1,731,719 research outputs found
New Directions in Digital Modern Languages Research
No full textThis Special Collection results from an open call that sought out new and emerging research at the intersection of Modern Languages and digital culture, media, and technologies. The Collection is intentionally wide-ranging and transdisciplinary in focus, and it includes research on a range of geographic, cultural and linguistic contexts in Latin America, Europe, Africa and the Arabian Peninsula that falls broadly into three areas: digital archives and memory studies, language use in the digital space, and digital storytelling and literature.
With a number of contributions by doctoral and early career researchers, the Collection exemplifies the creative and diverse ways Modern Languages researchers are responding to a rapidly changing digital research landscape, in which minoritized languages are also gaining visibility. Alongside more computational approaches, the Collection highlights the continued value of qualitative approaches that build on the existing methodological and analytical strengths of Modern Languages research, while contributing to the larger field of Digital Humanities. The contributions cover a range of subjects, including database solutions to support collaborative research across languages; the potential and limitations of digital media platforms to critically engage with recent history; and using digital storytelling to improve performance in the language classroom.
Guest Editors:
Orhan Elmaz, University of St Andrews
Saskia Huc-Hepher, University of Westminster
Paul Spence, King’s College London
Naomi Wells, School of Advanced Stud
New Directions in Digital Modern Languages: Introduction
Full text linkIn this article, the editors introduce the Digital Modern Languages Special Collection that results from an open call that sought out new and emerging research at the intersection of Modern Languages and digital culture, media and technologies. They explain the intentionally wide-ranging and transdisciplinary scope of the Collection, which reflects an openness to the many ways Digital Modern Languages research is practised. The Collection also includes research on a wide range of geographical and linguistic contexts, reflecting wider calls to move beyond the limited range of languages traditionally associated with “Modern Languages”. Through this combined transdisciplinary and cross-languages focus, the Collection seeks to contribute to the broader strategic identity transformation of the wider field
Internet for modern languages
No full textInternet for modern languages is a tutorial from the Virtual Training Suite. The Virtual Training Suite tutorials aim to help university and college students to develop Internet research skills to assist with their coursework and assignments. The tutorials were written by a national team of UK university or college lecturers and librarians. They recommend key websites in their subject and help students to make discerning use of the Internet to help find information for coursework, literature reviews or personal research. This is an archived version of the tutorial. As of the 1st of August 2011 any further development of the tutorials is being undertaken by TutorPro at http://www.vtstutorials.co.uk
Internationalisation and modern languages in Scottish Further and Higher Education
No full textThis scoping study investigated the impact of internationalisation strategies on modern language provision in Scottish further and higher education and was commissioned by the Subject Centre for Languages, Linguistics and Area Studies. It follows on from the report by Footitt (2005), which explored issues of internationalisation and modern languages in England. The present investigation had the following aims: to identify the main policy documents related to internationalisation strategies and modern languages in Scottish further and higher education and explore to which extent internationalisation initiatives support or encourage the development of students' language and to explore the explicit and implicit messages given by institutional websites about international student support and about modern language study; to explore the views of selected stakeholders in Scottish further and higher education with regard to internationalisation strategies and in what ways international activities at selected institutions offer opportunities for language learning
New Directions in Digital Modern Languages: Introduction
Full text linkIn this article, the editors introduce the Digital Modern Languages Special Collection that results from an open call that sought out new and emerging research at the intersection of Modern Languages and digital culture, media and technologies. They explain the intentionally wide-ranging and transdisciplinary scope of the Collection, which reflects an openness to the many ways Digital Modern Languages research is practised. The Collection also includes research on a wide range of geographical and linguistic contexts, reflecting wider calls to move beyond the limited range of languages traditionally associated with “Modern Languages”. Through this combined transdisciplinary and cross-languages focus, the Collection seeks to contribute to the broader strategic identity transformation of the wider field
Ethnography and Modern Languages
Full text linkWhile rarely explicitly recognised in our disciplinary frameworks, the openness and curiosity on which Modern Languages in the UK is founded are, in many ways, ethnographic impulses. Ethnographic theories and practices can be transformative in relation to the undergraduate curriculum, providing an unparalleled model for experiential and holistic approaches to language and cultural learning. As a form of emplaced and embodied knowledge production, ethnography promotes greater reflexivity on our geographical and historical locations as researchers, and on the languages and cultures through which we engage. An ethnographic sensitivity encourages an openness to less hierarchical and hegemonic forms of knowledge, particularly when consciously seeking to invert the traditional colonial ethnographic project and envision instead more participatory and collaborative models of engagement. Modern Languages scholars are at the same time ideally placed to challenge a monolingual mindset and an insensitivity to language-related questions in existing ethnographic research located in cognate disciplines. For Modern Languages to embrace ethnography with credibility, we propose a series of recommendations to mobilise these new research and professional agendas
Centre for Modern Languages organise EKSA Week
Full text linkPEKAN, 24 July 2023 - In line with the university’s efforts and commitment to a sustainable and environmentally friendly campus approach, the Centre for Modern Languages (CML), Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) organised a Public Sector Conducive Ecosystem Week (EKSA) on 24 to 28 July
La Grande Illusion : why Scottish further education has failed to grasp the potential of modern languages
No full textThe most recently available data from the Scottish Qualifications Authority show that modern language provision in the Scottish further education sector is on the verge of a total collapse. Building on previous research by Doughty (2005) and Bourdieu’s concept of habitus this article shows how the self-perpetuating belief that ‘English is enough’ has unintentionally affected data that are used to inform the content of vocational qualifications. The taken-for-granted assumptions underlying the data collection methods are challenged and some alternative conceptualisations are proposed regarding the role of modern languages in vocational education and society
The use of ICT in the assessment of modern languages: the English context and European viewpoints
Full text linkThe ever increasing explosion of highly attractive multimedia resources on offer has boosted the use of information and communication technology (ICT) in the teaching and learning of modern languages. The use of ICT to assess languages is less frequent, however, although online testing is starting to develop. This paper examines the national context for the assessment of modern foreign language proficiency in England, outlines the kinds of assessment currently available and the development of electronic forms of assessment and compares the above with the survey results of a European Union (EU) funded project on current good practice in online assessment of languages in other European countries. The findings indicate that speaking is inadequately served by online testing as tests currently focus primarily on receptive language skills. The implications for future successful online testing include the incorporation of interactive skills and effective formative feedback
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