refless project - languages at soton - stages and structures

Languages at SouthamptonVicky Wright

Director, Centre for Language StudyDeputy Director, LLAS26 May 2011

Languages at Southampton

● Overview○ Internal structures○ Development of Language Stages○ Planning for the future - issues and questions

● Internal Structures ○ Departments of Spanish, French, German + Language

Centre merge to form School of Modern Languages (1983)○ Language Centre delivers languages across the University

including English language (teaching only staff) ○ Centre for Language Study (CLS) created within Modern

Languages. Delivers Stages 1- 4 to all undergraduates (teaching only staff) (from 2001)

○ CLS (professional language teaching staff) delivers all Language Stages (from 2003)

● Internal Structures within Modern Languages 1. UG content curriculum delivered by research active staff in 3

main areas;■ Linguistics - History, Society and Politics – Literature

2. UG language curriculum delivered by education led staff

mapped onto education/research career pathways■ CLS staff encouraged to carry out pedagogical research

(10% of time allocated)

3. Increasingly CLS staff take on management and other strategic roles within Modern Languages

● Development of Language Stages○ Issues to address at the outset:

■ varied proficiency at entry■ how to cater for the most able linguists■ progression for native/bi-lingual students■ ab-initio courses – do learners catch up?■ harmonisation across languages and across types of

provision (full-time, part-time and post-graduate)■ need for a flexible curriculum■ catering for smaller numbers of language specialists

● Development of Language Stages○ 7 Stage framework of language competence developed by

CLS in 2000/1■ descriptors/competencies of national/ international

language qualifications and frameworks analysed, e.g. LRS benchmarking statement, CEF, NOS & IELTS

■ descriptors/learning outcomes developed for all languages taught following comparative review of end of year exam scripts and assignments; external examiners consulted

A2

A-B

�Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

Language Stages: entry levels

A2

C-E



GCSE

A-C



Ab initio



Ab initio GCSE

A-C

AS

A-B

A2

C-E

A2

A-BIELTS

6.5

Bi-lingual

/NS

� � � � �Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7


● Development of Language Stages○ Pattern of teaching

■ Stages 1-7■ 3 hours a week (1 oral class)

■ Accelerated courses + non-European languages■ 4 hours a week

■ Stages 3&4■ integrated language skills

■ English language Stages 3-7 for European &

International students■ Stages 1-7 evening classes■ Graduate Passport (recognising e.g. Taster courses■ New University-wide “broadening” curriculum initiative for

2012

● Development of Language Stages○ Languages offered

■ English, French, German, Portuguese, Spanish as named components of ML degrees

■ Arabic, Chinese, Italian, Latin, Russian in addition■ 2011/12 adding Japanese■ Plus another c 10 languages available through evening

programme and taster courses

A2

A-B


Year 1

�

Year 2 � RA

�

Year 4 �

Language Stages: progression

Normal progression is ONE Stage per academic year

A2

C-E


Year 1

�

Year 2 � RA

�

Year 4 �


Ab initio GCSE

A-C

� �Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

�beginners

� � �

Year 1accelerated beginners

Year 2accelerated 3/4

RA

�

Year 4 �

Year 1acc. beginner + a related language

Year 2 � RA

�

Year 4 �


Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7CEF

A2

CEF

B1

CEF

B2

CEF

B2 /C1

CEF

C1

CEF

C1 /C2

CEF

C2

GCSE

Grade A/B

A2

Grade C

A2

Grade A/B

QAA BS

Minimum/typical standards (effective)

QAA BS

Typical (fluent)

LL

Advanced

12

LL

Profic

13/14

LL

Profic

14/15

LL

Mastery

16

LL Mastery

17

Equivalencies at the end of a Stage…

Stage 3LISTENING

Understand vocabulary and structures relating to most everyday contexts as well as some specialised vocabulary

Understand the gist of most spoken language delivered at normal speed in a familiar accent

READING

Understand the main ideas and some implied meanings of texts in the most common registers and relating to familiar topics

Extract data and ideas from media texts of general interest with the support of reference materials

SPEAKING: PRODUCTION

Express ideas and concepts with little hesitation.

Manipulate language dealing with everyday topics using a range of grammatical structures and vocabulary with a fair, if sometimes inconsistent, level of accuracy.

WRITING

Write coherent texts in a limited range of registers on everyday and some specialised topics

Express facts and concepts clearly using some complex constructions and an appropriate range of vocabulary, but with some first language interference

Stage 4LISTENING

Understand a wide range of vocabulary and structures relating to most everyday contexts

Understand the gist and detail of most spoken language in a range of registers, delivered at normal speed

READING

Understand the main ideas and most detail in authentic texts in a variety of genres without too much effort

Accurately extract information, ideas, opinions and hypotheses relating to most general topics and to specialised topics of personal interest

SPEAKING: PRODUCTION

Successfully present facts and ideas with the help of visual aids.

Manipulate language dealing with everyday topics, using a range of grammatical structures and vocabulary with a reasonable level of accuracy.

WRITING

Write in a variety of common genres in order to communicate information, ideas, concepts and opinions relating to a variety of situations and topics

Write accurate texts which are cohesive. Use complex grammatical structures and appropriate vocabulary, still with first language interference

Descriptors and differentiation

Stage 6

WRITING

Write clearly in a range of appropriate styles on complex topics in a range of genres. Express arguments and conclusions

Write coherent and accurate texts where errors and infelicities do not compromise the communicative effectiveness of the writing

MEDIATION

Translate short written and spoken texts in a variety of genres from TL into English maintaining the content and beginning to approximate the style

Stage 7

WRITING

Write clearly in a variety of styles and registers and select the appropriate style for the purpose

Write fluent and accurate texts where errors and infelicities are unobtrusive and do not compromise the effectiveness of the writing

MEDIATION

Translate short written and spoken texts in a variety of genres from TL into English, transferring content and style effectively Translate short written texts and spoken English in a variety of genres into TL, maintaining content and accuracy and beginning to approximate to style and idiom.

Descriptors and differentiation

● Further details○ Modules = 15 ECTS over 2 semesters○ Stages deemed to be independent of Year of Study○ Programme of study dictates the level of study○ Documentation covers

■ understanding, production, mediation ■ language learning strategies ■ communication strategies ■ language knowledge & awareness ■ knowledge & understanding of TL & culture ■ key skills ■ teaching & learning methods ■ independent learning ■ assessment

Some 10 years later – some thoughts

● We have done a lot more talking across languages (peer observation, language skills provision etc)

● It has been possible to merge smaller classes ● The Stages framework makes it easier to launch new

classes/new languages● Not as much harmonisation as we would like (review of

assessment)● There are a number of areas we would like to work on e.g. the

question of acceleration● The question of PG work…

● Specialist language teaching is appreciated by students (student

evaluation; student satisfaction survey)● Students like flexibility of stages (work at their own level with

students of similar level) ● European and International students appreciate the availability of

English language courses

Languages at Southampton

● Planning for the future - issues and questions ○ a coherent language strategy for the University

■ variety of pathways/opportunities leading to increased take up of languages from 2012

■ greater recognition of the value of linguistic and intercultural competence embedding in the curriculum

Languages at university

● Planning for the future - issues and questions

● Vicky WRIGHT ([email protected])

refless project - languages at soton - stages and structures

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