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22 octobre 2012

Innovative Strategies for Higher Education in Latin America and Europe

First Bi-regional Conference - Innovative Strategies for Higher Education in Latin America and Europe: International Collaboration and Regional Development 11-14 November, 2012, São Paulo, Brazil
Programme
Over the past decades, higher education has become an important driver for social and economic innovation and development, and an important priority for national development agendas. Higher education sectors have thus expanded and diversified considerably, taking on new missions. In this context, higher education has also become much more globally oriented and international. Beyond international research collaboration and teaching exchanges, universities today engage in partnerships that range from local community projects to global enterprise collaboration.
The conference presents and compares some of these development trends in Latin America and Europe. Focus will be placed on the processes and initiatives that enhance international collaboration and regional integration which have gained speed in both regions, and the roles that university leadership and university associations play.
The role of university associations in stimulating regional collaboration is the cornerstone of the Alfa-Puentes project, a three year project coordinated by the European University Association and 23 regional and national university associations in Latin America and Europe, for which this major bi-regional event is being organized.
Organised by two of the project partners, the European University Association and the Association of Universities ‘Grupo Montevideo (AUGM), and hosted by four globally engaged universities of São Paulo, this conference will provide an excellent opportunity for Latin American and European university associations and leadership to exchange on higher education policy and practice and contribute to defining future priorities for collaboration between the two regions. Beyond, it will also offer considerable opportunities for meeting and networking.
Pre-conference programme.

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22 octobre 2012

Re-Imagining Higher Education in a Global Context

2013 Annual Conference, February 17-20, 2013, New Orleans Marriott, New Orleans. Click here to register.
In recent years, the “comprehensive internationalization” of higher education institutions has been the primary focus of leaders in international higher education. By integrating an international dimension into teaching, research, and outreach, we have sought to transform higher education institutions into global institutions. We are now reaching a new era in this process where many institutions have embraced internationalization. At the same time, there are still many institutions where rhetoric regarding a global dimension still outweighs vision, strategy, and action. Further, internationalization as we know it today has inherent implications which are not always viewed as positive including brain drain, academic imperialism, and the commodification of higher education. Additionally, the current process of “comprehensive internationalization” no longer represents the full scope and development of international initiatives today that are transforming our institutions and the world. Therefore, a more effective approach may be to shift the focus from “internationalizing” higher education as a process applied to institutions to instead re-imagining and re-visioning higher education in a globalized world. Every single person and location today is impacted by actions of those in other parts of the world. Higher education plays a critical role in understanding and shaping those interactions and events.
This shift in viewing higher education as adapting to a global setting changes the role of senior international officers who no longer apply a process but lead approaches at their institutions to meet the needs and interests of globally mobile students and faculty more broadly, as well as to advance their institutions’ missions in a global context. This also entails responding to the needs of the world at large such as through development, capacity building and addressing collectively the pressing issues of the 21st century including poverty, health, and a sustainable environment. Please join us for the 2013 AIEA Annual Conference in New Orleans to re-imagine higher education in a global context, moving beyond internationalization as an institutional process to adapting higher education to a globalized world.

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22 octobre 2012

An Ascendant Asia-Pacific: International Higher Education in the 21st Century

The 8th APAIE Conference & Exhibition will be hosted by the Chinese University of Hong Kong in Hong Kong, 11-14 March 2013.
APAIE is poised to ride the Next Wave and satisfy its vision of profound and expanding regional scholarly collaboration. Conceived to unite the institutions of the Asia Pacific region, APAIE is now recognized as the foundation that supports international educators, students and institutions. From 11-14 March 2013, APAIE will hold its 8th Annual Conference and Exhibition, hosted by the Chinese University of Hong Kong, in Hong Kong.
As one of the 13 founding members of APAIE, the Chinese University of Hong Kong is proud to be the host of the 8th Annual APAIE Conference and Exhibition in 2013! The Conference is part of the celebratory activities for CUHK’s 50th anniversary. It will offer extensive opportunities for international educators to exchange ideas and learn about new initiatives in the field.
Conference Theme - An Ascendant Asia-Pacific: International Higher Education in the 21st Century
Higher education institutions in the Asia-Pacific region are increasingly embracing international education as their strategic mission. This phenomenon is no doubt driven by the changing political, social and economic landscape of the region. The 8th Annual Asia-Pacific Association for International Education Conference and Exhibition looks at the challenges and opportunities for institutions both inside and outside the region in view of this transformation.
Join APAIE 2013 to:
    Explore new partnerships and programmes with institutions and organizations from all over the world.
    Enhance visibility of your institution on the global stage.
    Learn about opportunities and challenges facing international educators today.
    Share and learn good practices and benchmark against other institutions.
    Build your regional and global network.
Important Dates
Registration for 2013 Conference
Sat, 15 Sept, 2012 (12:00am GMT)
Booth subscription & call for proposals
Sat, 1 Sept, 2012 (12:00am GMT)
Deadline for Submission of Abstracts and Biographies
Wed, 31 Oct 2012
Location
AsiaWorld-Expo
Hong Kong International Airport, Lantau, N. T., Hong Kong

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22 octobre 2012

The Third International Arab Conference on Quality Assurance in Higher Education

IACQA 2013 : The Third International Arab Conference on Quality Assurance in Higher Education
Apr 2, 2013 - Apr 4, 2013, Al-Zaytoonah University, Jordan
Call For Papers
The International Arab Conference on Quality Assurance in Higher Education (IACQA) is a forum for scientists, researchers, and experts to present their latest research, results, ideas, developments, and applications in all areas of quality assurance in higher education. It is held periodically in the Arab homeland.
This conference is considered as an official scientific conference for the Association of Arab Universities in the field of quality assurance in higher education. Zarqa University in Jordan has been selected to be the permanent residence for its General Secretariat. Permanent committee of (32) members and an International arbitrative committee of (200) members will oversee the conference.
LOCATION
IACQA'2013(3rd session) will be organized by Al-Zaytoonah University, Jordan. Al- Zaytoonah University of Jordan has witnessed remarkable progress, at both Infrastructure, building, facilities, or academic and administrative level, It Includes seven faculties, twenty five majors, and Masters in Business Administration and Pharmacy.
The University characterized by a wonderful site overlooking the Queen Alia International Airport highway, and Its architectural and engineering nature that characterizes its buildings and gardens which filled with Olive trees, and It is about (15) kilometers south of the center of the capital Amman.
University Vision: To reach a prominent status locally and regionally in its educational programs and research activities within the accreditation standards of Quality Assurance.
University Mission:
To Improve the level of University education and provide the local and regional society with specialized experiences capable of development and Innovation, with trained leadership, and cope up with technological development so as to enhance scientific research.
TOPICS
Topics of interest include, but are not limited to:
A- Mechanisms for applying of quality standards
• In the educational Institution
• In the Academic programs.
• In the field of scientific research.
• In the field of community service.
• At the graduate program .
B- Quality management in Higher education
• The use of International quality management models.
• Developing models of quality management
• Strategic planning.
• The location of quality assurance units and its role.
• Notable experiences in the application of quality management systems.
C- Quality standards for classification and ranking of universities.
• International quality standards for classification.
• •Arabic quality standards for classification.
• The models of standardization of Arabic classification.
• Principles related to licensing, accreditation and classification criteria.
• Notable experiences in applying the classification.
D- Internal and External evaluation of Universities
• Planning for Audits.
• Quality tools in data measurement.
• Quality tools in data analysis.
• Ladder ratings for quality standards.
• Notable experiences in Internal and external evaluation
SUBMISSION OF PAPERS
Researchers interested in attending this conference may submit their papers in English or Arabic. The maximum number of pages should be 15, including all diagrams, illustrations, tables and list of reference(s). The first page should include the title of the research, the name of the authors, the institution or university, P.O address, telephone and fax numbers as well as the e-mail address of the authors. The paper should start with an abstract of the research, followed by the keywords, then the rest of the paper, starting with an introduction and ending with a conclusion section. All papers should be typed in MSWord 2003 and addressed to the General Secretariat of the Conference email address at iacqa@acqa.org. Papers may also be uploaded via the electronic conferences management system that can be accessed via the conference web site at www.iacqa.org/openconf. All papers shall be peer reviewed by specialists in the field. The evaluation of submitted papers is based on the importance and usefulness of the research topic. Technical merits, novelty of the approach, soundness of results, and clarity of presentation are also considered as factors of the evaluation process. Each article will be fully refereed by a minimum of two specialized referees. Accepted papers will be published in the conference proceedings. Any question regarding submission or the reviewing process should be directed to iacqa@iacqa.org.
IMPORTANT DATES
Submission Deadline: 29/12/2012
Professional workshop: 1/4/2013
Final manuscript due: 10/2/2013
Notification: 15/1/2013
Registration: 1/3/2013
Conference period: 2/4/2013
Tourist trip: 5/4/2013
REGISTRATION FEES
• $ 250 for participants.
• $ 200 for attending the workshop.
• $ 500 for attending the conference.
• Researchers outside Jordan bear the expenses of residence.
Registration Fees Cover:
1. Conference Proceedings and accessories.
2. Transportation
3. Lunch
4. Tour on Friday, 5/4/2013 (those who wish to)
CONFERENCE COMMITTEE
PROF. Rushdi Hassan/ The President of Alzaytoonah University/ Chairman
• Dr. Feras Al Azzah / The manager of quality assurance office at Alzaytoonah University/ rapporteur
• Dr. Nidal Al_ Ramahi, Zarqa University/ secretary general of the conference.
• Dr. Majed Harb/ Alzaytoonah University/member.
• Dr. .Zakria Azame, Zarqa University/member
• Dr. Ismail Yameen, Zarqa University/member
• Dr. Maram Al_Safarini, Zarqa University/member
• Dr. Andaleeb Abo Kamel/ Alzaytoonah University/ member
• Manal Abd elrahman/ Alzaytoonah University/ member
• Eman Abd Elhafeth/ Alzaytoonah University/ member
Related CFPs

IACQA 2012 The International Arab Conference on Quality Assurance in Higher Education

GfH 2013 8. Jahrestagung der Gesellschaft für Hochschulforschung

INTED 2013 INTED2013 (7th International Technology, Education and Development Conference)

HAISA 2012 Sixth International Symposium on Human Aspects of Information Security & Assurance

CCEM 2012 2012 International Conference on Computer,Control, Education and Management

SQJO 2013 Software Quality Journal - Special Issue

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22 octobre 2012

Integrating content and language in higher education

New ICLHE conference 10-13 April 2013 at Maastricht
The third ICLHE conference will take place on 10-13 April 2013, at Maastricht, the Netherlands. More information in due course. Contact info@iclhe.org to register for the mailing list.
Maastricht University, the Netherlands, is pleased to host the third conference in Europe that specifically addresses issues affecting the interface between content and language in higher education: “Integrating content and language in higher education” (ICLHE 2013).
In the decade after the implementation of the Bologna Declaration in Europe, with its impacts across the world, the higher education landscape has changed radically, even if we do not always notice it. Universities are increasingly competing for students and staff. They are acutely aware of their relative rankings, and they are critically concerned about the delivery of quality education.
In this landscape universities have been offering many programmes at bachelor’s and master’s level in other languages, especially but not only in English. How successful are these programmes? How do students access the content knowledge? How does their language knowledge evolve? How are the staff affected? And the universities as a whole? What has research taught us? These are some of the questions that ICLHE 2013 is designed to address.
ICLHE 2013, organized by ExHEM and Maastricht University Language Centre, thus focuses on the integration of disciplinary content learning and language learning affecting universities and other institutes of higher education worldwide. In particular, following on from the previous ICLHE Conferences in 2003 and 2006, it highlights research into issues affecting higher education learning through a foreign language.
Conference themes:
ICLHE 2013 addresses key themes such as:
1.                   policy: how local, regional, national and supra-national policies shape the design and implementation of the integration of content and language in higher education
2.                   linguistic strains: the impact of the rise of English-medium instruction on the role of other languages and cultures in the higher education landscape
3.                   content: ICL and the access to content knowledge
4.                   language: the evolution of language competencies in ICLHE programmes
5.                   theory: theoretical frameworks for underpinning the integration of content and language
While priority is given to research-based contributions on these themes, other contributions are also welcome.
Call for contributed papers
We invite proposals on the themes of the conference from academic teaching staff and researchers, educationalists, methodologists and ICT specialists, as well as policy and strategic planners, and others with experience and interest in higher education mediated through a second/foreign language. Proposals may take the form of conference papers, posters, workshops or colloquia. See website for further details and proposal form.
The deadline for proposals is extended to November 1 - 2012. For submitting abstracts click here.
The official language of the conference is English. Proposals (and contributions) are welcome in other languages (German, French, Spanish, Italian).
Pre-conference workshops will be scheduled on Wednesday 10 April 2013.
See for more information the Conference Website
ICLHE Association
The conference will also see the formal inauguration of the ICLHE Association, with its founding General Assembly and voting for the officers of the Association.
Who should attend
The conference is aimed at educators and others in higher education who are interested or engaged in the design, delivery and evaluation of academic programmes given wholly or partly through the medium of a second language.
    Academic staff responsible for education through or in a second language (discipline specialists, language specialists)
    Educationalists concerned with learning through the medium of an additional language
    Methodologists and ICT specialists concerned with the integration of content and language learning
    Directors and policy administrators in strategic development and internationalization.
Local Organizing Committee at Maastricht University
Bob Wilkinson, Language Centre
Laura Capitani, Language Centre
Ingrid Wijk, Director, University Library
Michèle Johnson, School of Business and Economics
Prof. dr. Marleen van Baak, Faculty of Health, Medicine and Life Sciences
Prof. dr. Hans van Mierlo, School of Business and Economics
Prof. dr. Hildegard Schneider, Faculty of Law
Dr. Joop de Jong, Faculty of Arts and Social Sciences
Prof. dr. Hans Kasper, School of Business and Economics
Mr. Rene de la Fonteijne (and EXHEM team).

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22 octobre 2012

Ideals and Impact in International Education

St. Louis, Missouri. May 26-31, 2013.
Ideals and Impact in International Education is the theme of the NAFSA 2013 Annual Conference & Expo in St. Louis, Missouri, which will feature hundreds of posters, sessions, and workshops, unlimited networking opportunities, and a dynamic expo.
The 2013 Annual Conference Committee (ACC) is seeking proposals that will be informative and relevant, informed by theory and research, encourage opportunities for learner engagement, and/or demonstrate application to the work of participants. In particular, the ACC is keen to receive proposals that:

Feature a diverse array of presenters, including those:
- of different nationalities
- of different levels of experience
- from different institutional and organization types
Deliver best practices using approaches for different types of learners
Use multimedia approaches, including:
- Video
- Audio
- Instant feedback (using Twitter or other technologies)
Are based on or supported by research
Contain new ideas and are on the cutting edge
Stimulate and provoke discussion

The deadline for session and workshop proposals has passed. Poster submissions will remain open until December 10.
To learn more about what the ACC is looking for, listen to a recording of the "Writing an Effective Conference Proposal” session that was given by the ACC in Houston.

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22 octobre 2012

Why so few universities in Israel?

By Leslie Wagner. Israeli higher education has become ossified over the past 40 years with its out-of-date views of what it means to be a university. It is time to move on, for the benefit of all.
Why are there so few universities in Israel – just seven, plus the Weizmann Institute, which is really a research organization. More remarkably, the most recently established university, The Open University, is only a little less than 40 years old. In that time, Israel’s population has more than doubled, and its economy has grown more than sixfold, but no more universities have been set up. Why?
This was one of the arguments used by the supporters of the proposal to convert Ariel University College into a fully accredited university which is now awaiting a decision by the Supreme Court. The Ariel proposal involves political as well as educational issues, and the question of whether Israel should have more universities will be lost in the arguments which will follow the Supreme Court decision, whichever side it comes down on.
Israel has had no new university for nearly 40 years because it has an outdated model of what a university is. In the Israeli version, every university must be fully engaged in research, aspiring to international standards, and must be funded for such work. While funding covers laboratories and materials, the most expensive recurrent cost is academic staff. If faculty members are expected to spend half their time on research, then for any given number of students, you need twice the number of faculty in a university, as compared to a college, where research is not funded. Converting a college to a university could mean doubling faculty costs.
With this policy, it is too expensive for the government to create new universities. So it has met the demand created by growing populations and increased bagrut (high school matriculation) results by creating and fostering academic colleges all over the country, including the territories. These colleges have raised their standards over the years, and have been authorized to provide masters as well as bachelors degrees. Their faculties are well qualified, many with doctorates and in some cases on par with their colleagues in universities. The natural progress and ambition of these colleges lead some of them, and not just Ariel, to want to become universities. But the government is resistant, because it can’t afford the change.
There is another way, and it is to follow the path which exists in the US and Britain. In the US, no one, government, academics, students or the general population, has any hang-up about the university title. It is possible to have different types of university existing side by side. In California, a prestigious private university, Stanford, exists close to a prestigious public university, California, with its 10 campuses, and a less prestigious but still respected state university, California State University. There are many high-reputation liberal arts universities which focus on teaching rather than research.
IN BRITAIN, the decision was taken, 20 years ago, that the country’s 30 polytechnics had achieved sufficient maturity and recognized academic standards to warrant the university title. In a mass baptism their names and status were changed overnight, and they have gone from strength to strength. While their names and status were changed, their funding was not. They receive some small additional research funds to help develop promising researchers, but if they want significant research funds they have to compete on their record with the older universities.
This funding is provided on merit and not because of the university title. In California the state university does not expect to receive research funds comparable with Berkeley or Stanford. This is the way forward for Israeli higher education. Divorce the university title from the expectation of research funds. There are many academic colleges which have the teaching record at both undergraduate and graduate level to merit the university title. The existing universities should be designated “National Universities” and a new grouping of “Regional Universities” should be established from the best of the academic colleges. It should not be difficult to agree the appropriate criteria and a panel of the Council for Higher Education could assess claims and make recommendations.
The new regional universities would not necessarily receive additional funding, but they might receive small amounts of “pump priming” funding to develop research in specific areas of strength. In time this might enable some of them to compete legitimately with the national universities for research funds. Eventually a regional university might be strong enough to claim national university status. In a co-operative higher education system regional universities might have links with the national universities, enabling their brightest researchers to be part of national research teams. This would not only be good for the researchers themselves but would also improve the quality of research.
Israeli higher education has become ossified over the past 40 years with its out-of-date views of what it means to be a university. It is time to move on, for the benefit of all.
The author was the vice chancellor of two universities in Britain, chancellor of the University of Derby and a higher education adviser to the UK government.

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22 octobre 2012

Latin American perspectives and drivers for tertiary education development

New report: Latin American perspectives and drivers for tertiary education development - A PEST analysis (Political, Economic, Social and Technological)
This analysis, by Angel Calderon of RMIT University, focuses on the political, economic, social and technological environments of all countries that comprise the Latin American region. This kind of analysis is often referred to as PEST; it involves analysing various dimensions of the conditions prevailing in a given country under that framework. The analysis focuses on the dimensions of each of the categories of the PEST framework and draws data from publicly available international sources to add credibility to its conclusions. This paper is intended to guide education analysts and decision-makers in the opportunities and challenges for international higher education in Latin America.
The analysis provides a short overview of some major trends and underlying developments of recent years. It is meant neither to present a comprehensive discussion about all facets of activity nor to cover all countries of the region, but rather to focus on key aspects of the economy, society and education. A summary of the analysis is shown under each PEST category and results are highlighted for five countries: Argentina, Brazil, Chile, Colombia and Mexico. These are the countries that are most worthy of note for transnational education and international mobility.
Members of the Observatory can download the report here.

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22 octobre 2012

Are MOOCs a game-changer for higher education?

Possibly, but not as you might expect
It is almost obligatory to kick off any article about online learning with some fairly wild statements about the disruptive impact of massive open online courses – MOOCs – on higher education. Attempting to avoid this pitfall, we shall make a case for MOOCs as contributor to the mainstreaming of online learning rather than a force for re-engineering the educational landscape.
The University of Edinburgh has joined the Coursera consortium of MOOC providers, and the process of developing one of these MOOCs has been written up in MOOC pedagogy: the challenges of developing for Coursera by Sian Bayne et al. Our position builds on an insight from this article: 'our view is that while MOOCs and the open education movement generally may not achieve everything – the democratisation of education, or the freeing of the world’s knowledge – they can achieve something'. Further details of Edinburgh’s engagement with MOOCs are on the JISC blog posting No such thing as a free MOOC by Jeff Haywood.
Predicting the long-term impact of MOOCs is difficult because it is a fast-moving target. At the outset (remember, just a few months back), to provide a MOOC signalled membership of an exclusive group of open-minded leaders in online learning. The pace of this growth turns this rationale of exclusivity on its head, which may not be a bad thing. The rapid growth of MOOCs demonstrates an open-ness by diverse universities to engage with learners on a new set of terms and with new technologies.
The YouTube-ification of MOOCs?
Open to all with the right technology, MOOCs have collectively created a space for universities and individual teachers to connect with very large numbers of learners. The speed of this growth and variety of what is on offer could lead to MOOCs being considered almost a platform (like YouTube) – though it is worth noting the great diversity of what are labelled MOOCs, as outlined in Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility by Sir John Daniel. This YouTube-ification of MOOCs puts the distinctive nature of each university's offering back to the fore, rather than just the fact it is a MOOC, and on this basis perhaps, like YouTube, MOOCs can be considered a non-disruptive addition to the expanding range of educational opportunities on offer.
Open educational practices (OEP),MOOCs included, are not new phenomena and have had an incremental rather than disruptive impact on education provision to date. Open educational resources (eg, MIT OpenCourseWare) and alternative providers (eg, Khan Foundation, iTunesU) were heralded as innovations that could disintermediate universities from their role in linking knowledge and learners, but this has not transpired. By way of a footnote, iTunesU was founded by a university dropout, Steve Jobs; and the Khan Foundation is sponsored by another, Bill Gates.
While not directly disruptive to the higher education sector, the rapid growth of MOOCs is indicative of the potential pace of change in higher education innovation, and the utility of a university’s involvement in technology innovation. Future changes may not be so benign.
So where is the disruptive change?
Combined with broader technological and social factors, the current massive interest in MOOCs may well be having a game-changing impact on higher education provision – primarily by exposing learners to online distance learning. The other principal factor is the move for online and mobile technologies well beyond the early adopter stage of the innovation curve (n.b. while widely adopted, these innovations are not accessible to all and not universal either). The NetGeneration have been joined by SkypeGrandparents as archetypes of our digital age. Following this line of argument we can ascertain that a high proportion of people worldwide who are in a position to study at a university are very confortable in using online and mobile technologies at a fairly advanced level. Combined, the mass exposure to online learning though MOOCs, and the mass uptake of online & mobile technologies affords the transformation of online distance learning from a niche into a mainstream educational modality.
If it's a game changer – we need different ways to play
While University of Edinburgh is relatively early into MOOCs, it is a comparable with many others in its adoption of taught online distance learning. After two decades of experience with on-campus use of ICT in teaching and learning, the University initiated a Distance Education Initiative in 2010 with the intention of enabling each of the 22 academic Schools to offer at least one online masters-level programme. Focused solely at postgraduate taught degrees, the DEI target is for as many online learners as campus-based learners in the next few years.
Mainstreaming online distance learning has impacts across almost all aspects of university life; and is not without growing pains. By way of example, student recruitment is a challenge given that the location of students is an unknown and national levels of acceptance of ODL is variable (Ethiopia banned universities from offering online programmes). Further challenges are diverse: offering a student experience that is commensurate with the quality of experience enjoyed by learners on campus; adoption of new pedagogies and relationships with learners for teachers; working with students across all the world’s time zones. While there is no panacea for these growing pains, a sharp focus on quality assurance greatly mitigates the risks associated with growing ODL provision. Exploration of ODL and technology-enhanced learning mean different things in different contexts. We should therefore avoid sweeping generalisations. Pathways for universities are entirely driven by the context, capacities and interests of the institution.
Each university will need to assess its strengths and challenges and choose a path that enables it to make the most of on-campus and online education opportunities. MOOCs may well play a small part for some, a larger part for others. Some universities will be prepared to offer credits for their MOOCs, for their own students or for others, and some may shy away from the challenges that this poses. Ultimately, quality will be key in a world of open education. Flexibility and agility will be required to respond to new opportunities, for universities but also for national regulatory agencies. MOOCs will not change higher education on their own, but they do seem to be part of a process of change - the outcome of which may be radical.
Jake Broadhurst, International Projects Manager, University of Edinburgh, jake.broadhurst@ed.ac.uk, Sarah Gormley, Project Support Manager, Jeff Haywood, Vice-Principal Knowledge Management.

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22 octobre 2012

Nos bons plans pour ne pas perdre sa LV2 à l’université

© Kelformation - Marion Senant. Difficile de continuer à étudier deux langues vivantes à l’université (sauf dans les filières LEA et LLCE bien sûr). Des cours optionnels aux groupes de discussions, il existe pourtant de nombreuses options pour continuer à pratiquer votre LV2.
En règle générale, l’enseignement des langues n’est pas le fort des cursus universitaires. Le problème, c’est qu’aujourd’hui, l’anglais est un indispensable du CV et il n’est pas rare que les recruteurs exigent une deuxième langue vivante. Difficile de le convaincre de votre niveau d’espagnol ou d’allemand si vous avez arrêté juste après le bac. Et que dire des admissions parallèles dans les écoles de commerce ou d’ingénieurs après votre licence? Là aussi, on va vous demander un niveau correct en anglais et dans une autre langue. Voici nos conseils pour mettre toutes vos chances de votre côté.
Les enseignements optionnels
De nombreux établissements, à l’image de l’Université de Saint-Etienne, proposent aux étudiants de première et de deuxième année de Licence de perfectionner leur LV2 via des cours optionnels. Les langues généralement proposées sont l’espagnol, l’allemand, l’italien, le polonais et le russe. « Les cours s’étalent du 1er au 4e semestre de Licence, à raison d’1h30 par semaine », explique Blandine Chapuis, Maître de conférences au sein du département Allemand. Analyse d’articles de presse, débat autour d’œuvres littéraires, visionnage de documents audiovisuels… Ces cours, accessibles aux étudiants de tous les niveaux, allient généralement l’entraînement oral et écrit.
Les cours en auditeur libre
Vous êtes inscrit en Licence de biologie et vous souhaitez continuer à travailler votre espagnol? Si votre emploi du temps vous le permet, rien ne vous empêche, une fois par semaine, d’assister à un cours en amphithéâtre de Licence d’espagnol. Non seulement ce cours magistral entraînera votre oreille mais il vous permettra également d’en savoir plus sur la civilisation, la littérature et la culture espagnole. Dans la même veine, plusieurs universités proposent aux auditeurs libres d’assister à des cours de cinéma allemand, de théâtre anglo-saxon, de littérature espagnole… « À l’Université de Saint-Etienne, ces cours ont généralement lieu en fin d’après-midi afin d’être compatibles avec un maximum d’emplois du temps d’étudiants », souligne Blandine Chapuis.
Les groupes de discussions
L’Université est un lieu où se côtoient plusieurs dizaines de nationalités différentes. Par conséquent, plutôt que de vous exercer à l’oral dans votre coin, allez à la rencontre des étudiants étrangers. « C’est à la fois plus facile et plus épanouissant de s’entraîner à l’oral dans un cadre amical et totalement informel », précise Blandine Chapuis. D’autant que, dans ce cas, tout le monde est gagnant: les étudiants étrangers seront ravis de discuter avec vous dans leur langue natale et vous pourrez, à votre tour, les aider à se perfectionner dans la langue de Molière. Pour obtenir des informations sur ces groupes de discussions, le mieux reste de se tourner vers les associations étudiantes ou les professeurs de langues.
Les jobs d’été à l’étranger
Vous ne savez pas comment occuper vos deux prochaines semaines de vacances en février? Sachez que les universités qui disposent d’un solide réseau proposent à leurs étudiants des offres d’emplois à l’international. Babysitting, hôtellerie, restauration, tourisme… Rien de tel que de s’immerger quelques jours dans un pays étranger pour s’améliorer à l’oral. À noter: « ces opportunités ne sont pas réservées qu’aux étudiants linguistes », précise Blandine Chapuis.
© Kelformation -. Marion Senant Δύσκολο να συνεχίσουν να μελετούν δύο ξένες γλώσσες στο πανεπιστήμιο (εκτός από τα μαθήματα και ΛΕΑ LLCE φυσικά). Μαθήματα για να επικεντρωθεί ομάδες, όμως υπάρχουν πολλές επιλογές για να συνεχίσει LV2 πρακτική σας.
Σε γενικές γραμμές, η διδασκαλία γλωσσών δεν είναι ισχυρή πανεπιστημιακά μαθήματα. Το πρόβλημα είναι ότι σήμερα, τα αγγλικά είναι ένα βιογραφικό σημείωμα πρέπει και δεν είναι ασυνήθιστο για τους εργοδότες απαιτούν μια δεύτερη γλώσσα.Δύσκολο να πείσει ισπανικά ή γερμανικά σας, αν σταματήσει αμέσως μετά το δίσκο. Περισσότερα...

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