An Coiste Feabhais Acadúil
The Committee on Academic Quality Improvement
The Academic Quality Assurance Programme 2004 - 2005
REVIEW OF
THE DEPARTMENT OF FRENCH
FINAL REPORT
14 June 2005
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Department of French: Review Report 2004–05
Introduction
This report arises from a visit by a Review Team to the French Department on 2-4th
February, 2005. The Department had already prepared and submitted a 'Self
Assessment Report' that, with other documentation, was made available to the Review
Team well in advance of the visit.
The Review Team consisted of: Professor Richard Bales, School of Languages,
Literature and Arts (French Studies), Queen’s University Belfast (Chair); Professor
Angela Chambers, Department of Languages and Cultural Studies, University of
Limerick; An tOllamh Mícheál MacCraith, Scoil na Gaeilge, NUI, Galway; and Dr
Kathy Murphy, Centre for Nursing Studies, NUI, Galway acting as Rapporteur.
The report is structured to cover the following main topics:
1. Aims and Objectives
2. Organization and Management
3. Programmes and Instruction
4. Scholarship and Research
5. Community Service
6. The Wider Context
7. Summary and Concluding Remarks
Relevant documentation was supplied to the Review Team, notably the Department’s
Self-Assessment Report. Meetings took place with all full-time staff and most parttime staff, teaching assistants and lecteurs. A representative range of students was
also consulted, and ancillary services and personnel were visited.
These interviews, taken together with the carefully-prepared Self-Assessment
Report, impressed on the Review Team the seriousness, professionalism, devotion
and enthusiasm of the Department as a whole. The overall picture is one of a team
which works together in a harmonious fashion, in the service of an ethos which has as
its main aim the fostering of in-depth awareness of French culture and expertise in the
French language at all levels and in all combinations.
The Review Team considers that the Department successfully performs the
feat of balancing the competing demands of teaching, research and administration in a
manner which enables each of those areas to be consolidated, developed and
meaningfully reinforced.
1.
Aims and Objectives
The Review Team considered the aims and objectives and mission statement of the
Department. While the core elements of language, literature and culture were
emphasised in the mission statement, reference to applied language teaching and the
relevant professional skills was lacking. This was acknowledged by the Department
who will include this within their strategic plan and mission statement.
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The issue of student centeredness was raised as it was an important element of
the University mission. While this had been embedded within the document its
explicitness was not fully evident in the objectives of the programmes and it was felt
it would be helpful to have a greater emphasis on this, particularly in the mission
statement.
The aims and objectives of the Department were reviewed and considered
appropriate on the whole.
Under the heading of key transferable skills it is recommended that
intercultural communication and lifelong learning should be added. It is also
recommended that a seventh common programme aim should be added. This should
relate to the University’s aim to participate in the creation of a European Higher
Education Area (Bologna Process) through the provision of language skills to students
on a wide variety of programmes. It should also include providing students with
information on their levels of competence using a system which is comprehensible
across Europe, namely the Common European Framework of Reference for Language
Learning and Teaching.
The Common Programme Objectives emphasise subject-specific knowledge,
but do not give sufficient recognition to the Department’s work in providing a highlevel language competence. It is recommended that a third bullet be added, after
“Developed the ability to think critically and analytically about the subject matter”:
“Developed skills in a number of areas relevant to language learning: learner
autonomy, learning to learn, life-long language learning, and intercultural
communication”.
2.
Organization and Management
The organisation and management of the department was identified within the
documentation supplied for the review. There have been a number of staff changes
since the time of the last review. The Review Team was impressed by the enthusiasm,
motivation and future potential of staff.
In order to maximise this potential consideration should be given to ways in
which staff can be given opportunities to undertake new responsibilities and roles.
Staff may benefit from the opportunity to rotate responsibilities for cohorts of
students, as this may contribute to an overall understanding of and competence in
teaching across years and all programmes.
In light of the University’s endorsement of rotating headships and the
excellence of many members of the French Department, the Review Team
recommends the adoption of this style of leadership within the Department.
In the last review the administrative workload was raised as an issue and a
recommendation made that the Departmental Secretary should be regraded and given
support at times of peak activity. While the former recommendation had been
implemented, it was disappointing to note that no additional support had been
provided. It is apparent that the administrative workload within the Department has
grown since the last review and it is vital that additional administrative support be
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allocated. This should be a part-time post across the year with the potential of
increasing hours at times of peak activity.
The Review Team was very impressed with the Department’s commitment to
teaching French through Irish. Not only is this in keeping with the spirit of NUI,
Galway’s strategic plan and the provisions of the Official Languages Act, but the
employability of graduates is greatly enhanced due to the growing demand for skilled
translators with these two languages. The Review Team recommends further
developments in this area, including the provision of literature modules through Irish.
Both the status and efficacy of French through Irish would be best served through the
creation of a full-time position to develop this aspect of the department’s activities to
its full potential. The resources and expertise of Acadamh na hOllscolaíochta Gaeilge
should be harnessed to advance this development.
It was noted that, despite the excellent efforts of the teaching staff, there is a
limit to the effects that can be expected from three or four hours’ language teaching
per week, and that the potential of guided independent language learning is not
currently being realised. There is an urgent need to develop a dedicated space for
language-learning resources and support facilities. This should include staff qualified
to advise learners on: suitable resources for their needs; language-learning strategies;
developing learner autonomy; improving competence in the four skills; and preparing
to gain maximum benefit from residence abroad in terms of linguistic and
intercultural competence. Support for language teachers should also be the
responsibility of the unit, such as custom-made pre-service courses for lecteurs, and
workshops on new developments in language learning and teaching. Such a facility
should be shared among all the modern languages, and should include technological
resources, although it should be pedagogy-driven and not technology-driven. It may
be situated administratively within CELT, but in keeping with best practice nationally
and internationally it should have its own identity, mission, staff, and dedicated selfcontained space.
The Department has 8 lecteurs employed to support the teaching of French. It
was noted that the lecteurs were enthusiastic, motivated and willing to learn. While
some progress had been made from the time of the last review in that some training
for teaching had been implemented and the hours of teaching were reduced, the
Review Team felt that the preparation of lecteurs was felt to be inadequate. While all
lecteurs had between 1-1/2 hours training this was not considered to be enough. The
Review Team was also aware that further training offered by CELT was optional
rather than compulsory. The Review Team recommends that comprehensive
compulsory training of at least two days be given to all lecteurs prior to the
commencement of their teaching duties.
A further concern relates to the way in which staffing resources are allocated
in relation to the role of lecteurs. At present each lecteur is weighted as 0.5 staff. The
Review Team felt that this was inappropriate and a mechanism other than the parttime assistant budget should be found to calculate lecteurs’ contribution to the
staffing of the Department.
The issue of credit for teaching on Applied Language courses was raised as a
major concern for the Department. While Applied Language teachers undertake very
significant language work with science students, the way in which current ECTS
credits are allocated does not recognise the workload. The Review Team recommends
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that a new way be found to allocate ECTS credits to French. One possible model is
the way in which Commerce allocate ECTS credits to modern languages at present.
Alternatively, given the importance of this teaching in light of the Bologna process an
equitable system could be found by going outside of the ECTS system, if necessary.
3.
Programmes and Instruction
In all programmes students highlighted staff support, approachability and
encouragement as particular strengths of the Department.
The Department offers a range of programmes at undergraduate and
postgraduate level. At undergraduate level programmes are either part of a BA
programme with French as the major component of the degree or programmes in
which French is applied within a specific degree programme. The introduction of an
Evening Diploma is clearly a major event. It is proving to be extremely successful,
and will hopefully be extended and strengthened. The Department is to be
congratulated on this initiative. Careful attention should be given to the availability of
library and language support facilities and guidance in their use, particularly for
students in Ennis.
Departmental staff were clearly very sensitive to student needs and tried to
prepare students with a range of language and literature skills. Students across all
programmes however articulated the need for a greater emphasis in all programmes
on oral competence. Students, while applauding the support given for translation and
textual analysis, suggested that more practice in spoken French was required to
develop confidence and to prepare students fully for time spent abroad. The Review
Team recommends that the provision of classes focusing on oral skills be reviewed
across all programmes to ensure that they provide adequate preparation for residence
abroad and oral examinations. In addition special training should be provided to the
lecteurs in facilitating students’ participation in these classes. Furthermore the
language support unit has an important role to play in facilitating activities such as
tandem partnerships with Erasmus students for conversation practice.
It was evident that much innovative work had been undertaken within the
Department, particularly in the innovative and relevant approaches adopted by the
applied language teachers. There was a perception, however, that equal value was not
being given to applied language work. This inequality could be rectified by
integrating the pedagogical skills of the ALTs across all programmes, with reciprocal
participation by other staff in the teaching of the applied language students.
The use of continuous assessment as a mechanism for building student skills
was discussed. The prior quality review had recommended an increased use of
continuous assessment as a mode of assessment. The course teams had addressed this
issue and it was evident that continuous assessment was now a component of
programmes, particularly in the form of class tests. It is suggested that the Department
consider the introduction (where appropriate) of a system of continuous assessment
distinct from intermittent testing, one which would enable students to undertake
elements of work outside the classroom. This work would bear at least a moderate
amount of credit and would be the object of meaningful written feedback which
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would assist students in subsequent work in the same course/module. This feedback
could take the form of an assessment sheet.
The Department was fully committed to student evaluation of programmes. It
is suggested that the current active, yet discrete, evaluation procedures which are in
operation be harmonised as far as possible, so as to allow for comparability across the
Department. CELT might be able to assist in drawing up such documents.
The variety of offerings on the Department’s menu has been enriched in recent
years with the addition of modules on contemporary French and francophone life and
culture. Consideration could also be given to the provision of courses on French-Irish
cultural relations, an area that would render the programme even more attractive and
relevant to Irish undergraduates.
Postgraduate programmes were discussed with the relevant students. The MA
programmes which are currently available are clearly well conceived and enjoy
considerable support. However the introduction of a formal course in research
methods is recommended. There are several conceivable formats for such a course,
but it should preferably be developed and provided in collaboration with the other
language departments. Over and above ordinary supervision, MA students would also
appreciate the provision of guidelines for the intellectual content and organisation of
theses.
4.
Scholarship and Research
The Department is to be highly commended for its conspicuous success in raising its
research profile since the last review. The Review Team is particularly impressed
with the Department’s involvement in CHSHC under PRTLI-II, with the fact that two
members of the Department were awarded IRCHSS scholarships in recent years, and
that three students were awarded IRCHSS Government of Ireland postgraduate
scholarships.
Cooperation on research projects across the modern languages is one area that
is rich in potential for further development. The success of the recent conference on
Borders and Margins is a striking example of what can be achieved through crossdepartmental co-operation.
The specialised skills of the Applied Language Teachers offer exciting
possibilities in the realm of Language Learning and teaching research, a growth area
that offers substantial opportunities for funding. As research leave for ALTS is
confined to the summer vacation, their potential for research necessitates complete
freedom from administrative duties within the Department during this period. While
the University has recently introduced a promotional ladder for Applied Language up
to grade 2 it is imperative that a system of promotional outlet beyond ALT grade 2 be
developed as soon as possible in order to attract and retain the best possible
candidates.
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5.
Community Service
The Department is to be commended for its contribution to the initiative that it has
taken in developing outreach programmes in Ennis. This is recognised as a significant
development in the Departments’ involvement with the wider community.
6.
The Wider Context
Collaboration with other language departments might fruitfully be pursued in many
areas and the contribution of newly-appointed members of staff will permit teaching
and research possibilities which can only benefit the future profile and renown of the
French Department.
7.
Report Summary and Concluding Remarks
Following the visit to the French Department on 2-4 February 2005, the Review Team
commended the Department for its performance in all areas of its practice. It has
significantly moved on from the situation which obtained at the time of the last report,
making most progress in the field of research and research-related activity, but also in
the care with which the diversification and consolidation in teaching are being
fostered and embedded. Remaining problems are mostly those which are perennially
associated with language departments everywhere. The Department is well organised
and enjoys superb (if overworked) secretarial support, and the student body is
extremely content with the intellectual and pastoral attention it obtains. The
following recommendations were made by the Review Team:
Recommendations
1.
The Mission Statement should include a reference to applied language
teaching and relevant professional skills, and a reference to student
centredness.
2.
A number of additions to the aims and objectives are recommended, including
participation in the Bologna Process, the use of the Common European
Framework of Reference for Language Learning and Teaching, learner
autonomy, learning to learn, life-long language learning, and intercultural
communication.
3.
Consideration should be given to ways in which staff can be given
opportunities to undertake new responsibilities and roles.
4.
In the light of the University's endorsement of rotating headships, this system
should be adopted in the French Department.
5.
Additional support should be provided to the departmental secretary.
6.
The teaching of French through Irish should be developed, in particular
through the creation of a full-time post.
7.
There is an urgent need to develop a dedicated space for language-learning
resources and support facilities, including staff qualified to advise learners.
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8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Comprehensive compulsory training of at least two days should be given to all
lecteurs prior to the commencement of their teaching duties, including the
teaching of oral classes.
The weighting of lecteurs as 0.5 staff should be decreased.
A more equitable system should be found for the allocation of credits for
Applied Language courses.
In the evening degree attention should be given to the availability of library
and language support facilities, particularly for students in Ennis.
In the light of the views of students across all programmes that greater
emphasis should be placed on oral competence, provision in this area should
be reviewed.
Opportunities for reciprocal teaching across programmes should be identified
and ways of overcoming contractual difficulties in facilitating this should be
identified
Promotional outlets for ALTS beyond ALT grade 2 should be developed.
Given the very heavy teaching load of ALTS the Department should identify
ways of ensuring that these staff have sufficient time to undertake research.
A continuous assessment system distinct from intermittent testing should be
introduced.
Student evaluation procedures should be harmonised across the Department.
The provision of courses on French-Irish cultural relations should be
considered.
For postgraduate students the introduction of a formal course in research
methods is recommended.
There is potential for greater cross-departmental cooperation in research.
Greater collaboration with other language departments is recommended.
Comments on The Methodology of the Review Process
1. The Review team considered the self assessment report and documentation
supplied by the Department. This worked well and provided clear information to the
team.
2. The Review Team met with members of the Department individually and as a
group and with senior members of the University. These meetings were very valuable
and enabled all perspectives to be considered. The time for this exercise however was
somewhat constrained and it was a challenge to meet with all concerned. Some time
had to be allocated for these meetings from time which had been allocated to report
writing.
3. As there was some overrun in meeting with individuals the time for report writing
was somewhat curtailed. It was a challenge to get it written within the timeframe but
the participation of the team was excellent and the task was achieved.
Professor Richard Bales (Chair)
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Professor Angela Chambers
An tOllamh Micheal MacCraith
Dr Kathy Murphy (Rapporteur)
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29th April 2005
Revised 14 June 2005
05/07/2007