Research-Based Learning Project
Case Studies of Good Practice at the University of Warwick
Brief description:
During their year in France or an approved francophone country, French students prepare dossiers on
three French-related topics of their choice, and write three essays. In addition they carry out a
language observation exercise
Name of Module: N/A
Stage of Degree Course:
Undergraduate Year 3
Name of Degree Course:
Single Honours BA (Hons) French Studies,
Joint Honours BA (Hons) French & other subjects
Contact Name and Phone no./Email address:
Dr Linda Paterson
frrac@warwick.ac.uk
Department: French
Links between research and teaching/learning:

Outcomes of research informing the taught curriculum

Students learning the process of research and enquiry

Students learning particular research methods or techniques

Developing an inclusive culture of research in the department involving staff and students
Further comments?
Rationale:
The aim is to prepare students for final-year written and oral language work and to encourage them to
take full advantage of being immersed in French language and culture. The dossier material is meant
to feed into final-year essay-writing and oral exposes, and the language observation exercise, plus a
requirement that the dossiers should show evidence of oral and/or aural input, are designed to foster
oral skills and awareness.
Teaching, learning and assessment:
Students are given detailed written instructions on how to prepare the dossiers, essays and language
observation, and are also talked through the instructions at the end of their second-year language
module. Essays are sent to the Department by three deadlines during the year, and corrected
and returned to the students by the lectrices under the guidance of the final-year language coordinator. The language observation exercises are presented in final-year orals classes run by the
lectrices. The dossiers are inspected by the final-year essay tutors. Marks given for the
essays contribute to formative rather than summative assessment. These marks, together with
comments on the dossiers and language observation, may be taken into consideration in the case of
borderline degree candidates.
Advantages:
Students are better prepared for final-year language work and develop their cultural and linguistic
interests in a more focused and academic way than they otherwise might. They return with material
they can use for their course and in some cases for their examinations (e.g. oral exposes). They get
used to researching their own topics of interest.
Disadvantages:
Students do not always produce the required work, or they sometimes miss deadlines. Some go off to
France without the written instructions. There are complications arising from the variety of joint
language degrees, with some students not spending the Year Abroad in France.
Feedback from students:
Some are hazy about what is required, though others produce excellent material and understand what
is needed. Some e-mail tutors for clarification about the marking of their essays.
Future developments:
Instructions are refined on a year-by-year basis.