Breaking the Language Barriers: Free Movement and Language Learning in the European Community

Reverdito, Guido; John, Sarah K. St.

doi:10.1007/978-3-030-04230-1_6

Cited by 2 publications

(3 citation statements)

References 22 publications

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“…The acquisition of knowledge was the strategy used for the transmission prevalent in the educational centres [10]. This definition is one of the common ones used for the subject [11]. There are two types of competences from the definitions: general and specific competences.…”

Section: Universities and Transversal Competencesmentioning

confidence: 99%

“…The institution of higher education should also be accredited to ensure that students get the best from their teachers. As a result, they will offer the best to the employers [11,19]. The students should play a key role in ensuring the relevant authority accredits their teachers and the institution that they attend.…”

Section: The Relevance Of Promoting and Teaching Transversal Competenmentioning

confidence: 99%

“…For this reason, professors proposed an adjusted scale dependent on the core abilities improvement provided by the Transversal Capabilities Project (Universitat Politècnica de València) and language skills characterized in the refreshed CERF (Common European Framework of Reference) [11]. Toward the finish of every unit, professors would ask their students to self-evaluate their development regarding both competences as indicated by a standard 5-point Likert rating scale.…”

Section: Teaching and Measuring Transversal And Language Competencesmentioning

confidence: 99%

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Transversal Competences in Engineering Degrees: Integrating Content and Foreign Language Teaching

et al. 2020

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There has been a constant advance of the labour markets and permanent reorientation towards digital Industry 4.0. Yet, the environments for learning remain unchallenged when it comes to the provision of new professionals across the globe. Therefore, this has created a gap in transversal competences, which has compelled students of higher learning institutions to pursue them. The majority of higher learning institutions have emphasised transversal skills among learners and developed curriculums to accomplish these demands. The primary focus of the study was to attain integration and fusion of transversal skills into the development of specialised curriculum training for foreign language proficiency. The study applied mixed methodology techniques, which combined qualitative and quantitative methods in the study. To guarantee cohesion of the study, four research and monitoring techniques such as course dossiers, needs analysis, task-based activities and adapted competences scales were used. The outcome of the research shows findings provided by the piloting stage of the teaching experience and emphasises the need for student-based skill training.

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Section: Universities and Transversal Competencesmentioning

confidence: 99%

Section: The Relevance Of Promoting and Teaching Transversal Competenmentioning

confidence: 99%

Section: Teaching and Measuring Transversal And Language Competencesmentioning

confidence: 99%

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Transversal Competences in Engineering Degrees: Integrating Content and Foreign Language Teaching

et al. 2020

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Competencias Comunicativas en Títulos Universitarios No Lingüísticos

Polyakova

Galstyan-Sargsyan

2019

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Author/s Oksana PolyakovaRuzana Galstyan-SargsyanUniversidad Católica de Valenica, Spain ABSTRACT As labour markets continue to change rapidly, the learning environments continue to be unchallenged in the provision of new professionals across the world. This change has compelled the need for students to attain communicative competences in non-linguistic institutions of higher education. In order to address this issue, we propose a novel approach to communicative competences integration into the curriculum development of a specialised foreign language course. For this purpose, we combine students’ needs analysis with a personalised English for specific purposes (ESP) course design that motivates them to learn more about technical and professional environments through a skill-based routing. Additionally, we provide a scale for measuring training outcomes as well as suggest first results from the piloting phase of the teaching experience. The findings of the study highlight usefulness of the customised competence training experience.

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Breaking the Language Barriers: Free Movement and Language Learning in the European Community

Cited by 2 publications

References 22 publications

Transversal Competences in Engineering Degrees: Integrating Content and Foreign Language Teaching

Transversal Competences in Engineering Degrees: Integrating Content and Foreign Language Teaching

Competencias Comunicativas en Títulos Universitarios No Lingüísticos

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