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Its good to talk. Reflections on the relationship between language and non-language learning

Its good to talk. Reflections on the relationship between language and non-language learning
Its good to talk. Reflections on the relationship between language and non-language learning
Traditionally, language and non-language learning in higher education have been treated as separate and distinct. Arguably, however, this has been thrown into question with the advent and expansion of institution-wide language programmes (IWLPs). These provide students, from any discipline, with opportunities for broadening their competencies by developing communication skills in a foreign language. Their existence, however, raises issues concerning the relationship between languages and other disciplines. This paper summarises the reflections on such issues, informed by semi-structured interviews. They suggest that more should be done to help IWLP students develop learning strategies in which greater recognition is given to opportunities for cross-fertilisation between language learning and other components of their learning experience. There should also be closer co-operation between linguists and non-linguists in areas such as staff development, team teaching and education research.
foreign language learning, language programmes, competencies
1469-7874
181-192
Ottewill, Roger
6aff3585-9ea4-4ae2-a3c0-101c10333a20
Drew, Fiona
14127558-4166-4863-95f7-50dc10c8a875
Ottewill, Roger
6aff3585-9ea4-4ae2-a3c0-101c10333a20
Drew, Fiona
14127558-4166-4863-95f7-50dc10c8a875

Ottewill, Roger and Drew, Fiona (2003) Its good to talk. Reflections on the relationship between language and non-language learning. Active Learning in Higher Education, 4 (2), 181-192. (doi:10.1177/1469787403004002006).

Record type: Article

Abstract

Traditionally, language and non-language learning in higher education have been treated as separate and distinct. Arguably, however, this has been thrown into question with the advent and expansion of institution-wide language programmes (IWLPs). These provide students, from any discipline, with opportunities for broadening their competencies by developing communication skills in a foreign language. Their existence, however, raises issues concerning the relationship between languages and other disciplines. This paper summarises the reflections on such issues, informed by semi-structured interviews. They suggest that more should be done to help IWLP students develop learning strategies in which greater recognition is given to opportunities for cross-fertilisation between language learning and other components of their learning experience. There should also be closer co-operation between linguists and non-linguists in areas such as staff development, team teaching and education research.

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Published date: 2003
Keywords: foreign language learning, language programmes, competencies

Identifiers

Local EPrints ID: 11098
URI: http://eprints.soton.ac.uk/id/eprint/11098
ISSN: 1469-7874
PURE UUID: 925e7549-fa66-4b56-a160-bf4162db9b4d

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Date deposited: 13 Dec 2004
Last modified: 15 Mar 2024 05:02

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Contributors

Author: Roger Ottewill
Author: Fiona Drew

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