Dr. Patricia Romero de Mills, 2009 ©. University of Southampton The ab initio teaching experience (…at the U. of Southampton) Dr. Patricia Romero de Mills University of Southampton
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton The ab initio teaching experience (…at the U. of Southampton) Dr. Patricia Romero de Mills.
Dec 15, 2015
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Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
The ab initio teaching experience (…at the U. of Southampton)
Dr. Patricia Romero de MillsUniversity of Southampton
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Our agenda today…
The study of Modern Languages in the Higher Education context
What does Southampton do in order to fulfil these expectations?
Challenges for our ab initio courses in this context
Examples of tasks (& assignments) Challenges ahead (your questions)
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
The study of Modern Languages in Higher Education
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Peter Scott (1989) in Higher Education into the 1990s wrote:
“Knowledge is at the heart of higher education. […] In the context of modern higher education, of course, knowledge must be interpreted in the widest possible
sense. It embraces not only the what, the content and
methods of particular subjects, but also the why, the larger intellectual and cultural questions they provoke,
and the how, their practical application to the solution of personal, social and economic problems”
(Scott, 1989, 7)
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
The purpose of a Modern Languages (ML) degree
“I always say to students: you don’t go to university to learn a language, you go to university to learn about cultures, societies where the language is spoken […] You don’t learn a language on its own, just… because… and in fact, if all they really want to do is to speak terribly good Spanish I actually, I don’t think they should do a degree…”
(Head of ML, interviewed)
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
What does Southampton do in order to fulfil these expectations?
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Learning experiences at Southampton
LANGUAGE classes
CONTENT classes
RESIDENCE abroad
INDEPENDENT learning
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
THE LANGUAGE COMPONENT & The Stage System at the University of Southampton
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
STAGE 1
STAGE 2
STAGE 3
STAGE 4
STAGE 5
STAGE 6
STAGE 7: Translation
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
STAGE 1
STAGE 2
STAGE 3
STAGE 4
STAGE 5
STAGE 6
STAGE 7: Translation
Spanish Accelerated Course
(1-2)
Required
level at exit
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
The Spanish Accelerated course is:
For students doing a ML degree with a Language component.
For students who have studied a language before.
2 “double units” per week (3 ½ contact hours)
7-10 hours of independent study per week
= (Roughly) 300 hours total per academic year
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Learning experiences with the strongest presence in the design of the ACC course:
LANGUAGE
CONTENT
RESIDENCE abroad
INDEPENDENT learning
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Challenges for our ab initio courses in this context
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Stage 1 – Grading criteria (written work)
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Learning experiences with the strongest presence in the design of the ACC course:
LANGUAGE
CONTENT
RESIDENCE abroad
INDEPENDENT learning
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Example activities of the Spanish ab initio course at Southampton
“Before I couldn’t speak or understand a word of Spanish and now I can have a conversation, listen to BBC Mundo and write an interview! It’s so brilliant!”
(Course Evaluation forms, 2008-09)
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
What students think:
“I have learnt such a great deal this year, not only linguistically but also in terms of some Hispanic history and culture”
“SPAN9007 made the language come alive” “[The tutor] made the point of using
interactive resources making the lessons truly enjoyable”
“I was quite challenged, but I’ve learnt so much”
(Course Evaluation Questionnaires, 2008-09)
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
In summary…
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
What we (try very hard to) avoid is:
assuming it is the first time students hear/are exposed to Spanish
confusing the terms “simple” and “fun” with “simplistic” and “infantile”
relying on a textbook for class reinforcing the stereotypical portraits
of the target cultures presented in course books
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
What we try (very hard) to do is:
making the most of our students’ linguistic background
building up a dynamic of peer-teaching/support
leaving the textbook for students to study at home!
pushing all (or most) theories of language teaching/learning that has been written to its limits…
Dr. Patricia Romero de Mills, 2009 ©. University of Southampton
Any questions?
Dr. Patricia Romero de [email protected]
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