Papiers-Mâchés (CALICO 2013 Esperanto Access to Language Education Award) est un tutorat pour perfectionner le français écrit. Les étudiants peuvent l’utiliser individuellement, ou les instructeurs peuvent choisir des activités à faire en classe. Deux niveaux, intermédiaire-avancé et avancé, et plus de 80 heures d'exercices interactifs. Il suffit de s’inscrire sur le site ! https://sites.google.com/a/nyu.edu/papiers-maches/

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Flash cards made using Power Point - with pronunciation. Slide show the PP presentation to use it as flash cards.

Italian pronunciation - Power Point presentation with sounds.

Hints and Tips on how to produce good quality video

I gave this presentation as part of Open Education Week, on March 15th, 2013. The session was co-hosted by Anna Comas-Quinn, at the Open University. I've included my notes on each slide for further information.

I gave this presentation at WorldCALL 2013, in Glasgow, on 12th July 2013. It describes the FAVOR project and how the model can be replicated by others to offer low-cost staff development.

This presentation was given in Tomsk, Russia, at the Tomsk Polytechnic University Forum meeting, 21-22 May 2013. I talked about how we deliver online learning and training at Modern Languages in Southampton and then briefly introduced open educational practice and social media in research and teaching.

This presentation was given by Bianca Belgiorno-Appleyard at an HEA OER workshop on 7th November, 2012, at the University of Southampton. In it, she describes her experiences as an Italian tutor, working on the JISC-funded FAVOR project. This project aimed to explore how open practice impacts on the lives of part-time tutors.

The Universities in the UK aim to increase the numbers of International Students studying here, and this brings particular challenges for the teaching staff. Do you sometimes wonder if your international students are able to fully engage with their studies? Have you been in a situation where the international students in your class seem very quiet and reluctant to engage in group discussion? Have you found a higher proportion of international students seemed to struggle with their assignments? This guide highlights some of the issues facing international students studying in the UK and it provides tips for teaching staff to use in order to maximise the internal students engagement in their studies. In addition the guide provides references to further reading and resources that are available online. The production of the guide was funded by the Transition to Living & Learning Project at the University of Southampton.

Students studying in Japan report their memorable experiences. University students report their experience in learning Japanese. Graduates report their experience of job hunting.

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PPT and worksheet

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Images of urban environments in Brazil: a view of downtown Sao Paulo from Oscar Niermeyer's Edificio Copan; a view of Cidade Tiradentes, Latin America's largest housing complex located to the east of São Paulo;a view of the favela complex of Alemão in Rio de Janeiro's Zona Norte; the Viaduto Santa Efigênia in downtown São Paulo; and Leblon in Rio de janeiro's Zona Sul

This file is a teaching document intended to clarify the principal uses of the personal or inflected infinitive , with examples, in a class for intermediate to advanced students of Portuguese. It can also be used as a self-study resource.

This document is a reference sheet charting when and how the definite article and indefinite article are used or not used in Portuguese with nouns they qualify. The definite article corresponds to the English “the” and refers to a specific noun or nouns (e.g., “Have you laid the table?”) The indefinite article, corresponds to the English “a/an”. It can also translate as “some” or “any” in Portuguese. It refers to a non-specific noun or nouns (e.g., I bought a book).

Simple worksheet with images to practise writing. For Russian Beginners.

Simple worksheet with images of animals to practise writing. Suitable for Russian Beginners.

Presentation about the LLAS Jisc funded FAVOR project which worked with part-time and hourly paid tutors to use OER to profile and develop their language teaching resources

This set of resources are intended to be used in conjunction with the website www.realie.org which has been set up by and for students to support them in getting the most out of periods of residence abroad in terms of describing and extending their employability skills. There are two resources (with activities) for each year of study where students are engaged on a four year programme of study which includes one year of residence abroad. They were created as part of the HEA-funded REALIE project. It also includes a questionnaire designed for and by undergraduate students to collect feedback on the employability value of the year abroad.

This calendar was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for a new language each month! A printed 'Why study languages?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of April 2013, in Chinese, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the fourth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of August 2013, in Danish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the eighth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of december 2013, in Polish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the twelfth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of February 2013, in German, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the second of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of January 2013, in Italian, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the first of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar. It is £5 for 1 and £10 for 3.

This calendar, for the month of July 2013, in Arabic, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the seventh of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of June 2013, in French, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the sixth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of March 2013, in Serbian, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the third of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of May 2013, in Tigrinya, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the fifth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of November 2013, in Spanish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the eleventh of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of october 2013, in Ukrainian, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the tenth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

This calendar, for the month of September 2013, in Irish, was produced by LLAS Centre for Languages, Linguistics and Area Studies. Look out for another language next month! This is the ninth of a 12-month series lasting until Dec 2013. A printed 'Why study language?' calendar for 2013 is available from www.routesintolanguages.ac.uk/calendar.

Overview of possible class room activities involving digital video

Insgtructions for using freeware VideoPad for editing and subtitling digital video

Powerpoint presentation given at HEA discipline workshop at Aston University, 9 Jan 2013

This resource documents the evolution of an in-studio project at Swansea University, in the department of Languages, Translation & Communication. Students had to prepare a presentation on a current or cultural issue in the target language (French), read their presentation in the studio from a teleprompter, and then answer questions from the student panel and from the floor where their classmates sat during filming.

Insgtructions for using freeware Screen-Cast-O-Matic

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Instructions for using the freeware subtitle workshop to create subtitles for digital video

This is resource for GCSE pupils to revise vocabulary - use it as actively as you can: read it, copy out sections, categorise items, make lists, record yourself on your MP3 player, get your family to test you and if you have any other ideas, share them!

German grammar module on extended participial phrases. Mainly for refreshing and exam preparation, but also for learning.

Estos ejercicios estan basados en el curso impartido por la Dra. Alicia Pozo-Gutierez en la Universidad de Southampton "Unmasking Terrorism: Political Violence in Spain".

Estos ejercicios estan basados en el curso impartido por la Dra. Alicia Pozo-Gutierez en la Universidad de Southampton "Unmasking Terrorism: Political Violence in Spain".

Estos ejercicios estan basados en el curso impartido por la Dra. Alicia Pozo-Gutierez en la Universidad de Southampton "Unmasking Terrorism: Political Violence in Spain".

Estos ejercicios estan basados en el curso impartido por la Dra. Alicia Pozo-Gutierez en la Universidad de Southampton "Unmasking Terrorism: Political Violence in Spain".

This material summarises the main ideas that were discussed at the meeting and contains suggestions about how to continue working together. Ez az anyag összefoglalja a főbb gondolatokat, melyeket megbeszéltünk a találkozón és a folytatásra vonatkozó javaslatokat is tartalmaz.

This learning object was created as part of the Archi21 Project. It explores an example design brief in French to understand the elements it contains, and the meaning of some of the key language used. It also explores what makes a good design brief for a new building.

This learning object was created as part of the Archi21 Project. It investigates the notion of fragility from different perspectives in English and Slovene, exploring the characteristics of fragility in different urban settings and comparing the degree of fragility that different urban spaces suggest.

This learning object was created as part of the Archi21 Project. It explores the meaning and connotations of fragility in English in the context of architecture and design. It also reviews terms and their meanings in Slovene connected with the theme of fragility.

This resource contains a dialogue which takes place at the post office. It involves a woman customer who wishes to send a registered letter. The dialogue is pitched at level 3 (B1/2 accroding to the CEFR) and some exercises follow.

A randomiser of the words of the numbers 1 to 10 in Mandarin Chinese - can be used for Bingo.

In this video, Richard Galletly (Academic English lecturer at Aston University) presents a guide to avoiding plagiarism in your writing, and introduces some ideas to help with your referencing. This guide is intended for students at UK universities in undergraduate and postgraduate courses. The ideas found here are a synthesis of the current research into plagiarism and how to avoid it, including ideas from East (2009), Ellery (2008) and Hyland (2010). The concept of using summarising and parpaphrasing to avoid accidental plagiarism is questioned here, and the use of effective reflection, discussion, critical evaluation and commentary on sources is encouraged. This video is available as part of a collection of shared open educational resources for the FAVOR project and available in languagebox.ac.uk/profile/1239 . For further contact information please visit www1.aston.ac.uk/lss/ or alternatively uk.linkedin.com/in/richardgalletly Bailey, S. (2011) Academic Writing for International Business Students. Oxon: Routledge. Ballantine, J. & Larres, P. (2012): Perceptions of Authorial Identity in Academic Writing among Undergraduate Accounting Students: Implications for Unintentional Plagiarism, Accounting Education: An International Journal, 21:3, 289-306 Cottrell, S. (2008) The Study Skills Handbook. Basingstoke: Palgrave Macmillan. Ellery (2008): Undergraduate plagiarism: a pedagogical perspective, Assessment & Evaluation in Higher Education, 33:5, 507-516 Fitzpatrick, M. (2011) Engaging Writing. NY: Pearson Longman. Greetham, B. (2008) How to Write Better Essays. Basingstoke: Palgrave Macmillan. Hudd Suzanne S.,Sardi Lauren M.,Lopriore Maureen T.(2013). "Sociologists as Writing Instructors: Teaching Students to Think, Teaching an Emerging Skill or Both?" Teaching Sociology. Humphris, R. (2010): Developing Students as Writers Through Collaboration, Changing English: Studies in Culture and Education, 17:2, 201- 214 McCarter, S. (2009) Uncovering EAP. Harlow: Macmillan. McMillan, K. (2010) How to Write Essays and Assignments. Harlow: Prentice Hall. Price, G. & Maier, P. (2007) Effective Study Skills. Harlow: Pearson. Reinders, H. (2008) The International Student Handbook. Basingstoke: Palgrave Macmillan. Saunders, M. (2009) Research Methods for Business Students. Harlow: Prentice Hall. Swales, J. M. & Feak, C.B. (2007) Academic Writing for Graduate Students. Michigan: University of Michigan Press. Thorne, M. M. (2012). The Destinee project: Shaping meaning through narratives. International Journal of Education & the Arts, 13(3). Tissington, P. (2009) How to Write Successful Business and Management Essays. London: Sage. Tripp, T. and Rich, P. (2012), Using video to analyze one's own teaching. British Journal of Educational Technology, 43: 678--704 Using English for Academic Purposes [online]. Available at: www.UEFAP.com [accessed 181011] Vardi (2012): Developing students' referencing skills: a matter of plagiarism, punishment and morality or of learning to write critically?, Higher Education Research & Development, 31:6, 921-930 Zafron, M.L. (2012): Good Intentions: Providing Students with Skills to Avoid Accidental Plagiarism, Medical Reference Services Quarterly, 31:2, 225-229

video to support pre- sessional students set an assignment to write a case study report, including use of flax corpus tool, samples of business reports, and reference to business analysis tools including SWOT, Boston Matrix, five forces, etc., reference to UEFAP site, and research paper on the use of hedging and boosting and its use in case study reports in NS and NNS writing.

designed for an hour's class on plagiarism, this lecture introduces the concepts of plagiarism and Harvard/ APA referencing styles, the importance of correct referencing and most importantly: the use of an authentic authorial voice. This concept is introduced by giving three extracts from journals on fair trade, and a slide on the fair trade of chocolate, using the supplier Askinosie as an example. Students then discuss, critically evaluate, reflect and debate the concept of Fair Trade. When I tried this out on a group of first year undergraduates they performed very well at this task, and I was able to explain to them how they might use the extracts to inform and inspire discussion in their essays, and to avoid the common mistakes of summarising and paraphrasing too closely to the originals, so that they avoid patchworking in their essays.

using flax, scholar, sketchengine, wikipedia to identify grammar, vocabulary and academic structure for student essays

A collection of example materials from the FAVOR project (JISC OER3 2011-12)

Materials from an HEA discipline workshop organised by the Centre of Language Education Research (CLERA) at Aston University, Birmingham, 9 Jan 2013. Taught by Dr Claudia Gremler (Aston University), Sarah Hayes (Aston University) and Thomas Jochum-Critchey (University of York)

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