16 September 2019 (TES)
A review of the senior phase of Curriculum for Excellence is needed to ensure that pupils' aspirations are being met and that they have a wide enough range of opportunities in schools, MSPs have found.
This is one of the recommendations of a report published today by the Scottish Parliament’s Education and Skills Committee, following an inquiry into the number of subjects available to pupils and, in particular, concerns over subject choice at S4.
The committee heard that, following the introduction of the Curriculum for Excellence (CfE), there had been confusion and inadequate support from Education Scotland and the Scottish Qualifications Authority (SQA).
[...] The committee also heard evidence that the changes to curriculum structure have had a negative impact on the number of pupils taking languages and Stem (science, technology, engineering and maths) subjects, leading to concerns about the future of these subjects in Scotland’s schools.
Review of senior phase (Scottish Government, 16 September 2019)
Education review ordered amid subject choice concern (BBC, 16 September 2019)
14 September 2019 (Times Higher Education)
Humanities and social science academics in continental Europe risk losing their social relevance if they continue to switch to English as the language of publication, according to a bibliometrics expert who has monitored this transition in Norway.
Gunnar Sivertsen, head of bibliometric research at the Oslo-based Nordic Institute for Studies in Innovation, Research and Education, warned a conference on the future of the humanities that, if the current trend continues so that no research is published in Norwegian, “I think we will lose our societal relevance, even with translations”.
In Norway, the proportion of humanities papers published in Norwegian has slumped from around 65 per cent in 2005 to less than 40 per cent by 2014, according to research presented to delegates by Professor Sivertsen.
Call for help!
12 September 2019 (SCILT)
You will no doubt have seen in the news the terrible situation our colleagues at Woodmill High School in Fife are facing. Janet Monaghan, the Principal Teacher of Languages there, has asked SCILT if the languages community could help her replace some of the materials that she and her colleagues have lost in the fire. Janet is determined to keep the learning experience for her young people as normal as possible and this is our chance to help her ensure that her youngsters don’t miss out. If you can help, please email us at email@example.com with details of any materials you’re able to share with her. In particular she is focusing on the senior phase and is looking for the following resources:
- A4 plastic wallets
- Foolscap folders
- CD Players
- DVDS (French/German/Italian films or video clips)
- Verb Tables book (French / German)
- French, German and Italian pocket dictionaries
- French Hachette or Collins Grammar plus dictionaries (for Higher)
- German Collins and Grammar dictionary
- Plastic boxes (for storage)
- French & German literature e.g. le petit prince
- Show me boards/erasers/pens
- External Hard drives
- Voice recorders
- Studio 1, 2,3
- Echo 1,2,3
- Stimmt 1,2,3
- Study Guides - Nat 5 and Higher French and German
SCILT will be in touch about collating and distributing the materials to her.
13 September 2019 (The Economist)
Unemployed Londoners hoping to work for Gucci, an Italian fashion retailer, may be surprised by the skills required. As well as knowledge of luxury products, including accessories and leather goods, and industry trends, candidates to be a “brand ambassador” at the outlet in Harrods need something extra. Because the posh department store’s customers include rich visitors from the Gulf, you must also speak Arabic.
Foreign languages remain a coveted skill in Britain, according to an analysis of data from Indeed, a recruitment website. Of the millions of jobs in Britain listed there, around one in 200 requires require foreign languages. German and French, the most desirable languages, feature in about 115 out of every 100,000 postings, over twice as often as Chinese, Italian or Spanish. Twenty-nine in 100,000 listings require Dutch; 20 call for Japanese, Polish or Russian. Despite the rise of translation software, people prefer to be served by fellow humans who can speak their mother tongue.
13 September 2019 (Radio Lingua)
Radio Lingua is a leading publisher of language resources including the award-winning Coffee Break French, German, Italian, Spanish and Chinese courses and the High Five courses for primary. Through our podcasts and strong presence on social media we strive to provide a high quality learning experience for a worldwide community of learners, delivering over 2.5 million language lessons every month. Our team is based in Glasgow and we work with a local and remote team of native speakers and teachers to produce our resources.
As part of our outreach programme we are delighted to offer a work experience opportunity to students currently in S6. This will take place from Monday 21st to Friday 25th October 2019 and aims to allow young people with an interest in languages first hand experience of a dynamic workplace where languages are used on a daily basis. There will be a total of six places available.
Before submitting an application, pupils must ensure they meet the following criteria:
• must be intending to study a language at university after leaving school.
• must currently be in S6.
• must have successfully passed at least one Higher in a language in S5.
• must live within one hour’s commuting distance from our Glasgow city centre offices and will be responsible for making their own way to and from the office for a 9:30 start and 4:30 finish each day.
• must have permission from school to be out of school for the duration of this five-day programme.
Interested students should complete the application form on our website by Friday 27 September at the following link: https://radiolingua.com/work-experience-2019/
12 September 2019 (Consejería de Educación)
The 2019 Edinburgh Spanish Film Festival presents a total of 17 feature films and 8 short films in Spanish over the months of October and November.
Alongside the Filmhouse and the University of Edinburgh, the festival will take place at the University of Stirling, the University of Strathclyde, the Instituto Cervantes in Manchester, the Belmont Picturehouse in Aberdeen and the Glasgow Film Theatre.
The sixth edition of the Edinburgh Spanish Film Festival will be held across Scotland from 3 October to 14 November. The opening film, The Candidate, directed by Rodrigo Sorogoyen, has been awarded with seven Goya Awards. The Festival launches an exciting programme that includes the Scottish premiere of Almost 40 (directed by David Trueba) and Sanctuary (directed by Álvaro Longoria), as well as the TV Series Madrid on Fire (directed by Paco León). The audience will be joined by a variety of film industry professionals for Q&As and panel discussions throughout the festival.
Visit the website for more information.
12 September 2019 (SCILT)
Do you have a story to share with the languages community?
We are currently taking submissions for our winter 2019 newsletter. This is a great opportunity to promote what has been happening in your school or local authority with regard to languages.
We are looking for articles of a maximum of 300 words, with a couple of colourful photos. The deadline for contributions is Friday 4th October 2019.
Visit our website to read the full submission guidelines, and to view previous editions of the newsletter.
The Royal National Mod returns to Glasgow next month for first time since 1990
12 September 2019 (Glasgow Live)
Am Mòd Nàiseanta Rìoghail (The Royal National Mòd) will return to Glasgow next month after almost three decades.
The nine-day spectacular of Gaelic music, arts and sport will take place in Scotland's biggest city for the first time since 1990, with a host of activities and competitions on throughout the week.
An "outstanding" number of individual entrants have signed up this year, and that's been attributed to the "fantastic work" that organisers An Comunn Gàidhealach have done alongside the Royal National Mòd with Feisgoil and Glasgow Language Provision Schools, helping to encourage the learning of Gaelic in the early development phase.
11 September 2019 (TES)
Snapchat is being used by the Department for Education to nudge pupils into choosing to study a modern foreign language at GCSE.
A DfE video posted on the social media platform shows pupils reaping the benefits of knowing a foreign language: including playing video games online against opponents around the world, texting people around the world and "playing football in Spain".
The DfE says the video was posted too late to be a factor in helping the revival in GCSE languages entries this year, for which it says it has still to do analysis.
But the Snapchat video is one of a number of measures being taken to pique pupils' interest. These include the opening of the country’s first modern foreign languages centre for excellence, a £4.8 million centre based within the University of York that coordinates the work of nine MFL hub schools across the country to promote pioneering teaching practices.
“In addition to this, we have launched a pilot project where undergraduates mentor secondary school pupils in MFL to drive up participation in the subjects, specifically targeting areas of high disadvantage to extend access to languages to all pupils,” a DfE spokesperson said.
10 September 2019 (British Council)
Applications are now invited for the British Council Mandarin Speaking Competition 2019/20.
The competition provides a great, fun opportunity for secondary school students to practice and improve their Mandarin Chinese language skills along with the chance to win a week in Beijing!
Heats will be held in Belfast, Glasgow and London during November and December 2019 with the final taking place in London on 5 February 2020.
See the attached flyer for more information and visit the website for eligibility and entry criteria.
Entry deadline: 14 October 2019.
10 September 2019 (The Edinburgh Reporter)
Scottish Book Trust has announced that applications are open for their What’s Your Story? programme. Now in its fifth year, the scheme has helped around 30 young Scots to develop writing, illustration and performance projects.
14 – 17 year olds living in Scotland are encouraged to apply for an all expenses paid opportunity to learn, grow and create as a writer or illustrator.
Marc Lambert, CEO of Scottish Book Trust, said : “Nurturing new young talent in the Scottish literary scene is so important and Scottish Book Trust is proud to launch the fifth year of What’s Your Story, focused on supporting young people. The programme offers a truly unique opportunity and we urge parents and teachers to encourage the teens in their lives with a passion for writing or illustration to apply.”
[..] The Gaelic Books Council funds a Gaelic-language place.
Applications close on 27 November 2019, and can be made online.
World Wide Napier magazine - call for submissions
10 September 2019 (Edinburgh Napier University)
Building on the success of the first three issues, Worldwide Napier, a magazine in foreign languages designed by our language students to encourage language studies, is currently looking for contributions in French, German and Spanish for its fourth issue.
Students from secondary schools, colleges and other universities are invited to submit articles, written individually or collaboratively in the language they are studying. The magazine will be published by the end of December and will be available in digital and hard copy format, distributed for free in Scottish schools, Edinburgh cafés and cultural institutions.
See the attached flyer for more information. Submission deadline is 1 November 2019.
9 September 2019 (European Commission)
With increasing mobility to the EU and between its Member States, education and training systems need to adapt to the challenges and opportunities posed by Europe’s linguistic diversity.
Language skills are at the heart of the ambitious vision to create a European Education Area. Being able to speak foreign languages is not only a skill needed for studying abroad, but also on increasingly international job markets. Learning languages enables people to both discover foreign cultures and to broaden their perspectives.
However, studies show that EU Member States are not progressing fast enough towards the goal that every European should be able to speak two foreign languages from an early age, set as part of the vision to create a European Education Area.
Language proficiency levels among students at the end of compulsory education are, on average, low across the EU with large discrepancies between Member States.
With increasing mobility within Europe and many young people arriving from third countries to study in the EU, it is essential to ensure that multilingualism is central to the European project.
The Commission has made a proposal for a comprehensive approach to the teaching and learning of languages.
9 September 2019 (UK-German Connection)
As the new school year gets underway, find out about the latest selection of initiatives from UK-German Connection in their autumn newsletter.
This edition includes information about the following opportunities:
- Host a Teacher from Germany in 2020
- Youth Seminars in Germany
- Magical Christmas trips
- UK-German bears - Alex and Ben
Posted in: Primary
, Senior Phase
, Cultural Diversity
, Language Learning
, Language Teaching
, Partnership Working
, Study Abroad
, News from language & education organisations
9 September 2019 (SQA)
SQA has published Advanced Higher Spanish and French course reports for the 2019 exam diet.
The reports provide information on candidates’ performance.
Visit the SQA Advanced Higher Modern Languages webpage to access the reports.
6 September 2019 (Universities UK)
Five organisations, Cultural Vistas, Pagoda Projects, Student.com, Common Purpose and The Intern Group, have pledged support to help more UK students study abroad as part the Go International: Stand Out campaign. The pledges include new scholarships for students to study abroad, discounts on visa services, free places on development programmes and discounted accommodation overseas.
The pledges are part of the UK-wide Go International: Stand Out campaign, run by Universities UK International, which aims to double the percentage of UK undergraduates who study, work, or volunteer abroad to 13% by the end of 2020. The five organisations announcing pledges today join five organisations who have already made pledges to the campaign: CRCC Asia, Campus France, DAAD London, The Higher Education Statistics Agency and QS.
Data suggests that there are significant academic and employability benefits to students who study abroad: those who studied abroad were 20% less likely to be unemployed six months after graduating than those who did not. There were especially pronounced benefits for those from a disadvantaged background. For example, BME students who studied abroad were 17% more likely to be in a graduate job six months after graduating than their peers. The campaign aims to widen access to study abroad opportunities.
6 September 2019 (The Scotsman)
With some less than helpful spellings, there are some places in Scotland whose names get butchered on a daily basis.
Can you correctly identify the pronunciation of these Scottish places?
6 September 2019 (TES)
Applies to England
A recent AQA examiners’ report on GCSE German has highlighted middle-class biases in modern foreign language exams, teachers have said.
Ruth Wilkes, principal of Castle Newnham School in Bedford, posted a photograph of the AQA examiners’ report for a GCSE German oral exam, where it was reported that: “Some students struggled to state advantages and/or disadvantages of a skiing holiday.”
Ms Wilkes said the question would put students from poorer families who did not take foreign holidays at a disadvantage.
“Pupils who’ve experienced a ski holiday are much more likely to be able to infer the answer to that particular question than those who haven’t, whatever their proficiency in the language, making such a question particularly unfair,” she said.
Subscription required to read full article
6 September 2019 (The Scotsman)
It’s aggressive without effort, with a few simple phrases able to send someone on their way. The Scots language was the country’s original tongue, dating back 1,400 years ago, and at one time Scots was the national language of Scotland, spoken by Scottish kings, and was used to write the official records of the country. Now the Scots language becomes a point of pride with some people, using words that - outside of some regions of Scotland - have never been heard. The opening of the Scottish Twitter exhibition in Edinburgh this August was a showcase of how funny an insult in Scots can be. With the ability to deliver a well timed insult viewed as almost an art form, by using some of these simple phrases, you’ll never be left tongue tied with a red face.
6 September 2019 (AHRC)
UCMLS, SCILT and AHRC's evaluation of four collaborative language promotional initiatives is now available. The Working Together for Languages report covers the impact of these initiatives on learner attitudes and uptake in secondary school after a three-year collaboration from 2014-15 up to 2016-17. The report can be accessed on the AHRC website.
5 September 2019 (UK-German Connection)
There are just over two weeks left to register for this free CPD opportunity to host a teacher from Germany for 1, 2 or 3 weeks in spring/summer 2020.
What are the benefits?
- Choose your own timings - it's flexible and fully funded!
- Enhance the intercultural dimension in your school community
- Share best practice on an international level
- Boost speaking confidence in your classrooms
- Create a connection with a German school
Deadline: 20 September 2019 to host in spring/summer 2020.
Visit the UK-German Connection website to find out more and to apply.
5 September 2019 (The National UAE)
A new study suggests that left-handed people are better at verbal tasks, such as learning new languages, because of how they grow in the womb.
The research, conducted by Oxford University and published this week, detailed how scientists had unlocked the genetics hardwired into human DNA that caused people to be left-handed.
Left-handed people’s brains communicate with each other in a more coordinated way, giving them an advantage when it came to being able to speak different languages.
“We discovered that, in left-handed participants, the language areas of the left and right sides of the brain communicate with each other in a more coordinated way,” said Dr Akira Wiberg, a Medical Research Council fellow at the University of Oxford, who carried out the research.
4 September 2019 (SCHOLAR)
Our upcoming Online Tutor Sessions for Higher and Advanced Higher Modern Languages for the academic year 2019/20 have been scheduled.
For more information please visit the SCHOLAR website.
World Wide Napier magazine
4 September 2019 (Edinburgh Napier University)
Napier University publishes a magazine filled with interesting and topical articles written by young people learning languages, for young people learning languages. Access to the magazines is free of charge and could be useful classroom resources for those studying higher and advanced higher. Our colleague at Napier is also keen to accept submissions from language learners in schools, offering young people the opportunity to share their learning in print.
See the attached flyer for more information.
4 September 2019 (The Herald)
The discussion around the Gaelic language in Scotland has tended to veer towards the romantic, the ethereal, and occasionally the political. It can certainly fall under the banner of misinformation from kneejerk detractors.
What is rarely considered are the considerable cognitive and educative benefits of learning Gaelic or learning in the Gaelic medium.
Based in Inverness, Bòrd na Gàidhlig was established to promote the development of the language in Scotland. Its CEO is Shona McLennan, who explains that like many minority languages Gaelic has been in decline, but the mission of Bòrd na Gàidhlig is to promote Gaelic language, Gaelic education, and Gaelic culture with a view to reinvigorating the language.
“One of the most effective ways to do this is to provide education in the medium of the language,” says Shona. “Alongside education in the language, pupils also need opportunities to use it outside of the classroom. You need activity around the learning such as sports activities, arts and music.”
Education Scotland Gaelic resources
30 August 2019 (Education Scotland)
Education Scotland has recently published the Gaelic version of the Slavery and Human Trafficking resources. The Gaelic versions of the Review of Family Learning and the Review of Learning at Home are also now available.
29 August 2019 (News Medical)
Numerous studies have noted the brain benefits that come from being bilingual – among them increased executive-level cognitive function and a four- to five-year delay in the risk of developing dementia symptoms. A new University of California, Irvine study, however, has found that monolinguals living in a linguistically diverse environment may be reaping some rewards just by being in the vicinity of multiple languages.
"The phenomenon is known as ambient linguistic diversity, and we show – using EEG-measured brain activity – that it has the impact of increasing monolingual brain activity similar to what we see in bilinguals, even if the person doesn't speak or understand a second language." Co-author Judith Kroll, UCI Distinguished Professor of language science.
Kroll and graduate student Kinsey Bice, now a postdoctoral researcher at the University of Washington, began their research on monolingual brain activity related to language exposure at Pennsylvania State University in 2015. They continued their work after relocations to the University of California, Riverside in 2016 and to UCI in 2019. They examined how single-language speakers responded neurally and behaviorally when presented with a new foreign language, in this case Finnish.
"Finnish was used because it adheres to vowel harmony, a phonological constraint on how words are formed that prevents front vowels from co-occurring with back vowels," Bice said. "We tested whether or not monolinguals would be able to implicitly detect, extract and generalize these patterns to new words."
23 August 2019 (European Commission)
The European Commission's Directorate-General for Translation (DG Translation) runs Juvenes Translatores 2019, an online translation contest for secondary schools in the European Union. Up to now, we’ve been asking Juvenes Translatores contestants to put pen to paper. Now we want to bring them closer to the real world of professional translation world by going digital. This time round, contestants will be translating online for the first time.
Interested schools can enter 2-5 participants who must have been born in 2002. Schools can register on the official website between 2 September, 12 noon (Central European time), and 20 October 2019, 12 noon (Central European time). A random electronic draw will be held to select schools for the contest from among those that have registered. The contest will be held on 21 November 2019.
Visit the Juvenes Translatores website for more information.
15 August 2019 (Discovery Film Festival)
Discovery is Scotland's International Film Festival for children and young people. Taking place from 19 October to 3 November 2019, the Festival is in its sixteenth year and brings another selection of the best films for young audiences from around the world. With several native language films on offer, language learners have a great opportunity to test their listening and comprehension skills.
Teachers visit the Festival website to take a look at the programme for schools. The programme contains information about associated CPD sessions taking place during August and September which you can attend prior to your school visit.
Posted in: Primary
, Senior Phase
, All Languages
, Cultural Diversity
, Language Learning
, Promoting Languages
, Teacher Education
, News from language & education organisations
The Ramshorn: Our new home in pictures
12 August 2019 (SCILT/CISS)
On Monday 8 July 2019, SCILT and CISS opened the doors to our beautiful new location in The Ramshorn, right in the heart of Glasgow’s Merchant City.
Our new location provides us with more space to house our team, with new development officers joining us soon. It will also enable us to host meetings, showcases and events, on-site, with all the latest technology at our fingertips.
This renovated, former church is steeped in history, and funding from Hanban (Confucius Institute Headquarters) and the University of Strathclyde has breathed new life into the 200-year-old building. Within easy walking distance from both Queen Street and Central stations in Glasgow, it will be very easy for our stakeholders and friends to visit. We look forward to welcoming you very soon.
Our new address is: SCILT | The Ramshorn | 98 Ingram Street | University of Strathclyde | Glasgow | G1 1EX. All our telephone numbers remain the same.
We have shared some images below to give you a flavour of our new home in this well-known landmark.
Stained glass windows
Entrance on Ingram St
Our new website
12 August 2019 (SCILT)
We have launched our new-look website this week. The stylish new design takes on board feedback from stakeholders, preserves the centre’s colour-scheme and, most importantly, is mobile-friendly. It is the result of a year-long project, and we are excited to share the outcomes with you.
The process was rigorous. We began by consulting the University’s Enhanced Web Development Service, who supported the existing website. This was followed by a year-long consultation with primary and secondary practitioners and other interested parties, through focus groups and online questionnaires. The results were fascinating. We were pleased to receive comments such as, “the site is very user friendly and I use it often to keep up to date”, “[the site] has trustworthy resources on it and lots of important information that is easily accessible”, and “[it is] an excellent resource – the most challenging thing for me is making the time to look at it regularly!”
We received much helpful criticism, which we have tried to address. “There’s a lot of text which makes it seem a bit heavy going. A lot of clicks to get through to other info too” and “The website is a little ‘dry’ looking. More pictures and a more aesthetically pleasing font would help this”. Further, feedback on website content included, “Parental engagement is a very current issue and more advice on that would be so useful” as well as “Offering more CPD opportunities for teachers and students to showcase their progress in the teaching and learning of languages through the website would support me in my role”. Thanks to everyone who was involved in this process.
Overall, it was heartening to hear that so many of our target audience visit the website regularly and find it useful and easy to navigate, and we were keen to build on this and ensure that content on the new site should be relevant and accessible. Now, after a year of work led by our information officer, Sarah Macfarlane, we reach an exciting moment, and we are delighted that the website is unveiled now and ready for you to explore.
Our regular visitors should be happy to discover that their favourite sections remain, albeit with a new look. Our news pages continue to be updated on a daily basis with all the latest language-related news, opportunities, events and resources. Our job profiles are now easier to navigate using a drop-down menu. Our regular competitions and awards are presented in a more visually appealing format.
We are pleased to introduce some new features to you. The website now has a tailored search function, meaning you will be able to find exactly what you are looking for, quickly and easily. We have a new section aimed directly at parents, and a separate, additional section to support practitioners in parental engagement. And don’t forget to check out our new professional learning opportunities for session 2019-20
Work is still ongoing. Over the coming months we will update content in the Senior Phase. Look out also for further information on the exciting new Languages Employability Award. Thanks to everyone who has been involved in informing our work. If you would like to add your voice, or provide feedback on the new site, or if you have noticed anything out-of-place, please do get in touch through our feedback form. We would love to hear from you.
OU/SCILT primary languages course
31 May 2019 (SCILT/OU)
We are happy to announce that registration is now open for the OU/SCILT primary languages course, which will be running again from October 2019. In light of positive feedback and popularity of the first year of the course, we are now also delighted to offer a second year, post-beginners’ course. The latter would be suitable for those who have successfully completed year 1 and wish to continue their studies, or for those who are looking to begin studying at a more advanced level.
- The courses will run from October 2019 to July 2020, and will develop language and pedagogy skills; language learning is provided by the Open University and pedagogy is provided by SCILT. The courses are aligned to the Scottish curriculum and support the 1+2 languages approach.
- Both courses are delivered online with two opportunities to attend face-to-face day schools.
- Learning is very flexible and participants can study at a time and place of their choosing.
- Each course carries a fee of £252, reflecting the input and student support for the language and pedagogy strands from both organisations.
Funding may be sponsored through your school or Local Authority who can register on your behalf. Initial registration information must be submitted to the OU by Monday 17 June 2019 and LAs should contact Scotland-Languages@open.ac.uk.
Students also have the option to fund the fee themselves. In this case, an interested teacher should contact the OU directly at Scotland-Languages@open.ac.uk.
Here is some further information:
- will be offered in a choice of four languages - French, German, Spanish and Mandarin plus study of primary pedagogy with direct application in the classroom.
- takes students to the end of the equivalent to level A1 of the Common European Reference Framework for Languages.
- allows students to gain 15 university credits for the language study.
- also gives students the option to gain GTCS recognition for the pedagogy study; all students will receive a certificate on successful completion from SCILT.
- study hours will be approximately five hours per week, including time spent on the direct application of the new skills in the classroom.
- teachers who have started studying one language in the beginners level of the course would need to continue studying the same language at post-beginners level.
- teachers who already have some basic knowledge in one of the four languages can directly enrol on the post-beginners level course to further develop their skills in that language and learn about primary languages pedagogy (without having to have studied beginners level).
- will follow the same format as the beginners level course and will be offered in the same four languages (French, German, Mandarin and Spanish).
- will teach primary languages pedagogy in more depth and cover:
- the skills of writing and reading,
- IDL with a special focus on outdoor learning as well as links with other key subject areas through CLIL,
- learning and teaching of languages in multilingual contexts/communities.
- will have the same:
- number of study hours,
- assessment structure,
- accreditation with 15 university credits,
- optional GTCS recognition for the pedagogy strand, as above ;
- in their language study, students will reach the equivalent of the end of level A2 of the Common European Reference Framework for Languages (end of post-beginner level).
- after completing both courses, students would then be in a good position to go on to study one of the standard language courses at the OU should they want to improve their knowledge of the language even further.
Course codes are as follows:
LXT191 (language choice will come as a second step once students have registered)
Posted in: Primary
, Language Learning
, Language Teaching
, Teacher Education
, SCILT news