Why Take A Language at GCSE

Poster on why to take a foreign language at GCS

Chinese Taster Lesson: Parts of the Body - Labelling Worksheet

Label the parts of the body. To be used in conjunction with the Chinese Taster Lesson Plan and Powerpoint

Report of the DELAMAN Costing Case Study

DELAMAN member archives estimated the costs of archiving two sample deposits of language documentation data. Comparing these costs to the cost of funding a documentation project which would generate this amount of data, the costs of archiving can be estimated to 8% of the total direct costs of the funded project. DELAMAN proposes that grantees and grantors use this 8% figure as a more simplified way to calculate archiving costs which better reflect the nature of archiving as basic infrastructure for endangered language research.http://delaman.or

Why Learn Japanese

A poster illustrating why to learn Japanese

Internationalisation and modern languages in Scottish Further and Higher Education

This scoping study investigated the impact of internationalisation strategies on modern language provision in Scottish further and higher education and was commissioned by the Subject Centre for Languages, Linguistics and Area Studies. It follows on from the report by Footitt (2005), which explored issues of internationalisation and modern languages in England. The present investigation had the following aims: to identify the main policy documents related to internationalisation strategies and modern languages in Scottish further and higher education and explore to which extent internationalisation initiatives support or encourage the development of students' language and to explore the explicit and implicit messages given by institutional websites about international student support and about modern language study; to explore the views of selected stakeholders in Scottish further and higher education with regard to internationalisation strategies and in what ways international activities at selected institutions offer opportunities for language learning

Community languages in higher education : towards realising the potential

This study, Community Languages in Higher Education: Towards Realising the Potential, forms part of the Routes into Languages initiative funded by the Higher Education Funding Council in England (HEFCE) and the Department for Children, Schools and Families (DCSF). It sets out to map provision for community languages, defined as 'all languages in use in a society, other than the dominant, official or national language'. In England, where the dominant language is English, some 300 community languages are in use, the most widespread being Urdu, Cantonese, Punjabi, Bengali, Arabic, Turkish, Russian, Spanish, Portuguese, Gujerati, Hindi and Polish. The research was jointly conducted by the Scottish Centre for Information on Language Teaching and Research (Scottish CILT) at the University of Stirling, and the SOAS-UCL Centre for Excellence for Teaching and Learning 'Languages of the Wider World' (LWW CETL), between February 2007 and January 2008. The overall aim of this study was to map provision for community languages in higher education in England and to consider how it can be developed to meet emerging demand for more extensive provision

Cross-sector collaborative activities to promote modern languages in Scotland

The study was commissioned by The Higher Education Academy Subject Centre for Languages, Linguistics and Area Studies (LLAS). It replicates the study by Davis (2006) on cross-sector activities to promote the study of modern languages in England and Wales, within the Scottish context. The overall aim of the current investigation was to identify and encourage sharing of good practice in cross-sector collaboration in Scottish schools, universities and FE colleges

Valuing All Languages in Europe

The VALEUR project (2004-2007) took as its focus the 'additional' languages of Europe. These are defined as all languages in use in contexts where they are not 'national', 'official', or 'dominant' languages. They include 'migrant' languages, 'regional/minority' languages, sign languages and 'non-territorial' languages of diasporas such as Yiddish and Romani. The project team brought together a range of expertise in sociolinguistics and language pedagogy, planning and research from Finland, Netherlands, Poland, Spain and the UK. We took as our starting point Council of Europe policies on plurilingualism and the desirability of promoting linguistic diversity both for individual citizenship and for social cohesion in Europe. Our aim was to map provision for additional languages in Europe, in a more systematic and inclusive way than ever before. We looked at provision at school level for different languages in different contexts in order to identify good practices to be shared. In order to achieve our objectives we drew on the good will and enthusiasm of workshop participants, who provided a wealth of information and insights from 21 of the Council of Europe member states. Our work is not definitive: its purpose is awareness-raising and to stimulate further activity to support the learning of all Europe's languages

UA68/7/1 Gaceta Cultural de WKU, Vol. 1, No. 1

Newsletter in Spanish regarding Spanish professors, Hispanic cultural events, churches and restaurants in Bowling Green

The employability advantage: embedding skills through a university-wide language programme

In an ever unstable job market, improving the employability skills of graduates comes very high in the priorities of languages departments. As the employment of graduates appears among the performance indicators of institutions in higher education, universities are focussing more and more upon the development of employability related skills to enhance students’ prospects in the job market. All UK universities are measured on the first jobs that their students acquire after graduation. In response to this, Coventry University implemented numerous new strategies to emphasise and stress the importance of education for employability. This chapter will report on the Institution-Wide Language Provision (IWLP) and its explicit link to the higher education employability agenda. IWLPs typically cater for students who want to study a language alongside their degree subject in addition to, or as part of, their main degree course. Uniquely, Coventry University offers language modules to undergraduate students as part of a scheme called Add+vantage. These modules are designed to embed employability into undergraduate courses, allowing students to demonstrate language skills and formal learning when entering the graduate job market. The Add+vantage modules are taught over an eleven-week semester, with the eleventh week solely dedicated to employability