Grosvenor Grammar School, Belfast

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Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes. As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all. Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.

Making the most of free online tools and technologies for language learning &...

The Language Centre at Queen's

The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom. This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.

Fostering Learner Engagement and Autonomy through Assessment

The Language Centre at Queen's

A challenge that language teachers can face in the classroom is enabling students who are not language specialists to engage with the learning process. These students may find the language class abstract and disconnected from their own interests. A possible solution is to teach language through a topic that can be of interest for, and bring together, students from diverse academic background, and to allow them to develop transferable skills, such as critical thinking, problem solving and co-operation. In this paper, I will present a sequence of lessons on advertising for post-GCSE students in French (A2 level). Advertising constitutes an engaging topic because it involves audio-visual media, language games and products that may correspond to students’ cultural image of France (fashion, gastronomy and elegance) and can accordingly raise their interest — their ‘active engagement and enjoyment combined, leading to more active participation in the on-going learning activities’ (Waninge, 2015) — for French language and culture. Through teaching materials and activities, including advertising texts, slogans, critical texts and recordings about advertisement, commercial spots, individual and group presentations, and the writing of a text promoting a bizarre product (coming from chindōgu, the Japanese art of inventing gadgets), learners can develop their reading, listening, speaking, writing and grammar skills, as well as analysing texts and using argumentative techniques. By pondering on the goals of advertising, publicists’ techniques and the influence of advertising on their lives, they also develop a critical mind.

Raising Learners' Interest through advertising

The Language Centre at Queen's

This will be a show-and-tell concerning the Language Resource Centre's adaption of Planet eStream' IPTV system. This was initially to provide answers to DVD storage issues and live international TV distribution which has now developed into a sophisticated digital based teaching tool that allows access to a huge amount of language and cultural media resource. The system also provides individualised and customised media channels for teaching and learning.

Providing languages for All and much more through digital media

The Language Centre at Queen's

Aulc 2017 Language Centres: Non-academic, academic support units

The Language Centre at Queen's

Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT. Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009) My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other. This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting. The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.

The Italian Digital Project

The Language Centre at Queen's

Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability.

Using student-centred assessment to inspire learners and evidence their learning

The Language Centre at Queen's

Supporting language learners through online phonetics tutorials in heterogenic learner groups - the case of German for beginners for Chinese or Japanese native speakers. While listening and pronunciation exercises are integral parts of most syllabi and present in most course books used for teaching German as a foreign language, few of them start with the very basic phonetic information needed to successfully engage with these: the underlying insight into how to produce the correct phonemes in the language. Especially students with a background in a non-romance or non-germanic language (e.g. Chinese or Japanese native speakers) can find this challenging and, as a result, can fall behind the progress of their peers in a mixed group of learners. This paper advocates the integration of phonetic content along with a variety of exercises into the syllabus of a German language class, in order to counter this problem. It explores the feasibility of supplying it as a part of the curriculum, or as an optional remedial class or online tutorial. The paper will begin by exploring the value of phonetics teaching in a language class and proceed to look into the challenges of German phonetics for students with a non-romance or non-germanic language background, along with a depiction of the most difficult phonetic aspects. It will finish by looking at ways to remedy this and showcase the use of an online delivery method. While the paper looks in particular at German language teaching, the similarity of experiences of teachers of other “euro-centric“ languages such as French, Spanish, Italian etc. should make it of interest to a wider audience.

Supporting Language Learners through Phonetics Tutorials

The Language Centre at Queen's

Internationalisation of universities of recent years has changed the work of language centres considerably. The institutional focus on English as lingua franca on one hand and the interest of international students and staff in languages of the local cultures surrounding the universities on the other have brought the necessity to adapt educational practices of language teachers to the dynamic multilingual academic environment. In this paper, I will present a Creative Approach to Language Teaching (CALT) as a possible tool for such an adaptation. I will introduce theories of M. Csikszentmihalyi, K. Robinson, E. de Bono, J.P. Guilford and B. Krouwel that enable us to view creativity as an integral part of language teaching practice. I will address questions of creative potential, processes, situations and barriers, and I will identify approaches that can help teachers broaden their own repertoire as multilingual educators. I will discuss successful examples of how creativity may equip teachers with strategies that can help solve a wider variety of challenges that multilingual classes bring.

Multilingual and Creative: Rethinking University Language Classrooms

The Language Centre at Queen's

Working with authentic materials in and outside the classroom allows us to work with real language as it functions in contextually appropriate ways, while providing opportunities to improve students’ intercultural awareness. We will examine several examples of teaching practice, specifically designed for a language module aimed at students of Spanish in HE working with a B2+ level of linguistic competence (CEFR), where we have introduced sociocultural content by means of authentic written and oral texts from a variety of sources (mass media, cinema, official bodies, employment agencies, educational institutions, etc.) specifically related to the professional world. Activities have been designed to enhance communicative skills and specific subject knowledge (grammar, lexicon and language functions). The use of simulations and real tasks will encourage the students’ active participation in solving real problems, giving them the opportunity to further develop those skills which make them employable, as most of these students will be carrying out during their third year a work placement or seeking temporary part-time employment in a Spanish speaking country.

Authentic Materials and real tasks, Enhancing students’ employability, interc...

The Language Centre at Queen's

Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice. How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity? This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.

Encouraging Students to Learn Deeply and Broadly

The Language Centre at Queen's

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Making the most of free online tools and technologies for language learning &...

Fostering Learner Engagement and Autonomy through Assessment

Raising Learners' Interest through advertising

Providing languages for All and much more through digital media

Aulc 2017 Language Centres: Non-academic, academic support units

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Using student-centred assessment to inspire learners and evidence their learning

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Multilingual and Creative: Rethinking University Language Classrooms

Authentic Materials and real tasks, Enhancing students’ employability, interc...

Encouraging Students to Learn Deeply and Broadly

Language Change Part 3: UK Studies

Emotional Intelligence and Learning Styles

Language Change Part 2: Labov Studies

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This is a great story of the Soldier Son Portrait. A wealthy man and his son loved to collect rare works of art. They had everything in their collection, from Picasso to Raphael. They would often sit together and admire the great works of art. When the Vietnam conflict broke out, the son went to war. He was very courageous and died in battle while rescuing another soldier. The father was notified and grieved deeply for his only son. About a month later, just before Christmas, There was a knock at the door.,,,,,,,,,,,......

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Genesis 1:5 And God called the light Day, and the darkness he called Night. And the evening and the morning were the first day. God. Ps 74:16. called. ver. 5, 8, 10. Ge 5:2. Ps 92:2. Ec 3:11. 10:13. 11:6. Is 41:4. 44:6. 48:12. Re 1:8, 11, 17. 2:8. 21:6. 22:13. Day, and. Ge 8:22. Ps 19:2. Is 45:7. Je 33:20. Jn 8:12. 11:9. Ro 13:13. 1 Co 3:13. 2Cor 4:6. Ep 5:13. 1 Th 5:5. He 1:2, 3. And the evening was, and the morning was. ver. 8, 13, 19, 23, 31. Ge 19:27. Le 23:32. Ps 65:8. 74:16. 104:20. day. Ex 20:9, 10. Pr 4:18. 1 J 2:8. The meaning of the Scripture is the Scripture. Be saturated with the Word of God.... daily.

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Genesis 1:2 And the earth was without form, and void; and darkness was upon the face of the deep. And the Spirit of God moved upon the face of the waters. 2. And. Ge 8:22. earth. Ge 1:27. was. or, became. Ge 2:7. 9:15. 19:26. Ex 32:1. Dt 27:9. 2 S 7:24. or, came to pass. Ge 4:3, 14. 22:1. 24:15. 27:1. Jsh 4:1. 5:1. 1 K 13:22. Is 14:24. without form. Is 45:18. Ge 4:25. Jb 26:7. Is 24:1. 34:11h. 45:18. Je 4:23. Jl 2:31. Na 2:10. Mt 27:45. Ep 5:11, 13. Col 1:13. Re 6:12. 8:12. 9:2. 16:10. and void. Ge 4:25. Ge 1:2. Is 34:11 (emptiness). Je 4:23. and darkness. Jb 38:9. was. ƒ63B, Ge 2:10. deep. or, sea. Ps 42:7. 104:24. Is 51:10. 63:13. Jon 2:5. Hab 3:10. 2 Co 11:25. Spirit. Is 48:16. Ge 6:17. Jb 26:13. Ps 33:6. 104:30. Is 40:12-14. 42:1. Mt 12:32. Lk 24:49. Jn 3:6, 34. 7:39. Ac 1:5. 2:17, 18. 4:8. 10:38, 44. 1 Th 5:19. Ja 1:18. moved. Dt 32:11. Is 31:5. Jn 3:3-8. Ro 8:5, 9, 14. 2 Co 5:17, 18. Ga 4:29. face. Ge 11:8. Ge 1:29. 2:6. 4:14. 6:1, 7. 7:3, 4, 18, 23. 8:8, 9, 13. 11:4. 41:56. Ex 10:5, 15. 32:12. 33:16. Nu 11:31. 12:3. 22:5, 11. Dt 6:15. 7:6. 1 S 20:15. 1 K 13:34. Jb 37:12. Is 14:21. 23:17. 27:6. Je 8:2. 28:16. Ezk 34:6. 38:20. Da 8:5. Am 5:8. 9:6. Lk 12:56. 21:35. waters. Ge 7:6. Ps 104:6. The meaning of the Scripture is the Scripture. Be saturated with the Word of God.... daily. '

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