13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
PROGRAMME AND ABSTRACTS
13th International CercleS Conference
4 – 6 September 2014
Fribourg, Switzerland
Language Centres in Higher Education:
Exploring and Shaping Plurilingual Profiles and Practices
Sprachenzentren an Hochschulen:
Mehrsprachige Profile und Praxis von Mehrsprachigkeit erkunden und gestalten
Centres de langues dans l’enseignement supérieur:
Concevoir et explorer des profils et des pratiques plurilingues
Centri Linguistici Universitari:
Esplorare e Formare Profili e Pratiche Plurilingui
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Cover photo : ©Croci&du-Fresne Fotografie
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
CONTENTS
COMMITTEES ..................................................................................................................................... 4
Steering Committee.......................................................................................................................... 4
Programme Committee .................................................................................................................... 4
Scientific Committee......................................................................................................................... 4
WELCOME .......................................................................................................................................... 5
PLENARY SPEAKERS ....................................................................................................................... 6
ROUND TABLE................................................................................................................................... 7
GENERAL INFORMATION ................................................................................................................. 8
CONFERENCE PROGRAMME ......................................................................................................... 10
ORAL PRESENTATIONS ................................................................................................................. 12
Thursday 4 September 2014 (afternoon session) ........................................................................... 12
Friday 5 September 2014 (morning session) .................................................................................. 14
Friday 5 September 2014 (afternoon session) ................................................................................ 16
Saturday 6 September 2014 (morning session) .............................................................................. 18
POSTER PRESENTATIONS ............................................................................................................. 20
Friday 5 September 2014 ............................................................................................................... 20
ABSTRACTS BY THEMES ............................................................................................................... 21
Teaching methodologies, learning and media................................................................................. 21
Plurilingualism for academic and professional purposes ................................................................. 39
Assessment and alternative forms of assessment .......................................................................... 47
Staff and quality development ........................................................................................................ 54
Policy and policy implementation.................................................................................................... 58
MAGICC......................................................................................................................................... 66
Translation ..................................................................................................................................... 72
POSTERS ......................................................................................................................................... 75
INSTITUTIONAL SUPPORT ............................................................................................................. 81
COMMERCIAL EXHIBITORS AND SPONSORS .............................................................................. 81
CONFERENCE MAP ......................................................................................................................... 82
AUTHOR INDEX ............................................................................................................................... 84
A FEW WORDS OF THANKS ........................................................................................................... 86
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
COMMITTEES
Steering Committee
Sabina Schaffner
Petra Gekeler
Stefanie Neuner-Anfindsen
Elisabeth Paliot
Walter Seiler
President, Language Center of the University of Zurich and
ETH Zurich
Member, Language Centre of the University of Basel
Member, Host, Language Centre of the University of Fribourg
Member, Language Centre EPF Lausanne (UNIL)
Member, Language Competence Centre, Zurich University of
Applied Sciences
Programme Committee
Ueli Bachmann
Paulette Bansac
Claudine Brohy
Anna Dal Negro
Daniela Fernando
Brigitte Forster Vosicki
Petra Gekeler
Stephan Meyer
Elisabeth Paliot
Sabina Schaffner
Iris Schaller-Schwaner
Language Center of the University of Zurich and ETH Zurich
Zurich
Language Centre of the University of Fribourg/Freiburg
Language Center of the University of Zurich and ETH Zurich
Zurich University of Applied Sciences
Language Centre of the University of Lausanne
Language Centre of the University of Basel
Language Centre of the University of Basel
Language Centre EPF Lausanne (UNIL)
Language Center of the University of Zurich and ETH Zurich
Language Centre of the University of Fribourg/Freiburg
Scientific Committee
Gillian Mansfield
Anne-Claude Berthoud
Daniela Forapani
Marta Genís
Anne Räsänen
President CercleS
University of Lausanne
Università degli studi di Parma
Secretary General CercleS
University of Jyväskylä
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
WELCOME
Dear colleagues
It gives me great pleasure to welcome you all to Switzerland and to the
University of Fribourg.
The Association of Swiss Language Centres in Higher Education
(Fremdsprachenunterricht an Hochschulen in der Schweiz, IG-FHS /
Enseignement des langues dans les Hautes Ecoles en Suisse, GI-ELHE, and
the Language Centre of the University of Fribourg) are honoured to host the
13th CercleS International Conference in Fribourg, Switzerland, on 4-6
September 2014.
The European Confederation of Language Centres in Higher Education (CercleS) has been promoting
interaction and cooperation between different institutions involved in language teaching in Europe
since 1991, bringing together language centres, departments, institutes, faculties and schools in
higher education whose main responsibility is the teaching of languages.
The conference theme, Language Centres in Higher Education: Exploring and Shaping Plurilingual
Profiles and Practices, reflects the important role of language centres in higher education in 7 areas:
1.
2.
3.
4.
5.
6.
7.
Teaching methodologies, learning, and media
Plurilingualism for academic and professional purposes
Assessment and alternative forms of assessment
Staff and quality development
Policy and policy implementation
MAGICC - Modularising Multilingual and Multicultural Academic Communication
Competence
Translation and terminology management
What I hope you will remember the CercleS 2014 conference for is not only its academic programme,
but also the friendly atmosphere of the university and its staff, the lively discussions at the sessions
and the Round Table, the inspiring keynotes, the beautiful old town of Fribourg, the social programme
and the smooth organisation of the conference.
As you probably will agree, a successful conference is not only about academic exchange. It is also –
and maybe even more importantly – about meeting colleagues and friends and making new
acquaintances.
On behalf of the conference organizing committee: Welcome to Fribourg, and enjoy the conference!
Sabina Schaffner
President of IG-FHS
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
PLENARY SPEAKERS
In his role as State Councillor, CHARLES BEER was responsible for the
department of public education, culture and sport. In this capacity, he was also
a member of both the Swiss Conference of Cantonal Ministers of Education
(EDK) and the Inter-cantonal Conference of Public Education for French- and
Italian-speaking Regions of Switzerland (CIIP). He developed a language policy
within the framework of the Swiss harmonisation process (HarmoS) and worked
to introduce a curriculum for the French-speaking region (PER). This included
establishing cantonal measures to consider the place of Latin and the role of
the native languages of pupils with migrant backgrounds. At the level of postcompulsory education, he extended the range of bilingual Matura programmes
at Swiss high schools and developed a teacher training programme within the
framework of the PER. He was also a strong advocate of language exchanges.
On December 18 2013, the Federal Council has appointed Charles Beer as
new President of Pro Helvetia.
ALEXANDRE DUCHÊNE is Professor of Sociolinguistics at the University of
Fribourg and Director of the Institute of Multilingualism at the University of
Fribourg/University of Teacher Education, Fribourg. His research investigates
the links between language and social inequality, political issues pertaining to
linguistic minorities, multilingualism in the new globalised economy, as well as
the role played by linguistic competences in processes of social selection (at
school, in the workplace, etc.). His numerous publications include: Ideologies
across Nations (2008, Mouton de Gruyter), Discourses of Endangerment (with
Monica Heller, 2007, Continuum), Langage, genre et sexualité (with Claudine
Moïse, 2010, Nota Bene), Language in Late Capitalism: Pride and Profit (with
Monica Heller, 2012, Routledge) and Language, Migration and Social
Inequalities (with Melissa Moyer and Celia Robert, 2013, Multilingual Matters).
Alexandre Duchêne is President of the Francophone Network of Sociolinguistics
(RFS) and Vice President of the Swiss Association for Applied Linguistics (ValsAsla).
UTE SMIT is Associate Professor of Applied Linguistics at the Department of
English Studies, University of Vienna. Her current research and publications
focus on English as a lingua franca, English-medium instruction at the tertiary
level and content-and-language-integrated learning. She has also published on
teacher education, motivation in language learning and English in South Africa.
Currently, she is a member of an international research project on “Language
and content integration: Towards a conceptual framework (ConCLIL)”, financed
by the Academy of Finland. Her major publications include Integrating Content
and Language in Higher Education (AILA Review 25, ed. with Dafouz 2012),
English as a Lingua Franca in Higher Education (2010), Language Use and
Language Learning in CLIL Classrooms (ed. with Dalton-Puffer 2010), Empirical
Perspectives on CLIL Classroom Discourse (ed. with Dalton-Puffer 2007), A
New English for a New South Africa? Language Attitudes, Language Planning
and Education (1996)
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
ROUND TABLE
CLAUDINE BROHY was raised multilingually in Switzerland. Originally trained
as a language teacher and later as a sociolinguist, she currently teaches
linguistics and German as a second/foreign language at the bilingual University
of Fribourg/Freiburg, where she also serves as teacher trainer for CLIL. She
has participated in cantonal, regional, national and international committees and
working groups in the areas of language policy and language rights, language
teaching, multilingual concepts, bilingual education, and popularising scientific
ideas about multilingualism. Her research interests include the evaluation of
multilingual school models, diglossia, language planning, minorities, language
contacts at large, and, more generally, the interface between institutional, social
and individual multilingualism.
FRANK HEYWORTH has been a programme consultant with the ECML for the
last ten years and coordinated a number of ECML projects related to teacher
training, to project management and quality assurance. His publications for the
ECML include « A Guide to Project Management » and « the Set up and
Organisation of Innovation in Language Education ». After studying English
and Education at Oxford, he taught English in adult and higher education in
Scandinavia, Iran, Germany and France and worked for the British Council in
Ghana and Nigeria as an Adviser on language teaching, before joining the
Eurocentres Foundation in Switzerland as, successively, Head of Schools and
Director General. He was a Founder of Eaquals and until recently on the
Eaquals Board. He has written widely on applications of the CEFR and on
quality in language education and made frequent presentations to professional
conferences.
LEON DE STADLER is the director of the Stellenbosch University Language
Centre in South Africa. The Centre provides a wide array of services in support
of language policy, including a variety of language and communication courses,
writing lab support, reading development, terminology development, translation
and other language services, and educational interpreting. Leon de Stadler
specialises in the fields of language planning and management and document
design. In 2002 he led the development of a new language policy for
Stellenbosch University; in the same year he also established the Language
Centre. Since then he has been actively involved in the evolution and
management of language policy as well as in language planning at his
institution.
Since 2012 ISABELLE JACOBI has been the director of the political radio
programme „Echo der Zeit“ on SRF Radio, where she also acts as a producer.
The forty-five year-old journalist has been with SRF for fifteen years, of which
three years as a freelance correspondent in New York. She studied at
Pepperdine University in California and received her degree from the University
of Bern, where she studied English and American Literature and Swiss History
and Theater. While in New York, she also earned a certificate in Business
Administration from Columbia University.
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
GENERAL INFORMATION
Conference venue
The conference is being held in the University of Fribourg and will take place in several buildings
located on the campus Misericorde (Avenue de l’Europe 20, 1700 Fribourg).
Map of Fribourg
There is a map of Fribourg in your conference bag.
Registration and information desk
Registration takes place at the conference office in the Hall of Honour of the Aula Magna (MIS 01).
The office will be open:
Thursday Sept. 4th:
Friday Sept. 5th:
Saturday Sept 6th:
08:00 – 20:00
08:00 – 18:00
08:00 – 12:00
Secretariat
Artefact Management ltd liab. co
Rue des Epouses 3, 1700 Fribourg
Switzerland
T. +41 (0) 26 321 31 09
E-mail: info@cercles2014.org
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Access to conference
The name badge that you receive upon registration entitles you to enter all session rooms and to enjoy
complementary coffee and lunch services arranged for participants. We kindly ask you to wear the
badge at all conference events. Additional tickets should be shown for access to the Reception and
Conference Dinner. These will be included in the personal envelope that you receive upon registration.
Internet access
Internet access has been arranged for all delegates. Access codes are available in the conference
bags.
Food and drink
Lunch, drinks and snacks during the morning and afternoon breaks and the Welcome reception are
included in the registration fee.
Conference assistants
There are conference assistants ready to help delegates and to provide technical assistance in the
session rooms.
Liability
By registering for the conference participants and exhibitors agree that neither CercleS 2014, the
Organising Committee nor the Conference secretariat assumes any responsibility for damage or injury
to persons or property during the conference. Participants and exhibitors are advised to organise their
own health, travel and personal insurances.
Conference dinner
The conference dinner takes place on September 5th, 19:30 – 22:00, in the centre of the city of
Fribourg, close to the cathedral located on the Place de Notre-Dame 4 (Grenette Room on the first
floor of the Punkt Restaurant).
Punkt Restaurant
Grenette Room
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
CONFERENCE PROGRAMME
Wednesday 3 September 2014
15.00-19.00
CercleS Executive Committee Meeting
MIS10 (2.01)
Thursday 4 September 2014
10.00-17.00
Registration
Hall of Honour
08.30-11.30
CercleS Coordinating Committee: meeting and
elections
MIS10 (2.01)
08.30-11.30
Focus groups meetings
MIS03 (misc.)
09.30-11.30
Guided city tour (optional, free)
Hall of Honour
12.30-13.15
Opening session
Aula Magna
13.15-14.15
Plenary lecture (F/E; slides in E)
“Language work in the new globalized economy:
between precarization and banalization”
Alexandre Duchêne, Professor of sociolinguistics,
University of Fribourg
Aula Magna
14.30-15.00
Coffee + Swiss Language Centres presentations
Hall of Honour
15.00-18.00
Parallel sessions
Teaching methodologies, learning and media
Plurilingualism for academic and professional purposes
Assessment and alternative forms of assessment
Staff and quality development
Policy and policy implementation
MAGICC: Modularising Multilingual and Multicultural
Academic Communication Competence
MIS10 (1.13+1.16)
MIS10 (3.16)
MIS03 (3028)
MIS03 (3027)
MIS03 (3026)
MIS03 (3000B)
19.00-20.30
Reception
Hall of Honour
21.00-23.00
Swiss film evening (optional, free)
“Sister” (F, subtitles in E)
Direction: Ursula Meier (2012)
MIS02 (Cinema room)
Friday 5 September 2014
09.00-13.00
Registration (continues)
Hall of Honour
09.00-10.00
Plenary lecture (E; slides in E)
“English-medium education: plurilingual and
intercultural practices in multilingual university settings”
Ute Smit, Associate Professor of Applied Linguistics,
Department of English Studies, University of Vienna
Aula Magna
10.00-10.30
Coffee + Poster presentations
Hall of Honour
10.30-12.45
Parallel sessions
Teaching methodologies, learning and media
Plurilingualism for academic and professional purposes
Assessment and alternative forms of assessment
MIS10 (1.13+1.16)
MIS10 (3.16)
MIS03 (3028)
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Staff and quality development
Policy and policy implementation
MAGICC: Modularising Multilingual and Multicultural
Academic Communication Competence
Translation and terminology management
MIS03 (3027)
MIS03 (3026)
MIS03 (3000B)
12.45-14.00
Lunch
Hall of Honour
14.00-16.00
Parallel sessions
Teaching methodologies, learning and media
Plurilingualism for academic and professional purposes
Assessment and alternative forms of assessment
Policy and policy implementation
MAGICC: Modularising Multilingual and Multicultural
Academic Communication Competence
Translation and terminology management
MIS03 (3025)
MIS10 (1.04+1.13+1.16)
MIS10 (3.16)
MIS03 (3028)
MIS03 (3026)
MIS03 (3000B)
MIS03 (3025)
16.00-16.30
Coffee + Poster presentations
Hall of Honour
16.30-17.30
Round table (E)
“The challenges of multilingualism”
Claudine Brohy, Lecturer of German as a foreign
language and linguistics, University of Fribourg,
Switzerland
Frank Heyworth, Programme consultant, European
Centre for Modern Languages of the Council of
Europe, Switzerland
Leon de Stadler, Director of the Language Centre,
Professor in Document Analysis and Design, University
of Stellenbosch, South-Africa
Moderation: Isabelle Jacobi, Broadcast journalist,
Swiss National Public Radio SRF
Aula Magna
17.30-19.00
CercleS General Meeting
Aula Magna
19.30-22.00
Conference Dinner
La Grenette room
Saturday 6 September 2014
Parallel sessions
Teaching methodologies, learning and media
Plurilingualism for academic and professional purposes
Assessment and alternative forms of assessment
Policy and policy implementation
MIS10 (1.04+1.13+1.16)
MIS10 (3.16)
MIS03 (3028)
MIS03 (3026)
11.00-11.30
Coffee
Hall of Honour
11.30-12.30
Plenary lecture (F, slides in E)
“Geneva and multilingualism: the role of a language
policy, reality or illusion?”
Charles Beer, President of Pro Helvetia, Former State
Councillor Geneva
Aula Magna
12.30-13.00
Closing
Aula Magna
09.00-11.00
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
ORAL PRESENTATIONS
Thursday 4 September 2014 (afternoon session)
Room
Teaching
methodologies,
learning and
media
Teaching
methodologies,
learning and
media
Plurilingualism for
academic and
professional
purposes
Assessment and
alternative forms
of assessment
MIS10 (1.16)
MIS10 (1.13)
MIS10 (3.16)
MIS03 (3028)
Conv.
Marie Hanzlíková
Daniela Fernando
Thomas Vogel
15.0015.30
Libor Štěpánek
Creative approach
to language
teaching: theory
and practice
Samantha
Gouyette
Compétences
spécifiques et
travail collaboratif à
travers un wiki
Maurizio Gotti
Plurilingualism and
code-switching in
English-medium
education for
academic and
professional
purposes
Cristina PerezGuillot, Julia
Zabala Delgado
Language
competence
exams: needs
analysis
Anton
Ledergerber,
Douglas
MacKevett
Two cases for
transformative CLIL
in tertiary education
Hana Katrňáková
Students’ selfdriven
videoconferencing
classes – contents,
organization,
feedback and selfassessment (a
lesson for a
teacher)
Iris SchallerSchwaner
The habitat factor in
ELF(A) and English
for plurilingual
academic purposes
Cristina PerezGuillot, Asuncion
Jaime Pastor
Analyse des tâches
de compréhension
orale B2 des
examens de
vérification
linguistique
CertAcleS
Jeannette Regan
A dance of learning:
encounters
between a teacher
and her students
that sparked the
creation of
materials and
methods
Pauli Kudel, HansJoachim Schulze
Potential und
Herausforderungen
eines MoodleKurses
Joachim
Schlabach, Eeva
Boström
Plurilinguale
Mitarbeiter für die
internationale
Geschäftskommunikation
Dagmar
Vrběcká
Speaking and its
testing - influence
of new trends in
testing
Robert Helán,
Pavel Sedláček
The implementation
of media literacy in
English language
teaching: learning
to think critically in
the Web 2.0 age
Patrick Studer,
Paul Kelly
Preparing for
English-medium
instruction in higher
education: the role
of communicative
awareness
Satu Tuomainen
Recognition and
assessment of nonformal and informal
learning of ESP at
the University of
Eastern Finland
15.4516.15
16.3017.00
17.1517.45
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Sara Cotelli
13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Thursday 4 September 2014 (afternoon session)
MAGICC: Modularising
Multilingual and
Multicultural Academic
Communication
Competence
Staff and quality
development
Policy and policy
implementation
Room
MIS03 (3027)
MIS03 (3026)
MIS03 (3000B)
Conv.
Alena Hradilová
Ruth Tobias
Manuel Célio Conceiçâo
Richard Rossner
Supporting language
teacher development: the
role of the European
Profiling Grid
Ruben Comadina
Granson, Cristina Irún
Chavarría
MFL in the Netherlands:
weathering the Anglo-Dutch
storm
Brigitte Forster Vosicki
Modularising Multilingual
and Multicultural Academic
Communication
Competence: rationale and
purpose of the MAGICC
project
Berna de Boer
Quality and commitment of
freelance teachers at the
Language Centre of the
University of Groningen
(the Netherlands)
Anje Dijk
International classroom – a
language centre
perspective
16.3017.00
Carola Rewell, Johanna
Manner-Kivipuro
Teaching development
project - how did we grow
professionally?
Andrea Koblížková
Role of language centre in
university strive for higher
ranking
17.1517.45
Daniele Lazzeri
Lernszenarien für einen
mehrsprachigen Kontext –
von den Studierenden zu
den Dozierenden
John Morley
Non-specialist language
learning in UK higher
education
15.0015.30
15.4516.15
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Anne Räsänen, Teija Natri
Towards the MAGICC
conceptual framework
Brigitte Forster Vosicki
The MAGICC conceptual
framework: a basis for the
development of graduates’
multilingual and
multicultural communication
profiles
María Luisa Pérez
Cavana, Cornelia Gick,
Bärbel Kühn
MAGICC scenarios:
learning opportunities for
the development of
academic multilingual and
multicultural competence
Marina Allal
Innovative aspects of the
MAGICC pedagogical
scenarios: concrete
examples
13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Friday 5 September 2014 (morning session)
Teaching
methodologies,
learning and
media
Teaching
methodologies,
learning and
media
Plurilingualism for
academic and
professional
purposes
Assessment and
alternative forms
of assessment
MIS03 (3028)
Room
MIS10 (1.16)
MIS10 (1.13)
MIS10 (3.16)
Conv.
Richard Abplanalp
Marie Hanzlíková
Ben Haymond
Heidi Rontu
10.3011.00
Daniela Fernando,
Edgar Marc Petter,
Sibylla Laemmel,
Hans Schütz,
David Stamm
Mehrsprachige
Unterrichtsansätze
im Spannungsfeld
zwischen Lehr- und
Lerntradition,
Fachcurriculum und
Praxisorientierung
am
Sprachenzentrum
einer MehrspartenFachhochschule
Anthony Stenton
The automatic
annotation of lexical
stress patterns in
film scripts for
foreign language
teaching and
learning. An
innovative
‘syllabifier’ for
improving listening
perception and oral
production
Kari K. Pitkänen,
Cintia Widmann
Etchemaite, Tuula
Lehtonen, Michele
Simeon, Sandro
Amendolara,
Vincent Kirby, Roy
Siddall
Developing a
modular approach
to academic writing
courses for Englishmedium Master's
degree students
Stephan Meyer
Which
competences and
resources must
plurilinguals
mobilise? Revisiting
the framework of
reference for
pluralistic
approaches to
languages and
cultures
David Bowskill
Zwei Sprachen mit
einer Klappe? Two
languages for the
price of one? Due
lingue al prezzo di
una?
Jean-Philippe
Coen, Mercedes
Iturrizaga
Pratiques et
réflexions
didactiques sur les
dimensions
(inter)culturelles
d’un cours de
«langue & cinéma»
(B2-C1) en français
et en espagnol
Hana Němcová
Collaborative
learning in a
science-based
language course
Alberta Biasiolo,
Dietlinde Ebeling
Construire
ensemble:
comment évaluer la
compétence de la
communication
interculturelle
Anikó Brandt,
Sigrid Behrent
ePortfolioarbeit für
Lerner und
Dozenten: ein
Praxistest
Marcus Grollmann
Teaching English
for Specific
Purposes (ESP) to
1st language
English speakers
Robert Helán
Encoder-messagedecoder: invoking
the communication
model for teaching
academic writing
11.1511.45
12.0012.30
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Friday 5 September 2014 (morning session)
Room
Staff and quality
development
Policy and policy
implementation
MAGICC:
Modularising
Multilingual and
Multicultural
Academic
Communication
Competence
MIS03 (3027)
MIS03 (3026)
MIS03 (3000B)
Translation and
terminology
management
MIS03 (3025)
Conv.
Michael Dejong
Andrea Koblížková
Marina Allal
Julia Harvey
10.3011.00
Dorothee Rückert
MehrperspektivenEvaluation als
Chance und
Instrument für
Qualitätsentwicklung
Denyze Toffoli,
Samah El Khatib
University student
plurilingual profiles
in a French frontier
city: a quantitative
approach
María Luisa Pérez
Cavana
Developing
language
awareness through
multilingualism: the
MAGICC project
Julia Harvey
The Translation
Focus Group and
Tuning – 2014 and
beyond
Hana Reichová,
Alena Hradilová
Wie kann die
Leitung eines
Sprachenzentrums
professionalisiert
werden?
Jolanta Wielgus,
Ewa JurkiewiczSękiewicz
The influence of the
language centre
multilingual policy
on the development
of the university,
exemplified by
teaching Asian
languages
11.1511.45
12.0012.30
Estelle Meima,
Jeroen van Engen
Become familiar
with MAGICC’s
assessment criteria
and grids
Sabine Nunius
(Translation)
terminology
management as a
policy challenge –
demands, obstacles
and (possible)
solutions
Fiona Kelso
Diversify, specialise
or both? Recent
experiences at the
UAB translation
service
Heidi Rontu, Petra
Gekeler, Marta
Estellea Clota,
Raija Elsinen,
Daniela Forapani,
Jolanta Wielgus
Coping with
challenges – a
managerial
perspective
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Friday 5 September 2014 (afternoon session)
Teaching
methodologies,
learning and
media
Room
Conv.
Teaching
methodologies,
learning and
media
Teaching
methodologies,
learning and
media
Plurilingualism for
academic and
professional
purposes
MIS10 (1.16)
MIS10 (1.13)
MIS10 (1.04)
MIS10 (3.16)
Libor Štěpánek
Maria Del Carmen
Arau Ribeiro
Muriel Hemmi
Maurizio Gotti
Craig Hamilton
GSP: Evidencebased pedagogy in
English writing
courses
Kari K. Pitkänen,
Johanna
Vaattovaara, Tuula
Lehtonen
Encouraging
research-based
teaching
development –
what, why, and
how?
Claudine Brohy
Mobilitätsstudierende lernen
Deutsch an einer
zweisprachigen
Universität Plurizentrik und
Mehrsprachigkeitsdidaktik
Fabienne
Quennet, Nicola
Jordan
Fach- und
Berufssprache
Medizin: Wie viel(e)
Sprache(n) müssen
Mediziner können?
Kris Buyse,
Meritxell Uriel
Dictionaries and
writing tasks: a
perfect marriage?
14.4515.15
Monika
Schumacher
Subjektive Theorien
von C2+Lernenden: Der
Wunsch nach
maximaler
Sprachbeherrschung – ein
Widerspruch zur
postulierten
funktionalen
Mehrsprachigkeit in
Alltag und Beruf?
Raphaël Noir,
Ruben Gomez
The Ça joue!
project: facilitating
integration of future
students into a new
linguistic
environment
through
autonomous elearning
Martha Voyiatzi,
Irma Endres
Français-allemand
pour les juristes:
deux concepts pour
répondre aux
mêmes besoins.
Comment optimiser
les cours de langue
de spécialité en
milieu universitaire?
15.3016.00
Mariana Jo Bisset,
Barbara Goedeke
Integrated learner
support through
language advising;
initial experiences
and considerations
at Padova
University
Language Centre
14.0014.30
- 16 -
Anne-Maria Kuosa
Integration im
Fremdsprachenunterricht – nur ein
Traum oder schon
Wirklichkeit?
13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Friday 5 September 2014 (afternoon session)
Assessment and
alternative forms
of assessment
Policy and policy
implementation
MAGICC:
Modularising
Multilingual and
Multicultural
Academic
Communication
Competence
Room
MIS03 (3028)
MIS03 (3026)
MIS03 (3000B)
MIS03 (3025)
Conv.
Raija Elsinen
Stephan Meyer
Liliana SzczukaDorna
Julia Harvey
Leon De Stadler,
Sabina Schaffner
Understanding and
managing language
attitudes: scourge
or opportunity?
Part 1
14.0014.30
14.4515.15
15.3016.00
Martin Beck
New developments
in oral language
exams – a look at
key aspects
Johann Fischer,
Marianne
Broermann
A task-based
approach to
teaching and
assessment at
beginners’ level?!
Leon De Stadler,
Sabina Schaffner
Understanding and
managing language
attitudes: scourge
or opportunity?
Part 2
Alexander Imig,
Noriko Nagai,
Fergus O’Dywer
Implementation of
language policy:
CEFR driven
changes in Japan
- 17 -
Jürgen Friedrich,
Maria FernandezToro, Dorota
Zarnowska,
Patricia Kohler
MAGICC academic
ePortfolio – media
support for
developing and
documenting
multilingual and
multicultural
academic
communication
competences
Cornelia Gick,
Patricia Kohler
Implementierung
der Resultate des
MAGICC-Projekts
an der
zweisprachigen
Universität
Freiburg/Fribourg:
Was bringt das
Projekt? Wo liegen
die Stolpersteine?
Translation and
terminology
management
Bert Keurentjes
Translation:
providing added
value and
overcoming
external
competition
13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Saturday 6 September 2014 (morning session)
Teaching methodologies,
learning and media
Teaching methodologies,
learning and media
Room
MIS10 (1.16)
MIS10 (1.13)
MIS10 (1.04)
Conv.
Fiona Dalziel
Anikó Brandt
Raphaël Noir
09.0009.30
09.4510.15
10.3011.00
Teaching methodologies,
learning and media
Urszula Kamińska
Writing a technical
language coursebook –
how to face this challenge
Maria Del Carmen Arau
Ribeiro
Public speaking: best
practices for teaching this
highly relevant language
competence
Jue Wang-Szilas, Claudia
Berger
Online language and
culture exchange integrated
in language curriculum:
reflection from a course
designer’s perspective
Valeria Buttini, Claudia
Ricci
Una nuova grammatica
dell’italiano L2 tra
intercomprensione e
approccio contrastivo
Frank Kauffmann
Deutsch im realen Kontext
Anna Schröder-Sura,
Bärbel Kühn
CEFR and ELP facing new
needs: developments and
perspectives
Noriko Nagai, Takayuki
Nakanishi, Keiko Okada,
Seiki Ayano
What should be explicit in
explicit grammar
instruction?
Stephan Meyer, Valérie
Blondel, Beatrice MallGrob
Cours de conversation à
l'Université : entre structure
et spontanéité
Konversationskurse an der
Universität: zwischen
Struktur und Spontanität
Conversation courses at
university: between
structure and spontaneity
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Saturday 6 September 2014 (morning session)
Room
Conv.
Plurilingualism for
academic and
professional purposes
Assessment and
alternative forms of
assessment
Policy and policy
implementation
MIS10 (3.16)
MIS03 (3028)
MIS03 (3026)
Naomi Shafer
Regina Mügge
Fergal Bradley
Investigating the interview:
interview organisation and
the role of the interviewer in
English language
exemption tests at the
University of Helsinki
Language Centre
Leon De Stadler
The evolution of a
multilingual language
policy: a South African case
study
09.4510.15
Johann Fischer, Nicole
Wolder
Bewertungsraster zum
Testen der produktiven
Fertigkeiten im
handlungsorientierten
Kontext
Peter Skrandies
Multilingualism and the
LUCIDE network: any
lessons for university
language centres?
10.3011.00
Fergus O’Dwyer, Mark de
Boer
Approaches to assessment
in CLIL classrooms
09.0009.30
Barbara Althaus
Franck Bouquet
Dispositif hybride et
collaboratif pour
l’enseignement d’une
compétence universitaire
en français
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
POSTER PRESENTATIONS
Friday 5 September 2014
Hall of Honour
Maria Del Carmen Arau Ribeiro, Daniela Forapani, Jaana Franti, Elisabeth
Paliot
Creating the CercleS professional experience in conferences and events:results of
ongoing work by CercleS focus group 8
Brigitte Forster Vosicki
Modularising Multilingual and Multicultural Academic Communication Competence:
the MAGICC project
Marie Hanzliková
New LAP exam at the Faculty of Arts, Charles University
10.30-12.45
Jean-Philippe Hashold
A bilingual course is not rocket science!
&
Yveta Linhartova
Translation and interpreting at language centres
14.00-16.00
Laimdota Ločmele
Developing the strategies of reading judgements of the European Court of Justice in
the course of legal English
Laila Niedre
Die Problematik der Beurteilung von Fachsprachenkompetenzen im
Fachsprachenkurs „Deutsche Rechtssprache“ an der Universität Lettland, Riga
Eva Šrámková
Motivation als wesentliches Element bei der Aneignung der Fachsprache im
Bereich der Rechtswissenschaft
Johanna Vaattovaara, Ullamaija Fiilin, Jaana Jokinen
Becoming a multilingual expert by obtaining a bilingual degree at the University of
Helsinki
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
ABSTRACTS BY THEMES
Notes:
- The language of the abstract is the language of the presentation.
- The language of the summary is the language of support material.
Teaching methodologies, learning and media
Creative Approach to Language Teaching: theory and practice
Štěpánek Libor (lstep@fss.muni.cz), Masaryk University
This paper presents a newly developed method, a Creative Approach to Language Teaching (CALT),
with the aim to offer a practice-oriented insight into the approach and into corresponding shifts in roles
of teachers and learners in the academic environment.
A fusion of creativity-related theories - organic system curriculum change (K. Robinson), system
models (M. Csikszentmihalyi), lateral thinking (E. de Bono), divergent thinking (J.P. Guilford),
community of practice (Lave, J. and Wenger, E.) and holistic approach to experiential programme
development (Krouwel, B.) - was applied in the action research method in nine different courses in
English, Czech, Spanish and French in the 2009-2013 period. Course syllabi, activities, students´ work
and feedback were analysed and compared to non-CALT courses. Our findings indicate that teachers
using CALT prefer adopting roles of language facilitators, guides and advisers to maintaining
traditional hierarchically justified authoritative positions. They tend to share negotiated responsibilities
with the rest of the learning community-of-practice and create a more flexible and dynamic learning
environment. Students exposed to CALT, on the other hand, usually become natural co-authors and
actively engaged creators of learning activities.
Results of this pedagogical practice confirm that Creative Approach to Language Teaching enriches
personal teaching styles, fosters autonomous learning and encourages flexibility of language courses
across disciplines and languages. There, however, continues to be a need for research regarding its
effectiveness potential and optimum balance between CALT and non-CALT methodologies.
La communication se fixe pour objectif de présenter une approche créative de l'enseignement des
langues (ACEL). Cet aperçu pratique met l’accent sur des changements des rôles d’enseignant et
d’apprenant dans les domaines de compétences et d'activités, de matériels didactiques et de
conception des cours. Les résultats obtenus au cours des années 2009-2013 prouvent que l'ACEL
enrichit les styles d'enseignement personnel, favorise l'apprentissage autonome et encourage la
flexibilité des cours de langue dans toutes les spécialités et langues.
Two cases for transformative CLIL in tertiary education
Ledergerber Anton (anton.ledergerber@hslu.ch), Lucerne University of applied sciences and arts
MacKevett Douglas
PURPOSE: Despite a recent surge in the literature and a flurry of conferences on CLIL in tertiary
education, little attention appears to have been devoted to achieving the full potential of transformative
CLIL. This is understood to occur when adults change the way they interpret their experiences and
actions, opening themselves to alternative frames of reference and thus transforming how they make
meaning of the world. Language practitioners in tertiary education seem to content themselves with
the approach of secondary education, which focuses on the skills necessary to perform a pragmatic
function and on the normative constraints on the function in a foreign culture. Our study tries to
remedy this neglect of deep learning and true intercultural competence.
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13th International CercleS Conference
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
METHOD: Two heuristic case studies were conducted to explore transformative CLIL on the example
of Swiss business school students in a taught-in-German bachelor degree course. In one case
students learnt how to present in English, in the other how to negotiate in English.
RESULTS: An approach to CLIL in tertiary education which focuses on transformative learning is not
only desirable but actually achievable under the circumstances described in our study. This may have
far-reaching implications for the institutional context in which foreign languages are taught and for the
instructional design of such modules.
CONCLUSIONS: If tertiary CLIL adopts a merely skills-based and normative approach, practitioners
risk foregoing recognition among students and faculty alike. Thus, we recommend conceptualizing
foreign language learning in tertiary education as content-based modules, integrating them into the
non-language curriculum as closely as possible.
Trotz der Aktualität von CLIL im Tertiärbereich scheint die Frage, wie das volle transformative
Potential des Ansatzes auszuschöpfen ist, wenig Beachtung zu erhalten. Dabei würden Erwachsene
durch transformativ ausgestaltete Lernprozesse befähigt, eigene Vorannahmen oder Denkweisen
kritisch zu reflektieren und zu verändern. Die vorliegende Studie zeigt anhand von zwei Fallstudien an
der Hochschule Luzern – Wirtschaft auf, wie dieses transformative Lernen und echte interkulturelle
Kompetenz über eine enge Integration des Fremdsprachenunterrichts ins universitäre Fachcurriculum
erreicht werden kann.
A dance of learning: encounters between a teacher and her students that sparked the creation
of materials and methods
Regan Jeannette (jregan@bluewin.ch), University of Fribourg
Language learning can be thought of as a dance in which both learners and teachers take steps to
which the other responds. This presentation will consider the importance of this dance of learning
within higher-education language centers to spark creativity in staff as they design materials and
methods.
The language centers of the Universities of Lausanne and Fribourg have shaped language learning
and policy in Switzerland and Europe since the late 1980s. In part, each of these hubs has been able
to do so because they provided the setting in which encounters between and among their center’s
staff and researcher/instructors were facilitated. The latter in turn encountered students who
responded to the materials and methods offered. The presentation will chronicle, as an example, the
process of the presenter’s dance of learning at both centers. The presenter has been able to take one
small step at a time, using action research and action learning to adapt her teaching to students’
emerging needs for academic English, their heterogeneous backgrounds, and their diverse disciplines.
She has also taken a number of steps to collaborate with instructors of several languages and of other
disciplines to develop more appropriate materials and learning environments. The presentation’s focus
will be specific and practical, showing how specific encounters prompted the development of materials
and methods and the use of opportunities to contribute to the development of teaching language for
students in other disciplines.
L’apprentissage d’une langue pourrait être considéré comme une danse au cours de laquelle
l’enseignant(e) et l’apprenant(e) prennent tour à tour le contrôle des pas. Cette présentation
envisagera cette danse d’apprentissage dans le contexte universitaire. La présentatrice/enseignante
se concentrera sur les rencontres qui l’ont amenée, dans un processus de recherche action, à mieux
adapter son enseignement aux besoins émergeants des étudiant(e)s qui fréquentent ses cours
d’anglais scientifique, à l’Université de Lausanne ou de Fribourg.
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13th International CercleS Conference
CercleS
Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Compétences spécifiques et travail collaboratif à travers un wiki
Gouyette Samantha (samantha.gouyette@unil.ch), University of Lausanne
Dans le contexte académique internationalisé actuel, les étudiant-e-s ont besoin de compétences
spécifiques et académiques en anglais. Les centres de langues (Cdl) doivent relever ce défi et offrir
des modules répondant à ces besoins.
Cette présentation se propose d'examiner le module: «Comprendre et analyser des textes
scientifiques en sciences infirmières en anglais» pour des étudiant-e-s en Master en sciences
infirmières n’ayant pas un niveau B2 conçu par Cdl de l’Université de Lausanne pour répondre au
besoin de ce public cible spécifique. Le défi du cours est multiple: un niveau hétérogène (A1/A2-B2) et
un mélange de 1ère et 2ème années avec donc une expérience en méthodologie scientifique variable.
Se pose alors la question de savoir quelles compétences développer? Au niveau langagier, des
stratégies de lecture, de la méthodologie scientifique? Mais aussi, quels supports utiliser?
Pour tenter de répondre à ces enjeux, un wiki de classe a été créé. Il s'agit d'un véritable espace de
collaboration et de réflexion sur l’apprentissage: les étudiant-e-s s’entraident pour arriver à une
compréhension collective par des «discussions», pour coécrire des résumés d’articles et documenter
leur apprentissage dans un journal. Ils/elles sont actifs/-ves et autonomes mais peuvent compter sur
l’expérience des autres. L’enseignant-e devient facilitateur/-trice en donnant du feedback, éclaircissant
les incompréhensions et encourageant la discussion. En cours, les étudiant-e-s travaillent différentes
stratégies de lecture et des outils langagiers nécessaires pour comprendre la structure d’un texte
scientifique.
Cette présentation a pour but d’échanger des idées pratiques face aux demandes spécifiques.
Offering courses which develop specific and academic skills is a challenge which Language Centres
must face. Let’s exchange practices!
This presentation will talk about the module “Understanding and Analysing Scientific Articles in English
in Nursing Sciences” created for 1st & 2nd year Master students in Nursing Sciences with an English
level ranging from A1/A2-B2. The aim was mainly to develop reading strategies. A class wiki was
created as a space in which to collaborate and reflect. Collaborative discussions to co-write article
summaries and learning diaries were two uses of this wiki.
Students’ self-driven videoconferencing classes – contents, organization, feedback and selfassessment (a lesson for a teacher)
Katrňáková Hana (Hana.Katrnakova@law.muni.cz), Masaryk University
Masaryk University Language Centre has been actively involved in teaching students in a virtual
classroom via videoconferencing (VC) for a number of years with their partners at the Helsinki
University Language Centre and Aberystwyth University. Whereas Czech and Finnish students are
usually in a homogeneous class, students at Aberystwyth University are Erasmus students, so they
provide a rich source for learning about intercultural differences in communication.
Although the Czech students are given a mini-lesson in specific features and differences in
communication across cultures, their first-hand experience has more validity for them.
The presentation will describe one type of VC focusing on the role of students, who are given a lot of
independence by the teacher in preparing the contents of lessons, their control before, during and
after VCs and management of the group. The presentation will share students’ feedback and their selfevaluation of their learning outcomes based on qualitative questionnaires and individual feedback.
Students used a closed Facebook group for the whole virtual class for preparing sessions, but when
the class natural leaders needed to activate others, they created another group and switched into their
mother tongue and managed to engage also the passive students into preparation.
The teacher’s role was to observe and in the most urgent cases to interfere.
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13th International CercleS Conference
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
The feedback provided by students showed their learning outcomes and the lesson they learnt for the
future.
Das Zentrum für Sprachenausbildung der Masaryk-Universität befasst sich schon eine Reihe von
Jahren mit dem Unterricht per Videokonferenz, besonders mit den Partneruniversitäten in Helsinki und
Aberystwyth.
Der Beitrag beschreibt Videokonferenzen mit Erasmus-Studenten in Aberystwyth. Diese Konferenzen
waren für die homogene Gruppe tschechischer Studenten eine wertvolle Quelle, um sich
interkultureller Unterschiede in der Kommunikation bewusst zu werden. Insbesondere war es ein Test,
wie der Unterricht zu organisieren, zu führen und zu bewerten war, in welchem die Studenten
maximale Freiheit genießen und der Lehrer in den Hintergrund tritt. Der Beitrag resümiert ebenfalls die
Ergebnisse des qualitätsbezogenen Fragebogens der Studenten.
Potential und Herausforderungen eines Moodle-Kurses
Kudel Pauli (pauli.kudel@aalto.fi), Aalto-Universität Helsinki
Schulze Hans-Joachim
In unserer Präsentation beziehen wir uns auf Sektion 1(Lehrmethoden, Lernen und Medien) und dort
auf neue Rollen von Lernenden/Lehrenden und die Weiterentwicklung der Didaktik.
Vorgestellt
wird
das
Projekt
eines
Landeskundekurses
auf
dem
Open-SourceKursmanagementsystem Moodle. Der Kurs richtet sich an Studierende dreier verschiedener
Fachrichtungen der Aalto-Universität Helsinki: Ingenieur-, Wirtschafts- sowie Design- und
Kunststudierende. Unter Beachtung der jeweiligen Lernziele waren wir bestrebt, einen passenden
didaktischen Mix der unterschiedlichen Lehr- und Lernmethoden zu erstellen.
Der Anspruch des Kurses besteht darin, autonomes Lernen und den Präsenzunterricht didaktisch
sinnvoll miteinander zu verbinden. Lernerautonomie wird im Sinne einer verstärkten Zuständigkeit für
das eigene Lernen gefördert. Die zunehmende Selbstverantwortung und ihre Förderung gehören auch
zum strategischen Konzept unserer Universität.
Die Lernaktivitäten weisen im Sinne konstruktivistischer Lernansätze ein hohes Maß an Autonomie,
Authentizität und Kooperation auf. Anhand des Kursmaterials möchten wir aufzeigen, wie wir
autonomes Lernen einsetzen, wie sich die Studierenden jeweils auf die nächste Unterrichtseinheit
vorbereiten, und wie sich das im Präsenzunterricht bewährt.
Durch Blended Learning-Visionen kann man das Lernmaterial mit seinen abwechslungsreichen
Aufgabenstellungen gewinnbringend in das didaktische Gesamtkonzept einbinden. Daraus ergibt sich
ein bedeutender Mehrwert, z. B. durch Online-Diskussionen, interdisziplinäres Verständnis dreier
Fachrichtungen und Schulung von interkulturellem Verständnis. Damit orientieren wir uns an den
Herausforderungen eines modernen Fremdsprachenunterrichts hinsichtlich kommunikativer und
Medienkompetenz, selbständigem und kollaborativem Lernen sowie kultureller und fachlicher
Authentizität.
Our presentation introduces a new type of cultural studies course accessible via the Moodle e-learning
platform. Tailored for the varied needs of engineering, business and design students at Helsinki’s
Aalto University, the course employs a mix of different learning and teaching strategies, combining
autonomous units with face-to-face modules. Meeting contemporary language tuition challenges, the
course is designed to foster communicative competence, media literacy, intercultural understanding,
interdisciplinary cross-fertilization and efficient usage of online learning tools.
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13th International CercleS Conference
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
The implementation of media literacy in English language teaching: learning to think critically
in the Web 2.0 age
Helán Robert (rhelan@med.muni.cz), Masaryk University
Sedláček Pavel
The paper discusses the merits of employing media literacy strategies (via analyzing e.g. manifest,
latent, and cumulative messages contained in the media) in the context of teaching English as a
foreign language (TEFL). These strategies help students acquire the ability to distinguish mediated
from real images of people, places, and cultures. Specifically, it reports on an interdisciplinary
collaboration between a language instructor and media specialist in organizing a content- and
language-integrated course for MA students called Theory and Methods of Genre Analysis, held at
Masaryk University, Faculty of Social Studies. The theoretical part of the paper deals with the
definition of the concepts of media literacy and Web 2.0 in relation to TEFL. The practical part
illustrates the ways media literacy can be used for the development of students’ critical thinking skills
in the Web 2.0 age as an important part of language education. It is argued, in line with Quinlisk
(2003), that by helping our students become more media literate we simultaneously help them become
more successful as language learners.
Der Beitrag befasst sich mit der Ausnutzung der Medienkompetenz, insbesondere im Unterricht
„Englisch als Fremdsprache“. Konkret informiert er über interdisziplinäre Zusammenarbeit zwischen
einem Fremdsprachen-Lektor und einem Medienspezialisten, die einen Kurs an der Masaryk
Universität vorbereiten, der sowohl Sprachkenntnisse, als auch spezielle Kenntnisse im jeweiligen
Fach erweitern soll. In dem theoretischen Teil versuchen die Autoren, die Begriffe „Medienkompetenz“
und „Web 2.0“ zu definieren. Im praktischen Teil werden die Formen der Ausnutzung der
Medienkompetenz präsentiert, die kritisches Denken in einem Zeitalter von Web 2.0 entwickeln, das
einen wichtigen Bestandteil des Fremdsprachenunterrichts darstellt.
Mehrsprachige Unterrichtsansätze im Spannungsfeld zwischen Lehr- und Lerntradition,
Fachcurriculum und Praxisorientierung am Sprachenzentrum einer MehrspartenFachhochschule
Fernando Daniela (daniela.urank@zhaw.ch), ZHAW Zurich University of Applied Sciences
Laemmel Sibylla, Petter Edgar Marc, Schütz Hans, Stamm David
Mehrsprachigkeitsdidaktik als konsequente Weiterentwicklung des kommunikativen und
interkulturellen Ansatzes im Sprachunterricht umzusetzen ist gegenwärtig ein Desiderat, das im
Fachhochschulalltag an seine Grenzen stösst. Zum einen beschränken Komplexität, Zeit- und
Inhaltsdichte der Studiencurricula und die auf sprach- „oder“ fachspezifischen Unterricht ausgerichtete
Modulorganisation die Umsetzung in die Praxis. Zum anderen ergibt sich ein breites Spannungsfeld im
Bereich neuer Lernenden- und Lehrendenrollen, die erst definiert und erprobt werden müssen.
Ausgehend von der Fragestellung, wie mehrsprachiges Denken und Handeln bei Studierenden und
Dozierenden gefördert werden können, begibt sich ein Dozierendenteam in diesem Beitrag auf
Schnittstellensuche und unternimmt folgende Praxisschritte: Eine Umfrage basierend auf gängigen
Sprachportfoliofragen und den Deskriptoren des „Referenzrahmens für plurale Ansätze zu Sprachen
und Kulturen“ (ECML, Graz) soll die Haltung, das Bewusstsein und die Voraussetzungen in Bezug auf
Mehrsprachigkeit bei den Studierenden erheben. In einem zweiten Schritt wird anhand der
Umfrageergebnisse und erster Erfahrungsberichte aus sprachübergreifendem Unterricht (z.B.
mehrsprachige Unterrichtseinheit Französisch-Englisch im Studiengang Organisationskommunikation,
zweisprachige Projektschiene Englisch-Deutsch im Studiengang Energie- und Umwelttechnik,
englische Übungsbegleitung zu deutschsprachiger Vorlesung im Studiengang Pflege,
Mehrsprachigkeitsdidaktik in den CAS-Lehrgängen für LehrerInnen DaF/DaZ) ein Leitfaden für
Sprachdozierende erstellt, welcher Erkenntnisse aus den Pilotprojekten zusammenfasst, mögliche
Schnittstellen aufzeigt, neue Rollenbilder und Zielsetzungen beschreibt und damit zum vernetzten,
d.h. sprach- und fachübergreifenden Unterricht anregen soll.
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Based on the results of a student survey and pilot projects, this paper seeks to explore challenges and
constraints in the practicability of plurilingual language teaching across the multifaceted range of study
programmes at a university of applied sciences.
Notre équipe s’est proposé de relever le défi d’un enseignement multilingue au sein d’une université
des sciences appliquées. Afin d’encourager d’autres expériences plurilingues, nous présenterons des
recommandations concernant leur mise en pratique dans un contexte institutionnel marqué par de
fortes contraintes organisationnelles.
Zwei Sprachen mit einer Klappe? Two languages for the price of one? Due lingue al prezzo di
una?
Bowskill David (david.bowskill@spz.hu-berlin.de), Humboldt-Universität Berlin
Multicultural Issues/Argomenti Multiculturali An English/Italian bilingual course at the Language Centre
of Humboldt University Berlin.
The presentation deals with a successful attempt (according to tutor and student evaluations) to
implement a bilingual project course at a university language centre. The idea for this course came
from the tutors’ experience of attending each other’s language courses as students. The example of
the trilingual course Communicating in a multilingual environment offered at Basel University
Language Centre inspired the tutors to put their ideas into practice. This presentation will introduce
and critically evaluate the development and initial delivery (in winter semester 2013/14) of a B2 CEFRlevel course in English and Italian at Humboldt University Berlin. The focus of the course is on the
promotion of multilingualism, flexilingualism and intercultural competence. The success of the
following course objectives will be evaluated:
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the simultaneous use and development of two languages within one course
putting the concepts of multilingualism and multiculturalism into practice
providing added value in terms of experience and knowledge for both students and teachers
the analysis, comparison and discussion of aspects of British and Italian society with the aim
of using the differences as a resource in contributing to the development of multilingual and
multicultural European citizens
Il contributo vuole presentare i risultati di un corso sperimentale bilingue italiano e inglese tenutosi al
Centro Linguistico della Humboldt Universität nel 2013-2014. Gli obiettivi perseguiti sono: l’uso
simultaneo e lo sviluppo di due lingue in un unico corso esercitando la capacità di code switching,
mettere in pratica il concetto di multilinguismo e multiculturalismo, infine analizzare, discutere e
comparare aspetti delle due società con lo scopo di valorizzare le differenze e trasformarle in risorse
che contribuiscono allo sviluppo di cittadini europei multilingui e multiculturali.
ePortfolioarbeit für Lerner und Dozenten: ein Praxistest
Brandt Anikó (brandt@uni-bremen.de), Universität Bremen
Behrent Sigrid
EPOS ist ein auf Basis des ESP am Fremdsprachenzentrum Bremen entwickeltes ePortfolio. Es
schöpft das ePotenzial von Portfolios aus, ist leicht anwendbar und wird ständig technisch und
didaktisch weiterentwickelt. EPOS ist klar auf Mehrsprachigkeitsförderung angelegt: Lernende nutzen
ein Portfolio für verschiedene Sprachen sowie Lernkontexte und können diese miteinander
verknüpfen. Somit kann es einen lebenslangen Lernprozess abbilden.
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Nach einer kurzen Einführung in EPOS stellen wir zwei Einsatzbereiche vor:
(1) Lernportfolio in Sprachkursen und Selbstlernprogrammen
Anhand klar illustrierter und erprobter Beispiele aus verschiedenen Sprachkursen und einem
begleiteten Selbstlernprogramm zeigen wir,
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welche EPOS-Elemente sich besonders eignen, Mehrsprachigkeit und Lernerautonomie zu
fördern und
wie diese sprach- und lernkontextübergreifend Studierende motivieren, bedürfnisorientiert
Kompetenzen in mehreren Sprachen zu erwerben.
Wir berücksichtigen Rahmenbedingungen sowie Reaktionen von Lernenden und Lehrenden, ziehen
Schlussfolgerungen für den weiteren Einsatz in kurs(un)abhängigen Kontexten der
Hochschulsprachausbildung und zeigen auch Grenzen auf.
(2) Lehrportfolio in der Weiterbildung von Sprachlehrenden
EPOS kann auch als Lehrportfolio eingesetzt werden. In einem am Zentrum für Sprachlehre/
Universität Paderborn erprobten Konzept reflektieren Lehrende ihre Lehrpraxis, schätzen mit einem
auf der Basis von EPOSA entwickelten Raster ihre Sprachlehrkompetenzen ein, verschaffen sich
einen Überblick über ihre Aus- und Weiterbildung und sammeln selbst erstellte Materialien sowie
Evaluationsergebnisse.
Alle Beispiele liefern Anregungen, wie sich die Akzeptanz von Portfolioarbeit und damit die für das
lebenslange Sprachenlernen notwendige Autonomie bei Studierenden und Lehrenden langfristig
verbessern lässt.
The talk outlines the practical use of EPOS, an ePortfolio based on the ELP and developed for
learning in different contexts. Clear examples illustrate which elements are particularly useful to
motivate and support language learners who need guidance in accordance with their needs and
across different contexts (e.g. classroom work or self-learning programs). Another focus is on its use
in a teacher development program. EPOS allows teachers to keep track of their qualification and set
personal goals for further training. The examples show how to enhance the acceptance of portfolio
work.
The automatic annotation of lexical stress patterns in film scripts for foreign language teaching
and learning. An innovative ‘syllabifier’ for improving listening perception and oral production
Stenton Anthony (anthony.stenton@gmail.com), Université Toulouse
The CNRS-sponsored authoring system SWANS (2006), Synchronised Web Authoring Notation
System, was among the first to offer on-screen annotation of syllables in film scripts together with
sound/text synchronisation, as a technique for handling defective L2 listening perception and as a
means of improving oral production by raising awareness. Different textual colours, animation and
modifications of typographical size were combined to highlight the presence of stressed syllables and
weak vowel sounds thereby improving short-term memorisation. SWANS has been tested widely in
several languages for self-study in CercleS centres and presented in Stenton et al. (2005, 2008, 2010,
2013). Sound/text synchronisation in particular has been found to inhibit Mother Tongue Interference
(MTI). MTI is a linguistic variant of ‘cognitive bias’ (Kahneman, 2002) because of its systematic nature
and its resistance to change. Progress in oral communication, including Cognitive Bias Modification
(CBM), was achieved in controlled conditions. We present a 2013 breakthrough for L2 learning: a
‘syllabifier’ for the automatic annotation of stressed syllables and weak vowels. SWANS uses an
indexed American dictionary and SAMPA. Syllabic annotation times have been reduced from 10
minutes a page to a few seconds. SWANS has been adapted for distance learning on web-based
platforms including tablets and smart phones. Automatic stress pattern annotation removes an
important psychological barrier to the teaching of lexical stress patterns for inexperienced or reticent
teachers. It promotes networked teacher training and on-line sharing between language centres of
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textual annotations adapted to different kinds of L1 interference, such as Chinese, Arabic and underresearched European languages. Teachers can define stress rules with more confidence.
Le système auteur SWANS (TCAN-CNRS, 2006) se situe parmi les premiers à offrir annotations
syllabiques et synchronisation son/texte pour combattre le ‘biais cognitif’ lié à l’interférence de la L1
dans la perception auditive et la production orale d’une L2. Une innovation majeure introduit
annotation syllabique automatique: quelques secondes par page à la place de 10 minutes. Nous
présentons cette percée, un dictionnaire indexé et SAMPA. L’annotation automatique enlève un
obstacle important à l’introduction de l’étude des schémas accentuels et améliore la formation
continue des enseignants.
Pratiques et réflexions didactiques sur les dimensions (inter)culturelles d’un cours de «langue
& cinéma» (B2-C1) en français et en espagnol
Coen Jean-Philippe (jeanphilippe.coen@sprachen.uzh.ch), University of Zurich / ETH Zurich
Iturrizaga Mercedes
Le cinéma de fiction est un bon instrument pour sensibiliser l’apprenant-e aux aspects culturels d’une
langue: histoires, personnages, dialogues, paysages, autant d’éléments permettant d’affiner la
perception qu’on peut avoir d’un espace linguistique. Au Sprachenzentrum de Zurich, un cours de
«langue et cinéma» a lieu parallèlement en espagnol et en français. Il s’adresse à un public B2-C1,
majoritairement germanophone, d’étudiant-e-s, de doctorant-e-s et de collaborateur-trice-s de
l’Université et de l’ETH. Pour être pertinent didactiquement, ce cours répond à des critères
spécifiques: ni art & essai ni produit commercial, les films présentés doivent être assez « familiers » à
l’apprenant-e pour lui donner le plaisir de l’apprentissage, mais suffisamment « curieux » pour mériter
son attention soutenue.
1. Dans cette présentation, l’accent portera sur les pratiques et les réflexions qui guident les
enseignant-e-s dans leurs choix de films: - Faut-il privilégier les films récents ou les classiques? Quels
genres cinématographiques retenir? Pourquoi? - Faut-il pré-définir des thématiques pour illustrer telle
dimension culturelle spécifique? Faut-il, au contraire, imaginer que l’aspect culturel émergera d’un
choix de films déterminés selon d’autres critères? Comment permettre des regards culturels croisés?
2. Il s’agira aussi d’examiner les travaux d’apprentissage qui permettent aux participant-e-s de
mesurer, à travers réflexion personnelle ou collective, les spécificités culturelles. Si le français et
l’espagnol - deux langues au vaste rayonnement - permettent de développer une réflexion commune,
on constate pourtant que la mise en valeur des aspects culturels les plus significatifs ne sollicite pas
forcément les mêmes instruments d’apprentissage dans l’une et l’autre langue.
Fiction films constitute an excellent tool to display and work on intercultural aspects in a language
class. At the Sprachenzentrum of Zürich (UZH/ETH), a „Language and Cinema“ (B2-C1) course is
taught both in French and in Spanish.This course responds to specific didactic criteria: films chosen
must be approachable and interesting. This presentation will: 1. Explore practises and reflections that
guide teachers on the film selection process. 2. Analyse the most outstanding learning processes, of
both French and Spanish courses, in order to enable a perception of intercultural specificities.
Teaching English for Specific Purposes (ESP) to 1st language English speakers
Grollman Marcus (m.l.grollman@rug.nl), University of Groningen
Internationalization is now a reality for many working for university language centres. One of the
results of this process at the University of Groningen is the growing number of first language English
speakers enrolled in English for Specific Purposes student courses, offered by the English Section of
the Language Centre (English for Law, English for Business, etc.). None of these students are granted
exemption and they must complete an English programme in order to qualify for study credits. Student
resistance and resentment could be a problem for teachers. How can the teacher motivate these
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students to participate actively and positively in course programmes and workshops? How can we
channel the expertise and experience that they may be able to offer to their second-language
colleagues? How can we ensure that course curricula challenge mother-tongue speakers in a positive
and developmental way? In this presentation, I will share the experiences we have had in Groningen,
the solutions we have found and the resources we have developed to challenge, motivate and involve
this growing group of students.
Eine zunehmende Anzahl Studenten mit Englisch als Muttersprache ist innerhalb von ESPProgrammen in studiengangrelevante Kurse eingeschrieben. Dies stellt eine Herausforderung für die
Dozenten des Sprachenzentrums dar. Wie können wir diese Studenten in unseren Kursen
herausfordern, motivieren und einbeziehen? Wie können wir ihre möglichen Ressentiments
überwinden? In diesem Workshop werden Lösungen und Ideen präsentiert, die von der englischen
Abteilung des Sprachenzentrums an der Universität Groningen entwickelt wurden.
GSP: Evidence-based pedagogy in English writing courses
Hamilton Craig (craig.hamilton@unibas.ch), University of Basel
An effective writing pedagogy is one that is based on evidence. For example, the pedagogical
practices that Dean (2010) discusses are all based on research in education and composition. As I
explain in my presentation, many of these practices can be used effectively to teach English writing
courses to international university students and they can be combined to form what I call the GSP
method (Genre, Style, Practice) for teaching writing courses in English to international university
students. First, students study models and analyze genres to learn about genre conventions in their
disciplines. Students thus gain explicit knowledge of what they can do as writers in certain situations.
Student achievement also depends on reaching a specific product goal (e.g. an IMRAD article) by the
end of the course. Second, students analyze problematic passages in published articles in order to
diagnose and solve problems related to information structure in English prose. Students may improve
their own sentence combining skills and paragraph organization techniques in this manner. Finally, the
classroom philosophy promotes writing as a process, one that involves collaborating with peers in
person (or online) to get feedback from them and to respond to it. This allows students to not only use
summarization skills but to also get practical workshop experience. As I explain, the GSP method is
based on research by Swales (1990), Gross (1996), Green (2013) and Williams (2014), among others.
It is also the basis of a scientific writing textbook (Hamilton, in preparation) aimed at young scientists
around the world who write articles in English. Based on more than six years of experience at the
University of Basel, I conclude my presentation with the point that the GSP method is flexible and
effective.
Dans ma communication, je propose une méthodologie pour enseigner l'anglais écrit à partir du
niveau C1. La méthodologie GSP (pour genre, style, et pratique) suit les pratiques pédagogiques aux
Etats-Unis (Dean 2010), des pratiques fondées sur la recherche en didactique de l'anglais écrit. GSP
s'inspire également d'autre recherches (Swales; Greene; Gross; Williams et Bizup) sur la rhétorique
de la science et sur la stylistique. Dans ma communication, je parle des mes six ans d'expérience
avec GSP à l'Université de Bale, qui ont donné naissance à un manuel pédagogique (Hamilton, en
prép.)
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Dictionaries and writing tasks: a perfect marriage?
Buyse Kris (kris.buyse@arts.kuleuven.be), KU Leuven
Uriel Meritxell
In Michael East (2008) a number of questions are raised concerning the usefulness of dictionaries in
writing tasks. Although his studies yielded interesting (qualitative) results, several dictionary-related
parameters were not tightly controlled.
In the present investigation, we measured the effect of the availability of the online version of a
translating dictionary on the performance of native speakers of Dutch on a timed writing task. Data
were gathered from classes of English, French, German and Spanish in higher education. In a first
session, students were trained in using the dictionary by means of piloted looking-up exercises. In a
second session, students wrote a 300-word summary of a Dutch text in the foreign language and were
asked to include translations for a number of target items. One subgroup had access to the dictionary,
another did not. A vocabulary levels test was taken by all students.
Data consisted of the score on the vocabulary levels test, the lexical richness of the writing task, and
the score on the target items. Students were asked to provide information about which words they had
looked up (dictionary group), and which of the target words they did not know (non-dictionary group).
Preliminary analyses of the EFL-data confirm East’s finding that there is no significant effect of the use
of the dictionary on the lexical sophistication of the students’ writings as measured by RANGE, nor on
the scores on the target items. However, the results are not the same for all languages involved.
Therefore, after a brief introduction to the findings by East (2008), we will present our own research
questions and conclusions based on a first analysis of the data of English and Spanish.
East, Michael (2008). Dictionary Use in Foreign Language Writing Exams. Amsterdam/Philadelphia:
John Benjamin
Dans l’étude proposée, nous avons tenté de cerner dans quelle mesure la consultation (ou non) du
dictionnaire bilingue Van Dale pouvait avoir un impact sur la performance des néerlandophones
confrontés à une tâche d’écriture délimitée dans le temps. L’expérimentation concerne différents
groupes de langue étrangère (l’espagnol, l’anglais, le français et l’allemand).
Après avoir brièvement présenté les résultats de East (2008), nous exposons nos questions de
recherche et les hypothèses avancées ainsi que les conclusions basées sur une première analyse des
données recueillies.
Encouraging research-based teaching development – what, why, and how?
Pitkänen Kari K. (kari.k.pitkanen@helsinki.fi), University of Helsinki
Lehtonen Tuula, Vaattovaara Johanna
Teacher engagement in and with research are considered to benefit a teacher’s professional growth.
However, teachers are often faced with practical obstacles that prevent this type of growth, for
example, lack of time and money. In addition, there are other barriers in the workplace culture, such as
“non-collaborative culture” and “leadership attributes” (see Borg 2010: 408-409), which need to be
overcome in order to beat the practical barriers of research engagement.
Our presentation focuses on how teacher-research has been encouraged and supported at the
University of Helsinki Language Centre (LC), a unit with a strong teaching profile. We also briefly
discuss the role, forms and importance of research in the Language Centre context. Especially in the
past three years, the LC has systematically promoted research-based teaching development by
establishing an inter-unit structural framework that encourages collaboration and supports the various
levels of research and development activities inherent in the LC. One approach the LC has taken is
the series of University Pedagogy courses offered to both teachers and other academic staff; others
include regular research seminars and publications series. These activities support one another and
are linked to other activities promoting research and development at the LC.
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Reference:
Borg, Simon (2010). Language teacher research engagement. Language Teaching, 43(4): 391-429.
Engagement in und mit Forschung von Lehrenden wird als Gewinn in ihrer beruflichen Entwicklung
betrachtet. Lehrende sind jedoch oft mit Hindernissen, etwa Zeit- und Geldmangel, konfrontiert, die
diese Form der Weiterentwicklung behindern. Unsere Präsentation soll zeigen, wie Forschung durch
Lehrende am Sprachenzentrum der Universität Helsinki, einer Institution mit starkem Lehrprofil,
unterstützt und gefördert wurde. Dabei werden auch die Rolle, Formen und die Bedeutung von
Forschung an Sprachenzentren besprochen.
Subjektive Theorien von C2+-Lernenden: Der Wunsch nach maximaler Sprachbeherrschung –
ein Widerspruch zur postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf?
Schumacher Monika (scok@zhaw.ch), ZHAW Zurich University of applied sciences
Deutschlernende, die die höchste Stufe im Europäischen Referenzrahmen erreicht haben, lernen
danach oft weiter. Einerseits wollen sie so das erreichte Niveau halten, andererseits ihre
Kompetenzen noch weiter ausbauen oder an individuellen Defiziten arbeiten, um die Fähigkeit zu
einer hochkompetenten Sprachverwendung und -reflexion zu erlangen.
Unsere Studierenden auf dem Niveau C2+ lernen Deutsch meist als Tertiärsprache nach einer ersten
Fremdsprache und sind meist äusserst erfahrene Fremdsprachenlernende. Sie verfügen über ein
ausgeprägtes Bewusstsein und Wissen über die deutsche Sprache und den eigenen
Sprachenlernprozess. Es kann daher angenommen werden, dass die Lernenden interessante
Aussagen zur Bedeutung der eigenen und kontextuellen Mehrsprachigkeit für ihre individuelle
Lernbiographie machen können. Ist die Mehrsprachigkeit auf einem fast muttersprachlichen Niveau
relevant bei der Arbeit an Wortschatz und grammatischen Strukturen, und falls ja, welche Rolle
messen ihr die Lernenden bei? Wie identifizieren sie sich mit den von ihnen gesprochenen Sprachen
und welche Reaktionen erhalten sie von der Umgebung? Zu diesen und weiteren Fragen zum
Schwerpunkt „Mehrsprachigkeit in der eigenen Lernbiographie“ reflektierte eine Gruppe von C2+Lernenden in einer Befragung. Die Daten wurden anschliessend qualitativ ausgewertet und aus ihnen
Subjektive Theorien rekonstruiert; ein Vorgehen, das der Multiperspektivität der Thematik sehr gut
Rechnung trägt und dabei der Einzigartigkeit der Einzelfälle gerecht wird. Die Ergebnisse sollen hier
präsentiert werden.
Learners of German as a foreign language on a C2 level often wish to continue their studies in order to
reach a level of native-like proficiency. These learners have gained a deep insight into processes of
learning German and a great awareness and knowledge of the language itself. For this presentation,
C2+ learners were asked about the impact of personal and contextual multilinguality on their own
learning biography and their identy. Form the collected data, subjective theories were reconstructed
and are here presented.
Integrated learner support through language advising; initial experiences and considerations
at Padova University Language Centre
Bisset Mariana Jo (marianajo.bisset@unipd.it), Università degli Studi di Padova
Goedeke Barbara
The University Language Centre at the University of Padova provides language courses for students
of all disciplines and with a wide range of needs. Over the years, the number of students having to
deal with a language requirement has increased exponentially, while the teaching personnel and
general resources have struggled to keep up. Catering to all of the various needs, expectations, time
commitments and background experience of the students poses quite a challenge. Fostering
autonomy in learners by aiding them to develop skills related to self-management, self-monitoring and
self-assessment (see Benson 2001) can help face this challenge, both in practical terms, as a way of
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“easing the strain” on the teaching potential of the institution, and, for the learners themselves,
enabling them to take their learning onto a more meaningful and long-term level (see Holec 1981, and
Little 1995). To this end, the Language Centre is setting up a Language Advising Service. As part of
this service, language advisors are available to support learners and help them to build awareness
and make informed decisions about their own learning (see Gremmo 1995). Three of the Language
Centre’s language teachers (English, German and Spanish) participated in an online course through
the Universidad Nacional Autónoma de México for Language Advisors in Self-Access Centres.
In this presentation we will briefly describe our experience and the immediate effects of the training
course on our work both within and outside the classroom, providing support and guidance for
students. The discussion on some of the benefits and the challenges of setting up a Language
Advising Service within our university context will be based on the initial advisory encounters.
Il Centro Linguistico dell’Università di Padova, per venire incontro alle richieste crescenti e diversificate
dei propri studenti, ha deciso di incrementare l’autonomia nell’apprendimento linguistico supportando
lo sviluppo delle abilità legate all’autogestione, al monitoraggio dei propri progressi e
all’autovalutazione. A tale scopo sta sviluppando un servizio di Language Advising, grazie alla
formazione specifica avuta dall’Universidad Nacional Autónoma de México. Questa presentazione
descrive l’esperienza dei primi incontri avuti con gli apprendenti.
The Ça joue! project: facilitating integration of future students into a new linguistic
environment through autonomous e-learning
Noir Raphaël (raphael.noir@epfl.ch), Université de Lausanne
Gomez Ruben
The "Ça joue!" project was developed by a group of teachers of French as a Foreign Language at the
University of Lausanne between 2010 and 2103. The aim was to provide non-French-speaking
students, before their arrival in Lausanne, with the possibility of studying both the structures of the
language (level A1 of the CEFR) and various sociocultural aspects of life particular to the Frenchspeaking area of Switzerland.
It is a didactic self-study tool based on 10 situations relevant to academic life in Lausanne and
incorporates different complementary study aids, namely videos, audio files and interactive exercises.
The objective is to reply to learners’ needs in as practical a manner as possible, and at the same time
take into account students’ highly-varied profiles.
The site systematically provides English translations (and numerous elements in Spanish, too). In
order to provide a comparative view of the most significant linguistic aspects of French, it also includes
several short videos of language professionals describing (in L1) their own French language-learning
experiences. Comments by Mobility students widen the field to include a focus on intercultural
understanding and there are more videos further illustrating the cultural context via examples of nonverbal communication.
The site thus proposes a comprehensive overview of the study of French. In addition, multiple means
of access to the resources on offer confer an appropriately active role on today’s internet-smart
learners.
Wie bereitet man allophone Mobilitätsstudierende im Vorfeld auf einen Auslandsaufenthalt vor? Das
Projekt „Ça joue!“ geht ganz konkret auf Bedürfnisse nicht-frankophoner Lerner ein, die nach
Lausanne kommen möchten. Diese Selbstlernplattform bietet soziolinguistische und interkulturelle
Erklärungen in Bezug auf vielfältige Situationen des Alltags und des akademischen Lebens und
überträgt dem Lerner durch den Zugang zu vielfältigen Ressourcen eine aktive Rolle, die den
Gewohnheiten von Internet-Nutzern entspricht, in dem gewohnte Lerndimensionen aufgebrochen
werden.
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Mobilitätsstudierende lernen Deutsch an einer zweisprachigen Universität - Plurizentrik und
Mehrsprachigkeitsdidaktik
Brohy Claudine (claudine.brohy@unifr.ch), University of Fribourg
Mobilitätsstudierende, welche an der zweisprachigen Universität Freiburg/Fribourg Deutsch als
Fremdsprache mit dem Zielniveau A1 lernen, haben ein besonderes Sprachenprofil und lernen in
einem spezifischen Kontext. Deutsch ist gemäss ihren Sprachbiografien die zweite bis achte
Fremdsprache, meistens ist es die dritte oder vierte Fremdsprache. In Freiburg studieren sie ihr Fach
auf Französisch oder auf Englisch und möchten von der Zweisprachigkeit der Universität profitieren,
indem sie gleichzeitig auch Deutschkurse belegen, wobei sie häufig dazu noch eine Reise oder einen
Aufenthalt in Deutschland oder Österreich einplanen. Obwohl die Deutschsprachigen an der
Universität Freiburg eine relative Mehrheit bilden, so sind sie im urbanen und kantonalen Kontext eine
Minderheit, welche dazu im täglichen Leben Dialekt spricht, somit lernen und leben die Studierenden
in einem ausgesprochen mehrsprachigen Umfeld. In diesem Beitrag wird der Umgang mit den
Standardvarietäten des Deutschen und der Deutschschweizer Diglossie sowie der Einsatz der
Mehrsprachigkeitsdidaktik, z. B.: Transferstrategien und Sprachvergleiche, im Unterricht und in den
Lehrwerken besprochen. Dazu werden die Einstellungen der Studierenden gegenüber dem Einsatz
mehrerer Sprachen im Deutschunterricht vorgestellt, welche am Ende des Jahres gemessen werden.
Die meisten Studierenden reagieren positiv auf den Zugriff auf mehrere Sprachen im
Deutschunterricht.
Les étudiant-e-s de mobilité qui apprennent l’allemand dans une université bilingue et qui étudient en
français ou en anglais lors de leur séjour arrivent avec des profils multilingues et sont donc des
apprenant-e-s expérimenté-e-s. L’allemand est une langue minoritaire au niveau local et se présente
sous forme d’un dialecte alémanique. Cette contribution fait état de l’utilisation des différentes variétés
de l’allemand durant les cours et dans les supports, de la didactique plurilingue déployée sous forme
de comparaisons entre les langues, ainsi que des attitudes envers ces pratiques.
Writing a technical language coursebook – how to face this challenge
Kamińska Urszula (urskamin@pg.gda.pl), Gdansk University of Technology
English for Special Purposes has become one of the most significant approaches to language
teaching in higher education institutions, thus the growing demand for specialized coursebooks
facilitating ESP learning poses a great challenge to authors, usually language teachers, who are
linguistically competent but rarely specialize in a particular field of study.
The aim of the presentation is to unveil the process of writing a technical English coursebook entitled
Biotech English – for students of technical studies. The first part of the presentation depicts the
methods of establishing the content of the book via students’ and biotechnology teachers’ needs
analysis, and subsequently gathering authentic materials, which allow students to become acquainted
with the language indispensable for communication in their future working environment. Special
attention is paid to the method of acquiring texts protected by copyright. Secondly, the methodology of
writing the coursebook is thoroughly discussed. This part of the speech is accompanied by the
analysis of one unit of the book.
The next part of the presentation is devoted to concluding the process of writing a language
coursebook. This stage includes a number of steps taken in order to ensure that the book does not
include content-related or linguistic errors. The final part of the presentation reveals the analysis of the
feedback from students using the coursebook. As the extended version of the coursebook will be
published soon, the feedback will help to improve the quality of the book. The presentation is
concluded with a short summary of the above mentioned points together with the author’s reflections
on the challenge of writing a book like this.
Lo scopo della presentazione è quello di presentare il processo di creazione di un manuale per
l’apprendimento dell’inglese tecnico. La prima parte è dedicata alla determinazione del contenuto del
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manuale e alla raccolta dei materiali. In seguito si tratterà del processo di formazione del manuale in
base a uno dei capitoli. Un'altra parte della presentazione indica la fase finale della creazione del
manuale consistente nel verificare se non ci siano degli errori. Alla fine saranno presentate conclusioni
risultanti dall’uso del manuale durante i corsi con gli studenti.
Una nuova grammatica dell’italiano L2 tra intercomprensione e approccio contrastivo
Buttini Valeria (valeria.buttini@sprachen.uzh.ch), University of Zurich / ETH Zurich
Ricci Claudia
Le grammatiche destinate all’insegnamento dell’italiano L2 si dividono grosso modo in due gruppi:
grammatiche rivolte a un pubblico di apprendenti indifferenziato rispetto alla loro madrelingua, e
grammatiche pensate per un pubblico più specifico, ad esempio apprendenti di madrelingua inglese o
per i quali l’inglese è comunque lingua nota. I due tipi di grammatiche presentano la materia in modo
diverso: mentre il primo tipo di grammatiche utilizza per le spiegazioni metalinguistiche la lingua
italiana, il secondo tipo si affida a una lingua veicolare, che corrisponde appunto alla L1 (o lingua nota)
degli apprendenti, ed adotta un approccio contrastivo, ossia richiama l’attenzione dell’apprendente
sulle differenze sistematiche (ma non sulle somiglianze) tra la grammatica della L1 e quella della L2.
I due tipi di grammatiche sottostanno a due logiche differenti: da un lato, l’idea che gli apprendenti
possano beneficiare di una full immersion nella lingua target; dall’altro, l’idea che la riduzione delle
difficoltà nella comprensione del metalinguaggio favorisca l’apprendimento. Entrambi gli approcci
risultano, però, incompleti, perché incapaci di sfruttare appieno le competenze linguistiche di cui
dispongono gli individui di una società plurilingue quale quella attuale.
In questo intervento si proporrà quindi un nuovo modo di scrivere grammatiche, che coniuga il
principio della full immersion con l’approccio contrastivo e con i principi dell’intercomprensione. La
linea guida alla base del progetto "Nuova grammatica comparata della lingua italiana" (Buttini/Ricci in
prep.) è infatti la realizzazione di un manuale che permetta agli apprendenti di creare una grammatica
comparata mentale tra italiano, francese, inglese e tedesco, stimolando la riflessione metacognitiva.
In this presentation a new way of writing grammar books for foreign learners, which combines the
contrastive approach with the principles of intercomprehension, will be proposed. The concept
underlying our project, Nuova grammatica comparata della lingua italiana (Buttini/Ricci in prep.), is in
fact the realisation of a grammar book that allows the learners to create a mental comparative
grammar within Italian, French, English and German, stimulating metacognitive reflection.
What should be explicit in explicit grammar instruction?
Nagai Noriko (nagai@mx.ibaraki.ac.jp), Ibaraki University
Ayano Seiki, Nakanishi Takayuki, Okada Keiko
This paper proposes grammar instructions that raise learners’ awareness of metalinguistic knowledge,
which is crucial for the success of second language acquisition (Ellis 1997, 2002). Provided that
explicit instructions are more effective than implicit ones (Norris & Ortega 2000), the question is what
is to be taught explicitly. Drawing on research findings in theoretical linguistics concerning
metalinguistic knowledge, both universal and language-particular, we can define what specific
metalinguistic knowledge is involved in certain lexical items and grammar constructions. The present
study illustrates this by using intransitive and transitive verbs. In Hawkins and Filipović (2012), based
on the CEFR language description levels, both intransitive and transitive verbs are listed as A2-level
items. However, A2-level Japanese learners of English make errors in the use of those verbs, for
language-particular reasons; they frequently omit the direct object of a transitive verb. We can address
this problem by referring to two properties of language. First, the argument structure of a given verb
that defines what elements, e.g., subject and object, are required to appear with the verb. Second,
English and Japanese differ with respect to omitting required element(s) in production. This study
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proposes that explicit metalinguistic knowledge of intransitive and transitive verbs should include the
above two linguistic properties. We further propose that explicit instructions of such metalinguistic
knowledge involve: (i) presentation of related linguistic facts in English and Japanese, which illustrate
how intransitive and transitive verbs are used with respect to argument structure and argument
omission, (ii) explanation of linguistic facts, (iii) assignment of task-oriented exercises focusing on
verbs, e.g. journals.
Diese Studie zeigt auf, welche Art von metalinguistischem Wissen im Grammatikunterricht vermittelt
werden sollte. Daten von japanischen Lernenden auf der GER-A2 Stufe zeigen, dass sehr häufig
grammatisch notwendige Verbergänzungen weggelassen werden, was zu ungrammatischen Sätzen
führt. Diese Argumentation wird verdeutlicht anhand von (1) Verbergänzungen von englischen Verben
und (2) von weggelassenen Verbergänzungen in der japanischen Sprache. Wir schlagen vor, dieses
Problem im Untericht explizit zu vermitteln, um das metalinguistische Bewusstsein der Lernenden zu
verbessern.
Public speaking: best practices for teaching this highly relevant language competence
Del Carmen Arau Ribeiro Maria (maricarmen@ipg.pt or mdc1792@gmail.com), Polytechnic Institute of Guarda
The appeal of public speaking, the art that reaches back to the Egyptians and the Greeks, is largely
overlooked in the foreign language curriculum.
While the Council of Europe has enshrined the relevance of five foreign language competences speaking (monologue and dialogue), listening, reading, and writing –, two other competences are
missing: cultural competence and public speaking competence. In fact, a review of the literature,
examining the most popular language learning series around the globe, suggests that public speaking
may simply not be taught to foreigners looking to learn English. As this paper will propose, public
speaking competence, understood to be different from monologic speaking as conceived in the
Common European Framework of Reference for languages, constitutes a highly relevant albeit
underprivileged area of development in the foreign language curriculum. A number of reasons may be
at the root of this situation: from its early niche as the realm of future politicians to the highly practiced
and systematically implemented language arts context which is traditional to the art of oration,
including its relation to debate. Drawing on the legacies of the language arts and based on a five-year
study involving more than 100 students, this paper will propose a number of best practices for even
the most reluctant speakers in the university-level language classroom, specifically contemplating its
impact in the subject content of any forward-looking English Business course.
La prise de parole en public a encore du mal à avoir un positionnement clair dans les compétences
linguistiques reconnues par le CECR du Conseil de l’Europe. Malgré les démarches pour l’introduire,
ainsi que les compétences culturelles, ceux-ci seront présentées comme des bonnes pratiques dans
la salle de classe selon les résultats d’une étude de 5 ans. Il est grand temps d'assurer ces approches
à l’apprentissage d'une langue étrangère afin de contempler les manières les plus variées pour mieux
enseigner l’anglais des affaires aux jeunes universitaires et aux plus âgés.
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Deutsch im realen Kontext
Kauffmann Frank (frank.kauffmann@sprachen.uzh.ch), University of Zurich / ETH Zurich
Ziel der Präsentation: Aufzeigen neuer Perspektiven für die Nutzung eines realen und mehrsprachigen
Kontextes für den Spracherwerb.
Inhalt: Seit 11 Jahren findet in einem Alterszentrum der Stadt Zürich ein Deutschkurs des
Sprachenzentrums der Uni/ETH Zürich statt. Dabei unterhalten sich fremdsprachige StudentInnen ein
ganzes Semester lang mit BewohnerInnen eines städtischen Alterszentrums und erstellen zusammen
ein sprachliches Endprodukt (Broschüre, Film, Hör-CD, Kochbuch, Blog, etc.).
Entstanden ist der Kurs unter anderem als Reaktion auf die Diglossie der Deutschschweiz. Da im
Alltag gewöhnlich nur Dialekt gesprochen wird, fehlt es an selbstverständlichen Redemöglichkeiten.
Dieser Projektkurs ist auf verschiedenen Ebenen fruchtbar:
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Die Begegnungen ermöglichen den StudentInnen, ihr Deutsch in einem realen Kontext zu
erproben und zu erweitern. Als Tandem angelegt, erhöht sich die Redezeit der
KursteilnehmerInnen signifikant. Die StudentInnen bekommen einen unmittelbaren Kontakt zu
Einheimischen und einen Einblick in die Lebensumstände in der deutschen Schweiz.
Die BewohnerInnen des Altersheims Wildbach sind ausserhalb ihres familiären und
freundschaftlichen Umfeldes gefordert.
Sie knüpfen Beziehungen zu Menschen aus anderen Kulturen und bringen im Rahmen des
Projektes ihre Lebenserfahrungen und Erinnerungen in das Projekt ein.
Zu einem grossen Teil entstehen in diesen Projekten Beziehungen, die über den Kurs hinaus
bestehen. Einzelne StudentInnen bleiben über Jahre hinweg in Kontakt mit ihren TandemPartnerInnen.
Schlussfolgerung aus 11 Jahren: Echte Gesprächsbeziehungen und der Handlungsdruck realer
Situationen bauen Sprechängste ab und fördern die Motivation, die Fremdsprachen zu gebrauchen
und auszubauen.
Da più di 10 anni il centro linguistico dell'Uni/ETH di Zurigo offre un corso di tedesco che ha luogo in
una casa per anziani. Per un semestre studenti di lingua straniera e pensionati svizzeri s'incontrano
per parlare di un tema e sviluppare insieme un prodotto linguistico (un prospetto, un film, un blog, un
libro di ricette, un audio-libro, etc.).
Questo corso permette agli studenti di mettere in pratica e sviluppare le loro conoscenze del tedesco
in un contesto reale e di fare esperienze interculturali. Per gli anziani è una una buona occasione per
incontrare persone di altre culture.
Cours de conversation à l'Université : entre structure et spontanéité
Konversationskurse an der Universität: zwischen Struktur und Spontanität
Conversation courses at university: between structure and spontaneity
Meyer Stephan (stephan.meyer@unibas.ch), University of Basel
Blondel Valérie, Mall-Grob Beatrice
The importance of conversation tends to be underestimated in language centres and the higher
education institutions they serve. Given its significance to human linguistic and social interaction, such
disregard constrains students’ communicative repertoire. Correspondingly, doubts arise about the
extent to which language centres fulfill their mission. This presentation explores different ways in
which this deficiency can be remedied.
It does so by bringing together the combined experience of three lecturers: the first, hosting a French
conversation class which assembles participants across levels A2 to C2; the second, facilitating
conversations between learners of German who are paired with residents of a retirement home; and
the third, offering opportunities for English learners to develop the virtues of conversation. With this
dialogue, we seek to contribute to the shaping of pluri- and multilingualism by demonstrating how
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cross-linguistic collaboration amongst lecturers can also vitalise exchanges amongst different
conversation cultures.
The presentation has four parts. We begin by arguing why conversation is an indispensable skill that
requires dedicated development in tertiary institutions. In a second step we identify some possible
aims for conversation classes, and raise the question how these aims might be tied to course levels. In
step three, we introduce some of the settings for which conversation courses might prepare
participants, ranging from everyday life to professional and academic contexts. The largest part of the
presentation uses examples from each of the languages to address the question: How, in conversation
courses where spontaneity and structure are both determinant factors of success, might facilitators
best manage the tension between robust guidance and learner autonomy?
Die Präsentation hat vier Teile. Im ersten Teil beschäftigt uns die Frage, weshalb
Gesprächskompetenz unverzichtbar ist. Dann versuchen wir in Abhägigkeit vom jeweiligen
Sprachniveau Ziele für Konversationskurse zu formulieren. Danach wenden wir uns Kontexten zu –
vom alltäglichen Leben bis hin zu beruflichen und akademischen Herausforderungen –, zu deren
Bewältigung Konversationskurse die Teilnehmenden unterstützen können. Zum Schluss soll an
Beispielen aus den drei Fachbereichen veranschaulicht werden, wie die Kursleitenden mit der
Spannung zwischen Führung und Lernerautonomie umgehen.
Online language and culture exchange integrated in language curriculum: reflection from a
course designer’s perspective
Wang-Szilas Jue (jue.wangszilas@unige.ch), University of Geneva
Berger Claudia
This presentation focuses on the curricular integration process of an eTandem Chinese-French course
promoted by the unit of Chinese Studies of the University of Geneva in collaboration with the French
Department of Hubei University, China. The course includes theme-based asynchronous learning
activities in Moodle as well as task-based synchronous communication via Skype. It aims to develop
second-year FL major students’ (A2-B1-B2, CEFRL) communicative competence, to help them to
have direct contact with target cultures as well as to develop autonomy. The course design has
followed the instructional design model ADDIE on an iterative basis. Each design cycle was improved
based on the analysis of the previous one. After a pilot research phase in 2009, the course was
redesigned and extended to a large scale in 2010 and has been going on until today. The
“normalisation” process of the course has moved from supplementary learning activity to optional
course and then to obligatory course. In the course designers’ opinion, the eTandem VLE has evoked
visible and hidden cultural collisions at different levels: institutional requirements, teachers’
pedagogical conceptions and teacher collegeality, as well as students’ culture of learning and
communication modes. These collisions should be taken as important references in designing
curriculum-adapted eTandem courses. Issues on the curricular integration of the eTandem course will
be discussed in detail as follows: the necessary institutional support; the appropriate learning activities
and tasks adapted to the specialties of the two distant languages involved ; the maximization of the
learning outcomes with less workload for both students and teachers; the coordination of teacherteacher collaboration and the balance between the development of individual and collective autonomy.
Nous montrons l’importance pour le concepteur d’un dispositif eTandem chinois-français de connaître
les collisions culturelles pouvant émerger, au niveau des institutions, enseignants et apprenants. Afin
d’intégrer le cours dans le cursus, nous proposons une conceptualisation des tâches/activités de la
perspective actionnelle. Ainsi, les activités de pré-communication et post-communication doivent être
prises en compte, et l’approche interculturelle intégrée dès le début. De plus, l’équilibre entre le
développement de l’autonomie individuelle et celui de l’autonomie collective est essentiel.
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CEFR and ELP facing new needs: developments and perspectives
Schröder-Sura Anna (anna.schroeder-sura@romanistik.uni-giessen.de), Justus-Liebig Universität Giessen
Kühn Bärbel
Both CEFR and ELP were launched in 2001. After more than a decade of implementation,
controversial discussions, numerous projects and evaluations, these documents are still at the center
of theoretical thinking. In summary, it can be said that the benchmark functions of the CEF and a
certain kind of prescriptive use in testing and teaching has shifted the attention from the basic
pedagogical functions of CEFR and ELP.
But changes in societies and economics are creating new challenges for European policies and
education. So, for example, the issues of migration and unemployment cannot be dealt with by mere
standard setting and benchmarking. On the other hand, we are facing growing demand for formal and
informal, off- and online, individual and cooperative opportunities for experiencing and developing
plurilingual and intercultural learning resources.
Our contribution intends to indicate possible answers to these challenges by a combination of three
projects developed and/or used by/in the context of the European Centre for modern Languages
(ECML): FREPA, a “Framework of Reference for Pluralistic Approaches to languages and cultures”
providing descriptors in the domains of plurilingual, pluri-/intercultural as well as learning
competences, EPOSTL, “Using the European Portfolio for Language Teachers” and EPOS, the
“Electronic European Language Portfolio”, developed by the University of Bremen (Germany).
We will argue why and how this combination of tools can be used in universities, schools and in
teacher training, by giving examples and reflecting on the methodological impact of such an approach.
L’intérêt quasi exclusif porté aux fonctions d’évaluation de ces deux outils a détourné l’attention de
leurs potentialités pour l’apprentissage, pourtant plus conformes aux besoins issus de nouveaux défis
sociaux. On cherchera à indiquer les réponses possibles à ces défis qu’offrent trois instruments
élaborés avec le soutien du CELV (Graz) : CARAP, Cadre de Référence pour les Approches Plurielles
des Langues et des Cultures; PEPELF, Portfolio européen pour les enseignants en langues en
formation initiale; EPOS, Portfolio électronique européen (Université de Brême) ainsi que leur
combinaison.
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Plurilingualism for academic and professional purposes
Plurilingualism and code-switching in English-medium education for academic and
professional purposes
Gotti Maurizio (m.gotti@unibg.it)
In the process of internationalisation of their teaching programmes many universities all over the world
are now offering courses in English. This is a typical English as a Lingua Franca (ELF) situation in
which both lecturers and students – although they are not native speakers of English – use this
language as a common means of communication and instruction. The present paper examines
communicative interactions taking place in such contexts. The data are taken from ‘international’
courses on specialised disciplines offered by the University of Bergamo. In particular, the paper
examines the use of other languages and the role of code-switching employed by lecturers to explain
the main specialised terms and technical concepts concerning the specific courses they are teaching,
as well as those adopted to overcome the difficulties of comprehension experienced by their students.
The paper also takes into consideration the cooperative work carried out by learners in the
explanation/comprehension of specific topics in order to facilitate the achievement of the
teaching/learning objectives of the courses. The methodology employed for the analysis of the data is
mainly qualitative and is based on selected pieces of the lectures recorded.The data presented
highlights a high degree of cooperativeness on both sides when they interact among themselves so as
to guarantee a successful outcome of the specialized communication in which they are involved, and
shows that code-switching and the recourse to words belonging to other languages plays a relevant
role among the main strategies employed by both lecturers and students in the realization of their
communicative efforts.
La presente comunicazione esamina – tramite una metodologia prevalentemente qualitativa – il
ricorso a termini non-inglesi e al fenomeno di code-switching nell’ambito di corsi di tipo specialistico
offerti presso l’Università di Bergamo utilizzando la lingua inglese come lingua franca. I dati presentati
mettono in luce il ruolo importante giocato dal fenomeno di code-switching sia come prezioso ausilio
nella spiegazione/comprensione di termini e concetti specialistici sia come una delle principali
strategie d’interazione utilizzate dai partecipanti per raggiungere i loro scopi comunicativi.
The habitat factor in ELF(A) and English for plurilingual academic purposes
Schaller-Schwaner Iris (Iris.Schaller-Schwaner@unifr.ch), University of Fribourg
English has long been a common lingua franca in certain academic settings of “Switzerland’s Bilingual
University”. This language habitat has always been more complex than the university’s trade mark
name suggests, but its language policy has only reluctantly started to acknowledge the role of EAP in
the past decade. Challenging though this has been for university language teaching of EAP, it has
made exploratory research into ELF(A), English as a Lingua Franca (in Academic settings), all the
more rewarding. In a bottom-up fashion, ELF(A) has come to sustain the communication needs of
multilingual disciplinary communities of practice, to serve as a primary teaching language in many
Master programmes, to (circum)navigate the local linguistic boundary or to bring about additionallanguage socialisation for academic and professional purposes. This contribution deals with how the
multilingual habitat shapes the kind of ELF(A) used and how this has been informing my teaching of
EAP as English for Plurilingual Academic Purposes. It draws on ethnographic research carried out in
multilingual disciplinary speech events over more than one year while continuing to develop and teach
EAP courses elsewhere. From how the habitat factor shapes the use of ELF(A) and from the purposes
for which it is needed, conclusions can be drawn for a multilingual conceptualisation of the target
language. Specifically, in using the plurilingual repertoire to sustain “code-sharing” lingua franca mode,
one of the most striking effects of the habitat is the effort users are willing to expend in striving for
autonomous functionality in their plurilingual Englishes without overt switching, but how they can
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simultaneously rely on their audience’s multilingual flexibility and shared disciplinary knowledge, e.g. in
the pronunciation of technical terminology.
Englisch dient als Lingua Franca an der „Zweisprachigen Universität der Schweiz“: als Fach- und
Verkehrssprache in mehrsprachigen Arbeitsgemeinschaften, als Unterrichtssprache in vielen
Masterstudiengängen, zur Umschiffung der lokalen Sprachgrenze und bei der disziplinären
Sozialisation in einer weiteren Sprache. Dieser Beitrag beschäftigt sich mit den Auswirkungen des
mehrsprachigen Habitats auf die Gestalt des verwendeten Englisch, auf das Unterrichtskonzept
English for Plurilingual Academic Purposes und auf die Aufrechterhaltung eines ‚Code-Sharing‘ Modus
unter mehrsprachigen Bedingungen.
Plurilinguale Mitarbeiter für die internationale Geschäftskommunikation
Employés plurilingues pour la communication internationale dans le monde des affaires
Schlabach Joachim (joachim.schlabach@utu.fi), University of Turku
Boström Eeva
Wie plurilingual sind die Akteure in der internationalen Geschäftskommunikation tatsächlich?
Kommunizieren die Mitarbeiter internationaler Unternehmen wirklich nur in einer Lingua franca oder
verwenden sie nicht auch andere (Fremd-)Sprachen? Wie häufig werden also plurilinguale
Fertigkeiten wie etwa Sprachenwechsel, Sprachmittlung und Transferstrategien genützt?
In dieser finnischen Bedarfsanalyse geht es zunächst um die Erkundung der mehrsprachigen Praxis
und anschliessend um die Entwicklung des Lernziels plurilinguale Kompetenz. Abschliessend
diskutieren wir Inhalte und Methoden zur Gestaltung von plurilingualen Kursen.
Les acteurs sont-ils vraiment plurilingues quand il s’agit de la communication internationale dans le
monde des affaires? Une lingua franca est-elle le seul choix pour le personnel des entreprises
internationales, ou ce dernier n’utilise-t-il pas aussi d’autres langues (étrangères)? Avec quelle
fréquence sont utilisées les autres compétences plurilingues, tels que changement de langues,
activités de médiation et stratégies de transfert?
Dans un premier temps, cette présentation s’intéressera à l’état actuel du savoir sur la pratique
plurilingue, ensuite elle décrira le développement de la compétence plurilingue en tant qu’objectif.
L’approche et les méthodes de la recherche seront présentées avec quelques résultats préliminaires
de l’analyse des besoins. En conclusion sera discutée l’application des résultats dans un cursus
plurilingue.
How plurilingual are people really with regard to international business communication? Is one lingua
franca the only choice staff in international companies have, or do they use other (foreign) languages?
How frequently are other plurilingual skills applied, such as changing between languages, mediating
activities, and transfer strategies?
The paper will first sketch the current knowledge, and then describe the approach and the methods of
the study, followed by some preliminary results. The conclusion will discuss the implementation of
plurilingual courses.
Preparing for English-medium instruction in higher education: the role of communicative
awareness
Studer Patrick (stup@zhaw.ch), ZHAW Zurich University of applied sciences
Kelly Paul
This paper draws attention to the preparation of teaching staff involved in EMI through communicative
training. Communicative training constitutes a key element in the preparation of teachers as it is
concerned with the broader communicative impact brought about by the change of medium. Training
units addressing this change are focused on teachers’ language performance in the context of their
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effort at facilitating and mediating learning. In other words, these units are aimed at the development
of pragmatic and strategic communicative competences (Bachman 1990) needed for successful
teaching in particular study contexts.
Reviewing a communicative training programme conducted in the context of EMI in natural sciences
and engineering at Zurich University of Applied Sciences (ZHAW), the present paper seeks to
examine the transfer potential of communicative ‘theory’ into teaching practice. For this purpose,
classroom observation and focus group interviews with lecturers were conducted and analysed.
Particular attention is paid to communicative awareness, as expressed in teachers’ reflexive and
interpretative repertoires (Studer 2013; Wetherell/Potter 1988), and to the congruence between
communicative awareness and subsequent teaching practice.
Dieser Vortrag beschäftigt sich mit der Vorbereitung von Hochschuldozierenden auf den
englischsprachigen Fachunterricht. Ausgehend von einer einführenden Weiterbildungseinheit, die für
Hochschuldozierende der School of Engineering der Zürcher Hochschule für Angewandte
Wissenschaften entwickelt wurde, beleuchtet der Vortrag kritisch das Transferpotenzial von
kommunikativer ‘Theorie’ in die Unterrichtspraxis. Zu diesem Zweck wurden nach der
Weiterbildungseinheit mit Dozierenden Unterrichtsbeobachtungen durchgeführt, die in einem
anschliessenden Fokusgruppengespräch gemeinsam vertieft wurden.
Developing a modular approach to academic writing courses for English-medium Master's
degree students
Pitkänen Kari K. (kari.k.pitkanen@helsinki.fi), University of Helsinki
Amendolara Sandro, Lehtonen Tuula, Siddall Roy, Simeon Michele, Vincent Kirby, Widmann Etchemaite Cintia
For the past decade or so we have been developing language support for international students
studying in our English-medium Master’s degree programmes. Most of this language support has
focused on academic writing. While the original emphasis was on programme-specific courses,
several factors, including the increased number of students and their diverse needs, have forced us to
re-evaluate the approach and gradually develop a new system.
The new system, to be piloted in 2014-15, will consist of two compulsory parts. Students will first
attend classes designed to meet academic writing needs common to most students. In the second
part, students then select a combination of teacher-led classes, peer activities and independent work
which focuses on topics specific to their needs. Throughout the course, these activities will be
supported by teacher guidance and consultations.
In this presentation, we shall compare and contrast the current and the new systems, and introduce
the student data which informed the development of the new system. We shall also explore what the
students say their choices would be in the future modular system, and whether this would match with
what they realized about their developing needs. Next year, we shall pilot the new modular system and
use this information in developing new course content. Later, these results will be contrasted with
actual student behavior during the piloting phase.
Durante l’ultimo decennio abbiamo rimodellato i corsi di lingua per studenti internazionali dei
programmi Master in Inglese. Gran parte del nostro lavoro è stato centalizzato sui corsi di
composizione academica. È dal 2012 che lavoriamo su un progetto che renderà i corsi
personalizzabili. In questa presentazione metteremo a confronto i due sistemi.
Presenteremo i dati riconducibili a sondaggi svolti con gli studenti sulle singoli entità del corso
modulistico. Questi dati sono stati utilizzati nel comporre il corso, completamente rielaborato, che sarà
pilotato nel 2014-15.
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Collaborative learning in a science-based language course
Němcová Hana (nemcova@rect.muni.cz), Masaryk University
Promoting active learning through student collaboration, communication and engagement in the
learning process is a predominant theme in today’s education. The paper discusses a collaborative
learning course developed within the Impact project at the Masaryk University Language Centre. The
main objective of the course was to bring together students of science, specific-subjects tutors, and
language teachers in order to address one scientific problem from different angles and perspectives.
We employed collaborative techniques based on the constructivist view of learning that encourage
students to be active, create more knowledge, and then reflect on and discuss what they have learnt
and how their perceptions of the problem have changed.
We have discovered that both students and teachers benefited enormously from the course: social
and communication skills were greatly enhanced by creating a classroom environment that
emphasizes collaboration and exchange of ideas.
The outcome of the project, an online handbook on the hands-on methodology of the subject-based
collaborative teaching, will be of interest not only to teachers of English but may also be applicable to
other languages. The manual itself will be available in English and Czech.
L'objectif principal de ce cours était de réunir des étudiants de science, des chargés de travaux de
domaines spécifiques et les professeurs de langues afin de répondre à un problème scientifique
authentique sous différents angles.
Nous avons utilisé des techniques collaboratives basées sur la vision constructiviste de
l'apprentissage qui incitent les étudiants à s'investir, de créer plus de connaissances, et de réfléchir
sur et discuter de ce qu'ils ont appris et comment leurs perceptions du problème ont évolué.
Encoder-Message-Decoder: invoking the communication model for teaching academic writing
Helán Robert (rhelan@med.muni.cz), Masaryk University
The presentation discusses approaches to teaching academic writing (AW) in English as a foreign
language (EFL), with the primary focus being on teaching writing for publication to Czech doctoral
students in the field of geography. Attempts at establishing effective EFL writing pedagogies have not
completely succeeded in achieving their didactic goals as such pedagogies require of the instructors
highly complex linguistic and discipline-specific knowledge. Following Hyland (2009), three general
approaches to teaching AW are offered to help the instructors cope with these challenges, based on
the traditional model of communication. Firstly, the ‘message’, i.e. the model research article or a
student’s text, can be pedagogically explored using the Swalesian move analysis (2004) and syntactic
borrowing. Next, the ‘encoder of the message’ or the author of the text, in this case the student, can be
taught a number of strategies for the specific stages of the writing process (i.e., pre-, during, and postwriting), drawing on work of American and Czech scholars from the domain of expressivist and
creative writing (Elbow 1998 and Fišer 2002, respectively). Finally, the ‘decoder of the message’ or the
imagined reader(s) can be analyzed to better understand the crucial role the disciplinary discourse
community (Swales 1990) plays when students write for publication in a higher-impact journal. The
overall aim of the presentation is to stress the importance of raising students’ awareness of the many
complex but often implicit linguistic, disciplinary, and cultural aspects of writing in English for
publication. Specific activities applying the above-mentioned approaches will be discussed stemming
from a 3-year-long European Union project called Geoinnovations which dealt with running an EFL
academic writing course for PhD students of geography.
Der Beitrag behandelt drei das Publizieren auf Englisch betreffende Unterrichtsmethoden im Unterricht
akademisches Schreiben für Doktoranden. Die erste Methode befasst sich mit der pädagogischen
Anwendung der „Mitteilung“, d.h. des akademischen Textes; dabei wird die Analyse der typischen
Struktur eines bestimmten Genres verwendet. Die zweite Methode ist auf den „Absender“ der
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Mitteilung, d.h. den Autor des Textes, ausgerichtet. Dabei werden für das Schreiben notwendige
Strategien entwickelt. Bei der letzten Methode, die sich auf den „Empfänger“ der Mitteilung
konzentriert, wird die Analyse des intendierten Lesers des Textes durchgeführt, damit die
Wahrscheinlichkeit, dass der Text zur Veröffentlichung in einer Fachzeitschrift angenommen wird,
steigt.
Fach- und Berufssprache Medizin: Wie viel(e) Sprache(n) müssen Mediziner können?
Quennet Fabienne (quennet@staff.uni-marburg.de), Philipps-University Marburg
Jordan Nicola
Dass medizinisches Personal und insbesondere Ärztinnen und Ärzte über spezielle kommunikative
Kompetenzen verfügen sollten, ergibt sich aus der Natur ihrer Profession, in der die Kommunikation
mit unterschiedlichen Zielgruppen eine zentrale und oftmals sogar lebenswichtige Rolle spielt. Immer
häufiger hängen die kommunikativen Kompetenzen auch von den Fremdsprachenkenntnissen ab –
dann nämlich, wenn in Deutschland ausgebildete, deutschsprachige Ärzte im Ausland oder
ausländische Ärzte in Deutschland arbeiten, wie es heute gängige Praxis ist.
Gleichzeitig mehren sich die Klagen, dass einerseits Ärzte die Sprache des Gastlandes oftmals nur
ungenügend beherrschen und andererseits die diesbezüglichen Bestimmungen der EU zwar den
Einstieg in den Beruf innerhalb der EU erleichtern, aber mögliche Auswirkungen auf das Wohl und
Leben von Patienten zu wenig berücksichtigen.
Jenseits der öffentlich geführten Debatte um die Sprachkenntnisse fertig ausgebildeter Ärzte stellt sich
die Frage, wie viel und welche fremdsprachliche Fach- bzw. Berufssprache Mediziner brauchen,
jedoch schon viel früher, nämlich bereits in den Universitäten. Zahlreiche Studierende absolvieren ihr
Studium im Ausland in einer Fremdsprache, wieder andere gehen für einen Teil ihrer praktischen
Ausbildung ins Ausland und stellen so die medizinischen Fakultäten wie auch die Sprachenzentren
vor die Herausforderung, sie mit den notwendigen fremdsprachlichen Kompetenzen auszustatten.
In diesem Beitrag soll die Bedeutung der fach- bzw. berufssprachlichen Fremdsprachenkompetenz für
angehende und bereits praktizierende Mediziner anhand verschiedener Szenarien beleuchtet werden;
beispielhaft werden dabei Großbritannien, Schweden und Deutschland in den Blick genommen.
Medical doctors need to have special communication skills since communication plays a central role in
their profession. Communicative competence also includes foreign language skills, since more and
more physicians study and work across Europe and abroad. Which skills are needed in order to study
or work in a foreign country is still a matter of debate; yet, it poses a challenge for European language
centers because even students of medicine increasingly go abroad for studying or practical training.
We will investigate this complex language situation, focusing on the UK, Sweden, and Germany.
Français-allemand pour les juristes: deux concepts pour répondre aux mêmes besoins.
Comment optimiser les cours de langue de spécialité en milieu universitaire?
Voyiatzi Martha (martha.vogiatzi@unibas.ch), University of Basel
Endres Irma
Cette présentation explore les défis et les limites que l’on rencontre dans l’enseignement d’une langue
étrangère en tant que langue de spécialité. En comparant les cours de français et d’allemand juridique
proposés au sein du centre de langues de l’Université de Bâle, nous interrogerons la notion du
«concept» de cours et tenterons aussi de mieux cerner les questions et les difficultés auxquelles nous
nous confrontons, en essayant de satisfaire les besoins des étudiants et de garantir une certaine
qualité.
En observant la structure des deux cours, nous établirons des similitudes et des différences et
suivrons l’évolution de chacun. Le français juridique est plutôt axé sur l’aspect linguistique et s’adresse
à un public d’étudiants-juristes plus élargi, l’allemand pour les juristes met en avant plutôt les
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connaissances juridiques et cible un public plus spécifique (étudiants-juristes des universités suisses
francophones en échange). Malgré leurs divergences, ils sont complémentaires dans leur essence. En
même temps, dans l’un comme dans l’autre, on se confronte aux mêmes préoccupations concernant
des systèmes juridiques différents, l’homogénéité, aussi bien sur un niveau linguistique que sur un
plan de connaissances juridiques acquises.
Comment utiliser ces disparités pour qu’elles fassent partie structurante du cours? De quelles
paramètres et composantes doit-on tenir compte pour concevoir un cours de langue de spécialité
«complet»? Où est-ce que les besoins des étudiants et les envies des enseignants convergent? Et
surtout, comment concevoir son propre matériel pour couvrir ces besoins? En faisant référence à des
exemples concrets, nous chercherons à répondre à ces questions et à approfondir la réflexion sur
l’optimisation des cours de langue de spécialité en milieu universitaire.
Fachsprachenkurse für Juristen stellen eine grosse Herausforderung dar: Wörterbüchern und
Lehrwerken liegt deutsches resp. französisches Recht zugrunde. Dies ist nicht immer kompatibel mit
dem Schweizer Recht. Unterschiedliche Sprachniveaus und ungleiches Fachwissen der Studierenden
erschweren darüber hinaus die Entwicklung und Durchführung der Kurse. Dozierende sind dadurch
gefordert, kreative und flexible Antworten auf die Bedürfnisse der Studierenden zu finden.
Im Vortrag werden die Kurskonzepte für „Français juridique und Deutsch für Juristen“ des
Sprachenzentrums der Universität Basel vorgestellt.
Integration im Fremdsprachenunterricht – nur ein Traum oder schon Wirklichkeit?
Kuosa Anne-Maria (anne-maria.kuosa@utu.fi), University of Turku
Der Begriff "Integration" wird im Fremdsprachenunterricht sehr unterschiedlich definiert. In dieser
Präsentation wird jedoch diese Definitionsvielfalt nicht genauer erläutert, sondern hier wird ein
konkretes Beispiel gegeben, wie eine Fremdsprache in Fachstudien didaktisch erfolgreich integriert
werden kann.
In Finnland ist Schwedisch neben Finnisch die zweite offizielle Landessprache, weshalb Schwedisch
ein obligatorischer Teil des gesamten Studiengangs an den finnischsprachigen Hochschulen und
Universitäten ist. Mein Beispiel stammt aus einer Fakultät an der finnischsprachigen Universität Turku.
Die Stadt Turku liegt an der südwestlichen, teilweise zweisprachigen Küste Finnlands, und Turku ist
auch eine der offiziell zweisprachigen Städte in Finnland. An der Rechtswissenschaftlichen Fakultät
wird ein Schwedischkurs mit dem Fachkurs Strafrecht integriert. Dieser Kurs wird in enger
Zusammenarbeit mit der Lektorin für Schwedisch, dem Professor für Strafrecht und einem
Gastdozenten durchgeführt.
The aim of this paper is to provide information on how foreign language learning can be integrated into
the major studies at the Faculty of Law at the University of Turku, Finland. One concrete example of
integration will be presented: Integration of a Swedish language course and a course in criminal law.
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Dispositif hybride et collaboratif pour l’enseignement d’une compétence universitaire en
français
Bouquet Franck (franck.bouquet@epfl.ch), University of Lausanne / EPFL
Réussir des études en français suppose des savoir-faire non seulement liés à la langue, mais aussi
des compétences intellectuelles adaptées aux exigences académiques. Dans un environnement
francophone au contexte plurilingue et multiculturel, qu’il s’agisse de l’intégration à une certaine
culture académique, de l’acquisition de connaissances et compétences, ou de la réussite aux
examens, la compétence universitaire suit de très près la compétence linguistique. Dans la
perspective du FOU (Français sur objectif universitaire), développée par J.M. Mangiante et C.
Parpette la présentation montrera comment mettre en place un dispositif hybride de formation aux
compétences universitaires/académiques/disciplinaires; l’analyse des situations de communication et
celle des discours disciplinaires fournissent la base des programmes de perfectionnement linguistique
en direction des publics étudiants. L’acquisition d’une certaine compétence linguistique semble bien
combinée à celle d’un certain savoir-faire académique.
Comment définir et traiter ces compétences à travers un dispositif hybride de formation linguistique?
Pour tenter une réponse, nous définirons ces compétences académiques et savoir faire langagiers
dans une perspective plurilingue tels que révèle la démarche apportée par le FOS dont nous
donnerons bien sûr les grandes étapes dans une première partie. Dans un tel contexte (multilingue et
multiculturel), nous envisagerons une approche interculturelle et actionnelle pour répondre aux
besoins linguistiques et, aux fins de mise en pratique, nous regarderons de plus près l’exemple d’un
cours en ligne ouvert et spécialisé ou comment, à partir du cours de langue en présentiel, nous
pouvons concevoir une formation hybride pour une intégration académique réussie.
Wie vereinigt und behandelt man akademische Kompetenzen mit Hilfe von Blended Learning im
Unterricht des Französischen als Fremdsprache in einem mehrsprachigen und multikulturellen
akademischen Kontext? Der Erfolg eines Studiums auf Französisch setzt nicht nur
Sprachkompetenzen, sondern auch ein Savoir-Faire voraus, das den Ansprüchen des universitären
Milieus entspricht.
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Assessment and alternative forms of assessment
Language competence exams: needs analysis
Perez-Guillot Cristina (mcperez@upv.es), Universitat Politecnica de Valencia
Zabala Delgado Julia
Establishing the goals and needs of potential candidates is of the utmost importance when designing a
proficiency exam for language certification purposes. Having a clearly defined testing goal will help us
better define our construct and thus allow for a solid validity argument. In our case, as a Language
Centre within a higher education institution, our goal when designing such a test is to meet the
demands of the university and its members in the European Higher Education Area.
Our study starts by analyzing our target population for which we need to define the profile of our
candidates and determine the sample that is going to be used for research purposes. We decided to
use students from our language centre as research population since it was large enough to give us a
representative sample and enabled us to use computer tools that would allow for the automatic
processing of the data.
This paper presents the results of our research which have allowed us to define the construct of our
test based on the specific needs of our environment.
Connaître le but et les besoins du public cible devient un objectif fondamental lors de la conception
d'un test de certification linguistique. Une définition claire des buts et objectifs des candidats nous
permettra d'ajuster le contenu et la structure de notre examen et nous apportera un argument de
validité solide. Dans notre cas, notre rôle de Centre de Langues au sein d'un établissement
d'enseignement supérieur détermine notre objectif en matière de développement d’un nouveau
modèle d’examen d’évaluation des compétences linguistiques: répondre aux exigences de l'université
et de ses membres dans l'Espace Européen de l'Enseignement Supérieur.
Dans cet article, nous présentons les résultats de notre recherche qui nous ont permis de définir la
construction de notre test basé sur les besoins spécifiques de notre environnement.
Analyse des tâches de compréhension orale B2 des examens de vérification linguistique
CertAcleS
Perez-Guillot Cristina (mcperez@upv.es), Universitat Politecnica de Valencia
Jaime Pastor Asuncion
Au cours de ces deux dernières décennies, l'enseignement supérieur en Europe a sans doute subi
des transformations importantes qui ont déclenché un changement dans l'enseignement et
l'apprentissage des langues étrangères. La création de l'Espace Européen d'Enseignement Supérieur
(EEES) a mis en évidence la nécessité de développer des politiques linguistiques dans les universités
qui soient capables de soutenir les échanges, les réseaux et l'apprentissage entre les écoles, les
universités et les centres de formation.
Les centres de langues universitaires ont largement contribué au développement de l'apprentissage
des langues depuis leur apparition, et ont également joué un rôle fondamental dans le développement
et la mise en œuvre des politiques linguistiques essentielles pour répondre aux exigences du
processus de Bologne, ainsi qu’à l’émergence du multilinguisme en Europe.
Étant donné que les étudiants ont besoin de valider leur compétences linguistiques pour des objectifs
différents, les centres de langues assument un nouveau rôle consistant à établir des systèmes
d’accréditation de compétence linguistique valables au niveau européen et par conséquent
standardisés et comparables entre eux. De plus, ces systèmes deviendront la base pour
l’homogénéisation des systèmes d’évaluation des langues dans les universités européennes. ACLES
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(Association de Centres de Langues Universitaires en Espagne) a récemment développé un modèle
de certification linguistique fondé sur un consensus entre les universités espagnoles.
A new function of language centres has become vital as university students need to prove their
language competence at different stages and for many purposes.
ACLES has recently launched a certification, called CertAcles based on a consensus. The Language
Centre (CDL) of the Universitat Politècnica de València (UPV) has been closely involved and actively
collaborating in the development.
In this paper we describe the different tasks of the listening paper and present the results of the
analysis that we have developed of these B2 listening tasks in UPV CertAcles certification exams.
Speaking and its testing - influence of new trends in testing
Vrběcká Dagmar (vrbeckad@lfhk.cuni.cz), Charles University of Hradec Kralove
Testing of foreign languages has recently undergone considerable development. In particular, new
features such as standardization, validity, reliability and fairness have contributed to the improvement
of foreign language testing. E-learning platforms, such as Moodle at the tertiary level, have allowed
students easy access to virtual testing regardless of physical location and thus e-learning has
contributed to practical language skills.
However, e-learning platforms have some drawbacks. E-learning enables students to practice
language skills such as reading, writing, listening, as well as grammar and vocabulary. Speaking skills,
however, remain only marginally affected. At the tertiary level, speaking is evaluated only in the form
of a final oral exam. Therefore, emphasis must be placed on developing and improving methods for
practicing speaking in the classroom and evaluating the speaking skills of students. This may lead to
an increase in the amount of time students will spend speaking, to the activation of passive vocabulary
(so important in ESP classes), and to an improvement in the ability to express oneself with confidence.
It could have a very positive impact on improving motivation, speaking skills, and interaction.
Participants will be encouraged to create practical activities focusing on speaking in teams.
Testverfahren für Fremdsprachen entwickelten sich in den letzten Jahren wesentlich.
Standardisierung, Aussagekraftt, Zuverlässigkeit und Fairness trugen zur Qualitätsverbesserung der
Verfahren bei. E-Learning ermöglichte den Studenten einen einfachen Zugriff.
Die Sprechfertigkeit spielt dabei leider nur eine marginale Rolle. Deshalb ist es notwendig, die
Entwicklung sowie die Qualität der Sprechfertigkeit bei den Testverfahren zu betonen. Dies kann zu
einer Verbesserung der kommunikativen Fertigkeit und zur Aktivierung des passiven Wortschatzes,
sowie einer Motivations- und Interaktionsverbesserung führen.
Recognition and assessment of non-formal and informal learning of ESP at the University of
Eastern Finland
Tuomainen Satu (satu.tuomainen@uef.fi), University of Eastern Finland
The presentation is based on my ongoing doctoral dissertation research in which I examine how
Finnish university students learn English for specific purposes (ESP) non-formally and informally and
how that learning can be assessed as part of their degrees at the University of Eastern Finland. My
research focuses on business students and the variety of non-formal and informal learning
environments they utilise to develop their proficiency in business-specific and academic English. I also
explore how the students perceive and self-assess their non-formal and informal learning as part of
their ESP competence, and introduce how their prior learning can be assessed and validated with the
use of exemption examinations held by the Language Centre.
Recognising non-formal and informal learning of ESP at Finnish universities continues to be relatively
marginal and includes various and varying practices adopted by the different language centres and
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teachers. Language learning acquired outside of formal higher education can still be viewed as not
equivalent to university-level ESP learning outcomes or language centres can lack reliable and
consistent systems or sufficient resources for more extensive assessment and recognition of nonformal and informal language learning.
In my presentation I will examine the versatile concepts and definitions of non-formal and informal
language learning, and from the perspective of a university ESP teacher outline both advantages and
challenges of assessing ESP language and communication skills as part of university degrees. I will
also introduce my doctoral dissertation research on business students’ learning and perceptions of
non-formal and informal ESP and the exemption examinations held at the University of Eastern
Finland Language Centre to assess and validate that learning.
In meinem Beitrag untersuche ich das non-formale und informelle ESP-Lernen finnischer Studierender
und dessen Realisierung mit Hilfe speziell entwickelter Prüfungen am Sprachenzentrum der
Universität Ostfinnland. Meine Forschung konzentriert sich zum einen auf die von den
Wirtschaftsstudierenden genutzten vielfältigen non-formalen und informellen Lernumgebungen zur
Entwicklung ihrer fachspezifischen und akademischen Englisch-Kompetenz. Einen weiteren
Forschungsschwerpunkt stellt das Wahrnehmen und Verstehen des non-formalen und informellen
ESP-Lernens durch die Studierenden dar.
Which competences and resources must plurilinguals mobilise? Revisiting the framework of
reference for pluralistic approaches to languages and cultures
Meyer Stephan (stephan.meyer@unibas.ch), University of Basel
The Council of Europe’s Framework of reference for pluralistic approaches to languages and cultures
constitutes a detailed and systematic orientation when developing and assessing multilingual courses
and curricula, also at tertiary education level. It identifies two main competences, namely the ability to
communicate in situations of alterity and the ability to develop plurilingual profiles. These two
competences mobilise three sets of resources: cognitive (knowledge), emotive (attitudes), and actions
(skills). These resources are unpacked under forty-one main descriptors. This presentation picks up
on recent calls to contribute to the FREPA as an ongoing project in need of constant development.
Accordingly, the presentation re-examines some of the assumptions feeding into the FREPA as well
as some of the ways in which these assumptions are concretised in the descriptors.
The basis for such reflection is experience gathered from developing and conducting a semester-long
workshop that uses French, Italian and English in one and the same setting. Three questions
correlating to the three sets of resources – knowledge, attitudes and skills – are addressed: (1) What
does it mean to know that there are similarities and differences between languages? And how is such
knowledge enhanced? (2) What does an attitude of self-confidence and being at ease entail when
several languages are used? And how can pluri- and multilingual anxiety be ameliorated? (3) What is
involved in the skill that one is able to interact in situations of contact between languages? And how
can this skill be developed?
Die Präsentation möchte dem Aufruf, den FREPA fortlaufend weiterzuentwickeln, folgen, und aufgrund
von Erfahrungen mit einem dreisprachigen Kurs (Franz./ Ital./ Engl.) zu verschiedenen Deskriptoren
des Referenzrahmens zurückkehren. Dabei möchten wir uns mit folgenden Fragen beschäftigen: Was
umfasst und wie vertieft man Wissen über Ähnlichkeiten/ Unterschiede von Sprachen? Was bedeutet
es, mit Selbstvertrauen mehrere Sprachen zu verwenden und wie kann man Angst vor
mehrsprachigen Situationen abbauen? Welche Fertigkeiten sind nötig, um mehrsprachig zu
interagieren und wie können diese Fertigkeiten gestärkt werden?
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Construire ensemble: comment évaluer la compétence de la communication interculturelle
Biasiolo Alberta (Alberta.Biasiolo@unil.ch), University of Lausanne
Ebeling Dietlinde
Nous abordons la question de l’évaluation de la compétence de la communication interculturelle en
présentant les expériences menées au sein du Centre de langues de l’Université de Lausanne. Notre
présupposé s’est inspiré du fait que le dialogue interculturel est un échange concret entre des
individus appartenant à différentes constellations culturelles, dans des contextes multilingues, ce qui
va au-delà d’une pratique réflexive autour d’une expérience vécue. Nous proposons donc aux
étudiants des nouvelles situations d’apprentissage dans lesquelles ils interagissent concrètement,
participent activement à une tâche et collaborent pour obtenir un résultat commun, malgré leurs
différentes perspectives. Dans ce contexte, les formes traditionnelles d’évaluation ne sont plus
applicables. Par conséquent, nous avons introduit et testé une pratique évaluative alternative, basée
sur six critères différents, définis par des sous-titres et des descripteurs précis, afin d’évaluer la
performance des étudiants dans le cadre d’une tâche concrète avec ses spécifications et exigences.
Cet outil permet d’évaluer la capacité des participants à interagir dans des situations ambiguës et peu
claires, à contribuer à la recherche d’un terrain d’entente, à découvrir, exprimer et comparer diverses
manières de fonctionner, points de vue, valeurs et conventions multiples, à prendre en compte les
sentiments de chacun, à communiquer de manière adaptée et à résoudre les éventuels malentendus.
Notre évaluation porte sur l’exécution de la tâche uniquement. Nos outils d’évaluation et un exemple
d’une tâche testée dans nos modules seront présentés.
An intercultural dialogue is an exchange between individuals belonging to different cultural
constellations in a multi-lingual context. This talk presents the expertise acquired by the Language
Centre at the University of Lausanne in developing a tool to assess the intercultural communicative
competence. Through task-based activities students interact and collaborate to reach a final common
result, despite their different perspectives. Our tool is based on six different criteria applied according
to the task’s specifications.
New developments in oral language exams – a look at key aspects
Beck Martin (beck@mondiale.de), MONDIALE-Testing
Following the demand on more flexible language testing systems the validity of the procedure should
be guaranteed. The use of modern technology for oral exams needs different security rules to ensure
the fairness and equality of all test sessions. The licensing process of a test centre has to include a
technical check of the premises.
The examiners training has to include distance learning elements which qualify the examiners for
testing on a distance basis. The candidate tasks have to be delivered in a different way. There must
be a comparability of quality between the “old” and the “new” approach of administering test sessions.
In the course of the talk, we will discuss the features which are necessary for an oral language test
using telephones, skype or web conference applications. We will cover the topics like test centre
equipment, security, how to administer and trouble shoot. The attendees will learn why the use of
modern technology is important, not only to generate language tests that can be administered on
short-notice independent of place, but also to meet the expectation of a generation of test candidates
that has grown up expecting multi-media exploitation everywhere.
Finally the participants can have a look at various samples of recorded exams which show the
practicability of administering.
Online Sprachtests werden immer alltäglicher. Die Überprüfung von Lese-, Hör- und
Schreibfertigkeiten kann einfach durch die bisher bestehende Technik unterstützt werden, jedoch
musste man in der Vergangenheit immer mit dem „Medienbruch“ leben, sobald es zur interaktiven
mündlichen Prüfung kam. Der Vortrag beschreibt die Umsetzung einer neuen Technik für mündliche
Prüfungen unter Einsatz von Telefon, Skype und Web-Konferenz Anwendungen. Diese Technik
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gewährleistet, dass nicht nur die monologischen, sondern auch die dialogischen Fertigkeiten bei der
Bewertung berücksichtigt werden.
A task-based approach to teaching and assessment at beginners’ level?!
Fischer Johann (johann.fischer@zess.uni-goettingen.de), Georg-August-Universität Göttingen
Broermann Marianne
As project work, case studies and global simulations are more and more used at CEFR levels C1 and
C2, task-based assessment has also become more popular at these levels. At lower levels, and
particularly at beginners’ level, task-based approaches both in teaching and assessment have been
considered as being difficult to implement. But is it impossible?
In this paper we will present the development of a task-based approach to teaching and assessment
at all levels of teaching and learning at our language centre in a holistic approach. Using task-based
teaching and testing methods from beginners’ level familiarises the learner as early as possible with
authentic communicative tasks they might encounter in “real life” and prepares them for teaching and
testing approaches at the higher levels. We will discuss the initial difficulties of implementing this
approach at beginners’ level across all languages taught at our centre. We will show how the
introduction of a task-based approach to testing helped us to implement the same approach in
teaching. Finally, we will show the added value of using a VLE in a task-based approach.
L’approche actionnelle est utilisée de plus en plus dans des programmes d’enseignement linguistique
aux niveaux C1 et C2, mais beaucoup moins aux bas niveaux. Dans cette intervention nous
présenterons comment nous avons développé un programme d’enseignement et d’évaluation pour
tous les niveaux de compétence, débutants inclus, qui est basé sur l’approche actionnelle. Nous
présenterons également les avantages d’utiliser une plateforme comme Moodle dans ce contexte.
Investigating the interview: interview organisation and the role of the interviewer in English
language exemption tests at the University of Helsinki Language Centre
Bradley Fergal (fergal.bradley@helsinki.fi), University of Helsinki
Students at Finnish universities must fulfil a foreign language requirement as part of their degrees. At
the University of Helsinki (UH), this is done for English through taking a course, but can also involve
submitting a portfolio to be considered for exemption. If the portfolio is deemed to meet the exemption
criteria, the candidate is invited to an oral proficiency interview (OPI), which involves the candidate and
one or two teachers discussing their portfolio and a predetermined journal article from their field of
study.
This paper presents a study of the structure of the OPI and the interviewer’s behaviour, undertaken as
part of an exemption testing project within the English unit at the UH Language Centre (Amendolara et
al 2012, Bradley et al. 2012, Bradley and Amendolara 2013). In the study, twenty audio-recorded
interviews conducted by nine interviewers have been qualitatively analysed in order to identify how the
interviews are structured in practice and what similarities and differences exist in the ways interviewers
conduct the OPI.
The interviews are examined through literature on the OPI as social practice, particularly ideas of coconstruction, features such as accommodation, and research on the effect of interlocutor behaviour
(see, for example, Van Lier 1989, Ross 1992, Jacoby and Ochs 1995, Lazaraton 1996, He and Young
1998, Brown 2003, Kasper and Ross 2007). The aim of the study is not to produce a standardised
interview format but, using discourses of communities of practice (Wenger 1998), we aim to identify
and share interview practices which enable and challenge exemption test candidates to demonstrate
their language proficiency.
Der Beitrag stellt eine Studie über mündliche Interviews zur Bewertung der Sprachfertigkeit in
englischer Sprache vor, die als Teil von Freistellungstests für Sprachkurse an der Universität Helsinki
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durchgeführt werden. Das Forschungsmaterial besteht aus 20 Interviews und das
Forschungsinteresse gilt der Frage, wie der Interviewer das Interview strukturiert und entwickelt. Das
Ziel der Untersuchung liegt darin, gute Interviewpraktiken zu identifizieren und zu teilen.
Bewertungsraster zum Testen der produktiven Fertigkeiten im handlungsorientierten Kontext
Fischer Johann (johann.fischer@zess.uni-goettingen.de), Georg-August-Universität Göttingen
Wolder Nicole
Während auch bei ausbildungsbezogenen Prüfungen die Standardisierung bei der Bewertung der
rezeptiven Fertigkeiten an den Hochschulsprachenzentren häufig sehr weit vorangeschritten ist,
beschränkt sich dies beim Testen der produktiven Fertigkeiten häufig nur auf Aufgabenformat und
Aufgabentyp. Für die Bewertung werden hingegen zum einen selbst entwickelte Kriterien (bzw. zum
Teil sogar mehr oder weniger impressionistische Ansätze) oder zum anderen sprachspezifische
Bewertungsraster nationaler Testanbieter verwendet, die jedoch ursprünglich für andere Zwecke
entwickelt wurden.
In diesem Beitrag soll dargestellt werden, wie im nationalen Verbund und im Austausch auf
europäischer Ebene mithilfe des GER, des Manual, existierender sprachspezfisicher
Bewertungsraster und -traditionen sprachübergreifende Bewertungsraster für die produktiven
Fertigkeiten beim handlungsorientierten Testen entwickelt und erprobt wurden und anschließend auf
die individuellen Bedürfnisse der einzelnen Niveaustufen und Aufgabentypen angepasst wurden.
Weiterhin soll erläutert werden, wie sich diese Bewertungsraster in der Praxis bewährt haben und zur
Professionalisierung des Prüfungswesens an Sprachenzentren beigetragen haben.
While many university language centres use standardised testing procedures to assess the receptive
skills of the learner, standardisation in assessing the productive skills is frequently limited to test
format and task types. The assessment criteria for rating speaking and writing skills often follow an
individualistic or even impressionistic approach.
In this paper we will present how we developed assessment grids for a task-based teaching and
testing context. We will also discuss the obstacles we had to overcome in the introduction and revision
phase.
Approaches to assessment in CLIL classrooms
O'Dwyer Fergus (fodwyerj@gmail.com), Iwate University
de Boer Mark
Dynamic assessment in language learning is not necessarily new, but in a CLIL classroom language
skills are more difficult to assess when the focus is on developing life skills when learning content in a
second language. Engaging with measures of quality and criteria in assessment and collaborating with
classmates to make assessment decisions can aid language development. Two educators discuss
their contexts and how they are taking different approaches to assessment in this type of classroom.
We conclude by discussing the important elements of learner involvement in CLIL assessment. In the
first context, language major learners take CLIL-type classes in their third year. The instructor aims to
progress learners’ competencies by encouraging them to continue to use, and adapt, cyclical learning
(e.g. self-assessment, goal-setting, and reflection). The presenter describes how pedagogical
practices are adapted to meet the different demands of typical task cycles in content-based classes.
The process is explained in terms of how assessment is implemented. An important part of the
process is learners being involved in assessment decisions. In the second context, students from first,
second and third year are studying scientific content and using English are applying this content to
give slide and poster presentations, write reports, and analyse information while collaborating with
other classmates. During this process they are also responsible for both self and peer assessment.
Through their collaboration they acquire language but they also gain the ability to collaborate further.
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Through the analysis of the language and the skills acquired, a new model for dynamic assessment of
language is being developed and tested.
In dieser Präsentation werden zwei verschiedenartige, aber vergleichbare Herangehensweisen an
Bewertungen in CLIL-Unterrichtskontexten erörtert. Das erste Beispiel zeigt, wie Lernende bei der
Anpassung von verschiedenen, zyklisch- wiederkehrenden Aufgabenstellungen einbezogen werden
können, während das zweite Beispiel sich der Aneignung gemeinsamer Aufgabenbearbeitung und
Partnerbewertungen im Projektuntterricht widmet. Am Ende wird erörtert, welche Elemente für die
Einbeziehung der Lernenden in Bewertungen zentral sind.
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Staff and quality development
Supporting language teacher development: the role of the European Profiling Grid
Rossner Richard (rrossner@eaquals.org), EAQUALS
The EPG Project, an EU co-funded project that involved EAQUALS, CIEP France, Instituto Cervantes,
and the Goethe Institut among other partners, ended in October 2013. The aim was to provide a
multilingual tool to support the professional development of language teachers in all sectors of
education, including those working in university language centres. The result of two years of intensive
work is a grid containing descriptors of language teaching competence organised across thirteen
categories and six 'phases of development'. As part of the project the descriptors underwent extensive
research in the form of field-testing and validation in five languages with teachers, teacher trainers and
managers. The grid is now freely available in 9 languages both in electronic and PDF form, and is
accompanied by a user guide.
The key aim of the EPG is to foster language teacher development by enabling practising teachers
regularly to assess their own competences in order to identify areas where they may wish and/or need
to develop further. At the same time, it can be used by those working with language teachers:
managers and coordinators can carry out their own assessments in order to create ‘profiles’ of
teachers indicating their respective strengths and development needs. Apart from the benefits of
periodic comparison of teacher self-assessments with assessments by their managers or trainers, the
profiles and descriptors they refer to can be valuable aids in planning teacher development and inservice training, as well as in reviewing the profiles of a whole teaching team when deciding on the
deployment of teachers or planning recruitment.
This talk will outline the content and potential uses of the grid, and invite comment on its usefulness in
the context of university language centres and language teacher training departments.
L’objectif du projet EPG était d’accroître la qualité et l’efficacité de l’enseignement des langues à
travers l’utilisation d’un outil innovant: la grille de compétences EPG. Cet outil peut être utilisé afin de
mieux cerner les besoins de formation continue et de développement professionnel des enseignants
de langues, quel que soit leur pays d’origine, et comme outil fiable pour l’évaluation et l’autoévaluation des compétences professionnelles. Cette communication fournira une vue d’ensemble de
la grille, y compris sa version électronique, et ses moyens d’utilisations.
Quality and commitment of freelance teachers at the Language Centre of the University of
Groningen (the Netherlands)
de Boer Berna (b.l.a.de.boer@rug.nl), University of Groningen
The Dutch department of the Language Centre of the University of Groningen employs a permanent
staff of 6 teachers and a group of 30 freelance teachers who together teach Dutch as a Second
Language to students, staff and external parties. Approximately 900 people attend courses every
semester. The quality of the teaching depends on the high quality of the teachers. Factors that
complicate this are difficulty in persuading freelance teachers to commit to the organization and the
variable quality of the teachers themselves.
This presentation will explain how the Language Centre deals with this.
The Language Centre has developed a teaching vision based on 5 cornerstones (the CEFR,
reflection, autonomous learning, a rich study environment, learning skills in context). We consider it
important that the freelance teachers teach in line with this vision, and we are keen for them to commit
to the Language Centre. We try to create commitment by offering them the opportunity to develop their
potential, a move that ultimately benefits the overall quality of teaching. The Language Centre deploys
means such as the European Profiling Grid (EU Lifelong Learning Programme), mentoring, intervision
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meetings, teacher meetings for each language and type of course, didactics workshops and study
days.
In dieser Präsentation wird die Qualität und die Begleitung von freiberuflichen Lehrkräften am
Sprachenzentrum der Universität Groningen (Niederlande) dargestellt, so dass sie entsprechend der
Vorstellung des Sprachenzentrums unterrichten. Welche anderen Mittel verwendet das
Sprachenzentrum, um sicherzustellen, dass die Lehrkräfte an das Sprachenzentrum gebunden
werden und sich die Qualität der freiberuflichen Lehrkräfte verbessert, wovon letztlich der Unterricht
profitiert?
Teaching development project - How did we grow professionally?
Rewell Carola (carola.rewell@helsinki.fi), University of Helsinki
Manner-Kivipuro Johanna
The Language Centre at the University of Helsinki, Finland, is actively promoting various research and
teaching development activities, including regular university pedagogy courses for both teachers and
other staff. These courses aim at teachers’ professional development through active participation in
collaborative engagement. In the academic year 2013/14, the university pedagogy course focused on
counselling and advising in language teaching.
The aim of this presentation is to show how the university pedagogy course inspired us in our
professional paths. As a team, one of our tasks was to do explorative research to find out how
counselling/advising can support aligned learning in a course context. We understood
counselling/advising as face-to-face teacher-student interaction, arranged as part of a course, and
used various methods to collect data from students in our search for answers. In the process of finding
answers to our joint research question, each member developed professionally.
This presentation will use our team project as a starting point to highlight the power of collaboration in
our professional development. Other elements supporting our development will also be discussed,
such as the emergence of a deeper understanding of our teaching context through the project. We
hope that sharing our experiences will encourage professionals in other language centres to engage in
collaborative professional development projects.
Unser Ziel ist zu zeigen, wie der Kurs Universitätspädagogik uns für unsere berufliche Tätigkeit
inspiriert hat. Eine unserer Aufgaben war eine explorative Forschung, um herauszufinden, wie „aligned
learning“ durch Beratung unterstützt werden kann. In diesem Prozess fand jedes Gruppenmitglied
nicht nur Antworten auf unsere gemeinsame Forschungsfrage, sondern entwickelte seine eigene
Professionalität auch über den Forschungsgegenstand hinausgehend weiter.
Wir nutzen unser Projekt als Ausgangspunkt, um das Potenzial von Zusammenarbeit in unserer
professionellen Entwicklung hervorzuheben.
Lernszenarien für einen mehrsprachigen Kontext – von den Studierenden zu den Dozierenden
Lazzeri Daniele (daniele.lazzeri@unibas.ch), University of Basel
Das Sprachenzentrum der Universität Basel bietet seit dem Frühjahrssemester 2012 ein neu
entwickeltes Modul mit dem Titel «Kommunikationstraining im mehrsprachigen Umfeld» an. Die
Teilnehmenden lernen und üben, mehrere Sprachen (Deutsch, Englisch, Französisch, Italienisch) im
gleichen Kontext einzusetzen, um damit den akademischen und öffentlichen Diskurs zu intensivieren.
Über die positiven Ergebnisse dieses Projekts und den damit verbundenen weiterführenden
Untersuchungen wurde bereits an anderer Stelle berichtet. (vgl. Internationalisation, Mobility and
Integration at Higher Education Institutions: Researching and Promoting Pluri- and Multilingualism at
Language Centres; Stephan Meyer, Petra Gekeler, Daniela Urank, in: Babylonia 2013 (2): 87 –91).
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Für die Leitenden des Kommunikationstrainings war das erreichte Ziel Anlass, den Fokus von den
Studierenden des Mehrsprachigkeitstrainings auf die Lehrenden des Sprachenzentrums zu verlagern
und die Lehrkräfte für das Thema der Mehrsprachigkeit und -didaktik zu sensibilisieren. Aus diesem
Grunde wurde im Frühjahrssemester 2014 ein interner Workshop dieser Thematik gewidmet.
Hauptziel der Weiterbildungsveranstaltung war es, die didaktischen Anforderungen des
Mehrsprachigkeitstrainings unter den Lehrenden des Sprachenzentrums zu reproduzieren, um ihnen
die Didaktik der Mehrsprachigkeit näher zu bringen und sie zu einer gemeinsamen Reflektion
aufzufordern.
Eine kurze Präsentation von Form und Inhalt dieses Workshops soll Gegenstand meines Beitrags
sein.
Dal 2012 il Centro Linguistico dell’Università di Basilea ha ampliato l’offerta formativa con il modulo
“Kommunikationstraining im mehrsprachigen Umfeld”, sviluppato da alcuni suoi docenti. Sulla base
delle esperienze raccolte con tale modulo, si è deciso di realizzare un workshop per sensibilizzare i
docenti del Centro Linguistico sul multilinguismo e avvicinarli alla didattica ad esso legata,
riproducendo il contesto d’apprendimento del „Kommunikationstraining“ e le situazioni comunicative
sperimentate dagli studenti. Il mio contributo intende presentare forma e contenuti di questo workshop.
Mehrperspektiven-Evaluation als Chance und Instrument für Qualitätsentwicklung
Rückert Dorothee (dorothee.rueckert@uni-siegen.de), Universität Siegen
Lehrveranstaltungen werden üblicherweise von Studierenden bewertet, Kennzahlen wie Auslastung
und Erfolgsquoten über das Berichtswesen erstellt. Das Kompetenzzentrum der Universität Siegen
geht seit 2010 einen Schritt weiter. Für praktisch alle Kurse (früher ca. 200, aktuell ca. 100 pro
Semester) wird zu jeweils 2 Zeitpunkten sowohl von den Studierenden als auch von den Lehrkräften
eine Lehrveranstaltungsbeurteilung vorgenommen. Sofern Hospitationen stattfinden, werden auch die
Hospitant/innen zu beiden Perspektiven (Studierende, Lehrkraft) befragt. Während die
Abschlussbeurteilung vorwiegend der Dokumentation und nur bedingt der Angebotsplanung dient, hat
die erste Beurteilung in erster Linie eine Monitoringfunktion. Bei auffallenden Ergebnissen und
insbesondere bei Diskrepanzen in der Beurteilung durch Lehrende und Studierende werden mit den
Lehrkräften entweder einzeln oder in kleinen Gruppen (z.B. Qualitätszirkel, kollegiale Beratung)
lösungsorientierte Auswertungsgespräche geführt. Es besteht die Möglichkeit zur Rückkopplung mit
der Arbeitsstelle Hochschuldidaktik, um Fortbildungsangebote zu konkreten Themenkomplexen wie
etwa „konstruktive Rückmeldung an die Studierenden“ zu organisieren. Damit lassen sich neben der
Qualitätsentwicklung für einzelne Kurse und das Kursangebot insgesamt auch Impulse und Akzente
für die Personalentwicklung setzen.
Vorgestellt werden neben den Befragungsinstrumenten für Lehrende und Studierende auch
Ergebnismuster zu unproblematischen sowie kritischen, aber auch alarmierenden Rückmeldungen.
Die Arbeitsschritte Datenerhebung, Datenauswertung, Ergebnisinterpretation und Feebackschleifen
werden erläutert. Exemplarisch werden sowohl bewährte Interventionsformen als auch nicht
gelungene Lösungsversuche diskutiert.
Multiperspective evaluation – a chance for quality development
Courses in higher education are usually evaluated by students only. Since 2010 KoSi at Siegen
University has chosen a different approach: all courses are evaluated by students and teachers.
Proceedings for getting data and interpreting results will be presented. Requirements, advantages and
risks will be discussed.
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Wie kann die Leitung eines Sprachenzentrums professionalisiert werden?
Reichová Hana (reichova@rect.muni.cz), Masaryk University
Hradilová Alena
Die Praxis zeigt, dass in einem Sprachenzentrum nicht nur ausgebildete und erfahrene
Fremdsprachenlehrer erforderlich sind. Die Leitung eines Sprachenzentrums muss auch in die
Weiterbildung der Mitarbeiter mit Leitungsfunktion investieren – die Professionalisierung des
Managements ist unabdingbar.
Das Sprachenzentrum der Masaryk-Universität Brünn/Tschechien ist eine universitätsweite
Arbeitsstelle mit einer zentralen Leitung und mit Abteilungen in allen neun Fakultäten. Das Zentrum
arbeitet gemäß den Prioritäten der Universität und respektiert zugleich die spezifischen
Besonderheiten einer jeden Fakultät. Mit einem Direktor an der Spitze, mit seinen Vertretern und den
Leitern der Fakultätsabteilungen war die Organisation des Zentrums immer hierarchisch aufgebaut.
Diese Struktur erwies sich aber für ein Zentrum mit etwa 100 Mitarbeitern als zu starr. Vor zwei Jahren
ging das Zentrum daher zu einer Matrixorganisation über, welche die gegenseitige Zusammenarbeit
und Durchlässigkeit zwischen einzelnen Komponenten des Zentrums ermöglicht. Zur Zeit führen wir
die Möglichkeit der Weiterbildung im Rahmen von Interessentengruppen ein. Es zeigt sich, dass
Sprachlehrer in dem Maße, in dem sie im Rahmen der Matrixorganisation eine Führungsrolle
übernehmen, neue Kompetenzen benötigen, die ihnen ermöglichen, effektiv Menschen zu führen und
Teams zu leiten. Ihnen muss ein berufliches Coaching zur Seite gestellt werden, das auf spezifische
soft skills, auf Werte, Motivation, Visionen, Pläne und Ziele, Veränderungen im Management und
Prozess-Evaluierung etc. zielt. Nur ein professionell funktionierendes Management kann ein
organisatorisches Umfeld von ausreichender Qualität gewährleisten.
The Language Centre of Masaryk University in Brno, Czech Republic, is a university-wide institute with
unified management and departments at all university faculties. It works on the principle of a matrix
structure of management. Practice has shown that besides investing in teachers, it is also necessary
to invest in educating managers, and to provide them with professional coaching aimed at specific soft
skills, motivation, visions, plans and aims, change management, process evaluation, etc.
Coping with challenges – a managerial perspective
Rontu Heidi (heidi.rontu@aalto.fi), Aalto-Universität Helsinki
Clota Marta Estellea, Elsinen Raija, Forapani Daniela, Gekeler Petra, Wielgus Jolanta
The CercleS focus group on management and leadership, founded in October 2013, aims at creating
a network for language centre directors and those in management positions. It facilitates
benchmarking, sharing of information, support for each other, and exchanging best practises. In
situations where assistance from supervisors or colleagues within the home university is minimal or
non-existent, the focus group can represent a landmark for those language centre directors seeking to
enrich their managerial expertise and perspective with new stimuli from on-line workshops, forums and
webinars. One specific measure currently under discussion, is a mentoring service for new managers.
We will report on an innovative approach that has kept the focus group working very effectively in a
virtual environment, thereby enhancing the professionalism of all participants. We will offer an outline
of some of the issues we have addressed in the focus group and the working methods applied.
Die im Oktober 2013 gegründete CercleS Fokusgruppe “Management and Leadership“ wird in ihrer
Präsentation von ihren bisherigen Tätigkeiten berichten und einen Überblick der behandelten Themen
geben. Ein Ziel der Gruppe besteht darin, ein Netzwerk für KollegInnen in Führungspositionen an
Sprachenzentren zu schaffen, um sich über Fragen zu Strategien, Marketing, Qualifikationen,
Konfliktmanagement u.a. auszutauschen und sich gegenseitig zu unterstützen. Dieses Netzwerk soll
auch neuen KollegInnen die Möglichkeit bieten, auf Erfahrungen anderer zurückzugreifen.
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Policy and policy implementation
MFL in the Netherlands: weathering the Anglo-Dutch storm
Comadina Granson Ruben (A.R.O.Comadina.Granson@rug.nl), Tilburg University
Irún Chavarría Cristina
Modern Foreign Language (MFL) sections at university language centres in the Netherlands
encompass a wide range of languages, including Arabic, Chinese, French, German, Italian and
Portuguese. Although MFL proficiency is not an entry requirement for most universities, MFL sections
play a pivotal role in providing university students, irrespective of their fields of study, with
communicative skills and cultural knowledge of foreign countries so that they are able to function
effectively as global citizens. This paper describes the current position of MFL at the University of
Groningen and Tilburg University language centres and the challenges MFL sections face to make
their voices heard amid an ever-growing need for Dutch as a foreign language and English to an
increasing number of students in the context of English-medium Bachelor’s and Master’s programs. In
this paper we will also highlight how the inclusion of MFL can spearhead the internationalisation
process at both higher education institutions.
Questo articolo descrive la posizione attuale dei dipartimenti delle lingue straniere moderne (MFL) nei
centri linguistici dell’Università di Groningen e dell’Università di Tilburg e le sfide che questi
dipartimenti affrontano per far sentire le loro voci in mezzo a una sempre crescente necessità non solo
dell’insegnamento dell'olandese per stranieri, ma anche dell'inglese come lingua di istruzione nei
programmi di Bachelor e di Master. In questo lavoro si vuole evidenziare come l'inserimento delle MFL
può guidare il processo di internazionalizzazione di entrambe le istituzioni.
International classroom – a language centre perspective
Dijk Anje (a.m.dijk@rug.nl), University of Groningen
Like many other language centres (LCs), the University of Groningen LC finds itself in a force field of
factors influencing its role, tasks and goals: European, national and regional policies, regional and
national economic developments, governmental and university policies and strategies. In the process
of determining the university’s strategic goals and university-wide projects, and in making performance
agreements with the government and formulating language policies, LCs are often overlooked.
Concretizing this, however, does involve LCs as important partners, if only because it influences the
role, tasks and activities of the LC. How does our LC manage to carefully position itself, which
chances do we have and what are the threats? This presentation provides an insight into the choices
and considerations, and aims to offer other LCs in comparable situations some tips and tools. I will talk
about the International Classroom (IC) project and how this project has strengthened the position of
the LC within our university. The main issues in this project are:
-
What makes English-taught programmes international?
How to
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use diversity as a resource
adjust our policies to realize our vision on internationalization
realize fit-for-purpose support for our students and staff
The overarching aim of the IC project is to give added value to English-taught programmes through an
IC model and to acquire the distinguished quality label for internationalization (DQFI)
(http://www.nvao.net/page/downloads/Beoordelingskader_BKK_Internationalisation_14-11-2011.pdf)
from the NVAO, the Dutch/Flemish accreditation body. The IC model will be defined using the results
of pilot projects an defining an overall mission and vision on internationalization.
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Die Universität Groningen hat ein universitätsweites Projekt, the international classroom, mit dem Ziel
eingerichtet, ein Gütezeichen für Internationalisierung zu erreichen. Diese Präsentation konzentriert
sich auf die Rolle, die das Sprachenzentrum der Universität Groningen in diesem Projekt spielt, und
auf die Chancen und Möglichkeiten, die dieses Projekt für das Sprachenzentrum erzeugt.
Role of language centre in university strive for higher ranking
Koblížková Andrea (andrea.koblizkova@upce.cz), University of Pardubice
There has been a long discussion in academia about crucial competences of university graduates and
factors due to which particular universities manage to perform better in the prestigious Times Higher
Education World University Rankings (THE) or Academic Ranking of World Universities (ARWU also
called Shangai Ranking) than the others. The role of university language centres (LC) have not been
mentioned in this context.
The paper deals with a role of LCs as homes not only to language instruction but also as workplaces
through which universities may become more successful institutions in terms of the rankings. A
meaningful language policy (LP) is thus closely related to soul seeking and emancipation of a
university language centre. The paper gives examples of language policy implementation steps while
building on marketing principles for addressing target audience needs and communication. Drawing on
the higher education institutions (HEI) priorities in terms of university rankings, the LCs´ natural role is
to foster university communication culture, conditions for successful internalization and readiness to
effectively communicate research results. The process of language policy implementation at the
Language Centre of the University of Pardubice may provide an insight into the practice of a middlesize institution and illustrate the workplace emancipation process within a HE institution.
The author will focus on the reasons of introducing LP, concept of the workplace, particular steps to be
taken and space for potential development. Attention will be paid to general EU context as well as to
tangible experience, implications of which may go beyond the limited space of one institution.
Der Beitrag befasst sich mit der Rolle der Sprachenzentren, die sowohl Zentren des
Fremdsprachenlernens sind, als auch Arbeitsstätten, durch deren Unterstützung die Universitäten eine
bessere Platzierung im Ranking erzielen können. Der Beitrag beruht auf der Partizipation am
europäischen Kontext, der Definition der Arbeitsplatz-Konzeption und dem Einsatz von MarketingPrinzipien der Kommunikation, um die Sprachenpolitik zu implementieren. Erworbene Erfahrungen
können an Sprachenzentren umgesetzt werden, die sich für ihre Gleichstellung im tertiären
Bildungsbereich einsetzen.
Non-specialist language learning in UK higher education
Morley John (john.morley@manchester.ac.uk), University of Manchester
At least 54,000 students in UK universities study languages in a non-specialist capacity, often as a
minor elective component of their degree, or sometimes as an adjunct to their academic studies. This
important area of activity in higher education, commonly referred to as Institution-wide Language
Provision or IWLP, has grown rapidly in recent years whilst it seems that numbers enrolling on
specialist language degrees has declined.
As IWLP has grown and evolved organically in response to student demand, the actual arrangements
and management structures for delivering this provision vary considerably across the sector.
Depending on the institution, IWLP may only include credit-bearing provision to non-specialist
language learners; in other cases, it may only encompass non-credit language courses to students.
Activity may be managed from within a university language centre or it might be offered alongside
specialist degree programmes and managed from within a language department. The sector is also
diverse in terms of the ranges of languages offered, with some institutions offering only three or four
languages and others offering up to twenty.
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This paper will present the results of a recent UK-wide survey on IWLP activity which sought to find
out more about: the availability and demand for different IWLP languages and note changing trends,
the arrangements universities have for delivering these courses and the degree of institutional support,
and the profile and motivations of the students who choose to study IWLP languages.
Les universités britanniques ne comptent pas moins de 54 000 étudiants suivant des cours de langue
en tant que non-spécialistes. Cette communication présente les résultats d’un récent sondage réalisé
sur l’ensemble du Royaume-Uni au sujet des cours de langues pour non-spécialistes, son but étant de
déterminer: l’offre et la demande en matière d’enseignement de langues à des non-spécialistes, les
tendances actuelles, et les motivations exprimées par les étudiants choisissant de suivre ces
enseignements.
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The influence of the language centre multilingual policy on the development of the university,
exemplified by teaching Asian languages
Wielgus Jolanta (jwielgus@pg.gda.pl), Gdansk University of Technology
Jurkiewicz-Sękiewicz Ewa
Academic communities of Polish technical universities have always been interested in Asian
languages. However, so far it has been quite a marginal phenomenon concerning a small number of
people. The Language Centre at Gdansk University of Technology has been successfully conducting
Japanese, Chinese and Hindi classes for a few years now. The aim of our paper is to show the
influence of teaching Asian languages at our language centre on the development of our university.
We are going to discuss the objectives we tried to achieve when planning the courses. We are going
to present promotion and cultural events accompanying them. Our research also investigates why
students decide to enroll for the Asian language courses. This presentation will include a concise
analysis of students’ motivation behind these decisions. We are going to confront the targets
established at the beginning of the courses with the final results. Finally, we will present the influence
of the multilingual policy on the development of fields of study, academic life, students’ mobility and
the promotion of the university.
Le Centre de Langues Etrangères de l’Université Technologique de Gdansk (Pologne) enseigne avec
réussite le japonais, chinois et hindi. Nous voudrions montrer dans notre présentation des formes
d’enseignement des langues de l’Asie qu’on effectue dans notre centre ainsi que leur influence au
développement de notre université et les motivations des étudiants. Nous allons présenter les actvités
d’information et promotion qui accompagnent la formation en confrontant, à la fois, les plans qui
accompagnaient l’assistance au cours avec ses buts réalisés.
University student plurilingual profiles in a French frontier city: a quantitative approach
Toffoli Denyze (dtoffoli@unistra.fr), Université de Strasbourg
El Khatib Samah
Plurilingualism has been targeted as an objective of the European Commission and its deployment is
naturally thought to originate in the education sector. A recent (2012) European Commission study has
pointed to the poor results of French schooling regarding foreign language instruction, but few
quantitative studies have looked specifically at student perceptions of foreign language instruction at
university.
The University of Strasbourg is less than 10 km from Germany and only some 140 km from
Switzerland. Various international agreements incite cooperation between the 3 countries. Nearly 20%
of the student population is foreign (mostly European, but also African and Asian, with a small
representation from both North and South America). 23 different languages are offered for study, 18
up to degree level. The recent (2009) merger of what was previously 3 local universities and a certain
number of schools and institutes provides a background of diverse requirements and pedagogical
practices with regards to language acquisition.
As a prelude to the implementation of new language policies, the project team assigned to redefine
language learning for specialists of non-language disciplines at the University carried out in April 2014
a survey of 1400 students, representatives of all faculties and schools, to determine students' attitudes
on languages and language learning. Students’ plurilingual profiles, attitudes and language learning
preferences were probed. Results include a quantification of languages that are spoken but not
offered for study, the total number of languages spoken, the degree of interest in learning "less taught"
languages and openness to trying new methods of language learning. Conclusions suggest policy
adaptations as means for promoting and valorising plurilingual skills within the university community.
Malgré les objectifs plurilingues de l'Europe, les résultats du système scolaire français demeurent
faibles.
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Dans le contexte transfrontalier de l'Université de Strasbourg, un sondage de 1400 étudiants a été
réalisé afin de découvrir les profils plurilingues des étudiants. Les résultats comportent l'identification
et le nombre de langues parlées, l'intérêt pour l'apprentissage des Langues les Moins Diffusées et les
Moins Enseignées (MODIMES), ainsi que le désir d'essayer de nouvelles méthodes d'apprentissage.
Les conclusions suggèrent des adaptations de politique afin de promouvoir et valoriser les
compétences plurilingues.
Understanding and managing language attitudes: scourge or opportunity?
De Stadler Leon (lgds@sun.ac.za), Stellenbosch University
Schaffner Sabina
This paper will be offered in two parts, presented in adjacent time-slots as a two-fold dialogue between
peers. The understanding and management of attitudes regarding multilingualism form essential
elements in the management of language policy at multilingual institutions. The complexity of the issue
is underscored by an important quote from the work of Bernard Spolsky: “… language policy exists
within a complex set of social, political, economic, religious, demographic, educational and cultural
factors that make up the full ecology of human life.” (Bernard Spolsky in Language Policy, 2004: ix)
In the dialogue between two language centre managers, the effects of the attitudes of different roleplayers on the implementation and management of multilingual language policies will be addressed
with specific reference to the different manifestations of the issue in different parts of the world, taking
South Africa and Switzerland as our case studies. The talk will draw attention to the attitudes of
different role-players, notably that of government, university boards, university managements,
faculties, staff and students. In our discussion, we will focus more specifically on the attitudes on
campus that influence the interaction between university communities (management, staff and
students) and the language centres serving them. We will address the factors that influence these
attitudes (including some of those mentioned by Spolsky), indicate the quite often problematic aspect
of attitudinal shift, and address some of the challenges for which quite often there are no simple
solutions.
In einem Dialog zwischen zwei Leitungen von Sprachenzentren wird auf die Auswirkung der
Einstellungen verschiedener Akteure auf die Durchführung und Verwaltung vielsprachiger
Sprachpolitik eingegangen, unter spezifischer Bezugnahme auf die unterschiedlichen
Erscheinungsformen des Problems in verschiedenen Erdteilen, indem wir Südafrika und die Schweiz
als unsere Fallstudien nehmen.
Implementation of language policy: CEFR driven changes in Japan
Imig Alexander (imigalexander@hotmail.com), Chukyo-University
Nagai Noriko, O'Dwyer Fergus
Until recent times language policy was a domain of nation-states. In Europe the EU and COE changed
this, but also beyond Europe the roles of networks for shaping languages policies strengthened. This
presentation will unfold the complexity of language policy and policy implementation in Japan by
analyzing case studies of adoption of the CEFR, which are taken from an ongoing action-research
project being conducted by a voluntary teacher organization (JALT Framework & Language Portfolio
SIG).
The presentation will reveal the complexity, both in setting up language policy and its implementation,
observed on the national, institutional, and individual levels. First, in examining language policy
formation, we will address the following key issues: (1) Does the policy state overall objectives and
develop concrete learning outcomes based on them? (2) Do curricula contain coherently designed
courses to help learners to achieve stated learning outcomes? (3) Are adapted CEFR statements kept
intact at its original reference level? The analysis will lead to the necessity of well contextualized global
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proficiency levels as well as courses designed to achieve these goals. It also shows how the original
reference levels are kept in line with adopted objective statements.
Second, in reviewing how these language policies are implemented, we will expand on the following
questions: (1) Is there a strong leadership for setting up a new policy? (2) How are all stakeholders
involved? (3) Can the people engaging in CEFR-based teaching and learning develop a sense of
ownership? The presentation will conclude on the role of universities, teacher organizations and
individuals in shaping and implementing language policies, and the importance, on the institutional
level, of the amalgam of top-down and bottom-up implementation.
Diese Präsentation zeigt die Komplexität von Sprachenpolitik und deren Implementation anhand von
Fallstudien zum Gemeinsamen Europäischen Referenzrahmen (GER) in Japan auf. Die Komplexität
wird einerseits an Fertigkeitsbeschreibungen verdeutlicht, die wie die Sprachstandsbeschreibungen
des GER, einen allgemeinen Charakter haben. Andererseits markieren Fallbeispiele (aus der Kursoder Lehrwerksentwicklung, Lehrerbildung) einen lokalen Zugang zur Situation in Japan.
The evolution of a multilingual language policy: a South African case study
De Stadler Leon (lgds@sun.ac.za), Stellenbosch University
The Stellenbosch University (SU) in South Africa functions in a truly multicultural environment and has
to deal with a growing multicultural staff and student population in a slowly normalizing South African
society. For many years the University functioned as predominantly monolingual institution, but in
2002 it was forced to rethink its approach to language when a new language policy was formulated.
SU can be described as an historically Afrikaans university grappling with a new identity as a
multilingual higher education institution. In South Africa the minority languages (Afrikaans and the
African languages) are constantly in a battle for survival against English, the language which now
seems to dominate in just about all spheres of South African society. To develop truly multilingual
language policies in which these languages are given their rightful place proves to be quite a
challenge, especially given government’s unwillingness to systematically address the issues of
multilingualism.
In this paper I will critically analyse the development of our language policy over a period of 12 years,
indicating how we moved from a policy with Afrikaans as the so-called default language in a
multilingual setting to a position where we now describe the SU as a multilingual institution providing a
space for the minority languages Afrikaans and isiXhosa.
The paper will also address the role of the SU Language Centre and the management of such a
policy, dealing with troublesome variables such as attitudinal shift, ownership of and commitment to
the language policy, financing and the different forms of language support needed in our context.
In diesem Referat analysiere ich kritisch die Entwicklung der Sprachenpolitik der Universität
Stellenbosch (SU) (Südafrika) über einen Zeitraum von 12 Jahren: ich zeige auf, wie die Institution
sich von einer Politik mit Afrikaans als einer in einer vielsprachigen Umgebung funktionierenden
sogenannten Standardsprache in eine Richtung bewegt hat, in der wir nun die US als eine
vielsprachige Institution beschreiben, in der es Raum gibt für die Minderheitssprachen Afrikaans und
isiXhosa. Das Referat greift auch die Rolle des SU Sprachenzentrums und die Umsetzung dieser
Sprachenpolitik auf.
Multilingualism and the LUCIDE network: any lessons for university language centres?
Skrandies Peter (P.J.Skrandies@lse.ac.uk), London School of economics
The objective of this presentation is to share the main results of research on urban multilingualism
carried out by the LUCIDE network, a consortium of university and civic partners from thirteen
European cities with associated research teams in Ottawa and Melbourne. The focus is on lessons
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that university language centres may draw from this work and how they can contribute to shaping
debates, policies and practices surrounding urban multilingualism. Desktop and original empirical
research was carried out in thirteen European, four Canadian and one Australian city between 2012
and 2013. During the first phase, recently published literature and data on multilingualism in each city
were collected and analysed. In the second phase researchers in each city carried out a series of
qualitative interviews on multilingualism with stakeholders representing a variety of institutions related
to different spheres of urban life (public services, education, economic life, private life and urban
spaces). Analysis of both data sets resulted in the publication of 18 city reports, which contain a wealth
of data and important insights into how multilingualism is viewed and experienced by citizens, political
activists, the business community, educators, public service providers and policy-makers. The
research confirms that languages are often perceived hierarchically and are seen as important
economic as well as cultural assets. For individuals and communities, languages are an important
aspect of their identity. At the same time multilingualism is viewed by some as a cost in the provision
of public services and a possible challenge to social cohesion.
The often contradictory debates, policies and practices related to urban multilingualism are of obvious
concern to university language centres and present both challenges and opportunities
Das LUCIDE-Netzwerk ist zur Untersuchung von Mehrsprachigkeit in europäischen Städten gegründet
worden. Ziel der Präsentation ist es, einen Überblick über die Forschungsaktivitäten zu geben und
dabei die für Sprachenzentren interessanten und relevanten Ergebnisse in den Vordergrund zu
stellen. Als Orte, an denen Mehrsprachigkeit gelebt, erlernt und erforscht wird, können
Sprachenzentren eine entscheidende Rolle in den mehrsprachigen Gesellschaften unserer Städte
spielen. Neben dem Sprachunterricht, der zur „Schaffung“ und dem Erhalt von Mehrsprachigkeit in
unseren Städten und Universitäten beiträgt, geht es darum Studierende und Lehrende an
Universitäten, interessierte Bürger und insbesondere politische Entscheidungsträger von der
Bedeutung und dem immanenten Wert mehrsprachiger Kommunikation zu überzeugen und die
öffentliche Wahrnehmung und Bewertung von Mehrsprachigkeit durch die angemessene Darstellung
unserer Arbeit und die Verbreitung von Forschungsergebnissen positiv zu beeinflussen.
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MAGICC
Modularising Multilingual and Multicultural Academic Communication Competence: rationale
and purpose of the MAGICC project
Forster Vosicki Brigitte (Brigitte.ForsterVosicki@unil.ch), University of Lausanne
Multilingual and multicultural communication competences are key transversal competences because
they are vital for living, studying and working in an internationalised, knowledge–based society and
economy. The ability to communicate in multilingual and multicultural settings is a new qualification
goal for each cycle in the modernisation agenda of the European Higher Education Area. Yet, this
competence has not been considered in depth nor applied systematically.
The three-year ERASMUS multilateral project MAGICC supported by the EU Lifelong Learning
Programme has described and conceptualised this competence for the higher education level, to
complement the CEFR. It provides transnational tools for integrating academic, multilingual and
intercultural communication competences and lifelong learning skills into students' academic profiles.
MAGICC builds on European reference documents and explores the emerging domain of multilingual
and multicultural learning. It aims at using and expanding the multilingual repertory of a student in its
entirety, as opposed to monolingual approaches, and addresses issues related to communication in
multilingual and multicultural contexts.
The MAGICC conceptual framework contains learning outcomes specific to the aims and needs of
higher education, with aligned assessment criteria and grids. It is the basis for a set of innovative
action-oriented multilingual and multicultural academic or professional communication scenarios
including tasks for performance evaluation, for tools enabling familiarisation with CEFR and MAGICC
assessment grids and benchmark samples for transnational harmonisation of alternative assessment
forms. It also forms the basis for an academic ePortfolio to provide visibility and recognition of
students' multilingual and multicultural profile to third parties.
La compétence de communication multilingue et multiculturelle est vitale pour vivre, étudier et
travailler dans une société et une économie internationalisées et basées sur la connaissance. Le
projet UE MAGICC décrit et conceptualise cette compétence pour l'éducation supérieure, il
complémente le Cadre européen commun de référence pour les langues (CECR) du Conseil de
l'Europe et met à disposition des outils transnationaux pour intégrer des dimensions académiques,
interculturelles et d'apprentissage tout au long de la vie dans la construction du répertoire multilingue
des diplômé-e-s.
Towards the MAGICC conceptual framework
Räsänen Anne (anne.e.rasanen@jyu.fi), University of Jyväskylä
Natri Teija
The presentation reports the multidimensional approach and main steps taken to develop the MAGICC
conceptual framework. Starting with systematic desk research into the existing conceptualizations of
multi-/plurilingual and multi-/intercultural competences, as well as life-long learning and employability
skills, the next step was to collect and analyze data gathered from all partner institutions and existing
national and European projects on descriptors already in place for academic level competences,
practices and assessment. In addition, the Common European Framework of Reference for
Languages was consulted for the general descriptors relevant also for the academic level. In order to
ensure social relevance of the framework, the third step was to develop questionnaires for students,
faculty, and employers and ask them to rank the synthesized skill and competence descriptors in
terms of their importance for graduates’ academic and professional competences needed for study
purposes as well as for the global labour market. The first draft of the conceptual framework was
refined on the basis of this stakeholder consultation and led to the version presented to a new group of
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selected stakeholders in a consultation seminar. The three main action-oriented, multilingual and
multicultural competences established through this stepwise process for the BA and MA levels, with
some variable focuses, address management of information and knowledge sources,
conceptualization and communication of information and expertise, and management of learning from
a lifelong perspective. They form the essence of the conceptual framework, detailed further into
specific skills and strategies that combine descriptors for academic, discipline-specific, professional,
intercultural, and life-long learning competences and their aligned assessment.
Cette présentation décrit l’élaboration du cadre conceptuel pour les compétences académiques
multilingues et multiculturelles: collecte de données des acquis de formation, entretiens de
consultation ainsi que séminaire de consultation. Ce cadre est composé de trois séries des
compétences: gestion et évaluation des informations et des sources, conceptualisation et
communication de l'information, du savoir et de l’expertise ainsi que gestion de l’apprentissage tout au
long de la vie.
The MAGICC conceptual framework: a basis for the development of graduates’ multilingual and
multicultural communication profiles
Forster Vosicki Brigitte (Brigitte.ForsterVosicki@unil.ch), University of Lausanne
This presentation deals with the MAGICC conceptual framework which is an institution-independent,
open framework describing multilingual and multicultural academic and professional communication
competence. It contains transnationally shared learning outcomes, defining constitutive elements of
this competence and contains aligned assessment criteria and grids for improving reliability of
multidimensional forms of assessment at a transnational level. It integrates the following EHEA quality
criteria: social relevance, action orientation, learner-centred perspective of lifelong learning and
transnational readability and comparability.
It is structured around three main categories: first, the ability to access, evaluate and manage
multilingual and multicultural information and knowledge sources, second, to conceptualise and
communicate information, knowledge and expertise in a multilingual and multicultural context and
third, to manage learning in a lifelong learning perspective, making use one’s own multilingual and
multicultural competence.
The framework builds on the CECR communicative activities, but adopts a multilingual and
multicultural approach. It has a triple focus on each sub-activity: core multilingual communication skills
for academic and professional reading, listening, spoken interaction, spoken production and writing
skills, related intercultural skills based on the INCA framework and related strategies. Each of these
categories contains aligned assessment criteria and grids. For independent learning and examination
skills, learning outcomes for skills and strategies are not separated.
The MAGICC conceptual framework is a basis for the development, assessment and documentation
of this competence in a structured manner at Bachelor and Master level and applies to language
specialists and policy makers.
Der konzeptuelle Rahmen des EU-Projekts MAGICC stellt Instrumente für die Beschreibung,
Entwicklung und Beurteilung von mehrsprachigen und multikulturellen akademischen und
berufsspezifischen Kommunikationskompetenzen und Kompetenzen für das lebenslange Lernen zur
Verfügung. Basierend auf einem Mehrsprachigkeitsansatz enthält er spezifische transnationale
Lernergebnisse für den Hochschulbereich und darauf ausgerichtete Beurteilungskriterien und –raster.
Er baut auf den kommunikativen Aktivitäten des GER und auf dem INCA-Referenzrahmen für
interkulturelle Kompetenzen auf.
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MAGICC scenarios: learning opportunities for the development of academic multilingual and
multicultural competence
Pérez Cavana María Luisa (Maria-Luisa.Perez-Cavana@open.ac.uk), Open University
Gick Cornelia, Kühn Bärbel,
One of the main objectives of the MAGICC project was to create a transversal module with sample
scenarios to develop academic multilingual and multicultural competence for higher education at
Bachelor and Master level.
These scenarios are learning-outcome and learning-output oriented and include innovative and
effective types of tasks or activities as simulations and role plays. The scenarios are based on the
three core competences receptive, productive and lifelong learning in relation to academic,
intercultural and strategic competences. They are applicable to various professional settings and
discipline areas.
The core of the module consists of a set of scenarios which enable students to demonstrate their
academic and professional communication competence in multilingual settings. For this purpose a
template to design scenarios was developed based on the conceptual framework of the MAGICC
project.
The creation of the scenarios was a challenging task also in terms of developing assessment criteria,
descriptors and transparency tools.
The scenario template has been used to create ten pedagogical scenarios relevant for Bachelor and
Master studies. Seven of these scenarios have already been piloted with students and tutors from
different European universities.
This paper will present the scenario template and the main characteristics of the MAGICC scenarios
and explain the rationale behind them. It will also report on the pilot experience testing the multilingual
scenarios for both students and tutors. It will finally discuss the main challenges encountered and the
potential of using the scenarios in specific university contexts.
Eines der Hauptziele des MAGICC-Projekts war die exemplarische Entwicklung von Szenarien zum
Aufbau und zur Sichtbarmachung von mehrsprachigen und interkulturellen Kompetenzen. Dafür wurde
eine Struktur (template) erarbeitet, die den Mehrsprachgskeitsansatz, die Lernziele und
Bewertungskriterien des Framework aufnimmt. Basierend auf dieser Struktur wurden
Beispielszenarien entwickelt und erprobt.
Dieser Beitrag stellt die Struktur der MAGICC-Szenarien vor, gibt Einblick in ihre Pilotierung durch
Studierende und Lehrende und diskutiert ihr Potential im universitären Kontext.
Innovative aspects of the MAGICC pedagogical scenarios: concrete examples
Allal Marina (mallal@zedat.fu-berlin.de), Freie Universität Berlin
The MAGICC pedagogical scenarios represent one of the main results of the MAGICC project
together with the MAGICC transparency tools and the academic ePortfolio. The 10 different scenarios
are composed of a series of innovative and action-oriented tasks and activities based on the MAGICC
conceptual framework. They aim at developing and assessing multilingual and multicultural academic
and professional communication competences as part of students' academic profiles. They consist of
simulations or role-plays relevant to situations where the students have to act in real-life academic and
professional contexts. The MAGICC scenarios were developed either to be implemented into study
programmes or for individual and cooperative learning, and include self- and teacher-assessed
activities. They are applicable to various local settings.
What is innovative about the MAGICC scenarios is that they do not only involve several languages or
multilingual and translanguaging skills, but also aim at developing and assessing explicitly intercultural
competences and strategies related to the different communicative activities as well as independent
learning skills.
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Furthermore, the scenarios offer a new opportunity for students in European higher education to
increase their awareness of their own multicultural and multilingual repertoire and to develop
strategies for making use of this repertoire and prior knowledge to promote learning and effective
communication. The different scenarios are based on a coherent template which can be used for the
design of new scenarios based on the same principles, in relation to the needs of different universities.
In this contribution, we will present some scenarios and demonstrate their innovative aspects and
show how they contribute to the goals of the MAGICC project.
Cette contribution présente des exemples concrets de scénarios pédagogiques portant sur la
communication académique et professionnelle multilingue et multiculturelle et orientés vers l'action
développés dans le cadre du projet MAGICC. Elle se concentre sur les aspects novateurs de ces
scénarios qui ne portent pas seulement sur des compétences multilingues et interculturelles, mais
donnent aussi la possibilité aux étudiant-e-s d'augmenter la conscience de leur propre répertoire
multilingue et comment celui-ci peut servir pour promouvoir un apprentissage et une communication
efficaces.
Developing language awareness through multilingualism: the MAGICC project
Pérez Cavana María Luisa (Maria-Luisa.Perez-Cavana@open.ac.uk), Open University
One of the main study fields of language awareness has focused on multilingualism, where a
significant amount of research has been produced over the last decade (Jessner 1999, Kemp 2001,
Cenoz 2000). In particular the work developed by Jessner (1999, 2008) using dynamic system theory
have proved to be very productive to explore and explain the complexity involved in multilingual
systems.
The MAGICC project ( Modularising Multilingual and Multicultural Academic competence in Bachelor
and Master level), funded by the European Lifelong Learning Programme, aims to develop multilingual
academic competence using a transversal module of scenarios for both the Bachelor and the Master
cycle.
The scenarios involve innovative and effective types of activities and tasks for developing students’
multilingual and multicultural core communication competences for academic and professional
purposes. These scenarios have been piloted by the different European partners and a significant
corpus of samples of multilingual students from different nationalities has been collected and
analysed.
Using in-depth interviews with participants of the pilots, this paper aims to study the students’
perceptions of developing language awareness based on their multilingual performances working with
the MAGICC scenarios. The main focus is the students’ experience of engaging in plurilingual tasks
and interactions and how this has affected their language awareness. The five domains of language
awareness, affective, social, power, cognitive and performance, as described by James & Garrett
(1991) have been taken as an initial reference point. The method used for the study is a qualitative
phenomenologically-orientated approach, as the main focus is how the students have experienced
working in a multilingual setting.
Mehrsprachigkeit spielt eine fundamentale Rolle im Forschungsbereich von Sprachbewusstsein
(Language Awareness), wie zahlreiche Studien in den letzten zehn Jahren (Jessner 1999, Kemp
2001, Cenoz 2000) gezeigt haben.
Das Hauptziel des MAGICC-Projekts ist es, Plurilingualität und Interkulturalität in akademischer
Sprachkompetenz für die Bachelor- und Masterstufe zu entwickeln.
Im Rahmen von diesem Projekt wurden innovative, mehrsprachige Szenarien produziert. Diese
Szenarien sind in verschiedenen europäischen Universitäten pilotiert und einige von den
Pilotteilnehmern sind interviewt worden.
Dieser Vortrag präsentiert die Ergebnisse von den Interviews in Bezug auf drei Hauptbereiche von
Sprachbewusstsein, den kognitiven, den affektiven und den mehrsprachigen Bereich.
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Become familiar with MAGICC’s assessment criteria and grids
Meima Estelle (e.j.meima@rug.nl), University of Groningen
van Engen Jeroen
Working with assessment criteria and new assessment grids can be daunting and may seem as an
impossible task to overcome. In this session, however, we will illustrate the transparency tools that
have been created in the MAGICC project to increase the user-friendliness and understandability of
these grids for different kinds of stakeholders (teachers, students, policy makers, employers). Not only
is there a familiarization process for new users to become acquainted with the terminology,
assessment criteria and grids from the MAGICC project, but there are also authentic samples of
student work that can be viewed to gain insight first into the different reference levels of the CEFR and
second into the three MAGICC levels (basic, satisfactory and full) for multilingual language and
communication competences, and intercultural communication competences or strategies. There will
also be indications why the samples have been assessed the way they have in relation to specific task
descriptions and assessment grids. This is to improve the quality of assessment for broad forms of
assessment through reflective practice and shared transparent argument. These samples can also be
used in an individual or group training and face-to-face context before assessing one’s own students’
work. After a brief presentation of the tools and how to apply them, we will examine some of the
samples as a group, giving you hands-on experience in working with the MAGICC transparency tools.
This will contribute in creating a shared understanding and consistency in teacher assessment in order
to improve recognition of students' competences by other universities and employers.
In diesem Vortrag werden die im MAGICC-Projekt entwickelten Instrumente zur transnationalen
Harmonisierung von Leistungsbewertung von mehrsprachigen und multikulturellen akademischen
Kommunikationskompetenzen präsentiert. Die Präsentation soll die Verständlichkeit und Benutzung
der MAGICC-Beurteilungskriterien und –raster durch praktische Aktivitäten erleichtern. Teilnehmer
werden nicht nur mit den GER- und MAGICC-Rastern vertraut gemacht, sondern bekommen auch
Einsicht in bewertete Arbeitsbeispiele von Studierenden, um die Reliabilität von erweiterter
Leistungsbeurteilung zu verbessern.
MAGICC Academic ePortfolio – Media support for developing and documenting multilingual
and multicultural academic communication competences
Friedrich Jürgen (friedrich@uni-bremen.de), University of Bremen
Fernandez-Toro Maria, Kohler Patricia, Zarnowska Dorota
Student mobility, new multilingual and multicultural learning environments and working and living in
internationalised contexts require qualifications that go beyond academic and professional knowledge
and expertise. Multilingual and multicultural communication competences are now also of great
importance for students.
Therefore, the MAGICC project has developed an interactive, flexible and supportive ePortfolio system
for higher education students as well as for other stakeholders (teaching staff, faculties, policy makers,
employers).
The academic ePortfolio is based on the MAGICC conceptual framework and expands the Council of
Europe's European Language Portfolio (ELP). Students can not only highlight in a coherent and
transnational manner their general multilingual profile, but also their specific academic and
professional communication skills, intercultural skills and strategies, for better recognition by third
parties (Language Passport). They can monitor their learning process integrating formal, informal and
non-formal learning environments, design study plans, and reflect on their own learning, thus
supporting self-directed learning and evaluate and reflect upon their intercultural skills (Language
Biography). The ePortfolio contains various kinds of evidence illustrating the learner’s multilingual and
multicultural profile and independent learning competences (Dossier).
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Associated with the academic ePortfolio, a toolbox provides information on the theoretical approach,
offering tools for harmonising assessment at a transnational level and contains pedagogical scenarios
for multilingual and multicultural communication situations.
The presentation deals with the theoretical basis of the ePortfolio approach, as well as practical
implementation issues and presents first results of the system evaluation.
Mehrsprachige und interkulturelle Kommunikationskompetenzen sind heute von besonderer
Bedeutung, sei es für die Mobilität von Studierenden oder die Arbeit und das Leben in internationalen
Umgebungen. Im MAGICC-Projekt wurde ein ePortfoliosystem entwickelt, das Studierenden in
flexibler Weise erlaubt, ihr mehrsprachiges und multikulturelles akademisches und berufsspezifisches
Profil zu entwickeln, es für Dritte international vergleichbar sichtbar zu machen und ihre Lernprozesse
bei der Entwicklung dieser Kompetenzen zu begleiten.
Implementierung der Resultate des MAGICC-Projekts an der zweisprachigen Universität
Freiburg/Fribourg: Was bringt das Projekt? Wo liegen die Stolpersteine?
Gick Cornelia (cornelia.gick@unifr.ch), University of Fribourg
Kohler Patricia
Im Projekt MAGICC wurden Instrumente entwickelt, die helfen, den Aufbau von mehrsprachigen
Kommunikationskompetenzen zu konzeptualisieren und sichtbar zu machen.
Das Framework bietet Kompetenzbeschreibungen in den drei Kernkompetenzen Rezeption,
Produktion und lebenslanges Lernen an. Diese Kompetenzbeschreibungen nehmen Bezug auf
Sprachhandlungen im akademischen Kontext, wie z.B. Entnahme von Informationen aus Fachtexten
usw. Dabei werden auch Strategien und interkulturelle Aspekte mit berücksichtigt.
Es wurde weiterhin ein von den learning outcomes her gedachtes Template für die Konzipierung von
mehrsprachigen Szenarien entwickelt. Diese Szenarien zeigen exemplarisch, wie handlungsbezogen
und produktorientiert am Aufbau der Kompetenzen gearbeitet werden kann. Es handelt sich um die
Aufnahme von realen akademischen Kommunikationssituationen, Simulationen oder Rollenspielen.
Eine Website ermöglicht an Hand von konkreten Beispielen, sich darüber zu informieren, wie
Kompetenzen bewertet werden. Ein elektronisches Portfolio steht Interessierten zur Verfügung, um die
eigene Mehrsprachigkeitskompetenz zu dokumentieren und sichtbar zu machen.
Dieser Beitrag skizziert, welche Entwicklungen dank des Erarbeiteten in den verschiedenen
Institutionen, dem Sprachenzentrum, den verschiedenen Fakultäten und den einzelnen
Studienbereichen
speziell
im
Hinblick
auf
die
Vermittlung
von
akademischen
Mehrsprachigkeitskompetenzen möglich werden oder werden könnten. Er nimmt dabei Bezug auf die
unterschiedlichen Bedürfnisse und auf bestehende Ansätze oder Programme wie z.B. Bilingue plus
und entwirft exemplarisch ein Modell zum Aufbau von Mehrsprachigkeitskompetenzen an der
Universität Freiburg. Abschliessend benennt der Beitrag Voraussetzungen, die gegeben sein müssen,
damit diese Entwicklungen erfolgreich umgesetzt werden.
Cette présentation montre les possibilités de développement que les divers travaux du projet MAGICC
offrent aux différentes institutions comme le centre de langues de l’université, différentes facultés et
domaines d‘études. Il est ici plus particulièrement question de l’intégration des compétences
universitaires plurilingues et pluriculturelles. Outre les différents besoins et concepts actuels, cette
présentation se propose d’exemplifier ensuite le développement des compétences plurilingues à
l’université de Fribourg à travers quelques modèles, par exemple la formation Bilingue plus.
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Translation
The Translation Focus Group and Tuning – 2014 and beyond
Harvey Julia (j.c.harvey@rug.nl), University of Groningen
One of the most exciting developments within translation is linked to developments within education as
a whole - the European Tuning project (the Bologna process and Dublin descriptors,
www.unideusto.org/tuningeu/ ) is transforming education and how it is viewed across the globe. What
started a decade ago as a project to facilitate study periods abroad for European students has evolved
into a completely new form of education, one that is student-centred rather than institution-centred,
and with an eye to global quality assurance standards in the near future. Within these developments a
proper translation of the new terminology is essential – which requires a thorough understanding of the
concepts behind the new form. The Translation Department of the EU currently translates all the major
documentation of the Tuning project, but there is a growing need for swifter translations of
correspondence, memos and the like. The Cercles Translation Focus Group, comprising European
university translation departments, has the opportunity to work with Tuning as their ‘in-house’
translators. We also intend to apply for funds to expand our existing education terminology databases
and style guides and link them to each other. A third role for the TFG within Tuning is as ‘education
experts’ – we can join in discussions about the best translation and interpretation of new terms. We
actually work at the coalface so have significant added value to offer. A further strength are the close
ties between the TFG members, with exchange of best practices and translators the order of the day.
Das Europäische Tuning-Projekt revolutioniert Bildung und wie sie betrachtet wird. Was als Projekt zur
Erleichterung des Studiums im Ausland für europäische Studenten begann, hat sich zu einer eher
studierendenzentrierten als zu einer institutionszentrierten Form von Bildung entwickelt. Das TFG hat
die Möglichkeit, Inhouse-Übersetzer für Tuning zu werden und sich an Diskussionen über die beste
Übersetzung und Interpretation der neuen Bildungsbegriffe zu beteiligen. Gemeinsame Datenbanken
und Austausch bewährter Praktiken sind ebenfalls möglich.
(Translation) terminology management as a policy challenge – demands, obstacles and
(possible) solutions
Nunius Sabine (sabine.nunius@fau.de), FAU Erlangen-Nürnberg
On a daily basis, university language service units are faced with demands for translations from a
number of different fields. For obvious reasons, they are expected to deliver accurate texts with
consistent (corporate) wording. While this expectation is perfectly justified, it is worthy of note that
much less attention – and funding – is paid to the prerequisite for consistency and terminological
continuity: standardised terminology. In fact, only very few universities have an operating and
professional terminology management system in place and applications for new systems are often
turned down for budgetary matters.
This can be traced back to a variety of causes, e.g.:
-
no or very little visible ROI (return on investment) in the initial stages
consistency with other documents often no immediate concern for clients
terminological inconsistencies less visible than other translation mistakes (typos, grammar
mistakes, etc.)
implementation of a reliable system as a time- and resource consuming task.
Likewise, terminology management is still not recognised as an integral component of language
policies even though it is a task that has a huge impact on other aspects such as the facilitation of
international exchange and multilingual communication. Moreover, comprehensive terminology
management clearly goes beyond the responsibilities and decision-making scopes of a university’s
language or translation department.
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The presentation aims to explore the policy-relevant aspects of terminology management focussing
on:
-
stakeholders
workflows and decision-making processes
corporate wording vs. (legally) binding terminology/policies
effects on (corporate) wording in the source language
(academic) freedom vs. standardisation.
Trotz der stark zunehmenden Bedeutung eines professionellen Terminologiemanagements im
universitären Kontext sowie diverser strategischer Implikationen nimmt dieser Aspekt bislang noch
eine randständige Stellung im Bereich Sprach(en)politik ein. Ziel der Präsentation ist es daher, die
jeweiligen sprachenpolitischen Implikationen aufzuzeigen und diese vor dem Hintergrund
universitätsspezifischer Anforderungen zu diskutieren.
Diversify, specialise or both? Recent experiences at the UAB translation service
Kelso Fiona (fionamegan.kelso@uab.cat), Universitat Autònoma de Barcelona
In the present economic climate, universities are under pressure to increase the efficiency of the
services they offer. In parallel, there is increased demand for translation services by university
lecturers and researchers who are either working directly with international companies and
organisations or offering their students access to greater opportunities by teaching their classes in
English. University internationalisation policies have also meant continuing demand for language
support at institutional level.
This paper gives some examples of practical approaches to meeting all these demands while
improving our efficiency through collaborative projects with the language services of the Catalan
universities network. It also defends the decision of our service not to accept requests for translations
from outside the university ambit.
Actuellement, les universités subissent une pression pour augmenter l'efficacité des services qu'elles
proposent. Il y a aussi une demande croissante de services de traduction de la part de professeurs et
chercheurs universitaires, qui travaillent directement avec des entreprises internationales ou qui
assurent leurs cours en anglais. Les politiques d'internationalisation universitaire impliquent une
demande continue de soutien linguistique au niveau institutionnel.
Cet article présente quelques exemples d'approches pratiques destinées à répondre à ces diverses
demandes.
Translation: providing added value and overcoming external competition
Keurentjes Bert (vertaalservice@into.ru.nl), Radboud University Nijmegen
Like most universities in the Netherlands, Radboud University Nijmegen does not oblige its
departments to source professional services internally, i.e. from other departments within the
university. Because of this, as well as other factors including a poor reputation with a number of key
university players, as recently as 2009 the translation and editing service of Radboud in’to Languages
regularly found itself losing out to external competitors. There was even talk of discontinuing the
service altogether. At the end of 2009, however, a dedicated coordinator was appointed to
professionalise and develop the language centre’s translation department. Despite some initial ups
and downs, this department has gone from strength to strength, with a turnover four times higher than
five years ago and external competition all but eliminated. In this presentation I will discuss what, in my
opinion and experience, are the key elements of running a successful academic translation service.
Most of these can be summed up in three words: providing added value. In other words, what can an
academic translation service offer university staff – and indeed external clients – that commercial
translation agencies cannot? Also, and no less importantly, I will address the question of whether it is
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beneficial for an academic translation service to adopt an aggressive stance towards external
competitors. Or, indeed, for a university to have a policy forcing its staff to purchase services from
colleagues. The conclusions reached in this regard, which include the assertion that such a policy may
well be detrimental to the quality of services provided, will not only be of interest to language centre
staff involved in translation but also in other fields where there is competition from non-university
service providers.
Nella presente esposizione si prenderanno in esame gli elementi chiave per la gestione di un servizio
di traduzione accademico. Verrà inoltre formulato il quesito se l’adozione di una strategia aggressiva
nei confronti della concorrenza esterna possa o meno portare benefici. Infine, verranno valutate le
potenziali conseguenze dell’obbligo imposto dall’università ai suoi dipartimenti di usufruire dei servizi
professionali interni. Le conclusioni non interesseranno soltanto il personale del centro linguistico che
si occupa di traduzione ma anche i dipendenti responsabili di altri settori.
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POSTERS
Creating the CercleS professional experience in conferences and events: results of ongoing
work by CercleS focus group 8
Del Carmen Arau Ribeiro Maria (maricarmen@ipg.pt or mdc1792@gmail.com), Polytechnic Institute of Guarda
Forapani Daniela, Franti Jaana, Paliot Elisabeth
CercleS attracts researchers from around the world to its conferences, seminars and meetings. This
visibility and the pursuit of excellence requires a set of seamless management procedures that can be
easily applied to each event and is behind the creation of Focus Group 8 on Conference and Event
Management. The proposed poster traces the activity developed in the creation of the wiki to be linked
to the CercleS homepage. The study at hand is the result of a methodological blend of i) research into
theoretical best practices; ii) consultation with coordinators of past CercleS events to determine their
practical applications and iii) anticipation of the specific needs of CercleS as an international
organisation. The poster covers the logic of the wiki presentation – from the all-important project
timeline to the controversial issue of the use of languages and from the fine-tuning of the Agreement
with CercleS to post-conference activities. Beyond an informative description of the timely gathering
and analysis of data and the results of discussion and debate, the poster commemorates an important
step toward creating the CercleS experience in quality professional events.
Le Conferenze Cercles richiamano ricercatori da tutto il mondo. Il poster che si propone, presenta le
linee guida per l'organizzazione degli eventi di eccellenza Cercles messe a punto dal Focus Group 8 Conference and Event Management. Le linee guida - organizzate in un wiki - sono il risultato di uno
studio che ha riguardato: a) ricerche sulla teoria delle best practices nel campo dell'organizzazione di
eventi internazionali b) colloqui con i coordinatori di passati eventi Cercles tesi a determinare come le
stesse siano state tradotte in pratica e c) anticipazione dei bisogni del Cercles.
Modularising Multilingual and Multicultural Academic Communication Competence: the
MAGICC project
Forster Vosicki Brigitte (Brigitte.ForsterVosicki@unil.ch), Université de Lausanne
This poster presents the results of the three-year ERASMUS Multilateral project MAGICC supported
by the EU Lifelong Learning Programme. MAGICC has described and conceptualised multilingual and
multicultural competence for the higher education level, to complement the CEFR. It also provides
transnational tools for integrating academic, multilingual and intercultural communication competences
and lifelong learning skills into students' academic profiles.
The basis for the different MAGICC developments is the MAGICC conceptual framework which
contains learning outcomes specific to the needs of higher education, with aligned assessment criteria
and grids. It is operationalized through a set of action-oriented academic or professional
communication scenarios including tasks for performance evaluation, through tools enabling
familiarisation with CEFR and MAGICC assessment grids and benchmark samples for transnational
harmonisation of alternative assessment forms, and through an academic ePortfolio to provide
visibility of students' multilingual and multicultural profile to third parties.
The project is of interest to HE students, teaching staff, faculties, policy makers and employers.
Ce poster présente les résultats du projet UE MAGICC qui décrit et conceptualise la compétence de
communication académique multilingue et multiculturelle pour l'éducation supérieure. MAGICC
complémente le Cadre européen commun de référence pour les langues (CECR) du Conseil de
l'Europe. Il met à disposition des outils transnationaux (scénarios pédagogiques, outils de
transparence, ePortfolio academic) pour intégrer des dimensions académiques, interculturelles et
d'apprentissage tout au long de la vie dans la construction du répertoire multilingue des diplômé-e-s.
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New LAP exam at the Faculty of Arts, Charles University
Hanzliková Marie (marie.hanzlikova@ff.cuni.cz), Charles University of Prague
This poster shows the new structure, aiming and content of the university exam done at the Faculty of
Arts, Charles University in Prague. There has been a long tradition of this type of exam for the nonEnglish majors (students who major in other subjects in the field of humanities, history and philology)
at this faculty. In 2013 this exam underwent a radical change. To prepare students for this exam, a
new textbook for basic language courses was introduced while having in mind the CEFR descriptors.
The levels of those courses start at the B1 CEFR level and should take the students to min B2 CEFR
level. As the aim was to base the new exam and the syllabus of courses on the development of
academic skills and specialised language (EFL, EAP) needed in the field of humanities, one of the
IELTS course books was chosen. The primary concern was combining all these issues so that the new
type of university English exam adequately reflects the requirements and demands of both the
students who are willing to study abroad and specialised faculty departments. The poster should
graphically explain those changes and the current structure of the new academic English exam.
Dieses Poster stellt die neue Struktur und den neuen Inhalt der Englisch-Universitätsprüfung für die
StudentenInnen, deren Hauptfach nicht Englische Philologie ist, an der Philosophischen Fakultät der
Karlsuniversität in Prag dar. Im Jahr 2013 wurde diese Prüfung radikal verändert. Primär war es
wichtig, dass die neue Englischprüfung so beschaffen ist, dass sie sowohl den Bedürfnissen der
Studierenden, die bereit sind im Ausland zu studieren, als auch der spezialisierten Lehrstühle an der
Fakultät gerecht wird.
A bilingual course is not rocket science!
Hashold Jean-Philippe (jp.hashold@gmail.com), University of Zurich
L’objet de notre poster sera de montrer par quels moyens, somme toute assez économiques, il est
possible de faire entrer d’autres langues dans un cours de FLE. Nous présenterons en particulier un
projet de cours de langue de spécialité français-anglais qui mettra en évidence les avantages à
développer ce genre de proposition didactique en université où le cours de langue préprofessionnalisant a toute sa place.
Un cours de langue bilingue, traitant en parallèle des mêmes thèmes et éventuellement de structures
de la langue semblables, permet une importante économie de moyens, que ce soit pour le cadre
institutionnel (le centre de langue) ou pour l’apprenant dont les efforts d'acquisition d’une structure (au
sens de Piaget) se voient doublement récompensés.
Dans cette approche forcément contrastive, l’apprenant atteint une connaissance plus précise de la
langue, notamment sur le plan terminologique, il est davantage sensibilisé aux écueils de
l’interculturel, développe sa capacité à prendre des décisions sur son apprentissage (autonomie et
stratégies) et finit par être plus compétent en termes de connaissance, mais aussi de manipulation.
We will show with which simple means a bilingual course can be implemented. Dealing with the same
topics and language structures the bilingual course saves resources. The learners efforts to learn a
structure (Piaget) are rewarded twice. In this contrastive approach, the learners achieve a more
accurate knowledge of the languages, they are more aware of the pitfalls in intercultural
communication and develop there ability of making decisions about their own learning. They get more
competent in terms of language knowledge and use.
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Translation and interpreting at language centres
Linhartova Yveta (yveta.linhartova@upce.cz), University of Pardubice
The Translation Focus Group was established in November 2001 as one of the CERCLES interest
groups. The group is involved in translation and interpreting activities at the participating universities.
TFG was founded at a meeting organized and supported by the University of A. Nebrija in Madrid and
attended by 16 representatives of language centres. Translation and interpreting is an integral part of
everyday life in language centres across the European universities. The participants agreed that the
problems of translation are very much the same; they are confronted with similar situations, which
gives them an opportunity to use the TFG as a platform for sharing good practices, searching effective
solutions and developing ideas for learning from each other. The poster session attempts to present a
concise overview of the TFG goals and achievements through its existence.
Die Translation Focus Group (TFG) wurde im November 2001 als eine der Interessengruppen von
CercleS gegründet. Die Gruppe ist an der Übersetzung und Dolmetschen der Aktivitäten von den
teilnehmenden Universitäten beteiligt. TFG wurde auf einer Tagung gegründet, die von der Universität
von A. Nebrija in Madrid organisiert und unterstützt wurde und an der 16 Sprachzentren vertreten
waren.
Developing the strategies of reading judgements of the European Court of Justice in the
course of legal English
Ločmele Laimdota (laimdota.locmele@lu.lv), Latvia University
The course of Legal English at Latvia University envisages acquisition of reading skills of a range of
legal text types where judgements of the European Court of Justice are among the most difficult. In
general, legal texts are formed according to familiar ready-made structures. In discourse theory texts
can be seen as made up of semantic and syntactic macrostructures. These structures serve as a sign
for the reader to identify the text type and realize its place among other texts.
A judgement of the ECJ is thus both an independent text and is at the same time connected with other
texts due to its structure. Therefore it is our aim to teach judgements of the ECJ as one of the legal
text types and also to teach reading of the mentioned texts in connection with other legal documents
which involves the knowledge of treaties of the European Union, functions of main European
institutions, sources of European law, etc.
The mentioned reading skills and knowledge of general legal background are necessary to place each
particular text in a broader context. By learning a new text, students not only mechanically add another
unit, but in fact multiply their knowledge by obtaining a whole text type at their command.
Im Fachsprachenkurs “Englische Rechtsprache” in der Universität von Lettland wird die Entwicklung
der Lesefertigkeit für das Lesen unterschiedlicher juristischer Texte fokussiert. Die Urteile vom EuGH
bilden einen der schwierigsten Texttypen in diesem Kurs. Da praktisch alle juristischen Texte durch
erkennbare syntaktische und semantische Strukturen gebildet werden, ist es möglich die Entwicklung
der Lesefertigkeit gerade auf der Kenntnis dieser Strukturen zu basieren. In der Posterpräsentation
werden die theoretischen und praktischen Aspekte dieser Methode analysiert.
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Die Problematik der Beurteilung von Fachsprachenkompetenzen im Fachsprachenkurs
„Deutsche Rechtssprache“ an der Universität Lettland, Riga
Niedre Laila (laila.niedre@lu.lv), Latvia University
Die Posterpräsentation setzt zum Ziel durch ein konkretes Beispiel die Problematik der Beurteilung der
erworbenen Kompetenzen zu veranschaulichen. Es geht konkret um einen Fachsprachenkurs,
nämlich um den Kurs „Deutsche Rechtssprache“, der an der Universität Lettland als Pflichtwahlkurs im
Rahmen des Bachelor-Studienprogramms „Recht“ angeboten wird.
Die Planung des Beurteilungsverfahrens beginnt mit der Zielsetzung für den konkreten Kurs im
Kontext des ganzen Studienganges. Eine besondere Herausforderung bilden in diesem konkreten
Falle einige Rahmenbedingungen, wie die unterschiedlichen Sprachkenntnisse der Studierenden und
der sehr begrenzte zeitliche Umfang (48 UE). Da es ein Fachsprachenkurs ist, werden im Kurs sowohl
Fach- als auch Sprachkompetenzen entwickelt. Unter beiden Aspekten ist die Leistung der
Studierenden auch zu bewerten.
Gleichzeitig sind bei der Beurteilung der Leistung auch die unterschiedlichen Ausgangskompetenzen
zu berücksichtigen.
Durch das konkrete Beispiel der Abschlussarbeit für den oben erwähnten Kurs verfolgt die
Posterpräsentation die theoretischen und auch praktischen Überlegungen bei der Herausarbeitung
eines erfolgreichen Beurteilungssystems.
The aim of the poster “Issues of Testing Professional Language Skills in the Course of Legal German
at the University of Latvia, Riga” is to unfold the issues related to testing professional language skills
in.
To create a final test, precise ojectives are set. The language and professional competence reflected
in the course objectives are often problematic, e.g., at Latvia University learners have unequal
background knowledge, and yet, they have to develop many skills in a short course.
Motivation als wesentliches Element bei der Aneignung der Fachsprache im Bereich der
Rechtswissenschaft
Šrámková Eva (Eva.Sramkova@law.muni.cz), Masaryk University
Dieser Beitrag setzt sich zum Ziel auf die Wichtigkeit der Motivation zum Erwerb von fachsprachlichen
Kompetenzen im Bereich der Rechtswissenschaft hinzuweisen und die dafür eingesetzten Methoden
darzustellen. Seit vielen Jahren konkurriert die deutsche Sprache mit der ständig an Bedeutung
zunehmenden englischen Sprache. Diese Situation beeinflusst das Interesse der tschechischen
Studenten für die deutsche Rechtssprache sehr negativ, denn die Anzahl derjenigen, die diese
Sprache wählen, geht jedes Jahr zurück. Demzufolge ist es nicht einfach, die Jurastudierenden zum
Studium der deutschen Rechtssprache zu motivieren. Es ist unbestritten, dass Englisch für die
angehenden tschechischen Juristen ein Muss ist, unzweifelhaft ist aber auch, dass Deutsch ein Plus
ist, denn manche Anwaltskanzleien bevorzugen diejenigen Uni-Absolventen, die die deutsche
Fachsprache in Wort und Schrift beherrschen. Um Jurastudierende für die deutsche Fachsprache zu
begeistern, muss man innovative Methoden und neue Medien in den Lernprozess einbeziehen. Im
Vordergrund dieses Prozesses steht die Verwendung von interaktiven Methoden, die den Unterricht
für die Studierenden attraktiver machen und deren Interesse wecken können.
The aim of this presentation is to show the importance of motivating students of Legal German and
introduce methods used to achieve this goal. Due to the fact that the number of legal German students
is constantly dropping, it is becoming increasingly important to motivate LSP students to choose
German - the language the mastery of which graduates who plan to join the Czech Bar Association
will benefit from. Therefore, it is necessary to use innovative teaching methods and new media to
spark the interest of students to study this language.
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Becoming a multilingual expert by obtaining a bilingual degree at the University of Helsinki
Vaattovaara Johanna (johanna.vaattovaara@helsinki.fi), University of Helsinki
Fiilin Ullamaija, Jokinen Jaana
University of Helsinki has established a system which makes it possible to obtain a bilingual university
degree (at the moment Bachelor’s degree through Finnish & Swedish). The poster presents some of
the most central results from a study which focused on the development of language proficiency of the
bilingual degree students who were Finnish L1 speakers.
Finnish speaking students taking part in the bilingual degree program study at least one third of their
credits in Swedish (min. 60 ECTS). The aim of this degree system is to support multilingualism, and to
facilitate working with and in a second language (see e.g. Kramsch 2002 for some theoretical
implications), first in the context of academic studies and second in working life.
The development of Swedish proficiency of the bilingual degree students was investigated with a less
traditional method, using two groups of raters: language specialists (a group of Swedish teachers) as
well as several groups of students who were Swedish L1 speakers. The poster presentation focuses
on the overall findings based on the assessments given by these rater groups on the oral and written
data sets.
Die Universität Helsinki hat ein System entwickelt, das es ermöglicht, einen bilingualen
Universitätsabschluss zu erwerben (derzeit ist dies ein Bachelor-Abschluss in Finnisch und
Schwedisch). Das Poster stellt einige der zentralen Ergebnisse einer Studie vor, die die Entwicklung
der schriftlichen und mündlichen Fertigkeiten in Schwedisch von Absolventen des bilingualen
Abschlussgrades mit Finnisch als L1-Sprache untersuchte.
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
INSTITUTIONAL SUPPORT
Centre de langues de l’Université de Lausanne
FHNW
IG-FHS
Institut für Mehrsprachigkeit Fribourg
Sprachenzentrum Basel
Sprachenzentrum Fribourg
Sprachenzentrum ZHAW
Sprachenzentrum Zürich
Universität Freiburg
Vals-Asla
www.unil.ch/cdl
www.fhnw.ch
www.ig-fhs-elhe.ch
www.institut-mehrsprachigkeit.ch
www.sprachenzentrum.unibas.ch
www.unifr.ch/centredelangues
www.linguistik.zhaw.ch
www.sprachenzentrum.uzh.ch
www.unifr.ch
www.vals-asla.ch
COMMERCIAL EXHIBITORS AND SPONSORS
DELF (Diplôme d'Etudes en Langue Française) and DALF (Diplôme
Approfondi de Langue Française) are French Language Certificates for
people whose mother tongue is not French and who are not French
citizens. The diplomas are issued by the Centre International d'Etudes
Pédagogiques (CIEP) of the French Ministry of Education.
www.delfdalf.ch
The Goethe-Institut is the cultural institute of the Federal Republic of
Germany. We promote knowledge of the German language abroad and
foster international cultural cooperation. Through our network of GoetheInstitutes and partner organizations we perform the principal tasks of
cultural and educational policy abroad.
www.goethe.de
Peter Lang International Academic Publishing Group publishes academic
books in the Social Sciences and Humanities. Our renowned Linguistic
Insights series, edited by Maurizio Gotti, has reached volume 200. Our
headquarters are based in Switzerland; our five independent publishing
houses are located in Berne, Brussels, Frankfurt, Oxford and New York.
www.peterlang.com
telc stands for The European Language Certificates. In continual realisation
of this claim that is integral to our name, we now offer over 70 different
examinations, in eleven languages. telc certificates are recognised as
official proof of German language competence required for obtaining
citizenship.
www.telc.net
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
CONFERENCE MAP
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
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13th International CercleS Conference
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
AUTHOR INDEX
Allal Marina, 68
Amendolara Sandro, 41
Ayano Seiki, 34
Beck Martin, 50
Behrent Sigrid, 26
Berger Claudia, 37
Biasiolo Alberta, 50
Bisset Mariana Jo, 31
Blondel Valérie, 36
Boström Eeva, 40
Bouquet Franck, 45
Bowskill David, 26
Bradley Fergal, 51
Brandt Anikó, 26
Broermann Marianne, 51
Brohy Claudine, 33
Buttini Valeria, 34
Buyse Kris, 30
Clota Marta Estellea, 57
Coen Jean-Philippe, 28
Comadina Granson Ruben, 58
de Boer Berna, 54
de Boer Mark, 52
De Stadler Leon, 62, 63
Del Carmen Arau Ribeiro Maria, 35, 75
Dijk Anje, 58
Ebeling Dietlinde, 50
El Khatib Samah, 61
Elsinen Raija, 57
Endres Irma, 43
Fernandez-Toro Maria, 70
Fernando Daniela, 25
Fiilin Ullamaija, 79
Fischer Johann, 51, 52
Forapani Daniela, 57, 75
Forster Vosicki Brigitte, 66, 67, 75
Franti Jaana, 75
Friedrich Jürgen, 70
Gekeler Petra, 57
Gick Cornelia, 68, 71
Goedeke Barbara, 31
Gomez Ruben, 32
Gotti Maurizio, 39
Gouyette Samantha, 23
Grollman Marcus, 28
Hamilton Craig, 29
Hanzliková Marie, 76
Harvey Julia, 72
Hashold Jean-Philippe, 76
Helán Robert, 25, 42
Hradilová Alena, 57
Imig Alexander, 62
Irún Chavarría Cristina, 58
Iturrizaga Mercedes, 28
Jaime Pastor Asuncion, 47
Jokinen Jaana, 79
Jordan Nicola, 43
Jurkiewicz-Sękiewicz Ewa, 61
Kamińska Urszula, 33
Katrňáková Hana, 23
Kauffmann Frank, 36
Kelly Paul, 40
Kelso Fiona, 73
Keurentjes Bert, 73
Koblížková Andrea, 59
Kohler Patricia, 70, 71
Kudel Pauli, 24
Kühn Bärbel, 38, 68
Kuosa Anne-Maria, 44
Laemmel Sibylla, 25
Lazzeri Daniele, 55
Ledergerber Anton, 21
Lehtonen Tuula, 30, 41
Linhartova Yveta, 77
Ločmele Laimdota, 77
MacKevett Douglas, 21
Mall-Grob Beatrice, 36
Manner-Kivipuro Johanna, 55
Meima Estelle, 70
Meyer Stephan, 36, 49
Morley John, 59
Nagai Noriko, 34, 62
Nakanishi Takayuki, 34
Natri Teija, 66
Němcová Hana, 42
Niedre Laila, 78
Noir Raphaël, 32
Nunius Sabine, 72
O'Dwyer Fergus, 52, 62
Okada Keiko, 34
Paliot Elisabeth, 75
Pérez Cavana María Luisa, 68, 69
Perez-Guillot Cristina, 47
Petter Edgar Marc, 25
Pitkänen Kari K., 30, 41
Quennet Fabienne, 43
Räsänen Anne, 66
Regan Jeannette, 22
Reichová Hana, 57
Rewell Carola, 55
Ricci Claudia, 34
Rontu Heidi, 57
Rossner Richard, 54
Rückert Dorothee, 56
Schaffner Sabina, 62
Schaller-Schwaner Iris, 39
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
Schlabach Joachim, 40
Schröder-Sura Anna, 38
Schulze Hans-Joachim, 24
Schumacher Monika, 31
Schütz Hans, 25
Sedláček Pavel, 25
Siddall Roy, 41
Simeon Michele, 41
Skrandies Peter, 63
Šrámková Eva, 78
Stamm David, 25
Stenton Anthony, 27
Štěpánek Libor, 21
Studer Patrick, 40
Toffoli Denyze, 61
Tuomainen Satu, 48
Uriel Meritxell, 30
Vaattovaara Johanna, 30, 79
van Engen Jeroen, 70
Vincent Kirby, 41
Voyiatzi Martha, 43
Vrběcká Dagmar, 48
Wang-Szilas Jue, 37
Widmann Etchemaite Cintia, 41
Wielgus Jolanta, 57, 61
Wolder Nicole, 52
Zabala Delgado Julia, 47
Zarnowska Dorota, 70
Sponsoring
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Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices
A FEW WORDS OF THANKS
The organisation of the 13th CercleS Conference would have been impossible without the
commitment and tremendous amount of work done by a lot of people to ensure that you will benefit
from the conference and enjoy your stay at the University of Fribourg. Organising an international
conference using the resources of different member institutions is a huge challenge and a rewarding
experience, at the same time.
Our thanks go to the University of Fribourg Executive Board for hosting us and welcoming us at its
university.
We would also like to thank the members of the following committees for their organisational input and
support of the academic programme:
-
CercleS Executive Committee
13th CercleS Conference Scientific Committee
13th CercleS Conference Programme Committee
The quality of our conference depends heavily on the input from the keynote speakers, the Round
Table participants and their chair, and, of course, to a high degree on the contributions of all
presenters – and all participants taking part in discussions. You all deserve our special gratitude!
Our thanks also go to all colleagues and students who have helped as translators, student helpers,
representatives of our member institutions at the exhibition stands, and members of staff of the hosting
University of Fribourg Language Centre.
We also acknowledge our sponsors for their valuable and highly appreciated contributions.
Finally, we would like to thank Fabien Stauffacher and his team from Art&Fact for their wonderful
conference organisation and smooth cooperation.
On behalf of the Steering Committee,
Sabina Schaffner
President of IG-FHS
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