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Languages for Specific Purposes

Languages for Specific Purposes. Pedagogical Innovation or Organisational Headache? Mark Critchley Director, Centre for Foreign Language Study Durham University. “Languages for Specific Purposes is the Future”. Languages for Specific Purposes. What does this mean?

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Languages for Specific Purposes

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  1. Languages for Specific Purposes Pedagogical Innovation or Organisational Headache? Mark Critchley Director, Centre for Foreign Language Study Durham University

  2. “Languages for Specific Purposes is the Future”

  3. Languages for Specific Purposes • What does this mean? • How does it relate to personal learning plans? • How does it fit in a portfolio of language teaching & learning?

  4. Specialism is a problem amongst “specialists”

  5. Focus on non-specialists: • How good do they want to be? • How good do we expect them to be? • How good do they need to be? • In what context?

  6. Languages for Specific Purposes has an important role – especially in the context of IWLP • A given language for a given application • Language programmes for different learner groups • Focus on a particular skill • Focus and motivation for learners

  7. There are a huge variety of specific applications: • Technical specifications • Contract negotiations • Research • Advertising campaigns • Permissions, licences • etc…

  8. So how do we define “specific”? • Engineering – civil, chemical, electrical? • Business – marketing, legal, finance • Grammar, vocabulary, skill • Pace, schedule, location….

  9. Headaches • Course proliferation • Timetable • Location • Student numbers • Dilution • Level - A1, A2, B1, B2 …?

  10. More headaches • Knowledge of the “specific purpose” • Assumption • Focus of teaching • Funding Every institution is different

  11. A Way Forward? • Change from traditional language teaching & learning • Jointly delivered programmes with specialist departments • Business in an International Context – with languages • Global Affairs – with languages • Emphasis on inter-cultural communication

  12. Risks • We must take care not to relegate the value of the study of language & culture for its own sake • Maintain a focus on the cultural reference points of all professional activity

  13. Language learning is all about communication and relationships: better cultural awareness, confidence and trust, and friendships

  14. Durham context • Ethos : anyone who wants to learn a language should be able to do so • Bespoke courses for academic Departments • Study Abroad preparation • Academic reading skills • Professional courses for those in work • Too many learners, not enough resources

  15. IWLP context • Growing numbers of learners, growing demand • High teacher workloads • Reliance on part-time teachers • Limited funding • Need to prioritise the use of all our resources, including teacher time, for maximum impact

  16. Modern Languages discipline context • Falling registrations for degree programmes • Reduction of academic influence • Reduction of specialism • Race to the bottom • Need to respond in various ways – but careful to maintain the value of language teaching and study in their own right – irrespective of application

  17. “There’s no such thing as Business French”

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