Learning in a language centre: A new kind of “do-it-yourself”?

Chateau, Anne; Bailly, Sophie

doi:10.1515/cercles-2012-0020

Cited by 7 publications

(1 citation statement)

References 5 publications

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“…Autonomy is a complex concept and is open to various interpretations (Bailly, 2010;Chateau & Bailly, 2013). For Holec (1990), autonomy is defined as an active practice, the responsibility of which belongs to the student; it is necessary to develop the ability to learn to be able to make all the decisions inherent in learning a language.…”

Section: Student-centered Learning and Digital Inclusionmentioning

confidence: 99%

Multimedia technologies and online task-based foreign language teaching-learning

Nobre

2018

TJHE

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Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student-centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.Received: 09 May 2018 Accepted: 28 May 2018 Published online: 31 May 2018

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Section: Student-centered Learning and Digital Inclusionmentioning

confidence: 99%

Multimedia technologies and online task-based foreign language teaching-learning

Nobre

2018

TJHE

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Autonomy in language centres: myth or reality?

Chateau

Tassinari

2021

Language Learning in Higher Education

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Autonomy in language learning is for many language centres in higher education a pedagogical goal. However, although autonomy is a concept that has been associated with language learning for almost 40 years, both the understanding of that concept and its implementation in classroom-settings and in self-access language centres vary considerably. In 2017 and 2018 the Cercles Focus Group on Autonomy worked on a survey that was circulated among Cercles language centres, in order to discover to what extent autonomy is part of the language curriculum. Approximately one fifth of the language centres answered the questionnaire, representing 18 different countries. The results of this survey show that autonomous learning schemes are provided in various centres in the form of self-access language learning modalities, blended learning, learning advising as support for independent and cooperative learning, tutoring and tandem learning. However, the understanding of the notion of autonomy and therefore the pedagogical practices vary considerably. In this article, we illustrate the results of the survey, highlight similarities and differences emerging from it, and critically reflect upon issues addressed by the answers. In addition, we briefly discuss the results of some interviews conducted after the survey with stakeholders at different language centres. Recommendations for the future conclude the paper.

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Centre(s) de Langues, Centre(s) de Ressources en Langues : quelles réalités se cachent derrière les termes / quels liens entre ces réalités ?

Chateau

2024

apliut

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Les termes « Centre de Langues » (CL) et « Centre de Ressources en Langues » (CRL) sont utilisés depuis environ une cinquantaine d’années. Une analyse rapide de leurs utilisations dans quelques-unes des publications qui leur ont été consacrées semble néanmoins indiquer qu’ils recouvrent plusieurs réalités. Ainsi, le site de Ranacles (Rassemblement National des Centres de Langues de l’Enseignement Supérieur) indique que l’association regroupe une soixantaine de « structures adhérentes, telles que des universités, des UFR ou Départements, des IUT, des Grandes Écoles, etc1 » Cette énumération des adhérents témoigne de leur diversité, comme Cazade le mentionnait déjà en 2003. L’ouvrage consacré au passé, présent et futur des CL, édité par Kronenberg en 2017, indique qu’il n’est pas plus aisé de définir ces concepts en anglais. Les résultats d’une enquête menée au printemps 2022 auprès des adhérents de CercleS (Confédération Européenne des Centres de Langues de l’Enseignement Supérieur) permettent dans cet article de faire le point sur les réalités se cachant derrière ces termes et d’appréhender les liens qui les unissent.

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Learning in a language centre: A new kind of “do-it-yourself”?

Cited by 7 publications

References 5 publications

Multimedia technologies and online task-based foreign language teaching-learning

Multimedia technologies and online task-based foreign language teaching-learning

Autonomy in language centres: myth or reality?

Centre(s) de Langues, Centre(s) de Ressources en Langues : quelles réalités se cachent derrière les termes / quels liens entre ces réalités ?

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