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Challenging, Supporting, and Empowering Students in IWLP Beginners' Classes: A Teaching and Learning Response to Internationalisation
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Nader, Alison – Research-publishing.net, 2019
Institution-Wide Language Programme (IWLP) modules are a popular option for international students at the University of Reading. Student feedback and module results show that some of these students face particular challenges in relation to their peers. In this paper, we describe how a team teaching Beginners French -- Common European Framework of…
Descriptors: College Second Language Programs, Second Language Learning, Second Language Instruction, Foreign Countries
The "Common European Framework of Reference for Languages," the European Language Portfolio, and Language Teaching/Learning at University: An Argument and Some Proposals
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Little, David – Language Learning in Higher Education, 2016
I begin this article by briefly explaining why I think CercleS should encourage university language centres to align their courses and assessment with the proficiency levels of the "Common European Framework of Reference for Languages" (CEFR) and why they should use a version of the European Language Portfolio (ELP) to support the…
Descriptors: Foreign Countries, College Second Language Programs, Second Language Instruction, Second Language Learning
Challenges of Bilingualism in Higher Education: The Experience of the Languages Department at the Universidad Central in Bogotá, Colombia
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Granados Beltrán, Carlo – GIST Education and Learning Research Journal, 2013
Many of the actions of Colombia's National Programme for the Development of Foreign Languages (Programa Nacional de Desarrollo de Lenguas Extranjeras--PNDLE) have been carried out in elementary and secondary education, but there is not much information about its impact in institutions of higher education. The aim of this article is to present the…
Descriptors: Foreign Countries, Bilingual Education, Bilingual Education Programs, Higher Education
Language Curriculum Development Research at University Level.
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Tomlinson, P.; Towell, R. – Language Teaching Research, 1999
Describes a curriculum development research project that took place in the French section of the Department of Modern Languages of the University of Salford in the United Kingdom over a 10-year period. The curriculum is motivated by three interacting theoretical perspectives on how languages are learned at an advanced level.(Author/VWL)
Descriptors: College Second Language Programs, Communicative Competence (Languages), Curriculum Development, Curriculum Evaluation