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European Projects in University Language Centres

Creativity, Dynamics, Best Practice


Edited By Carmen Argondizzo

This volume offers a collection of best practices carried out in university contexts with the aim of highlighting the relevant role that Language Centres play in the field of language learning and the benefit they receive from European project planning. Issues such as intercomprehension, integration and diversity, interlinguistic models in disadvantaged migration contexts, audio description, cinema and translation as well as crosscurricular studies for university students, learners’ assessment, the promotion of plurilingualism in enterprises and in the legal field are tackled with special attention on the theoretical and practical dimensions that projects need to consider during the planning, implementation and dissemination actions. The variety of topics shows the daily liveliness that University Language Centres experience and the energy that they offer to the national and international communities. Thus the final chapter attentively explores strategies of Quality Assurance which further enhance the value of team work and project work within and beyond the academic context. This has the aim of promoting both cooperation that crosses geographical boundaries as well as quality in project dynamics which encourages a wide-angled multilingual and multicultural perspective.
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Promoting plurilingualism and intercultural communication in European enterprises and academic contexts: a European Winner Project


Abstract: This chapter analyzes the data collected through a survey carried out among 58 university students who used the English language section of the Communicating in Multilingual Contexts meets the Enterprises (CMC_E) website <> which belongs to a European Project, winner of the European Label of Labels2. CMC_E is an open access online program which offers didactic materials aimed at developing key professional language skills in six different languages (English, Italian, Polish, Portuguese, Slovak and Spanish). The students were all enrolled in a Business English course at the Faculty of Economics, Università della Calabria (Italy) which required them to complete 20 hours of self-study during which they carried out activities offered in the CMC_E website. ← 165 | 166 → The participants were native speakers of Italian, with the exception of four foreign exchange students. Their average proficiency in English was between B1 Upper and B2 in accordance with the CEFR (Council of Europe 2001). The aim of the study was to measure learners’ satisfaction, receive feedback on how efficiently the material meets both the present and future language needs of users, ascertain how users evaluate the effectiveness of the material on their language development as well as understand the extent to which ICT based learning materials can encourage student and professional mobility. More specifically, the study also investigated how learners approached the material, which activities they chose to focus on and why, and which skills they improved by using the CMC_E website.

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