Is there language teaching after global English?

This study documents a case of language education decline, and the role that distance-teaching expertise, allied with Information and Communication Technology (ICT) experience, can play in alleviating the problem. In the United Kingdom a number of factors have led to a crisis in the teaching and learning of European Languages Other Than English (ELOTE). One of the main determiners is the dominance of English as a lingua franca for Continental Western European countries, and another the political reluctance of the part of British governments to engage fully with the European Union. In the country where English is the mother tongue, the position of ELOTE is particularly critical. After quantifying the decline in demand for these languages, I will look at different ways in which language-teaching professionals have attempted to fight back, and I will focus on the benefits that may be derived from a strategy that combines ICT capacity with distance-learning methodologies, using the UK Open University (UKOU) as an example. The lessons drawn by that institution in different discipline areas over two decades will be applied to languages

The use of ICT in the assessment of modern languages: the English context and European viewpoints

The ever increasing explosion of highly attractive multimedia resources on offer has boosted the use of information and communication technology (ICT) in the teaching and learning of modern languages. The use of ICT to assess languages is less frequent, however, although online testing is starting to develop. This paper examines the national context for the assessment of modern foreign language proficiency in England, outlines the kinds of assessment currently available and the development of electronic forms of assessment and compares the above with the survey results of a European Union (EU) funded project on current good practice in online assessment of languages in other European countries. The findings indicate that speaking is inadequately served by online testing as tests currently focus primarily on receptive language skills. The implications for future successful online testing include the incorporation of interactive skills and effective formative feedback

Modern Foreign Languages in England : A View from Japan

Modern foreign languages are taught and learned in primary and secondary education in England. However, how to teach and learn them seems to be unfamiliar and misunderstood sometimes. In this paper, I describe the realities of foreign language learning in England compared with other European Union (EU) countries and Japan. To identify how pupils are learning foreign languages at school, I carried out a survey and found that the subject pupils had good motivations to learn foreign languages. Based upon these data, I discuss how foreign languages are taught and learned in England as well as in Japan. Finally, I suggest that Japanese pupils should have a lot more opportunities to learn foreign languages other than just English

Closure properties of pattern languages

Pattern languages are a well-established class of languages that is particularly popular in algorithmic learning theory, but very little is known about their closure properties. In the present paper we establish a large number of closure properties of the terminal-free pattern languages, and we characterise when the union of two terminal-free pattern languages is again a terminal-free pattern language. We demonstrate that the equivalent question for general pattern languages is characterised differently, and that it is linked to some of the most prominent open problems for pattern languages. We also provide fundamental insights into a well-known construction of E-pattern languages as unions of NE-pattern languages, and vice versa. © 2014 Springer International Publishing Switzerland

Professional contexts for modern languages:work experience and academic reflection in a multilingual context

In the second year module ‘Professional Contexts for Modern Languages’ at Lancaster University, students take 20-25 hour placements, and using a multimodal forum, they articulate their challenges, development and understanding of the varying contexts in which they are working. In summative assessment, students across languages and types of activity communicate and learn from each other so as to foster a broad, cross cultural understanding of language-based professional and business contexts (mainly in educational, digital marketing and translation sectors both in the UK and abroad). The module establishes a mutually productive engagement between a university languages department, faculty employability and central careers staff, the Lancaster University Students Union (that source teaching placements) and local and European employers. Inspired by a vision of modern languages degrees as fostering a global mind-set and cultural intelligence, the course allows us to rethink language learning within a framework of skills for employability

How Can Learning Lesser Used Languages Wide Out Our Frontiers? (a contribution to the theory and practice of intercultural communication)

In last decades a special attention has been paid to intercultural communication and its development in societies all around the world. A number of cultural anthropologists describe it as an informal face-to-face verbal/oral interaction between individuals representing different cultures (Asante-Gudykunst, 1989:14; Prosser, 1978:102). In addition, in a number of scientific papers one can read that this subtype of human communication can have its key success only if it is based on the premise of the equal use of different languages and of their respect. Article 2:3 of the Lisbon Treaty itself states that the European Union “shall respect its rich cultural and linguistic diversity, and shall ensure that Europe's cultural heritage is safeguarded and enhanced” (OJEU, 2007:11). The truth is that intercultural communication, as one part of communication in general, is a necessity for successfully bridging the gap between different cultures and languages.In the European Union intercultural exchange and communication among the European nations are the imperative for a united international (economical, political, social etc.) cooperation in which foreign language learning has a special social and political priority. However, inside the borders of the European Union there is a large group of official languages which are lesser used and, consequently, not widely learnt (e.g. Polish, Hungarian, Lithuanian, Catalonian, Welsh etc.). In the Balkans all official national languages together with other spoken minority ones belong to this group according to Ferguson`s sociolinguistic classification. Viewing intercultural communication as a profound social phenomenon, Singer (1998:41) undoubtedly pointed out that when different groups encounter one another, a common problem is that people think differently. According to the theories of cognitive anthropology, this always occurs because of the existence of either slightly or completely different cultural models in societies. To be achieved a deeper and comprehensive intercultural communication and its effectiveness, which both involve reduction in a large measure of uncertainty and anxiety related to otherness and building a new perceptive scheme about others, learning lesser used languages, such as Greek in Serbia and Serbian in Greece, is considered a categorical request for any further constructive development of relations and cooperation between different nations within and outside the European Union.

How Can Learning Lesser Used Languages Wide Out Our Frontiers? (a contribution to the theory and practice of intercultural communication)

In last decades a special attention has been paid to intercultural communication and its development in societies all around the world. A number of cultural anthropologists describe it as an informal face-to-face verbal/oral interaction between individuals representing different cultures (Asante-Gudykunst, 1989:14; Prosser, 1978:102). In addition, in a number of scientific papers one can read that this subtype of human communication can have its key success only if it is based on the premise of the equal use of different languages and of their respect. Article 2:3 of the Lisbon Treaty itself states that the European Union “shall respect its rich cultural and linguistic diversity, and shall ensure that Europe's cultural heritage is safeguarded and enhanced” (OJEU, 2007:11). The truth is that intercultural communication, as one part of communication in general, is a necessity for successfully bridging the gap between different cultures and languages.In the European Union intercultural exchange and communication among the European nations are the imperative for a united international (economical, political, social etc.) cooperation in which foreign language learning has a special social and political priority. However, inside the borders of the European Union there is a large group of official languages which are lesser used and, consequently, not widely learnt (e.g. Polish, Hungarian, Lithuanian, Catalonian, Welsh etc.). In the Balkans all official national languages together with other spoken minority ones belong to this group according to Ferguson`s sociolinguistic classification. Viewing intercultural communication as a profound social phenomenon, Singer (1998:41) undoubtedly pointed out that when different groups encounter one another, a common problem is that people think differently. According to the theories of cognitive anthropology, this always occurs because of the existence of either slightly or completely different cultural models in societies. To be achieved a deeper and comprehensive intercultural communication and its effectiveness, which both involve reduction in a large measure of uncertainty and anxiety related to otherness and building a new perceptive scheme about others, learning lesser used languages, such as Greek in Serbia and Serbian in Greece, is considered a categorical request for any further constructive development of relations and cooperation between different nations within and outside the European Union.

Scaffolding oral interaction in a CLIL context: A qualitative study

The learning of languages as a basic prerequisite in the European Union has created a new educational paradigm called Content and Language Integrated Learning (CLIL). In the CLIL classroom the teacher has to assist students in the learning of content and language at the same time. The support that the teacher offers to the learners to accomplish this dual target is expressed through scaffolding (Vygotsky 1978; Bruner 1985), that is a temporary assistance until the student is able to work autonomously. This study aims at investigating and describing instances of scaffolding strategies applied in the CLIL secondary education classroom