University of Nottingham Ningbo China
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Flipping the language classroom: E-learning and students as producers

Date(s)
12 September 2013 (09:45-16:00)
Contact

Marion Sadoux
Director of the Language Centre
marion.sadoux@nottingham.edu.cn

 

Description

Conference programme

Time Venue Description
09:45 – 10:00  Student Services Building foyer Conference registration
10:00 – 10:15  SSB120 

Welcome and Introduction to the languages hub
Marion Sadoux

10:15 – 11:00 SSB120

Reconceptualising the languages curriculum. Employability, technology and partnership working
Dr Filippo Nereo
Higher Education Academy UK

11:00 – 11:30 SSB120

Grammar Teaching and Learner Autonomy in Spanish (L3)
Pablo Encinas Arquero
UNNC Language Centre

  
Break and refreshments
 
11:45 – 12:15  SSB120

WebCorp - an online corpora compiler
Maxine Mou
UNNC Centre for English Language Education

12:15 – 13:30   Aroma Coffee Lunch and Networking
13:30 – 14:00  SSB120

Hear, there and everywhere: online voice tools to enhance Learner Engagement
Marion Sadoux
UNNC Language Centre

14:00 – 16:00

Language Labs
SSB330
SSB331

Workshops: each workshop will last one hour and wil be repeated twice

Developing Listening skills and Broadening vocabulary using BBC Learning English
Simon Dawson
UNNC Centre for English Language Education

Using Screencast O Matic with students
Marion Sadoux
UNNC Language Centre

Presentations and speakers

Dr Filippo Nereo

Reconceptualising the languages curriculum. Employability, technology and partnership working

The new vision for English higher education articulated in the Government's 2011 White Paper has created particular issues for the Arts and Humanities disciplines, particularly Languages. Greater market forces, including increased competition, a demand-led funding model, third-party access to statistical (HESA) data, and the gradual deregulation of places have - some would argue - increased pressure on disciplines perceived to lack a direct vocational application. However, this paper argues that, far from seeing disinvestment and retrenchment as inevitable consequences of declining numbers of applicants for language degrees, institutions should seek to reconceptualise foreign language skills as key employability competencies. Taking a case-study approach, the paper goes on to explore a model for intertwining language learning with other more established transferable skills, increasing student employability and embedding social responsibility into the curriculum.

Dr Nereo studied French, German and General Linguistics at the Universities of Geneva and York. As a DAAD scholarship holder, he then completed a Diploma in Teaching German as a Foreign Language as well as postgraduate studies in English and German Philology at the University of Regensburg. He has worked as administrative officer at the Manchester Jean Monnet Centre of Excellence, as a research assistant at the Institut für Deutsche Sprache in Mannheim and University of Regensburg, and has taught at the University of Regensburg, University of Salford, the Goethe Institut in Manchester, and, as a Visiting Scholar, at the Leibniz University of Hanover. Until the end of 2011 he was Lecturer in German Linguistics at the University of Manchester, with administrative responsibility for elearning at School level. He is currently the Discipline Lead for Languages at the Higher Education Academy.

Pablo Encinas Arquero

Grammar teaching and learning autonomy in Spanish (L3) 

During the past academic year a pilot study on student perceptions on the acquisition of grammar under a theoretical communicative approach was conducted at the University of Nottingham Ningbo (China). This study is framed within a broader educational trend at institutional level aiming to develop the autonomy and independence of our students in their learning. In this presentation, after introducing some basic concepts underpinning our study, first of all, we set to analyze the methodology used in some control groups in our classes of Spanish (L3). Secondly, a subtle analysis of the results obtained from both, on the one hand, a perception/evaluation questionnaire of this new methodology, and on the other, some final assessment tests are discussed. Finally, a short clip with the performance of our students in the activity is displayed to invite the audience to comment on the study and provide feedback for future research.

Pablo Encinas holds a BA/MA in Spanish Philology with expertise on Teaching Spanish as a Foreign Language from the Universidad Complutense de Madrid, a PGCE in Modern Languages from the University of St. Marks and St. Johns (former University of Exeter) and he is currently working towards a MPhil/PhD in Second Language Acquisition at the University of Plymouth (UK). He has been working at the University of Nottingham since September 2008.

Maxine Mou

WebCorp - an online corpora compiler

The corpus approach is a very important element in linguistic studies and its application in classrooms has been explored by a number of researchers and language teachers (Bowker, 1998, 2007; Laovisa, 2007a, 2007b, 2008; Maia, 2000, 2002, 2007). The incorporation of web-based DIY corpora in students’ automatic learning practice draws on their documentation skills and competence in using modern technology as well as linguistic ability in identifying language use. Corpora also provide subject specific knowledge and text formation, which can help students to produce target text of better quality. Webcorp is an automatic corpus compiler that is freely available and easy to use. It offers a web interface which can generate virtual corpora and KWiC concordance. The presentation will introduce the use of Webcorp and explore its possible application in language teaching.

Maxine Mou is an EAP Tutor working for the Centre for English Language Education (CELE) at Nottingham University Ningbo, China. She joined UNNC as an EAP tutor in August 2007. Prior to this, she spent ten years teaching EFL in Chinese universities and two Sino-British education programmes. Her particular areas of interest include Computer-aided language teaching, machine translation and its application in teaching.

Simon Dawson

Developing Listening skills and Broadening vocabulary using BBC Learning English

This workshop introduces participants to a free online resource provided by the BBC. The resource helps learners of English develop their listening skills and broaden their vocabulary while learning about current affairs. A great resource for English learners or for English trainers! Also of use to teachers of other languages as the workshop introduces transferable methodology.

As a language teacher Simon has always worked with adults and usually with a specific focus like IELTS preparation or language for business use. He has taught English for Academic Purposes at several universities including Berufsakademic Ravensburg and the University of Reading, and now the University of Nottingham, Ningbo. His specialism is assessment and as well as working as an IELTS examiner for several years he has worked with the British Council and Oxford University Press on developing their online language test offering. He is currently working on his MA Language assessment dissertation which focuses on the assessment of oral presentations.

Marion Sadoux

Hear, there and everywhere: online voice tools to enhance learner engagement

This presentation will be the launch of a report commissioned in 2012 by the Higher Education Academy in the UK about the use of online voice tools in language teaching in Higher Education in the UK. 

Using Screencast O Matic with students

This workshop will introduce participants to the versatile uses of screencasts through a training session developing materials and sharing ideas for using screencast O’matic.

Marion Sadoux is currently the Director of the Language Centre at the University of Nottingham Ningbo China. She has taught French and Italian language for over 20 years in the UK at University College London and London Metropolitan University. Marion has a strong interest in Elearning and Blended Learning and her current research interest is in the emergence of digital language learning strategies.