This focuses on a consideration of the aims and objectives of the learning and most importantly the expected learning outcomes for the activity that have been articulated in the plan. This presupposes a mainly outcomes driven approach in which the starting point is a consideration of what the learner is expected to: “…know, understand and/or be able to demonstrate after completion of a process of learning.” (DG Education and Culture, 2009). Thus a learning outcome should be measurable (able to be assessed) and concrete. More...

The practicalities of planning may be undertaken in a variety of ways but most will need to begin with a consideration of who the learners are, at what level of the HE cycle they are operating, what subject area(s) is/are to be covered and what resources might be needed. Some examples of such considerations are as course entry requirements and pre‐requisites; learner expectations and prior learning; time available for learning; staff resources and competencies. More...

The Quality Model is based around the notion of reflective practice, in this case of the teacher/facilitator who is engaged in an iterative cycle of reflection for, in and on action. This notion draws on the work of Donald Schön (1983) who developed the idea of the reflective practitioner which essentially relates to the ways in which practitioners think about and enhance their practice. More...

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...