1. Pick and Mix Bringing LSP into General Language Courses
Dr Marina Micke
University Language Centre

2. LSP at the University of Manchester’s Language Centre (Foreign Languages)
majority of FL courses are general language classes
bespoke programme of Medical FL courses delivered in cooperation with the Medical School (Spanish, French, German)
some departments supplement study abroad programmes by requiring students to attend FL classes delivered by the Language Centre
extra requirements for final year & MA students

3. Dossier of Independent Learning
Intermediate, Post-Intermediate and Further levels (B1, B2.1 & B2.2)
submission of two summatively assessed independent learning activities
part A: end of semester 1
part B: before Easter
each part represents 10% of the end-of-year grade (a total of 20% through ILL)

4. Dossier of Independent Learning
each task = ca. 3 hours
level
word length
recording length
Intermediate (B1)
5 minutes
Post-Intermediate (B2.1)
6 minutes
Further (B2.2)
7-8 minutes

5. Dossier of Independent Learning
rationale:
offering the possibility of exploring an aspect of the TL/TC which learners feel is important or particularly interesting, thereby tailoring their learning to their own needs and interests
allowing students to take more responsibility in their own learning
provide learners and tutors with a record of some independent learning activities

6. © University Language Centre, University of Manchester
Assessment Criteria
© University Language Centre, University of Manchester

7. © University Language Centre, University of Manchester
Assessment Criteria
© University Language Centre, University of Manchester

8. Dossier of Independent Learning
general feedback (students):
time consuming but worthwhile
20% of overall mark underrepresents the work put into the dossier
general feedback (tutors):
various levels of engagement
deep learning
time consuming marking process

9. My IL Dossier Journey 5 years ago: Question:
first B2.1 group, first encounter with the IL dossiers
one of several assessments, no particular attention
some good submissions, but majority uninspired, unimpressive, unimpressed?
Question:
How can students become more engaged in this independent learning activity and how can the dossiers become more meaningful to each student?

10. My IL Dossier Journey Answer:  workshop-style activity
Bring dossier conversation into the FL classroom
make expectations explicit
sharing good practice
sharing of ideas
 workshop-style activity

11. Dossier Swap Shop Instruction handbook examples Discussion
reading
writing
Dossier Swap Shop
speaking
listening
Instruction
handbook
examples
Discussion
group activity, ideally in TL
ideas on sticky notes
Feedback
“wall” of sticky notes
grammar
culture
LSP
other
ideas

12. Impact on LSP learning raised student awareness of LSP as an option
intrinsic motivation
increased feeling of responsibility for own learning
conscious learning choices (for/against LSP)
social bonding of the learner group
informal ‘interest groups’

13. LSP Ideas and Submissions
a fictional interview with Albert Einstein (Physics, based on original papers published by Einstein)
a legal essay about trademark rights (Law)
essential laboratory equipment & laboratory report (Chemistry)
evidencing Euclid’s Theorem (Mathematics)
professional exchange (Business, part of arranging a one-year internship)
analysis of a scene from Run Lola Run (Film Studies A-Level)
video introducing own band (for social media release)

14. LSP reflections from students
The task has an actual practical benefit and not all skills can be developed/equipped in classes. I covered topic wise the area of law which I will work in following my studies
LSP reflections from students
I found it helpful to research for myself an area that I‘m interested in. ... One thing I found interesting was the frequent use of Konjunktiv I in proofs.
I have noticed that Germans are quite concise with the way they so I had to learn to keep the short and to the point but still get everything in.
The dossier has given me a brilliant opportunity to learn completely new vocabulary that I had to seek out from various sources such as German chemistry textbooks and online sources. It also provided me with the opportunity to use grammatical structures ... such as the passive voice ... in the past.
Helped me extend my specialist scientific vocabulary ... has improved my understanding of ... the relevant physics

15. Impact on learning tapping into intrinsic motivation
increased feeling of responsibility for own learning
confidence building (studying/working abroad)
social bonding of the learner group
better overall quality of submitted dossiers, reflected, among other things, in the marks

16. LSP, ILL & A1? bespoke dossier for MBA students in Beginners’ courses
selection of prescribed tasks with business focus CV
selection and translation of business headlines from a TL newspaper (incl. detailed vocabulary glossary)
research and presentation of a business based in a TL country (in English)

17. Pick and Mix Bringing LSP into General Language Courses
see opportunities, not restrictions
recognise and encourage LSP learning
promote the learner as an expert in their own right
one size does not fit all, but LSP can fit comfortably around general language provision