Examples from practice are case studies developed by the LanQua project team in the five areas described in the Frame of Reference. They are intended to offer concrete examples of quality processes and approaches mainly drawn from reflective practice (informal quality enhancement) or national/institutional frameworks (formal quality assurance). More...
The Frame of Reference constitutes an overview of languages in higher education in Europe and is intended to provide a disciplinary context for the Quality Model. The field of languages is described in 5 areas: Language Learning, Intercultural Communication, Literature and Culture, Content and Language Integrated Learning (CLIL) and Language Teacher Education. More...
It is unlikely that this will lead to wholesale revision of an entire programme (particularly if appropriate planning procedures have been undertaken) and such an undertaking is likely to have a top‐down rather than bottom‐up impetus. Indeed in most cases such revision will only be possible after the completion and evaluation of the full learning cycle. More...
Thus not only will there be a consideration of whether learning outcomes have been achieved but also feedback will be reviewed from teachers and learners on levels of satisfaction with the overall experience and its broader outcomes such as greater confidence, employment prospects, value for money, access to further study etc. More...
Thus prior consideration of the purpose and outcomes for a learning activity will inform a number of practical issues relating to teaching and learning methods, teacher/learner roles and learning resources while the act of teaching and learning will be informed by factors such as learner pace, progress, motivation, feedback, which may lead to adaptation in practice (reflection‐in‐action). More...
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...
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