Opening the door to language learning
This page descibes all tests that were carried out by all partners during Phase I and II of the project.
Belgium
Phase I
In phase one we tested a distance-learning model, using the virtual learning environment Blackboard. Learners received their lessons through this learning environment, and they submitted their answers also via Blackboard. The languages we used were Italian and Spanish. Spanish learners received 5 units, for the Italian group there were 10 (smaller) units. Approximately 45 persons participated in the test.
Phase II
In phase II we created a conversation club. Twenty persons participated in this model. The language this time was Spanish. We organized six conversation sessions, each lesson took two hours. The sessions were organized in the evening, from 7 PM to 9 PM. The sessions were held in the classrooms of Lessius Hogeschool in Antwerp and led by Spanish Erasmus students, studying in Antwerp for six months or more. The conversation sessions began in February 2004, the last session was held in April 2004. The sessions were followed by a mini-Spanish movie festival in the Community Centre Sint-Andries in Antwerp.
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Hungary
Phase I
With our national collaborators we organised a Language Roadshow for secondary school students in the Eastern part of the country, excluding county centres. Our aim was to show non-traditional ways of learning, leading to being autonomous. We drew attention to self-study availabilities, how to approach different types of materials independently, what are the local self-study opportunities and we also offered some useful language learning web links.
Phase II
This experimental guided and more self-reliant type of distance learning language model targetted deaf and hard of hearing learners with materials specially designed for their needs and skills. The learners worked on an individual basis, regularly taking part in face-to-face consultations with their tutors. Apart from the weekly correspondence, learners were shown other language learning facilities, such as Self Access Centres, relevant websites, and video materials.
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Ireland
Phase I
Our Phase 1 test gave learners the opportunity to teach themselves either French, Spanish or Irish. A self-starter pack was supplied to each learner containing questionnaires and information about independent learning, texts with exercises, and links to online resources for their chosen language. To support the learners and to foster a sense of community among them, advice sessions were available on campus and in an online chat room.
Phase II
In Phase 2, participants taught themselves Irish using televised and pre-recorded video material. Tips on using videos were given in weekly sessions, and learners were encouraged to perform tasks individually and in groups. Contact between learners and advisors was maintained by email.
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Lithuania
Phase I
During phase 1 of the project, we chose to develop and provide Independent Learner Packs to non-traditional learners and resource centres as well as to give support and advice to all those willing to learn a language independently. The overall aim of the activity was to involve as many people interested in learning English independently as possible and at the same time help them plan their study and organise their time. Another aim was to promote the idea of independent language learning in Lithuania (at the same time we aimed to check and gauge the popularity of the idea of independent language learning). One more aim of the activity was to enhance the image of the university as the institution “opening up” for a wider public and giving support for independent language learners.
Phase II
For the phase 2 test (January-June 2004), we created a package to train and develop the skills necessary for university lecturers to function effectively in English in an academic environment, e.g. deliver lectures, handle questions, make presentations, etc. The model developed an independent learning programme, which through activating sessions, provided training in how to become independent and how to cope with the issues of lecturing in English. The institute helped learners with the materials, advice and feedback on their progress.
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Spain
Phase I
We set up a mini Language Resource Centre (LRC) in a Public Library for children and youngsters aged 6-14 in the children’s section of the local library. Our main aims were to promote language learning from an autonomous point of view, to motivate the youngest to language learning, to widen access to resources in different languages, to encourage a higher participation and use and finally to test the response of the general public to a LRC set up in a public library.
Phase II
This model consisted of a Language Advice Surgery for Parents based on distance learning and the development of a language learning website. This model was based upon a teletutorship for parents whose children are at secondary school, and whom they would like to be able to help with their language lessons. This teletutorship was maintained by means of email contact. The website also worked as a source of information for learners and its forum as a meeting point for those interested in language learning at a distance.
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Sweden
Phase I
We tested two internet-based courses of Spanish level 1 and 2 together with our national partner CFL (the National Centre for Flexible Learning). The courses were given as supported distance learning courses at the Adult Section of Alléskolan, Hallsberg and at CFL, Härnösand. We found that the flexibility in distance learning made it easier for more people to learn languages but also that the lack of conversation activities is a problem if you want to practise the language.
Phase II
In the second test phase we decided to develop and test models for including speaking activities in distance learning. We worked out themes for conversation which were used in telephone and videoconferencing in collaboration with the National Centre for Learning. The groups were monitored by native speaking speakers.
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United Kingdom
Phase I
During phase 1 of the project, we worked with the UK HE sector and tested out a number of ways in which Language Resource Centres can provide access to their resources (on the web or in their resource centres) to the local community. Learners were invited to use the facilities of a language centre resource centre, attend sessions with a learning advisor, develop tandem-learning partnerships with other students and use learning support tools such as the European Language Portfolio.
Phase II
For the phase 2 test (January-June 2004), we opened the door outwards and took our resources and language learning advisors out to the general public by working in collaboration with our local public library. We developed a scheme called reActivate your language learning which was aimed at learners who had some language learning experience and who wished to revive their skills. They were given 5 initial sessions during which we looked at learning styles, language learning strategies, resources, self-assessment and goal setting. After this they were put into language-specific groups with a native speaker and met for 6 weeks as a group. They also worked independently to achieve the goals set in their individual plans and supported by a website and by email contact with the project team and the native speakers.
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Contact us
www.llas.ac.uk
Alison Dickens,
Subject Centre for Languages, Linguistics and Area Studies,
University of Southampton,
Highfield,
Southampton, SO17 1BF
UK
E-mail: a.m.dickens@soton.ac.uk
