English Language Teaching in the European Credit Transfer System: Facing the ChallengeMaría Luisa Pérez Cañado This book seeks to bridge the gap between theory and practice by identifying the main challenges which the implementation of the ECTS (European Credit Transfer System) is posing in language teaching. It reports on the outcomes yielded by prominent European research projects and thematic networks and presents the insights of a prestigious set of scholars, practitioners, and policy-makers from different parts of Europe. The book is divided into four main parts. The first section examines the coordination of language studies in the European Higher Education Area, from general language policy development, to the practicalities of coordinating whole degrees or drawing up ECTS study guides. The second part analyses the concept of competencies within the Bologna process. Methodological aspects are broached in the third thematic block by sharing practical accounts and experiences across Europe. The final part seeks to clarify the most important aspects with regard to evaluating language learning in the new credit system, and examines learning outcomes, student work hours, or ECTS credits. |
Contents
FRANCISCO MICHAVILA | 9 |
Challenge I | 22 |
Challenge IV | 27 |
IAN TUDORWOLFGANG MACKIEWICZ | 35 |
ANTONIO BUENO GONZÁLEZ JESÚS M NIETO GARCÍA | 55 |
MIKE FLEMING | 75 |
JESÚS PÉREZ GONZÁLEZ | 93 |
MARÍA LUISA PÉREZ CAÑADOPAIGE D WARE | 111 |
ALFONSO CEBALLOS MUÑOZ CARMEN FERNÁNDEZ MARTÍN | 151 |
BARRY PENNOCKSPECK | 169 |
RUBÉN CHACÓNBELTRÁN | 187 |
KENT LÖFGREN TERENCE KARRAN | 207 |
DANIEL MADRID STEPHEN HUGHES | 227 |
Notes on Contributors | 245 |
Common terms and phrases
ability academic achieve action activities allow approach Area aspects assessment basic Bologna carried challenges changes classroom communication competencies concept context correct countries course create Credit cultural discussion diversity ECTS EHEA English English Studies Europe European evaluation example exchange exercises experience expressions final frameworks given grading grammar Higher Education implementation important improve individual initiative institution interaction involved ISBN key competencies knowledge language learning language policy language teaching learners lecturers linguistic materials means methodology necessary objectives offer outcomes participation points possible practical present problems professional programme promotion questions reference role sessions skills social specific statements structures subjects success tasks teachers technologies telecollaboration theoretical tion Transfer tutorials types understanding Universidad University virtual writing