Rome Seminar Jaroslava Staskova

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Mobility and Language Experience

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Rome Seminar Jaroslava Staskova

  1. 1. Mobility and Language Experience Language centres – support for student and staff mobility? Jaroslava Stašková University of Prešov
  2. 2. <ul><li>Communication in foreign languages identified as one of </li></ul><ul><li>the top key competences for LLL </li></ul><ul><li>f or improving their foreign language necessary to revise the view on the place of language learning (LL) and teaching at tertiary level , </li></ul><ul><li>u niversities expected </li></ul><ul><ul><li>to offer students (and staff?) opportunities for learning new languages , </li></ul></ul><ul><ul><li>prepare them for successful academic mobility or placements </li></ul></ul><ul><li>( irrespective of their field of study or research ) . </li></ul>K ey competences for LLL
  3. 3. <ul><li>RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL </li></ul><ul><li>of 18 December 2006 on transnational mobility within the Community for education and training purposes </li></ul><ul><li>The Charter offers guidance for mobility also with respect to linguistic preparation, e.g.: </li></ul><ul><li>Learning plan </li></ul><ul><li>Before undertaking mobility for education or training purposes, a learning plan, taking account of linguistic preparation , should be drawn up and agreed by the sending and hosting organisations and the participants. ... </li></ul><ul><li>General preparation </li></ul><ul><li>Prior preparation of the participants is advisable, and should be tailored to their specific needs. It should include linguistic, pedagogical, administrative, legal, personal and cultural aspects, and information on financial aspects, as necessary. </li></ul>European Quality Charter for Mobility
  4. 4. <ul><li>Linguistic aspects </li></ul><ul><li>Language skills are important for effective learning, intercultural communication and a better understanding of the host country's culture. Participants, and their sending and hosting organisations, should pay special attention to appropriate linguistic preparation. Wherever possible, mobility arrangements should include: </li></ul><ul><ul><li>language assessment before departure and an opportunity to follow courses in the language of the host country and/or the language of instruction, if different; </li></ul></ul><ul><ul><li>in the host country, linguistic support and advice. </li></ul></ul>European Quality Charter for Mobility
  5. 5. <ul><li>The Bologna process bringing changes to the HE Is in Europe : </li></ul><ul><ul><li>the structure of degree programmes </li></ul></ul><ul><ul><li>(language components included in the core curriculum </li></ul></ul><ul><ul><li>the organisational structure of HEIs (new language centres) </li></ul></ul><ul><li>Prešov University - Institute of Language Competences (2006) </li></ul>HE Reform in Europe
  6. 6. <ul><li>January 2009 </li></ul><ul><li>a working party of directors from 27 language centres, representing universities from 13 countries in Europe met in Wulkow/Brandenburg, Germany. </li></ul><ul><li>“ They met to discuss and define the strategic role of Language Centres at Institutions of Higher Education in the process of Internationalisation of Higher Education in Europe by their expertise in teaching languages, fostering language acquisition, multilingual and intercultural communication, and in the areas of life long learning, employability and social inclusion. ” </li></ul>The Wulkow Memorandum on Language Centres at Institutions of Higher Education in Europe
  7. 7. <ul><li>Some conclusions: </li></ul><ul><li>Language Centres at Institutions of Higher Education play a pivotal role in the development and delivery of effective internationalisation strategies throughout the European HE sector. </li></ul><ul><li>Language Centres at Institutions of Higher Education actively contribute to th e successful implementation of key aspects of the Bologna Process providing the linguistic and intercultural tools for effective mobility. </li></ul><ul><li>Language Centres at Institutions of Higher Education actively contribute to th e successful implementation of key aspects of the Bologna Process providing the linguistic and intercultural tools for effective mobility. </li></ul>The Wulkow Memorandum on Language Centres at Institutions of Higher Education in Europe
  8. 8. <ul><li>Most frequently represented subject fields </li></ul><ul><li>in the Slovak Republic </li></ul><ul><li>Staff Mobility </li></ul><ul><ul><li>Engineering </li></ul></ul><ul><ul><li>Foreign languages </li></ul></ul><ul><ul><li>Business and Management </li></ul></ul><ul><li>Student Mobility </li></ul><ul><ul><li>Business and Management </li></ul></ul><ul><ul><li>Engineering </li></ul></ul><ul><ul><li>Foreign languages </li></ul></ul>Who applies?
  9. 9. <ul><li>Less frequently represented subject fields </li></ul><ul><li>in the Slovak Republic </li></ul><ul><li>Staff Mobility </li></ul><ul><ul><li>Geography </li></ul></ul><ul><ul><li>Law </li></ul></ul><ul><ul><li>Architecture </li></ul></ul><ul><li>Student Mobility </li></ul><ul><ul><li>Geography, Geology, Humanities, </li></ul></ul><ul><ul><li>Communication and Information Technologies </li></ul></ul>Who applies?
  10. 10. <ul><li>Most frequent destinations: </li></ul><ul><ul><li>Germany </li></ul></ul><ul><ul><li>The Czech Republic </li></ul></ul><ul><ul><li>Poland </li></ul></ul><ul><ul><li>France </li></ul></ul><ul><ul><li>reciprocity ... </li></ul></ul><ul><ul><li>language competence </li></ul></ul>Where to?
  11. 11. <ul><li>attempts to be an attractive university to </li></ul><ul><li>international researchers, teachers and students , </li></ul><ul><li>relevant , documents and publications in languages other than Slovak , primarily in English , </li></ul><ul><li>using all tools for successful mobility in both directions (ECTS), </li></ul><ul><li>personal communication and experience. </li></ul>University of Prešov in Prešov
  12. 12. <ul><li>pre-university LL (primary, secondary school, </li></ul><ul><li>language courses, language schools, </li></ul><ul><li>study periods, e.g. US experience) </li></ul><ul><li>in-university LL (language courses in one or </li></ul><ul><li>two languages, CLIL etc.) </li></ul><ul><li>in host university - EILC (where English is NOT the sole language of instruction) </li></ul>Language Learning - Outgoing students
  13. 13. <ul><li>Possibilities for students coming to study in Slovakia: </li></ul><ul><ul><li>1 year language preparation for future BA/MA/PhD students for studying in Slovak, </li></ul></ul><ul><ul><li>using a lingua franca and offering degree courses in a foreign language, </li></ul></ul><ul><ul><li>EILC courses for Erasmus mobility students </li></ul></ul>Less widely used and taught language ...
  14. 14. <ul><li>Staff and students exchanges </li></ul><ul><ul><li>represent an extraordinary professional and personal experience not language stays (!) </li></ul></ul><ul><ul><li>improved foreign language competence a consequence not the main objective </li></ul></ul><ul><li>Participants should have: </li></ul><ul><ul><li>ability to act as good ambassadors </li></ul></ul><ul><ul><li>(personal qualitities – reliability, flexibility ...) </li></ul></ul><ul><ul><li>good professional and language knowledge </li></ul></ul><ul><li>Order of importance? </li></ul>Selection Criteria ?
  15. 15. <ul><li>Language preparation for students </li></ul><ul><li>Language courses (LSP) </li></ul><ul><li>Academic writing in a FL </li></ul><ul><li>Presentation skills in a FL </li></ul><ul><li>Students of all the three cycles – recent focus on PhD students </li></ul><ul><li>Language courses for staff </li></ul><ul><li>Staff – teaching and administrative? </li></ul>Institute of Language Competences PU
  16. 16. <ul><li>Language preparation for incoming students: </li></ul><ul><li>EILC </li></ul><ul><li>Slovak as a foreign language </li></ul><ul><li>all foreign languages taught at PU </li></ul>Institute of Language Competences PU
  17. 17. <ul><li>Koľko jazykov vieš, toľkokrát si človekom. </li></ul><ul><li>The more languages you know, the more of a person you are. (Slovak proverb) </li></ul>Instead of a Conclusion ...
  18. 18. <ul><li>European Quality Charter for Mobility . http://europa.eu/scadplus/leg/en/cha/c11085.htm </li></ul><ul><li>The Wulkow Memorandum on Language Centres at Institutions of Higher Education in Europe. Available at http://www.sz.euv-frankfurt-o.de/de/startsite_news/news1/Newsdoc/The-Wulkow-Memorandum.pdf </li></ul>References:

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