Resources
Please visit the events section to view minutes from conferences and annual general meetings, executive committee meetings and Special Interest Groups (SIGs).
- AULC survey of Institution wide Language Provision in Universities in the UK (2022 23) – conducted by Thomas Chaurin and Marion Sadoux.
- AULC-UCML survey of Institution – Wide Language Provision in universities in the UK (2021-22) – conducted by Thomas Chaurin, Mark Critchley, and Dr. Ana de Medeiros
- UCML-AULC Survey of Language Provision in UK Universities in 2021 – conducted by Mark Critchley, James Illingworth, and Vicky Wright, with the introduction provided by Mark Critchley and Claire Gorrara
- AULC-UCML survey of Institution-Wide Language Provision in universities in the UK (2019-2020) – conducted by Caroline Campbell, Mark Critchley and Dr. Ana de Medeiros
- AULC-UCML survey of Institution-Wide Language Provision in universities in the UK (2018-2019) – conducted by John Morley, Caroline Campbell
- AULC-UCML survey of Institution-Wide Language Provision in universities in the UK (2017-2018) – conducted by John Morley, Caroline Campbell, Ana de Medeiros
- UCML-AULC survey of Institution-Wide Language Provision in universities in the UK (2016-2017) – conducted by John Morley, Caroline Campbell, Mark Critchley and Chiara Cirillo
- UCML-AULC survey of Institution-Wide Language Provision in universities in the UK (2015-2016) – conducted by John Morley, Caroline Campbell, Mark Critchley and Chiara Cirillo
- UCML-AULC survey of Institution-Wide Language Provision in universities in the UK (2014-2015) – conducted by John Morley, Caroline Campbell and Mark Critchley
- UCML-AULC survey of Institution-Wide Language Provision in universities in the UK (2013-2014) – conducted by John Morley, Caroline Campbell and Peter Howarth
- UCML-AULC survey of Institution-Wide Language Provision in universities in the UK (2012-2013) – conducted by John Morley, Caroline Campbell and Peter Howarth, with the support of Fil Nereo, HEA
In recent years, the number of university students participating in University-Wide Language Programmes (UWLP) has been growing steadily, from just under 50,000 in 2012 to around 70,000 in 2016. As the number of registrations has grown, so have the flexibility and diversity of the courses on offer in terms of length and contact time. This brings challenges in relation to consistency of learning outcomes, and managing student expectations of achievement. The Language Learning Framework provides guidance for the design of language courses in UK universities. Its main concern is the expected progression of learners undertaking University language courses, recommending hours of study for individual CEFR levels by language.
Five tables have been developed by a number of colleagues in 17 UK universities, based on their experience and professional judgement, for the 10 most commonly taught languages in UWLP: Romance languages (French, Italian, Spanish, Portuguese), German, Arabic, Russian, and East Asian languages (Chinese, Japanese and Korean). These are now available here as a set of reference materials (published February 2018). The resulting tables indicate the recommended input study hours to progress through each CEFR band via courses of different durations and intensity. An “in-depth” course can be considered to be a typical University elective credit bearing module. An “easy-paced” course can be considered to be a typical University evening course. It is hoped that publication of this Framework will also stimulate further discussion amongst practitioners. Other background information as to how the Framework was developed can be found in the Basic Assumptions.
Any feedback on the Language Learning Framework tables, including questions, comments and suggested changes, should be sent to mark.critchley@durham.ac.uk. The documentation will be refined and developed to meet the requirements of University-level language teaching.
LANGUAGE LEARNING FRAMEWORK VERSION 1.2 – BASIC ASSUMPTIONS
LLF TABLE GERMANIC LANGUAGES 27 July 2017
LLF TABLE ROMANCE LANGUAGES 15 June 2017
LLF TABLE AFRICAN & MIDDLE EASTERN LANGUAGES 14 June 2017
- The Wulkow memorandum on The Identity and Profile of Language Teachers In Language Centres in Higher Education Institutions (11th meeting held in January 2019)
- The Wulkow Memorandum on Staff recruitment, Management and Development (Fourth meeting held January 19th to 22nd, 2012)
- The Wulkow Memorandum on Budgets, Resources, Entrepreneurship (Third meeting held January 27th to 29th, 2011)
- The Wulkow Memorandum on Quality Assurance (Second meeting held January 14th to 16th, 2010)
- The Wulkow Memorandum on Language Centres in Institutions of Higher Education in Europe (First meeting held January 22nd to 24th, 2009)
- The role of language centres in UK HE – presentation by Peter Howarth at HEA workshop for newly-appointed HE teaching staff
- What is a Language Centre? – a description of what language centres do, aimed at a non-specialist readership.
Conducted by Prof. Michael Worton.
- Read the full report (October 2009)
- Response to the Worton Review 2009 – UCML response, with details of proposed working groups (December 2009)
- The relationship between academic departments of modern languages and language centres – Peter Howarth, January 2010
- Language Matters: follow up brainstorming session – The British Academy, February 2010
- Languages Forum: membership and terms of reference
- Languages Forum: summary of first meeting, 17 March 2010