I have received the mark for my Critical Study a few weeks ago, am now awaiting the final overall grade, and am thinking about what to treat myself to on graduation day. It’s been a long two years! I am still in the process of writing a shortened version of the Critical Study for publication, but in case anyone’s interested in reading the whole thing – here it is: Using and supporting a blog for teaching French for professional purposes.
[Note added on 4 November: Here is a short version.]
I have handed in my final work for my Masters degree. *sighs with relief*
If you attended Innoconf16 earlier this year (I wrote about it here) and heard me mention it there, you may be interested in reading my Critical Study (when it has been marked – I graduate in December). Alternatively you could wait until I have written a shorter version and published it somewhere (details to be confirmed).
Here is an example of an assessed presentation I worked on with a partner for my fourth MA module, the final one before handing in my Critical Study:
How to support the adoption of technology: An exploration of behaviours and personal learning spaces
Working on this took a lot more effort than I feel it should have taken. It also brought some issues to the surface that I think need to be dealt with:
- how distance students access library resources, including how they are made aware of plagiarism and referencing rules
- how and if distance students access (in-sessional) language and academic writing support
- how collaboration is introduced and facilitated in distance learning modules
These can be some of the things I will explore in the future, possibly as part of my scholarship portfolio at work.
Yesterday I attended my last MA seminar. Feels strange – the past 18 months have just flown by! Now onwards to the last (group) assignment and the dissertation (which we call Critical Study)… I am looking forward to reading more non-academic literature already…maybe I’ll even start blogging properly again one day.
This morning I worked on finalising a speech I am giving on Thursday, about making friends when moving to a new city. This sounded like an easy task when I agreed to doing this.
Here’s the twist: it’s a speech in German. And although German is my native language I have never delivered a formal speech in German, not since giving short talks in school on topics like the rain forest and wanting to move to Costa Rica.
I feel quite excited about having been asked to take part in a mock conference and deliver a speech to a group of interpreting students, but I am also quite nervous. Being around English speakers all day long can make me feel like my German is quite rusty at times, and switching quickly between languages when I have concentrated on one of them for a while (a couple of hours, for example) it takes me a few sentences to switch over properly. You’d think it’d be the other way around…
But – I have lived my professional life in the UK so far and never had to be “professional” and “grown up” in German. So I haven’t necessarily developed the register or behaviours that you’d expect – or so I think.
It’ll be interesting to see how it goes… scarily I may get feedback on my public speaking as well. I’ll try not to ramble…
Last week I attended the 17th annual conference organised by the Association of University Language Centres in the UK and Ireland (AULC). It took place in Cardiff, where everyone I met was really friendly, and I met quite a few colleagues from other institutions. This is my fourth year of attending, and a lot of time is now spent trying to catch up with people I haven’t seen for a year.
Here are my notes:
Welcome and Keynote 1 (Professor Diarmait Mac giolla chriost)
- Wales is aiming to make its population bilingual plus 1, i.e. every child is taught English, Welsh and one other language in school. This is meant to raise the profile of modern languages in the country and increase employability.
- Welsh is to be seen as language of inclusion
- some identities are linked to language (research into this taking place e.g. at University of Cardiff)
Session 1: Accessibility of Professional Development by Language Practitioners Investigating a Better Understanding of their classroom Practice (Dr Assia Slimani-Rolls and colleagues)
- focus on exploratory practice (EP) as method for research and practice
- research is essential/powerful, needs to inform practice – ‘potentially powerful transformative force’
- why are teachers not engaging in research? lack of time/available resources/mutual respect between teachers and academic researchers
- exploratory practice aims to empower teachers and develop professionalism
- importance of putting ‘quality of life’ in the classroom first
- use of normal pedagogic activities as investigative approaches
- some teachers presented their own ‘puzzles’, reflecting on their individual contexts
- EP helped to make informed CPD decisions, to understand what happens outside the classroom as well as inside
Session 2: Developing Digital Literacies through Observation and Reflection (Dr Ulrike Bavendielek)
- internet use offers authentic, relevant material, greater scope for participation and autonomy
- communication skills: different skills required for different media/platforms
- access to help and support in target language
- ‘real language’ communities of practice – native speakers, at a distance
- ‘participation is learning’
- enable students to know what’s out there and how to find/access it
- show students how to access things, e.g. at the beginning of a lecture – don’t assume they know!
- need for cultural background, underlyig values and ideas
- language use on social media can be very creative, it isn’t about ‘correct’ language – students need to be made aware and they may be able to play with language, too
- encourage students to use target language on existing networks rather than start afresh – be aware how people engage with social media generally – there may be issues
Keynote 2: Opportunities and Challenges in the Multilingual and Multicultural Learning Space: Principles and Practices (Dr Kevin Haines)
Session 3: Acquired through Languages for All / IWLP Programmes – the Certificate in Languages for Business – Chartered Institute of Linguistics Accrediting Language Skills (Matthias Postel)
- Level 2 certificate: A1/B2
- need for applied language content with a workplace focus
- currently on offer: French, Spanish, German
- two units (reading/writing and listening/speaking), plus exam
Session 1: Use of Tablets/Smart Phones to Support Accessibility (Antonio Barriga Rubio)
- use of tablets/smart phones in classroom is flexible: time, space, content
- feedback: tablet use allows to add links to comments, e.g. to refer to helpful resources
- teacher cannot be flexible if not prepared
- ALL students need to be involved, otherwise you may as well not bother
- instructions need to be clear
- use of QR codes
- Audio/video use:
Plenary Talk: Beyond Accepted Standards – The German UNIcert Language Certificate for University Students (Dr Peter Tischer)
- “The UNIcert ® system of language education and certification is based on a policy document agreed by leading German universities.”
- one curriculum with academic focus
- framework and network
- cooperation with DAAD
- certificate for teachers: FOBIcert
- international expansion
- different (new) skills – new certifictae needed
AULC – Annual General Meeting (John Morley and colleagues)
There was a Twitter hashtag as well, #aulcconference2016, which you may want to look at to access other people’s tweets, posts and thoughts.
Added on 24/02/2016: Presentations can be accessed here.
This weekend I have been going through previous blog posts, notes, presentations, recordings, and such, to chart the development of my digital identity. There is a lot of stuff on here that I didn’t even realise I had written down. But now it comes in useful… for a rather unexpected MA assignment that is due in January.
I am also trying to work out how my professional identity has developed in the past few years, and have found that both are closely linked, especially in regards to developing valuable relationships (and even friendships). But are there further dimensions I am missing?
If you have any memories about our past encounters, please comment below, because it’d be interesting to see how others perceive the whole question of identity.
[Added in December 2016: Here’s an essay about professional identity that I wrote for my MA module on technology, education and society]
To de-stress after along week, I spent some of yesterday baking. I used apples from my own tree to make a pie, using a recipe from the Internet.
Posted in miscellaneous
Today I was invited to be a plenary speaker at an event for English language students. Brief: to talk about the influence of technology in my field.
My initial thoughts on this evolved around social media and how these have enabled me to become a part of the wider professional community and to be able to find and share information, ideas, etc. more easily. But going further back, I realised that technology has enabled (or forced?) the profession to change throughout its existence, really: going from scrolls to codices, to computers and tablets; from card catalogue to OPAC to QR codes and RFID. So where to start and where to end? Which technologies have changed your professional life the most and why?