Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at https://www.ucl.ac.uk/finance/research/rs-contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
Publication Detail
Bringing Language Learners Closer (BLLC): A ChangeMakers Project on Social Interaction in the Modern Foreign Languages Classroom
Scholarly inquiry on distance-learning practices in foreign language education is far from new and although in the past two decades many higher-education institutions had already embraced blended and electronic learning and teaching approaches, the COVID-19 pandemic has acted as a true catalyst for a sudden move from offline to online learning/teaching across the board. This has proved particularly challenging for modern languages teachers and students, especially those who were used to more traditional forms of tuition. Presential, teacher-student and student-student oral interaction is considered paramount to fostering in-class discussion and dynamism in higher education. Yet, it is even more so in the modern languages classroom, where active engagement is deemed essential to attaining a higher command of structures and acquiring fluency in the foreign language (Council of Europe 2020). This paper will report on a student-led research project that exemplifies the principles of research-led/-based education in as much as the student collaborators work under their teachers’ supervision in order to gauge student expectations, experiences and evaluation at three different stages of the learning/teaching process (before, during and after term time). The benefits of involving students in research-led/-based teaching practices are manifest; indeed, by building on reflective practice, this research proposed immediate action for the provision of online modern languages training, including the development of year-long portfolios at departmental level.
Publication data is maintained in RPS. Visit https://rps.ucl.ac.uk
 More search options
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by