James A. Coleman and John Klapper
Effective Learning and Teaching in Modern Languages
Within Modern Languages, there is a long tradition of attention to the needs of learners, and of innovation in curriculum matters. This tradition springs partly from an awareness that language learners will always fall short of the skills routinely deployed by native speakers. It is also partly due to the inherent interdisciplinarity, which demands additional support for learning while inhibiting the teacher from settling into a comfortable disciplinary pattern. And in more recent times, innovation has been spurred by the need to attract students who now enjoy a vast choice of university subjects. This book brings together the fruits of that tradition to provide practical assistance for anyone teaching in Modern Languages in higher education. The editors have rightly identiﬁed language learning as their core concern.
A growing proportion of students of Modern Languages are concerned primarily with language learning, especially where language forms only one part of their degree programme, and where they wish to develop a language competence in support of their studies in another discipline. But however focused a learner is on mastering the language, they continually encounter the embeddedness of language in culture and society. This is a challenge, since language is always about something beyond the immediate task of understanding or producing sentences. It is also an enrichment, since the language learner comes to see the world in a more complex way, articulated in a language other than their own.
Language learning provides the context within which students of Modern Languages approach the associated disciplinary areas of linguistics, area studies, literature, cultural studies and business studies. This broad domain stretches over a substantial part of the remit of the UK Subject Centre for Languages, Linguistics and Area Studies, within the Higher Education Academy. Signiﬁcant parts of this remit go beyond the common concern of language students, and would take them into more specialized areas of study. But readers of this book will ﬁnd much to help them in the activities and information resources of the Subject Centre. A particularly valuable resource is the Good Practice
Guide, a collection of commissioned articles by recognized authorities in the ﬁeld. There are frequent references to it in the chapters of this book, and it xis available on the Subject Centre website (lang. Ltsn. Ac. Uk), along with a rich collection of teaching materials, extensive information, news and links related to learning and teaching in the three subject areas.
Modern Languages is one of the most interdisciplinary ﬁelds of study. The core activity of language learning leads away into almost every other ﬁeld of study. Students and teachers are constantly presented with the opportunity to immerse themselves in a neighbouring discipline. The resulting itineraries are a source of renewal for the subject, and I am sure that this book will assist teachers in Modern Languages to navigate the diverse landscape as it changes around them.
How should you be teaching language to your students? What techniques do the best teachers use? Tailored to meet the needs of teachers, lecturers and tutors of Modern Languages, this comprehensive guide will help you to improve your understanding of the subject and will also enhance your practice in the classroom.
Effective Learning and Teaching in Modern Languages offers insights from the latest research into learning and teaching within the discipline, and also outlines innovative teaching techniques, covering all the subjects critical to a lecturer of Modern Languages, including:
- the demands made of students and staff in Modern Languages;
- the ‘four skills’, assessment, grammar, vocabulary and translation;
- technology-enhanced learning;
- residence abroad;
- subdisciplines such as linguistics and business, area, cultural and literary studies;
- professional development.
Providing both a clear overview of the discipline and a wealth of techniques, practical advice and useful resources, this book will be welcomed by lecturers or tutors new to the profession and experienced lecturers wanting to keep up with the latest developments and improve their students’ learning.
James A. Coleman is Professor of Language Learning and Teaching at the Open University. A leading ﬁgure in European language education, he has published widely on language learning in the university context, including individual differences, audiovisual media and new technologies, residence abroad, and language testing.
John Klapper is Professor of Foreign Language Pedagogy and Director of the Centre for Modern Languages, University of Birmingham. He is a National Teaching Fellow and has published on various aspects of language learning and teaching, including immersion, teacher education, methodology and materials development.
Effective Learning and Teaching in Higher Education series Each book in the Effective Learning and Teaching in Higher Education series is packed with advice, guidance and expert opinion on teaching key subjects in higher education.
Current titles in the series include:
Effective Learning and Teaching in Business and Management - Edited by Bruce Macfarlane and Roger Ottewill
Effective Learning and Teaching in Computing- Edited by Alastair Irons and Sylvia Alexander
Effective Learning and Teaching in Engineering- Edited by Caroline Baillie and Ivan Moore
Effective Learning and Teaching in Law- Edited by Roger Burridge, Karen Hinett, Abdul Paliwala and Tracey Varnava
Effective Learning and Teaching in Mathematics and its Applications- Edited by Peter Kahn and Joseph Kyle
Effective Learning and Teaching in Medical, Dental and Veterinary Education-Edited by John Sweet, Sharon Huttly and Ian Taylor
Effective Learning and Teaching in Modern Languages-Edited by James A. Coleman and John Klapper
Effective Learning and Teaching in Social Policy and Social Work- Edited by Hilary Burgess and Imogen Taylor
List of contributors - Foreword by Michael Kelly
Introduction - James A. Coleman and John Klapper
Part I University Modern Languages: Students and staff
1 Modern Languages as a university discipline- James A. Coleman
2 Who are our students and what do they bring fromprevious experience? -Norbert Pachler
3 Where do our graduates go? Languages and careers- James A. Coleman
4 Who teaches our students? University teachers and theirprofessional development - John Klapper
Part II The theory and practice of language teaching
5 Research into language learning -James A. Coleman and John Klapper
6 Curriculum design- James A. Coleman and Elizabeth Hauge
7 The four language skills or ‘juggling simultaneousconstraints’Elspeth Broady
8 Teaching grammar- John Klapper
9 Teaching and learning vocabulary- Paul Meara
10 Assessment in Modern Languages- John Klapper
11 Assessing language skills- John Klapper
12 Using the foreign language assistant- Agnès Gower
13 Translating and interpreting- James A. Coleman and Isabelle Perez
Part III Modes and contexts of university languagelearning
14 Institution-wide languages programmes and non-specialistlearners- Derrik Ferney
15 Residence abroad- James A. Coleman
16 Independent learning- Vicky Wright
17 Distance learning in Modern Languages- Stella Hurd
18 Computer-assisted language learning (CALL) - June Thompson
19 The internet and computer-mediated communication- Sophie Ioannou-Georgiou
20 The effective learning of languages in tandem- Tim Lewis
21 Corpora and concordances- Marie-Madeleine Kenning
Part IV A diverse discipline
22 Cultural Studies- Michael Kellyvi Contents
23 Languages and Business Studies- David Head
24 Linguistics-Rosalind Temple
25 Area Studies-Alison Phipps
26 Literary Studies-Diana Holmes and David Platten
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