Crossing frontiers: Languages and the international dimension

Crossing frontiers: languages and the international dimension
Cardiff University, 6-7 July 2006
� current paths to certification;
� student needs and student perceptions of the learning process and the rewards on offer
through it.
It will examine the Asset Languages assessment scheme and relate some of its features to possible
increases in motivation through:
� a reinterpretation of the concept of “modern languages”;
� the provision of an integrated assessment scheme covering the entire spectrum of language
proficiency;
� the availability of a common scheme across sectors, from Primary, through Secondary and
Adult, to Further and Higher Education;
� the widening of learner choice through increased flexibility and portability of qualifications;
� the fostering of learner autonomy and qualification ownership.
The presenter, Gerry Procter, is a Senior Development Manager at Asset Languages. He has taught
in Secondary, Further and Higher Education, and has been involved for many years as a senior
examiner in GCE A-Level and AVCE assessment, and in certification in languages through a variety
of contrasting schemes.
Michael Prosser, Polytechnic University Of Valencia
The introduction of Chinese onto the curriculum of Spanish engineering students at the Polytechnic
University of Valencia
10 years ago suggestions of introducing Chinese onto the curriculum of engineering students (who
were offered German and French in addition to English) at the Polytechnic University of Valencia met
with bemused laughter. This September my first Chinese class was full to bursting. This
communication sets out to analyse student motivation in embarking on studying what for Spain is a
mind-bogglingly exotic language and to analyse their experiences and the degree to which they
assimilate the language to be able to use it in real communicative situations. Their motivation and
progress will be broadly compared with that of comparable groups of German beginners in the same
institution. Of particular interest will be how students (and potential employers) perceive the
relevance of Chinese to their future careers.
Nebojsa Radic, University of Cambridge
The Junior CULP Project: phase 2
The Junior CULP Project is aimed at the 14+ age group and specifically those who are less
motivated to continue studying languages at KS4.
Phase 1 of the Project was carried out in the academic ‘04/’05 year and involved the University of
Cambridge Language Centre (LC) and the Impington Village College and St Ivo School. 77 year 9
students registered for courses in French at intermediate and Spanish at basic level. The evidence
gathered indicates that a language learning course that integrates on-line and face-to face language
learning is effective and well received in a secondary education context.
Junior CULP Phase 2 is taking place in the academic ‘05/’06 and focuses on creating a model that
other institutions can adopt and adapt.
The LC is putting its work and experience in the conception, design, development and delivery of
language courses that integrate online learning at the service of the Government's national
languages strategy, Languages for All, Languages for Life. The Centre also wants to share with the
broader community of learners the state of the art technology in its independent learning centre and
teaching rooms.
web site: www.llas.ac.uk/cardiff2006
email: conferences@cilt.org.uk
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