PROGRAMME AND ABSTRACTS

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1 PROGRAMME AND ABSTRACTS 4 6 September 2014 Fribourg, Switzerland Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices Sprachenzentren an Hochschulen: Mehrsprachige Profile und Praxis von Mehrsprachigkeit erkunden und gestalten Centres de langues dans l enseignement supérieur: Concevoir et explorer des profils et des pratiques plurilingues Centri Linguistici Universitari: Esplorare e Formare Profili e Pratiche Plurilingui - 1 -

2 Cover photo : Croci&du-Fresne Fotografie - 2 -

3 CONTENTS COMMITTEES... 4 Steering Committee... 4 Programme Committee... 4 Scientific Committee... 4 WELCOME... 5 PLENARY SPEAKERS... 6 ROUND TABLE... 7 GENERAL INFORMATION... 8 CONFERENCE PROGRAMME ORAL PRESENTATIONS Thursday 4 September 2014 (afternoon session) Friday 5 September 2014 (morning session) Friday 5 September 2014 (afternoon session) Saturday 6 September 2014 (morning session) POSTER PRESENTATIONS Friday 5 September ABSTRACTS BY THEMES Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Staff and quality development Policy and policy implementation MAGICC Translation POSTERS INSTITUTIONAL SUPPORT COMMERCIAL EXHIBITORS AND SPONSORS CONFERENCE MAP AUTHOR INDEX A FEW WORDS OF THANKS

4 COMMITTEES Steering Committee Sabina Schaffner Petra Gekeler Stefanie Neuner-Anfindsen Elisabeth Paliot Walter Seiler President, Language Center of the University of Zurich and ETH Zurich Member, Language Centre of the University of Basel Member, Host, Language Centre of the University of Fribourg Member, Language Centre EPF Lausanne (UNIL) Member, Language Competence Centre, Zurich University of Applied Sciences Programme Committee Ueli Bachmann Paulette Bansac Claudine Brohy Anna Dal Negro Daniela Fernando Brigitte Forster Vosicki Petra Gekeler Stephan Meyer Elisabeth Paliot Sabina Schaffner Iris Schaller-Schwaner Language Center of the University of Zurich and ETH Zurich Zurich Language Centre of the University of Fribourg/Freiburg Language Center of the University of Zurich and ETH Zurich Zurich University of Applied Sciences Language Centre of the University of Lausanne Language Centre of the University of Basel Language Centre of the University of Basel Language Centre EPF Lausanne (UNIL) Language Center of the University of Zurich and ETH Zurich Language Centre of the University of Fribourg/Freiburg Scientific Committee Gillian Mansfield Anne-Claude Berthoud Daniela Forapani Marta Genís Anne Räsänen President CercleS University of Lausanne Università degli studi di Parma Secretary General CercleS University of Jyväskylä - 4 -

5 WELCOME Dear colleagues It gives me great pleasure to welcome you all to Switzerland and to the University of Fribourg. The Association of Swiss Language Centres in Higher Education (Fremdsprachenunterricht an Hochschulen in der Schweiz, IG-FHS / Enseignement des langues dans les Hautes Ecoles en Suisse, GI-ELHE, and the Language Centre of the University of Fribourg) are honoured to host the 13th CercleS International Conference in Fribourg, Switzerland, on 4-6 September The European Confederation of Language Centres in Higher Education (CercleS) has been promoting interaction and cooperation between different institutions involved in language teaching in Europe since 1991, bringing together language centres, departments, institutes, faculties and schools in higher education whose main responsibility is the teaching of languages. The conference theme, Language Centres in Higher Education: Exploring and Shaping Plurilingual Profiles and Practices, reflects the important role of language centres in higher education in 7 areas: 1. Teaching methodologies, learning, and media 2. Plurilingualism for academic and professional purposes 3. Assessment and alternative forms of assessment 4. Staff and quality development 5. Policy and policy implementation 6. MAGICC - Modularising Multilingual and Multicultural Academic Communication Competence 7. Translation and terminology management What I hope you will remember the CercleS 2014 conference for is not only its academic programme, but also the friendly atmosphere of the university and its staff, the lively discussions at the sessions and the Round Table, the inspiring keynotes, the beautiful old town of Fribourg, the social programme and the smooth organisation of the conference. As you probably will agree, a successful conference is not only about academic exchange. It is also and maybe even more importantly about meeting colleagues and friends and making new acquaintances. On behalf of the conference organizing committee: Welcome to Fribourg, and enjoy the conference! Sabina Schaffner President of IG-FHS - 5 -

6 PLENARY SPEAKERS In his role as State Councillor, CHARLES BEER was responsible for the department of public education, culture and sport. In this capacity, he was also a member of both the Swiss Conference of Cantonal Ministers of Education (EDK) and the Inter-cantonal Conference of Public Education for French- and Italian-speaking Regions of Switzerland (CIIP). He developed a language policy within the framework of the Swiss harmonisation process (HarmoS) and worked to introduce a curriculum for the French-speaking region (PER). This included establishing cantonal measures to consider the place of Latin and the role of the native languages of pupils with migrant backgrounds. At the level of postcompulsory education, he extended the range of bilingual Matura programmes at Swiss high schools and developed a teacher training programme within the framework of the PER. He was also a strong advocate of language exchanges. On December , the Federal Council has appointed Charles Beer as new President of Pro Helvetia. ALEXANDRE DUCHÊNE is Professor of Sociolinguistics at the University of Fribourg and Director of the Institute of Multilingualism at the University of Fribourg/University of Teacher Education, Fribourg. His research investigates the links between language and social inequality, political issues pertaining to linguistic minorities, multilingualism in the new globalised economy, as well as the role played by linguistic competences in processes of social selection (at school, in the workplace, etc.). His numerous publications include: Ideologies across Nations (2008, Mouton de Gruyter), Discourses of Endangerment (with Monica Heller, 2007, Continuum), Langage, genre et sexualité (with Claudine Moïse, 2010, Nota Bene), Language in Late Capitalism: Pride and Profit (with Monica Heller, 2012, Routledge) and Language, Migration and Social Inequalities (with Melissa Moyer and Celia Robert, 2013, Multilingual Matters). Alexandre Duchêne is President of the Francophone Network of Sociolinguistics (RFS) and Vice President of the Swiss Association for Applied Linguistics (Vals- Asla). UTE SMIT is Associate Professor of Applied Linguistics at the Department of English Studies, University of Vienna. Her current research and publications focus on English as a lingua franca, English-medium instruction at the tertiary level and content-and-language-integrated learning. She has also published on teacher education, motivation in language learning and English in South Africa. Currently, she is a member of an international research project on Language and content integration: Towards a conceptual framework (ConCLIL), financed by the Academy of Finland. Her major publications include Integrating Content and Language in Higher Education (AILA Review 25, ed. with Dafouz 2012), English as a Lingua Franca in Higher Education (2010), Language Use and Language Learning in CLIL Classrooms (ed. with Dalton-Puffer 2010), Empirical Perspectives on CLIL Classroom Discourse (ed. with Dalton-Puffer 2007), A New English for a New South Africa? Language Attitudes, Language Planning and Education (1996) - 6 -

7 ROUND TABLE CLAUDINE BROHY was raised multilingually in Switzerland. Originally trained as a language teacher and later as a sociolinguist, she currently teaches linguistics and German as a second/foreign language at the bilingual University of Fribourg/Freiburg, where she also serves as teacher trainer for CLIL. She has participated in cantonal, regional, national and international committees and working groups in the areas of language policy and language rights, language teaching, multilingual concepts, bilingual education, and popularising scientific ideas about multilingualism. Her research interests include the evaluation of multilingual school models, diglossia, language planning, minorities, language contacts at large, and, more generally, the interface between institutional, social and individual multilingualism. FRANK HEYWORTH has been a programme consultant with the ECML for the last ten years and coordinated a number of ECML projects related to teacher training, to project management and quality assurance. His publications for the ECML include «A Guide to Project Management» and «the Set up and Organisation of Innovation in Language Education». After studying English and Education at Oxford, he taught English in adult and higher education in Scandinavia, Iran, Germany and France and worked for the British Council in Ghana and Nigeria as an Adviser on language teaching, before joining the Eurocentres Foundation in Switzerland as, successively, Head of Schools and Director General. He was a Founder of Eaquals and until recently on the Eaquals Board. He has written widely on applications of the CEFR and on quality in language education and made frequent presentations to professional conferences. LEON DE STADLER is the director of the Stellenbosch University Language Centre in South Africa. The Centre provides a wide array of services in support of language policy, including a variety of language and communication courses, writing lab support, reading development, terminology development, translation and other language services, and educational interpreting. Leon de Stadler specialises in the fields of language planning and management and document design. In 2002 he led the development of a new language policy for Stellenbosch University; in the same year he also established the Language Centre. Since then he has been actively involved in the evolution and management of language policy as well as in language planning at his institution. Since 2012 ISABELLE JACOBI has been the director of the political radio programme Echo der Zeit on SRF Radio, where she also acts as a producer. The forty-five year-old journalist has been with SRF for fifteen years, of which three years as a freelance correspondent in New York. She studied at Pepperdine University in California and received her degree from the University of Bern, where she studied English and American Literature and Swiss History and Theater. While in New York, she also earned a certificate in Business Administration from Columbia University

8 GENERAL INFORMATION Conference venue The conference is being held in the University of Fribourg and will take place in several buildings located on the campus Misericorde (Avenue de l Europe 20, 1700 Fribourg). Map of Fribourg There is a map of Fribourg in your conference bag. Registration and information desk Registration takes place at the conference office in the Hall of Honour of the Aula Magna (MIS 01). The office will be open: Thursday Sept. 4th: 08:00 20:00 Friday Sept. 5th: 08:00 18:00 Saturday Sept 6th: 08:00 12:00 Secretariat Artefact Management ltd liab. co Rue des Epouses 3, 1700 Fribourg Switzerland T. +41 (0) info@cercles2014.org - 8 -

9 Access to conference The name badge that you receive upon registration entitles you to enter all session rooms and to enjoy complementary coffee and lunch services arranged for participants. We kindly ask you to wear the badge at all conference events. Additional tickets should be shown for access to the Reception and Conference Dinner. These will be included in the personal envelope that you receive upon registration. Internet access Internet access has been arranged for all delegates. Access codes are available in the conference bags. Food and drink Lunch, drinks and snacks during the morning and afternoon breaks and the Welcome reception are included in the registration fee. Conference assistants There are conference assistants ready to help delegates and to provide technical assistance in the session rooms. Liability By registering for the conference participants and exhibitors agree that neither CercleS 2014, the Organising Committee nor the Conference secretariat assumes any responsibility for damage or injury to persons or property during the conference. Participants and exhibitors are advised to organise their own health, travel and personal insurances. Conference dinner The conference dinner takes place on September 5th, 19:30 22:00, in the centre of the city of Fribourg, close to the cathedral located on the Place de Notre-Dame 4 (Grenette Room on the first floor of the Punkt Restaurant). Punkt Restaurant Grenette Room - 9 -

10 CONFERENCE PROGRAMME Wednesday 3 September CercleS Executive Committee Meeting MIS10 (2.01) Thursday 4 September Registration Hall of Honour CercleS Coordinating Committee: meeting and elections MIS10 (2.01) Focus groups meetings MIS03 (misc.) Guided city tour (optional, free) Hall of Honour Opening session Aula Magna Plenary lecture (F/E; slides in E) Language work in the new globalized economy: between precarization and banalization Alexandre Duchêne, Professor of sociolinguistics, University of Fribourg Aula Magna Coffee + Swiss Language Centres presentations Hall of Honour Parallel sessions Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Staff and quality development Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence MIS10 ( ) MIS10 (3.16) MIS03 (3028) MIS03 (3027) MIS03 (3026) MIS03 (3000B) Reception Hall of Honour Friday 5 September 2014 Swiss film evening (optional, free) Sister (F, subtitles in E) Direction: Ursula Meier (2012) MIS02 (Cinema room) Registration (continues) Hall of Honour Plenary lecture (E; slides in E) English-medium education: plurilingual and intercultural practices in multilingual university settings Ute Smit, Associate Professor of Applied Linguistics, Department of English Studies, University of Vienna Aula Magna Coffee + Poster presentations Hall of Honour Parallel sessions Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment MIS10 ( ) MIS10 (3.16) MIS03 (3028)

11 Staff and quality development Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Translation and terminology management MIS03 (3027) MIS03 (3026) MIS03 (3000B) MIS03 (3025) Lunch Hall of Honour Parallel sessions Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Translation and terminology management MIS10 ( ) MIS10 (3.16) MIS03 (3028) MIS03 (3026) MIS03 (3000B) MIS03 (3025) Coffee + Poster presentations Hall of Honour Round table (E) The challenges of multilingualism Claudine Brohy, Lecturer of German as a foreign language and linguistics, University of Fribourg, Switzerland Frank Heyworth, Programme consultant, European Centre for Modern Languages of the Council of Europe, Switzerland Leon de Stadler, Director of the Language Centre, Professor in Document Analysis and Design, University of Stellenbosch, South-Africa Moderation: Isabelle Jacobi, Broadcast journalist, Swiss National Public Radio SRF Aula Magna CercleS General Meeting Aula Magna Conference Dinner La Grenette room Saturday 6 September Parallel sessions Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Policy and policy implementation MIS10 ( ) MIS10 (3.16) MIS03 (3028) MIS03 (3026) Coffee Hall of Honour Plenary lecture (F, slides in E) Geneva and multilingualism: the role of a language policy, reality or illusion? Charles Beer, President of Pro Helvetia, Former State Councillor Geneva Aula Magna Closing Aula Magna

12 ORAL PRESENTATIONS Thursday 4 September 2014 (afternoon session) Teaching methodologies, learning and media Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Room MIS10 (1.16) MIS10 (1.13) MIS10 (3.16) MIS03 (3028) Conv. Marie Hanzlíková Daniela Fernando Thomas Vogel Sara Cotelli Joachim Schlabach, Eeva Boström Plurilinguale Mitarbeiter für die internationale Geschäftskommunikation Libor Štěpánek Creative approach to language teaching: theory and practice Anton Ledergerber, Douglas MacKevett Two cases for transformative CLIL in tertiary education Jeannette Regan A dance of learning: encounters between a teacher and her students that sparked the creation of materials and methods Samantha Gouyette Compétences spécifiques et travail collaboratif à travers un wiki Hana Katrňáková Students selfdriven videoconferencing classes contents, organization, feedback and selfassessment (a lesson for a teacher) Pauli Kudel, Hans- Joachim Schulze Potential und Herausforderungen eines Moodle- Kurses Robert Helán, Pavel Sedláček The implementation of media literacy in English language teaching: learning to think critically in the Web 2.0 age Maurizio Gotti Plurilingualism and code-switching in English-medium education for academic and professional purposes Iris Schaller- Schwaner The habitat factor in ELF(A) and English for plurilingual academic purposes Patrick Studer, Paul Kelly Preparing for English-medium instruction in higher education: the role of communicative awareness Cristina Perez- Guillot, Julia Zabala Delgado Language competence exams: needs analysis Cristina Perez- Guillot, Asuncion Jaime Pastor Analyse des tâches de compréhension orale B2 des examens de vérification linguistique CertAcleS Dagmar Vrběcká Speaking and its testing - influence of new trends in testing Satu Tuomainen Recognition and assessment of nonformal and informal learning of ESP at the University of Eastern Finland

13 Thursday 4 September 2014 (afternoon session) Staff and quality development Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Room MIS03 (3027) MIS03 (3026) MIS03 (3000B) Conv. Alena Hradilová Ruth Tobias Manuel Célio Conceiçâo Richard Rossner Supporting language teacher development: the role of the European Profiling Grid Ruben Comadina Granson, Cristina Irún Chavarría MFL in the Netherlands: weathering the Anglo-Dutch storm Brigitte Forster Vosicki Modularising Multilingual and Multicultural Academic Communication Competence: rationale and purpose of the MAGICC project Berna de Boer Quality and commitment of freelance teachers at the Language Centre of the University of Groningen (the Netherlands) Carola Rewell, Johanna Manner-Kivipuro Teaching development project - how did we grow professionally? Daniele Lazzeri Lernszenarien für einen mehrsprachigen Kontext von den Studierenden zu den Dozierenden Anje Dijk International classroom a language centre perspective Andrea Koblížková Role of language centre in university strive for higher ranking John Morley Non-specialist language learning in UK higher education Anne Räsänen, Teija Natri Towards the MAGICC conceptual framework Brigitte Forster Vosicki The MAGICC conceptual framework: a basis for the development of graduates multilingual and multicultural communication profiles María Luisa Pérez Cavana, Cornelia Gick, Bärbel Kühn MAGICC scenarios: learning opportunities for the development of academic multilingual and multicultural competence Marina Allal Innovative aspects of the MAGICC pedagogical scenarios: concrete examples

14 Friday 5 September 2014 (morning session) Teaching methodologies, learning and media Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Room MIS10 (1.16) MIS10 (1.13) MIS10 (3.16) MIS03 (3028) Conv. Richard Abplanalp Marie Hanzlíková Ben Haymond Heidi Rontu Daniela Fernando, Edgar Marc Petter, Sibylla Laemmel, Hans Schütz, David Stamm Mehrsprachige Unterrichtsansätze im Spannungsfeld zwischen Lehr- und Lerntradition, Fachcurriculum und Praxisorientierung am Sprachenzentrum einer Mehrsparten- Fachhochschule David Bowskill Zwei Sprachen mit einer Klappe? Two languages for the price of one? Due lingue al prezzo di una? Anikó Brandt, Sigrid Behrent eportfolioarbeit für Lerner und Dozenten: ein Praxistest Anthony Stenton The automatic annotation of lexical stress patterns in film scripts for foreign language teaching and learning. An innovative syllabifier for improving listening perception and oral production Jean-Philippe Coen, Mercedes Iturrizaga Pratiques et réflexions didactiques sur les dimensions (inter)culturelles d un cours de «langue & cinéma» (B2-C1) en français et en espagnol Marcus Grollmann Teaching English for Specific Purposes (ESP) to 1st language English speakers Kari K. Pitkänen, Cintia Widmann Etchemaite, Tuula Lehtonen, Michele Simeon, Sandro Amendolara, Vincent Kirby, Roy Siddall Developing a modular approach to academic writing courses for Englishmedium Master's degree students Hana Němcová Collaborative learning in a science-based language course Robert Helán Encoder-messagedecoder: invoking the communication model for teaching academic writing Stephan Meyer Which competences and resources must plurilinguals mobilise? Revisiting the framework of reference for pluralistic approaches to languages and cultures Alberta Biasiolo, Dietlinde Ebeling Construire ensemble: comment évaluer la compétence de la communication interculturelle

15 Friday 5 September 2014 (morning session) Staff and quality development Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Translation and terminology management Room MIS03 (3027) MIS03 (3026) MIS03 (3000B) MIS03 (3025) Conv. Michael Dejong Andrea Koblížková Marina Allal Julia Harvey Dorothee Rückert Mehrperspektiven- Evaluation als Chance und Instrument für Qualitätsentwicklung Hana Reichová, Alena Hradilová Wie kann die Leitung eines Sprachenzentrums professionalisiert werden? Heidi Rontu, Petra Gekeler, Marta Estellea Clota, Raija Elsinen, Daniela Forapani, Jolanta Wielgus Coping with challenges a managerial perspective Denyze Toffoli, Samah El Khatib University student plurilingual profiles in a French frontier city: a quantitative approach Jolanta Wielgus, Ewa Jurkiewicz- Sękiewicz The influence of the language centre multilingual policy on the development of the university, exemplified by teaching Asian languages María Luisa Pérez Cavana Developing language awareness through multilingualism: the MAGICC project Estelle Meima, Jeroen van Engen Become familiar with MAGICC s assessment criteria and grids Julia Harvey The Translation Focus Group and Tuning 2014 and beyond Sabine Nunius (Translation) terminology management as a policy challenge demands, obstacles and (possible) solutions Fiona Kelso Diversify, specialise or both? Recent experiences at the UAB translation service

16 Friday 5 September 2014 (afternoon session) Teaching methodologies, learning and media Teaching methodologies, learning and media Teaching methodologies, learning and media Plurilingualism for academic and professional purposes Room MIS10 (1.16) MIS10 (1.13) MIS10 (1.04) MIS10 (3.16) Conv Claudine Brohy Mobilitätsstudierende lernen Deutsch an einer zweisprachigen Universität - Plurizentrik und Mehrsprachigkeitsdidaktik Libor Štěpánek Craig Hamilton GSP: Evidencebased pedagogy in English writing courses Kris Buyse, Meritxell Uriel Dictionaries and writing tasks: a perfect marriage? Maria Del Carmen Arau Ribeiro Kari K. Pitkänen, Johanna Vaattovaara, Tuula Lehtonen Encouraging research-based teaching development what, why, and how? Monika Schumacher Subjektive Theorien von C2+- Lernenden: Der Wunsch nach maximaler Sprachbeherrschung ein Widerspruch zur postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf? Mariana Jo Bisset, Barbara Goedeke Integrated learner support through language advising; initial experiences and considerations at Padova University Language Centre Muriel Hemmi Raphaël Noir, Ruben Gomez The Ça joue! project: facilitating integration of future students into a new linguistic environment through autonomous e- learning Maurizio Gotti Fabienne Quennet, Nicola Jordan Fach- und Berufssprache Medizin: Wie viel(e) Sprache(n) müssen Mediziner können? Martha Voyiatzi, Irma Endres Français-allemand pour les juristes: deux concepts pour répondre aux mêmes besoins. Comment optimiser les cours de langue de spécialité en milieu universitaire? Anne-Maria Kuosa Integration im Fremdsprachenunterricht nur ein Traum oder schon Wirklichkeit?

17 Friday 5 September 2014 (afternoon session) Assessment and alternative forms of assessment Policy and policy implementation MAGICC: Modularising Multilingual and Multicultural Academic Communication Competence Translation and terminology management Room MIS03 (3028) MIS03 (3026) MIS03 (3000B) MIS03 (3025) Conv. Raija Elsinen Stephan Meyer Martin Beck New developments in oral language exams a look at key aspects Johann Fischer, Marianne Broermann A task-based approach to teaching and assessment at beginners level?! Leon De Stadler, Sabina Schaffner Understanding and managing language attitudes: scourge or opportunity? Part 1 Leon De Stadler, Sabina Schaffner Understanding and managing language attitudes: scourge or opportunity? Part 2 Alexander Imig, Noriko Nagai, Fergus O Dywer Implementation of language policy: CEFR driven changes in Japan Liliana Szczuka- Dorna Jürgen Friedrich, Maria Fernandez- Toro, Dorota Zarnowska, Patricia Kohler MAGICC academic eportfolio media support for developing and documenting multilingual and multicultural academic communication competences Cornelia Gick, Patricia Kohler Implementierung der Resultate des MAGICC-Projekts an der zweisprachigen Universität Freiburg/Fribourg: Was bringt das Projekt? Wo liegen die Stolpersteine? Julia Harvey Bert Keurentjes Translation: providing added value and overcoming external competition

18 Saturday 6 September 2014 (morning session) Teaching methodologies, learning and media Teaching methodologies, learning and media Teaching methodologies, learning and media Room MIS10 (1.16) MIS10 (1.13) MIS10 (1.04) Conv. Fiona Dalziel Anikó Brandt Raphaël Noir Urszula Kamińska Writing a technical language coursebook how to face this challenge Valeria Buttini, Claudia Ricci Una nuova grammatica dell italiano L2 tra intercomprensione e approccio contrastivo Noriko Nagai, Takayuki Nakanishi, Keiko Okada, Seiki Ayano What should be explicit in explicit grammar instruction? Maria Del Carmen Arau Ribeiro Public speaking: best practices for teaching this highly relevant language competence Frank Kauffmann Deutsch im realen Kontext Stephan Meyer, Valérie Blondel, Beatrice Mall- Grob Cours de conversation à l'université : entre structure et spontanéité Konversationskurse an der Universität: zwischen Struktur und Spontanität Conversation courses at university: between structure and spontaneity Jue Wang-Szilas, Claudia Berger Online language and culture exchange integrated in language curriculum: reflection from a course designer s perspective Anna Schröder-Sura, Bärbel Kühn CEFR and ELP facing new needs: developments and perspectives

19 Saturday 6 September 2014 (morning session) Plurilingualism for academic and professional purposes Assessment and alternative forms of assessment Policy and policy implementation Room MIS10 (3.16) MIS03 (3028) MIS03 (3026) Conv. Barbara Althaus Naomi Shafer Regina Mügge Franck Bouquet Dispositif hybride et collaboratif pour l enseignement d une compétence universitaire en français Fergal Bradley Investigating the interview: interview organisation and the role of the interviewer in English language exemption tests at the University of Helsinki Language Centre Johann Fischer, Nicole Wolder Bewertungsraster zum Testen der produktiven Fertigkeiten im handlungsorientierten Kontext Fergus O Dwyer, Mark de Boer Approaches to assessment in CLIL classrooms Leon De Stadler The evolution of a multilingual language policy: a South African case study Peter Skrandies Multilingualism and the LUCIDE network: any lessons for university language centres?

20 POSTER PRESENTATIONS Friday 5 September & Hall of Honour Maria Del Carmen Arau Ribeiro, Daniela Forapani, Jaana Franti, Elisabeth Paliot Creating the CercleS professional experience in conferences and events:results of ongoing work by CercleS focus group 8 Brigitte Forster Vosicki Modularising Multilingual and Multicultural Academic Communication Competence: the MAGICC project Marie Hanzliková New LAP exam at the Faculty of Arts, Charles University Jean-Philippe Hashold A bilingual course is not rocket science! Yveta Linhartova Translation and interpreting at language centres Laimdota Ločmele Developing the strategies of reading judgements of the European Court of Justice in the course of legal English Laila Niedre Die Problematik der Beurteilung von Fachsprachenkompetenzen im Fachsprachenkurs Deutsche Rechtssprache an der Universität Lettland, Riga Eva Šrámková Motivation als wesentliches Element bei der Aneignung der Fachsprache im Bereich der Rechtswissenschaft Johanna Vaattovaara, Ullamaija Fiilin, Jaana Jokinen Becoming a multilingual expert by obtaining a bilingual degree at the University of Helsinki

21 ABSTRACTS BY THEMES Notes: - The language of the abstract is the language of the presentation. - The language of the summary is the language of support material. Teaching methodologies, learning and media Creative Approach to Language Teaching: theory and practice Štěpánek Libor (lstep@fss.muni.cz), Masaryk University This paper presents a newly developed method, a Creative Approach to Language Teaching (CALT), with the aim to offer a practice-oriented insight into the approach and into corresponding shifts in roles of teachers and learners in the academic environment. A fusion of creativity-related theories - organic system curriculum change (K. Robinson), system models (M. Csikszentmihalyi), lateral thinking (E. de Bono), divergent thinking (J.P. Guilford), community of practice (Lave, J. and Wenger, E.) and holistic approach to experiential programme development (Krouwel, B.) - was applied in the action research method in nine different courses in English, Czech, Spanish and French in the period. Course syllabi, activities, students work and feedback were analysed and compared to non-calt courses. Our findings indicate that teachers using CALT prefer adopting roles of language facilitators, guides and advisers to maintaining traditional hierarchically justified authoritative positions. They tend to share negotiated responsibilities with the rest of the learning community-of-practice and create a more flexible and dynamic learning environment. Students exposed to CALT, on the other hand, usually become natural co-authors and actively engaged creators of learning activities. Results of this pedagogical practice confirm that Creative Approach to Language Teaching enriches personal teaching styles, fosters autonomous learning and encourages flexibility of language courses across disciplines and languages. There, however, continues to be a need for research regarding its effectiveness potential and optimum balance between CALT and non-calt methodologies. La communication se fixe pour objectif de présenter une approche créative de l'enseignement des langues (ACEL). Cet aperçu pratique met l accent sur des changements des rôles d enseignant et d apprenant dans les domaines de compétences et d'activités, de matériels didactiques et de conception des cours. Les résultats obtenus au cours des années prouvent que l'acel enrichit les styles d'enseignement personnel, favorise l'apprentissage autonome et encourage la flexibilité des cours de langue dans toutes les spécialités et langues. Two cases for transformative CLIL in tertiary education Ledergerber Anton (anton.ledergerber@hslu.ch), Lucerne University of applied sciences and arts MacKevett Douglas PURPOSE: Despite a recent surge in the literature and a flurry of conferences on CLIL in tertiary education, little attention appears to have been devoted to achieving the full potential of transformative CLIL. This is understood to occur when adults change the way they interpret their experiences and actions, opening themselves to alternative frames of reference and thus transforming how they make meaning of the world. Language practitioners in tertiary education seem to content themselves with the approach of secondary education, which focuses on the skills necessary to perform a pragmatic function and on the normative constraints on the function in a foreign culture. Our study tries to remedy this neglect of deep learning and true intercultural competence

22 METHOD: Two heuristic case studies were conducted to explore transformative CLIL on the example of Swiss business school students in a taught-in-german bachelor degree course. In one case students learnt how to present in English, in the other how to negotiate in English. RESULTS: An approach to CLIL in tertiary education which focuses on transformative learning is not only desirable but actually achievable under the circumstances described in our study. This may have far-reaching implications for the institutional context in which foreign languages are taught and for the instructional design of such modules. CONCLUSIONS: If tertiary CLIL adopts a merely skills-based and normative approach, practitioners risk foregoing recognition among students and faculty alike. Thus, we recommend conceptualizing foreign language learning in tertiary education as content-based modules, integrating them into the non-language curriculum as closely as possible. Trotz der Aktualität von CLIL im Tertiärbereich scheint die Frage, wie das volle transformative Potential des Ansatzes auszuschöpfen ist, wenig Beachtung zu erhalten. Dabei würden Erwachsene durch transformativ ausgestaltete Lernprozesse befähigt, eigene Vorannahmen oder Denkweisen kritisch zu reflektieren und zu verändern. Die vorliegende Studie zeigt anhand von zwei Fallstudien an der Hochschule Luzern Wirtschaft auf, wie dieses transformative Lernen und echte interkulturelle Kompetenz über eine enge Integration des Fremdsprachenunterrichts ins universitäre Fachcurriculum erreicht werden kann. A dance of learning: encounters between a teacher and her students that sparked the creation of materials and methods Regan Jeannette (jregan@bluewin.ch), University of Fribourg Language learning can be thought of as a dance in which both learners and teachers take steps to which the other responds. This presentation will consider the importance of this dance of learning within higher-education language centers to spark creativity in staff as they design materials and methods. The language centers of the Universities of Lausanne and Fribourg have shaped language learning and policy in Switzerland and Europe since the late 1980s. In part, each of these hubs has been able to do so because they provided the setting in which encounters between and among their center s staff and researcher/instructors were facilitated. The latter in turn encountered students who responded to the materials and methods offered. The presentation will chronicle, as an example, the process of the presenter s dance of learning at both centers. The presenter has been able to take one small step at a time, using action research and action learning to adapt her teaching to students emerging needs for academic English, their heterogeneous backgrounds, and their diverse disciplines. She has also taken a number of steps to collaborate with instructors of several languages and of other disciplines to develop more appropriate materials and learning environments. The presentation s focus will be specific and practical, showing how specific encounters prompted the development of materials and methods and the use of opportunities to contribute to the development of teaching language for students in other disciplines. L apprentissage d une langue pourrait être considéré comme une danse au cours de laquelle l enseignant(e) et l apprenant(e) prennent tour à tour le contrôle des pas. Cette présentation envisagera cette danse d apprentissage dans le contexte universitaire. La présentatrice/enseignante se concentrera sur les rencontres qui l ont amenée, dans un processus de recherche action, à mieux adapter son enseignement aux besoins émergeants des étudiant(e)s qui fréquentent ses cours d anglais scientifique, à l Université de Lausanne ou de Fribourg

23 Compétences spécifiques et travail collaboratif à travers un wiki Gouyette Samantha University of Lausanne Dans le contexte académique internationalisé actuel, les étudiant-e-s ont besoin de compétences spécifiques et académiques en anglais. Les centres de langues (Cdl) doivent relever ce défi et offrir des modules répondant à ces besoins. Cette présentation se propose d'examiner le module: «Comprendre et analyser des textes scientifiques en sciences infirmières en anglais» pour des étudiant-e-s en Master en sciences infirmières n ayant pas un niveau B2 conçu par Cdl de l Université de Lausanne pour répondre au besoin de ce public cible spécifique. Le défi du cours est multiple: un niveau hétérogène (A1/A2-B2) et un mélange de 1ère et 2ème années avec donc une expérience en méthodologie scientifique variable. Se pose alors la question de savoir quelles compétences développer? Au niveau langagier, des stratégies de lecture, de la méthodologie scientifique? Mais aussi, quels supports utiliser? Pour tenter de répondre à ces enjeux, un wiki de classe a été créé. Il s'agit d'un véritable espace de collaboration et de réflexion sur l apprentissage: les étudiant-e-s s entraident pour arriver à une compréhension collective par des «discussions», pour coécrire des résumés d articles et documenter leur apprentissage dans un journal. Ils/elles sont actifs/-ves et autonomes mais peuvent compter sur l expérience des autres. L enseignant-e devient facilitateur/-trice en donnant du feedback, éclaircissant les incompréhensions et encourageant la discussion. En cours, les étudiant-e-s travaillent différentes stratégies de lecture et des outils langagiers nécessaires pour comprendre la structure d un texte scientifique. Cette présentation a pour but d échanger des idées pratiques face aux demandes spécifiques. Offering courses which develop specific and academic skills is a challenge which Language Centres must face. Let s exchange practices! This presentation will talk about the module Understanding and Analysing Scientific Articles in English in Nursing Sciences created for 1st & 2nd year Master students in Nursing Sciences with an English level ranging from A1/A2-B2. The aim was mainly to develop reading strategies. A class wiki was created as a space in which to collaborate and reflect. Collaborative discussions to co-write article summaries and learning diaries were two uses of this wiki. Students self-driven videoconferencing classes contents, organization, feedback and selfassessment (a lesson for a teacher) Katrňáková Hana (Hana.Katrnakova@law.muni.cz), Masaryk University Masaryk University Language Centre has been actively involved in teaching students in a virtual classroom via videoconferencing (VC) for a number of years with their partners at the Helsinki University Language Centre and Aberystwyth University. Whereas Czech and Finnish students are usually in a homogeneous class, students at Aberystwyth University are Erasmus students, so they provide a rich source for learning about intercultural differences in communication. Although the Czech students are given a mini-lesson in specific features and differences in communication across cultures, their first-hand experience has more validity for them. The presentation will describe one type of VC focusing on the role of students, who are given a lot of independence by the teacher in preparing the contents of lessons, their control before, during and after VCs and management of the group. The presentation will share students feedback and their selfevaluation of their learning outcomes based on qualitative questionnaires and individual feedback. Students used a closed Facebook group for the whole virtual class for preparing sessions, but when the class natural leaders needed to activate others, they created another group and switched into their mother tongue and managed to engage also the passive students into preparation. The teacher s role was to observe and in the most urgent cases to interfere

24 The feedback provided by students showed their learning outcomes and the lesson they learnt for the future. Das Zentrum für Sprachenausbildung der Masaryk-Universität befasst sich schon eine Reihe von Jahren mit dem Unterricht per Videokonferenz, besonders mit den Partneruniversitäten in Helsinki und Aberystwyth. Der Beitrag beschreibt Videokonferenzen mit Erasmus-Studenten in Aberystwyth. Diese Konferenzen waren für die homogene Gruppe tschechischer Studenten eine wertvolle Quelle, um sich interkultureller Unterschiede in der Kommunikation bewusst zu werden. Insbesondere war es ein Test, wie der Unterricht zu organisieren, zu führen und zu bewerten war, in welchem die Studenten maximale Freiheit genießen und der Lehrer in den Hintergrund tritt. Der Beitrag resümiert ebenfalls die Ergebnisse des qualitätsbezogenen Fragebogens der Studenten. Potential und Herausforderungen eines Moodle-Kurses Kudel Pauli Aalto-Universität Helsinki Schulze Hans-Joachim In unserer Präsentation beziehen wir uns auf Sektion 1(Lehrmethoden, Lernen und Medien) und dort auf neue Rollen von Lernenden/Lehrenden und die Weiterentwicklung der Didaktik. Vorgestellt wird das Projekt eines Landeskundekurses auf dem Open-Source- Kursmanagementsystem Moodle. Der Kurs richtet sich an Studierende dreier verschiedener Fachrichtungen der Aalto-Universität Helsinki: Ingenieur-, Wirtschafts- sowie Design- und Kunststudierende. Unter Beachtung der jeweiligen Lernziele waren wir bestrebt, einen passenden didaktischen Mix der unterschiedlichen Lehr- und Lernmethoden zu erstellen. Der Anspruch des Kurses besteht darin, autonomes Lernen und den Präsenzunterricht didaktisch sinnvoll miteinander zu verbinden. Lernerautonomie wird im Sinne einer verstärkten Zuständigkeit für das eigene Lernen gefördert. Die zunehmende Selbstverantwortung und ihre Förderung gehören auch zum strategischen Konzept unserer Universität. Die Lernaktivitäten weisen im Sinne konstruktivistischer Lernansätze ein hohes Maß an Autonomie, Authentizität und Kooperation auf. Anhand des Kursmaterials möchten wir aufzeigen, wie wir autonomes Lernen einsetzen, wie sich die Studierenden jeweils auf die nächste Unterrichtseinheit vorbereiten, und wie sich das im Präsenzunterricht bewährt. Durch Blended Learning-Visionen kann man das Lernmaterial mit seinen abwechslungsreichen Aufgabenstellungen gewinnbringend in das didaktische Gesamtkonzept einbinden. Daraus ergibt sich ein bedeutender Mehrwert, z. B. durch Online-Diskussionen, interdisziplinäres Verständnis dreier Fachrichtungen und Schulung von interkulturellem Verständnis. Damit orientieren wir uns an den Herausforderungen eines modernen Fremdsprachenunterrichts hinsichtlich kommunikativer und Medienkompetenz, selbständigem und kollaborativem Lernen sowie kultureller und fachlicher Authentizität. Our presentation introduces a new type of cultural studies course accessible via the Moodle e-learning platform. Tailored for the varied needs of engineering, business and design students at Helsinki s Aalto University, the course employs a mix of different learning and teaching strategies, combining autonomous units with face-to-face modules. Meeting contemporary language tuition challenges, the course is designed to foster communicative competence, media literacy, intercultural understanding, interdisciplinary cross-fertilization and efficient usage of online learning tools

25 The implementation of media literacy in English language teaching: learning to think critically in the Web 2.0 age Helán Robert Masaryk University Sedláček Pavel The paper discusses the merits of employing media literacy strategies (via analyzing e.g. manifest, latent, and cumulative messages contained in the media) in the context of teaching English as a foreign language (TEFL). These strategies help students acquire the ability to distinguish mediated from real images of people, places, and cultures. Specifically, it reports on an interdisciplinary collaboration between a language instructor and media specialist in organizing a content- and language-integrated course for MA students called Theory and Methods of Genre Analysis, held at Masaryk University, Faculty of Social Studies. The theoretical part of the paper deals with the definition of the concepts of media literacy and Web 2.0 in relation to TEFL. The practical part illustrates the ways media literacy can be used for the development of students critical thinking skills in the Web 2.0 age as an important part of language education. It is argued, in line with Quinlisk (2003), that by helping our students become more media literate we simultaneously help them become more successful as language learners. Der Beitrag befasst sich mit der Ausnutzung der Medienkompetenz, insbesondere im Unterricht Englisch als Fremdsprache. Konkret informiert er über interdisziplinäre Zusammenarbeit zwischen einem Fremdsprachen-Lektor und einem Medienspezialisten, die einen Kurs an der Masaryk Universität vorbereiten, der sowohl Sprachkenntnisse, als auch spezielle Kenntnisse im jeweiligen Fach erweitern soll. In dem theoretischen Teil versuchen die Autoren, die Begriffe Medienkompetenz und Web 2.0 zu definieren. Im praktischen Teil werden die Formen der Ausnutzung der Medienkompetenz präsentiert, die kritisches Denken in einem Zeitalter von Web 2.0 entwickeln, das einen wichtigen Bestandteil des Fremdsprachenunterrichts darstellt. Mehrsprachige Unterrichtsansätze im Spannungsfeld zwischen Lehr- und Lerntradition, Fachcurriculum und Praxisorientierung am Sprachenzentrum einer Mehrsparten- Fachhochschule Fernando Daniela (daniela.urank@zhaw.ch), ZHAW Zurich University of Applied Sciences Laemmel Sibylla, Petter Edgar Marc, Schütz Hans, Stamm David Mehrsprachigkeitsdidaktik als konsequente Weiterentwicklung des kommunikativen und interkulturellen Ansatzes im Sprachunterricht umzusetzen ist gegenwärtig ein Desiderat, das im Fachhochschulalltag an seine Grenzen stösst. Zum einen beschränken Komplexität, Zeit- und Inhaltsdichte der Studiencurricula und die auf sprach- oder fachspezifischen Unterricht ausgerichtete Modulorganisation die Umsetzung in die Praxis. Zum anderen ergibt sich ein breites Spannungsfeld im Bereich neuer Lernenden- und Lehrendenrollen, die erst definiert und erprobt werden müssen. Ausgehend von der Fragestellung, wie mehrsprachiges Denken und Handeln bei Studierenden und Dozierenden gefördert werden können, begibt sich ein Dozierendenteam in diesem Beitrag auf Schnittstellensuche und unternimmt folgende Praxisschritte: Eine Umfrage basierend auf gängigen Sprachportfoliofragen und den Deskriptoren des Referenzrahmens für plurale Ansätze zu Sprachen und Kulturen (ECML, Graz) soll die Haltung, das Bewusstsein und die Voraussetzungen in Bezug auf Mehrsprachigkeit bei den Studierenden erheben. In einem zweiten Schritt wird anhand der Umfrageergebnisse und erster Erfahrungsberichte aus sprachübergreifendem Unterricht (z.b. mehrsprachige Unterrichtseinheit Französisch-Englisch im Studiengang Organisationskommunikation, zweisprachige Projektschiene Englisch-Deutsch im Studiengang Energie- und Umwelttechnik, englische Übungsbegleitung zu deutschsprachiger Vorlesung im Studiengang Pflege, Mehrsprachigkeitsdidaktik in den CAS-Lehrgängen für LehrerInnen DaF/DaZ) ein Leitfaden für Sprachdozierende erstellt, welcher Erkenntnisse aus den Pilotprojekten zusammenfasst, mögliche Schnittstellen aufzeigt, neue Rollenbilder und Zielsetzungen beschreibt und damit zum vernetzten, d.h. sprach- und fachübergreifenden Unterricht anregen soll

26 Based on the results of a student survey and pilot projects, this paper seeks to explore challenges and constraints in the practicability of plurilingual language teaching across the multifaceted range of study programmes at a university of applied sciences. Notre équipe s est proposé de relever le défi d un enseignement multilingue au sein d une université des sciences appliquées. Afin d encourager d autres expériences plurilingues, nous présenterons des recommandations concernant leur mise en pratique dans un contexte institutionnel marqué par de fortes contraintes organisationnelles. Zwei Sprachen mit einer Klappe? Two languages for the price of one? Due lingue al prezzo di una? Bowskill David (david.bowskill@spz.hu-berlin.de), Humboldt-Universität Berlin Multicultural Issues/Argomenti Multiculturali An English/Italian bilingual course at the Language Centre of Humboldt University Berlin. The presentation deals with a successful attempt (according to tutor and student evaluations) to implement a bilingual project course at a university language centre. The idea for this course came from the tutors experience of attending each other s language courses as students. The example of the trilingual course Communicating in a multilingual environment offered at Basel University Language Centre inspired the tutors to put their ideas into practice. This presentation will introduce and critically evaluate the development and initial delivery (in winter semester 2013/14) of a B2 CEFRlevel course in English and Italian at Humboldt University Berlin. The focus of the course is on the promotion of multilingualism, flexilingualism and intercultural competence. The success of the following course objectives will be evaluated: - the simultaneous use and development of two languages within one course - putting the concepts of multilingualism and multiculturalism into practice - providing added value in terms of experience and knowledge for both students and teachers - the analysis, comparison and discussion of aspects of British and Italian society with the aim of using the differences as a resource in contributing to the development of multilingual and multicultural European citizens Il contributo vuole presentare i risultati di un corso sperimentale bilingue italiano e inglese tenutosi al Centro Linguistico della Humboldt Universität nel Gli obiettivi perseguiti sono: l uso simultaneo e lo sviluppo di due lingue in un unico corso esercitando la capacità di code switching, mettere in pratica il concetto di multilinguismo e multiculturalismo, infine analizzare, discutere e comparare aspetti delle due società con lo scopo di valorizzare le differenze e trasformarle in risorse che contribuiscono allo sviluppo di cittadini europei multilingui e multiculturali. eportfolioarbeit für Lerner und Dozenten: ein Praxistest Brandt Anikó (brandt@uni-bremen.de), Universität Bremen Behrent Sigrid EPOS ist ein auf Basis des ESP am Fremdsprachenzentrum Bremen entwickeltes eportfolio. Es schöpft das epotenzial von Portfolios aus, ist leicht anwendbar und wird ständig technisch und didaktisch weiterentwickelt. EPOS ist klar auf Mehrsprachigkeitsförderung angelegt: Lernende nutzen ein Portfolio für verschiedene Sprachen sowie Lernkontexte und können diese miteinander verknüpfen. Somit kann es einen lebenslangen Lernprozess abbilden

27 Nach einer kurzen Einführung in EPOS stellen wir zwei Einsatzbereiche vor: (1) Lernportfolio in Sprachkursen und Selbstlernprogrammen Anhand klar illustrierter und erprobter Beispiele aus verschiedenen Sprachkursen und einem begleiteten Selbstlernprogramm zeigen wir, - welche EPOS-Elemente sich besonders eignen, Mehrsprachigkeit und Lernerautonomie zu fördern und - wie diese sprach- und lernkontextübergreifend Studierende motivieren, bedürfnisorientiert Kompetenzen in mehreren Sprachen zu erwerben. Wir berücksichtigen Rahmenbedingungen sowie Reaktionen von Lernenden und Lehrenden, ziehen Schlussfolgerungen für den weiteren Einsatz in kurs(un)abhängigen Kontexten der Hochschulsprachausbildung und zeigen auch Grenzen auf. (2) Lehrportfolio in der Weiterbildung von Sprachlehrenden EPOS kann auch als Lehrportfolio eingesetzt werden. In einem am Zentrum für Sprachlehre/ Universität Paderborn erprobten Konzept reflektieren Lehrende ihre Lehrpraxis, schätzen mit einem auf der Basis von EPOSA entwickelten Raster ihre Sprachlehrkompetenzen ein, verschaffen sich einen Überblick über ihre Aus- und Weiterbildung und sammeln selbst erstellte Materialien sowie Evaluationsergebnisse. Alle Beispiele liefern Anregungen, wie sich die Akzeptanz von Portfolioarbeit und damit die für das lebenslange Sprachenlernen notwendige Autonomie bei Studierenden und Lehrenden langfristig verbessern lässt. The talk outlines the practical use of EPOS, an eportfolio based on the ELP and developed for learning in different contexts. Clear examples illustrate which elements are particularly useful to motivate and support language learners who need guidance in accordance with their needs and across different contexts (e.g. classroom work or self-learning programs). Another focus is on its use in a teacher development program. EPOS allows teachers to keep track of their qualification and set personal goals for further training. The examples show how to enhance the acceptance of portfolio work. The automatic annotation of lexical stress patterns in film scripts for foreign language teaching and learning. An innovative syllabifier for improving listening perception and oral production Stenton Anthony (anthony.stenton@gmail.com), Université Toulouse The CNRS-sponsored authoring system SWANS (2006), Synchronised Web Authoring Notation System, was among the first to offer on-screen annotation of syllables in film scripts together with sound/text synchronisation, as a technique for handling defective L2 listening perception and as a means of improving oral production by raising awareness. Different textual colours, animation and modifications of typographical size were combined to highlight the presence of stressed syllables and weak vowel sounds thereby improving short-term memorisation. SWANS has been tested widely in several languages for self-study in CercleS centres and presented in Stenton et al. (2005, 2008, 2010, 2013). Sound/text synchronisation in particular has been found to inhibit Mother Tongue Interference (MTI). MTI is a linguistic variant of cognitive bias (Kahneman, 2002) because of its systematic nature and its resistance to change. Progress in oral communication, including Cognitive Bias Modification (CBM), was achieved in controlled conditions. We present a 2013 breakthrough for L2 learning: a syllabifier for the automatic annotation of stressed syllables and weak vowels. SWANS uses an indexed American dictionary and SAMPA. Syllabic annotation times have been reduced from 10 minutes a page to a few seconds. SWANS has been adapted for distance learning on web-based platforms including tablets and smart phones. Automatic stress pattern annotation removes an important psychological barrier to the teaching of lexical stress patterns for inexperienced or reticent teachers. It promotes networked teacher training and on-line sharing between language centres of

28 textual annotations adapted to different kinds of L1 interference, such as Chinese, Arabic and underresearched European languages. Teachers can define stress rules with more confidence. Le système auteur SWANS (TCAN-CNRS, 2006) se situe parmi les premiers à offrir annotations syllabiques et synchronisation son/texte pour combattre le biais cognitif lié à l interférence de la L1 dans la perception auditive et la production orale d une L2. Une innovation majeure introduit annotation syllabique automatique: quelques secondes par page à la place de 10 minutes. Nous présentons cette percée, un dictionnaire indexé et SAMPA. L annotation automatique enlève un obstacle important à l introduction de l étude des schémas accentuels et améliore la formation continue des enseignants. Pratiques et réflexions didactiques sur les dimensions (inter)culturelles d un cours de «langue & cinéma» (B2-C1) en français et en espagnol Coen Jean-Philippe (jeanphilippe.coen@sprachen.uzh.ch), University of Zurich / ETH Zurich Iturrizaga Mercedes Le cinéma de fiction est un bon instrument pour sensibiliser l apprenant-e aux aspects culturels d une langue: histoires, personnages, dialogues, paysages, autant d éléments permettant d affiner la perception qu on peut avoir d un espace linguistique. Au Sprachenzentrum de Zurich, un cours de «langue et cinéma» a lieu parallèlement en espagnol et en français. Il s adresse à un public B2-C1, majoritairement germanophone, d étudiant-e-s, de doctorant-e-s et de collaborateur-trice-s de l Université et de l ETH. Pour être pertinent didactiquement, ce cours répond à des critères spécifiques: ni art & essai ni produit commercial, les films présentés doivent être assez «familiers» à l apprenant-e pour lui donner le plaisir de l apprentissage, mais suffisamment «curieux» pour mériter son attention soutenue. 1. Dans cette présentation, l accent portera sur les pratiques et les réflexions qui guident les enseignant-e-s dans leurs choix de films: - Faut-il privilégier les films récents ou les classiques? Quels genres cinématographiques retenir? Pourquoi? - Faut-il pré-définir des thématiques pour illustrer telle dimension culturelle spécifique? Faut-il, au contraire, imaginer que l aspect culturel émergera d un choix de films déterminés selon d autres critères? Comment permettre des regards culturels croisés? 2. Il s agira aussi d examiner les travaux d apprentissage qui permettent aux participant-e-s de mesurer, à travers réflexion personnelle ou collective, les spécificités culturelles. Si le français et l espagnol - deux langues au vaste rayonnement - permettent de développer une réflexion commune, on constate pourtant que la mise en valeur des aspects culturels les plus significatifs ne sollicite pas forcément les mêmes instruments d apprentissage dans l une et l autre langue. Fiction films constitute an excellent tool to display and work on intercultural aspects in a language class. At the Sprachenzentrum of Zürich (UZH/ETH), a Language and Cinema (B2-C1) course is taught both in French and in Spanish.This course responds to specific didactic criteria: films chosen must be approachable and interesting. This presentation will: 1. Explore practises and reflections that guide teachers on the film selection process. 2. Analyse the most outstanding learning processes, of both French and Spanish courses, in order to enable a perception of intercultural specificities. Teaching English for Specific Purposes (ESP) to 1st language English speakers Grollman Marcus (m.l.grollman@rug.nl), University of Groningen Internationalization is now a reality for many working for university language centres. One of the results of this process at the University of Groningen is the growing number of first language English speakers enrolled in English for Specific Purposes student courses, offered by the English Section of the Language Centre (English for Law, English for Business, etc.). None of these students are granted exemption and they must complete an English programme in order to qualify for study credits. Student resistance and resentment could be a problem for teachers. How can the teacher motivate these

29 students to participate actively and positively in course programmes and workshops? How can we channel the expertise and experience that they may be able to offer to their second-language colleagues? How can we ensure that course curricula challenge mother-tongue speakers in a positive and developmental way? In this presentation, I will share the experiences we have had in Groningen, the solutions we have found and the resources we have developed to challenge, motivate and involve this growing group of students. Eine zunehmende Anzahl Studenten mit Englisch als Muttersprache ist innerhalb von ESP- Programmen in studiengangrelevante Kurse eingeschrieben. Dies stellt eine Herausforderung für die Dozenten des Sprachenzentrums dar. Wie können wir diese Studenten in unseren Kursen herausfordern, motivieren und einbeziehen? Wie können wir ihre möglichen Ressentiments überwinden? In diesem Workshop werden Lösungen und Ideen präsentiert, die von der englischen Abteilung des Sprachenzentrums an der Universität Groningen entwickelt wurden. GSP: Evidence-based pedagogy in English writing courses Hamilton Craig (craig.hamilton@unibas.ch), University of Basel An effective writing pedagogy is one that is based on evidence. For example, the pedagogical practices that Dean (2010) discusses are all based on research in education and composition. As I explain in my presentation, many of these practices can be used effectively to teach English writing courses to international university students and they can be combined to form what I call the GSP method (Genre, Style, Practice) for teaching writing courses in English to international university students. First, students study models and analyze genres to learn about genre conventions in their disciplines. Students thus gain explicit knowledge of what they can do as writers in certain situations. Student achievement also depends on reaching a specific product goal (e.g. an IMRAD article) by the end of the course. Second, students analyze problematic passages in published articles in order to diagnose and solve problems related to information structure in English prose. Students may improve their own sentence combining skills and paragraph organization techniques in this manner. Finally, the classroom philosophy promotes writing as a process, one that involves collaborating with peers in person (or online) to get feedback from them and to respond to it. This allows students to not only use summarization skills but to also get practical workshop experience. As I explain, the GSP method is based on research by Swales (1990), Gross (1996), Green (2013) and Williams (2014), among others. It is also the basis of a scientific writing textbook (Hamilton, in preparation) aimed at young scientists around the world who write articles in English. Based on more than six years of experience at the University of Basel, I conclude my presentation with the point that the GSP method is flexible and effective. Dans ma communication, je propose une méthodologie pour enseigner l'anglais écrit à partir du niveau C1. La méthodologie GSP (pour genre, style, et pratique) suit les pratiques pédagogiques aux Etats-Unis (Dean 2010), des pratiques fondées sur la recherche en didactique de l'anglais écrit. GSP s'inspire également d'autre recherches (Swales; Greene; Gross; Williams et Bizup) sur la rhétorique de la science et sur la stylistique. Dans ma communication, je parle des mes six ans d'expérience avec GSP à l'université de Bale, qui ont donné naissance à un manuel pédagogique (Hamilton, en prép.)

30 Dictionaries and writing tasks: a perfect marriage? Buyse Kris (kris.buyse@arts.kuleuven.be), KU Leuven Uriel Meritxell In Michael East (2008) a number of questions are raised concerning the usefulness of dictionaries in writing tasks. Although his studies yielded interesting (qualitative) results, several dictionary-related parameters were not tightly controlled. In the present investigation, we measured the effect of the availability of the online version of a translating dictionary on the performance of native speakers of Dutch on a timed writing task. Data were gathered from classes of English, French, German and Spanish in higher education. In a first session, students were trained in using the dictionary by means of piloted looking-up exercises. In a second session, students wrote a 300-word summary of a Dutch text in the foreign language and were asked to include translations for a number of target items. One subgroup had access to the dictionary, another did not. A vocabulary levels test was taken by all students. Data consisted of the score on the vocabulary levels test, the lexical richness of the writing task, and the score on the target items. Students were asked to provide information about which words they had looked up (dictionary group), and which of the target words they did not know (non-dictionary group). Preliminary analyses of the EFL-data confirm East s finding that there is no significant effect of the use of the dictionary on the lexical sophistication of the students writings as measured by RANGE, nor on the scores on the target items. However, the results are not the same for all languages involved. Therefore, after a brief introduction to the findings by East (2008), we will present our own research questions and conclusions based on a first analysis of the data of English and Spanish. East, Michael (2008). Dictionary Use in Foreign Language Writing Exams. Amsterdam/Philadelphia: John Benjamin Dans l étude proposée, nous avons tenté de cerner dans quelle mesure la consultation (ou non) du dictionnaire bilingue Van Dale pouvait avoir un impact sur la performance des néerlandophones confrontés à une tâche d écriture délimitée dans le temps. L expérimentation concerne différents groupes de langue étrangère (l espagnol, l anglais, le français et l allemand). Après avoir brièvement présenté les résultats de East (2008), nous exposons nos questions de recherche et les hypothèses avancées ainsi que les conclusions basées sur une première analyse des données recueillies. Encouraging research-based teaching development what, why, and how? Pitkänen Kari K. (kari.k.pitkanen@helsinki.fi), University of Helsinki Lehtonen Tuula, Vaattovaara Johanna Teacher engagement in and with research are considered to benefit a teacher s professional growth. However, teachers are often faced with practical obstacles that prevent this type of growth, for example, lack of time and money. In addition, there are other barriers in the workplace culture, such as non-collaborative culture and leadership attributes (see Borg 2010: ), which need to be overcome in order to beat the practical barriers of research engagement. Our presentation focuses on how teacher-research has been encouraged and supported at the University of Helsinki Language Centre (LC), a unit with a strong teaching profile. We also briefly discuss the role, forms and importance of research in the Language Centre context. Especially in the past three years, the LC has systematically promoted research-based teaching development by establishing an inter-unit structural framework that encourages collaboration and supports the various levels of research and development activities inherent in the LC. One approach the LC has taken is the series of University Pedagogy courses offered to both teachers and other academic staff; others include regular research seminars and publications series. These activities support one another and are linked to other activities promoting research and development at the LC

31 Reference: Borg, Simon (2010). Language teacher research engagement. Language Teaching, 43(4): Engagement in und mit Forschung von Lehrenden wird als Gewinn in ihrer beruflichen Entwicklung betrachtet. Lehrende sind jedoch oft mit Hindernissen, etwa Zeit- und Geldmangel, konfrontiert, die diese Form der Weiterentwicklung behindern. Unsere Präsentation soll zeigen, wie Forschung durch Lehrende am Sprachenzentrum der Universität Helsinki, einer Institution mit starkem Lehrprofil, unterstützt und gefördert wurde. Dabei werden auch die Rolle, Formen und die Bedeutung von Forschung an Sprachenzentren besprochen. Subjektive Theorien von C2+-Lernenden: Der Wunsch nach maximaler Sprachbeherrschung ein Widerspruch zur postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf? Schumacher Monika ZHAW Zurich University of applied sciences Deutschlernende, die die höchste Stufe im Europäischen Referenzrahmen erreicht haben, lernen danach oft weiter. Einerseits wollen sie so das erreichte Niveau halten, andererseits ihre Kompetenzen noch weiter ausbauen oder an individuellen Defiziten arbeiten, um die Fähigkeit zu einer hochkompetenten Sprachverwendung und -reflexion zu erlangen. Unsere Studierenden auf dem Niveau C2+ lernen Deutsch meist als Tertiärsprache nach einer ersten Fremdsprache und sind meist äusserst erfahrene Fremdsprachenlernende. Sie verfügen über ein ausgeprägtes Bewusstsein und Wissen über die deutsche Sprache und den eigenen Sprachenlernprozess. Es kann daher angenommen werden, dass die Lernenden interessante Aussagen zur Bedeutung der eigenen und kontextuellen Mehrsprachigkeit für ihre individuelle Lernbiographie machen können. Ist die Mehrsprachigkeit auf einem fast muttersprachlichen Niveau relevant bei der Arbeit an Wortschatz und grammatischen Strukturen, und falls ja, welche Rolle messen ihr die Lernenden bei? Wie identifizieren sie sich mit den von ihnen gesprochenen Sprachen und welche Reaktionen erhalten sie von der Umgebung? Zu diesen und weiteren Fragen zum Schwerpunkt Mehrsprachigkeit in der eigenen Lernbiographie reflektierte eine Gruppe von C2+- Lernenden in einer Befragung. Die Daten wurden anschliessend qualitativ ausgewertet und aus ihnen Subjektive Theorien rekonstruiert; ein Vorgehen, das der Multiperspektivität der Thematik sehr gut Rechnung trägt und dabei der Einzigartigkeit der Einzelfälle gerecht wird. Die Ergebnisse sollen hier präsentiert werden. Learners of German as a foreign language on a C2 level often wish to continue their studies in order to reach a level of native-like proficiency. These learners have gained a deep insight into processes of learning German and a great awareness and knowledge of the language itself. For this presentation, C2+ learners were asked about the impact of personal and contextual multilinguality on their own learning biography and their identy. Form the collected data, subjective theories were reconstructed and are here presented. Integrated learner support through language advising; initial experiences and considerations at Padova University Language Centre Bisset Mariana Jo (marianajo.bisset@unipd.it), Università degli Studi di Padova Goedeke Barbara The University Language Centre at the University of Padova provides language courses for students of all disciplines and with a wide range of needs. Over the years, the number of students having to deal with a language requirement has increased exponentially, while the teaching personnel and general resources have struggled to keep up. Catering to all of the various needs, expectations, time commitments and background experience of the students poses quite a challenge. Fostering autonomy in learners by aiding them to develop skills related to self-management, self-monitoring and self-assessment (see Benson 2001) can help face this challenge, both in practical terms, as a way of

32 easing the strain on the teaching potential of the institution, and, for the learners themselves, enabling them to take their learning onto a more meaningful and long-term level (see Holec 1981, and Little 1995). To this end, the Language Centre is setting up a Language Advising Service. As part of this service, language advisors are available to support learners and help them to build awareness and make informed decisions about their own learning (see Gremmo 1995). Three of the Language Centre s language teachers (English, German and Spanish) participated in an online course through the Universidad Nacional Autónoma de México for Language Advisors in Self-Access Centres. In this presentation we will briefly describe our experience and the immediate effects of the training course on our work both within and outside the classroom, providing support and guidance for students. The discussion on some of the benefits and the challenges of setting up a Language Advising Service within our university context will be based on the initial advisory encounters. Il Centro Linguistico dell Università di Padova, per venire incontro alle richieste crescenti e diversificate dei propri studenti, ha deciso di incrementare l autonomia nell apprendimento linguistico supportando lo sviluppo delle abilità legate all autogestione, al monitoraggio dei propri progressi e all autovalutazione. A tale scopo sta sviluppando un servizio di Language Advising, grazie alla formazione specifica avuta dall Universidad Nacional Autónoma de México. Questa presentazione descrive l esperienza dei primi incontri avuti con gli apprendenti. The Ça joue! project: facilitating integration of future students into a new linguistic environment through autonomous e-learning Noir Raphaël (raphael.noir@epfl.ch), Université de Lausanne Gomez Ruben The "Ça joue!" project was developed by a group of teachers of French as a Foreign Language at the University of Lausanne between 2010 and The aim was to provide non-french-speaking students, before their arrival in Lausanne, with the possibility of studying both the structures of the language (level A1 of the CEFR) and various sociocultural aspects of life particular to the Frenchspeaking area of Switzerland. It is a didactic self-study tool based on 10 situations relevant to academic life in Lausanne and incorporates different complementary study aids, namely videos, audio files and interactive exercises. The objective is to reply to learners needs in as practical a manner as possible, and at the same time take into account students highly-varied profiles. The site systematically provides English translations (and numerous elements in Spanish, too). In order to provide a comparative view of the most significant linguistic aspects of French, it also includes several short videos of language professionals describing (in L1) their own French language-learning experiences. Comments by Mobility students widen the field to include a focus on intercultural understanding and there are more videos further illustrating the cultural context via examples of nonverbal communication. The site thus proposes a comprehensive overview of the study of French. In addition, multiple means of access to the resources on offer confer an appropriately active role on today s internet-smart learners. Wie bereitet man allophone Mobilitätsstudierende im Vorfeld auf einen Auslandsaufenthalt vor? Das Projekt Ça joue! geht ganz konkret auf Bedürfnisse nicht-frankophoner Lerner ein, die nach Lausanne kommen möchten. Diese Selbstlernplattform bietet soziolinguistische und interkulturelle Erklärungen in Bezug auf vielfältige Situationen des Alltags und des akademischen Lebens und überträgt dem Lerner durch den Zugang zu vielfältigen Ressourcen eine aktive Rolle, die den Gewohnheiten von Internet-Nutzern entspricht, in dem gewohnte Lerndimensionen aufgebrochen werden

33 Mobilitätsstudierende lernen Deutsch an einer zweisprachigen Universität - Plurizentrik und Mehrsprachigkeitsdidaktik Brohy Claudine (claudine.brohy@unifr.ch), University of Fribourg Mobilitätsstudierende, welche an der zweisprachigen Universität Freiburg/Fribourg Deutsch als Fremdsprache mit dem Zielniveau A1 lernen, haben ein besonderes Sprachenprofil und lernen in einem spezifischen Kontext. Deutsch ist gemäss ihren Sprachbiografien die zweite bis achte Fremdsprache, meistens ist es die dritte oder vierte Fremdsprache. In Freiburg studieren sie ihr Fach auf Französisch oder auf Englisch und möchten von der Zweisprachigkeit der Universität profitieren, indem sie gleichzeitig auch Deutschkurse belegen, wobei sie häufig dazu noch eine Reise oder einen Aufenthalt in Deutschland oder Österreich einplanen. Obwohl die Deutschsprachigen an der Universität Freiburg eine relative Mehrheit bilden, so sind sie im urbanen und kantonalen Kontext eine Minderheit, welche dazu im täglichen Leben Dialekt spricht, somit lernen und leben die Studierenden in einem ausgesprochen mehrsprachigen Umfeld. In diesem Beitrag wird der Umgang mit den Standardvarietäten des Deutschen und der Deutschschweizer Diglossie sowie der Einsatz der Mehrsprachigkeitsdidaktik, z. B.: Transferstrategien und Sprachvergleiche, im Unterricht und in den Lehrwerken besprochen. Dazu werden die Einstellungen der Studierenden gegenüber dem Einsatz mehrerer Sprachen im Deutschunterricht vorgestellt, welche am Ende des Jahres gemessen werden. Die meisten Studierenden reagieren positiv auf den Zugriff auf mehrere Sprachen im Deutschunterricht. Les étudiant-e-s de mobilité qui apprennent l allemand dans une université bilingue et qui étudient en français ou en anglais lors de leur séjour arrivent avec des profils multilingues et sont donc des apprenant-e-s expérimenté-e-s. L allemand est une langue minoritaire au niveau local et se présente sous forme d un dialecte alémanique. Cette contribution fait état de l utilisation des différentes variétés de l allemand durant les cours et dans les supports, de la didactique plurilingue déployée sous forme de comparaisons entre les langues, ainsi que des attitudes envers ces pratiques. Writing a technical language coursebook how to face this challenge Kamińska Urszula (urskamin@pg.gda.pl), Gdansk University of Technology English for Special Purposes has become one of the most significant approaches to language teaching in higher education institutions, thus the growing demand for specialized coursebooks facilitating ESP learning poses a great challenge to authors, usually language teachers, who are linguistically competent but rarely specialize in a particular field of study. The aim of the presentation is to unveil the process of writing a technical English coursebook entitled Biotech English for students of technical studies. The first part of the presentation depicts the methods of establishing the content of the book via students and biotechnology teachers needs analysis, and subsequently gathering authentic materials, which allow students to become acquainted with the language indispensable for communication in their future working environment. Special attention is paid to the method of acquiring texts protected by copyright. Secondly, the methodology of writing the coursebook is thoroughly discussed. This part of the speech is accompanied by the analysis of one unit of the book. The next part of the presentation is devoted to concluding the process of writing a language coursebook. This stage includes a number of steps taken in order to ensure that the book does not include content-related or linguistic errors. The final part of the presentation reveals the analysis of the feedback from students using the coursebook. As the extended version of the coursebook will be published soon, the feedback will help to improve the quality of the book. The presentation is concluded with a short summary of the above mentioned points together with the author s reflections on the challenge of writing a book like this. Lo scopo della presentazione è quello di presentare il processo di creazione di un manuale per l apprendimento dell inglese tecnico. La prima parte è dedicata alla determinazione del contenuto del

34 manuale e alla raccolta dei materiali. In seguito si tratterà del processo di formazione del manuale in base a uno dei capitoli. Un'altra parte della presentazione indica la fase finale della creazione del manuale consistente nel verificare se non ci siano degli errori. Alla fine saranno presentate conclusioni risultanti dall uso del manuale durante i corsi con gli studenti. Una nuova grammatica dell italiano L2 tra intercomprensione e approccio contrastivo Buttini Valeria (valeria.buttini@sprachen.uzh.ch), University of Zurich / ETH Zurich Ricci Claudia Le grammatiche destinate all insegnamento dell italiano L2 si dividono grosso modo in due gruppi: grammatiche rivolte a un pubblico di apprendenti indifferenziato rispetto alla loro madrelingua, e grammatiche pensate per un pubblico più specifico, ad esempio apprendenti di madrelingua inglese o per i quali l inglese è comunque lingua nota. I due tipi di grammatiche presentano la materia in modo diverso: mentre il primo tipo di grammatiche utilizza per le spiegazioni metalinguistiche la lingua italiana, il secondo tipo si affida a una lingua veicolare, che corrisponde appunto alla L1 (o lingua nota) degli apprendenti, ed adotta un approccio contrastivo, ossia richiama l attenzione dell apprendente sulle differenze sistematiche (ma non sulle somiglianze) tra la grammatica della L1 e quella della L2. I due tipi di grammatiche sottostanno a due logiche differenti: da un lato, l idea che gli apprendenti possano beneficiare di una full immersion nella lingua target; dall altro, l idea che la riduzione delle difficoltà nella comprensione del metalinguaggio favorisca l apprendimento. Entrambi gli approcci risultano, però, incompleti, perché incapaci di sfruttare appieno le competenze linguistiche di cui dispongono gli individui di una società plurilingue quale quella attuale. In questo intervento si proporrà quindi un nuovo modo di scrivere grammatiche, che coniuga il principio della full immersion con l approccio contrastivo e con i principi dell intercomprensione. La linea guida alla base del progetto "Nuova grammatica comparata della lingua italiana" (Buttini/Ricci in prep.) è infatti la realizzazione di un manuale che permetta agli apprendenti di creare una grammatica comparata mentale tra italiano, francese, inglese e tedesco, stimolando la riflessione metacognitiva. In this presentation a new way of writing grammar books for foreign learners, which combines the contrastive approach with the principles of intercomprehension, will be proposed. The concept underlying our project, Nuova grammatica comparata della lingua italiana (Buttini/Ricci in prep.), is in fact the realisation of a grammar book that allows the learners to create a mental comparative grammar within Italian, French, English and German, stimulating metacognitive reflection. What should be explicit in explicit grammar instruction? Nagai Noriko (nagai@mx.ibaraki.ac.jp), Ibaraki University Ayano Seiki, Nakanishi Takayuki, Okada Keiko This paper proposes grammar instructions that raise learners awareness of metalinguistic knowledge, which is crucial for the success of second language acquisition (Ellis 1997, 2002). Provided that explicit instructions are more effective than implicit ones (Norris & Ortega 2000), the question is what is to be taught explicitly. Drawing on research findings in theoretical linguistics concerning metalinguistic knowledge, both universal and language-particular, we can define what specific metalinguistic knowledge is involved in certain lexical items and grammar constructions. The present study illustrates this by using intransitive and transitive verbs. In Hawkins and Filipović (2012), based on the CEFR language description levels, both intransitive and transitive verbs are listed as A2-level items. However, A2-level Japanese learners of English make errors in the use of those verbs, for language-particular reasons; they frequently omit the direct object of a transitive verb. We can address this problem by referring to two properties of language. First, the argument structure of a given verb that defines what elements, e.g., subject and object, are required to appear with the verb. Second, English and Japanese differ with respect to omitting required element(s) in production. This study

35 proposes that explicit metalinguistic knowledge of intransitive and transitive verbs should include the above two linguistic properties. We further propose that explicit instructions of such metalinguistic knowledge involve: (i) presentation of related linguistic facts in English and Japanese, which illustrate how intransitive and transitive verbs are used with respect to argument structure and argument omission, (ii) explanation of linguistic facts, (iii) assignment of task-oriented exercises focusing on verbs, e.g. journals. Diese Studie zeigt auf, welche Art von metalinguistischem Wissen im Grammatikunterricht vermittelt werden sollte. Daten von japanischen Lernenden auf der GER-A2 Stufe zeigen, dass sehr häufig grammatisch notwendige Verbergänzungen weggelassen werden, was zu ungrammatischen Sätzen führt. Diese Argumentation wird verdeutlicht anhand von (1) Verbergänzungen von englischen Verben und (2) von weggelassenen Verbergänzungen in der japanischen Sprache. Wir schlagen vor, dieses Problem im Untericht explizit zu vermitteln, um das metalinguistische Bewusstsein der Lernenden zu verbessern. Public speaking: best practices for teaching this highly relevant language competence Del Carmen Arau Ribeiro Maria or Polytechnic Institute of Guarda The appeal of public speaking, the art that reaches back to the Egyptians and the Greeks, is largely overlooked in the foreign language curriculum. While the Council of Europe has enshrined the relevance of five foreign language competences - speaking (monologue and dialogue), listening, reading, and writing, two other competences are missing: cultural competence and public speaking competence. In fact, a review of the literature, examining the most popular language learning series around the globe, suggests that public speaking may simply not be taught to foreigners looking to learn English. As this paper will propose, public speaking competence, understood to be different from monologic speaking as conceived in the Common European Framework of Reference for languages, constitutes a highly relevant albeit underprivileged area of development in the foreign language curriculum. A number of reasons may be at the root of this situation: from its early niche as the realm of future politicians to the highly practiced and systematically implemented language arts context which is traditional to the art of oration, including its relation to debate. Drawing on the legacies of the language arts and based on a five-year study involving more than 100 students, this paper will propose a number of best practices for even the most reluctant speakers in the university-level language classroom, specifically contemplating its impact in the subject content of any forward-looking English Business course. La prise de parole en public a encore du mal à avoir un positionnement clair dans les compétences linguistiques reconnues par le CECR du Conseil de l Europe. Malgré les démarches pour l introduire, ainsi que les compétences culturelles, ceux-ci seront présentées comme des bonnes pratiques dans la salle de classe selon les résultats d une étude de 5 ans. Il est grand temps d'assurer ces approches à l apprentissage d'une langue étrangère afin de contempler les manières les plus variées pour mieux enseigner l anglais des affaires aux jeunes universitaires et aux plus âgés

36 Deutsch im realen Kontext Kauffmann Frank University of Zurich / ETH Zurich Ziel der Präsentation: Aufzeigen neuer Perspektiven für die Nutzung eines realen und mehrsprachigen Kontextes für den Spracherwerb. Inhalt: Seit 11 Jahren findet in einem Alterszentrum der Stadt Zürich ein Deutschkurs des Sprachenzentrums der Uni/ETH Zürich statt. Dabei unterhalten sich fremdsprachige StudentInnen ein ganzes Semester lang mit BewohnerInnen eines städtischen Alterszentrums und erstellen zusammen ein sprachliches Endprodukt (Broschüre, Film, Hör-CD, Kochbuch, Blog, etc.). Entstanden ist der Kurs unter anderem als Reaktion auf die Diglossie der Deutschschweiz. Da im Alltag gewöhnlich nur Dialekt gesprochen wird, fehlt es an selbstverständlichen Redemöglichkeiten. Dieser Projektkurs ist auf verschiedenen Ebenen fruchtbar: - Die Begegnungen ermöglichen den StudentInnen, ihr Deutsch in einem realen Kontext zu erproben und zu erweitern. Als Tandem angelegt, erhöht sich die Redezeit der KursteilnehmerInnen signifikant. Die StudentInnen bekommen einen unmittelbaren Kontakt zu Einheimischen und einen Einblick in die Lebensumstände in der deutschen Schweiz. - Die BewohnerInnen des Altersheims Wildbach sind ausserhalb ihres familiären und freundschaftlichen Umfeldes gefordert. - Sie knüpfen Beziehungen zu Menschen aus anderen Kulturen und bringen im Rahmen des Projektes ihre Lebenserfahrungen und Erinnerungen in das Projekt ein. - Zu einem grossen Teil entstehen in diesen Projekten Beziehungen, die über den Kurs hinaus bestehen. Einzelne StudentInnen bleiben über Jahre hinweg in Kontakt mit ihren Tandem- PartnerInnen. Schlussfolgerung aus 11 Jahren: Echte Gesprächsbeziehungen und der Handlungsdruck realer Situationen bauen Sprechängste ab und fördern die Motivation, die Fremdsprachen zu gebrauchen und auszubauen. Da più di 10 anni il centro linguistico dell'uni/eth di Zurigo offre un corso di tedesco che ha luogo in una casa per anziani. Per un semestre studenti di lingua straniera e pensionati svizzeri s'incontrano per parlare di un tema e sviluppare insieme un prodotto linguistico (un prospetto, un film, un blog, un libro di ricette, un audio-libro, etc.). Questo corso permette agli studenti di mettere in pratica e sviluppare le loro conoscenze del tedesco in un contesto reale e di fare esperienze interculturali. Per gli anziani è una una buona occasione per incontrare persone di altre culture. Cours de conversation à l'université : entre structure et spontanéité Konversationskurse an der Universität: zwischen Struktur und Spontanität Conversation courses at university: between structure and spontaneity Meyer Stephan (stephan.meyer@unibas.ch), University of Basel Blondel Valérie, Mall-Grob Beatrice The importance of conversation tends to be underestimated in language centres and the higher education institutions they serve. Given its significance to human linguistic and social interaction, such disregard constrains students communicative repertoire. Correspondingly, doubts arise about the extent to which language centres fulfill their mission. This presentation explores different ways in which this deficiency can be remedied. It does so by bringing together the combined experience of three lecturers: the first, hosting a French conversation class which assembles participants across levels A2 to C2; the second, facilitating conversations between learners of German who are paired with residents of a retirement home; and the third, offering opportunities for English learners to develop the virtues of conversation. With this dialogue, we seek to contribute to the shaping of pluri- and multilingualism by demonstrating how

37 cross-linguistic collaboration amongst lecturers can also vitalise exchanges amongst different conversation cultures. The presentation has four parts. We begin by arguing why conversation is an indispensable skill that requires dedicated development in tertiary institutions. In a second step we identify some possible aims for conversation classes, and raise the question how these aims might be tied to course levels. In step three, we introduce some of the settings for which conversation courses might prepare participants, ranging from everyday life to professional and academic contexts. The largest part of the presentation uses examples from each of the languages to address the question: How, in conversation courses where spontaneity and structure are both determinant factors of success, might facilitators best manage the tension between robust guidance and learner autonomy? Die Präsentation hat vier Teile. Im ersten Teil beschäftigt uns die Frage, weshalb Gesprächskompetenz unverzichtbar ist. Dann versuchen wir in Abhägigkeit vom jeweiligen Sprachniveau Ziele für Konversationskurse zu formulieren. Danach wenden wir uns Kontexten zu vom alltäglichen Leben bis hin zu beruflichen und akademischen Herausforderungen, zu deren Bewältigung Konversationskurse die Teilnehmenden unterstützen können. Zum Schluss soll an Beispielen aus den drei Fachbereichen veranschaulicht werden, wie die Kursleitenden mit der Spannung zwischen Führung und Lernerautonomie umgehen. Online language and culture exchange integrated in language curriculum: reflection from a course designer s perspective Wang-Szilas Jue (jue.wangszilas@unige.ch), University of Geneva Berger Claudia This presentation focuses on the curricular integration process of an etandem Chinese-French course promoted by the unit of Chinese Studies of the University of Geneva in collaboration with the French Department of Hubei University, China. The course includes theme-based asynchronous learning activities in Moodle as well as task-based synchronous communication via Skype. It aims to develop second-year FL major students (A2-B1-B2, CEFRL) communicative competence, to help them to have direct contact with target cultures as well as to develop autonomy. The course design has followed the instructional design model ADDIE on an iterative basis. Each design cycle was improved based on the analysis of the previous one. After a pilot research phase in 2009, the course was redesigned and extended to a large scale in 2010 and has been going on until today. The normalisation process of the course has moved from supplementary learning activity to optional course and then to obligatory course. In the course designers opinion, the etandem VLE has evoked visible and hidden cultural collisions at different levels: institutional requirements, teachers pedagogical conceptions and teacher collegeality, as well as students culture of learning and communication modes. These collisions should be taken as important references in designing curriculum-adapted etandem courses. Issues on the curricular integration of the etandem course will be discussed in detail as follows: the necessary institutional support; the appropriate learning activities and tasks adapted to the specialties of the two distant languages involved ; the maximization of the learning outcomes with less workload for both students and teachers; the coordination of teacherteacher collaboration and the balance between the development of individual and collective autonomy. Nous montrons l importance pour le concepteur d un dispositif etandem chinois-français de connaître les collisions culturelles pouvant émerger, au niveau des institutions, enseignants et apprenants. Afin d intégrer le cours dans le cursus, nous proposons une conceptualisation des tâches/activités de la perspective actionnelle. Ainsi, les activités de pré-communication et post-communication doivent être prises en compte, et l approche interculturelle intégrée dès le début. De plus, l équilibre entre le développement de l autonomie individuelle et celui de l autonomie collective est essentiel

38 CEFR and ELP facing new needs: developments and perspectives Schröder-Sura Anna Justus-Liebig Universität Giessen Kühn Bärbel Both CEFR and ELP were launched in After more than a decade of implementation, controversial discussions, numerous projects and evaluations, these documents are still at the center of theoretical thinking. In summary, it can be said that the benchmark functions of the CEF and a certain kind of prescriptive use in testing and teaching has shifted the attention from the basic pedagogical functions of CEFR and ELP. But changes in societies and economics are creating new challenges for European policies and education. So, for example, the issues of migration and unemployment cannot be dealt with by mere standard setting and benchmarking. On the other hand, we are facing growing demand for formal and informal, off- and online, individual and cooperative opportunities for experiencing and developing plurilingual and intercultural learning resources. Our contribution intends to indicate possible answers to these challenges by a combination of three projects developed and/or used by/in the context of the European Centre for modern Languages (ECML): FREPA, a Framework of Reference for Pluralistic Approaches to languages and cultures providing descriptors in the domains of plurilingual, pluri-/intercultural as well as learning competences, EPOSTL, Using the European Portfolio for Language Teachers and EPOS, the Electronic European Language Portfolio, developed by the University of Bremen (Germany). We will argue why and how this combination of tools can be used in universities, schools and in teacher training, by giving examples and reflecting on the methodological impact of such an approach. L intérêt quasi exclusif porté aux fonctions d évaluation de ces deux outils a détourné l attention de leurs potentialités pour l apprentissage, pourtant plus conformes aux besoins issus de nouveaux défis sociaux. On cherchera à indiquer les réponses possibles à ces défis qu offrent trois instruments élaborés avec le soutien du CELV (Graz) : CARAP, Cadre de Référence pour les Approches Plurielles des Langues et des Cultures; PEPELF, Portfolio européen pour les enseignants en langues en formation initiale; EPOS, Portfolio électronique européen (Université de Brême) ainsi que leur combinaison

39 Plurilingualism for academic and professional purposes Plurilingualism and code-switching in English-medium education for academic and professional purposes Gotti Maurizio In the process of internationalisation of their teaching programmes many universities all over the world are now offering courses in English. This is a typical English as a Lingua Franca (ELF) situation in which both lecturers and students although they are not native speakers of English use this language as a common means of communication and instruction. The present paper examines communicative interactions taking place in such contexts. The data are taken from international courses on specialised disciplines offered by the University of Bergamo. In particular, the paper examines the use of other languages and the role of code-switching employed by lecturers to explain the main specialised terms and technical concepts concerning the specific courses they are teaching, as well as those adopted to overcome the difficulties of comprehension experienced by their students. The paper also takes into consideration the cooperative work carried out by learners in the explanation/comprehension of specific topics in order to facilitate the achievement of the teaching/learning objectives of the courses. The methodology employed for the analysis of the data is mainly qualitative and is based on selected pieces of the lectures recorded.the data presented highlights a high degree of cooperativeness on both sides when they interact among themselves so as to guarantee a successful outcome of the specialized communication in which they are involved, and shows that code-switching and the recourse to words belonging to other languages plays a relevant role among the main strategies employed by both lecturers and students in the realization of their communicative efforts. La presente comunicazione esamina tramite una metodologia prevalentemente qualitativa il ricorso a termini non-inglesi e al fenomeno di code-switching nell ambito di corsi di tipo specialistico offerti presso l Università di Bergamo utilizzando la lingua inglese come lingua franca. I dati presentati mettono in luce il ruolo importante giocato dal fenomeno di code-switching sia come prezioso ausilio nella spiegazione/comprensione di termini e concetti specialistici sia come una delle principali strategie d interazione utilizzate dai partecipanti per raggiungere i loro scopi comunicativi. The habitat factor in ELF(A) and English for plurilingual academic purposes Schaller-Schwaner Iris (Iris.Schaller-Schwaner@unifr.ch), University of Fribourg English has long been a common lingua franca in certain academic settings of Switzerland s Bilingual University. This language habitat has always been more complex than the university s trade mark name suggests, but its language policy has only reluctantly started to acknowledge the role of EAP in the past decade. Challenging though this has been for university language teaching of EAP, it has made exploratory research into ELF(A), English as a Lingua Franca (in Academic settings), all the more rewarding. In a bottom-up fashion, ELF(A) has come to sustain the communication needs of multilingual disciplinary communities of practice, to serve as a primary teaching language in many Master programmes, to (circum)navigate the local linguistic boundary or to bring about additionallanguage socialisation for academic and professional purposes. This contribution deals with how the multilingual habitat shapes the kind of ELF(A) used and how this has been informing my teaching of EAP as English for Plurilingual Academic Purposes. It draws on ethnographic research carried out in multilingual disciplinary speech events over more than one year while continuing to develop and teach EAP courses elsewhere. From how the habitat factor shapes the use of ELF(A) and from the purposes for which it is needed, conclusions can be drawn for a multilingual conceptualisation of the target language. Specifically, in using the plurilingual repertoire to sustain code-sharing lingua franca mode, one of the most striking effects of the habitat is the effort users are willing to expend in striving for autonomous functionality in their plurilingual Englishes without overt switching, but how they can

40 simultaneously rely on their audience s multilingual flexibility and shared disciplinary knowledge, e.g. in the pronunciation of technical terminology. Englisch dient als Lingua Franca an der Zweisprachigen Universität der Schweiz : als Fach- und Verkehrssprache in mehrsprachigen Arbeitsgemeinschaften, als Unterrichtssprache in vielen Masterstudiengängen, zur Umschiffung der lokalen Sprachgrenze und bei der disziplinären Sozialisation in einer weiteren Sprache. Dieser Beitrag beschäftigt sich mit den Auswirkungen des mehrsprachigen Habitats auf die Gestalt des verwendeten Englisch, auf das Unterrichtskonzept English for Plurilingual Academic Purposes und auf die Aufrechterhaltung eines Code-Sharing Modus unter mehrsprachigen Bedingungen. Plurilinguale Mitarbeiter für die internationale Geschäftskommunikation Employés plurilingues pour la communication internationale dans le monde des affaires Schlabach Joachim (joachim.schlabach@utu.fi), University of Turku Boström Eeva Wie plurilingual sind die Akteure in der internationalen Geschäftskommunikation tatsächlich? Kommunizieren die Mitarbeiter internationaler Unternehmen wirklich nur in einer Lingua franca oder verwenden sie nicht auch andere (Fremd-)Sprachen? Wie häufig werden also plurilinguale Fertigkeiten wie etwa Sprachenwechsel, Sprachmittlung und Transferstrategien genützt? In dieser finnischen Bedarfsanalyse geht es zunächst um die Erkundung der mehrsprachigen Praxis und anschliessend um die Entwicklung des Lernziels plurilinguale Kompetenz. Abschliessend diskutieren wir Inhalte und Methoden zur Gestaltung von plurilingualen Kursen. Les acteurs sont-ils vraiment plurilingues quand il s agit de la communication internationale dans le monde des affaires? Une lingua franca est-elle le seul choix pour le personnel des entreprises internationales, ou ce dernier n utilise-t-il pas aussi d autres langues (étrangères)? Avec quelle fréquence sont utilisées les autres compétences plurilingues, tels que changement de langues, activités de médiation et stratégies de transfert? Dans un premier temps, cette présentation s intéressera à l état actuel du savoir sur la pratique plurilingue, ensuite elle décrira le développement de la compétence plurilingue en tant qu objectif. L approche et les méthodes de la recherche seront présentées avec quelques résultats préliminaires de l analyse des besoins. En conclusion sera discutée l application des résultats dans un cursus plurilingue. How plurilingual are people really with regard to international business communication? Is one lingua franca the only choice staff in international companies have, or do they use other (foreign) languages? How frequently are other plurilingual skills applied, such as changing between languages, mediating activities, and transfer strategies? The paper will first sketch the current knowledge, and then describe the approach and the methods of the study, followed by some preliminary results. The conclusion will discuss the implementation of plurilingual courses. Preparing for English-medium instruction in higher education: the role of communicative awareness Studer Patrick (stup@zhaw.ch), ZHAW Zurich University of applied sciences Kelly Paul This paper draws attention to the preparation of teaching staff involved in EMI through communicative training. Communicative training constitutes a key element in the preparation of teachers as it is concerned with the broader communicative impact brought about by the change of medium. Training units addressing this change are focused on teachers language performance in the context of their

41 effort at facilitating and mediating learning. In other words, these units are aimed at the development of pragmatic and strategic communicative competences (Bachman 1990) needed for successful teaching in particular study contexts. Reviewing a communicative training programme conducted in the context of EMI in natural sciences and engineering at Zurich University of Applied Sciences (ZHAW), the present paper seeks to examine the transfer potential of communicative theory into teaching practice. For this purpose, classroom observation and focus group interviews with lecturers were conducted and analysed. Particular attention is paid to communicative awareness, as expressed in teachers reflexive and interpretative repertoires (Studer 2013; Wetherell/Potter 1988), and to the congruence between communicative awareness and subsequent teaching practice. Dieser Vortrag beschäftigt sich mit der Vorbereitung von Hochschuldozierenden auf den englischsprachigen Fachunterricht. Ausgehend von einer einführenden Weiterbildungseinheit, die für Hochschuldozierende der School of Engineering der Zürcher Hochschule für Angewandte Wissenschaften entwickelt wurde, beleuchtet der Vortrag kritisch das Transferpotenzial von kommunikativer Theorie in die Unterrichtspraxis. Zu diesem Zweck wurden nach der Weiterbildungseinheit mit Dozierenden Unterrichtsbeobachtungen durchgeführt, die in einem anschliessenden Fokusgruppengespräch gemeinsam vertieft wurden. Developing a modular approach to academic writing courses for English-medium Master's degree students Pitkänen Kari K. (kari.k.pitkanen@helsinki.fi), University of Helsinki Amendolara Sandro, Lehtonen Tuula, Siddall Roy, Simeon Michele, Vincent Kirby, Widmann Etchemaite Cintia For the past decade or so we have been developing language support for international students studying in our English-medium Master s degree programmes. Most of this language support has focused on academic writing. While the original emphasis was on programme-specific courses, several factors, including the increased number of students and their diverse needs, have forced us to re-evaluate the approach and gradually develop a new system. The new system, to be piloted in , will consist of two compulsory parts. Students will first attend classes designed to meet academic writing needs common to most students. In the second part, students then select a combination of teacher-led classes, peer activities and independent work which focuses on topics specific to their needs. Throughout the course, these activities will be supported by teacher guidance and consultations. In this presentation, we shall compare and contrast the current and the new systems, and introduce the student data which informed the development of the new system. We shall also explore what the students say their choices would be in the future modular system, and whether this would match with what they realized about their developing needs. Next year, we shall pilot the new modular system and use this information in developing new course content. Later, these results will be contrasted with actual student behavior during the piloting phase. Durante l ultimo decennio abbiamo rimodellato i corsi di lingua per studenti internazionali dei programmi Master in Inglese. Gran parte del nostro lavoro è stato centalizzato sui corsi di composizione academica. È dal 2012 che lavoriamo su un progetto che renderà i corsi personalizzabili. In questa presentazione metteremo a confronto i due sistemi. Presenteremo i dati riconducibili a sondaggi svolti con gli studenti sulle singoli entità del corso modulistico. Questi dati sono stati utilizzati nel comporre il corso, completamente rielaborato, che sarà pilotato nel

42 Collaborative learning in a science-based language course Němcová Hana (nemcova@rect.muni.cz), Masaryk University Promoting active learning through student collaboration, communication and engagement in the learning process is a predominant theme in today s education. The paper discusses a collaborative learning course developed within the Impact project at the Masaryk University Language Centre. The main objective of the course was to bring together students of science, specific-subjects tutors, and language teachers in order to address one scientific problem from different angles and perspectives. We employed collaborative techniques based on the constructivist view of learning that encourage students to be active, create more knowledge, and then reflect on and discuss what they have learnt and how their perceptions of the problem have changed. We have discovered that both students and teachers benefited enormously from the course: social and communication skills were greatly enhanced by creating a classroom environment that emphasizes collaboration and exchange of ideas. The outcome of the project, an online handbook on the hands-on methodology of the subject-based collaborative teaching, will be of interest not only to teachers of English but may also be applicable to other languages. The manual itself will be available in English and Czech. L'objectif principal de ce cours était de réunir des étudiants de science, des chargés de travaux de domaines spécifiques et les professeurs de langues afin de répondre à un problème scientifique authentique sous différents angles. Nous avons utilisé des techniques collaboratives basées sur la vision constructiviste de l'apprentissage qui incitent les étudiants à s'investir, de créer plus de connaissances, et de réfléchir sur et discuter de ce qu'ils ont appris et comment leurs perceptions du problème ont évolué. Encoder-Message-Decoder: invoking the communication model for teaching academic writing Helán Robert (rhelan@med.muni.cz), Masaryk University The presentation discusses approaches to teaching academic writing (AW) in English as a foreign language (EFL), with the primary focus being on teaching writing for publication to Czech doctoral students in the field of geography. Attempts at establishing effective EFL writing pedagogies have not completely succeeded in achieving their didactic goals as such pedagogies require of the instructors highly complex linguistic and discipline-specific knowledge. Following Hyland (2009), three general approaches to teaching AW are offered to help the instructors cope with these challenges, based on the traditional model of communication. Firstly, the message, i.e. the model research article or a student s text, can be pedagogically explored using the Swalesian move analysis (2004) and syntactic borrowing. Next, the encoder of the message or the author of the text, in this case the student, can be taught a number of strategies for the specific stages of the writing process (i.e., pre-, during, and postwriting), drawing on work of American and Czech scholars from the domain of expressivist and creative writing (Elbow 1998 and Fišer 2002, respectively). Finally, the decoder of the message or the imagined reader(s) can be analyzed to better understand the crucial role the disciplinary discourse community (Swales 1990) plays when students write for publication in a higher-impact journal. The overall aim of the presentation is to stress the importance of raising students awareness of the many complex but often implicit linguistic, disciplinary, and cultural aspects of writing in English for publication. Specific activities applying the above-mentioned approaches will be discussed stemming from a 3-year-long European Union project called Geoinnovations which dealt with running an EFL academic writing course for PhD students of geography. Der Beitrag behandelt drei das Publizieren auf Englisch betreffende Unterrichtsmethoden im Unterricht akademisches Schreiben für Doktoranden. Die erste Methode befasst sich mit der pädagogischen Anwendung der Mitteilung, d.h. des akademischen Textes; dabei wird die Analyse der typischen Struktur eines bestimmten Genres verwendet. Die zweite Methode ist auf den Absender der

43 Mitteilung, d.h. den Autor des Textes, ausgerichtet. Dabei werden für das Schreiben notwendige Strategien entwickelt. Bei der letzten Methode, die sich auf den Empfänger der Mitteilung konzentriert, wird die Analyse des intendierten Lesers des Textes durchgeführt, damit die Wahrscheinlichkeit, dass der Text zur Veröffentlichung in einer Fachzeitschrift angenommen wird, steigt. Fach- und Berufssprache Medizin: Wie viel(e) Sprache(n) müssen Mediziner können? Quennet Fabienne Philipps-University Marburg Jordan Nicola Dass medizinisches Personal und insbesondere Ärztinnen und Ärzte über spezielle kommunikative Kompetenzen verfügen sollten, ergibt sich aus der Natur ihrer Profession, in der die Kommunikation mit unterschiedlichen Zielgruppen eine zentrale und oftmals sogar lebenswichtige Rolle spielt. Immer häufiger hängen die kommunikativen Kompetenzen auch von den Fremdsprachenkenntnissen ab dann nämlich, wenn in Deutschland ausgebildete, deutschsprachige Ärzte im Ausland oder ausländische Ärzte in Deutschland arbeiten, wie es heute gängige Praxis ist. Gleichzeitig mehren sich die Klagen, dass einerseits Ärzte die Sprache des Gastlandes oftmals nur ungenügend beherrschen und andererseits die diesbezüglichen Bestimmungen der EU zwar den Einstieg in den Beruf innerhalb der EU erleichtern, aber mögliche Auswirkungen auf das Wohl und Leben von Patienten zu wenig berücksichtigen. Jenseits der öffentlich geführten Debatte um die Sprachkenntnisse fertig ausgebildeter Ärzte stellt sich die Frage, wie viel und welche fremdsprachliche Fach- bzw. Berufssprache Mediziner brauchen, jedoch schon viel früher, nämlich bereits in den Universitäten. Zahlreiche Studierende absolvieren ihr Studium im Ausland in einer Fremdsprache, wieder andere gehen für einen Teil ihrer praktischen Ausbildung ins Ausland und stellen so die medizinischen Fakultäten wie auch die Sprachenzentren vor die Herausforderung, sie mit den notwendigen fremdsprachlichen Kompetenzen auszustatten. In diesem Beitrag soll die Bedeutung der fach- bzw. berufssprachlichen Fremdsprachenkompetenz für angehende und bereits praktizierende Mediziner anhand verschiedener Szenarien beleuchtet werden; beispielhaft werden dabei Großbritannien, Schweden und Deutschland in den Blick genommen. Medical doctors need to have special communication skills since communication plays a central role in their profession. Communicative competence also includes foreign language skills, since more and more physicians study and work across Europe and abroad. Which skills are needed in order to study or work in a foreign country is still a matter of debate; yet, it poses a challenge for European language centers because even students of medicine increasingly go abroad for studying or practical training. We will investigate this complex language situation, focusing on the UK, Sweden, and Germany. Français-allemand pour les juristes: deux concepts pour répondre aux mêmes besoins. Comment optimiser les cours de langue de spécialité en milieu universitaire? Voyiatzi Martha (martha.vogiatzi@unibas.ch), University of Basel Endres Irma Cette présentation explore les défis et les limites que l on rencontre dans l enseignement d une langue étrangère en tant que langue de spécialité. En comparant les cours de français et d allemand juridique proposés au sein du centre de langues de l Université de Bâle, nous interrogerons la notion du «concept» de cours et tenterons aussi de mieux cerner les questions et les difficultés auxquelles nous nous confrontons, en essayant de satisfaire les besoins des étudiants et de garantir une certaine qualité. En observant la structure des deux cours, nous établirons des similitudes et des différences et suivrons l évolution de chacun. Le français juridique est plutôt axé sur l aspect linguistique et s adresse à un public d étudiants-juristes plus élargi, l allemand pour les juristes met en avant plutôt les

44 connaissances juridiques et cible un public plus spécifique (étudiants-juristes des universités suisses francophones en échange). Malgré leurs divergences, ils sont complémentaires dans leur essence. En même temps, dans l un comme dans l autre, on se confronte aux mêmes préoccupations concernant des systèmes juridiques différents, l homogénéité, aussi bien sur un niveau linguistique que sur un plan de connaissances juridiques acquises. Comment utiliser ces disparités pour qu elles fassent partie structurante du cours? De quelles paramètres et composantes doit-on tenir compte pour concevoir un cours de langue de spécialité «complet»? Où est-ce que les besoins des étudiants et les envies des enseignants convergent? Et surtout, comment concevoir son propre matériel pour couvrir ces besoins? En faisant référence à des exemples concrets, nous chercherons à répondre à ces questions et à approfondir la réflexion sur l optimisation des cours de langue de spécialité en milieu universitaire. Fachsprachenkurse für Juristen stellen eine grosse Herausforderung dar: Wörterbüchern und Lehrwerken liegt deutsches resp. französisches Recht zugrunde. Dies ist nicht immer kompatibel mit dem Schweizer Recht. Unterschiedliche Sprachniveaus und ungleiches Fachwissen der Studierenden erschweren darüber hinaus die Entwicklung und Durchführung der Kurse. Dozierende sind dadurch gefordert, kreative und flexible Antworten auf die Bedürfnisse der Studierenden zu finden. Im Vortrag werden die Kurskonzepte für Français juridique und Deutsch für Juristen des Sprachenzentrums der Universität Basel vorgestellt. Integration im Fremdsprachenunterricht nur ein Traum oder schon Wirklichkeit? Kuosa Anne-Maria (anne-maria.kuosa@utu.fi), University of Turku Der Begriff "Integration" wird im Fremdsprachenunterricht sehr unterschiedlich definiert. In dieser Präsentation wird jedoch diese Definitionsvielfalt nicht genauer erläutert, sondern hier wird ein konkretes Beispiel gegeben, wie eine Fremdsprache in Fachstudien didaktisch erfolgreich integriert werden kann. In Finnland ist Schwedisch neben Finnisch die zweite offizielle Landessprache, weshalb Schwedisch ein obligatorischer Teil des gesamten Studiengangs an den finnischsprachigen Hochschulen und Universitäten ist. Mein Beispiel stammt aus einer Fakultät an der finnischsprachigen Universität Turku. Die Stadt Turku liegt an der südwestlichen, teilweise zweisprachigen Küste Finnlands, und Turku ist auch eine der offiziell zweisprachigen Städte in Finnland. An der Rechtswissenschaftlichen Fakultät wird ein Schwedischkurs mit dem Fachkurs Strafrecht integriert. Dieser Kurs wird in enger Zusammenarbeit mit der Lektorin für Schwedisch, dem Professor für Strafrecht und einem Gastdozenten durchgeführt. The aim of this paper is to provide information on how foreign language learning can be integrated into the major studies at the Faculty of Law at the University of Turku, Finland. One concrete example of integration will be presented: Integration of a Swedish language course and a course in criminal law

45 Dispositif hybride et collaboratif pour l enseignement d une compétence universitaire en français Bouquet Franck (franck.bouquet@epfl.ch), University of Lausanne / EPFL Réussir des études en français suppose des savoir-faire non seulement liés à la langue, mais aussi des compétences intellectuelles adaptées aux exigences académiques. Dans un environnement francophone au contexte plurilingue et multiculturel, qu il s agisse de l intégration à une certaine culture académique, de l acquisition de connaissances et compétences, ou de la réussite aux examens, la compétence universitaire suit de très près la compétence linguistique. Dans la perspective du FOU (Français sur objectif universitaire), développée par J.M. Mangiante et C. Parpette la présentation montrera comment mettre en place un dispositif hybride de formation aux compétences universitaires/académiques/disciplinaires; l analyse des situations de communication et celle des discours disciplinaires fournissent la base des programmes de perfectionnement linguistique en direction des publics étudiants. L acquisition d une certaine compétence linguistique semble bien combinée à celle d un certain savoir-faire académique. Comment définir et traiter ces compétences à travers un dispositif hybride de formation linguistique? Pour tenter une réponse, nous définirons ces compétences académiques et savoir faire langagiers dans une perspective plurilingue tels que révèle la démarche apportée par le FOS dont nous donnerons bien sûr les grandes étapes dans une première partie. Dans un tel contexte (multilingue et multiculturel), nous envisagerons une approche interculturelle et actionnelle pour répondre aux besoins linguistiques et, aux fins de mise en pratique, nous regarderons de plus près l exemple d un cours en ligne ouvert et spécialisé ou comment, à partir du cours de langue en présentiel, nous pouvons concevoir une formation hybride pour une intégration académique réussie. Wie vereinigt und behandelt man akademische Kompetenzen mit Hilfe von Blended Learning im Unterricht des Französischen als Fremdsprache in einem mehrsprachigen und multikulturellen akademischen Kontext? Der Erfolg eines Studiums auf Französisch setzt nicht nur Sprachkompetenzen, sondern auch ein Savoir-Faire voraus, das den Ansprüchen des universitären Milieus entspricht

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47 Assessment and alternative forms of assessment Language competence exams: needs analysis Perez-Guillot Cristina Universitat Politecnica de Valencia Zabala Delgado Julia Establishing the goals and needs of potential candidates is of the utmost importance when designing a proficiency exam for language certification purposes. Having a clearly defined testing goal will help us better define our construct and thus allow for a solid validity argument. In our case, as a Language Centre within a higher education institution, our goal when designing such a test is to meet the demands of the university and its members in the European Higher Education Area. Our study starts by analyzing our target population for which we need to define the profile of our candidates and determine the sample that is going to be used for research purposes. We decided to use students from our language centre as research population since it was large enough to give us a representative sample and enabled us to use computer tools that would allow for the automatic processing of the data. This paper presents the results of our research which have allowed us to define the construct of our test based on the specific needs of our environment. Connaître le but et les besoins du public cible devient un objectif fondamental lors de la conception d'un test de certification linguistique. Une définition claire des buts et objectifs des candidats nous permettra d'ajuster le contenu et la structure de notre examen et nous apportera un argument de validité solide. Dans notre cas, notre rôle de Centre de Langues au sein d'un établissement d'enseignement supérieur détermine notre objectif en matière de développement d un nouveau modèle d examen d évaluation des compétences linguistiques: répondre aux exigences de l'université et de ses membres dans l'espace Européen de l'enseignement Supérieur. Dans cet article, nous présentons les résultats de notre recherche qui nous ont permis de définir la construction de notre test basé sur les besoins spécifiques de notre environnement. Analyse des tâches de compréhension orale B2 des examens de vérification linguistique CertAcleS Perez-Guillot Cristina (mcperez@upv.es), Universitat Politecnica de Valencia Jaime Pastor Asuncion Au cours de ces deux dernières décennies, l'enseignement supérieur en Europe a sans doute subi des transformations importantes qui ont déclenché un changement dans l'enseignement et l'apprentissage des langues étrangères. La création de l'espace Européen d'enseignement Supérieur (EEES) a mis en évidence la nécessité de développer des politiques linguistiques dans les universités qui soient capables de soutenir les échanges, les réseaux et l'apprentissage entre les écoles, les universités et les centres de formation. Les centres de langues universitaires ont largement contribué au développement de l'apprentissage des langues depuis leur apparition, et ont également joué un rôle fondamental dans le développement et la mise en œuvre des politiques linguistiques essentielles pour répondre aux exigences du processus de Bologne, ainsi qu à l émergence du multilinguisme en Europe. Étant donné que les étudiants ont besoin de valider leur compétences linguistiques pour des objectifs différents, les centres de langues assument un nouveau rôle consistant à établir des systèmes d accréditation de compétence linguistique valables au niveau européen et par conséquent standardisés et comparables entre eux. De plus, ces systèmes deviendront la base pour l homogénéisation des systèmes d évaluation des langues dans les universités européennes. ACLES

48 (Association de Centres de Langues Universitaires en Espagne) a récemment développé un modèle de certification linguistique fondé sur un consensus entre les universités espagnoles. A new function of language centres has become vital as university students need to prove their language competence at different stages and for many purposes. ACLES has recently launched a certification, called CertAcles based on a consensus. The Language Centre (CDL) of the Universitat Politècnica de València (UPV) has been closely involved and actively collaborating in the development. In this paper we describe the different tasks of the listening paper and present the results of the analysis that we have developed of these B2 listening tasks in UPV CertAcles certification exams. Speaking and its testing - influence of new trends in testing Vrběcká Dagmar (vrbeckad@lfhk.cuni.cz), Charles University of Hradec Kralove Testing of foreign languages has recently undergone considerable development. In particular, new features such as standardization, validity, reliability and fairness have contributed to the improvement of foreign language testing. E-learning platforms, such as Moodle at the tertiary level, have allowed students easy access to virtual testing regardless of physical location and thus e-learning has contributed to practical language skills. However, e-learning platforms have some drawbacks. E-learning enables students to practice language skills such as reading, writing, listening, as well as grammar and vocabulary. Speaking skills, however, remain only marginally affected. At the tertiary level, speaking is evaluated only in the form of a final oral exam. Therefore, emphasis must be placed on developing and improving methods for practicing speaking in the classroom and evaluating the speaking skills of students. This may lead to an increase in the amount of time students will spend speaking, to the activation of passive vocabulary (so important in ESP classes), and to an improvement in the ability to express oneself with confidence. It could have a very positive impact on improving motivation, speaking skills, and interaction. Participants will be encouraged to create practical activities focusing on speaking in teams. Testverfahren für Fremdsprachen entwickelten sich in den letzten Jahren wesentlich. Standardisierung, Aussagekraftt, Zuverlässigkeit und Fairness trugen zur Qualitätsverbesserung der Verfahren bei. E-Learning ermöglichte den Studenten einen einfachen Zugriff. Die Sprechfertigkeit spielt dabei leider nur eine marginale Rolle. Deshalb ist es notwendig, die Entwicklung sowie die Qualität der Sprechfertigkeit bei den Testverfahren zu betonen. Dies kann zu einer Verbesserung der kommunikativen Fertigkeit und zur Aktivierung des passiven Wortschatzes, sowie einer Motivations- und Interaktionsverbesserung führen. Recognition and assessment of non-formal and informal learning of ESP at the University of Eastern Finland Tuomainen Satu (satu.tuomainen@uef.fi), University of Eastern Finland The presentation is based on my ongoing doctoral dissertation research in which I examine how Finnish university students learn English for specific purposes (ESP) non-formally and informally and how that learning can be assessed as part of their degrees at the University of Eastern Finland. My research focuses on business students and the variety of non-formal and informal learning environments they utilise to develop their proficiency in business-specific and academic English. I also explore how the students perceive and self-assess their non-formal and informal learning as part of their ESP competence, and introduce how their prior learning can be assessed and validated with the use of exemption examinations held by the Language Centre. Recognising non-formal and informal learning of ESP at Finnish universities continues to be relatively marginal and includes various and varying practices adopted by the different language centres and

49 teachers. Language learning acquired outside of formal higher education can still be viewed as not equivalent to university-level ESP learning outcomes or language centres can lack reliable and consistent systems or sufficient resources for more extensive assessment and recognition of nonformal and informal language learning. In my presentation I will examine the versatile concepts and definitions of non-formal and informal language learning, and from the perspective of a university ESP teacher outline both advantages and challenges of assessing ESP language and communication skills as part of university degrees. I will also introduce my doctoral dissertation research on business students learning and perceptions of non-formal and informal ESP and the exemption examinations held at the University of Eastern Finland Language Centre to assess and validate that learning. In meinem Beitrag untersuche ich das non-formale und informelle ESP-Lernen finnischer Studierender und dessen Realisierung mit Hilfe speziell entwickelter Prüfungen am Sprachenzentrum der Universität Ostfinnland. Meine Forschung konzentriert sich zum einen auf die von den Wirtschaftsstudierenden genutzten vielfältigen non-formalen und informellen Lernumgebungen zur Entwicklung ihrer fachspezifischen und akademischen Englisch-Kompetenz. Einen weiteren Forschungsschwerpunkt stellt das Wahrnehmen und Verstehen des non-formalen und informellen ESP-Lernens durch die Studierenden dar. Which competences and resources must plurilinguals mobilise? Revisiting the framework of reference for pluralistic approaches to languages and cultures Meyer Stephan (stephan.meyer@unibas.ch), University of Basel The Council of Europe s Framework of reference for pluralistic approaches to languages and cultures constitutes a detailed and systematic orientation when developing and assessing multilingual courses and curricula, also at tertiary education level. It identifies two main competences, namely the ability to communicate in situations of alterity and the ability to develop plurilingual profiles. These two competences mobilise three sets of resources: cognitive (knowledge), emotive (attitudes), and actions (skills). These resources are unpacked under forty-one main descriptors. This presentation picks up on recent calls to contribute to the FREPA as an ongoing project in need of constant development. Accordingly, the presentation re-examines some of the assumptions feeding into the FREPA as well as some of the ways in which these assumptions are concretised in the descriptors. The basis for such reflection is experience gathered from developing and conducting a semester-long workshop that uses French, Italian and English in one and the same setting. Three questions correlating to the three sets of resources knowledge, attitudes and skills are addressed: (1) What does it mean to know that there are similarities and differences between languages? And how is such knowledge enhanced? (2) What does an attitude of self-confidence and being at ease entail when several languages are used? And how can pluri- and multilingual anxiety be ameliorated? (3) What is involved in the skill that one is able to interact in situations of contact between languages? And how can this skill be developed? Die Präsentation möchte dem Aufruf, den FREPA fortlaufend weiterzuentwickeln, folgen, und aufgrund von Erfahrungen mit einem dreisprachigen Kurs (Franz./ Ital./ Engl.) zu verschiedenen Deskriptoren des Referenzrahmens zurückkehren. Dabei möchten wir uns mit folgenden Fragen beschäftigen: Was umfasst und wie vertieft man Wissen über Ähnlichkeiten/ Unterschiede von Sprachen? Was bedeutet es, mit Selbstvertrauen mehrere Sprachen zu verwenden und wie kann man Angst vor mehrsprachigen Situationen abbauen? Welche Fertigkeiten sind nötig, um mehrsprachig zu interagieren und wie können diese Fertigkeiten gestärkt werden?

50 Construire ensemble: comment évaluer la compétence de la communication interculturelle Biasiolo Alberta University of Lausanne Ebeling Dietlinde Nous abordons la question de l évaluation de la compétence de la communication interculturelle en présentant les expériences menées au sein du Centre de langues de l Université de Lausanne. Notre présupposé s est inspiré du fait que le dialogue interculturel est un échange concret entre des individus appartenant à différentes constellations culturelles, dans des contextes multilingues, ce qui va au-delà d une pratique réflexive autour d une expérience vécue. Nous proposons donc aux étudiants des nouvelles situations d apprentissage dans lesquelles ils interagissent concrètement, participent activement à une tâche et collaborent pour obtenir un résultat commun, malgré leurs différentes perspectives. Dans ce contexte, les formes traditionnelles d évaluation ne sont plus applicables. Par conséquent, nous avons introduit et testé une pratique évaluative alternative, basée sur six critères différents, définis par des sous-titres et des descripteurs précis, afin d évaluer la performance des étudiants dans le cadre d une tâche concrète avec ses spécifications et exigences. Cet outil permet d évaluer la capacité des participants à interagir dans des situations ambiguës et peu claires, à contribuer à la recherche d un terrain d entente, à découvrir, exprimer et comparer diverses manières de fonctionner, points de vue, valeurs et conventions multiples, à prendre en compte les sentiments de chacun, à communiquer de manière adaptée et à résoudre les éventuels malentendus. Notre évaluation porte sur l exécution de la tâche uniquement. Nos outils d évaluation et un exemple d une tâche testée dans nos modules seront présentés. An intercultural dialogue is an exchange between individuals belonging to different cultural constellations in a multi-lingual context. This talk presents the expertise acquired by the Language Centre at the University of Lausanne in developing a tool to assess the intercultural communicative competence. Through task-based activities students interact and collaborate to reach a final common result, despite their different perspectives. Our tool is based on six different criteria applied according to the task s specifications. New developments in oral language exams a look at key aspects Beck Martin (beck@mondiale.de), MONDIALE-Testing Following the demand on more flexible language testing systems the validity of the procedure should be guaranteed. The use of modern technology for oral exams needs different security rules to ensure the fairness and equality of all test sessions. The licensing process of a test centre has to include a technical check of the premises. The examiners training has to include distance learning elements which qualify the examiners for testing on a distance basis. The candidate tasks have to be delivered in a different way. There must be a comparability of quality between the old and the new approach of administering test sessions. In the course of the talk, we will discuss the features which are necessary for an oral language test using telephones, skype or web conference applications. We will cover the topics like test centre equipment, security, how to administer and trouble shoot. The attendees will learn why the use of modern technology is important, not only to generate language tests that can be administered on short-notice independent of place, but also to meet the expectation of a generation of test candidates that has grown up expecting multi-media exploitation everywhere. Finally the participants can have a look at various samples of recorded exams which show the practicability of administering. Online Sprachtests werden immer alltäglicher. Die Überprüfung von Lese-, Hör- und Schreibfertigkeiten kann einfach durch die bisher bestehende Technik unterstützt werden, jedoch musste man in der Vergangenheit immer mit dem Medienbruch leben, sobald es zur interaktiven mündlichen Prüfung kam. Der Vortrag beschreibt die Umsetzung einer neuen Technik für mündliche Prüfungen unter Einsatz von Telefon, Skype und Web-Konferenz Anwendungen. Diese Technik

51 gewährleistet, dass nicht nur die monologischen, sondern auch die dialogischen Fertigkeiten bei der Bewertung berücksichtigt werden. A task-based approach to teaching and assessment at beginners level?! Fischer Johann (johann.fischer@zess.uni-goettingen.de), Georg-August-Universität Göttingen Broermann Marianne As project work, case studies and global simulations are more and more used at CEFR levels C1 and C2, task-based assessment has also become more popular at these levels. At lower levels, and particularly at beginners level, task-based approaches both in teaching and assessment have been considered as being difficult to implement. But is it impossible? In this paper we will present the development of a task-based approach to teaching and assessment at all levels of teaching and learning at our language centre in a holistic approach. Using task-based teaching and testing methods from beginners level familiarises the learner as early as possible with authentic communicative tasks they might encounter in real life and prepares them for teaching and testing approaches at the higher levels. We will discuss the initial difficulties of implementing this approach at beginners level across all languages taught at our centre. We will show how the introduction of a task-based approach to testing helped us to implement the same approach in teaching. Finally, we will show the added value of using a VLE in a task-based approach. L approche actionnelle est utilisée de plus en plus dans des programmes d enseignement linguistique aux niveaux C1 et C2, mais beaucoup moins aux bas niveaux. Dans cette intervention nous présenterons comment nous avons développé un programme d enseignement et d évaluation pour tous les niveaux de compétence, débutants inclus, qui est basé sur l approche actionnelle. Nous présenterons également les avantages d utiliser une plateforme comme Moodle dans ce contexte. Investigating the interview: interview organisation and the role of the interviewer in English language exemption tests at the University of Helsinki Language Centre Bradley Fergal (fergal.bradley@helsinki.fi), University of Helsinki Students at Finnish universities must fulfil a foreign language requirement as part of their degrees. At the University of Helsinki (UH), this is done for English through taking a course, but can also involve submitting a portfolio to be considered for exemption. If the portfolio is deemed to meet the exemption criteria, the candidate is invited to an oral proficiency interview (OPI), which involves the candidate and one or two teachers discussing their portfolio and a predetermined journal article from their field of study. This paper presents a study of the structure of the OPI and the interviewer s behaviour, undertaken as part of an exemption testing project within the English unit at the UH Language Centre (Amendolara et al 2012, Bradley et al. 2012, Bradley and Amendolara 2013). In the study, twenty audio-recorded interviews conducted by nine interviewers have been qualitatively analysed in order to identify how the interviews are structured in practice and what similarities and differences exist in the ways interviewers conduct the OPI. The interviews are examined through literature on the OPI as social practice, particularly ideas of coconstruction, features such as accommodation, and research on the effect of interlocutor behaviour (see, for example, Van Lier 1989, Ross 1992, Jacoby and Ochs 1995, Lazaraton 1996, He and Young 1998, Brown 2003, Kasper and Ross 2007). The aim of the study is not to produce a standardised interview format but, using discourses of communities of practice (Wenger 1998), we aim to identify and share interview practices which enable and challenge exemption test candidates to demonstrate their language proficiency. Der Beitrag stellt eine Studie über mündliche Interviews zur Bewertung der Sprachfertigkeit in englischer Sprache vor, die als Teil von Freistellungstests für Sprachkurse an der Universität Helsinki

52 durchgeführt werden. Das Forschungsmaterial besteht aus 20 Interviews und das Forschungsinteresse gilt der Frage, wie der Interviewer das Interview strukturiert und entwickelt. Das Ziel der Untersuchung liegt darin, gute Interviewpraktiken zu identifizieren und zu teilen. Bewertungsraster zum Testen der produktiven Fertigkeiten im handlungsorientierten Kontext Fischer Johann Georg-August-Universität Göttingen Wolder Nicole Während auch bei ausbildungsbezogenen Prüfungen die Standardisierung bei der Bewertung der rezeptiven Fertigkeiten an den Hochschulsprachenzentren häufig sehr weit vorangeschritten ist, beschränkt sich dies beim Testen der produktiven Fertigkeiten häufig nur auf Aufgabenformat und Aufgabentyp. Für die Bewertung werden hingegen zum einen selbst entwickelte Kriterien (bzw. zum Teil sogar mehr oder weniger impressionistische Ansätze) oder zum anderen sprachspezifische Bewertungsraster nationaler Testanbieter verwendet, die jedoch ursprünglich für andere Zwecke entwickelt wurden. In diesem Beitrag soll dargestellt werden, wie im nationalen Verbund und im Austausch auf europäischer Ebene mithilfe des GER, des Manual, existierender sprachspezfisicher Bewertungsraster und -traditionen sprachübergreifende Bewertungsraster für die produktiven Fertigkeiten beim handlungsorientierten Testen entwickelt und erprobt wurden und anschließend auf die individuellen Bedürfnisse der einzelnen Niveaustufen und Aufgabentypen angepasst wurden. Weiterhin soll erläutert werden, wie sich diese Bewertungsraster in der Praxis bewährt haben und zur Professionalisierung des Prüfungswesens an Sprachenzentren beigetragen haben. While many university language centres use standardised testing procedures to assess the receptive skills of the learner, standardisation in assessing the productive skills is frequently limited to test format and task types. The assessment criteria for rating speaking and writing skills often follow an individualistic or even impressionistic approach. In this paper we will present how we developed assessment grids for a task-based teaching and testing context. We will also discuss the obstacles we had to overcome in the introduction and revision phase. Approaches to assessment in CLIL classrooms O'Dwyer Fergus (fodwyerj@gmail.com), Iwate University de Boer Mark Dynamic assessment in language learning is not necessarily new, but in a CLIL classroom language skills are more difficult to assess when the focus is on developing life skills when learning content in a second language. Engaging with measures of quality and criteria in assessment and collaborating with classmates to make assessment decisions can aid language development. Two educators discuss their contexts and how they are taking different approaches to assessment in this type of classroom. We conclude by discussing the important elements of learner involvement in CLIL assessment. In the first context, language major learners take CLIL-type classes in their third year. The instructor aims to progress learners competencies by encouraging them to continue to use, and adapt, cyclical learning (e.g. self-assessment, goal-setting, and reflection). The presenter describes how pedagogical practices are adapted to meet the different demands of typical task cycles in content-based classes. The process is explained in terms of how assessment is implemented. An important part of the process is learners being involved in assessment decisions. In the second context, students from first, second and third year are studying scientific content and using English are applying this content to give slide and poster presentations, write reports, and analyse information while collaborating with other classmates. During this process they are also responsible for both self and peer assessment. Through their collaboration they acquire language but they also gain the ability to collaborate further

53 Through the analysis of the language and the skills acquired, a new model for dynamic assessment of language is being developed and tested. In dieser Präsentation werden zwei verschiedenartige, aber vergleichbare Herangehensweisen an Bewertungen in CLIL-Unterrichtskontexten erörtert. Das erste Beispiel zeigt, wie Lernende bei der Anpassung von verschiedenen, zyklisch- wiederkehrenden Aufgabenstellungen einbezogen werden können, während das zweite Beispiel sich der Aneignung gemeinsamer Aufgabenbearbeitung und Partnerbewertungen im Projektuntterricht widmet. Am Ende wird erörtert, welche Elemente für die Einbeziehung der Lernenden in Bewertungen zentral sind

54 Staff and quality development Supporting language teacher development: the role of the European Profiling Grid Rossner Richard EAQUALS The EPG Project, an EU co-funded project that involved EAQUALS, CIEP France, Instituto Cervantes, and the Goethe Institut among other partners, ended in October The aim was to provide a multilingual tool to support the professional development of language teachers in all sectors of education, including those working in university language centres. The result of two years of intensive work is a grid containing descriptors of language teaching competence organised across thirteen categories and six 'phases of development'. As part of the project the descriptors underwent extensive research in the form of field-testing and validation in five languages with teachers, teacher trainers and managers. The grid is now freely available in 9 languages both in electronic and PDF form, and is accompanied by a user guide. The key aim of the EPG is to foster language teacher development by enabling practising teachers regularly to assess their own competences in order to identify areas where they may wish and/or need to develop further. At the same time, it can be used by those working with language teachers: managers and coordinators can carry out their own assessments in order to create profiles of teachers indicating their respective strengths and development needs. Apart from the benefits of periodic comparison of teacher self-assessments with assessments by their managers or trainers, the profiles and descriptors they refer to can be valuable aids in planning teacher development and inservice training, as well as in reviewing the profiles of a whole teaching team when deciding on the deployment of teachers or planning recruitment. This talk will outline the content and potential uses of the grid, and invite comment on its usefulness in the context of university language centres and language teacher training departments. L objectif du projet EPG était d accroître la qualité et l efficacité de l enseignement des langues à travers l utilisation d un outil innovant: la grille de compétences EPG. Cet outil peut être utilisé afin de mieux cerner les besoins de formation continue et de développement professionnel des enseignants de langues, quel que soit leur pays d origine, et comme outil fiable pour l évaluation et l autoévaluation des compétences professionnelles. Cette communication fournira une vue d ensemble de la grille, y compris sa version électronique, et ses moyens d utilisations. Quality and commitment of freelance teachers at the Language Centre of the University of Groningen (the Netherlands) de Boer Berna (b.l.a.de.boer@rug.nl), University of Groningen The Dutch department of the Language Centre of the University of Groningen employs a permanent staff of 6 teachers and a group of 30 freelance teachers who together teach Dutch as a Second Language to students, staff and external parties. Approximately 900 people attend courses every semester. The quality of the teaching depends on the high quality of the teachers. Factors that complicate this are difficulty in persuading freelance teachers to commit to the organization and the variable quality of the teachers themselves. This presentation will explain how the Language Centre deals with this. The Language Centre has developed a teaching vision based on 5 cornerstones (the CEFR, reflection, autonomous learning, a rich study environment, learning skills in context). We consider it important that the freelance teachers teach in line with this vision, and we are keen for them to commit to the Language Centre. We try to create commitment by offering them the opportunity to develop their potential, a move that ultimately benefits the overall quality of teaching. The Language Centre deploys means such as the European Profiling Grid (EU Lifelong Learning Programme), mentoring, intervision

55 meetings, teacher meetings for each language and type of course, didactics workshops and study days. In dieser Präsentation wird die Qualität und die Begleitung von freiberuflichen Lehrkräften am Sprachenzentrum der Universität Groningen (Niederlande) dargestellt, so dass sie entsprechend der Vorstellung des Sprachenzentrums unterrichten. Welche anderen Mittel verwendet das Sprachenzentrum, um sicherzustellen, dass die Lehrkräfte an das Sprachenzentrum gebunden werden und sich die Qualität der freiberuflichen Lehrkräfte verbessert, wovon letztlich der Unterricht profitiert? Teaching development project - How did we grow professionally? Rewell Carola (carola.rewell@helsinki.fi), University of Helsinki Manner-Kivipuro Johanna The Language Centre at the University of Helsinki, Finland, is actively promoting various research and teaching development activities, including regular university pedagogy courses for both teachers and other staff. These courses aim at teachers professional development through active participation in collaborative engagement. In the academic year 2013/14, the university pedagogy course focused on counselling and advising in language teaching. The aim of this presentation is to show how the university pedagogy course inspired us in our professional paths. As a team, one of our tasks was to do explorative research to find out how counselling/advising can support aligned learning in a course context. We understood counselling/advising as face-to-face teacher-student interaction, arranged as part of a course, and used various methods to collect data from students in our search for answers. In the process of finding answers to our joint research question, each member developed professionally. This presentation will use our team project as a starting point to highlight the power of collaboration in our professional development. Other elements supporting our development will also be discussed, such as the emergence of a deeper understanding of our teaching context through the project. We hope that sharing our experiences will encourage professionals in other language centres to engage in collaborative professional development projects. Unser Ziel ist zu zeigen, wie der Kurs Universitätspädagogik uns für unsere berufliche Tätigkeit inspiriert hat. Eine unserer Aufgaben war eine explorative Forschung, um herauszufinden, wie aligned learning durch Beratung unterstützt werden kann. In diesem Prozess fand jedes Gruppenmitglied nicht nur Antworten auf unsere gemeinsame Forschungsfrage, sondern entwickelte seine eigene Professionalität auch über den Forschungsgegenstand hinausgehend weiter. Wir nutzen unser Projekt als Ausgangspunkt, um das Potenzial von Zusammenarbeit in unserer professionellen Entwicklung hervorzuheben. Lernszenarien für einen mehrsprachigen Kontext von den Studierenden zu den Dozierenden Lazzeri Daniele (daniele.lazzeri@unibas.ch), University of Basel Das Sprachenzentrum der Universität Basel bietet seit dem Frühjahrssemester 2012 ein neu entwickeltes Modul mit dem Titel «Kommunikationstraining im mehrsprachigen Umfeld» an. Die Teilnehmenden lernen und üben, mehrere Sprachen (Deutsch, Englisch, Französisch, Italienisch) im gleichen Kontext einzusetzen, um damit den akademischen und öffentlichen Diskurs zu intensivieren. Über die positiven Ergebnisse dieses Projekts und den damit verbundenen weiterführenden Untersuchungen wurde bereits an anderer Stelle berichtet. (vgl. Internationalisation, Mobility and Integration at Higher Education Institutions: Researching and Promoting Pluri- and Multilingualism at Language Centres; Stephan Meyer, Petra Gekeler, Daniela Urank, in: Babylonia 2013 (2): 87 91)

56 Für die Leitenden des Kommunikationstrainings war das erreichte Ziel Anlass, den Fokus von den Studierenden des Mehrsprachigkeitstrainings auf die Lehrenden des Sprachenzentrums zu verlagern und die Lehrkräfte für das Thema der Mehrsprachigkeit und -didaktik zu sensibilisieren. Aus diesem Grunde wurde im Frühjahrssemester 2014 ein interner Workshop dieser Thematik gewidmet. Hauptziel der Weiterbildungsveranstaltung war es, die didaktischen Anforderungen des Mehrsprachigkeitstrainings unter den Lehrenden des Sprachenzentrums zu reproduzieren, um ihnen die Didaktik der Mehrsprachigkeit näher zu bringen und sie zu einer gemeinsamen Reflektion aufzufordern. Eine kurze Präsentation von Form und Inhalt dieses Workshops soll Gegenstand meines Beitrags sein. Dal 2012 il Centro Linguistico dell Università di Basilea ha ampliato l offerta formativa con il modulo Kommunikationstraining im mehrsprachigen Umfeld, sviluppato da alcuni suoi docenti. Sulla base delle esperienze raccolte con tale modulo, si è deciso di realizzare un workshop per sensibilizzare i docenti del Centro Linguistico sul multilinguismo e avvicinarli alla didattica ad esso legata, riproducendo il contesto d apprendimento del Kommunikationstraining e le situazioni comunicative sperimentate dagli studenti. Il mio contributo intende presentare forma e contenuti di questo workshop. Mehrperspektiven-Evaluation als Chance und Instrument für Qualitätsentwicklung Rückert Dorothee (dorothee.rueckert@uni-siegen.de), Universität Siegen Lehrveranstaltungen werden üblicherweise von Studierenden bewertet, Kennzahlen wie Auslastung und Erfolgsquoten über das Berichtswesen erstellt. Das Kompetenzzentrum der Universität Siegen geht seit 2010 einen Schritt weiter. Für praktisch alle Kurse (früher ca. 200, aktuell ca. 100 pro Semester) wird zu jeweils 2 Zeitpunkten sowohl von den Studierenden als auch von den Lehrkräften eine Lehrveranstaltungsbeurteilung vorgenommen. Sofern Hospitationen stattfinden, werden auch die Hospitant/innen zu beiden Perspektiven (Studierende, Lehrkraft) befragt. Während die Abschlussbeurteilung vorwiegend der Dokumentation und nur bedingt der Angebotsplanung dient, hat die erste Beurteilung in erster Linie eine Monitoringfunktion. Bei auffallenden Ergebnissen und insbesondere bei Diskrepanzen in der Beurteilung durch Lehrende und Studierende werden mit den Lehrkräften entweder einzeln oder in kleinen Gruppen (z.b. Qualitätszirkel, kollegiale Beratung) lösungsorientierte Auswertungsgespräche geführt. Es besteht die Möglichkeit zur Rückkopplung mit der Arbeitsstelle Hochschuldidaktik, um Fortbildungsangebote zu konkreten Themenkomplexen wie etwa konstruktive Rückmeldung an die Studierenden zu organisieren. Damit lassen sich neben der Qualitätsentwicklung für einzelne Kurse und das Kursangebot insgesamt auch Impulse und Akzente für die Personalentwicklung setzen. Vorgestellt werden neben den Befragungsinstrumenten für Lehrende und Studierende auch Ergebnismuster zu unproblematischen sowie kritischen, aber auch alarmierenden Rückmeldungen. Die Arbeitsschritte Datenerhebung, Datenauswertung, Ergebnisinterpretation und Feebackschleifen werden erläutert. Exemplarisch werden sowohl bewährte Interventionsformen als auch nicht gelungene Lösungsversuche diskutiert. Multiperspective evaluation a chance for quality development Courses in higher education are usually evaluated by students only. Since 2010 KoSi at Siegen University has chosen a different approach: all courses are evaluated by students and teachers. Proceedings for getting data and interpreting results will be presented. Requirements, advantages and risks will be discussed

57 Wie kann die Leitung eines Sprachenzentrums professionalisiert werden? Reichová Hana Masaryk University Hradilová Alena Die Praxis zeigt, dass in einem Sprachenzentrum nicht nur ausgebildete und erfahrene Fremdsprachenlehrer erforderlich sind. Die Leitung eines Sprachenzentrums muss auch in die Weiterbildung der Mitarbeiter mit Leitungsfunktion investieren die Professionalisierung des Managements ist unabdingbar. Das Sprachenzentrum der Masaryk-Universität Brünn/Tschechien ist eine universitätsweite Arbeitsstelle mit einer zentralen Leitung und mit Abteilungen in allen neun Fakultäten. Das Zentrum arbeitet gemäß den Prioritäten der Universität und respektiert zugleich die spezifischen Besonderheiten einer jeden Fakultät. Mit einem Direktor an der Spitze, mit seinen Vertretern und den Leitern der Fakultätsabteilungen war die Organisation des Zentrums immer hierarchisch aufgebaut. Diese Struktur erwies sich aber für ein Zentrum mit etwa 100 Mitarbeitern als zu starr. Vor zwei Jahren ging das Zentrum daher zu einer Matrixorganisation über, welche die gegenseitige Zusammenarbeit und Durchlässigkeit zwischen einzelnen Komponenten des Zentrums ermöglicht. Zur Zeit führen wir die Möglichkeit der Weiterbildung im Rahmen von Interessentengruppen ein. Es zeigt sich, dass Sprachlehrer in dem Maße, in dem sie im Rahmen der Matrixorganisation eine Führungsrolle übernehmen, neue Kompetenzen benötigen, die ihnen ermöglichen, effektiv Menschen zu führen und Teams zu leiten. Ihnen muss ein berufliches Coaching zur Seite gestellt werden, das auf spezifische soft skills, auf Werte, Motivation, Visionen, Pläne und Ziele, Veränderungen im Management und Prozess-Evaluierung etc. zielt. Nur ein professionell funktionierendes Management kann ein organisatorisches Umfeld von ausreichender Qualität gewährleisten. The Language Centre of Masaryk University in Brno, Czech Republic, is a university-wide institute with unified management and departments at all university faculties. It works on the principle of a matrix structure of management. Practice has shown that besides investing in teachers, it is also necessary to invest in educating managers, and to provide them with professional coaching aimed at specific soft skills, motivation, visions, plans and aims, change management, process evaluation, etc. Coping with challenges a managerial perspective Rontu Heidi (heidi.rontu@aalto.fi), Aalto-Universität Helsinki Clota Marta Estellea, Elsinen Raija, Forapani Daniela, Gekeler Petra, Wielgus Jolanta The CercleS focus group on management and leadership, founded in October 2013, aims at creating a network for language centre directors and those in management positions. It facilitates benchmarking, sharing of information, support for each other, and exchanging best practises. In situations where assistance from supervisors or colleagues within the home university is minimal or non-existent, the focus group can represent a landmark for those language centre directors seeking to enrich their managerial expertise and perspective with new stimuli from on-line workshops, forums and webinars. One specific measure currently under discussion, is a mentoring service for new managers. We will report on an innovative approach that has kept the focus group working very effectively in a virtual environment, thereby enhancing the professionalism of all participants. We will offer an outline of some of the issues we have addressed in the focus group and the working methods applied. Die im Oktober 2013 gegründete CercleS Fokusgruppe Management and Leadership wird in ihrer Präsentation von ihren bisherigen Tätigkeiten berichten und einen Überblick der behandelten Themen geben. Ein Ziel der Gruppe besteht darin, ein Netzwerk für KollegInnen in Führungspositionen an Sprachenzentren zu schaffen, um sich über Fragen zu Strategien, Marketing, Qualifikationen, Konfliktmanagement u.a. auszutauschen und sich gegenseitig zu unterstützen. Dieses Netzwerk soll auch neuen KollegInnen die Möglichkeit bieten, auf Erfahrungen anderer zurückzugreifen

58 Policy and policy implementation MFL in the Netherlands: weathering the Anglo-Dutch storm Comadina Granson Ruben Tilburg University Irún Chavarría Cristina Modern Foreign Language (MFL) sections at university language centres in the Netherlands encompass a wide range of languages, including Arabic, Chinese, French, German, Italian and Portuguese. Although MFL proficiency is not an entry requirement for most universities, MFL sections play a pivotal role in providing university students, irrespective of their fields of study, with communicative skills and cultural knowledge of foreign countries so that they are able to function effectively as global citizens. This paper describes the current position of MFL at the University of Groningen and Tilburg University language centres and the challenges MFL sections face to make their voices heard amid an ever-growing need for Dutch as a foreign language and English to an increasing number of students in the context of English-medium Bachelor s and Master s programs. In this paper we will also highlight how the inclusion of MFL can spearhead the internationalisation process at both higher education institutions. Questo articolo descrive la posizione attuale dei dipartimenti delle lingue straniere moderne (MFL) nei centri linguistici dell Università di Groningen e dell Università di Tilburg e le sfide che questi dipartimenti affrontano per far sentire le loro voci in mezzo a una sempre crescente necessità non solo dell insegnamento dell'olandese per stranieri, ma anche dell'inglese come lingua di istruzione nei programmi di Bachelor e di Master. In questo lavoro si vuole evidenziare come l'inserimento delle MFL può guidare il processo di internazionalizzazione di entrambe le istituzioni. International classroom a language centre perspective Dijk Anje (a.m.dijk@rug.nl), University of Groningen Like many other language centres (LCs), the University of Groningen LC finds itself in a force field of factors influencing its role, tasks and goals: European, national and regional policies, regional and national economic developments, governmental and university policies and strategies. In the process of determining the university s strategic goals and university-wide projects, and in making performance agreements with the government and formulating language policies, LCs are often overlooked. Concretizing this, however, does involve LCs as important partners, if only because it influences the role, tasks and activities of the LC. How does our LC manage to carefully position itself, which chances do we have and what are the threats? This presentation provides an insight into the choices and considerations, and aims to offer other LCs in comparable situations some tips and tools. I will talk about the International Classroom (IC) project and how this project has strengthened the position of the LC within our university. The main issues in this project are: How to - What makes English-taught programmes international? - use diversity as a resource - adjust our policies to realize our vision on internationalization - realize fit-for-purpose support for our students and staff The overarching aim of the IC project is to give added value to English-taught programmes through an IC model and to acquire the distinguished quality label for internationalization (DQFI) ( from the NVAO, the Dutch/Flemish accreditation body. The IC model will be defined using the results of pilot projects an defining an overall mission and vision on internationalization

59 Die Universität Groningen hat ein universitätsweites Projekt, the international classroom, mit dem Ziel eingerichtet, ein Gütezeichen für Internationalisierung zu erreichen. Diese Präsentation konzentriert sich auf die Rolle, die das Sprachenzentrum der Universität Groningen in diesem Projekt spielt, und auf die Chancen und Möglichkeiten, die dieses Projekt für das Sprachenzentrum erzeugt. Role of language centre in university strive for higher ranking Koblížková Andrea University of Pardubice There has been a long discussion in academia about crucial competences of university graduates and factors due to which particular universities manage to perform better in the prestigious Times Higher Education World University Rankings (THE) or Academic Ranking of World Universities (ARWU also called Shangai Ranking) than the others. The role of university language centres (LC) have not been mentioned in this context. The paper deals with a role of LCs as homes not only to language instruction but also as workplaces through which universities may become more successful institutions in terms of the rankings. A meaningful language policy (LP) is thus closely related to soul seeking and emancipation of a university language centre. The paper gives examples of language policy implementation steps while building on marketing principles for addressing target audience needs and communication. Drawing on the higher education institutions (HEI) priorities in terms of university rankings, the LCs natural role is to foster university communication culture, conditions for successful internalization and readiness to effectively communicate research results. The process of language policy implementation at the Language Centre of the University of Pardubice may provide an insight into the practice of a middlesize institution and illustrate the workplace emancipation process within a HE institution. The author will focus on the reasons of introducing LP, concept of the workplace, particular steps to be taken and space for potential development. Attention will be paid to general EU context as well as to tangible experience, implications of which may go beyond the limited space of one institution. Der Beitrag befasst sich mit der Rolle der Sprachenzentren, die sowohl Zentren des Fremdsprachenlernens sind, als auch Arbeitsstätten, durch deren Unterstützung die Universitäten eine bessere Platzierung im Ranking erzielen können. Der Beitrag beruht auf der Partizipation am europäischen Kontext, der Definition der Arbeitsplatz-Konzeption und dem Einsatz von Marketing- Prinzipien der Kommunikation, um die Sprachenpolitik zu implementieren. Erworbene Erfahrungen können an Sprachenzentren umgesetzt werden, die sich für ihre Gleichstellung im tertiären Bildungsbereich einsetzen. Non-specialist language learning in UK higher education Morley John (john.morley@manchester.ac.uk), University of Manchester At least 54,000 students in UK universities study languages in a non-specialist capacity, often as a minor elective component of their degree, or sometimes as an adjunct to their academic studies. This important area of activity in higher education, commonly referred to as Institution-wide Language Provision or IWLP, has grown rapidly in recent years whilst it seems that numbers enrolling on specialist language degrees has declined. As IWLP has grown and evolved organically in response to student demand, the actual arrangements and management structures for delivering this provision vary considerably across the sector. Depending on the institution, IWLP may only include credit-bearing provision to non-specialist language learners; in other cases, it may only encompass non-credit language courses to students. Activity may be managed from within a university language centre or it might be offered alongside specialist degree programmes and managed from within a language department. The sector is also diverse in terms of the ranges of languages offered, with some institutions offering only three or four languages and others offering up to twenty

60 This paper will present the results of a recent UK-wide survey on IWLP activity which sought to find out more about: the availability and demand for different IWLP languages and note changing trends, the arrangements universities have for delivering these courses and the degree of institutional support, and the profile and motivations of the students who choose to study IWLP languages. Les universités britanniques ne comptent pas moins de étudiants suivant des cours de langue en tant que non-spécialistes. Cette communication présente les résultats d un récent sondage réalisé sur l ensemble du Royaume-Uni au sujet des cours de langues pour non-spécialistes, son but étant de déterminer: l offre et la demande en matière d enseignement de langues à des non-spécialistes, les tendances actuelles, et les motivations exprimées par les étudiants choisissant de suivre ces enseignements

61 The influence of the language centre multilingual policy on the development of the university, exemplified by teaching Asian languages Wielgus Jolanta Gdansk University of Technology Jurkiewicz-Sękiewicz Ewa Academic communities of Polish technical universities have always been interested in Asian languages. However, so far it has been quite a marginal phenomenon concerning a small number of people. The Language Centre at Gdansk University of Technology has been successfully conducting Japanese, Chinese and Hindi classes for a few years now. The aim of our paper is to show the influence of teaching Asian languages at our language centre on the development of our university. We are going to discuss the objectives we tried to achieve when planning the courses. We are going to present promotion and cultural events accompanying them. Our research also investigates why students decide to enroll for the Asian language courses. This presentation will include a concise analysis of students motivation behind these decisions. We are going to confront the targets established at the beginning of the courses with the final results. Finally, we will present the influence of the multilingual policy on the development of fields of study, academic life, students mobility and the promotion of the university. Le Centre de Langues Etrangères de l Université Technologique de Gdansk (Pologne) enseigne avec réussite le japonais, chinois et hindi. Nous voudrions montrer dans notre présentation des formes d enseignement des langues de l Asie qu on effectue dans notre centre ainsi que leur influence au développement de notre université et les motivations des étudiants. Nous allons présenter les actvités d information et promotion qui accompagnent la formation en confrontant, à la fois, les plans qui accompagnaient l assistance au cours avec ses buts réalisés. University student plurilingual profiles in a French frontier city: a quantitative approach Toffoli Denyze (dtoffoli@unistra.fr), Université de Strasbourg El Khatib Samah Plurilingualism has been targeted as an objective of the European Commission and its deployment is naturally thought to originate in the education sector. A recent (2012) European Commission study has pointed to the poor results of French schooling regarding foreign language instruction, but few quantitative studies have looked specifically at student perceptions of foreign language instruction at university. The University of Strasbourg is less than 10 km from Germany and only some 140 km from Switzerland. Various international agreements incite cooperation between the 3 countries. Nearly 20% of the student population is foreign (mostly European, but also African and Asian, with a small representation from both North and South America). 23 different languages are offered for study, 18 up to degree level. The recent (2009) merger of what was previously 3 local universities and a certain number of schools and institutes provides a background of diverse requirements and pedagogical practices with regards to language acquisition. As a prelude to the implementation of new language policies, the project team assigned to redefine language learning for specialists of non-language disciplines at the University carried out in April 2014 a survey of 1400 students, representatives of all faculties and schools, to determine students' attitudes on languages and language learning. Students plurilingual profiles, attitudes and language learning preferences were probed. Results include a quantification of languages that are spoken but not offered for study, the total number of languages spoken, the degree of interest in learning "less taught" languages and openness to trying new methods of language learning. Conclusions suggest policy adaptations as means for promoting and valorising plurilingual skills within the university community. Malgré les objectifs plurilingues de l'europe, les résultats du système scolaire français demeurent faibles

62 Dans le contexte transfrontalier de l'université de Strasbourg, un sondage de 1400 étudiants a été réalisé afin de découvrir les profils plurilingues des étudiants. Les résultats comportent l'identification et le nombre de langues parlées, l'intérêt pour l'apprentissage des Langues les Moins Diffusées et les Moins Enseignées (MODIMES), ainsi que le désir d'essayer de nouvelles méthodes d'apprentissage. Les conclusions suggèrent des adaptations de politique afin de promouvoir et valoriser les compétences plurilingues. Understanding and managing language attitudes: scourge or opportunity? De Stadler Leon (lgds@sun.ac.za), Stellenbosch University Schaffner Sabina This paper will be offered in two parts, presented in adjacent time-slots as a two-fold dialogue between peers. The understanding and management of attitudes regarding multilingualism form essential elements in the management of language policy at multilingual institutions. The complexity of the issue is underscored by an important quote from the work of Bernard Spolsky: language policy exists within a complex set of social, political, economic, religious, demographic, educational and cultural factors that make up the full ecology of human life. (Bernard Spolsky in Language Policy, 2004: ix) In the dialogue between two language centre managers, the effects of the attitudes of different roleplayers on the implementation and management of multilingual language policies will be addressed with specific reference to the different manifestations of the issue in different parts of the world, taking South Africa and Switzerland as our case studies. The talk will draw attention to the attitudes of different role-players, notably that of government, university boards, university managements, faculties, staff and students. In our discussion, we will focus more specifically on the attitudes on campus that influence the interaction between university communities (management, staff and students) and the language centres serving them. We will address the factors that influence these attitudes (including some of those mentioned by Spolsky), indicate the quite often problematic aspect of attitudinal shift, and address some of the challenges for which quite often there are no simple solutions. In einem Dialog zwischen zwei Leitungen von Sprachenzentren wird auf die Auswirkung der Einstellungen verschiedener Akteure auf die Durchführung und Verwaltung vielsprachiger Sprachpolitik eingegangen, unter spezifischer Bezugnahme auf die unterschiedlichen Erscheinungsformen des Problems in verschiedenen Erdteilen, indem wir Südafrika und die Schweiz als unsere Fallstudien nehmen. Implementation of language policy: CEFR driven changes in Japan Imig Alexander (imigalexander@hotmail.com), Chukyo-University Nagai Noriko, O'Dwyer Fergus Until recent times language policy was a domain of nation-states. In Europe the EU and COE changed this, but also beyond Europe the roles of networks for shaping languages policies strengthened. This presentation will unfold the complexity of language policy and policy implementation in Japan by analyzing case studies of adoption of the CEFR, which are taken from an ongoing action-research project being conducted by a voluntary teacher organization (JALT Framework & Language Portfolio SIG). The presentation will reveal the complexity, both in setting up language policy and its implementation, observed on the national, institutional, and individual levels. First, in examining language policy formation, we will address the following key issues: (1) Does the policy state overall objectives and develop concrete learning outcomes based on them? (2) Do curricula contain coherently designed courses to help learners to achieve stated learning outcomes? (3) Are adapted CEFR statements kept intact at its original reference level? The analysis will lead to the necessity of well contextualized global

63 proficiency levels as well as courses designed to achieve these goals. It also shows how the original reference levels are kept in line with adopted objective statements. Second, in reviewing how these language policies are implemented, we will expand on the following questions: (1) Is there a strong leadership for setting up a new policy? (2) How are all stakeholders involved? (3) Can the people engaging in CEFR-based teaching and learning develop a sense of ownership? The presentation will conclude on the role of universities, teacher organizations and individuals in shaping and implementing language policies, and the importance, on the institutional level, of the amalgam of top-down and bottom-up implementation. Diese Präsentation zeigt die Komplexität von Sprachenpolitik und deren Implementation anhand von Fallstudien zum Gemeinsamen Europäischen Referenzrahmen (GER) in Japan auf. Die Komplexität wird einerseits an Fertigkeitsbeschreibungen verdeutlicht, die wie die Sprachstandsbeschreibungen des GER, einen allgemeinen Charakter haben. Andererseits markieren Fallbeispiele (aus der Kursoder Lehrwerksentwicklung, Lehrerbildung) einen lokalen Zugang zur Situation in Japan. The evolution of a multilingual language policy: a South African case study De Stadler Leon (lgds@sun.ac.za), Stellenbosch University The Stellenbosch University (SU) in South Africa functions in a truly multicultural environment and has to deal with a growing multicultural staff and student population in a slowly normalizing South African society. For many years the University functioned as predominantly monolingual institution, but in 2002 it was forced to rethink its approach to language when a new language policy was formulated. SU can be described as an historically Afrikaans university grappling with a new identity as a multilingual higher education institution. In South Africa the minority languages (Afrikaans and the African languages) are constantly in a battle for survival against English, the language which now seems to dominate in just about all spheres of South African society. To develop truly multilingual language policies in which these languages are given their rightful place proves to be quite a challenge, especially given government s unwillingness to systematically address the issues of multilingualism. In this paper I will critically analyse the development of our language policy over a period of 12 years, indicating how we moved from a policy with Afrikaans as the so-called default language in a multilingual setting to a position where we now describe the SU as a multilingual institution providing a space for the minority languages Afrikaans and isixhosa. The paper will also address the role of the SU Language Centre and the management of such a policy, dealing with troublesome variables such as attitudinal shift, ownership of and commitment to the language policy, financing and the different forms of language support needed in our context. In diesem Referat analysiere ich kritisch die Entwicklung der Sprachenpolitik der Universität Stellenbosch (SU) (Südafrika) über einen Zeitraum von 12 Jahren: ich zeige auf, wie die Institution sich von einer Politik mit Afrikaans als einer in einer vielsprachigen Umgebung funktionierenden sogenannten Standardsprache in eine Richtung bewegt hat, in der wir nun die US als eine vielsprachige Institution beschreiben, in der es Raum gibt für die Minderheitssprachen Afrikaans und isixhosa. Das Referat greift auch die Rolle des SU Sprachenzentrums und die Umsetzung dieser Sprachenpolitik auf. Multilingualism and the LUCIDE network: any lessons for university language centres? Skrandies Peter (P.J.Skrandies@lse.ac.uk), London School of economics The objective of this presentation is to share the main results of research on urban multilingualism carried out by the LUCIDE network, a consortium of university and civic partners from thirteen European cities with associated research teams in Ottawa and Melbourne. The focus is on lessons

64 that university language centres may draw from this work and how they can contribute to shaping debates, policies and practices surrounding urban multilingualism. Desktop and original empirical research was carried out in thirteen European, four Canadian and one Australian city between 2012 and During the first phase, recently published literature and data on multilingualism in each city were collected and analysed. In the second phase researchers in each city carried out a series of qualitative interviews on multilingualism with stakeholders representing a variety of institutions related to different spheres of urban life (public services, education, economic life, private life and urban spaces). Analysis of both data sets resulted in the publication of 18 city reports, which contain a wealth of data and important insights into how multilingualism is viewed and experienced by citizens, political activists, the business community, educators, public service providers and policy-makers. The research confirms that languages are often perceived hierarchically and are seen as important economic as well as cultural assets. For individuals and communities, languages are an important aspect of their identity. At the same time multilingualism is viewed by some as a cost in the provision of public services and a possible challenge to social cohesion. The often contradictory debates, policies and practices related to urban multilingualism are of obvious concern to university language centres and present both challenges and opportunities Das LUCIDE-Netzwerk ist zur Untersuchung von Mehrsprachigkeit in europäischen Städten gegründet worden. Ziel der Präsentation ist es, einen Überblick über die Forschungsaktivitäten zu geben und dabei die für Sprachenzentren interessanten und relevanten Ergebnisse in den Vordergrund zu stellen. Als Orte, an denen Mehrsprachigkeit gelebt, erlernt und erforscht wird, können Sprachenzentren eine entscheidende Rolle in den mehrsprachigen Gesellschaften unserer Städte spielen. Neben dem Sprachunterricht, der zur Schaffung und dem Erhalt von Mehrsprachigkeit in unseren Städten und Universitäten beiträgt, geht es darum Studierende und Lehrende an Universitäten, interessierte Bürger und insbesondere politische Entscheidungsträger von der Bedeutung und dem immanenten Wert mehrsprachiger Kommunikation zu überzeugen und die öffentliche Wahrnehmung und Bewertung von Mehrsprachigkeit durch die angemessene Darstellung unserer Arbeit und die Verbreitung von Forschungsergebnissen positiv zu beeinflussen

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66 MAGICC Modularising Multilingual and Multicultural Academic Communication Competence: rationale and purpose of the MAGICC project Forster Vosicki Brigitte University of Lausanne Multilingual and multicultural communication competences are key transversal competences because they are vital for living, studying and working in an internationalised, knowledge based society and economy. The ability to communicate in multilingual and multicultural settings is a new qualification goal for each cycle in the modernisation agenda of the European Higher Education Area. Yet, this competence has not been considered in depth nor applied systematically. The three-year ERASMUS multilateral project MAGICC supported by the EU Lifelong Learning Programme has described and conceptualised this competence for the higher education level, to complement the CEFR. It provides transnational tools for integrating academic, multilingual and intercultural communication competences and lifelong learning skills into students' academic profiles. MAGICC builds on European reference documents and explores the emerging domain of multilingual and multicultural learning. It aims at using and expanding the multilingual repertory of a student in its entirety, as opposed to monolingual approaches, and addresses issues related to communication in multilingual and multicultural contexts. The MAGICC conceptual framework contains learning outcomes specific to the aims and needs of higher education, with aligned assessment criteria and grids. It is the basis for a set of innovative action-oriented multilingual and multicultural academic or professional communication scenarios including tasks for performance evaluation, for tools enabling familiarisation with CEFR and MAGICC assessment grids and benchmark samples for transnational harmonisation of alternative assessment forms. It also forms the basis for an academic eportfolio to provide visibility and recognition of students' multilingual and multicultural profile to third parties. La compétence de communication multilingue et multiculturelle est vitale pour vivre, étudier et travailler dans une société et une économie internationalisées et basées sur la connaissance. Le projet UE MAGICC décrit et conceptualise cette compétence pour l'éducation supérieure, il complémente le Cadre européen commun de référence pour les langues (CECR) du Conseil de l'europe et met à disposition des outils transnationaux pour intégrer des dimensions académiques, interculturelles et d'apprentissage tout au long de la vie dans la construction du répertoire multilingue des diplômé-e-s. Towards the MAGICC conceptual framework Räsänen Anne (anne.e.rasanen@jyu.fi), University of Jyväskylä Natri Teija The presentation reports the multidimensional approach and main steps taken to develop the MAGICC conceptual framework. Starting with systematic desk research into the existing conceptualizations of multi-/plurilingual and multi-/intercultural competences, as well as life-long learning and employability skills, the next step was to collect and analyze data gathered from all partner institutions and existing national and European projects on descriptors already in place for academic level competences, practices and assessment. In addition, the Common European Framework of Reference for Languages was consulted for the general descriptors relevant also for the academic level. In order to ensure social relevance of the framework, the third step was to develop questionnaires for students, faculty, and employers and ask them to rank the synthesized skill and competence descriptors in terms of their importance for graduates academic and professional competences needed for study purposes as well as for the global labour market. The first draft of the conceptual framework was refined on the basis of this stakeholder consultation and led to the version presented to a new group of

67 selected stakeholders in a consultation seminar. The three main action-oriented, multilingual and multicultural competences established through this stepwise process for the BA and MA levels, with some variable focuses, address management of information and knowledge sources, conceptualization and communication of information and expertise, and management of learning from a lifelong perspective. They form the essence of the conceptual framework, detailed further into specific skills and strategies that combine descriptors for academic, discipline-specific, professional, intercultural, and life-long learning competences and their aligned assessment. Cette présentation décrit l élaboration du cadre conceptuel pour les compétences académiques multilingues et multiculturelles: collecte de données des acquis de formation, entretiens de consultation ainsi que séminaire de consultation. Ce cadre est composé de trois séries des compétences: gestion et évaluation des informations et des sources, conceptualisation et communication de l'information, du savoir et de l expertise ainsi que gestion de l apprentissage tout au long de la vie. The MAGICC conceptual framework: a basis for the development of graduates multilingual and multicultural communication profiles Forster Vosicki Brigitte (Brigitte.ForsterVosicki@unil.ch), University of Lausanne This presentation deals with the MAGICC conceptual framework which is an institution-independent, open framework describing multilingual and multicultural academic and professional communication competence. It contains transnationally shared learning outcomes, defining constitutive elements of this competence and contains aligned assessment criteria and grids for improving reliability of multidimensional forms of assessment at a transnational level. It integrates the following EHEA quality criteria: social relevance, action orientation, learner-centred perspective of lifelong learning and transnational readability and comparability. It is structured around three main categories: first, the ability to access, evaluate and manage multilingual and multicultural information and knowledge sources, second, to conceptualise and communicate information, knowledge and expertise in a multilingual and multicultural context and third, to manage learning in a lifelong learning perspective, making use one s own multilingual and multicultural competence. The framework builds on the CECR communicative activities, but adopts a multilingual and multicultural approach. It has a triple focus on each sub-activity: core multilingual communication skills for academic and professional reading, listening, spoken interaction, spoken production and writing skills, related intercultural skills based on the INCA framework and related strategies. Each of these categories contains aligned assessment criteria and grids. For independent learning and examination skills, learning outcomes for skills and strategies are not separated. The MAGICC conceptual framework is a basis for the development, assessment and documentation of this competence in a structured manner at Bachelor and Master level and applies to language specialists and policy makers. Der konzeptuelle Rahmen des EU-Projekts MAGICC stellt Instrumente für die Beschreibung, Entwicklung und Beurteilung von mehrsprachigen und multikulturellen akademischen und berufsspezifischen Kommunikationskompetenzen und Kompetenzen für das lebenslange Lernen zur Verfügung. Basierend auf einem Mehrsprachigkeitsansatz enthält er spezifische transnationale Lernergebnisse für den Hochschulbereich und darauf ausgerichtete Beurteilungskriterien und raster. Er baut auf den kommunikativen Aktivitäten des GER und auf dem INCA-Referenzrahmen für interkulturelle Kompetenzen auf

68 MAGICC scenarios: learning opportunities for the development of academic multilingual and multicultural competence Pérez Cavana María Luisa Open University Gick Cornelia, Kühn Bärbel, One of the main objectives of the MAGICC project was to create a transversal module with sample scenarios to develop academic multilingual and multicultural competence for higher education at Bachelor and Master level. These scenarios are learning-outcome and learning-output oriented and include innovative and effective types of tasks or activities as simulations and role plays. The scenarios are based on the three core competences receptive, productive and lifelong learning in relation to academic, intercultural and strategic competences. They are applicable to various professional settings and discipline areas. The core of the module consists of a set of scenarios which enable students to demonstrate their academic and professional communication competence in multilingual settings. For this purpose a template to design scenarios was developed based on the conceptual framework of the MAGICC project. The creation of the scenarios was a challenging task also in terms of developing assessment criteria, descriptors and transparency tools. The scenario template has been used to create ten pedagogical scenarios relevant for Bachelor and Master studies. Seven of these scenarios have already been piloted with students and tutors from different European universities. This paper will present the scenario template and the main characteristics of the MAGICC scenarios and explain the rationale behind them. It will also report on the pilot experience testing the multilingual scenarios for both students and tutors. It will finally discuss the main challenges encountered and the potential of using the scenarios in specific university contexts. Eines der Hauptziele des MAGICC-Projekts war die exemplarische Entwicklung von Szenarien zum Aufbau und zur Sichtbarmachung von mehrsprachigen und interkulturellen Kompetenzen. Dafür wurde eine Struktur (template) erarbeitet, die den Mehrsprachgskeitsansatz, die Lernziele und Bewertungskriterien des Framework aufnimmt. Basierend auf dieser Struktur wurden Beispielszenarien entwickelt und erprobt. Dieser Beitrag stellt die Struktur der MAGICC-Szenarien vor, gibt Einblick in ihre Pilotierung durch Studierende und Lehrende und diskutiert ihr Potential im universitären Kontext. Innovative aspects of the MAGICC pedagogical scenarios: concrete examples Allal Marina (mallal@zedat.fu-berlin.de), Freie Universität Berlin The MAGICC pedagogical scenarios represent one of the main results of the MAGICC project together with the MAGICC transparency tools and the academic eportfolio. The 10 different scenarios are composed of a series of innovative and action-oriented tasks and activities based on the MAGICC conceptual framework. They aim at developing and assessing multilingual and multicultural academic and professional communication competences as part of students' academic profiles. They consist of simulations or role-plays relevant to situations where the students have to act in real-life academic and professional contexts. The MAGICC scenarios were developed either to be implemented into study programmes or for individual and cooperative learning, and include self- and teacher-assessed activities. They are applicable to various local settings. What is innovative about the MAGICC scenarios is that they do not only involve several languages or multilingual and translanguaging skills, but also aim at developing and assessing explicitly intercultural competences and strategies related to the different communicative activities as well as independent learning skills

69 Furthermore, the scenarios offer a new opportunity for students in European higher education to increase their awareness of their own multicultural and multilingual repertoire and to develop strategies for making use of this repertoire and prior knowledge to promote learning and effective communication. The different scenarios are based on a coherent template which can be used for the design of new scenarios based on the same principles, in relation to the needs of different universities. In this contribution, we will present some scenarios and demonstrate their innovative aspects and show how they contribute to the goals of the MAGICC project. Cette contribution présente des exemples concrets de scénarios pédagogiques portant sur la communication académique et professionnelle multilingue et multiculturelle et orientés vers l'action développés dans le cadre du projet MAGICC. Elle se concentre sur les aspects novateurs de ces scénarios qui ne portent pas seulement sur des compétences multilingues et interculturelles, mais donnent aussi la possibilité aux étudiant-e-s d'augmenter la conscience de leur propre répertoire multilingue et comment celui-ci peut servir pour promouvoir un apprentissage et une communication efficaces. Developing language awareness through multilingualism: the MAGICC project Pérez Cavana María Luisa (Maria-Luisa.Perez-Cavana@open.ac.uk), Open University One of the main study fields of language awareness has focused on multilingualism, where a significant amount of research has been produced over the last decade (Jessner 1999, Kemp 2001, Cenoz 2000). In particular the work developed by Jessner (1999, 2008) using dynamic system theory have proved to be very productive to explore and explain the complexity involved in multilingual systems. The MAGICC project ( Modularising Multilingual and Multicultural Academic competence in Bachelor and Master level), funded by the European Lifelong Learning Programme, aims to develop multilingual academic competence using a transversal module of scenarios for both the Bachelor and the Master cycle. The scenarios involve innovative and effective types of activities and tasks for developing students multilingual and multicultural core communication competences for academic and professional purposes. These scenarios have been piloted by the different European partners and a significant corpus of samples of multilingual students from different nationalities has been collected and analysed. Using in-depth interviews with participants of the pilots, this paper aims to study the students perceptions of developing language awareness based on their multilingual performances working with the MAGICC scenarios. The main focus is the students experience of engaging in plurilingual tasks and interactions and how this has affected their language awareness. The five domains of language awareness, affective, social, power, cognitive and performance, as described by James & Garrett (1991) have been taken as an initial reference point. The method used for the study is a qualitative phenomenologically-orientated approach, as the main focus is how the students have experienced working in a multilingual setting. Mehrsprachigkeit spielt eine fundamentale Rolle im Forschungsbereich von Sprachbewusstsein (Language Awareness), wie zahlreiche Studien in den letzten zehn Jahren (Jessner 1999, Kemp 2001, Cenoz 2000) gezeigt haben. Das Hauptziel des MAGICC-Projekts ist es, Plurilingualität und Interkulturalität in akademischer Sprachkompetenz für die Bachelor- und Masterstufe zu entwickeln. Im Rahmen von diesem Projekt wurden innovative, mehrsprachige Szenarien produziert. Diese Szenarien sind in verschiedenen europäischen Universitäten pilotiert und einige von den Pilotteilnehmern sind interviewt worden. Dieser Vortrag präsentiert die Ergebnisse von den Interviews in Bezug auf drei Hauptbereiche von Sprachbewusstsein, den kognitiven, den affektiven und den mehrsprachigen Bereich

70 Become familiar with MAGICC s assessment criteria and grids Meima Estelle (e.j.meima@rug.nl), University of Groningen van Engen Jeroen Working with assessment criteria and new assessment grids can be daunting and may seem as an impossible task to overcome. In this session, however, we will illustrate the transparency tools that have been created in the MAGICC project to increase the user-friendliness and understandability of these grids for different kinds of stakeholders (teachers, students, policy makers, employers). Not only is there a familiarization process for new users to become acquainted with the terminology, assessment criteria and grids from the MAGICC project, but there are also authentic samples of student work that can be viewed to gain insight first into the different reference levels of the CEFR and second into the three MAGICC levels (basic, satisfactory and full) for multilingual language and communication competences, and intercultural communication competences or strategies. There will also be indications why the samples have been assessed the way they have in relation to specific task descriptions and assessment grids. This is to improve the quality of assessment for broad forms of assessment through reflective practice and shared transparent argument. These samples can also be used in an individual or group training and face-to-face context before assessing one s own students work. After a brief presentation of the tools and how to apply them, we will examine some of the samples as a group, giving you hands-on experience in working with the MAGICC transparency tools. This will contribute in creating a shared understanding and consistency in teacher assessment in order to improve recognition of students' competences by other universities and employers. In diesem Vortrag werden die im MAGICC-Projekt entwickelten Instrumente zur transnationalen Harmonisierung von Leistungsbewertung von mehrsprachigen und multikulturellen akademischen Kommunikationskompetenzen präsentiert. Die Präsentation soll die Verständlichkeit und Benutzung der MAGICC-Beurteilungskriterien und raster durch praktische Aktivitäten erleichtern. Teilnehmer werden nicht nur mit den GER- und MAGICC-Rastern vertraut gemacht, sondern bekommen auch Einsicht in bewertete Arbeitsbeispiele von Studierenden, um die Reliabilität von erweiterter Leistungsbeurteilung zu verbessern. MAGICC Academic eportfolio Media support for developing and documenting multilingual and multicultural academic communication competences Friedrich Jürgen (friedrich@uni-bremen.de), University of Bremen Fernandez-Toro Maria, Kohler Patricia, Zarnowska Dorota Student mobility, new multilingual and multicultural learning environments and working and living in internationalised contexts require qualifications that go beyond academic and professional knowledge and expertise. Multilingual and multicultural communication competences are now also of great importance for students. Therefore, the MAGICC project has developed an interactive, flexible and supportive eportfolio system for higher education students as well as for other stakeholders (teaching staff, faculties, policy makers, employers). The academic eportfolio is based on the MAGICC conceptual framework and expands the Council of Europe's European Language Portfolio (ELP). Students can not only highlight in a coherent and transnational manner their general multilingual profile, but also their specific academic and professional communication skills, intercultural skills and strategies, for better recognition by third parties (Language Passport). They can monitor their learning process integrating formal, informal and non-formal learning environments, design study plans, and reflect on their own learning, thus supporting self-directed learning and evaluate and reflect upon their intercultural skills (Language Biography). The eportfolio contains various kinds of evidence illustrating the learner s multilingual and multicultural profile and independent learning competences (Dossier)

71 Associated with the academic eportfolio, a toolbox provides information on the theoretical approach, offering tools for harmonising assessment at a transnational level and contains pedagogical scenarios for multilingual and multicultural communication situations. The presentation deals with the theoretical basis of the eportfolio approach, as well as practical implementation issues and presents first results of the system evaluation. Mehrsprachige und interkulturelle Kommunikationskompetenzen sind heute von besonderer Bedeutung, sei es für die Mobilität von Studierenden oder die Arbeit und das Leben in internationalen Umgebungen. Im MAGICC-Projekt wurde ein eportfoliosystem entwickelt, das Studierenden in flexibler Weise erlaubt, ihr mehrsprachiges und multikulturelles akademisches und berufsspezifisches Profil zu entwickeln, es für Dritte international vergleichbar sichtbar zu machen und ihre Lernprozesse bei der Entwicklung dieser Kompetenzen zu begleiten. Implementierung der Resultate des MAGICC-Projekts an der zweisprachigen Universität Freiburg/Fribourg: Was bringt das Projekt? Wo liegen die Stolpersteine? Gick Cornelia (cornelia.gick@unifr.ch), University of Fribourg Kohler Patricia Im Projekt MAGICC wurden Instrumente entwickelt, die helfen, den Aufbau von mehrsprachigen Kommunikationskompetenzen zu konzeptualisieren und sichtbar zu machen. Das Framework bietet Kompetenzbeschreibungen in den drei Kernkompetenzen Rezeption, Produktion und lebenslanges Lernen an. Diese Kompetenzbeschreibungen nehmen Bezug auf Sprachhandlungen im akademischen Kontext, wie z.b. Entnahme von Informationen aus Fachtexten usw. Dabei werden auch Strategien und interkulturelle Aspekte mit berücksichtigt. Es wurde weiterhin ein von den learning outcomes her gedachtes Template für die Konzipierung von mehrsprachigen Szenarien entwickelt. Diese Szenarien zeigen exemplarisch, wie handlungsbezogen und produktorientiert am Aufbau der Kompetenzen gearbeitet werden kann. Es handelt sich um die Aufnahme von realen akademischen Kommunikationssituationen, Simulationen oder Rollenspielen. Eine Website ermöglicht an Hand von konkreten Beispielen, sich darüber zu informieren, wie Kompetenzen bewertet werden. Ein elektronisches Portfolio steht Interessierten zur Verfügung, um die eigene Mehrsprachigkeitskompetenz zu dokumentieren und sichtbar zu machen. Dieser Beitrag skizziert, welche Entwicklungen dank des Erarbeiteten in den verschiedenen Institutionen, dem Sprachenzentrum, den verschiedenen Fakultäten und den einzelnen Studienbereichen speziell im Hinblick auf die Vermittlung von akademischen Mehrsprachigkeitskompetenzen möglich werden oder werden könnten. Er nimmt dabei Bezug auf die unterschiedlichen Bedürfnisse und auf bestehende Ansätze oder Programme wie z.b. Bilingue plus und entwirft exemplarisch ein Modell zum Aufbau von Mehrsprachigkeitskompetenzen an der Universität Freiburg. Abschliessend benennt der Beitrag Voraussetzungen, die gegeben sein müssen, damit diese Entwicklungen erfolgreich umgesetzt werden. Cette présentation montre les possibilités de développement que les divers travaux du projet MAGICC offrent aux différentes institutions comme le centre de langues de l université, différentes facultés et domaines d études. Il est ici plus particulièrement question de l intégration des compétences universitaires plurilingues et pluriculturelles. Outre les différents besoins et concepts actuels, cette présentation se propose d exemplifier ensuite le développement des compétences plurilingues à l université de Fribourg à travers quelques modèles, par exemple la formation Bilingue plus

72 Translation The Translation Focus Group and Tuning 2014 and beyond Harvey Julia University of Groningen One of the most exciting developments within translation is linked to developments within education as a whole - the European Tuning project (the Bologna process and Dublin descriptors, ) is transforming education and how it is viewed across the globe. What started a decade ago as a project to facilitate study periods abroad for European students has evolved into a completely new form of education, one that is student-centred rather than institution-centred, and with an eye to global quality assurance standards in the near future. Within these developments a proper translation of the new terminology is essential which requires a thorough understanding of the concepts behind the new form. The Translation Department of the EU currently translates all the major documentation of the Tuning project, but there is a growing need for swifter translations of correspondence, memos and the like. The Cercles Translation Focus Group, comprising European university translation departments, has the opportunity to work with Tuning as their in-house translators. We also intend to apply for funds to expand our existing education terminology databases and style guides and link them to each other. A third role for the TFG within Tuning is as education experts we can join in discussions about the best translation and interpretation of new terms. We actually work at the coalface so have significant added value to offer. A further strength are the close ties between the TFG members, with exchange of best practices and translators the order of the day. Das Europäische Tuning-Projekt revolutioniert Bildung und wie sie betrachtet wird. Was als Projekt zur Erleichterung des Studiums im Ausland für europäische Studenten begann, hat sich zu einer eher studierendenzentrierten als zu einer institutionszentrierten Form von Bildung entwickelt. Das TFG hat die Möglichkeit, Inhouse-Übersetzer für Tuning zu werden und sich an Diskussionen über die beste Übersetzung und Interpretation der neuen Bildungsbegriffe zu beteiligen. Gemeinsame Datenbanken und Austausch bewährter Praktiken sind ebenfalls möglich. (Translation) terminology management as a policy challenge demands, obstacles and (possible) solutions Nunius Sabine (sabine.nunius@fau.de), FAU Erlangen-Nürnberg On a daily basis, university language service units are faced with demands for translations from a number of different fields. For obvious reasons, they are expected to deliver accurate texts with consistent (corporate) wording. While this expectation is perfectly justified, it is worthy of note that much less attention and funding is paid to the prerequisite for consistency and terminological continuity: standardised terminology. In fact, only very few universities have an operating and professional terminology management system in place and applications for new systems are often turned down for budgetary matters. This can be traced back to a variety of causes, e.g.: - no or very little visible ROI (return on investment) in the initial stages - consistency with other documents often no immediate concern for clients - terminological inconsistencies less visible than other translation mistakes (typos, grammar mistakes, etc.) - implementation of a reliable system as a time- and resource consuming task. Likewise, terminology management is still not recognised as an integral component of language policies even though it is a task that has a huge impact on other aspects such as the facilitation of international exchange and multilingual communication. Moreover, comprehensive terminology management clearly goes beyond the responsibilities and decision-making scopes of a university s language or translation department

73 The presentation aims to explore the policy-relevant aspects of terminology management focussing on: - stakeholders - workflows and decision-making processes - corporate wording vs. (legally) binding terminology/policies - effects on (corporate) wording in the source language - (academic) freedom vs. standardisation. Trotz der stark zunehmenden Bedeutung eines professionellen Terminologiemanagements im universitären Kontext sowie diverser strategischer Implikationen nimmt dieser Aspekt bislang noch eine randständige Stellung im Bereich Sprach(en)politik ein. Ziel der Präsentation ist es daher, die jeweiligen sprachenpolitischen Implikationen aufzuzeigen und diese vor dem Hintergrund universitätsspezifischer Anforderungen zu diskutieren. Diversify, specialise or both? Recent experiences at the UAB translation service Kelso Fiona (fionamegan.kelso@uab.cat), Universitat Autònoma de Barcelona In the present economic climate, universities are under pressure to increase the efficiency of the services they offer. In parallel, there is increased demand for translation services by university lecturers and researchers who are either working directly with international companies and organisations or offering their students access to greater opportunities by teaching their classes in English. University internationalisation policies have also meant continuing demand for language support at institutional level. This paper gives some examples of practical approaches to meeting all these demands while improving our efficiency through collaborative projects with the language services of the Catalan universities network. It also defends the decision of our service not to accept requests for translations from outside the university ambit. Actuellement, les universités subissent une pression pour augmenter l'efficacité des services qu'elles proposent. Il y a aussi une demande croissante de services de traduction de la part de professeurs et chercheurs universitaires, qui travaillent directement avec des entreprises internationales ou qui assurent leurs cours en anglais. Les politiques d'internationalisation universitaire impliquent une demande continue de soutien linguistique au niveau institutionnel. Cet article présente quelques exemples d'approches pratiques destinées à répondre à ces diverses demandes. Translation: providing added value and overcoming external competition Keurentjes Bert (vertaalservice@into.ru.nl), Radboud University Nijmegen Like most universities in the Netherlands, Radboud University Nijmegen does not oblige its departments to source professional services internally, i.e. from other departments within the university. Because of this, as well as other factors including a poor reputation with a number of key university players, as recently as 2009 the translation and editing service of Radboud in to Languages regularly found itself losing out to external competitors. There was even talk of discontinuing the service altogether. At the end of 2009, however, a dedicated coordinator was appointed to professionalise and develop the language centre s translation department. Despite some initial ups and downs, this department has gone from strength to strength, with a turnover four times higher than five years ago and external competition all but eliminated. In this presentation I will discuss what, in my opinion and experience, are the key elements of running a successful academic translation service. Most of these can be summed up in three words: providing added value. In other words, what can an academic translation service offer university staff and indeed external clients that commercial translation agencies cannot? Also, and no less importantly, I will address the question of whether it is

74 beneficial for an academic translation service to adopt an aggressive stance towards external competitors. Or, indeed, for a university to have a policy forcing its staff to purchase services from colleagues. The conclusions reached in this regard, which include the assertion that such a policy may well be detrimental to the quality of services provided, will not only be of interest to language centre staff involved in translation but also in other fields where there is competition from non-university service providers. Nella presente esposizione si prenderanno in esame gli elementi chiave per la gestione di un servizio di traduzione accademico. Verrà inoltre formulato il quesito se l adozione di una strategia aggressiva nei confronti della concorrenza esterna possa o meno portare benefici. Infine, verranno valutate le potenziali conseguenze dell obbligo imposto dall università ai suoi dipartimenti di usufruire dei servizi professionali interni. Le conclusioni non interesseranno soltanto il personale del centro linguistico che si occupa di traduzione ma anche i dipendenti responsabili di altri settori

75 POSTERS Creating the CercleS professional experience in conferences and events: results of ongoing work by CercleS focus group 8 Del Carmen Arau Ribeiro Maria (maricarmen@ipg.pt or mdc1792@gmail.com), Polytechnic Institute of Guarda Forapani Daniela, Franti Jaana, Paliot Elisabeth CercleS attracts researchers from around the world to its conferences, seminars and meetings. This visibility and the pursuit of excellence requires a set of seamless management procedures that can be easily applied to each event and is behind the creation of Focus Group 8 on Conference and Event Management. The proposed poster traces the activity developed in the creation of the wiki to be linked to the CercleS homepage. The study at hand is the result of a methodological blend of i) research into theoretical best practices; ii) consultation with coordinators of past CercleS events to determine their practical applications and iii) anticipation of the specific needs of CercleS as an international organisation. The poster covers the logic of the wiki presentation from the all-important project timeline to the controversial issue of the use of languages and from the fine-tuning of the Agreement with CercleS to post-conference activities. Beyond an informative description of the timely gathering and analysis of data and the results of discussion and debate, the poster commemorates an important step toward creating the CercleS experience in quality professional events. Le Conferenze Cercles richiamano ricercatori da tutto il mondo. Il poster che si propone, presenta le linee guida per l'organizzazione degli eventi di eccellenza Cercles messe a punto dal Focus Group 8 - Conference and Event Management. Le linee guida - organizzate in un wiki - sono il risultato di uno studio che ha riguardato: a) ricerche sulla teoria delle best practices nel campo dell'organizzazione di eventi internazionali b) colloqui con i coordinatori di passati eventi Cercles tesi a determinare come le stesse siano state tradotte in pratica e c) anticipazione dei bisogni del Cercles. Modularising Multilingual and Multicultural Academic Communication Competence: the MAGICC project Forster Vosicki Brigitte (Brigitte.ForsterVosicki@unil.ch), Université de Lausanne This poster presents the results of the three-year ERASMUS Multilateral project MAGICC supported by the EU Lifelong Learning Programme. MAGICC has described and conceptualised multilingual and multicultural competence for the higher education level, to complement the CEFR. It also provides transnational tools for integrating academic, multilingual and intercultural communication competences and lifelong learning skills into students' academic profiles. The basis for the different MAGICC developments is the MAGICC conceptual framework which contains learning outcomes specific to the needs of higher education, with aligned assessment criteria and grids. It is operationalized through a set of action-oriented academic or professional communication scenarios including tasks for performance evaluation, through tools enabling familiarisation with CEFR and MAGICC assessment grids and benchmark samples for transnational harmonisation of alternative assessment forms, and through an academic eportfolio to provide visibility of students' multilingual and multicultural profile to third parties. The project is of interest to HE students, teaching staff, faculties, policy makers and employers. Ce poster présente les résultats du projet UE MAGICC qui décrit et conceptualise la compétence de communication académique multilingue et multiculturelle pour l'éducation supérieure. MAGICC complémente le Cadre européen commun de référence pour les langues (CECR) du Conseil de l'europe. Il met à disposition des outils transnationaux (scénarios pédagogiques, outils de transparence, eportfolio academic) pour intégrer des dimensions académiques, interculturelles et d'apprentissage tout au long de la vie dans la construction du répertoire multilingue des diplômé-e-s

76 New LAP exam at the Faculty of Arts, Charles University Hanzliková Marie Charles University of Prague This poster shows the new structure, aiming and content of the university exam done at the Faculty of Arts, Charles University in Prague. There has been a long tradition of this type of exam for the non- English majors (students who major in other subjects in the field of humanities, history and philology) at this faculty. In 2013 this exam underwent a radical change. To prepare students for this exam, a new textbook for basic language courses was introduced while having in mind the CEFR descriptors. The levels of those courses start at the B1 CEFR level and should take the students to min B2 CEFR level. As the aim was to base the new exam and the syllabus of courses on the development of academic skills and specialised language (EFL, EAP) needed in the field of humanities, one of the IELTS course books was chosen. The primary concern was combining all these issues so that the new type of university English exam adequately reflects the requirements and demands of both the students who are willing to study abroad and specialised faculty departments. The poster should graphically explain those changes and the current structure of the new academic English exam. Dieses Poster stellt die neue Struktur und den neuen Inhalt der Englisch-Universitätsprüfung für die StudentenInnen, deren Hauptfach nicht Englische Philologie ist, an der Philosophischen Fakultät der Karlsuniversität in Prag dar. Im Jahr 2013 wurde diese Prüfung radikal verändert. Primär war es wichtig, dass die neue Englischprüfung so beschaffen ist, dass sie sowohl den Bedürfnissen der Studierenden, die bereit sind im Ausland zu studieren, als auch der spezialisierten Lehrstühle an der Fakultät gerecht wird. A bilingual course is not rocket science! Hashold Jean-Philippe (jp.hashold@gmail.com), University of Zurich L objet de notre poster sera de montrer par quels moyens, somme toute assez économiques, il est possible de faire entrer d autres langues dans un cours de FLE. Nous présenterons en particulier un projet de cours de langue de spécialité français-anglais qui mettra en évidence les avantages à développer ce genre de proposition didactique en université où le cours de langue préprofessionnalisant a toute sa place. Un cours de langue bilingue, traitant en parallèle des mêmes thèmes et éventuellement de structures de la langue semblables, permet une importante économie de moyens, que ce soit pour le cadre institutionnel (le centre de langue) ou pour l apprenant dont les efforts d'acquisition d une structure (au sens de Piaget) se voient doublement récompensés. Dans cette approche forcément contrastive, l apprenant atteint une connaissance plus précise de la langue, notamment sur le plan terminologique, il est davantage sensibilisé aux écueils de l interculturel, développe sa capacité à prendre des décisions sur son apprentissage (autonomie et stratégies) et finit par être plus compétent en termes de connaissance, mais aussi de manipulation. We will show with which simple means a bilingual course can be implemented. Dealing with the same topics and language structures the bilingual course saves resources. The learners efforts to learn a structure (Piaget) are rewarded twice. In this contrastive approach, the learners achieve a more accurate knowledge of the languages, they are more aware of the pitfalls in intercultural communication and develop there ability of making decisions about their own learning. They get more competent in terms of language knowledge and use

77 Translation and interpreting at language centres Linhartova Yveta University of Pardubice The Translation Focus Group was established in November 2001 as one of the CERCLES interest groups. The group is involved in translation and interpreting activities at the participating universities. TFG was founded at a meeting organized and supported by the University of A. Nebrija in Madrid and attended by 16 representatives of language centres. Translation and interpreting is an integral part of everyday life in language centres across the European universities. The participants agreed that the problems of translation are very much the same; they are confronted with similar situations, which gives them an opportunity to use the TFG as a platform for sharing good practices, searching effective solutions and developing ideas for learning from each other. The poster session attempts to present a concise overview of the TFG goals and achievements through its existence. Die Translation Focus Group (TFG) wurde im November 2001 als eine der Interessengruppen von CercleS gegründet. Die Gruppe ist an der Übersetzung und Dolmetschen der Aktivitäten von den teilnehmenden Universitäten beteiligt. TFG wurde auf einer Tagung gegründet, die von der Universität von A. Nebrija in Madrid organisiert und unterstützt wurde und an der 16 Sprachzentren vertreten waren. Developing the strategies of reading judgements of the European Court of Justice in the course of legal English Ločmele Laimdota (laimdota.locmele@lu.lv), Latvia University The course of Legal English at Latvia University envisages acquisition of reading skills of a range of legal text types where judgements of the European Court of Justice are among the most difficult. In general, legal texts are formed according to familiar ready-made structures. In discourse theory texts can be seen as made up of semantic and syntactic macrostructures. These structures serve as a sign for the reader to identify the text type and realize its place among other texts. A judgement of the ECJ is thus both an independent text and is at the same time connected with other texts due to its structure. Therefore it is our aim to teach judgements of the ECJ as one of the legal text types and also to teach reading of the mentioned texts in connection with other legal documents which involves the knowledge of treaties of the European Union, functions of main European institutions, sources of European law, etc. The mentioned reading skills and knowledge of general legal background are necessary to place each particular text in a broader context. By learning a new text, students not only mechanically add another unit, but in fact multiply their knowledge by obtaining a whole text type at their command. Im Fachsprachenkurs Englische Rechtsprache in der Universität von Lettland wird die Entwicklung der Lesefertigkeit für das Lesen unterschiedlicher juristischer Texte fokussiert. Die Urteile vom EuGH bilden einen der schwierigsten Texttypen in diesem Kurs. Da praktisch alle juristischen Texte durch erkennbare syntaktische und semantische Strukturen gebildet werden, ist es möglich die Entwicklung der Lesefertigkeit gerade auf der Kenntnis dieser Strukturen zu basieren. In der Posterpräsentation werden die theoretischen und praktischen Aspekte dieser Methode analysiert

78 Die Problematik der Beurteilung von Fachsprachenkompetenzen im Fachsprachenkurs Deutsche Rechtssprache an der Universität Lettland, Riga Niedre Laila Latvia University Die Posterpräsentation setzt zum Ziel durch ein konkretes Beispiel die Problematik der Beurteilung der erworbenen Kompetenzen zu veranschaulichen. Es geht konkret um einen Fachsprachenkurs, nämlich um den Kurs Deutsche Rechtssprache, der an der Universität Lettland als Pflichtwahlkurs im Rahmen des Bachelor-Studienprogramms Recht angeboten wird. Die Planung des Beurteilungsverfahrens beginnt mit der Zielsetzung für den konkreten Kurs im Kontext des ganzen Studienganges. Eine besondere Herausforderung bilden in diesem konkreten Falle einige Rahmenbedingungen, wie die unterschiedlichen Sprachkenntnisse der Studierenden und der sehr begrenzte zeitliche Umfang (48 UE). Da es ein Fachsprachenkurs ist, werden im Kurs sowohl Fach- als auch Sprachkompetenzen entwickelt. Unter beiden Aspekten ist die Leistung der Studierenden auch zu bewerten. Gleichzeitig sind bei der Beurteilung der Leistung auch die unterschiedlichen Ausgangskompetenzen zu berücksichtigen. Durch das konkrete Beispiel der Abschlussarbeit für den oben erwähnten Kurs verfolgt die Posterpräsentation die theoretischen und auch praktischen Überlegungen bei der Herausarbeitung eines erfolgreichen Beurteilungssystems. The aim of the poster Issues of Testing Professional Language Skills in the Course of Legal German at the University of Latvia, Riga is to unfold the issues related to testing professional language skills in. To create a final test, precise ojectives are set. The language and professional competence reflected in the course objectives are often problematic, e.g., at Latvia University learners have unequal background knowledge, and yet, they have to develop many skills in a short course. Motivation als wesentliches Element bei der Aneignung der Fachsprache im Bereich der Rechtswissenschaft Šrámková Eva (Eva.Sramkova@law.muni.cz), Masaryk University Dieser Beitrag setzt sich zum Ziel auf die Wichtigkeit der Motivation zum Erwerb von fachsprachlichen Kompetenzen im Bereich der Rechtswissenschaft hinzuweisen und die dafür eingesetzten Methoden darzustellen. Seit vielen Jahren konkurriert die deutsche Sprache mit der ständig an Bedeutung zunehmenden englischen Sprache. Diese Situation beeinflusst das Interesse der tschechischen Studenten für die deutsche Rechtssprache sehr negativ, denn die Anzahl derjenigen, die diese Sprache wählen, geht jedes Jahr zurück. Demzufolge ist es nicht einfach, die Jurastudierenden zum Studium der deutschen Rechtssprache zu motivieren. Es ist unbestritten, dass Englisch für die angehenden tschechischen Juristen ein Muss ist, unzweifelhaft ist aber auch, dass Deutsch ein Plus ist, denn manche Anwaltskanzleien bevorzugen diejenigen Uni-Absolventen, die die deutsche Fachsprache in Wort und Schrift beherrschen. Um Jurastudierende für die deutsche Fachsprache zu begeistern, muss man innovative Methoden und neue Medien in den Lernprozess einbeziehen. Im Vordergrund dieses Prozesses steht die Verwendung von interaktiven Methoden, die den Unterricht für die Studierenden attraktiver machen und deren Interesse wecken können. The aim of this presentation is to show the importance of motivating students of Legal German and introduce methods used to achieve this goal. Due to the fact that the number of legal German students is constantly dropping, it is becoming increasingly important to motivate LSP students to choose German - the language the mastery of which graduates who plan to join the Czech Bar Association will benefit from. Therefore, it is necessary to use innovative teaching methods and new media to spark the interest of students to study this language

79 Becoming a multilingual expert by obtaining a bilingual degree at the University of Helsinki Vaattovaara Johanna (johanna.vaattovaara@helsinki.fi), University of Helsinki Fiilin Ullamaija, Jokinen Jaana University of Helsinki has established a system which makes it possible to obtain a bilingual university degree (at the moment Bachelor s degree through Finnish & Swedish). The poster presents some of the most central results from a study which focused on the development of language proficiency of the bilingual degree students who were Finnish L1 speakers. Finnish speaking students taking part in the bilingual degree program study at least one third of their credits in Swedish (min. 60 ECTS). The aim of this degree system is to support multilingualism, and to facilitate working with and in a second language (see e.g. Kramsch 2002 for some theoretical implications), first in the context of academic studies and second in working life. The development of Swedish proficiency of the bilingual degree students was investigated with a less traditional method, using two groups of raters: language specialists (a group of Swedish teachers) as well as several groups of students who were Swedish L1 speakers. The poster presentation focuses on the overall findings based on the assessments given by these rater groups on the oral and written data sets. Die Universität Helsinki hat ein System entwickelt, das es ermöglicht, einen bilingualen Universitätsabschluss zu erwerben (derzeit ist dies ein Bachelor-Abschluss in Finnisch und Schwedisch). Das Poster stellt einige der zentralen Ergebnisse einer Studie vor, die die Entwicklung der schriftlichen und mündlichen Fertigkeiten in Schwedisch von Absolventen des bilingualen Abschlussgrades mit Finnisch als L1-Sprache untersuchte

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81 INSTITUTIONAL SUPPORT Centre de langues de l Université de Lausanne FHNW IG-FHS Institut für Mehrsprachigkeit Fribourg Sprachenzentrum Basel Sprachenzentrum Fribourg Sprachenzentrum ZHAW Sprachenzentrum Zürich Universität Freiburg Vals-Asla COMMERCIAL EXHIBITORS AND SPONSORS DELF (Diplôme d'etudes en Langue Française) and DALF (Diplôme Approfondi de Langue Française) are French Language Certificates for people whose mother tongue is not French and who are not French citizens. The diplomas are issued by the Centre International d'etudes Pédagogiques (CIEP) of the French Ministry of Education. The Goethe-Institut is the cultural institute of the Federal Republic of Germany. We promote knowledge of the German language abroad and foster international cultural cooperation. Through our network of Goethe- Institutes and partner organizations we perform the principal tasks of cultural and educational policy abroad. Peter Lang International Academic Publishing Group publishes academic books in the Social Sciences and Humanities. Our renowned Linguistic Insights series, edited by Maurizio Gotti, has reached volume 200. Our headquarters are based in Switzerland; our five independent publishing houses are located in Berne, Brussels, Frankfurt, Oxford and New York. telc stands for The European Language Certificates. In continual realisation of this claim that is integral to our name, we now offer over 70 different examinations, in eleven languages. telc certificates are recognised as official proof of German language competence required for obtaining citizenship