REFLESS Project - Languages at Soton - stages and structures
1 like273 views
The document summarizes the history and structure of language education at the University of Southampton. It discusses how language departments merged in 1983 to form the School of Modern Languages. It then describes the development of a 7-stage framework for language competence across 1-4 levels. The stages system aims to accommodate varied entry levels and allow flexible progression. Descriptors differentiate competencies at each stage. While the stages framework has streamlined language education, the university aims to further harmonize assessment and address questions around acceleration and postgraduate work.
REFLESS Project - Languages at Soton - stages and structures
- 1. Languages at Southampton Vicky Wright Director, Centre for Language Study Deputy Director, LLAS 26 May 2011
- 2. Languages at Southampton ● Overview ○ Internal structures ○ Development of Language Stages ○ Planning for the future - issues and questions
- 3. ● Internal Structures ○ Departments of Spanish, French, German + Language Centre merge to form School of Modern Languages (1983) ○ Language Centre delivers languages across the University including English language (teaching only staff) ○ Centre for Language Study (CLS) created within Modern Languages. Delivers Stages 1- 4 to all undergraduates (teaching only staff) (from 2001) ○ CLS (professional language teaching staff) delivers all Language Stages (from 2003)
- 4. ● Internal Structures within Modern Languages 1. UG content curriculum delivered by research active staff in 3 main areas; ■ Linguistics - History, Society and Politics – Literature 2. UG language curriculum delivered by education led staff mapped onto education/research career pathways ■ CLS staff encouraged to carry out pedagogical research (10% of time allocated) 3. Increasingly CLS staff take on management and other strategic roles within Modern Languages
- 5. ● Development of Language Stages ○ Issues to address at the outset: ■ varied proficiency at entry ■ how to cater for the most able linguists ■ progression for native/bi-lingual students ■ ab-initio courses – do learners catch up? ■ harmonisation across languages and across types of provision (full-time, part-time and post-graduate) ■ need for a flexible curriculum ■ catering for smaller numbers of language specialists
- 6. ● Development of Language Stages ○ 7 Stage framework of language competence developed by CLS in 2000/1 ■ descriptors/competencies of national/ international language qualifications and frameworks analysed, e.g. LRS benchmarking statement, CEF, NOS & IELTS ■ descriptors/learning outcomes developed for all languages taught following comparative review of end of year exam scripts and assignments; external examiners consulted
- 7. Language Stages: entry levels A2 A-B Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
- 8. Language Stages: entry levels A2 C-E Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
- 9. Language Stages: entry levels GCSE A-C Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
- 10. Language Stages: entry levels Ab initio Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
- 11. Language Stages: entry levels Ab initio GCSE AS A2 A2 Bi-lingual IELTS A-C A-B C-E A-B 6.5 /NS Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
- 12. ● Development of Language Stages ○ Pattern of teaching ■ Stages 1-7 ■ 3 hours a week (1 oral class) ■ Accelerated courses + non-European languages ■ 4 hours a week ■ Stages 3&4 ■ integrated language skills ■ English language Stages 3-7 for European & International students ■ Stages 1-7 evening classes ■ Graduate Passport (recognising e.g. Taster courses ■ New University-wide “broadening” curriculum initiative for 2012
- 13. ● Development of Language Stages ○ Languages offered ■ English, French, German, Portuguese, Spanish as named components of ML degrees ■ Arabic, Chinese, Italian, Latin, Russian in addition ■ 2011/12 adding Japanese ■ Plus another c 10 languages available through evening programme and taster courses
- 14. Language Stages: progression A2 A-B Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 Year 1 Year 2 RA Year 4 Normal progression is ONE Stage per academic year
- 15. Language Stages: progression A2 C-E Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 Year 1 Year 2 RA Year 4
- 16. Language Stages: progression Ab initio GCSE A-C Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 beginners Year 1 Year 2 RA Year 4 accelerated beginners accelerated 3/4 Year 1 Year 2 RA Year 4 acc. beginner + a related language
- 17. Equivalencies at the end of a Stage… Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7 CEF CEF CEF CEF CEF CEF CEF A2 B1 B2 B2 /C1 C1 C1 /C2 C2 GCSE A2 A2 QAA BS QAA BS Grade A/B Grade C Grade A/B Minimum/typical Typical standards (effective) (fluent) LL LL LL LL LL Mastery Advanced Profic Profic Mastery 17 12 13/14 14/15 16
- 18. Descriptors and differentiation Stage 3 Stage 4 LISTENING LISTENING Understand vocabulary and structures relating to most everyday Understand a wide range of vocabulary and structures relating to most contexts as well as some specialised vocabulary everyday contexts Understand the gist of most spoken language delivered at normal Understand the gist and detail of most spoken language in a range of speed in a familiar accent registers, delivered at normal speed READING READING Understand the main ideas and some implied meanings of texts in Understand the main ideas and most detail in authentic texts in a the most common registers and relating to familiar topics variety of genres without too much effort Extract data and ideas from media texts of general interest with the Accurately extract information, ideas, opinions and hypotheses relating support of reference materials to most general topics and to specialised topics of personal interest SPEAKING: PRODUCTION SPEAKING: PRODUCTION Express ideas and concepts with little hesitation. Successfully present facts and ideas with the help of visual aids. Manipulate language dealing with everyday topics using a range of Manipulate language dealing with everyday topics, using a range of grammatical structures and vocabulary with a fair, if sometimes grammatical structures and vocabulary with a reasonable level of inconsistent, level of accuracy. accuracy. WRITING WRITING Write coherent texts in a limited range of registers on everyday and Write in a variety of common genres in order to communicate some specialised topics information, ideas, concepts and opinions relating to a variety of situations and topics Express facts and concepts clearly using some complex constructions and an appropriate range of vocabulary, but with some Write accurate texts which are cohesive. Use complex grammatical first language interference structures and appropriate vocabulary, still with first language interference
- 19. Descriptors and differentiation Stage 6 Stage 7 WRITING WRITING Write clearly in a range of appropriate styles on Write clearly in a variety of styles and registers complex topics in a range of genres. Express and select the appropriate style for the purpose arguments and conclusions Write fluent and accurate texts where errors Write coherent and accurate texts where and infelicities are unobtrusive and do not errors and infelicities do not compromise the compromise the effectiveness of the writing communicative effectiveness of the writing MEDIATION MEDIATION Translate short written and spoken texts in a Translate short written and spoken texts in a variety of genres from TL into English, variety of genres from TL into English transferring content and style effectively maintaining the content and beginning to Translate short written texts and spoken approximate the style English in a variety of genres into TL, maintaining content and accuracy and beginning to approximate to style and idiom.
- 20. ● Further details ○ Modules = 15 ECTS over 2 semesters ○ Stages deemed to be independent of Year of Study ○ Programme of study dictates the level of study ○ Documentation covers ■ understanding, production, mediation ■ language learning strategies ■ communication strategies ■ language knowledge & awareness ■ knowledge & understanding of TL & culture ■ key skills ■ teaching & learning methods ■ independent learning ■ assessment
- 21. Some 10 years later – some thoughts ● We have done a lot more talking across languages (peer observation, language skills provision etc) ● It has been possible to merge smaller classes ● The Stages framework makes it easier to launch new classes/new languages ● Not as much harmonisation as we would like (review of assessment) ● There are a number of areas we would like to work on e.g. the question of acceleration ● The question of PG work…
- 22. ● Specialist language teaching is appreciated by students (student evaluation; student satisfaction survey) ● Students like flexibility of stages (work at their own level with students of similar level) ● European and International students appreciate the availability of English language courses
- 23. Languages at Southampton ● Planning for the future - issues and questions ○ a coherent language strategy for the University ■ variety of pathways/opportunities leading to increased take up of languages from 2012 ■ greater recognition of the value of linguistic and intercultural competence embedding in the curriculum
- 24. Languages at university ● Planning for the future - issues and questions ● Vicky WRIGHT (vmw@soton.ac.uk)