School of Languages Cultures and Societies Faculty of

School of Languages, Cultures and Societies Faculty of Arts, Humanities & Cultures Providing opportunities for “internationalisation” on campus Carolin Schneider, Language Zone Manager #IIH 2019

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”.

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

Languages for All Lf. A 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 in small classes!

Overview of co-curricular activities Activity Interaction “Formality” Skills/learning Global Community events (Uo. L 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 Tandem@Leeds 1 -to-1 • 8 meetings • Submit reflective diary Independent learning, language skills, intercultural awareness

Language Exchange

Language Exchange Academic year Number of active participants 2016 -17 1, 099 (paper-based system) 2017 -18: first month 1, 110 By Christmas 2017 1, 687 By Christmas 2018 1, 987 Mid-March 2019 2, 023 Top 5 Languages offered Top 5 Languages desired Mandarin (900) English (1, 023) English (765) French (490) Japanese (104) Spanish (419) Cantonese (77) Japanese (333) Arabic (69) German (207)

Tandem@Leeds • 2 students studying each other’s language • 8 meetings • Tandem learner or Tandem partner • Certificate of successful completion • Reflective diary: ü dates & focus of each meeting ü 2+ audio recordings ü evidence of learning, consolidation & reflection - pass/fail

Tandem@Leeds Challenges Opportunities Meeting the demand Refer to other offers e. g. Language Exchange, Language Groups If a partnership fades … Refer to other offers e. g. Language Exchange, Language Groups Admin – matching process, Student ambassador (paid) emails, briefings, handbook, certificates Marking (pass/fail) Needs to be factored into workload

Tandem@Leeds What the students say “Absolutely, I recommend this project! I want to thank you so much for the wonderful opportunity, I met an amazing girl and I have learned a lot! I have learned interesting aspects of the English culture and new idioms; I practised my fluency and some grammar structures as well. However, the best thing is that I found a friend and I hope we will keep in touch!” - Chiara Grandin

Tandem@Leeds What the students say “I would recommend Tandem because it helped me to gain more confidence in speaking Spanish. I was shy in class before it and scared of making mistakes but by speaking to my Language Partner one to one I learnt to build up basic sentences, and to become less hesitant in speaking. It was also helpful in that when I had assignments due in my target language I could ask for advice from my partner, particularly with regard to using the correct tenses. ” - Jonathan Turner

Tandem@Leeds What the students say “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

Language Groups - Leaders [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. Just having this opportunity was awesome. I never had any chance to "teach" anyone, and always wanted to try, and this gave me everything I needed to have a go!

Language Groups - Participants I thought the group leaders were really good and really tried to adapt their lessons to what we wanted as a class. Because the group was small it was nice because we all got to know each other and chat more like friends, which is good in a language learning situation as it meant we were all comfortable. [I enjoyed] meet[ing] students from other programmes and countries and exchange with them about their experiences. The teachers and making friends! The sessions were helpful for improving my language: 79%

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.

Thank you for listening. Any questions? Contact: Carolin Schneider: C. Schneider@leeds. ac. uk

Tandem@Leeds reflective diary: Assessment criteria 2018 -19 40+ Pass Task completion Satisfactory evidence of at least 8 meetings Satisfactory evidence of learning Satisfactory evidence of reflection Pronunciation & intonation Satisfactory evidence of speaking the language Satisfactory evidence of particular sounds/intonation/pronunciation which the student wanted to improve At least 2 audio recordings Fail Use of language 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 Unsatisfactory/no evidence Frequent errors result in of 8 meetings great difficulty Unsatisfactory/no evidence understanding of learning Very poor range of Unsatisfactory/no evidence vocabulary given the of reflection 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