Updating the language policy at Siberian Technical Universities (Tempus Tacis Project JEP 27127-2006)

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Updating the language policy at Siberian
Technical Universities (Tempus Tacis Project JEP
27127-2006)

• Klaus Schwienhorst, Leibniz Universität Hannover

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Overview

• Why did we start this project?
• What did we do?
• What were our goals?
• What did we achieve?
• What needs to be done?

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Why did we start this project?

• Perceived deficit in achieved language
  proficiency levels
• Perceived lack of new teaching methods and
  materials
• Perceived lack of link between language and
  subject lectures
• Perceived lack of link between university and
  international companies operating in the
  respective regions

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What did we do?

• Lecturer mobilities
• Workshops and monitorings
• Tandems between language and subject lecturers to
  create lectures
• New equipment to enable technology-supported
  language learning
• Internships at international companies
• Materials collections and publications
• Contracts, agreements, and letters of intent

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What were our goals?

• Raising the level to B2, at least for 33 of
  students
• More communicative methods and technical tools,
  learner autonomy
• Creating tandems that provide subject courses
  in English and German
• Creating systems of internships for the best
  students
• Convincing the universities to sustain the
  changes beyond the project cycle

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What did we achieve?

• At 54 students at B2 level we have achieved far
  more than the 33 we initially targeted. 30 of
  students even managed to achieve a low C1 level.
• Teaching methods have changed substantially.
• Materials and technical equipment have been
  updated.
• A number of subject courses now exist in English
  and German, but more sustainability is needed.
• Internships are running well and will be
  sustained.
• A publication has been compiled in Russian.
• Sustainability issues are and remain critical for
  success.

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What needs to be done?

• We have shown what a technical university needs
  to do to become international, i.e. on the one
  hand, to prepare their own students for
  international studies and an international
  workplace, and on the other hand, to become a
  more attractive place for international students
  to study in by providing a more international
  atmosphere and international subject courses.
• It is up to each university if they want to
  prioritise this process or not. Thus we and the
  EU requested a letter of intent signed by each
  university rector, detailing which changes they
  will keep in place or expand upon. This will
  certainly be a means for accountability and
  affect each universitys standing in future EU
  projects.

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• Contact
• Klaus Schwienhorst, schwienhorst_at_fsz.uni-hannover.
  de