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1 CULP Cambridge University Language Programme 2 CULP  University wide  For non specialist  Not credit-bearing (at the moment)  Integrated-learning.

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Presentation on theme: "1 CULP Cambridge University Language Programme 2 CULP  University wide  For non specialist  Not credit-bearing (at the moment)  Integrated-learning."— Presentation transcript:

1

2 1 CULP Cambridge University Language Programme

3 2 CULP  University wide  For non specialist  Not credit-bearing (at the moment)  Integrated-learning mode of delivery  Focus on oral/aural skills and real-time communication  Aims at enrolling 10 % of the student population (17,000)

4 3 CULP ‘06/’07 figures  Mandarin Chinese, French, German, Spanish, Italian (Arabic and Japanese to come)  1,200 students  20 students per group  20 teachers  4 teaching rooms  Timetable:Michaelmas/Lent ----12 - 7pm Long vacation ---- 10am - 6pm  Fees: £ 50/150

5 4 CULP Enrolments

6 5 CULP Breakdown per language

7 6 CULP Student background  60 different countries of origin  Most from the UK 41%  47 different mother tongues:  English 60%  German/Mandarin 5 %  Greek, Spanish and Russian 3%  French2%  Graduates 51%  Undergraduates 43%  Staff 6%

8 7 CULP Integrated-learning environment F2F classroom & Multimedia interactive materials delivered online

9 8 CULP Delivery Mode of delivery Length of course (45 hrs) Hours F2F weekly Online 115 weeks Michaelmas/Lent 2 hrs1 hr 215 weeks Michaelmas/Lent 1 hrs2 hr 3 intensive3 weeks Long Vacation 2 hr1 hrs

10 9 CULP The classroom environment  20 students  Networked multimedia and DVD capable computers  Audio/video players  White boards  OHP

11 10 CULP The online provision  Interactive multimedia materials designed and produced in-house  Delivered online  Accessible over broadband intra/internet connection

12 11 CULP Multimedia materials: key features  Video/audio input  Language functions (audio)  Activities (comprehension, extension, manipulation & production)  Grammar notes  Cultural notes  Interactive self-test

13 12 CULP Integrated-learning model considerations Pedagogical:  Range of native-speakers production  Authentic multimedia materials  Flexible in time, space and pace (intrinsic motivation)  Caters for a variety of learning styles, needs, proficiency levels… Practical:  Classroom space  Flexibility  Availability of teachers  Accessible 24/7 from anywhere  Conducive to offering smaller languages

14 13 CULP Pedagogical aspects of the two environments  ONLINE  Input  Noticing  Comprehension  Manipulation  (Non)open-ended communication exercises  CLASSROOM  Social aspect  Communication (role-plays → open-ended communication)  Negotiation of meaning

15 14 CULP The Methodology  Communicative  Functional-notional syllabus  Focused on listening and speaking  Based on the LC’s approach of flexible learner support  Integrative (bringing together two learning environments)

16 15

17 16 Junior CULP Aims To offer a flexible, scalable, replicable and sustainable model of language provision in order to bridge the gap in 14 + language-provision. This is an inclusive programme which also aims to help specifically those who are less motivated to continue studying languages at KS4.

18 17 Junior CULP Outline  In collaboration with the DfES (funding)  It is an integrated, face-to-face and online course  Delivered in a flexible way, according to the learning environments and needs of the schools  Students having access to the online materials from home.

19 18  Mode of delivery  Multimedia materials  Methodology  Teachers  Language Centre premises Junior CULP Features

20 19 Junior CULP ‘ 05/’06  6 schools  7 groups  160 students  4 languages  2 levels  Spanish basic - 85 st  Italian basic - 25 st  French / German intermediate - 50 st  ASSET online/paper-based tests (4 skills)

21 20 Junior CULP Emphasis: flexible course delivery  Days at the LC  In the school  whole days  twilight sessions  Work online from home  To suite requirements of the specific schools

22 21 Junior CULP Timetable SchoolF2F hrsOnline hrsTotal hrs Comberton VC7535110 Impington VC482472 Hinchinbrooke Sch583088 Netherhall Sch.50 100 St Ivo Sch.7235107 St Peter’s Sch.583088

23 22 Junior CULP  The European Award for Languages recognises creative ways to improve the quality of language teaching, motivate students and make the best of available resources  Spanish Embassy Language Prize: for the best project involving Spanish

24 23 Junior CULP ‘06/’07  Junior CULP entered the realm of real life  The Language Centre continues to provide the facilities and access to the online materials as well as their teachers (or providing teacher training for local staff)  Schools bear the cost of the teaching and transportation

25 24 Junior CULP  5 schools  160 students  French, German, Spanish and Mandarin  Hub centre in the north-east ‘06/’0 7

26 25 Junior CULP Dissemination  The Dearing Interim Report mentions Junior CULP 4 times and presents it on 1 whole page  Emphasizes the need for “FLEXIBILITY”:  Time, space and pace  Languages  Assessment - ASSETT 4 skills, “whenever ready”  4,000 copies of the Junior CULP DVD

27 26 French for Medics

28 27 French for Medics  Context  Format  Assessment  Aims  Material  Students’ progress

29 28 French for Medics Context  Part of a choice of Student Selected Components (SSC) by the Cambridge School of Clinical Medicine  Over a period of 5 weeks immediately after the Easter break  Full-credit: marks are part of their overall year results  Only course students do over this 5 weeks period

30 29 French for Medics Aims  To understand French used in everyday situations and interact appropriately.  To be introduced to the French used in medical situations and be operational in these.  To be able to use basic descriptive and narrative language, and the language of opinions.  Gaining a greater understanding of French society & culture, especially in a medical context

31 30 French for Medics Format  Maximum of 20 students  GCSE grade A*/A or B required to enrol.  Intensive and integrated  30hrs face to face (7-8 hours a week over 4 weeks)  30 hours of study online.  The F2F sessions are organised in two types:  “input” sessions of 3 hrs with whole group (language presentations, grammar) - 20 hrs  “output” sessions (2hrs) in a group of 8-10 students: role-play, debate, short presentations - 10 hrs

32 31 French for Medics Assessment Group Oral Presentation  Individual marks) of  30mn on an  agreed topic, done in  week 5

33 32 French for Medics Material  French at Your Fingertips (F@YF)  Other interactive, health/medicine specific:  Le don du sang  Médecins sans frontières

34 33 French for Medics Students’ progress  Faster than in the other CULP programmes:  In both the weekly (4 months ) CULP course and the Summer CULP (3 weeks intensive) students are still pursuing their main studies, or work, besides the course  Here students have 5 weeks devoted to language study  Delivery in French: in such an intensive course, students use this opportunity more immediately and fluency progresses faster  The progress was particularly audible in the questions put by the students to the French doctor in week 4, and in their Oral Presentations

35 34 Project Serbia

36 35 Project Serbia Context of the country  Country in “transition”  8 million people  Post-industrial era  Restructuring economy  European integrations  Gearing up for knowledge economy  10 years of isolation

37 36 Project Serbia HE context  Vital role of foreign language education  Graduates need to speak English + another language  Ministry of Education  3 major universities: Belgrade, Novi sad and Niš  Total students 120,000  All need English (to begin with)  Classes - 100 students  Drop-out rate 80%

38 37 Project Serbia HE context  Language teachers teach average 9 hrs per week  Faculty of Law at Belgrade:  5,000 students  1 full-time language teacher  Teachers professionally isolated for a number of years  Very few native-speakers  Educational materials outdated  Model for other countries in region

39 38 Project Serbia The Model  Implement Cambridge University Language Centre multimedia materials  Offer integrated-learning courses for some 20,000+ students a year in the HE sector (first year)  Accessible:  Broadband Internet connection  Open-learning centres  Integrated-learning teacher training programme  Technical personnel training programme

40 39 Project Serbia Economy and politics  Implementation to coincide with  Liberalisation of Internet provision market  Mass introduction of broadband connections  Synergy between educational and business interest  Elections in two months

41 40 Project Serbia Stages  Pilot ‘07  Full implementation year 1 ‘08  Full implementation year 2 ‘09

42 41 Project Serbia Pilot ‘07  Belgrade University  1,000 students  A full week of teacher training in situ + online support  3 days of technical training + online support  Needs analyses  1 PhD student to carry out evaluation  Cambridge LC to host student and 3 staff members over two weeks

43 42 Project Serbia Full implementation  3 universities  20,000+ students  Ongoing teacher training programme  Ongoing tech staff training  In year 3 Cambridge to deliver custom-made applications based on local design

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