19 October 2018 (TES)
How much do your students know about linguistics? Probably not much, because linguistics (the scientific study of language) is conspicuously absent from the modern foreign language syllabus in schools. This is a shame, because linguistics has much to offer students.
(Note - registration required to read full article).
13 September 2018 (UKLO)
UKLO is a competition for students who are still at school (or equivalent college) – any age, any ability level – in which they have to solve linguistic data problems. It’s completely free to both competitors and schools.
Teachers can now register their school for the United Kingdom Linguistics Olympiad (UKLO) 2019. Round 1 will take place from 4-8 February.
Visit the UKLO website for more information about the competition and registration.
24 February 2017 (SCILT)
We have a range of Job Profiles on our website designed for teachers to use in the classroom to enhance learning about the world of work and how language skills can play a part.
Our latest addition comes from Emma Therer, a student of German and Linguistics, whose aim is to become a translator and interpreter. She believes languages are key in getting to know people and to learn about other cultures.
Read her profile and others on our website now.
11 November 2016 (Washington Post)
The extraterrestrial “heptapods” at the center of the new sci-fi thriller “Arrival” aren’t the only strange, poorly understood creatures in the film. The other aliens, it turns out, are linguists, represented by Amy Adams’s Dr. Louise Banks, an academic field researcher who is recruited by U.S. military intelligence to help communicate with a race of seven-legged E.T.s that have descended on Earth, with intentions unclear, from another world.
“A lot of people don’t know what linguists do, or even that we exist, apart from some idea that we just translate lots of languages,” says Jessica Coon, an associate professor of linguistics who consulted on the film and provided a loose model for Louise. Coon unsuccessfully lobbied the filmmakers to change a line describing Louise, arguing that it misrepresents what linguists do: “You’re at the top of everyone’s list,” Forest Whitaker’s Army colonel says to Louise, “when it comes to translations.”
11 October 2016 (University of Manchester)
A consortium led by The University of Manchester has launched a four-year language research project which aims to demonstrate the UK’s critical need for modern languages research and teaching. The project will collaborate with schools and universities to develop curriculum innovations, and strengthen university commitments to local community heritage.
The launch of ‘Cross-Language Dynamics: Reshaping Community’, which is funded by an AHRC Open World Research Initiative (OWRI) grant, took place at The University of Manchester. They are leading a consortium which includes 11 other universities, city councils, the Royal Opera House, Tyneside Cinema, political think tank Chatham House, and a sixth-form college known for its strengths in modern languages.
Posted in: Spanish
, Community Languages
, Cultural Diversity
, Language Teaching
, Linguistic Diversity
, Minority Languages
, Partnership Working
, News from language & education organisations
7 September 2016 (Scientific American)
The idea that we have brains hardwired with a mental template for learning grammar—famously espoused by Noam Chomsky of the Massachusetts Institute of Technology—has dominated linguistics for almost half a century. Recently, though, cognitive scientists and linguists have abandoned Chomsky’s “universal grammar” theory in droves because of new research examining many different languages—and the way young children learn to understand and speak the tongues of their communities. That work fails to support Chomsky’s assertions.
The research suggests a radically different view, in which learning of a child’s first language does not rely on an innate grammar module. Instead the new research shows that young children use various types of thinking that may not be specific to language at all—such as the ability to classify the world into categories (people or objects, for instance) and to understand the relations among things. These capabilities, coupled with a unique human ability to grasp what others intend to communicate, allow language to happen. The new findings indicate that if researchers truly want to understand how children, and others, learn languages, they need to look outside of Chomsky’s theory for guidance.
23 May 2016 (The Guardian)
Use the Guardian's 2017 league table of modern languages and linguistics taught at UK universities to help with course choices.
A link to the guide can also be found on the Beyond School area of the SCILT website under the Language courses, UK universities section.
18 May 2015 (British Council Voices)
How many words derived from Greek have you used today? British Council teachers in Greece, Martha Peraki and Catherine Vougiouklaki, explain why English owes so much to the Greek language.
29 April 2015 (The Guardian)
The top 100 universities in the world for modern languages, as ranked by higher education data specialists QS. Oxford and Cambridge top the rankings, with the University of Edinburgh reaching 26th in the listing.
The University of Edinburgh also came 3rd in the listing for linguistics.
26 February 2015 (Coursera)
This free online course gives an introduction into the study of languages, the field of linguistics. With the support of the basic linguistic terminology that is offered in the course, you will soon be able to comment both on variety between languages, as well as on a single language’s internal structure. The course will run for 5 weeks from 30 March to 11 May 2015.
Visit the website for more information and to register.
1 October 2013 (Chartered Institute of Linguistics)
The latest news from the languages world.
22 January 2013 (UKLO)
Want to develop critical thinking skills? Want to show that languages are fun? Why not consider entering your school in the UK Linguistics Olympiad. It's a competition for secondary students, aged 11-18, in which they have to solve linguistic data problems. It doesn't rely on knowledge of a language but on trying to find patterns in the data.
There are 2 rounds of competition and then a team is selected to represent the UK at the International competition. Round 1 is taken in schools any time week commencing 4th Feb 2013 and students can be entered at either foundation, intermediate or advanced level. Round 2 will be held at St Mary’s College, Twickenham in late March. If you want to find out more, enter your school or just register an interest, please visit the UK Linguistics Olympiad website.
Posted in: S1-S3
, Senior Phase
, All Languages
, Celebrating Languages
, Language Learning
, Language Learning - Secondary
, Language Learning - Secondary - Post 16
, Language Skills
, News from language & education organisations
31 October 2012 (The Dana Foundation)
Today, more of the world’s population is bilingual or multilingual than monolingual. In addition to facilitating cross-cultural communication, this trend also positively affects cognitive abilities. Researchers have shown that the bilingual brain can have better attention and task-switching capacities than the monolingual brain, thanks to its developed ability to inhibit one language while using another.