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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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Assessing language proficiency: comparing in-house language exams with international certifications


Abstract: The aim of this chapter is to illustrate the results of an investigation into the extent to which the CEF level awarded to students who had taken an in-house language exam at the Language Center of the University of Calabria (Italy) correlates with the level awarded to these same students by Cambridge ESOL (now Cambridge English Language Assessment). The participants in this study had just completed an EFL course at the University Language Centre as part of a language project funded by Regione Calabria ‒ Progetto ClaC. The ClaC courses were offered to undergraduate and graduate students as well as primary and secondary school teachers, and ranged from an A1 to a C2 level in accordance with the Common European Framework of Reference. The aim of the project was to help participants improve their linguistic competences while becoming more familiar with the specialized language typical of their field of study and/or work.

The chapter begins by outlining the content and format of the in-house final exams administered at the end of the ClaC courses. These final exams, which consisted of both a written and an oral component, were graded so as to allow examiners to evaluate each student’s abilities and award an appropriate CEF level. Priority was given to integrative testing, including reading comprehension, text analysis, note taking and the writing of short texts (essays, letters, emails). The core of the chapter illustrates the results of the quantitative analyses conducted to determine whether there was a...

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