Preparing Modern Languages Students for 'Difference'

Going beyond Graduate Skills

Nonfiction, Reference & Language, Foreign Languages, Latin, Education & Teaching, Educational Theory, Bilingual Education
Cover of the book Preparing Modern Languages Students for 'Difference' by Ruth Whittle, Sandra Salin, Peter Lang
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Author: Ruth Whittle, Sandra Salin ISBN: 9781787074309
Publisher: Peter Lang Publication: May 8, 2017
Imprint: Peter Lang Ltd, International Academic Publishers Language: English
Author: Ruth Whittle, Sandra Salin
ISBN: 9781787074309
Publisher: Peter Lang
Publication: May 8, 2017
Imprint: Peter Lang Ltd, International Academic Publishers
Language: English

This book informs and encourages aspiring lecturers and teaching staff in Modern Languages who prepare students for using their language skills in and out of the classroom. Drawing on pedagogical, psychological and language-specific concepts of learning, the book illustrates how such concepts can enhance students’ experience of transitioning from school to university to residence abroad, and beyond.

A key feature of the study is an investigation of students’ fragility as they transition from school to university and, only two years later, from their home institution to their placements abroad. Interventions intended to «teach» transition are shown to be unsuccessful, as the learning through such interventions tends to remain superficial. First-year students are shown to benefit from trust-building between students and teachers and early networking among their peers to build self-confidence. In contrast, prior to studying abroad students benefit more from intercultural awareness training, including linguistic, cultural, social, academic and/or emotional aspects.

The book serves as a useful basis for discussion in Modern Languages departments about curriculum change and university policy with regard to resourcing the Humanities.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book informs and encourages aspiring lecturers and teaching staff in Modern Languages who prepare students for using their language skills in and out of the classroom. Drawing on pedagogical, psychological and language-specific concepts of learning, the book illustrates how such concepts can enhance students’ experience of transitioning from school to university to residence abroad, and beyond.

A key feature of the study is an investigation of students’ fragility as they transition from school to university and, only two years later, from their home institution to their placements abroad. Interventions intended to «teach» transition are shown to be unsuccessful, as the learning through such interventions tends to remain superficial. First-year students are shown to benefit from trust-building between students and teachers and early networking among their peers to build self-confidence. In contrast, prior to studying abroad students benefit more from intercultural awareness training, including linguistic, cultural, social, academic and/or emotional aspects.

The book serves as a useful basis for discussion in Modern Languages departments about curriculum change and university policy with regard to resourcing the Humanities.

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