If you are interested in languages and the future of language learning and teaching in the UK, you might want to join in with some upcoming Twitter chats organised by the University Council of Modern Languages: #languagepolicyUK
This week my MA module is all about blogging.
Having blogged for a while now, I felt that I could contribute to the discussion well, whilst being able to look at blogging from an outside perspective. I forgot that most people don’t blog, and that there are many different ways of doing it.
We had a quick discussion about blogging for language learning. I am in favour of this, having done it for about a year when learning Dutch. I found that blogging in Dutch enabled me to use (the very basic) language I knew, and even interact with native speakers from a very early stage. Some of these interactions were about points they corrected in my writing, but also about the content I was writing about. I mainly wrote about things I was experiencing, like going for walks, meeting friends, or seeing exhibitions. This helped me develop the vocabulary I needed to talk about my everyday life, rather than learn words to talk about the sick squirrel in the garden (as my text book encouraged me to do). I wish I had kept the transcripts!
I also read other people’s blogs in Dutch, about topics that interested me, for example librarianship. Twitter was also in invaluable source for ‘real language’ and tweets were short enough for me to follow discussions. I still follow some Dutch people from back then on Twitter and am in touch with some of the people I met on Facebook, even though my Dutch learning has stalled.
When researching accents around the UK for a project at work, I came across You say potato, which is a great resource to use with students and source of fun. Other useful resources on accents and dialects are:
If you have a strong regional accent and would like to help with our project, please get in touch. We’ll ask you to talk about a subject of your choice for about two minutes, then transcribe the recording and upload it to our university VLE.
This month I have handed in my first MA assignment. I found it difficult to create a logical thread to run through it for a while, and struggled with the reflective parts, but it all fell into place in the end. It’s all about my experience as a learner (with digital technologies), which sounds easy but when you teach others yourself it can become difficult to look at how you learn as an individual without trying to be objective all the time.
I have also handed in my FCLIP portfolio, which of course is full of reflection. I have worked on it for a while now, so I felt quite relieved when I had sent it.
Last week I attended the annual conference organised by the Association of University Language Centres in the UK and Ireland (AULC). The conference programme was quite diverse again this time.
My colleague Lucile has also blogged about the conference – a very interesting read!
If you are interested in teaching Mandarin, there will be an event for you in June: Chinese teaching in the Western world.
And we all like OERs, so have a look at Cambridge University’s Language Learning Resources.
Session notes: Promoting language and intercultural competence through blogging
- blogs as ‘formal public spaces’
- desired outcomes: language competence (writing skills) and intercultural awareness
- three types of blog in this project: course blog for collaborative learning, personal blog for independent learning, project blog for specific topics or tasks
- expectations that tutor gives feedback to help with improvement of phrases and cultural awareness
- benefits: improved communication skills – more opportunities to write, closer connections within cohort
- blog needs to be integrated into classes – teacher guidance essential – time implications!
- students should be encouraged to learn from each other – outside class as well
- Byram‘s Model of Intercultural Communicative Competence (ICC) model
- skills of interpreting
- critical cultural awareness
- skills of discovery and interaction
Session notes: Languages for specific purposes (LSP)
The presentation can be seen on Benoît Guilbaud’s website.
- LSP is not just something that happens for English
- it’s about teaching the target language for academic and/or professional purposes: ‘specific purpose that group has in common’
- LSP teaching needs to look at the wider context, not just work. For example, an engineer needs to also be able to talk to cleaners, clients, and at social occasions.
- differentiating LSP: there is an infinite number of ways to do this, e.g. subject areas, different levels of complexity or specialisation, different audiences
- subject areas have shared skills, so teachers don’t necessarily need to know the subject area in detail – teaching role is more that of a facilitator
- socio-cultural dimensions need to be part of teaching
- students can learn from each other as they share the same subject – and the teacher can learn about the subject from them
What do you do if you have ten apples? You bake cake. The recipe I used is on the BBC Good Food website.
See the Scratch project I made for my course at http://scratch.mit.edu/projects/37670676/
…about my studies as much as I had hoped but it’s taking up more time than I thought. In case you were waiting… ;)
It’s that time of year again… Zeit fuer einen deutschen Artikel…
Der Tag des mehrsprachigen Bloggens ist mal wieder hier. Ueber Bibliotheken habe ich diese Woche nicht viel zu sagen… Ich bin naemlich im Urlaub :D Deshalb wird dies auch nur ein kurzer Artikel, tut mir leid…
Dieses Jahr ist es 25 Jahre her, dass die Mauer geoeffnet wurde. Ich war 1989 gerade mal neun Jahre jung, und erinnere mich eher daran, dass David Hasselhoff gesungen hat (ach, was fuer ein Held!) als an das eigentliche historische Ereignis.
Dieses Jahr wurde sich erinnert: mit Kunst.
After a few months of letting it rest I am looking at the FCLIP process again.
When I registered for this I felt fairly confident that I could get a decent portfolio together, yet I felt insecure about admitting I was even trying for it. Again, it’s this feeling that others are doing so much more but when I actually sit down I can see that I am making a difference, at least a bit. To someone. Let’s just hope the CILIP assessors agree in the end.
I still find it odd that both CILIP chartership and fellowship are somewhat shrouded in mystery, and are probably made a much bigger deal than they are in terms of workload. I found chartership valuable but I have worked harder for (apparently) equivalent M-level credits. (By the way, the Open University is fussy when you ask them to recognise your MCLIP credits.)
The guidelines are, like for chartership, rather vague and there are not many sample portfolios. CILIP also told me that sample portfolios might not be helpful for fellowship, as it is such an individual process.
This illustrates the process quite well: How writing works (PhD Comics)
(PS. Another thing I noticed is that the #fellowship hashtag might not really be what you want in this context.)