Preparing Modern Languages Students for 'Difference'

← viii | ix →

Figures

← x | xi →

Tables

← xii | xiii →

Appendices

← xiv | xv →

Acknowledgements

The authors gratefully acknowledge funding for their respective projects, without which they would have not been possible. Ruth Whittle received a Birmingham University Teaching Fellowship, which gave her the necessary means to conduct the Change Management Project (awarded in 2011); and in 2014 she was awarded an Educational Enhancement Grant for the Reflective Learner Project. Sandra Salin received a grant from The Newcastle University ULTSEC Innovation Fund (awarded in 2014) for the Better French Living Project.

The authors are indebted to Professor D. Randy Garrison for permission to replicate his Practical Enquiry Model and would like to acknowledge Worditout.com <https://www.worditout.com>, which allowed them to freely publish their word clouds which were produced using the word cloud tools.

Both authors are grateful to their collaborators and colleagues, particularly Dr Elisenda Marcer and Dr David García-Vidal (both at the University of Birmingham). The latter has been instrumental in converting research findings into palpable improvement of provision at all levels of student transition. Ruth Whittle would not have been able to conduct her research without her research assistants, Dr Sonia Gallucci (now Regent’s University, London), Jennifer Arnold (University of Birmingham) and Dr Aysu Dincer (now Warwick University), or the educational technologists Catherine Coltman, Jagdish Singhal and Melanie Leggatt. Thanks must also go to the student mentors who worked with students on learning blogs and logs (2014–2015) and colleagues across professional services, especially in the Centre for Learning and Development (CLAD, UoB) and UoB Library.

Sandra Salin would like to acknowledge the invaluable contributions by Morgane Mazan and Dr Damien Hall in the development of the BFL Project material. She is grateful to Dr Franck Michel and Jos Harrison for permission to use their questions in the YAeP prompt sheets, as well as to Andrew Grenfell, Andrew Newton and Elina Vasina from the Newcastle ← xv | xvi → University Language Resource Centre for making the BFL Project material available (Blackboard Community and Internet Protocol Television) to all Newcastle University students.

The two people most closely associated with this book coming together are Dorothée Sachse, during much of the research and the early stages of writing, and our proofreader Dr Pat Odber de Baubeta, at the final stage. The advice by Professor Sally Brown on getting writing done and Petia Petrova’s regular ‘writing retreats’ at UoB were instrumental in creating a framework for disciplined writing, without which it would have been difficult to see this book through.

The authors would like to thank Peter, Simon and Magnus Whittle, as well as Steve, Evan and Iliana Kent for their patience and understanding.

← xvi | xvii →

Abbreviations