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Mapping our language programmes Vicky Wright Centre for Language Study vmw@soton.ac.uk

Mapping our language programmes Vicky Wright Centre for Language Study vmw@soton.ac.uk. Issues which needed to be solved. varied proficiency at entry how to cater for the most able linguists progression for native speakers & bi-linguals ab-initio courses – do learners catch up?

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Mapping our language programmes Vicky Wright Centre for Language Study vmw@soton.ac.uk

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  1. Mapping our language programmes • Vicky Wright • Centre for Language Study • vmw@soton.ac.uk

  2. Issues which needed to be solved • varied proficiency at entry • how to cater for the most able linguists • progression for native speakers & bi-linguals • ab-initio courses – do learners catch up? • falling numbers – especially in certain languages • the need for harmonisation acrosslanguages and across types of provision

  3. Development • 7 Stage framework of language competence developed by Centre for Language Study • descriptors/competencies of national/ international language qualifications and frameworks analysed, e.g. LRS benchmarking statement, Common European Framework & IELTS • descriptors/learning outcomes evolved for all languages taught following comparative review of end of year exam scripts and assignments external examiners consulted

  4. Language Stages: entry levels

  5. Language Stages: entry levels

  6. Language Stages: entry levels

  7. Language Stages: entry levels

  8. Language Stages: entry levels

  9. Language Stages: progression Normal progression is ONE Stage per academic year

  10. Language Stages: progression

  11. Language Stages: progression

  12. Equivalencies at the end of a Stage…

  13. Descriptors and differentiation

  14. Descriptors and differentiation

  15. Course details • 30 credits over 2 semesters (some variation) • language courses are independent of year of study (the Stage is determined by the Programme of Study) • documentation covers • understanding, production, mediation • language learning strategies • communication strategies • language knowledge and awareness • knowledge and understanding of the target language and culture • key skills • teaching and learning methods • independent learning • assessment

  16. Final thoughts… • we have done a lot more talking across languages (peer observation etc) • different types of provision are using variants of the same Stages • it has been possible to merge smaller classes • it is easier to launch new classes/new languages • not as much harmonisation as we would like • there are a number of areas we would like to work on e.g. the question of acceleration • the question of PG work…

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