Tips for using the Why study languages CD

The notes below are based on experience to date in using the Subject Centres Why Study Languages? CD. Some of the ideas are probably obvious but for HE teachers working with other sectors (particularly schools) there are some suggestions that might come in useful.

1. Preparation: the material

• All material in the two powerpoint presentations (Why Study Languages and Routes into Languages) can be edited, adapted and added to. That means that slides can be taken out and new ones can be added relating to your own institution.
• Note: If you are copying the slides onto a computer in order to change them you need to ensure that you copy the entire folder in which the presentation is contained (this is labelled part 1, part 2 or part 3) otherwise you may encounter difficulties in playing the video files.
• The Language Lab materials cannot be adapted but can be used individually and can be installed on a network.
• There are technological implications when using the materials see the technical advice below - and for presentations in a large hall external speakers and possibly a microphone will be needed.
• For accessibility, printed versions of all the materials (including transcripts of the videos) are available on the CD in the Notes for teachers section.

Technical advice

System requirements:

• CD-Rom drive
• Operating system:Windows 98, XP, 2000
• Processor: At least 400MHz Pentium
• Memory: 64Mb RAM
• Sound: Sound card and headphones or speakers
• Internet browser: Internet Explorer 6 or Firefox
• Windows Media Player 9 or above
• Mac users: OS9 or higher. Safari or Internet Explorer 5

Works best if you have:

• Office 2003 (or PowerPoint 2003 Viewer which is available to download for free)
• Macromedia Flash plug-in (minimum version 6)
• Adobe Acrobat Reader

2. Preparation: visiting a school, college or other external venue

• It will be helpful if the institution you are visiting can give you clear details of who you will be talking to and why.
• If you have needs or preferences discuss them with your contact e.g. if they have suggested that you are to spend longer than one hour with a big group of year 9 pupils this may prove rather challenging!
• Check that they have all the equipment that you need and if they dont be clear about what you can and cant do with what they have.
• If you can, take your own laptop with the CD preloaded on it.
• Make sure that reception staff have been notified that you are coming, your contact may not be available when you arrive
• Try to ensure that activities and structure are appropriate to the age group of the learners.
• Take some additional printed support materials with you e.g. printed versions of the quizzes, posters etc.
• Be prepared for things to be different from that which you have been led to expect!

3. Preparation: hosting an event in your own institution

• Try to provide as much information to the visitors as possible about what you are planning.
• If the visitors are young (under 16) it is best to plan a variety of activities long lectures etc. can lead to boredom or disruptive behaviour.
• Adding an element of competition for young learners is very motivating.
• If talking about routes into higher education dont focus too strongly on your own institution, but equally dont forget to add information about it.
• Try to ensure that activities and structure are appropriate to the age group of the learners.
• Try to get as many colleagues on board to help out.
• Students make excellent advocates for your course and are closer in age to the visitors.
• Try to make the venue as friendly (colourful posters etc.) as possible.

4. What to do on the day

Note: these are ideas, not hard and fast rules

• Explain what you are going to be doing during the session/day.
• Start with a warm-up activity The r u fit for language learning quiz goes down well with under 16s. For older learners try a poll (show of hands) about opinions of language learning or plans for further study. Talking about languages that we might hear in the local community might also be a good place to start (an example of languages in Portsmouth is included on the CD). For all groups, starting with a video clip or a talking heads audio clip might be a good opener.
• Whole group presentations should be reasonably fast-paced and not too long! Smaller groups can be more interactive with more discussion.
• A whole group language quiz (using the Language Lab or Why Study Languages presentation). This is not recommended for large groups but in a smaller (class size - 30) group this can be done as a team effort. Access to an interactive whiteboard will really help here.
• Computer lab introduce the materials in the language lab and set a time limit for completing everything (some will be slower than others and will need help there should be a member of staff with you to supervise students and help. Insist on this!). Collect feedback on results and round off the session with a short discussion on opinions of language learning and/or clip of video. Note: Using the 700 reasons materials/poster may help with this.
• Language taster sessions the more different the better. Students will probably be familiar with French, Spanish, German, Italian but often find encountering new languages such as Japanese and Chinese really exciting. Try to use languages that you actually can offer in your institution.
• Language-related tasters short introductions to linguistics, literature, film, politics, history etc. options in modern language study will help to raise awareness of the possibilities that a degree in a language can offer. These are best for older learners.
• Talk about the year abroad (or get some of your students to do this). Remember that for some youngsters travel abroad is not such an everyday occurrence so be careful not to over-emphasise this it may put some students off!
• Be ready to think on your feet when plans are changed at the last minute or the equipment fails! And dont stand for bad behaviour!