AUL Copendoorno animation

Widening access to language learning resources: 

Widening access to language learning resources Alison Dickens, Project Director UK

Co-ordinator and Partners: 

Co-ordinator and Partners Co-ordinator: Subject Centre for Languages, Linguistics and Area Studies, University of Southampton, UK   Partners: Lessius Hogeschool, BE M.T. Servicios de Formación, ES University of Maynooth, IE Cambridge University Press, HU Vilnius University, LT Alléskolan, SE

Outline: 

Outline This project aims to widen participation in language learning by: identifying and embedding good practice in the provision of language learning opportunities for non-traditional learners encouraging language learning providers to offer greater access to language learning resources to the general public supporting lifelong, autonomous and flexible language learning

Target group : 

Target group Non-traditional learners, e.g. not classroom based autonomous/independent non-specialists flexible lifelong

Activities : 

Activities devising and trialling ‘models’ of good practice in different local and national contexts (two phases) creating national networks of resource providers disseminating the outcomes via the web and national workshops producing a handbook of good practice for delivery via web and in print

List of ‘models’ : 

List of ‘models’ opening resource centres to the general public providing independent learning packs to learners and resource centres taking resources out to the general public (mobile resource centre or languages roadshow) language taster courses in resource centres ‘tandem learning’ partnerships

Outcomes : 

Outcomes the establishment of better national conditions for access to language learning resources materials, strategies and case studies to support good practice in this area increased motivation for language learning among non-traditional learners pan-European collaboration and networks for sharing ideas and good practice

Phase 1: Models tested : 

Phase 1: Models tested BE Model: Distance learning: learning pathways with a focus on 'non-school' languages. Learners will access lessons via the internet  Languages: Spanish andamp; Italian Materials: Online in-house materials delivered via a VLE Target learners: 44 non-traditional, 15 students (test group) National partners: University of Leuven (KULAK resource centre), Telepolis (community internet centre)

Phase 1: Models tested: 

Phase 1: Models tested ES Model: Setting up mini-resource centre in local public library in Zaragoza Languages: English, French, German Materials: books, videos, DVD, audio Target learners: young children and parents/teachers National partners: Centre de recursos de Llengues Estrangeres (Barcelona), Zaragoza Library, Instituto de Idiomas de la Universidad de Navarra

Phase 1: Models tested: 

Phase 1: Models tested HU Model: Language roadshow: learners were introduced to ideas for self-study, language learning materials and local language learning possibilities Languages: English, German Materials: leaflets, displays, audio, video, books Target learners: Children and adults National partners: British Council in Budapest, Klett Publishing House, schools (to host roadshows)

Phase 1: Models tested: 

Phase 1: Models tested LT Model: Independent learner packs promoted via Open Days Languages: English Materials: Independent Learning Guides Target learners: General public/university admin staff National partners: British Council, Kaunas University

Phase 1: Models tested: 

Phase 1: Models tested IE Model: Opening resource centres to the general public and supporting learners with independent learner packs Languages: French, Spanish, Irish Materials: Independent Learner Packs, books, videos, CD-ROM, audio Target learners: Local community National partners: University of Limerick

Phase 1: Models tested: 

Phase 1: Models tested SE Model: Distance learning: web-based, possibly certificated, course supported by a language facilitator Languages: Spanish Materials: Stage 1 andamp; 2 Spanish online course with extra support materials compiled by project partner Target learners: adults (who have no access to classes) National partners: CFP (National Centre for Flexible Learning), People’s University Örebro

Phase 1: Models tested: 

Phase 1: Models tested UK Model: Opening resource centres to non-traditional language learners offering independent learner packs and the services of a language advisor Languages: Any EU (if Language Centre can provide it) Materials: Independent learning support packs, video, audio, software, books etc. Target learners: General public (mainly adults) National partners: Universities of Southampton, Hull, Durham, Portsmouth, Westminster, Greenwich, Manchester

Phase 1: Outcomes: 

Phase 1: Outcomes Recruitment: 1265 participants (many partners had to turn people away) Independent Learning (structured): Learner advisors have, where used, been much appreciated and have helped with orientation and motivation Group sessions have had high attendance and learners have seemed to enjoy the ‘comfort’ of a more familiar (classroom-like) context Support materials in the form of a learner’s handbook have been useful to providers and learners have reported greater awareness of how to go about language learning and the work involved in this Structured course materials, especially with feedback have helped to keep learners (esp. on distance courses) engaged andamp; motivated

Phase 1: Outcomes: 

Phase 1: Outcomes Independent Learning (unstructured): some participants found the concept and/or reality of learning autonomously with little structure (although support was always offered to learners) was not appealing in practice visits to resource centres were considerably less frequent when no activity or consultation was offered this can work very well with young children who are quick to assess what works and does not work for them Non traditional learners/learning: this phase took a broad view of the criteria for ‘non-traditionality’ so some activities were add-ons to class experience and some learners were quite experienced language learners already

Key Lessons for Phase 2: 

Key Lessons for Phase 2 Recruitment – publicity needs to be clear on what is actually on offer Best practice might be to move from structured to unstructured independent learning Need for oral activities Group/peer/tandem learning Learner training Culture clashes Building on experience of Phase 1

Phase 2 : 

Phase 2 Models to be tested: Outreach in a library: UK Distance Learning (with hearing impaired):HU Conversation clubs: BE Peer-supported professional skills: LT Online listening: IE Oral skills for distance learners: SE Language learning for parents: ES

Phase 3 : 

Phase 3 all partners report on phase 2 activity project team compiles set of case studies (supplied by the partners) all partners supply copies of support materials project team compiles advice on good practice manual produced in print and electronically dissemination via national workshops and website.

Meet the team: 

Meet the team Back row (L to R): Eamann O'Heigeartaigh (IE), David Bickerton (Evaluator), Paula Davis (Project Manager UK), Birgitta Henirksson (SE), Anne Gallagher (IE), Mariann György (HU), Jone Grigaliuniene (LT) Front row (L to R): Alison Dickens (Project Director UK), Sonia Mora (ES), Carmen Pinilla (ES), Inge Lanslots (BE), Marie Weaver (Project Secretary UK)

Visit our Website: 

Visit our Website www.opendoor2languages.net