1. Opportunities for “internationalisation” on campus
School of Languages, Cultures and Societies Faculty of Arts, Humanities & Cultures
Opportunities for “internationalisation”
on campus
Carolin Schneider & Caroline Campbell

2. Co-curricular activities
Support through strategy and policy (University & School)
For students:
bringing together language learners from all backgrounds
using available student-friendly spaces effectively
For staff:
providing leadership on internationalisation
Projects
“improving the experience of international students”
“making an international experience available to all students”
Now integrated as “business as usual”.

3. Supports independent language learning
The Language Zone
Supports independent language learning
Open six days a week during term time,
five days a week outside term time
Print and online resources,
including satellite TV
Open access
Large study area
Co-curricular activities, such as
Conversation Club
Language Exchange & Language Groups

4. LfA credit-bearing modules
Languages for All
LfA credit-bearing modules
UGs can use their ‘discovery’ credits to study a language
Expand their opportunities and horizons
Excellent preparation for studying/working abroad
Value of language skills and cultural awareness – for graduates and employers
Academic skills and personal/professional development employability
Enjoy language learning and change of teaching style!

5. Overview of co-curricular activities
Activity
Interaction
“Formality”
Skills/learning
Global Community events (UoL led)
Group
Drop in
Intercultural awareness
Language Exchange
1-to-1
No paperwork
Independent learning, language skills, intercultural awareness
Language group participants
Small group
Attend 6 sessions
Language skills, intercultural awareness
Language group leaders
Small group teaching
Attend training
Lead 6 sessions
Small group teaching, materials development
8 meetings
Submit reflective diary

6. Language Exchange

7. Language Exchange

8. Tandem@Leeds 2 students studying each other’s language 8 meetings
Reflective diary –
dates & focus of each meeting
2+ audio recordings
evidence of learning, consolidation & reflection – assessed on pass/fail basis
Tandem learner or Tandem partner only
Certificate

9.
Challenges
Opportunities
Meeting the demand
If a partnership fades …
Admin – matching process, s, briefings, handbook, certificates
Student ambassador (paid)
Marking (pass/fail)

10.
What the students say
I feel the Tandem programme is a great opportunity to practise teaching on a one-to-one basis. … I have gained a greater appreciation of the difficulties faced by non-native English speakers particularly in intonation and grammar.
- Jason Ferns, PhD Student (Tandem partner)

11. What the students say Tandem@Leeds
“I thoroughly enjoyed my experience of Tandem at Leeds. It’s a fantastic opportunity to learn more about your target language’s culture and customs, whilst also picking up a few idiomatic expressions that the classroom simply won’t teach you! Tandem is a shared learning journey – so you’ll have ample opportunity to share your language and cultural traditions with your Tandem partner alongside learning about theirs.”
- Rosemary Maher
Video

12. Language Groups
It was an opportunity to meet other like-minded people, and continue practising the language for which I have limited options studying a different subject.
[I enjoyed] meet[ing] students from other programmes and countries and exchange with them about their experiences.
The students were lovely and genuinely enjoyed learning about their own culture whilst educating them on my own.
Semester 1, 2017/18:
22 group leaders;
180 students -
18 groups.

13. Global Community
Wherever you're from in the UK and around the world, you're part of our Global Community. It connects you to intercultural and international activities that will bring you a world of different ideas and experiences.

14. Thank you for listening.
What do YOU offer?
Any questions?
Contact:
Carolin Schneider:
Caroline Campbell:

15. Tandem@Leeds reflective diary: Assessment criteria 2017-18
Task completion
Use of language
Pronunciation & intonation
40+
Pass
Satisfactory evidence of at least 8 meetings
Satisfactory evidence of learning
Satisfactory evidence of reflection
Use of range of grammatical structures appropriate to the student’s linguistic ability (written and/or spoken)
Errors do not hinder understanding
Evidence of a range of vocabulary appropriate to the student’s linguistic ability
At least 2 audio recordings
Satisfactory evidence of speaking the language
Satisfactory evidence of particular sounds/intonation/pronunciation which the student wanted to improve
Fail
Unsatisfactory/no evidence of 8 meetings
Unsatisfactory/no evidence of learning
Unsatisfactory/no evidence of reflection
Frequent errors resulting in great difficulty understanding
Very poor range of vocabulary given the student’s linguistic ability
Does not meet the language level required for a pass
Less than 2 audio recordings of speaking skills submitted
Unsatisfactory/no evidence of what the student wanted to improve and/or evidence of improvement