Familiarise yourself with the aspects of mediation shown in the picture. Discuss in pairs: How do you make use of mediation when you speak to someone in your first language (when you have a common first language)? to someone in your first language (when you are speaking to someone for whom your first language isContinue reading “29. Mediation as language use”
Pick an assignment you have completed in class, such as an essay. What kind of feedback did you receive (e.g., on structure, fluency, spelling,…)? Did you understand the feedback you received? Did you feel that the feedback you received was relevant? Fair? 4. Did the feedback you received help you understand what skills you couldContinue reading “38. Receiving and processing feedback”
Read the abstract of the final report of a study conducted at the Turku School of Economics, pp. 4–5: https://www.utu.fi/sites/default/files/media/KieVi/Raportti%20Kielitaitotarpeet.pdf. The report looks into the language needs that someone with an MBA (Master of Business Administration) degree might need in working life. Start by making a list of possible jobs where you could imagine workingContinue reading “45. Language skills in working life”
Reflect on the following questions individually or in pairs. How do you use your knowledge of your first language(s) (L1) to learn a new language? How do you use the skills you develop in L1 classes to learn other languages? Think about skills such as presentation skills, interaction skills, and the ability to structure andContinue reading “42. Using your first language in learning”
Individually or in pairs, reflect on similarities between some of the languages you know. You can start by thinking about aspects such as vocabulary, language structures, communication styles, and cultures. What similarities can you identify? Do you take advantage of the similarities between the languages you know to learn them better? In what ways?
Watch this video from the British Council: https://www.youtube.com/watch?v=l57XikZUURU. a) Which languages would you like to be more fluent in? b) In your opinion, how does having realistic goals and monitoring your learning help you maintain your motivation to learn languages? c) How can you make language learning more motivating for yourself?
Pick up a piece of evidence of your knowledge of a language from high school, such as an essay. What kind of feedback have you received? For example, think about the structure, fluency or spelling of the text. Did you understand the feedback you received? Did you feel that the feedback you received relevant? wasContinue reading “38. Getting feedback”
Pick an assignment you have completed in class, such as an essay or a spoken assignment. Share it with your partner. Give your partner feedback on their performance. Reflect on the following What was particularly good about the performance? What would you do to improve the performance, if it were up to you? What adviceContinue reading “37. Giving and receiving feedback”
Subvertising, or creating parodies of advertisements (that resemble genuine ads; “anti-ads”) to make an ironic statement, takes a stand on social problems by using language that aims to influence, for example, consumer attitudes or consumption habits. They often comment on consumerism and the inequalities of world trade. You can find subvertisements, for example, in theContinue reading “32. Rhetoric and responsible involvement in society”
This task can be done individually, in pairs, or in groups. Ethical internationalism and human rights go hand in hand. One way to promote international and ethical conduct is to work through different third sector organisations. By getting involved in, for example, community organisations or non-governmental organisations (NGOs), you can gain work experience that canContinue reading “31. International and multicultural NGOs”