University Language Centre Research Articles

Developing interpersonal and intercultural skills in a university language course

Abstract Intercultural language learning and teaching is generally endorsed in contemporary foreign and second language classroom contexts. This article reports the use of an intercultural education activity taught in an Italian L2 elementary course at the Language Centre of the University of Bologna attended by exchange and degree-seeking students. The intercultural tasks proposed invite students to reflect on their experiences of studying and living in a different country, and encourage them to reflect on their intercultural learning objectives and on their goals for study abroad in relation to their intercultural encounters. Our aim was to explore students’ willingness to engage with the intercultural tasks, their commitment and the possible influence on their behaviours, attitudes and beliefs, considering their relatively limited level of target language proficiency. The data, collected through audio-recorded interviews, show individual differences among the students. Our report concludes with our reflections as practitioners working in a university language centre, on the importance of intercultural language teaching and learning.

Academic, cultural and social growth through the language of websites: A challenge for European University Language Centres

Abstract At the start of 2000 a new scenario emerged in Europe thanks to the Council of Europe and the European Commission who, in support of the Bologna Process (1999), laid the foundations for disseminating the value of multilingualism and multiculturalism. The aim was to create a framework of actions to make citizens more aware of respecting diversity in languages and cultures and pave the way for integrating the varied geographical realities present in Europe. Language instruction was a priority identified as a tool for developing socio-cultural awareness and, within this scenario, universities played a key role. In particular, University Language Laboratories, previously regarded as language learning resources for small numbers of students, became University Language Centres, gaining status as fully-fledged academic places for the dissemination of multilingualism and multiculturalism, where intercultural communication, learning by doing, autonomous language learning, self-assessment and European Language Portfolios, communicative strategies and social inclusion, creativity and knowledge-sharing became key concepts to be internalised and implemented in academic communities. Indeed, the enhancement of cultural and democratic growth among young learners and citizens, in general, assumed paramount importance. The impact of the Lifelong Learning and Erasmus programs, strongly encouraged by the Bologna Accords, and later the internationalization process of European universities, further strengthened the need to promote linguistic, social and cultural growth in academic societies. Based on these premises, the purpose of this paper is twofold. First, it will discuss the importance of investigating how University Language Centres present the aforementioned concepts through their actions, focussing principally on the language used on their websites. Secondly, it will propose a potential project framework in which the CercleS community will be invited to share ideas and experiential knowledge in representing itself and its mission to potential users.

The university language centre as an open-badge issuer: New directions in ESP assessment and accreditation

Abstract In the present article, we demonstrate the utility of Open Badge certifications in documenting ESP, EAP and EMI courses. Open Badges are online records of achievement which document field-specific, soft and technical skills. They consist of a visual image and a set of embedded metadata, they are endorsed by the institution which issues them and are recognized at an international level. The information packaged within the badge image file is provided in an open source format and can be shared on social media platforms, as part of an online e-portfolio, as a link on an electronic CV, and on the platform which hosts the Badge. As of 2019, Turin University Language Centre offers Badges in “English for the Social Services” (B1 and B2), “English for Administrative Purposes” (A2, B1 and B2), “Academic Writing and Presentation Skills” (B2 and C1) and “English Medium Instruction” (B2 and C1). We will argue that Open Badge certifications are particularly suited to ESP, since they provide a record of specific hard and soft skills and of innovative teaching and learning practices which go undocumented in conventional certifications and on academic transcripts. We will emphasize the “glocal” quality of these certifications, inasmuch as they are internationally recognized awards tailored by local providers in response to local demands. We will suggest that this perspective is valuable for ESP training. Although ESP learners need to be able to share their credentials on international platforms, using a common language, it is important that we do not lose sight of the specific characteristics of professional activities at a local level. We will further argue that the University Language Centre is, in many ways, ideally suited to issue these kinds of certification.

Enhancing assessment in the recognition of prior learning with digitalisation

Abstract The processes to assess students’ learning acquired in various non-formal and informal learning environments have become increasingly common in Finnish university language centres in recent years. This paper describes new developments at the University of Eastern Finland to assess students’ non-formal and informal learning of English for Academic Purposes (EAP) with an electronic examination system. Recognition of prior learning (RPL) had previously been organised as on-campus examinations, although demand for digitalisation and electronic examination systems had been voiced to provide students and staff more flexibility and convenience. The digitalisation of the RPL process aimed to develop the system in the most popular language for validation, English, and to provide students and RPL assessors an increasingly effective method for assessing prior learning. Finnish higher education institutions have invested heavily in digital learning environments and this described transformation to a digitalised RPL process can be seen as a logical response. We introduce the new RPL system and its change from previous face-to-face assessment to the digital version, the rationale for and practical implementation of the digitalisation. We also present RPL assessors’ perceptions of the change, preview student data on the new system and offer suggestions on the systematic and evidence-based development of the recognition and validation of EAP in university language centres.

Plurilingualism, learner autonomy and constructive alignment: A vision for university language centres in the 21st century

Abstract This article is my answer to the question: What is your vision of university language centres in the 21st century? I argue that language centres can best establish themselves as beacons of good practice by embracing, exploring and further developing the concept of plurilingualism, promoting the autonomy of their students, and constructively aligning curriculum, teaching/learning and assessment. Each of these activities requires research, so the realization of my vision entails that language centres should have the same obligation to engage in research as other academic departments. At present this is rarely the case, which suggests an important advocacy role for CercleS as it enters its fourth decade.

The underlying action-oriented and task-based approach of the CEFR and its implementation in language testing and assessment at university

Abstract The underlying methodological approach of the CEFR is defined as being “action-oriented” and task-based (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR is a framework document. The action-oriented approach is, however, not coherently developed throughout the publication as it does not explain its application in assessment (Chapter 9). Chapter 9 presents a general introduction to the principles of language assessment but does not explain how the assessment can be contextualised so that the test-taker acts as a “social agent”. Although related documents on testing and assessment such as the Manual for Relating Language Examinations to the CEFR (Council of Europe 2009) and the Manual for Language Test Development and Examining (Council of Europe 2011) provide tools on assessment practices, they do not explain how to conceptualise an action-oriented task-based assessment. The CEFR Companion Volume (Council of Europe 2020) also stresses the underlying action-oriented approach of the CEFR in teaching and learning, but as it focuses explicitly on teaching and learning, it too does not cover the area of testing and assessment. For university language teaching, learning and assessment, it is necessary to develop a coherent, holistic methodology that applies the action-oriented and task-based approach to language teaching, learning and assessment, and applies a constructive alignment, which has a particular focus on the learner as a social agent. Initially, this requires the development of course content and the related assessment tasks to be based on a thorough needs analysis for a specific language teaching programme. In this way, university language centres can rethink their approach to teaching and assessment and implement changes both in their teaching and in their assessment and testing in order to offer a more coherent programme to their learners, which makes better use of the CEFR Framework. This paper summarises the principles of task-based language testing and explains in which contexts this approach might be particularly fruitful. It also presents the author’s experience gained in implementing the approach at institutional and national levels, and the challenges involved in managing this change.

Course Design Based on Students’ English Skill Cluster: A Case Study in a University Language Center

The English Proficiency Test (EPrT) is a prediction test for English as a Foreign Language (TOEFL), which is a prerequisite for graduation at XYZ University. The Language Center provides a course for EPrT preparation. The course posttest data shows that only 74% of students met the graduation prerequisites. This study aims to develop an English course design based on the students’ English skill cluster. This study uses the K-Means clustering approach to classify the students based on English skills. The respondents are 397 students who joined the EPrT preparation course in October and November 2018. The 397 students are distributed into 3 clusters, which are 174 students in cluster 1, 116 students in cluster 2, and 107 students in cluster 3. Cluster 1 consists of students with the score below average. Cluster 2 consists of students with the total score above average, but the components score is below average. Cluster 3 consists of students with pre-test total score below average, but the post-test score are above average. Therefore, the EPrT preparation course is suggested to have different levels, instead of one level as now. The course materials are designed to be suitable for students’ initial English skills at each level.

Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums

This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time.

Teaching Materials and CLIL Teaching

The Reform of the Italian school system that came into effect in 2012 introduced CLIL into the upper secondary school curricula. As a result, it has created ad-hoc teacher education programmes for subject teachers to learn to teach their subject in a foreign language using CLIL methodology. This revolutionary step has involved the University Language Centres in the teacher education and it has generated the publication of a large quantity of teaching material (TM) for all school subjects, as well as academic research in this field. It is relevant both for the teacher trainer and for the subject teacher to develop a critical perspective of the TM available. Thus, this article aims to examine the published TM currently available on the market from a methodological viewpoint. The material analysed and the methodology applied here were used in teacher education programmes for future CLIL teachers in which the author of this paper was involved as a teacher trainer of the University of Cagliari Language Centre. Certain critical aspects of language learning, such as comprehensible input and adherence to the 4Cs (communication cognition, content, and culture) of the CLIL methodology framework were carefully considered in the study.

Meeting the Challenges of Delivering Specialised English Language Training for University Staff

The drive for internationalisation in European universities, and the resulting increase in English-taught programmes and international students, is bringing new challenges to university language centres. While many universities now offer linguistic and methodological training to the lecturers involved, it is essential that adequate training is also made available to non-academic staff. In 2015 the University of Padova Language Centre was asked to train administrative staff who deal with international visitors and students, many of whom lack effective communication skills in the local language. The language teachers involved find themselves in a new role, with challenges that differ from those associated with teaching students. This paper discusses how the specific language learning needs of university administrative staff are met by highly qualified and experienced university language teachers. It examines participant feedback and suggests training solutions that could enhance communication within an increasingly international academic community.

Focus on management and leadership in language centres: The needs and challenges of a language centre director

AbstractThe organisational status and the main tasks of a university language centre are given different interpretations in different universities. Some language centres find themselves in a challenging situation where the centre’s existence seems to be at stake, whereas others prosper and find positively encouraging opportunities for the future. All this is reflected in the work of language centre directors across Europe. To discuss these challenges and to further develop the cooperation of directors, a Focus Group on Management and Leadership has been established by CercleS. The aim of the focus group is to create a low threshold-network for directors for sharing challenges and questions and by doing this to provide collegial support in management and leadership issues. The focus group conducted a survey in 2015 to learn more about the management and leadership challenges and the support needs of directors. In this paper, we will discuss the results of the focus group survey. The target is to discern common themes and develop recommendations for directors’ future professional cooperation. There will be a particular focus on sharing experiences and ideas for strategy work, staff development and funding, by creating a supportive professional network. Such a network includes a coaching and mentoring system for directors within the CercleS member language centres. The common theme is empowerment: supporting directors in a collegial framework to share experiences, develop their centres further, and increase their own personal well-being at work.

Recognition of prior learning of English: Test or assess?

Abstract Living in learning societies encourages learning outside the classroom. Alongside this reality, higher education institutions have been incorporating policies and procedures that support recognition of prior learning (RPL). This development means establishing adequate RPL assessment practices. Our empirical study at the Aalto University Language Centre investigates the networked nature of prior learning among RPL seekers as a means to inform the RPL of English assessment. To examine this, we gathered anonymous data on the type and range of prior learning among 273 students seeking RPL of English. This preliminary study showed three elementary prior learning types: work experience, self-study and leisure activities – which primarily involved using English as a lingua franca. To discover and visualise frequently co-occurring activities, we employed data mining. The analysis revealed the networked nature of prior learning of English. Moreover, the common working-life tasks that emerged from the data differ greatly from those in the RPL of English test. The difference implies that a learner-centred assessment, such as a portfolio, would be a better alternative for RPL than formal testing. It also implies that the English curriculum needs to be updated to align it better with industry needs.

English instructors’ motivation levels in Islamic higher education

PurposeThe purpose of this paper is to investigate the motivation levels of non-permanent English instructors (lecturers) in a university language centre (LC) and the factors with regard to what elements sustain their motivation to teach English and to remain in the Teaching English as a Foreign Language (TEFL) profession at an Islamic higher education institution.Design/methodology/approachAn exploratory case study with a purposive sampling technique was employed in this study. Ten instructors (seven females and three males) aged between 26 and 40 years old participated (M = 29.6 year olds). The selected participants in the sample were instructors who had taught between three to nine years at the LC (M = 3.9 years), and interviews were the tools used to collect data.FindingsOverall, LC instructors’ motivation is not internalised or less internalised into their self-concept. This can be seen from the results that show, respectively, instructors’ levels of no internalisation (42 per cent), less internalisation (40.5 per cent), more internalisation (11 per cent) and full internalisation (6.5 per cent). In total, 11 factors were identified: the influence of others, financial benefits, professional development opportunities, schedule flexibility, supportive working environment, social status and acceptance, a stepping stone for career advancement, networking, dedication, challenge and teaching as a calling. In general, it has been found that instructors are more externally than internally regulated or motivated.Research limitations/implicationsThis study only employed interview to collect data and had only ten respondents.Originality/valueData were collected at the LC of an Islamic institution of higher education institution where instructors are non-permanently employed. The LC is a TEFL environment serving about 12,000 students a year. This study, therefore, allows for an understanding of instructors’ motivation in such context.

Preparing adolescent refugees for study and work in the Netherlands: Start-up of an academic pre-Bachelor’s programme

Abstract Since the academic year 2017–2018, the Tilburg University Language Center has been offering an academic pre-Bachelor’s programme for refugee students. This year-long educational programme prepares high-potential refugees for a Dutch- or English-taught Bachelor’s programme at a university. In addition, students prepare for the Dutch Civic Integration Exams. A special part of the pre-Bachelor’s programme is an internship at a company in the Brabant region. This increases the refugees’ chances on the labour market during and after their studies. In this report, the target group and structure of the programme, the way in which the project is financed, and the experiences of the first pilot year are described. The authors also advocate the importance of an academic language and transition year, explain why this task is best assigned to a university language centre, and make recommendations for institutions that want to set up such a language and transition year themselves.

English as a Lingua Franca in the Academic Context: The Role of University Language Centres

English is now the dominant language in the higher education sector in Europe, as can be seen from objective indicators such as the growing number of degree programmes which use English as a medium of instruction. Teaching subjects through the medium of English (English Medium Instruction or EMI) may raise a series of questions and challenges for what concerns the accreditation and training of teaching staff. University language centres can play a fundamental role in helping the academic staff from feeling pushed towards teaching through English without a great deal of training and preparation. The present contribution reports on the activities implemented by the Language Centre in order to assist those members of the teaching staff (lecturers) who are confronted with the inherent challenges of teaching through English on a daily basis, and also highlights possible future avenues of research and instances of best practices.

Éveil aux langues per alunni della scuola primaria: il progetto Musiche dal mondo del CLA-UniTO

This paper aims to present a language awareness project for primary school pupils, namely the Musiche dal mondo: guida all’ascolto delle lingue workshop. The project was carried out by the University Language Centre of Turin University (CLA-UniTO) as part of the larger project Bambine e bambini: un giorno all’Universita promoted by the municipality of Turin. After providing a description of the activity performed, we will discuss its positive outcomes for educating pupils in and through plurilinguism and cultural diversity. The workshop will ultimately prove to be an opportunity for both teachers and pupils to appreciate and highlight the linguistic richness of their class, while satisfying their appetite for foreign languages. This project can therefore be considered as a good example of collaboration between the Language Centre and its local community, thus enhancing Turin University’s engagement in Third Mission activities.

Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador

Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.

Plurilingual expatriate teachers at the university: a ‘Français Langue Etrangère’ case in Italy

ABSTRACTThe article aims at analysing the role of plurilingual expatriate teachers: in fact, the topic of the dynamics of cooperation between native and non-native speaker teachers of foreign languages is empirically investigated in relation to French as a Foreign Language (Français Langue Etrangère – FLE). Learners’ needs will be then considered, along with their training from intermediate to upper intermediate levels and native and non-native speaker teachers’ attitudes. The discussion will focus on the advantages of a balanced cooperation between the two profiles of teachers, insofar as its advantages seem to outweigh its drawbacks. The article highlights the importance of creating mixed teams of teachers to the maximum benefit of students and their preparation, both for exams and their future professional needs by analysing the case of the organisation of FLE teaching at a university language centre over the 2008–2018 decade.

An Analysis of the In-Class Oral Feedback Provided by the Teachers of Turkish as a Foreign Language

Feedback can be defined as the act of providing information to the student regarding their behavior throughout the learning process as well as how much progress has been achieved as a result of such behavior. In other words, it is the communicative process that explains how successful or unsuccessful a student is at a given topic, by providing them with the opportunity of self-assessment and correction. The aim of this study is to specify the in-class oral feedback elements provided by the teachers of Turkish as a Foreign Language, along with the analysis of these feedback types and offering suggestions to those who work in the field. Employing the specific case study method among the existing qualitative research methods, this study involves the 4-week observation of the classes given by the instructors of Turkish as a Foreign Language at Istanbul University Language Center at A1, A2, B1, B2 and C1 levels. The oral feedback provided by the instructors throughout the observation sessions has been noted down and compiled. These feedback items were then analyzed in accordance with Schimmel's feedback classification (1988). Accordingly, these feedback items were classified in four groups as confirmation feedback, correct response feedback, explanatory feedback and bug-related feedback. The results of the study has shown that the instructors preferred mostly the confirmation feedback and the correct response feedback, usually used the confirmation feedback and correct response feedback in combination. On the other hand, the frequency of explanatory feedback decreased as the students' language competence level increased, and the least preferred feedback type was found to be the bug-related feedback.

SUGGESTION ACTS PERFORMED BY ENGLISH INSTRUCTORS OF CONVERSATION CLASS IN LANGUAGE CENTRE OF ANDALAS UNIVERSITY

This study aimed to analyze analyzes suggestion acts that were spoken by English instructors in conversation classes at the Andalas University Language Center. The purposes purposes of this study are are to identify and explain explain the types of speech acts, taxonomies, modifications, and reasons of the instructor expressing the speech. This study is descriptive study which data are taken from two conversation class instructors in language centre of Andalas University This study is descriptive study which data are taken from two conversation class instructors in language centre of Andalas University. The data are in the form of transcriptions, research notes, and interviews. The data are in the form of transcription, research notes, and interviews. The data are in the form of The data are in the form of transcription, research notes,, and interviews. The instruments used are observation sheets, audio recordings,, and interview guidelines. The findings indicate indicate that the two instructors expressed different suggestions at each meeting. The highest intensity of appearance of suggestion acts is is seen in the first meeting of the first instructor and the third meeting of the second instructor. Furthermore, the two instructors also express express the same type of taxonomy/suggestion acts as conventionalized forms. Then, a similar fact is is found from the modified aspect, namely subjectivizer. The reasons reason why the instructor expresses suggestions are are influenced by social distance, power,, and imposition. Based on these findings, it is is implied that the suggestion actions action taken by the instructors instructors are are influenced by the culture of the community and the class context.