scholarly journals Repurposing virtual reality assets: from health sciences to Italian language learning

2020 ◽  
pp. 21-26
Author(s):  
Alessia Plutino ◽  
Tiziana Cervi-Wilson ◽  
Billy Brick
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Pilot Project ◽  
Health Sciences ◽  
Language Curriculum ◽  
Health Care Students ◽  
Italian Language ◽  
Learning And Teaching ◽  
Modern Language ◽  
The University

This paper reports on the rationale for the implementation of a pilot project using a scenario-based Virtual Reality (VR) resource, originally developed by Health Sciences at Coventry University and now being repurposed for Italian language learning as a collaborative project with Modern Languages and Linguistics at the University of Southampton. The original aim of the resource was to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-player Character (NPC). The authors will discuss how they are planning to repurpose the resource for Italian language learning and teaching and will analyse the potential pedagogical uses within the modern language curriculum, including emotional language, employability skills, and the year abroad.

Language Problems of First Year Science Students

2011 ◽  
pp. 1-17
Author(s):  
Felicia Zhang
Keyword(s):  
Language Learning ◽  
International Student ◽  
Tertiary Education ◽  
Approaches To Learning ◽  
First Year ◽  
Student Body ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Language Needs ◽  
The University

The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project were Biology, Chemistry and Physics and involved the University of Canberra, University of Sydney, University of Tasmania, University of Technology, Sydney, and University of Newcastle in Australia. This project was funded by the Australian Learning and Teaching Council (ALTC).

scholarly journals Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project

2016 ◽  
Vol 17 (33) ◽  
pp. 50-53
Author(s):  
Arlene Holmes-Henderson
Keyword(s):  
Language Learning ◽  
Primary Schools ◽  
Curriculum Policy ◽  
Modern Language ◽  
University Of Oxford ◽  
Primary Curriculum ◽  
Set Up ◽  
Classical Language ◽  
The University ◽  
The Impact

The Classics in Communities project (http://classicsincommunities.org/) is a partnership between members of the University of Oxford, the University of Cambridge and the Iris Project. It was set up in response to the primary curriculum reforms which were implemented in England from September 2014. In the Key Stage 2 (KS2) Languages curriculum policy, for the first time, Classical Greek and Latin can be chosen for study by pupils aged 6-11 in place of a modern language. The project particularly targets schools where Classical languages have not previously featured on the curriculum. It has twin aims: to equip teachers in primary schools with the skills and knowledge necessary to teach these languages; and to conduct parallel research to determine the impact of Classical language learning on children's cognitive development.

Research in language assessment

2016 ◽  
Vol 50 (1) ◽  
pp. 138-142
Author(s):  
Ute Knoch
Keyword(s):  
Language Learning ◽  
Language Testing ◽  
Language Assessment ◽  
Research Centre ◽  
Measurement Instruments ◽  
Learning And Teaching ◽  
International Reputation ◽  
Assessment And Testing ◽  
The University ◽  
And Training

Since its inception in 1990, the Language Testing Research Centre (LTRC) at the University of Melbourne has earned an international reputation for its work in the areas of language assessment and testing as well as program evaluation. The mission of the centre is: (1) to carry out and promote research and development in language testing; (2) to develop tests and other appropriate proficiency measurement instruments for English and other languages; (3) to evaluate programmes of language learning and teaching; (4) to provide consultancy services in evaluation and testing; and (5) to provide education and training in the area of language assessment.

Language learning using multimedia conferencing: the ReLaTe project

ReCALL ◽  
1998 ◽  
Vol 10 (2) ◽  
pp. 25-32 ◽  
Author(s):  
Elizabeth Matthews
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
It Services ◽  
Joint Research ◽  
Learning And Teaching ◽  
Joint Research Project ◽  
University College London ◽  
The Uk ◽  
The University ◽  
Multimedia Conferencing

The article provides a description of the ReLaTe (remote language teaching) project, to develop a working demonstrator using a multicast-based conferencing system (Mbone service), for distance foreign language tuition. It covers aspects of technical development for applications over SuperJANET and gives an overview of the trials and evaluation, including how students and teachers adjusted to the system; the advantages and drawbacks of the system; how the system affected learning and teaching in the context of acquisition and delivery of foreign languages. The ReLaTe project is a joint research project between the University of Exeter and University College London, involving the Foreign Language Centre and IT Services (Pallas) at Exeter and the Language Centre and the Department of Computer Science at UCL. The project began in September 1994, with funding from BT and JISC (Joint Information Systems Committee) of the Higher Education Council of the UK. mis article covers the work of the project from September 1994 until December 1995.

scholarly journals Appropriating a new language learning approach

2016 ◽  
Vol 10 (2) ◽  
pp. 105-117 ◽  
Author(s):  
Hilkka Koivistoinen ◽  
Leena Kuure ◽  
Elina Tapio
Keyword(s):  
University Students ◽  
Language Learning ◽  
Ecological Perspective ◽  
Ecological Approach ◽  
Learning Approach ◽  
Language Teacher Education ◽  
Data Resource ◽  
Learning And Teaching ◽  
University Course ◽  
The University

The study focused on university students of English and their teachers appropriating an ecological perspective into language learning and teaching during a university course. The course involved designing and putting into practice an online language project for school children in Finland and Spain. The task was expected to pose challenges as the university students had no experience of the pedagogic approach applied. Two video-recorded wrap-up discussions and the students’ final reports were selected from the data resource for closer analysis. The qualitative analysis showed how the new/ecological approach was resemiotised through multimodal (inter)actions between the participants. Experiences of complexity were collaboratively negotiated through the metaphor of ‘chaos’, first as problematic, then normalised and even a desired part of language teaching. The study bears implications for language teacher education shedding light on changing understandings for pedagogical thinking.

scholarly journals A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching

2021 ◽  
Author(s):  
Giovanna Carloni ◽  
Federica Franzè
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Reflective Teaching ◽  
International Exchange ◽  
Columbia University ◽  
Learning And Teaching ◽  
The University

This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.

Understanding Learner and Instructor Attitudes Toward and Use of Mobile-Assisted Language Learning

2020 ◽  
pp. 1-34
Author(s):  
Ana Gimeno-Sanz ◽  
Valentina Morgana ◽  
Julie Van de Vyver
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Language Education ◽  
Point Of View ◽  
Target Groups ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Research Areas

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners' independent usage of MALL in informal learning and the instructors' perception of how mobile apps can or should be integrated into the language curriculum. The chapter proposes a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching.

scholarly journals Language Curriculum Analysis of French Literature in Iranian Universities at BA

2016 ◽  
Vol 6 (1) ◽  
pp. 240
Author(s):  
Rouhollah Rahmatian ◽  
Haleh Cheraghi ◽  
Roya Letafati ◽  
Parivash Safa
Keyword(s):  
Language Learning ◽  
French Literature ◽  
Multidisciplinary Approach ◽  
Science Research ◽  
Learning Objects ◽  
Curriculum Analysis ◽  
Language Curriculum ◽  
Curriculum Decisions ◽  
French Curriculum ◽  
The University

This article attempts to realize the dominant approach in developing the academic curriculum of language degree and French literature in Iran. It concentrates on analyzing the content of the curriculum approved by the Ministry of Science, Research and Technology in Iran and the University of Tehran. It was concluded that the first curriculum opts an approach of broad areas by considering the isolated components of language learning. It encompasses the literature of each century. Yet, Tehran University has sought to review the curriculum of Bachelor degree in 2011. With regard to the course of the general French, curriculum decisions are influenced by the corporation, specifically by French companies (under the influence of the action-oriented perspectives in language teaching). In these courses, the approach is based on the general areas. The courses in French literature are based on learning objects and are part of a multidisciplinary approach.

Application of Virtual Reality Technology in the English Teaching of the University

2014 ◽  
Vol 926-930 ◽  
pp. 4469-4472
Author(s):  
Xiao Yan Zhang
Keyword(s):  
Virtual Reality ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Decisive Role ◽  
Virtual Reality Technology ◽  
English Teaching ◽  
Modern Language ◽  
Teaching Content ◽  
Language Environment ◽  
The University

As everyone knows, language teaching and learning should be carried out in a certain environment. The virtual reality technology language environment play a decisive role on modern language teaching based on a spurt of progress in science and technology today. Firstly, this paper introduced connotation of the virtual reality technology synoptically and proposed the idea of classroom teaching and extracurricular English learning with virtual reality technology according to the university English teaching content.

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