France, Charles de Gaulle University: In 2002 it was decided at national level that the study of at least one foreign language is compulsory in the new BA and MA programmes, a requirement extended to PhD programmes as well, at institutional level. This meant that learning outcomes had to be identified, as well as modes of assessment, and the relation between the teaching and learning of the main subjects of study and the teaching and learning of foreign languages had to be considered. As part of the language policy, Charles-de-Gaulle University – Lille 3 plays an important part in coordinating the teaching/learning of foreign languages in the six universities that form the Académie Nord – Pas-de-Calais. Academic staff and the language policy official representative are responsible for the coordination of quality assurance in the region. More...

The graphical representation of the LanQua Quality Model describes an iterative approach to quality intended to inform the planning and review of teaching and learning within a subject area, in this case languages. In general, formal processes of quality assurance consider quality in broad terms – the institution, the programme and/or the subject. More...

The Quality Model has been developed to guide practice, and reflection on practice, in order to enhance the quality of the learning experience for those engaged in the learning and teaching of languages. It approaches quality from a teacher and learner perspective and supports a bottom-up view of quality assurance which is based in practice and which has a mainly enhancement function that can work alongside and complement other more formal internal and external quality assurance processes in higher education institutions. More...

The LanQua Toolkit has been developed by a network of teachers of languages and related studies across Europe. The 60 partners in the Language Network for Quality Assurance (LanQua) have worked together to map the current landscape for languages in higher education (described in the Frame of Reference) and to reflect on how a subject practitioner-led approach to quality assurance can inform quality assurance processes and enhance the quality of the learning experience for students. More...

Get started : A toolkit for teaching in English - An introduction
La chargée de programme rencontre le porteur de projet et l’équipe pédagogique de la formation/cours/UE concernés pour établir une analyse des besoins en fonction du profil des étudiants, de la discipline, des supports nécessaires, du niveau linguistique des enseignants et des étudiants… 
A partir de cet état des lieux le porteur élabore un plan d’action et de formation adapté aux spécificités du contexte. C’est une étape clé qui permet d’identifier les enjeux de la formation internationale. More...

By Kathleen Heugh. African research has made a valuable contribution to the framing of 2017’s International Mother Language Day theme: “Towards sustainable futures through multilingual education”. More...

By Ruth Zilla Morgan and Andrew van der Spuy. Nyeleti Nokwazi Nkwinika was a year into her Master’s dissertation in English, and she was struggling. This has nothing to do with her work ethic: the problem lay with her hearing. Nyeleti was born deaf and like many others in her situation, she battles with written language. More...