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European Projects in University Language Centres

Creativity, Dynamics, Best Practice

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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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A Conceptual Model of Quality Assurance

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Abstract: The aim of this chapter is to outline a feasible model of Quality Assurance Self-Assessment for the Language Centre (LC) of the University of Rome “Foro Italico”. Quality Assurance Self-Assessment will be contextualized in a new and different scenario and from a broader perspective, not only evaluating language teaching and learning assessment and/or testing, but as an overall reflection and assessment of all the LC activities (resources, organization and management, funding, staff etc.) in the context of global University system. The theoretical background and the fundamental concepts of Quality, Quality Assurance (QA) and Assessment will be herein illustrated.

Starting from the evaluation criteria established in the self-assessment checklist issued by the Focus Group on Language policy (Frascati, November 2010) about “Quality Assurance and Management at Language Centres in Institutions of Higher Education in Europe”, some critical points based on a series of reflections on the formalized grid will be discussed. The pre-piloting phase held at the University “Foro Italico” LC will be described, showing some results from the application of the grid as a hypothesis for future development of the project.

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