Integrating learning technologies to support the acquisition of foreign languages for specific disciplines

Abstract

This chapter synthesises the findings of the ALLADIN Project (Autonomous Language Learning in Art and Design using Interactive Networks) funded by the TLTP3 programme 1998- 2002. This project broke new ground in remedying the dearth of specific resources for creative arts language learning and the under-exploitation of existing resources due to inadequate integration into teaching and learning activities. Providing the first overview of language learning in HE art and design in the UK, it addressed a particular gap within the literature and practice of the time and offered new solutions specifically tailored to the art and design curriculum, using new technologies. It was novel for its recognition of the profile and needs of the creative arts learner, e.g. language priorities, time spent working alone or in studios. The research this chapter refers to was published in a major handbook which was disseminated to all language departments in all UK universities. Additional copies were requested by numerous departments, including a major London university which wished to use the project publications for postgraduate teaching. Book Summary: Part of the well-known Staff and Educational Development Series, this practice oriented book brings together leading research and evaluation approaches and supporting case studies from leading educational researchers and innovative teachers. With much emphasis on change, innovation and developing best practice in higher education, it is essential that those involved in actually developing, researching or implementing approaches to teaching, learning or management, are informed by the experiences of others. The emphasis of this book is on changing practice in HE; how developments come about; what research underpins desirable development; and the impact of development of student learning, staff expertise and institutional practice and policy. Specifically, the book is developed in two themed parts: Part A, Supporting change within subjects and departments. Part B, Supporting change within institutions and the wider environment.