An investigation of the background, practice and intercultural communicative competence of part-time distance language tutors at the Open University

The Open University employs a large number of part-time teaching staff (Associate Lecturers, - AL ) who play a crucial role for student success acting at the interface between institution and students. They are the first and main contact for the students, give tutorials, mark assignments and provide individualized feedback. Despite their importance, relatively little scholarship is undertaken on the background and practice of these ALs which is what this study aimed to address. This scholarship project investigated the cohort of ALs in languages (n=292) to find out more about their backgrounds, tutorial practice, their intercultural experience and how this impacts on their teaching. The study used both quantitative (online survey) and qualitative (semi-structured interviews) approaches for data collection and an established framework for the exploration of intercultural communicative competence (Byram, 1997). The findings overall reflect the position of part-time staff in languages - the majority of colleagues are female (76%), they have extensive teaching experience (many more than 15 years), have usually worked for other institutions apart from the Open University, and are not born in the UK (63%). One important finding was that the overall majority of the ALs had first-hand experience of living across cultures but that they had very limited opportunities to bring their intercultural experiences into their teaching practice. This resulted in the development of recommendations that the AL role in the languages curriculum should be reconsidered and enhanced. These recommendations will be implemented during the renewal of the curriculum and demonstrate how a scholarship investigation can impact on teaching practice and curriculum development

Managing change in an academic environment: the German programme at the OUUK

The focus in change management in both commercial organisations and academic environments often takes place at the strategic level. However, change management has an impact at all levels of any organisation, including the operational one. This paper uses the German programme at the Open University in the UK (OUUK) as an example of the way in which a language teaching programme has been subjected to constant and continuous change – both from within the institution and from the external environment. This article aims to complement a brief discussion of the implications of strategic level change management with an insight into the impact of a variety of changes at the operational level from a practitioner’s perspectiv

Intercultural Communicative Competence and Employability in the Languages Curriculum at the Open University UK

In recent years, higher education in Great Britain has undergone considerable change, most markedly the increase in fees from about £9,000 for a BA degree to £27,000 in 2012 in England. This fee increase has led to more questioning of the benefits of university education and a stronger focus on whether the students' financing of their education achieves a return on investment. The increased earning over a life time are estimated to range from £100,000 to £500,000 (Anderson) and, as repaying their student debt has become a major preoccupation for new graduates, employability has become a key theme in university publicity: "Enhance your employability" is a key message given to prospective students by the most popular degree course at the Open University, an open and distance higher education provider in the UK, ranked 14th overall in a national league table for the employability of its graduates. Research (for example Araújo et al.) has demonstrated that knowledge of a second language increases employability across Europe. The importance of intercultural communicative competence (ICC) for working in multicultural teams is widely acknowledged and recognised by employers (CBI 32,39) and so is intercultural dialogue for social cohesion (CoE, White Paper 5). Degrees in modern languages, especially when they integrate the development of ICC, therefore present strong employability benefits. This paper presents the approach the School of Languages and Applied Linguistics at the Open University in the UK has taken to integrate both employability and ICC skills in its curriculum and enhance the skills base of graduates and their chances of finding work in the national or international graduate workforce. We will describe the design principles and development of our detailed framework and supporting resource - designed to span our entire modern languages programme, in five languages, from ab initio to degree level - and demonstrate how our innovative learning design implements the framework and supports the training of highly employable multilingual global citizens able to articulate the range of skills they have developed

Exploring intercultural communicative competence in a distance language learning environment

This study explores intercultural communicative competence in a distance language learning programme at the Open University in the UK. The research was based on two cohorts of distance language students of German, one at beginner and one at advanced level. This study uses an approach that combines quantitative and qualitative research methods through the use of questionnaires and in-depth, semi-structured telephone interviews. It was established that the conceptual framework of intercultural communicative competence developed by Byram (1997b) and his collaborators is the most comprehensive and viable framework for this project. There is evidence in the literature that this framework has been used successfully in different contexts (Byram & Morgan, 1994; O’Dowd, 2006; Sercu et al., 2005a). Little research has been conducted on the development of intercultural communicative competence in adults, with the exception of Aarup Jensen et al. (1995). So this project addresses a gap in the research into intercultural communicative competence among adults. Furthermore, it focuses on a programme of language study at a distance, which is another area for which only limited research evidence could be found. The findings of the project, both the quantitative and qualitative aspects, demonstrate that these learners gained knowledge through the study of a prescribed package of course materials, and that there is evidence of the acquisition of intercultural communicative competence of varying degrees, as stipulated in Byram’s conceptual framework. The findings also demonstrate that the framework of intercultural communicative competence would benefit from the addition of a sixth dimension to encapsulate the experiences and diverse backgrounds that specifically adult learners bring to the study of a modern foreign language: experience of life or savoir s’appuyer sur son expérience.</i

Language tutors at the OUUK – their (e)-competencies in Open and Distance Learning

The OUUK has been teaching distance courses in languages for more than ten years. Students learn by means of specially-designed course materials, increasingly web-based resources and through direct interaction with tutors, who provide personalised feedback on the students’ assignments as well as offering tutorials for communicative practice. The role of OUUK tutors embraces, however, more than just teaching and giving feedback. They play a central role in supporting students in every aspect of their learning, forming the interface between the institution and the learner. The importance of the tutor role in ODL in general has been the subject of some informative research, but much less has been written about the skills needed by tutors of languages at a distance. This international research project has been set up to address this shortfall, and to gather evidence and insights into this particular role. The project aims to investigate the skills, attributes and (e-)competencies required by language tutors of whom a substantial number deliver the tuition online. Initially, a selected group of OUUK language tutors generated what they perceived to be the knowledge, skills and attributes necessary to carry out this complex and demanding role which included the requisite skills for online tuition delivery. In the next stage the outcomes they had produced were refined and regrouped by the researchers. In the third stage a wider sample of tutors commented and added to the listings. This paper will report on the findings so far and summarise the next stages which are planned

Vergleich des Sprachverstehens im Störgeräusch bei Cochlea Implantat Trägern mit unterschiedlichen Mikrophonen

Einleitung: Es wurden die Leistungen beim Verstehen im Störgeräusch von CI-Patienten mit unterschiedlichen Implantattypen verglichen. Der TEMPO+ Sprachprozessor (MED-EL, Implantat C40+) verwendet ein Mikrophon mit Kugelcharakteristik, während der ESPrit 3G Prozessor (COCHLEAR, Implantat CI24R(CA)) mit einem frontal ausgelegten Richtmikrophon ausgestattet ist. Methode: Von den zwei untersuchten Patientengruppen (n=20) war eine mit einem C40+ Implantat (MED-EL, Innsbruck), die andere mit dem CI24RCA Implantat (Cochlear, Melbourne) versorgt. Es wurde die S0N180 Lautsprecheranordnung im Freifeld für den HSM-Test (Hochmair, Schulz und Moser, 1997) und die S0N0 Anordnung für den Oldenburger Satztest (Wagener, Kühnel und Kollmeier, 1999) verwendet. Der OLSA wurde mit festem Sprachpegel (65 dB SPL) und adaptivem Störgeräusch durchgeführt. Der HSM-Satztest wurde bei Signal-/ Rauschverhältnissen von 15 dB, 10 dB, 5 dB, 0dB sowie ohne Störgeräusch durchgeführt. Ergebnisse: Im HSM-Satztest (S0N180) wurden signifikant bessere Leistungen beim Verstehen im Störgeräusch für die Gruppe mit dem Richtmikrophon nachgewiesen. Im Oldenburger Satztest zeigten sich keine signifikanten Unterschiede. Schlussfolgerungen: Im Vergleich zu einem Mikrophon mit Kugelcharakteristik verbessert ein Richtmikrophon das Sprachverstehen in Situationen, in denen die Sprache frontal und der Störschall von hinten dargeboten werden

Regional Labor Force Participation in Austria

Series: IIR-Discussion Paper