementary set to those we use in phonetics/phonology/prosody, morphology, semantics and syntax, and cover above the sentence phenomena, such as text, discourse and conversation analysis, as well as stylistics and pragmatics. The lectures are built on the analysis of English and in the tutorials students carry out comparative analyses of other languages. The assessment for the unit consists of a portfolio of weekly tasks. Students are required to find out about a language of their choice from a native speaker informant. Students have traditionally investigated their chosen language of study (French, Spanish, Italian, German, Russian), but some students have done their projects on more exotic languages such as Thai, Arabic, Cantonese, Japanese, Finnish, Swedish, Malay, Korean or Greek. We have found that the project encourages initiative, a strong sense of involvement, an attitude of enquiry, and a scholarly approach to linguistic analysis in the students. It prepares them for independent and systematic study of languages in the knowledge of the principles of organisation and use underlying them.
matbank iconTeacher training: Development of Postgraduate and Language Assistants (DOPLA)
Staff development materials specifically for the training of Postgraduate Teaching Assistants and Foreign Language Assistants, but which can be used for the staff development of any language teaching staff who are new to the profession.
matbank iconGerman: grammar question bank
This bank of over 1,000 questions was created using Question Mark Perception. It was aimed at first year Undergraduate students of German. The grammar topics covered include definite and indefinite articles, adjective endings, personal pronouns, demonstrative adjectives and pronouns, relative pronouns, indirect speech and verb tenses. Question types are either Selection (student chooses correct item from drop-down list) or Fill in Blanks. All questions have minimum feedback of correct answer; many have differentiated feedback and marking. The questions have been drawn mainly from GramEx German or devised using the Astcovea German concordancer. The bank can be used by institutions running Question Mark Perception to create diagnostic, formative or summative tests.
matbank iconGerman: verbs with dative objects
This is a grammar exercise aimed at first year Undergraduate German students. It provides practice in the use of German verbs with dative objects. A list of 50 verbs is provided. The user is given a random selection of 20 sentences in English (from a library of 48) to be translated into German. Some vocabulary help is provided and the user can have up to three attempts at each question before the correct answer is displayed. This exercise was created using Question Mark for Windows. Institutions with a licence for Question Mark for Windows can copy the .qdt and .qdl files into their folder with Question Mark Presenter. Others must copy these files into a folder with Question Mark Testview (provided). Clicking on Testview (or Question Mark Presenter) should bring up a menu; select the programme and click 'Run'.
matbank iconFrench grammar question bank
This bank of over 1,000 questions was created using Question Mark Perception. It was aimed at first year Undergraduate students of French. The grammar topics covered include possessive adjectives, partitive articles, demonstrative adjectives and pronouns, relative pronouns, direct and indirect object pronouns and verb tenses. Question types are either Selection (student chooses correct item from drop-down list) or Fill in Blanks. All questions have minimum feedback of correct answer; many have differentiated feedback and marking. The questions have been drawn mainly from GramEx French or devised using the Astcovea French concordancer. The bank can be used by institutions running Question Mark Perception to create diagnostic, formative or summative tests.
matbank iconFrench: Listening comprehension - Club Méditerranée - transcription exercise
This is an audio transcription exercise aimed at first year Undergraduate French students. The recording gives information on the holiday firm Club Méditerranée and the kind of clients it attracts. There are buttons on screen which the user can click at any time to hear the whole recording or a short section of it. The user is advised to begin by listening to the whole recording at least once without trying to type anything, and then to listen section by section, typing what they s/he has heard. The user is allowed 3 attempts at each section, after which the work is checked for mistakes and automatically marked. The "Show Answer" button brings up the correct response and allows the user to proceed without scoring any points. During the course of the exercise the full correct transcript is compiled on the right of the screen. This exercise was created using Authorware. Provided the resources are in the same folder, double clicking the file '3clubmed' should launch the programme.
matbank iconFrench: for beginners and general French grammar
Interactive exercises for French created using 'Interactive Language Learning Authorware' designed by Steve Cushion, Guildhall University. The materials come in two files (A and B) which are compressed files that can be self-extracted by clicking on them. The programs run using a web browser and can be started by clicking on the 'home' icon.
matbank iconSpanish: grammar question bank
This bank of over 1,000 questions was created using Question Mark Perception. It was aimed at first year Undergraduate students of Spanish. The grammar topics covered include uses of ser and estar, definite and indefinite articles, object pronouns, prepositions, comparative and superlative adjectives, verb tenses and the subjunctive mood. Question types are either Selection (student chooses correct item from drop-down list) or Fill in Blanks. All questions have minimum feedback of correct answer; many have differentiated feedback and marking. The questions have been drawn mainly from GramEx Spanish or devised by Spanish tutors. The bank can be used by institutions running Question Mark Perception to create diagnostic, formative or summative tests.
matbank iconSpanish: for beginners and general Spanish grammar
Interactive exercises for Spanish created using 'Interactive Language Learning Authorware' designed by Steve Cushion, Guildhall University (also available for downloading from www.llas.ac.uk). The materials come in two files (A and B) which are compressed files that can be self-extracted by clicking on them. The programs run using a web browser and can be started by clicking on the 'home' icon.
matbank iconArabic for beginners
Interactive exercises for Arabic created using 'Interactive Language Learning Authorware' designed by Steve Cushion, Guildhall University.
matbank iconGerman: for beginners and general German grammar
Interactive exercises for German created using 'Interactive Language Learning Authorware' designed by Steve Cushion, Guildhall University. The materials come in two files (A and B) which are compressed files that can be self-extracted by clicking on them. The programs run using a web browser and can be started by clicking on the 'home' icon.
matbank iconPhonetics: for Students of Modern Languages
An introductory phonetics course for students of French, German and Spanish
matbank iconGerman: Angelika's German webpages
Reading comprehension exercises for beginners, threshold and intermediate levels. They can be used to supplement the Themen neu course books, and are intended for independent study.The exercises are part of my website which, in part, is a portal to Internet resources.
matbank iconFrench: Online language resources for intermediate/advanced learners
The French language exercises available on this site consists of sentences for translation, grammar and vocabulary exercises which were originally designed for students on a second year French language course at the University of Portsmouth. They contain grammar difficulties and a variety of vocabulary and idiomatic expressions drawn from articles studied in class. They enabled students to evaluate their strengths and weaknesses. The external links are grouped by the following categories: Grammaire, Dictionnaires/Glossaires, Traduction and Liens Utiles.
matbank iconSpanish: El problema del agua, de la seguía y el Plan Hidrológico Nacional
WWW material covering the topic "El problema del agua, de la seguía y el Plan Hidrológico Nacional" which includes personal photographs with texts, links to other www sites relevant or relating to the topic, and exercises aimed at year 2 students to develop reading/summary writing skills and to increase knowledge of this topic.
matbank iconLinguistics: Item Bank
A bank of multiple choice questions that can be used to examine first year linguistics students. Some 69 HEIs currently offer courses which include Linguistics as a named portion of an undergraduate degree, and most of these run a general introductory course - often called An Introduction to Language and Linguistics, or some variation on this theme. These courses attract large numbers of students, and therefore represent a significant marking burden for first year teachers. At the same time, these introductory courses often cover much the same ground in different institutions. These factors suggest that there is a strong case for sharing examination questions at this level. The fact that many institutions now use multiple choice questions in first year examinations opens up the possibility of establishing a national item bank for linguistics. A bank of this sort would allow institutions to set first year examinations with formally defined characteristics, and thus help to standardise achievement at this level.
matbank iconFrench: Corpus of spoken French
Ce corpus contient les transcriptions de 95 entretiens, de longueurs variées, enregistrés sur le vif dans le Lot, le Minervois, à Paris et en Bretagne. Les thèmes de discussion comprennent une gamme de fonctions linguistiques différentes: transfert d'informations sur une région, instructions, narrations, argumentations sur les relations familiales, le racisme, la politique ou linformatisation de la société. Les thèmes de conversation ont émergé des centres d'intérêt des locuteurs. Les locuteurs, dont 45 hommes et 50 femmes, sont âgés de 7 à 88 ans et incluent un éventail de niveaux d'education. Le Résumé des entretiens détaille sous forme de table les donnes démographiques, sociologiques et contextuelles (identité, longueur en minutes, sexe, âge et niveau déduction) de chaque entretien/locuteur.
matbank iconSelf 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
matbank iconFrench: Difficultés de la langue française
This 2-semester grammar course is essentially geared towards English Learners of French and is intended to improve students' writing skills. Its main aim is to improve writing accuracy at noun phrase and sentence level; nevertheless, it also aims to strengthen students writing techniques and text-production/text-transformation skills through a review of linguistic processes of pronominalisation. It originated from the observation (i.e. via several error analyses conducted between 1997 and 1999) that foreign learners of French recurrently make particular mistakes when they write and that this is often due to a lack of grammatical knowledge. Thus, it is hypothesised that these mistakes can be avoided thanks to an introduction to/a revision of basic grammatical concepts (i.e. What is a Part of Speech? What is a Grammatical Function? What do Gender and Number mean? Etc). Further, though the course mainly focuses on writing skills, register differences, and in particular stylistic differences between written and oral expression, will also be underlined. Finally, this programme also reviews central difficulties linked to the choice and use of tenses in French (second semester).
matbank iconSpanish: accelerated reading and writing in Spanish
The materials are devoted to the development of lexical structures in Spanish. They contain explanations, descriptions and exercises which will help the learner build up a solid lexical structure. The coursebook is made of 15 dual units (Spanish-English) for accelerated vocabulary acquisition. During the first 10 units the most productive processes for word recognition and word derivation are presented. The second 5 units add more advanced passages, taken from the literature of the Spanish-speaking world, and present vocabulary of high frequency and practical use. The materials in the course go from survival to Advanced Creative Spanish. The first 10 units consist of a Basic Passage, based on survival lexicon and intercultural issues, followed by a Reading Passage connected in topic but at a higher level. The last 5 units present a more literary style followed by practical exercises aimed at using this type of structures and vocabulary.
matbank iconSpanish: Contemporary Language and Culture

This is a specialist online language and culture course for students who have achieved an advanced level in Spanish because they are in the final year of their University degree, have spent time in a Spanish-speaking country or are false native speakers. The course has been devised to reinforce and develop the language through reading, writing and speaking. The materials in the components follow each other closely and complement vocabulary expansion with development of linguistic structures. The contents of the course cover contemporary cultural issues such as TV, cinema, family and work, and linguistic minorities in the Spanish-speaking world. The cultural-linguistic diversity of Spain and Latin America is exploited through a selection of authentic materials showing different styles, accents and media. The course is structured to develop transferable as well as language skills through hands - on experience of IT use and language activities. The materials can be easily adapted to meet the requirements of students in secondary schools, sixth form colleges or Higher Education. The website also contains pages to help teachers to adapt their own materials or to produce their own courses.

Languages FAQ


Web Guide (GPG)

webguide iconMiddle Eastern Studies in the United Kingdom

The study of the Middle East in UK universities dates back at least to the seventeenth century. The Middle East is taught and researched by scholars from a wide range of academic disciplines and student numbers studying Middle Eastern languages and area studies have substantially increased in the last few years.

webguide iconMarking students’ written work: principles and practice
This practical guide to marking MFL and EFL students’ written work covers continuous writing and translation. Marking is considered as one stage in an integrated, collaborative process of teaching and learning, requiring awareness of the tutor’s dual role as coach and assessor, and consultation and calibration among tutors. Issues discussed include: How much to mark; making appropriate comments; using symbols for the nature and seriousness of errors; consistency and fairness; giving positive feedback through ticks; converting quantitative scores into marks. The guide concludes with three illustrated case studies: a marked copy of a piece of first-year writing in French; suggested criteria for assessment of Year Abroad projects; a marked copy of a final-year English to French translation. Reference is made to surveys of research findings on marking.
webguide iconTeaching and assessing phonetic transcription: a roundtable discussion
This report is from the 2nd meeting of the Phonetic Transcription Group held on 3 May 2007 in the Dept of Linguistics and Phonetics, University of Leeds. Attendees represented a number of different perspectives and specialisms, including general phonetics, clinical phonetics and phonology, corpus linguistics, sociophonetics, English language.
webguide iconTeaching language and gender
The relationship between language and gender has long been of interest within sociolinguistics and related disciplines. After overviewing the history of the subject, the article discusses possible content for language and gender courses as well as addressing issues which may arise in the classroom setting.
webguide iconLearning and teaching discourse analysis
Learning and teaching discourse analysis engages students and tutors in the exploration of texts and talk. Analysis of discourse data encourages students to reflect upon and critically evaluate knowledge acquired in the study of, for example, syntax and semantics as well as naturally drawing students to the investigation of socially-situated language use. Such study provides students with the opportunity to examine how meaning is constructed and negotiated in discourse and to reflect on the role that language plays in social life. Teaching discourse analysis involves introducing students to relevant theories and guiding them in the application of these theories to real life language use. Learning is grounded in students' own experience and in the questions they ask about problems in the humanities and social sciences.
webguide iconLexical semantics
The nature of lexical semantics has changed markedly in the twenty-to-thirty years since classic texts like Lyons (1977) and Cruse (1986) were published. Such texts were written at a time when Structuralist lexical semantics essentially carried on separately from major [Generative] theories of grammar. During and since the 1980s, however, theories of grammar have become much more lexically-driven, necessitating much deeper attention to issues of lexical meaning. Unfortunately, there is a tendency in lexical semantics courses and in semantics textbooks to present lexical semantics essentially as it was 30 years ago, with the focus limited to polysemy/homonymy and the ‘nym’ relations (synonym, antonym, etc.). This guide examines ways to construct a modern classroom approach to lexical semantics, with a broader definition of the field.
webguide iconConducting successful translation classes
Translating can be taught with a number of different methods so as to meet all of the students' needs. This article reviews some of these methods, and highlights ways in which they can be applied in the translation classroom.
webguide iconThe teaching of pidgin and Creole studies
This article suggests ways in which different areas of linguistics can be illuminated by including a discussion of pidgins/creoles, as well as giving a suggested outline for a stand-alone course.
webguide iconThe Languages of the Wider World CETL
The Centre for Excellence in Teaching and Learning (CETL), Languages of the Wider World (LWW) is hosted jointly by the School for African and Oriental Studies (SOAS) and University College London (UCL). Funded by the Higher Education Funding Council for England (HEFCE), it was set up in 2005 and is one of only two CETLs in the UK devoted to language learning and teaching and learning.
webguide iconThe teaching of stylistics
Stylistics is the study of linguistic style, whereas (theoretical) Linguistics is the study of linguistic form. The term 'style' is used in linguistics to describe the choices which language makes available to a user, above and beyond the choices necessary for the simple expression of a meaning. Linguistic form can be interpreted as a set of possibilities for the production of texts, and thereby linguistic form makes possible linguistic style.
webguide iconLearning second language writing systems
Learning to read and write a second language writing system (L2WS) requires developing new skills or adapting pre-existing ones. Different writing systems represent different language units, with different levels of transparency and different symbols. L2WS learners, who developed processes and strategies appropriate for their L1 writing system, must adapt to the cognitive demands of their new writing system. Learners may need to become aware of new language units, to adjust their reliance on the phonological route, to adapt their eye movement patterns and hand movements and to learn new orthographic conventions. Learning an L2 writing system is therefore a complex but rewarding task.
webguide iconCase study: The Cultural Twist Project: a language learning framework with cultural awareness activities

The Cultural Twist Project attempted to offer solutions to the problems of 'Less Widely Used Lesser Taught Language (LWULT)' teachers (i.e. academic isolation, lack of expertise and materials) by providing a Cultural Awareness Materials Development Workshop and the Cultural Twist Website. The workshop provided the participants with cultural experience and helped them discover for themselves their implicit assumptions and sense of values that underlie their language use. Using the evaluation criteria and materials development framework, teachers were guided to produce their own language teaching materials with cultural awareness elements in them. The website was designed to offer all the necessary tools, sample materials, and useful links.

webguide iconNew ways of teaching literature
This article outlines my experiences in teaching the novels of the major nineteenth-century author Benito Pérez Galdós (1843-1920) to second-year students at the Department of Hispanic Studies, University of Sheffield. My course (HSS 264) aims to encourage students to think creatively and independently, to appreciate not only the stimulation, but also the enjoyment derived from the study of literature. It combines traditional literature teaching with innovative methods and multimedia resources, including an electronic critical edition of Torquemada en la hoguera (1889) and Buñuel's film of Tristana (1892). It is a venture that has enabled both the students and myself to benefit from the virtues of multimedia and 'research-led teaching' in its broadest sense (Brew 2001, McGuinness n.d.).
webguide iconInside-out: Student criticism of "foreign experts" in universities in the P.R.C.
The article through its use of critical incidents provides stimulating case study material for TEFL/TESOL teacher education programmes. The paper brings together three key issues: the underlying concept of 'communicative competence and Communicative Language Teaching, the status of English as a lingua franca and the debates related to linguistic imperialism, and lastly the nature of teacher education and what are relevant and appropriate skills within this field for practitioners.
webguide iconPromoting and evaluating the use of the European Language Portfolio
The Nuffield Foundation and the University of Southampton funded 10 partner institutions to run mini-projects whose aim was to implement and evaluate the European Language Portfolio in Higher Education.
webguide iconHow can key skills "sell" Linguistics to students and employers?
In this article Richard Hudson argues that an undergraduate course in Linguistics is an exceptionally good source of important life skills, given the right input from both the student and the teacher. He distinguishes three kinds of learning experience: application of a given system of categories (e.g. the IPA), understanding of how language works, and self-reflection; and for each of these general categories he comments on the educational benefits and illustrates a range of more specific sub-categories. He also list some specific life-skills that these educational experiences should develop, e.g. respect for evidence, tolerance, self-understanding. He concludes with a few preliminary remarks on how these benefits can be "sold" to students and employers.
webguide iconOnline teaching skills for language tutors

Online teachers need different skills than those normally employed by tutors trained to teach languages in a face-to-face classroom and they also require different skills compared to online teachers of other subjects. Research shows that the medium influences the form of communication and interaction (see e.g. Hutchby 2001). The asynchronicity of communication in written conferencing and the lack of non-verbal clues in audio-conferencing are examples of new challenges for online language tutors.

webguide iconGlobal perspectives in Area Studies: a complacent or creative response?

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.

webguide iconTranslation Studies in the UK

Translation Studies in the UK is a small but expanding field of study. Programmes are primarily at postgraduate level though some elements of translation studies are included in first degree programmes in ancient and modern languages. The cultural approach to translation is the most recent development in a field that has been growing steadily since the 1970s. What distinguishes Translation Studies from translating is the emphasis on cultural history and the role and function of translation in the broader socio-cultural context.

webguide iconCase study: Lecturing in the target language to post A'level Spanish students: linguistic gains and pedagogical implications
This case study aims to present the Spanish Cultural Studies lecture in the first year of the Modern Languages degree at the University of Bath as an example of how lecturing in the foreign language to post A-level learners can be linguistically fertile without neglecting the primary aim of the unit, namely to provide a conceptual and systematic introduction to Spanish culture in the 20th century.
webguide iconCase study: Supporting student learning at level 1 Linguistics
This case study evaluates the impact of an enhanced portfolio of learning support materials deployed in the LING 101:Introduction to Language and Linguistics module at Nottingham Trent University.
webguide iconAn introduction to South Asian Studies in the United Kingdom
The efflorescence of South Asian Studies in Higher Education is evident in the range and number of taught and research degrees, the number of language courses, and the popularity of South Asian options within other courses that are offered by Colleges and Universities in the United Kingdom. This article gives an overview of the range of options available to a student at the undergraduate, postgraduate and research degree level, lists the major centres of teaching and research on South Asian Studies, indicates the range of resources available for research and highlights the principal networks of academic exchange and research in the United Kingdom and the world.
webguide iconCanadian Studies teaching in the UK
An overview of the nature and content of Canadian Studies (including Québec Studies) teaching and research in British and Northern Irish universities, with sections on each designated centre, their specialist disciplines and the courses they offer. These are mainly in history, politics, literature, geography, film, and aboriginal studies, often as part of a comparative programme.
webguide iconCase study: The role of the moderators in focus group interviews: Practical considerations
Focus group interviews are an increasingly popular, albeit poorly documented, tool in education research. This case study details the authors first experiences of using a focus group interview in a small-scale qualitative inquiry and documents some of the practical issues surrounding the responsibilities of focus group moderators. A redefinition of the facilitative, recording, checking and analytical roles of the Moderator and Assistant Moderator is considered.
webguide iconFacilitating reflective learning: an example of practice in TESOL teacher education
Reflective learners are said to demonstrate self-awareness and motivation, awareness of the process of learning and independence. However, some learners can find the process of reflection problematic. In this case study I describe the impact of a specific reflective 'tool', the Statement of Relevance, on a language teacher education programme for which I am responsible. I outline the potential of this tool to help learners work autonomously, to qualitatively enhance learners' reflection, to enable reluctant reflectors to develop the tendency to habitually look for learning from a variety of knowledge sources, and to enable learners to predict future needs more successfully.
webguide iconThe Applied Linguistics MA: course content and students' perceived needs
This article considers the expectations of students attending MA courses in Applied Linguistics, many of whom have a background in language teaching. It contrasts academic approaches to language with those widely adopted in the language classroom. It identifies four possible rationales when planning course content for Grammar and Linguistics modules at MA level. One treats linguistics as a body of knowledge; another aims to develop students language awareness. A third meets short-term goals by providing the linguistic knowledge necessary for the study of second language acquisition. A fourth aims for long-term goals by equipping students for new professional roles.
webguide iconThe role of Linguistics in the Applied Linguistics MA
This article first asks what linguistic knowledge, understanding and skills a graduate from an MA programme in Applied Linguistics should ideally have, and then considers what might reasonably be expected of graduates in the real world.
webguide iconCase study: The CERCLU Project: Certification of Language Competence in Italian University Language Centres
Following the 1999 university reforms in Italy, the need arose for a system of language certification valid in all Italian University Language Centres. Under the auspices of AICLU, the Italian Association of University Language Centres, a four-year project was launched in 2000 in connection with similar initiatives by members of CERCLES, the European Confederation of Language Centres in Higher Education. CERCLU will not re-duplicate existing certification systems but will provide an additional means of certifying two intermediate levels of linguistic competence in English and in Italian, at levels B1 and B2, with full European academic recognition.
webguide iconIntercultural awareness as a component of HE Modern Language courses in the UK
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.
webguide iconRelating linguistic theory to TESOL practice in a distance MA programme
This paper considers some of the issues involved in ensuring that a distance Masters programme is both academically rigorous and vocationally relevant. It will demonstrate that students are motivated not only by career concerns but also by their desire to deepen their understanding of theoretical aspects of Linguistics and language learning and show how one Department (at the University of Leicester) meets these demands in their distance MA in Applied Linguistics and TESOL.
webguide iconTurning students into researchers: Introduction to research methods in Applied Linguistics
The teaching of research methods to postgraduate students in Applied Linguistics presents a particular challenge. For the most part students will come to the course with a humanities degree. Their undergraduate study previously involved reading secondary sources, textbooks or review chapters that summarized large bodies of evidence and spelled out their theoretical significance. In postgraduate study and research, however, primary sources of evidence become crucially important. Students need to become acquainted with a variety of empirical approaches to research questions and must learn to pose questions in such a way that clearly specifies the type of evidence and analysis required to produce the answers being sought. In addition, there are general research skills which are essential equipment for academic pursuits. Training students to become researchers in Applied Linguistics presents a challenge: how to encourage the development and acquisition of the critical skills, conceptual and analytical tools as well as the practical knowledge to enable students to navigate the research literature and develop their own research agenda.
webguide iconDisability and residence abroad
This article provides an introduction to ways of ensuring that disabled students are not denied the opportunity to participate in Residence Aboard and are not disadvantaged in the assessment of Residence Abroad. This is an important contribution to institutions' adherence to the requirements of the Disability Discrimination Act (DDA) Part IV. The fact that Residence Abroad takes place outside the UK does not absolve UK institutions of their duty of care and other legal obligations towards disabled students. Disabled students and potential students in the UK consequently have legal rights that are not affected simply because part of the course takes places outside the geographical boundaries of the UK.
webguide iconDesigning Applied Linguistics masters programmes: the issue of "coherence"

If there is a single academic core for a Masters programme, it should probably rest with descriptive Linguistics, but a pedagogic core should rest with the needs of the participants. The tension and potential conflict between these are explored, with particular reference to a succession of only partially successful attempts to make descriptive work directly relevant to language teaching and other applied concerns. This paper will also try to show some associated ways of making the overall course both coherent and genuinely research-based.

webguide iconWriting in a second language
Writing is not only the process the writer uses to put words to paper but also the resulting product of that process. This process and product are also conditioned by the purpose and place of writing (its audience and genre). Writing in a second language is further complicated by issues of proficiency in the target language, first language literacy, and differences in culture and rhetorical approach to the text. Instruction in writing can effectively improve student proficiency in a number of key areas. Approaches to instruction have variously targeted process, product and purpose of writing. More recent approaches both to its teaching and assessment recognise the need to integrate all aspects of writing.
webguide iconResidence Abroad

Residence or study abroad can be the most rewarding element of a degree programme, bringing enhanced maturity, cultural insights and valuable transferable skills as well as improved language proficiency. This article traces the development of student residence abroad, summarises research findings, describes how best to implement a programme, and points to the many resources available to help staff and students involved in residence abroad.

webguide iconAssessing risk for residence abroad
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.
webguide iconResearch Assessment in Languages, Linguistics and Area Studies
The Research Assessment Exercise (RAE) is a form of peer review on the basis of which the UK Government allocates nearly £1 billion a year of funding, This article traces the origins, history, mechanisms, shortcomings, successes and possible future of the RAE.
webguide iconNew Zealand Studies Teaching in the UK
The content of New Zealand Studies teaching in the UK is outlined in sections covering Literature, Film, Geography, Social Sciences, History, Tourism and Sport. Links to resources available in print and on the Internet are provided.
webguide iconFoundation Degrees in Languages
This article looks at the recent development of "foundation degrees" in the UK. Official sources (QAA, Parliamentary reports) are cited in order to clarify what is required for foundation degrees and how they might be developed in the context of languages. Particular reference is made to the forthcoming Foundation Degree in Public Service Interpreting at City University London.
webguide iconLearner difference in independent language learning contexts
This contribution briefly discusses learner difference with respect to those learning outside the classroom, for all or part of their learning, whether through open or distance modes or as an integral part of a taught programme (referred to throughout as independent learners). It addresses aspects of interrelationships between variables, and investigates the implications for course writers and teachers.
webguide iconAcademic 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.
webguide iconTeaching Economics in Area Studies Programmes
Economics has long been a component in interdisciplinary or combined programmes. At one-half or less of a degree the subject should be relatively non-mathematical, but for specialists it should retain its introductory and intermediate theory, its economic history and applied economic components. It lends itself well to applied study, such as German economy, French economic history, European economic integration. Foreign language sources and target language teaching, where appropriate, offer considerable gains of focus, directly relevant a wealth of web-based sources, but care must be taken with linguistic levels and register.
webguide iconAsia-Pacific Studies in the UK
This article provides an introduction to Asia-Pacific studies, particularly with regard to study and research within the UK higher education institutions that have focused on it most clearly.
webguide iconLibrary and bibliographic research skills in LLAS
A general view of the major issues faced by those teaching how to locate, retrieve and evaluate information in LLAS in the UK. The article gives examples of different kinds of practice, with a particular emphasis upon the use of online resources. The skills described are those required at both undergraduate and postgradute levels. A brief review is provided of training schemes and of the way techniques are changing in the area of bibliographic research.
webguide iconDesigning textbooks for modern languages: the ELT experience
This article looks at the steps involved in writing coursebooks from the point of view of authors and publishers. It also looks at the advantages of team-authoring in the context of recent national textbook projects in Eastern Europe and former Soviet Union states. Whilst the main focus is upon the design of ELT materials, the approach described can usefully be applied to the design of language teaching materials in general.
webguide iconRussian language, literature and culture in the UK
Russian studies in the UK is experiencing contraction at present but the subject remains lively and pro-active in its degree and course provision. Departments teach the Russian language at all levels (from ab initio to final honours), and some may also offer the chance to study one of the other languages of Eastern Europe, while there is considerable diversity in the range of literature and culture options on offer.
webguide iconGerman Studies
This overview of German Studies in UKHE reviews the changing nature of the subject, student recruitment patterns, the teaching of German language, culture and Area Studies, and the role of the year abroad.
webguide iconDeveloping Computer Skills

Focusing on the IT skills required increasingly of staff in areas of administration, research and classroom practice, this article distinguishes generic core skills from those required in more specialist situations (such as applied language study and areas of linguistics). A number of key sources of information and training are given, together with a brief review of forms of certification. Best practice is seen as knowing how to define clearly the skills one needs to develop and, having aquired a new capability, being able to show that one can use it effectively.

webguide iconSpanish,the language and culture
The article offers a statistical overview of the growth and current status of Spanish teaching in UK HEIs. It covers in detail current practice in the teaching both of Spanish for beginners and for Honours level students, paying particular attention to ways in which courses build on the customary "four skills" paradigm. It examines Spanish as the sole or major component in degrees and as part of joint and combination degrees, and indicates the ways in which the language is studied as relating to the cultures and identities of contemporary Spain and the language's wide global context.
webguide iconIberian studies in the UK
The article offers a brief history of the development of Spanish and Portuguese Studies in the UK and their inter-relatedness with Iberian, Hispanic, and Latin American Studies. It lays out current coverage of linguistics, film, gender, cultural, area, and literary studies relating to Spanish and Portuguese both at BA and MA level; it also covers the teaching of Portuguese language and, more briefly, Catalan and Galician languages and cultures.
webguide iconSpoken language
This article first explains the lack of specific attention to speaking, and the reasons for its study. It then outlines the main aims of an applied linguistic course in the topic. These are the major defining features of speech; the pedagogical options for teaching speech; the impact of oral tasks; issues in the testing of speaking; and the nature of the oral language curriculum. The article identifies key aims and objectives, outlines relevant teaching procedures, and ways of obtaining formative and summative assessment.
webguide iconUsing parallel corpora in translation
Parallel corpora are large collections of texts in two languages. They can be used for teaching and research in translation, bilingual lexicography, and linguistics.
webguide iconPortfolio 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.
webguide iconKnowing What You're Doing: the skills agenda and the language degree
This article examines the proposition that one can use the discourse and concepts of the skills agenda to foster better learning of languages and related studies on degree courses at British universities. By skills agenda we mean the political and intellectual pressures which government agencies exert on universities to ensure that their students emerge equipped with skills useful to a knowledge-based economy. As we shall see below, skills agenda is a fuzzy term which can only be made meaningful by a teaching force as they review the curriculum. In so doing they will encourage more conscious, strategic behaviour by learners: knowing what you're doing. But our main proposition is that the skills agenda contains the seeds of something better than itself: social and intellectual exchanges by which everybody benefits. We begin by reviewing some social and economic as well as academic aspects of the study of languages and related subjects in Britain today; we go on to suggest pointers towards construing the skills agenda intelligently and humanely; and we conclude by suggesting that there is a tension between the fundamentally intercultural nature of the languages degree and our usual habits of organisation.
webguide iconPortfolio 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.

webguide iconHidden merits of the translation class
This paper discusses a unit of a BA course at Birkbeck College, London in 'translation from and into French’. It considers what transferable skills and knowledge can be developed through such a course, as well as the many issues that translators have to deal with.
webguide iconExcuse me, what is a republic? Introducing Italian area studies to first year undergraduates
This paper describes an area studies module of an Italian degree programme at the University of Central Lancashire. There is a particular emphasis on transferable skills.
webguide iconEmpty-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.
webguide iconInterdisciplinarity
Interdisciplinarity in Humanities/Social Sciences teaching since the mid-1970s has come to be defined as a learning mode involving the exploration of issues, problems and knowledges through integration and synthesis of theoretical and/or methodological procedures which draw upon more than one discipline or challenge conventional disciplinary approaches. It has proved particularly relevant to Linguistics, which has developed strongly-defined interdisciplines (such as Psycholinguistics and Sociolinguistics) and to Area Studies (both within and without Modern European Language Departments), which characteristically draws upon several disciplines. In the latter case, developing interdisciplinarity learning approaches proves challenging in terms of syllabus design.
webguide iconGood practice in teaching and learning vocabulary
The vocabulary of any language is huge and its acquisition takes time, even for a native speaker. Research has concentrated more on how words are learnt than on what should be taught, though everyone agrees that a threshold of around 2000-3000 words is a requirement for further progress. The research suggests that extensive reading leads to good vocabulary gains, though this knowledge needs to be activated, e.g. in productive exercises. The teacher can also help the learner to become autonomous by teaching strategies and ensuring the availability of appropriate, motivating materials.
webguide iconReading in a second language

Reading in a second language calls for fast, automatic word decoding and access to the mental lexicon (dictionary); this means working on building speed and fluency and on learning to recognise at least 10,000 words in the new language. Learners can build speed and fluency by learning vocabulary systematically and by doing lots of easy (‘extensive’) reading. Learners will also read better in their second language if they learn about text characteristics, and if they know how to handle a variety of strategies for getting meaning from texts. Background knowledge about the second-language culture will make comprehension easier as well.

webguide iconMaking independent language learning accessible
This handbook notifies institutions of the legal requirements to accommodate disabled persons. It provides details of issues of accessibility that self-access centres need to consider in terms of design and provision of resources as well as technological aids. The importance of these is illustrated by case studies. The handbook also contains a list of contact organisations and useful websites.
webguide iconSupporting 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.
webguide iconLearner autonomy and second/foreign language learning
This article defines the autonomous learner; summarises arguments in favour of helping language learners to become autonomous; briefly considers the process of 'autonomisation' in language classrooms and self-access learning schemes; identifies some principal lines of research; and concludes by suggesting that the Council of Europe's European Language Portfolio may bring 'autonomisation' to much larger numbers of learners than hitherto and in doing so may provide an important focus for research.
webguide iconAssessment 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.
webguide iconResources for independent language learning: design and use

This handbook discusses individual learning styles and how best to support them; the selection and design of self access independent language learning materials; the types of resources available along with their location and organisation; and also tandem learning; the role of the language assistant and language exchanges.

webguide iconManaging independent language learning: management and policy considerations
This handbook discusses the management of independent language learning. It focusses on key issues in planning a self access centre; how best to manage change; and strategies to implement policy. Several relevant case studies are contained within the appendices.
webguide iconIntegrating independent learning with the curriculum
This handbook is one of six CIEL handbooks dealing with good practice in the area of independent language learning. It introduces key concepts in learner autonomy and learner independence and a discussion of the benefits and challenges associated with independent learning. The handbook gives an overview of six elements crucial to the success of independent learning, these are then covered in more detail in the other handbooks. The final section of this handbook presents a paper relevant to independent learning by Gill Sturtridge, an international figure in the area of learner autonomy and in the design and use of self-access centres.
webguide iconPrinciples of assessment
This article contains a brief introduction to the main principles which should be followed by the constructors of tests and assessments. It briefly introduces the key concepts of test validity, reliability and washback, and provides guidelines for pre-testing. It gives the addresses of three other language testing web sites and has bibliographical pointers to more detailed discussion of language testing, in particular. A comprehensive glossary of testing terms is also provided.
webguide iconContrastive Linguistics
A definition of this linguistic subdiscipline, in its applied and its "theoretical" versions, indicating the scope of research in the field, ranging from Behaviourist interference error to neo-Whorfian cognitive approaches. The major rationales for including Contrastive Linguistics on a linguistics degree syllabus are presented together with some guidelines for organising this syllabus. A step-by-step procedure and methodology for teaching Contrastive Lingistics at tertiary level is presented, and the article contains a select set of key references.
webguide iconLinguistics for applied linguists and lecturers in English language
A brief description is provided of the content of a master’s programme which focuses on preparing participants to teach English Language and/or Applied Linguistics at university level. An overview of the content shows the role of linguistic theory in the programme. A slightly more detailed account is given of the content of the phonology component to illustrate how linguistic theory relates to practical issues in language learning.
webguide iconSecond language acquisition
Since the original formulation of the 'Interlanguage Hypothesis' in the late '60s, the field of Second Language Acquisition has witnessed a remarkable expansion and diversification. It is now a research area that interfaces with several disciplines and encompasses a range of applied, theoretical and experimental approaches. As a consequence, Second Language Acquisition can be taught in different ways depending on the purpose of the course and the students' background and aims.
webguide iconGeneral introduction to modern languages in today's UK universities
Drawing on a wide range of official data, this survey provides a clear, comprehensive and reliable picture of student numbers in LLAS between 1994 and 2001. It reveals a significant downwards trend in some subject areas, particularly with respect to the uptake of certain single subject degrees, but shows that this is balanced by growth elsewhere and by an increasing variety in available subject combinations. The article explains how the figures are derived, and their limitations (especially for combined subjects). An appendix analyses key factors in student choice and highlights areas in which myth (e.g. exam difficulty) may prevail over an encouraging reality (employability).
webguide iconTeaching social sciences in area studies programmes
Discusses the origins of different area studies programmes (e.g. of American studies, Russian studies, European studies). Defines the relationship of area studies to social sciences. Assesses the current situation of, and logistical challenges to, social science teaching in area studies. Gives pointers to future developments.
webguide iconAfrican Studies teaching at UK universities
African Studies courses are taught at undergraduate level, as single or joint honours degrees, in the following UK universities: the School of Oriental and African Studies (SOAS), University of London, the Centre of West African Studies (CWAS), University of Birmingham, and the School of African and Asian Studies (SAAS), University of Sussex. Relevant degrees include African Languages and Cultures, African Studies, African Studies with Anthropology, and African Studies with Development. The first two universities, in addition to the Centre of African Studies (CAS), University of Edinburgh, also offer postgraduate (e.g., MA) courses with a taught component.
webguide iconArgumentation
This contribution discusses the role of argumentation in the teaching of language and linguistics.
webguide iconState of the Subjects: Languages, Linguistics and Area Studies in the UK today
What is covered by the three subject areas of languages, linguistics and area studies? What kind of programmes are available? And how many students are currently studying them? This overview looks at some of the things which are changing in these subject areas, including student numbers, the increased importance of career implications, shifting disciplinary identities, globalisation, and the impact of government policy shifts. It refers to the report of the Nuffield Inquiry in shaping current thinking about languages in particular.
webguide iconTraining the trainer: language teaching assistants
Quality requirements mean universities must ensure suitable training for all language teaching staff. Courses for language assistants are most effective when divided into two parts, with a combination of initial intensive input and subsequent reflection on practical experience in the classroom. Foreign language assistants, part-time tutors and postgraduate teaching assistants have differing developmental needs which can be met through modular elements. All assistants can qualify for membership of the Institute for Learning and Teaching in Higher Education via one of two routes.
webguide iconSociolinguistic variation

This article outlines the main methodological and theoretical issues within research on sociolinguistic variation. It covers the origins of the subject, data collection, quantification and the linguistic variable, correlations of social and linguistic variation and language change. It ends by considering recent social constructionist approaches to variation and change. A bibliography is included.

webguide iconSemantics and pragmatics
This contribution sets out how the study of linguistic meaning and interpretation (Semantics) and the study of language use and communication (Pragmatics) are inter-dependent. Three areas are covered: (i) Methodology (ii) Context and Content and (iii) Content and Inference. As well as sketching key ideas, the contribution also points to ongoing debates. Classic texts and recent contributions are mentioned in relation to both.
webguide iconDialectology

This article introduces dialectology - the study of accents and dialects. It includes discussions of what it is, how it has evolved and how it is done, as well as considering recent developments in the field. The article argues that being a competent fieldworker and data collector is an essential skill in dialectology. A bibliography and list of dialectology web sites is included.

webguide iconLanguage and gender
The relationship between Language and Gender is an intrinsically attractive way in to a number of linguistic issues. Men's and Women's Talk have arguably been demonstrated to show differences at the phonetic, syntactic, lexical and discourse levels. Both the personal and political aspects of the topic ensure lively discussion in seminars.
webguide iconTraining the trainer: staff development for language teaching
Support for the professional development of full-time staff teaching languages in higher education is poor, particularly because universities' initial training programmes tend to be exclusively generic. Furthermore, most academics' expertise is in non-language areas and there is no real culture of language pedagogy. The DELPHI programme offers a completely free online distance-learning programme in language teacher development, suitable for all university teaching contexts.
webguide iconPoliteness
Politeness theory is currently attracting a great interest amongst scholars and is developing at breakneck speed. Notions of politeness are perhaps best taught using a pincer movement combining intellectual understanding (through linguistics lectures) and practical exercises (in language classes).
webguide iconLanguage and design
Linguistic approaches to the fusion of language and visual design in document design.
webguide iconMultilingualism
Multilingualism is the norm in the world, monolingualism is an exception. Language and nationalism, language dominance, language loss and shift are characteristics of multilingual nations, in particular those with a colonial history.
webguide iconCorpus Linguistics
This paper discusses the matching of corpora to answer research questions. Programmes for annotating a corpus are examined as well as the use of corpora in teaching. Some useful links are provided for those interested in using corpora.
webguide iconPost-graduate certificate of education: modern foreign languages
This entry gives detail of the Post-graduate Certificate of Education in Modern Foreign Languages in Britain.The number and names of leading institutions is listed. The context for the PGCE is given in relation to the main organisation and quality assurance of teacher training courses. The content of the PGCE is described together with a rationale in terms of the National Currciculum for MFLs in Britain. Reference is made to the Standards against which trainees are trained and assessed. Recent trends are set out along with possible future developments. The entry ends with a list of salient documents and publications. Web based sites are listed and details of research into MFLs teacher education.
webguide iconPhonological change
This article provides an overview of the issues involved in teaching sound change at undergraduate and graduate level.
webguide iconMethodology of historical linguistics
The article addresses issues of good practice in teaching the methodology of historical linguistics (including reconstruction, classification, variation and change and corpus-based work) at undergraduate and graduate level.
webguide iconTranslation from and into the foreign language
Beginning with a brief look at some of the issues highlighted by translation studies in recent years, the article covers the following practical matters: the place of translation in the FL course; discussion of some excercises involving translation (parallel texts, retranslation, summary translation); sample demonstration and teaching sequences (on parallel texts and translation from L1 to L2); assessing translation. Finally there are glossary items and a short bibliography.
webguide iconComputers and the internet in Area Studies teaching
The essay explores the application of Internet technology in the teaching of Area Studies. It is a descriptive commentary on recent good practice in this area. Special attention is given to the role played by 'virtual seminars' in teaching and learning.
webguide iconCentral and East European Studies in the UK
A review of the development in the subject area since the Second World War. Central and Eastern Europe is viewed as covering a geographic space from Poland to the Western Border of Russia, and from North to South towards the Balkans. While dedicated degree programmes are relatively few, modularisation has ensured that many Central and East European course units exist in UK universities.
webguide iconSecond language acquisition (SLA) research: its significance for learning and teaching issues

The purpose of this general overview article is to outline how research into second language acquisition (SLA) over the last few decades has fed into our understanding of learning and teaching in foreign language classrooms. After a very brief overview of SLA research findings concerning both route and rate of L2 development, theoretical models attempting to explain these findings are presented, ranging from purely linguistic to cognitive models and social/interactionist models. The relationship between SLA research and second language pedagogy is then explored. Finally, recent developments investigating specifically the relationship between instruction and L2 development are outlined.

webguide iconTechnology-mediated learning
Introduction to the use of educational technology in higher education in the UK and beyond. This article provides an overview of the available tools and their effective use. It also mediates three major beliefs about the reasons for employing technology-mediated learning - appropriacy for flexible, distance and open learning, widening participation and cost-effectiveness.
webguide iconHistory of linguistics
The history of linguistics is already being studied by a significant number of language and linguistics students, often unwittingly. Such students can enhance their understanding by calling on the full range of available materials. These include general overviews of the whole history of linguistics, as well as studies of particular periods, languages, subdisciplines, or geographical regions. Teaching will typically involve a lecture element, but is more likely to revolve around the study of texts, the choice of which depends on the background of the students. Internet resources are as yet sparse.
webguide iconAmerican Studies

A general overview of the nature and variety of American Studies degree courses in United Kingdom universities, including notes on the differing structures and content of degree courses at undergraduate and postgraduate levels, opportunities for study abroad and the wide range of resources available for students and lecturers in American Studies.

webguide iconTask-based learning
Tasks have a major role within language pedagogy, for educational as well as linguistic reasons. Courses studying task-based learning tend to explore the topic in terms of five major themes - the basis for using tasks; empirical research into tasks; in terms of socio-cultural and cognitive approaches; tasks and interpersonal engagements; tasks and tests; and task complexity. The entry summarises the range of teaching procedures that can be used to study the topic.
webguide iconEvaluating tandem interactions
This article provides an overview of the principles of tandem learning. It then focuses on the types of assessment (self assessment, formal assessment, holistic approach) which can be used to provide a rounded evaluation of tandem interaction.
webguide iconDesign of a pedagogic grammar
The main elements which influence the design of a pedagogic grammar are the audience (first language background, level of existing knowledge, knowledge of terminology), linguistic theory and learning theory.
webguide iconResource-based learning
The entry covers what Resource-Based learning - or RBL - refers to, the history of RBL and the issues raised by RBL in relation to conceptions of the transmission of knowledge in Higher Education.
webguide iconPhonetics in pronunciation teaching for modern foreign languages
Set against the history of the relationship between phonetics and pronunciation teaching, this paper outlines the needs of both the teacher and the learner in terms of phonetic knowledge in today's multilingual classrooms. It suggests sources of information for consultation by teachers and refers to established research demonstrating the value of phonetics in pronunciation teaching and learning. It concludes by recommending an ideal case scenario and offers a number of useful web addresses with brief annotations for the benefit of teachers and learners.
webguide iconTeaching linguistics via the web

This section lists different resources widely available on the web and can contribute to the teaching of linguistics. It also refers to customised web resources specifically developed to teach or test linguistics on-line, often with restricted access. Some urls are provided as examples. Different models of integration are considered as are issues related to quality control and assurance.

webguide iconSyntax: generative grammar
Teaching syntax using a generative approach
webguide iconClinical Linguistics for students of linguistics
This article addresses issues in teaching and learning of Clinical Linguistics for students on degrees in general linguistics and language
webguide iconFormal models in linguistics: semantics
Teaching formal semantics: an outline of the core issues and some possible approaches
webguide iconWhy theory is essential: the relationship between theory, analysis and data
Issues relating to why theories of linguistics have such an important place in the academic discipline
webguide iconClinical Linguistics for speech and therapy education
This article addresses issues in the teaching and learning of clinical linguistics for speech and language therapy (speech and language pathology) students.
webguide iconPronunciation in EFL
Phonetics provides a scientific basis for pronunciation teaching in EFL (English as a Foreign Language). It is essential to the preparation of reference and teaching materials and highly desirable as an aspect of EFL teacher training.
webguide iconIndividual differences in second and foreign language learning
The contribution surveys work on individual differences in second and foreign language learning. It covers the areas of foreign language aptitude, motivation, learning strategies and learning style. Research in each area is covered, and the current state of play in each sub-field is assessed. Further bibliographic guidance is provided.
webguide iconTeaching formal semantics
Short description of matters to be considered when teaching Formal Semantics to undergraduates and postgraduates, containing an indication of current topics and necessary formal techniques, plus a select annotated bibliography.
webguide iconRussian studies in UK universities
An account of offerings and trends in Russian Studies in the UK at the undergraduate and postgraduate levels, including a brief history of the field, details of selected modules within key programmes, and of the main centres for study of Russia and the former Soviet Union
webguide iconFrench studies in UK higher education
A survey of French area studies teaching in the UK, covering curriculum content, design and delivery.
webguide iconInterpreting
Interpreting can be taught both as a language exercise and with professional training in mind. This article reviews the modes and types of interpreting, as well as of the institutions and organisations providing interpreting courses.
webguide iconPsychology and linguistics: what do we need to teach each other?
In this section of the Web Guide the relationship between psychology, and linguistics is considered with respect to learning and teaching. The main questions adressed are: what linguistics does a psychologist need to know and why? What psychology does a linguist need to know and why? A brief historical background to the relationship between linguistics and psychology is provided. An overview is given of how this has fed in to the curriculum of undergraduate courses in psycholinguistics in UK psychology and linguistics departments. Samples of web resources for psycholinguistics are provided.
webguide iconLinguistics within a humanities modular programme
This article addresses how Linguistics can be taught as part of a humanities modular programme in such a way that there is flexibility and choice whilst coherent routes through the different years is provided and progression is ensured.
webguide iconDictionaries
Dictionaries are of many types and useful to students not only of languages but of all subjects. Their design has undergone major changes in recent years, making them much more soundly based, and user friendly. Alongside this there is increasing research into the dictionary strategies of the user: clearly there is a limit to what the dictionary can do to help the user and good dictionary skills need to be trained, though such training has often been neglected.
webguide iconInstitution wide language programmes
Institution Wide Language Programmes emerged in the 1980s to 'service' growing demand for tuition from non-specialist language learners. Today they operate in various guises in the majority of UK universities. Many report buoyant numbers, but they are financially exposed for organisational and funding reasons. The best examples of IWLPs succeed in offsetting a natural tendency to uniformity through clever design of modules and by making available a wide range of resources, often through a Language Centre, to meet individual needs.
webguide iconWWW-based stylistics teaching
This paper describes the development of an interactive, learning should be fun, WWW-based introductory undergraduate course in stylistics and a pedagogical experiment to be undertaken involving the course. The WWW-based course is itself derived from a more traditional lecture-seminar course and the aim is to compare student reactions to, and performance on, the two different versions of the course. The pedagogical principles underlying the two versions of the course are discussed, as well as the design of the experiment. Stylistics teachers in other HE institutions are invited to take part in the pedagogical experiment.
webguide iconScandinavian studies teaching in the UK

A survey of Scandinavian studies teaching in UK universities from interdisciplinary and single discipline perspectives, including history, literature, and the culture of Scandinavia and the Nordic Countries.

webguide iconEnglish morphology
English morphology is the branch of grammar that investigates the internal structure of English words.
webguide iconBilingualism / multilingualism
The approach to the topic will depend on the target audience. Students of Linguistics do not necessarily have an indepth knowledge of a foreign language, which can make it more difficult for them to understand what it means to be bilingual/multilingual. They may benefit from an approach which stresses the similarities between being bidialectal and bilingual. Students of Modern Languages are often better able to understand what it means to use two or more languages in daily life. With these students it is possible and preferable to study concrete examples of bilingual speech.
webguide iconConstruction grammar
Construction grammar is a theory of syntax in which constructions are the central unit of grammatical representation. There is no textbook currently available for construction grammar, but there are many good case studies. Basic principles of construction grammar are outlined in the guide and references therein. The best learning technique is for a student to use one of the many freely available text corpora in various languages to select and analyze a single construction or family of constructions.
webguide iconPragmatics for undergraduates
Some thoughts on teaching pragmatics to undergraduate linguistics students. Suggesting a model based initially on interpretation processes.
webguide iconSentence meaning
Thoughts on the teaching of sentence meaning within a linguistics programme.
webguide iconGrammatical categories, or grammar and semantics
The set of grammatical categories includes, among others, tense, aspect, mood, case. These are neglected in current Linguistics courses in the UK but are central in the grammars of natural languages. They connect grammar and semantics and play an essential role in the syntactic analysis of clauses and the semantic analysis of clauses and propositions. Their study leads to general issues such as the source of grammatical categories, the evolution of language, language and cognition, metaphor and first language acquisition.
webguide iconDiscourse analysis
In its broadest sense discourse analysis provides a framework of general communicative behaviour within which syntax, semantics and pragmatics can be situated. In its narrower sense it takes in the organisation of text and information: ordering old and new information, focusing on or making salient particular pieces of information and the constituents that carry them, shifts of event or scene, changes of text-type. These topics relate directly to matters such as the function of syntactic structures, choice of different types of referring expression and function of intonation patterns.
webguide iconLatin American studies in the UK
An outline of the development and current provision of undergraduate and postgraduate teaching of Latin American Studies in UK universities. While concentrating on single honours and joint degrees, it also gives an indication of how Latin American themes are incorporated into other degree programmes.
webguide iconChinese Studies in the United Kingdom: 2002 overview
This article reviews what has happened to teaching Chinese Studies since 1999, when HEFCE funding WAS injected into 10 UK high educational institutions with proven track records, whilst no government funding has gone to those without track records. Information on teaching programmes in Chinese Studies in most British universities in 2002 is also included.
webguide iconPhilosophy of language
Some thoughts on teaching Philosophy of Language within a Linguistics programme.
webguide iconSome issues on which linguists can agree
A list of 83 points on which linguists seem to agree and which are important for education. The list was compiled in 1980 but is currently (2002) being revised.
webguide iconAustralian Studies teaching in the UK
A survey of Australian Studies teaching in UK universities, from interdisciplinary and single discipline perspectives, including history, literature, and the culture of indigenous Australians.
webguide iconArticulatory Phonetics
Most Articulatory Phonetics courses involve learning to produce and transcribe the sounds represented in a phonetic alphabet. The advantage is that phoneticians have a very widely-understood system of representation. The drawback is that alphabetic systems do not lend themselves to the description of all phonetic phenomena.
webguide iconSystemic functional linguistics in language education
Through its emphasis on the functional basis of language structure and the view of language as meaning potential, systemic functional linguistics (SFL) provides a useful tool for those who wish to analyse texts. It is predominantly a socially oriented theory of language the task of which is to explain how meanings are made and exchanged through the resource of grammar and lexis.
webguide iconSingle honours linguistics courses with a formal orientation
This article outlines a formal approach to the teaching of introductory syntax. The crucial elements are the distinction between knowledge and use of language, the idea that our knowledge is rule-governed and that the rules can be made explicit in terms of a theory that makes universal claims. All such claims must be testable, and students made aware of the importance of evidence. Elementary illustrations of all these points are provided from English and the Nigerian language Nupe.
webguide iconLanguage and education
This paper outlines an approach towards teaching and learning about language and education which is underpinned by sociocultural theory. It argues for an exploration of the connections between language and learning through analysis of educational discourses, including classroom talk, academic writing, and academic computer mediated communication.
webguide iconIntercultural issues in foreign language learning and ethnographic approaches to study abroad
The article outlines current emphases on interculturality, ideas of the 'intercultural speaker' and revised approaches to language-and-culture learning. Related research activity in the UK is described. The content and method of ethnographic courses for language learners are outlined and there is detailed consideration of the implications for learners and teachers of ethnographic preparation for periods of residence abroad.
webguide iconIntroductory course in English grammar

About a one-term introductory course on English Grammar which teaches BA students to analyse most of the syntactic structure of any sentence in any text; it uses Word Grammar analyses.

webguide iconHow to be the centre of the universe

Language is central to everything we do; it is what makes us human. This article situates language at the centre of the intellectual universe, showing its relations with maths and medicine, with logic and literature. Whether your interest is in the use of language to determine a suspect's guilt or innocence, the problem of how babies can acquire language and stroke victims lose it, or just how many languages there are in the world, linguistics will give you guidance.

webguide iconLinguistics in first year single honours courses
This document suggests ways of building up the first year of a single honours course in linguistics. It suggests that the year should consist of certain core courses introducing basic concepts relevant to the field, most importantly phonetics, grammar and semantics. In addition, there should be a set of optional courses on aspects of the field which interact with other subject areas (e.g. sociolinguistics and psycholinguistics). The document provides some ideas for text books to be used and also gives some other sources, in particular web-based facilities. The document also contains a brief discussion of assessment.
webguide iconEnglish language and linguistics: undergraduate study
This article explores the balance between structural and functional approaches to the study of English language and linguistics in undergraduate courses. Undergraduate courses should provide students with the ability to describe the language accurately and systematically as well as provide the capacity to discuss its functions and uses, both in particular societies and in the wider world.
webguide iconEuropean studies programmes in the UK
European Studies is a type of interdisciplinary programme, widely established in the UK since the 1970s, which combines modern languages with disciplinary studies in the social sciences or humanities. Programmes fall predominantly into two groups: those based on progressive study of two or more disciplines applied to Europe, typically history, politics and economics, and those in which language is studied in the context of European cultures and societies. The study of the EU is a core part of most programmes. Degrees are usually of four years with one year spent at university or in a placement in continental Europe.
webguide iconLanguage advising
There is a well developed educational argument (examined elsewhere in the Good Practice Guide) which considers independent learning a desirable goal of Higher Education.The shift in language learning from a teacher-led to a more learner-centred approach and the increased use of a variety of media and technologies has required a repositioning of the teacher and a reappraisal of the teachers skills. Within this context a new professional role, distinct from the teacher, has emerged. Terms such as facilitator, mentor, counsellor, adviser, helper, learner support officer and consultant have been used to characterise such role and identify differences in skills and functions with the teaching profession.This article focuses on the skills and practices of language advising.
webguide iconLinguistics and the social sciences
This note is intended for teachers of courses with titles like 'Language in Society'. It outlines some key themes of current social theory that are relevant to linguistics, and suggests some areas of linguistics that may be of interest to social scientists. It includes some suggested web sites and further readings.
webguide iconEducation and linguistics
This article considers the relationship between linguistics and education. It outlines the key differences between the two disciplines, briefly summarises the history of linguistics within Education teaching in HE, and lists the ways in which linguistics informs both general educational practice, and the methodology of teaching languages.
webguide iconTypology
Typology is the study of language universals by the empirical method of induction from a sample of diverse languages. Textbooks are available (Croft 2002, Comrie 1989). the most effective learning tool is for each student to "adopt" a reference grammar of an unfamiliar language; the languages used in a class should be genetically and geographically diverse. Descriptive exercises are based on the adopted grammars, and analytical exercises on data sets available on the Web.
webguide iconPhonology
Phonology is the study of contrastive sound units in language. It can be taught as 'principles of phonology' which looks at universal properties of sound systems or as 'the phonology of a language' which talks about standard and variant pronunciations in a particular system. Phonology is a crucial part of many areas of linguistics, such as first- and second-language acquisition, sociolinguistics, and historical linguistics.
webguide iconPrinciples of programme design: joint honours - linguistics + a modern foreign language
A joint-honours programme combining linguistics and a modern foreign language needs to stand up as a respectable diet in linguistics, that is, introduce basic notions of both pure and applied linguistics early on and allow students to go on to develop either depth or breadth of knowledge / understanding within the discipline. Structural constraints permitting, it should also fully capitalise upon the dual interests of the students, that is, exploit their competence in modern foreign languages to support and inform their work in linguistics and, conversely, make sure that their familiarity with notions from linguistics consolidates their acquisition of modern-foreign-language competence.
webguide iconListening: theory and practice in modern foreign language competence
Second language (L2) listening comprehension is a complex process, crucial in the development of second language competence. Listeners use both bottom-up processers (linguistic knowledge) and top-down processes (prior knowledge) to comprehend. Knowing the context of a listening text and the purpose for listening greatly reduces the burden of comprehension. Teachers can help students develop sound strategies for comprehension through a process approach to teaching L2 listening. This will help students learn how to listen and develop the metacognitive knowledge and strategies crucial to success in listening comprehension.
webguide iconStudent essays - an academic literacies perspective
Students writing in the university - an academic literacies perspective - intergrating the process of writing about academic knowledge with the teaching of academic knowledge - writing as a social and disciplinary practice in contrast to writing as a technical skill.
webguide iconCALL (computer assisted language learning)
An introduction to Computer Assisted Language Learning, including a brief history and mention of more recent trends (CD-ROMS, DVDs, the Web) and professional associations dedicated to CALL.
webguide iconMorphology
Morphology is the branch of grammar that investigates the internal structure of words.


Linguistics FAQ

Area Studies Collection

ascollection iconEarly English Books online
From the first book published in English through the age of Spenser and Shakespeare, this incomparable collection now contains about 100,000 of over 125,000 titles listed in Pollard & Redgrave's Short-Title Catalogue (1475-1640) and Wing's Short-Title Catalogue (1641-1700) and their revised editions, as well as the Thomason Tracts (1640-1661) collection and the Early English Books Tract Supplement. Libraries possessing this collection find they are able to fulfill the most exhaustive research requirements of graduate scholars subject areas, including: English literature, history, philosophy, linguistics, theology, music, fine arts, education, mathematics, and science.
ascollection iconGlasgow Digital Library (GDL)
Glasgow Digital Library (GDL)has produced a series of freely available e-books relating to Glasgow and Scotland. These books have been digitised and converted toweb format at the Centre for Digital Library Research from a variety of special collections.
ascollection iconEighteenth Century Collections Online (ECCO)
ECCO is an on-line multi-disciplinary research database which consists of a library of nearly 140,000 digitised titles and editions, published in the United Kingdom between 1701 and 1800. Full-text searching of more than 32 million pages takes the user directly to primary source material in facsimile copy of its original. ECCO is of universal appeal to Classicists, Medievalists, Renaissance scholars and students of the early modern period, as well as the later period of the Enlightenment. The project is based on Thomson Gale's microfilm library. Registration required for trial access.
ascollection iconSt Andrews University Library photographic collection: The photographic presentation of landscape and people
St Andrews' holds one of the largest and most important collections of historic photography in Scotland. Includes the Valentine collection (the surviving image archive of the 19th century company which later became one of the largest publishers of picture postcards in the world), the Robert Moyes Adam collection (which concentrates largely on rural Scotland - its landscape and people, c.1900-1950), and the George Cowie collection (the work of a freelance journalist based in St Andrews c.1930-1980 whose c.60,000 negatives document all aspects of life in north-east Fife and its role in national events during a highly significant fifty-year period, and also contains an astounding golfing archive). St Andrews has many other smaller collections (both historic and modern) of local, national and international range. The collection of very early photography (1840-c.1870) is one of the finest in the world.
ascollection iconMichael Peto photographic collection
Michael Peto came to Britain from Hungary in 1939. He was a freelance journalist with the Observer newspaper, and travelled extensively, covering the work of the Save the Children Fund around the world. Other aspects of his work involved the arts, especially the London ballet scene. Major topics covered by the collection (which consists of some 130,000 items) thus include Eastern Europe, Israel, India, ballet and theatre and Scotland, as well as leading political, literary and entertainment figures.
ascollection iconGeorge Washington Wilson collection
The George Washington Wilson collection comprises 40,000 negatives spanning the period 1859-1908, which offer a topographical record of the UK (but also include material relating to colonial Australia and South Africa, and the western Mediterranean coast). It is also a rich record of urban and rural growth, industrialisation, transportation and many elements of social history. Further collections held by the University complement the GWW archive with many more photographs of Scotland, and particularly north-east Scotland - its landscape, buildings and archaeology.
ascollection iconGenesis: Developing access to women's history sources in the British Isles
The Genesis project is a mapping initiative, funded by the Research Support Libraries Programme (RSLP) and based at The Women's Library in London, to identify and develop access to women's history sources in the British Isles. Researchers can access over 2,000 collection descriptions which will cover a wide range of subjects relating to women's history via the project website.
ascollection iconMapping the World: collaborative support for research on overseas mapping
The aim of this project is to open up a major under-used resource for research in a wide range of disciplines in the Humanities and Social Sciences by targeted series-level cataloguing of post-1850 overseas mapping. This will facilitate remote access to key materials by converting map library catalogue records, which at present are held on cards and accessible only to researchers visiting the libraries in person. The areas of coverage include Africa, North and South America, Europe, Australia and New Zealand as well as much of Asia and the Middle East. The individual countries covered range from the tiniest Pacific islands to the vast areas of British Antarctica, from Mediterranean islands such as Cyprus and Malta to countries the size of Nigeria and Canada. Initially, different areas of the world were allocated to each partner but now each institution can also derive CURL records for areas already covered. For example, six libraries have completed work on Australia, Iran, Jordan, Saudi Arabia and South Africa.
ascollection iconUK union catalogue of Chinese books
The main aim of the project is to provide a single access point to all research material in Chinese in the UK, and to give a boost to this initiative by a focused programme of substantial retrospective record conversion, concentrating on the most recent (post-Cultural Revolution) scholarship in all fields. Will provide a single access point to all major Chinese language collections in the UK, namely the British Library, and the university libraries of Oxford (Bodleian Library), Cambridge, London (SOAS Library), Leeds (Brotherton Library), Edinburgh and Durham. Database currently contains approximately 190,000 records (probably representing at least 130,000 different titles) from Oxford, Cambridge, Leeds, the British Library, and Durham. Records from SOAS and Edinburgh will be added in the near future.
ascollection iconMiddle Eastern Studies research materials in Arabic and Persian
The aim of this project is to assist researchers to locate, in UK university libraries, works written in Arabic and Persian. At present tracing such material can be difficult, particularly as much of it is still only represented in local manual catalogues. Under this project, the participants will add records for around 60,000 Arabic and Persian items to local, national and international catalogues. The records will be created on RLIN, the bibliographic database of the U.S.-based Research Libraries Group, with the bibliographic description entered in both romanised (transliterated) script and in the original Arabic script. Not all libraries are currently able to make use of the Arabic script in their local system, but the aim is to 'future proof' the conversion work at a time of rapid change in the area of computer handling of non-Roman script. Records for over 38,000 Arabic and Persian items had been added to local catalogues. Two of the partner libraries, Durham and SOAS, have recently implemented the Innopac Arabic script module, and so are able to display records in the original script.
ascollection iconWales 1801-1919: The final piece in the UK/Ireland NSTC geographical jigsaw
The project attempts to fill two major gaps in the bibliography of Wales. Firstly, the dates 1801 and 1919 have been chosen to fill a geographical and linguistic gap in the Nineteenth-century short title catalogue (NSTC) which is believed to have excluded much Welsh language material. Secondly, it will fill a gap between Libri Walliae: a catalogue of Welsh books and books printed in Wales 1546-1820, and Bibliotheca Celtica and its successor Llyfryddiaeth Cymru/Bibliography of Wales which cover the period from 1909 to date.
ascollection iconDOMIC: Documentaries on modern international conflict
DOMIC is a two-year project launched to improve cross disciplinary access to television documentary archives held in the Liddell Hart Centre for Military Archives, King's College London. The project supported by Research Support Libraries Programme (RSLP) began in January 2000. The archival collections to be covered relate to the Vietnam, Falklands and Gulf Wars, the Cold War, the Arab-Israeli Wars, conflict in the former Yugoslavia, chemical and biological testing and the development of nuclear technology and its impact on international relations and defence policies. Summary guides and detailed catalogues covering some 92,000 items are available on line.
ascollection iconAIM25 - Archives in London and the M25 area
AIM25 (Archives in London and the M25 area) commenced in January 2000 and is supported by two rounds of funding from the Research Support Libraries Programme. The principal objective of AIM25 is to prove a single point of networked access to descriptions of the archives of AIM25 consortial partners. These comprise more than fifty institutions, consisting of the principal colleges and schools of the University of London, other universities and Higher Education institutes in the area, and some of the most important royal colleges and societies of medicine and science based in London. The website allows researchers to browse ISAD(G) descriptions by repository and to conduct searches using two types of text search engine or the indexes of personal, corporate and place names and a subject thesaurus based on the UNESCO Thesaurus.
ascollection iconRetrospective conversion of Asian and African collections 1978-1989
Based at the School for Oriental and African Studies (SOAS) project will facilitate the exploration of this research material by researchers and enable them to plan research visits to London more efficiently. It will facilitate the inter-library lending of material which is eligible for such use. It will reveal the wealth of resources that are held on closed access, such as microform and pamphlet literature. It will enable greater work on collaboration with other Libraries collecting in the same subject fields. Searchable through the SOAS web catalogue.
ascollection iconCharting the Nation: widening access to maps of Scotland and associated archives 1550-1740
Charting the Nation is a collaborative digital imaging and cataloguing project funded by the Research Support Libraries Programme (RSLP), with additional support from the Scottish Cultural Resources Access Network (SCRAN) and the National Library of Scotland. The primary aim of the project is to provide on-line access to maps of Scotland and their associated archives dating from 1550 to 1740.
ascollection iconFrancophone Africa (including North and Sub-Saharan Africa)
The University of Portsmouth has a large up-to-date interdisciplinary collection of books and journals covering all aspects of Francophone Africa.
ascollection iconBritish Library for Development Studies
National UK collection funded by the government since 1966 to collect 'development studies' material, especially from Third World countries, which have supplied some 70% of holdings. The largest 'development' library in Europe. 90,000 documents in online catalogue and over 1,000 journals (300 of these indexed on site). Total holdings around 250,000 items, includes a further 5,000 current serials (reports, newsletters, monograph series etc) especially strong in grey, semi-published and unpublished, literature. Chinese newspapers, and others, on microfilm. UN depository library and holds most publications of the World Bank, IMF and all UN agencies (FAO, ILO, Unesco, UNDP etc) and other international organizations. Large collection of African and South Asian government publications.
ascollection iconTrotsky Collection
An extensive collection of Trotskiana. The originalgift comprised some 1800 editions of Trotsky’s works in 40 languages, together with numerous secondary items and several hundred periodical and newspaper issues containing pieces by Trotsky. The collection hassubsequently been augmented with a small group of papers and published material presented by the widow of Isaac Deutscher (Trotsky’s biographer). Other significant additions include the first Russian edition ofWhere is Britain Going? (1925); copies of two films of Trotsky in Mexico, purchased from the cameraman who shot them; a recording of the speech made on the occasion of the founding of the Fourth International and numerous copies of original Trotsky correspondenceheld in North American libraries. Donated to Glasgow University Library in 1983 by Louis Sinclair, Trotsky’s bibliographer.
ascollection iconILP Russian Tour Material
The Independent Labour Party Russian Tour Material relates to a tour of the Soviet Union organised by the Independent Labour Party in 1932. Delegates visited Leningrad, Moscow and Kiev. An un-named I.L.P. member produced this notebook, which contains notes about the tour, a brief history of the country, and comments and descriptions of conditions under the Five Year Plan. The notebook is illustrated with photographs and postcards.
ascollection iconKennedy Papers
The Kennedy Papers of Captain Malcolm Duncan Kennedy cover the period from 1917 to 1965, relating to Japanese economic, military and political matters.
ascollection iconH.G. Alexander Minorities Archive
Horace G. Alexander was lecturer in International Politics at Woodbrook (a training college in Birmingham). The H.G. Alexander Minorities Archive consists of material he collected on the problem of the German minorities in Poland after 1919, where the intermingling of Polish and German communities made the partition of Upper Silesia difficult. The archive includes the typescript of a lecture by Alexander; books and pamphlets by German and Polish authors on the German-Polish partition and on Polish claims to the town of Danzig; publications of the International Federation of League of Nations Societies.
ascollection iconWest Indies Papers
This is a group of diverse small collections of mainly legal papers relating to estate management in the West Indies. They cover the entire geographical area of the West Indies, and the period C16th-C20th. The majority relate to estate management, but they also include family affairs.
ascollection iconPinney Family Papers
This large collection has been deposited by the Pinney Family. The papers include family affairs, estate management, farming, trade, slave ownership. It covers all aspects of their life from the C16-C20th, both on the island of Nevis in the West Indies, and in the West Country of England. Of particular interest are a fine series of letterbooks and accountbooks which give a picture of the trade of the family. There are also personal papers of individual members of the family, and legal papers relating to their estates both in Nevis and Britain. There is a small amount of material relating to other West Indies islands, and America, particularly relating to trade.
ascollection iconPotter Manuscripts
The Potter Manuscripts consist of notebooks relating chiefly to preliminary work on Potter's publications on the history of Switzerland, Zwingli, Calvin etc.
ascollection iconScarfe-La Trobe Collection of Spanish Plays
The collection comprises nearly 2,000 items consisting of 1,068 plays (with 904 duplicates), ranging in date from the Seventeenth to the end of the Nineteenth Centuries. Representing a wide range of dramatic genres, a large proportion are comedias sueltas, that is, plays that were printed separately for sale in pamphlet form; a smaller number are desglosadas - plays printed to form part of (mainly) seventeenth century volumes; such volumes normally contained 12 plays, but they were also made available ‘disbound’ for sale as single items. In all, the work of more than 200 different dramatists is represented. Purchased from Bruno Scarfe, formerly of La Trobe University, in 2003 with help from the National Fund for Acquisitions, Glasgow University Chancellor’s Fund, the Friends of Glasgow University Library, the Faculty of Arts Library Discretionary Fund and the Principal’s Strategic Development Fund.
ascollection iconGallacher Memorial Library
The Gallacher Memorial Library is based on the library of William Gallacher, it has grown by further donations since his death in 1965. It is a diverse collection of material on Spain donated from the collections of persons such as G. McCarty, past secretary of the IBA. It also includes material from the Gallacher Memorial Library's Guy Aldred collection.
ascollection iconSpanish Civil War Collection
Most of the material was donated by Janey Buchan and has been supplemented by further acquisitions and donations. The collection represents a continuing record of publication from 1936 to the present day. Most of the material is pro-Republicans but there are also significant items that reflect a Nationalist bias.
ascollection iconRonald Fraser Oral History Collection
The Ronald Fraser Oral History Collection consists of research materials gathered by Ronald Fraser, the leading oral historian in the field of modern Spanish history, for his books In Hiding: the life of Manuel Cortes and The Pueblo: a mountain village on the Costa del Sol, which record first-hand accounts of the experience of living in post-War Spain. It includes tapes of interviews (in Spanish with English transcripts) with Manuel Cortes, the last republican Mayor of a small Spanish village, who lived in hiding from Franco's regime for 30 years.
ascollection iconLaredo South African Archive
John Laredo (1932-2000) was a South African-born academic, who undertook anthropological fieldwork among Zulu-speaking Nguni in the Shongweni, Ndwedwe and Inanda areas. He acted against the apartheid regime, as a result of which he was jailed and the subject of a banning order. This meant he could not publish or submit his thesis in South Africa. Laredo moved to England in 1969 on his release from prison, and in 1972 joined the teaching staff at the University of Bradford, where he remained until his retirement. The Laredo South African Archive includes his field research, his thesis, material relating to his academic career and also forms a resource for the study of South African history.
ascollection iconGeorge H. Johannes Collection
An extensive collection donated by George Johannes. Most of the works were published in the 1970s, 80s and 90s but there are also some earlier works. Johannes joined the ANC in 1970 and worked as a full-time political activist from 1976. He subsequently became Political Counsellor with the South African High Commission in London.
ascollection iconCentre for Research into Economics and Finance in Southern Africa (CREFSA) Library
The CREFSA Library is a collection of materials on South Africa and Southern Africa. It has been built up as a result of research projects undertaken at CREFSA and also through contact with central banks, government departments, financial institutions and academic institutions. References on South Africa include official publications from the South African Reserve Bank and the National Treasury as well as journals and papers from a range of academic and policy institutions. Official publications from central banks in Southern Africa are also part of the Library, together with studies of regional integration and related issues in Southern Africa. Publications from specialist information services are also available.The CREFSA Library includes the RW Bethlehem Collection, consisting of books and other material on South Africa. The Collection spans the history of the country, the economic pressures of isolation, the political transition, and the economic transition still underway.
ascollection iconSoviet secondary school textbook collection
One of the largest and most important collections of secondary school textbooks outside the former Soviet Union. A wide range of subjects for different age groups are covered. There are ‘spetskursy’ (intensive courses) as well as ordinary courses. Teaching materials used in many of the former republics of the Soviet Union are included, some in Ukrainian.
ascollection iconSoviet Posters - Come the Revolution!
The Baykov Library's collection of posters spans the decades from the 1920s to the 1980s, from workers' rallying calls to the anti-bureaucracy and corruption themes of the Glasnost period. What all 500 have in common is that they are propaganda works casting light on life under the Soviet system and what it meant for individual citizens.
ascollection iconJoel Martin Halpern Balkan Archive
Dr Joel M. Halpern, Professor Emeritus of Anthropology at the University of Massachusetts, has researched and published widely on the cultural anthropology of the Balkan region. He is perhaps best known for his studies of the effects of modernisation on family and everyday life in the Serbian village Oraŝac, based on material collected by Dr Halpern and his wife Barbara Kerewsky Halpern, during field work in 1953-4 and subsequent visits. The Joel Martin Halpern Balkan Archive consists of photocopies of their field notes. This is supplemented by the many photographs Dr Halpern took of Yugoslavia during his research, made available to the Library in digitised form on CDs. Besides documenting the diverse scenery of the region, the photographs vividly illustrate the lives and customs of the people, their agriculture, homes and festivals.
ascollection iconSchlesinger Papers
Papers of Dr Rudolf Schlesinger (1901-1969), Marxist theoretician and co-founder of the Glasgow University's Institute of Soviet and East European Studies. They include editorials, articles, correspondence relating to his editorship of Soviet Studies and Co-existence; lectures, drafts and revisions for books and articles on Soviet history, legal system and political theory; memoirs; some correspondence with leaders of the German Communist Party in the 1930s; part of the records of the German Communist Party during the 1920s and 30s (in very poor condition). In 1991 all of Dr Schlesinger's papers, which after his death had become the property of his close friend and executor, René Beerman, were transferred to the University Library’s Special Collections Department.
ascollection iconRussian and East European Studies
Glasgow University library has one of the most extensive collections in Europe of Russian and East European economics, politics and history. From a modest departmental collection in 1948 it has grown to its present size of about 75,000 items. The collection is particularly strong on the Russian and Soviet economy, especially of the post-war period, but other aspects of the former USSR are well represented. There is, for example, a good series of publications on the history and the economic history of the republics and regions, and a significant number of publications on the history of individual industrial enterprises. There are rapidly expanding sections on foreign policy, politics and law, and considerable holdings of material on pre-Soviet and early Soviet history. The holdings include published collections of historical, statistical, legal, diplomatic and Party documents, dissident materials, archives such as the Schlesinger Papers, special collections (e.g. on Trotsky) and microfilm collections of newly available Russian archives.
ascollection iconKlugmann Collection
The majority of the items relate to trials (often what are sometimes termed "show trials"), related matters such as espionage and treason, and other political events in Eastern Europe (such as the uprising in Hungary in 1956), though not exclusively in that area, during both pre- and post-World War II times.
ascollection iconGallacher Memorial library
Based on the library of William Gallacher, last Communist Party M.P. in U.K. The library has grown by further donations since his death in 1965. It contains an extensive, wide-ranging collection of material on almost all aspects of the Soviet Union and CPSU including: the Russian revolution; World War II; politics; literature and art.
ascollection iconChanging Identities: Eastern Europeans in Bradford since 1945
The collection consists of recordings and/or transcripts of interviews on their personal histories carried out with members of the Ukrainian community in Bradford.
ascollection iconLeft Pamphlet Collection
The Left Pamphlet Collection consists of printed pamphlets relating to left-wing politics mainly in the 20th century of which a number are from the former Soviet Union and Eastern Europe.
ascollection iconGlasgow Novel Collection
Extensive collection on Scottish literature. The strength of the collection lies in contemporary material and emphasis has been placed on post-1945 writing. The collection reflects the needs of teaching and research within the University. An Archive on the Glasgow Novel has been established. The archive includes fictional works in which the City of Glasgow is a significant theme.
ascollection iconScottish Parliamentary Archive
Extensive collection on Scottish government, politics, political parties, devolution, public policy and elections. The strength of the collection lies in contemporary material. Emphasis has been placed on post-1945 material. The Collection reflects the needs of teaching and research within the University. All Scottish Parliamentary Papers are collected. An Archive on the Scottish Parliament has been established. Material relating to the Scottish Parliament including election ephemera from the Scottish Parliamentary elections is collected.
ascollection iconSpencer Collection
Presented in 1931 by John James Spencer of Glasgow. The collection contains over hundred items, mainly contemporary pamphlets, broadsides, maps, together with a few manuscripts, relating to the Darien Scheme, an attempt to found a Scots trading colony at Darien in the isthmus of Panama at the end of the 17th century.
ascollection iconLatin American Collection
The Latin American Collection was demarcated in the 1960s as part of a failed attempt by Manchester to become a Parry Centre for Latin American studies. It comprises both Spanish/Portuguese and English material classified in the Dewey classes 460-469 and 860-869.
ascollection iconLatin America and the Caribbean Collection
Over 15,000 volumes. Collection includes all areas of the Caribbean, including non-Hispanic. Recent material on open access; store includes older and rare books, mostly still recorded only in card catalogue. Current acquisition mainly of English-language material to support teaching programmes. For further detail see Alan Biggins and Valerie Cooper, eds, Latin American and Caribbean library resources in the British Isles: a directory (2002).
ascollection iconLatin American Collection
One of the most important Latin American library collections in Europe. Holdings total c.80,000 monographs and over 1,600 journals of which about 100 are current. The collection is not housed separately but is integrated into the main stock of the University Library and dispersed throughout it on a subject basis. All items are recorded in the Library's online catalogue.
ascollection iconKennedy Collection
The Kennedy Collection consists of some 350 books relating chiefly to Japan and other Far Eastern countries.
ascollection iconEleonora Duse Collection
Over 1,000 items relating to the Italian actress Eleanora Duse (1858-1924), collected by Giovanni Pontiero and bequeathed to the Library in 1996. Included amongst the papers are postcards, programmes, offprints and photographs, as well as correspondence in connection with Pontiero's biography of Duse. 31 printed books accompany the manuscript items.
ascollection iconPapers of the Italian Refugees' Relief Committee
The Italian Refugees' Relief Committee was was set up in 1927 as a non-political humanitarian organisation to raise funds to support those who fled Mussolini's Fascist regime. British immigration regulations of the time did not permit the entry of refugees into Britain, but the British Committee was able to send funds and material aid to their French counterparts, the Comité de Secours aux Réfugiés Politiques Italiens, which supported a large exile community in Paris. The collection contains correspondence on subjects including acceptance or rejection of membership, donations, appeals, Committee meetings and finance. There is also correspondence from the French committee, particularly from Giovanna Berneri (wife of the anarchist anti-Fascist Luigi Camillo Berneri), reporting on visits to refugee families, other activities of the organisation, and finance. The rest of the collection contains copies of appeals and letters sent to the press, pamphlets, reports, accounts and balance sheets, and other miscellaneous items.
ascollection iconRubeo Collection
The Rubeo Collection was purchased from the collector Capitano Giuseppe Rubeo. It consists of some 4000 books, many rare, on a variety of subjects. They include many hundreds of volumes relating to Italian fascism, published during the fascist period itself, which are particularly rare, as such books were usually thrown out and destroyed at the end of the war, by both private collectors and libraries, and are now extremely hard to locate in Italy. Probably the most interesting sub-category here are the many books published in the 1920s and 1930s on the Italian colonies (Libya and Ethiopia). There is also literature, including first or early editions of important literary texts by writers such as Ardengo Soffici, Giovannli Papini, and Giuseppe Prezzolini. The Library is currently seeking funding for the full cataloguing of this collection.
ascollection iconDocuments from the Salò Republic
A collection of documents from Mussolini's Salò Republic, or Repubblica Sociale Italiana, a Nazi-instigated regime based on the shores of Lake Garda from 1943 to 1945. The collection includes material from different administrative departments. One group of files from the Ministero degli Affari Esteri contains around 350 documents pertaining to the requisition of properties for government use. Other sections include orders from the Ministero delle Forze Armate: Sottosegretariato di Stato per la Marina, vehicle and travel permits from the Guardia del Duce, and anti-Allied and pro-Fascist propaganda from the Ministero della Cultura Popolare. There are also three passports issued by the regime, around 40 intercepted radio messages from Allied broadcasts, including from Reuters and from the Vatican radio, and twenty bulletins issued by the regime's news agency, the Agenzia Stefani.
ascollection iconSprigge Collection
Cecil Jackson Squire Sprigge was chief correspondent for Reuters in Italy during World War II. He had previously been Italian correspondent for the Manchester Guardian, where he was succeeded by his wife Sylvia. The Sprigge collection covers the period c. 1920-1970 and reflects the Sprigges' interest in all aspects of Italian affairs, including the Fascist regime, Vatican politics, post-war reconstruction, art and literature. They also contain material about European politics and diplomatic relations. Printed books from the Sprigge collection were added to the Main Library stock and include material on Italian history, politics and philosophy, as well as a number of guidebooks and pamphlets collected by the Sprigges during their time in Italy. A number of the books are not yet fully catalogued.
ascollection iconHibernica Collection
The main Hibernica collection consists of material published since 1801: earlier publications of Irish interest (they are substantial in number) are shelved in the general chronological collections or in Special Collections. The Hibernica collection continues to develop, concentrating particularly on the north of Ireland but attempting to cover all relevant academic material on the island as a whole.
ascollection iconGallacher Memorial Library Collection
The Gallacher Memorial Library is based on the library of William Gallacher, it has grown by further donations since his death in 1965. Major additonal sources of materials on Ireland are donations from the collection of Pat Devine and materials from the CPI.
ascollection iconIrish Experience
Covers all aspects of the modern Irish experience in the Irish Republic, Northern Ireland and the diaspora (particularly the United Kingdom). Collection of approx. 3400 textbooks, monographs, official reports and pamphlets which principally supports an undergraduate half degree, but also some research. In addition there are about 150 videocassettes which are a mixture of off-air recordings, commercial purchases and the Activision Irish Project archive.
ascollection iconKnoop Far East Photographic Collection
The collection is a photographic record of places visited during a 'world tour' undertaken by Knoop in the academic session 1913-1914, mainly in the Far East. The images cover natural features, human interest such as street scenes, and major events such as earthquakes, in the countries visited, as well as incidental events on the tour.
ascollection iconCohn Collection
The Cohn Collection, which comprises approximately 1,000 volumes, was presented to King's College London by Ernst Joseph Cohn (1904-1976), Visiting Professor of European Law. The collection covers all major aspects of law, but there is a particular emphasis on the legal systems of Germany, Austria and Switzerland. The bulk of the material dates from the twentieth century, with a high proportion being in the German language.
ascollection iconKevin Morrison Collection
A collection of primary sources, ranging from 1933-1950, showing life in Germany under a dictatorship and with Allied occupation. The collection has a copy of the Volkischer Beobachter (official Nazi newspaper) for the day after Adolf Hitler became chancellor on 30 January 1933. It also holds photographs of Germany in ruins in the summer of 1945. In between these two landmark years German society underwent a radical transformation. The collection records this transformation.
ascollection iconFascism in Europe Collection
The Fascism in Europe Collection is a developing collection of books on the history of fascism. Many items are relevant to Nazi Germany or the German occupation. They are in English, German or a number of other languages.
ascollection iconHolocaust Collection
The Holocaust Collection is a developing collection of books on the history of the Holocaust. Items are mostly in English or German.
ascollection iconMendelson Collection
The Mendelson Collection is particularly rich in material on German political and economic history, especially of the twentieth century, including works on the rise of fascism, communism and socialism, and post-war conditions in Europe after 1945. German-language material predominates, accounting for approximately three-quarters of the collection.
ascollection iconTurner Collection of French Revolution pamphlets
The Turner Collection was gathered by Father John Turner (1765-1844), a member of the Community of English Benedictines in France during the Revolution. He was personally involved in events in Paris, taking the Civic Oath, and suffering imprisonment in Sainte-Plagie 1793-5. The collection was preserved in the Community's monastery at Douai until the Community's removal to England in 1903, when it was transferred to Douai Abbey, Woolhampton. It was placed on permanent deposit in the University Library, by the Abbot and Community of Douai, in July 1966. The 275 volumes contain some 8,000 items in all, and concerning the events of mainly 1787-1806.
ascollection iconFrench Wartime Newspapers Collection
The French Wartime Newspapers collection recounts the progress of the Allied armies in France over a three-week period from the struggle for the Liberation of Paris (August 25th 1944), together with a Victory issue celebrating the end of the War following the full German surrender (May 7th 1945).
ascollection iconMendelson Collection
The Mendelson Collection is particularly rich in material on French political and economic history, especially of the twentieth century, including works on the rise of fascism, communism and socialism, and post-war conditions in Europe after 1945. French-language material accounts for approximately one-quarter of the collection.
ascollection iconZavertal Collection
Material emanating from three members of the Czechoslovakian Zavertal family - brothers Joseph (1819-1893) and Wenceslas (1821-1899) and Ladislao(1849-1942), son of Wenceslas. Compositions by Ladislao include several operas and cantatas, about 20 part-songs and some 50 songs, over 60 items for orchestra or military band, over 60 pieces of chamber and instrumental music, and a number of arrangements of works by other composers. About 60 of the works held include a set of parts. The holding of music by Wenceslas Zavertal comprises songs and part-songs, a number of pieces for orchestra or military band (mostly with parts), and about a dozen chamber and instrumental pieces. There is one piece of piano music by Joseph Zavertal.
ascollection iconCuban Women Writers Collection
The collection was donated in late 2001 by Professor Catherine Davies of the University of Manchester. It consists of literary works by Cuban women writers of the 20th century.
ascollection iconCaribbean Collection
Covers all aspects of the modern experience in the Caribbean and the diaspora (particularly the United Kingdom). The focus is on the Anglophone and Hispanic islands, but the Francophone and Dutch are also covered. The collection consists of approx. 2700 textbooks, monographs, official reports and pamphlets which principally supports an undergraduate half degree, but also some research. In addition there are about 150 videocassettes which are a mixture of off-air recordings and commercial purchases.
ascollection iconPapers of the Musil Research Unit
A collection relating to the Austrian author Robert Musil, author of Die Verwirrungen des Zöglings Törleß and Der Mann ohne Eigenschaften. It comes from the Musil Research Unit, which was run at The University of Reading by Ernst and Eithne Kaiser 1967-1975.
ascollection iconStephen Riley Collection
This collection was donated by Stephen Riley and reflects his interests in Development Studies. It also contains material on Social Sciences, Politics, African Studies and Economics. It dates from c.1950 and the items are in English or German.
ascollection iconDevelopment Studies
This collection comprises research materials, dating from c.1900, in the field of development, particularly in relation to Africa. It is a useful resource for those interested in development economics, agriculture, food policy, women's studies, race and colonialism. Materials are partially catalogued and in English, Portuguese, French, German, Creole Spanish, Arabic, Dutch, Afrikaans.
ascollection iconPaul Hamlyn Foundation/CODE Europe Special Collection
The Paul Hamlyn Foundation/CODE Europe Special Collection on Publishing in Africa includes books, reports and other grey literature covering publishing and the booktrade in Africa, plus examples of publishing output. Highlights are materials from the Zimbabwe International Book Fair, titles from the Heinemann African Writers Series and books from African literary projects.

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