Train Your Language

Main idea

Outline

Language is inextricably linked to studying. Students listen during lessons, read a syllabus, write an exam answer, give a presentation and much more. So, it’s not surprising that language influences their study success.

In order for students to complete their studies as successfully as possible, Artevelde University of Applied Sciences (AUAS) supports and promotes their language development. This online Train Your Language tool is one example of how they do it.

This tool consists out of two modules:

• Spelling
  A clear and understandable exam answer or report should, ideally, contain no language errors. These disturb the reader and can even cause a misunderstanding. This remedial module offers students help with spelling.
• Understanding and writing academic texts
  Academic texts are often more abstract that the ones students are used to. They are written with new vocabulary on very specific themes. This module prepares students to work with these texts. They learn about:
  – the new vocabulary – including an academic vocab list –,
  – ways to read an academic text,
  – how to write and structure an academic text,
  – where to find tools to help them write and understand academic texts.

Each module consists out of theoretical background with matching exercises, self-evaluations, and a list of tools which students can use independently.

Target groups

The training is available for all students, but specific target groups are:

• students with a migrant background,
• students who didn’t receive adequate Dutch language education in secondary school,
• students from non-academic backgrounds.

Timing

Train Your Language is promoted as an entry course, and is accessible 24/7 throughout the entire academic year. Students are free to choose which module they go through and how much time they spend using this tool.

(No) part of the curriculum

It is offered to all students as an extra-curricular tool. Some programmes have integrated (some of) the modules in courses.

Developed by

The content was developed by staff of the teacher training programmes of different higher education institution in Ghent.

Goals

• Helping students understand and write academic texts
• Teaching students to spell correctly
• Offering students an online, accessible language repository
• Providing a repository with content and exercises to staff that can be easily shared and integrated in their courses

Target group

• Students experiencing geographical obstacles
• Students experiencing obstacles based on ethnic-cultural differences
• Students experiencing socioeconomic obstacles

Obstacles targetted:

• Educational difficulties
• Migrant background obstacle

Students involvement

Students are not involved in the design or delivery of this tool.

Inspiration and evidence

In Flanders, research on language proficiency has shown it as a necessary factor for study success. There is a generally accepted belief that language proficiency is declining.

Success criteria

• There’s attention for the specific language related needs of students in higher education.
• The tool is available 24/7.
• It’s easy to work with.
• All students can instantly access the tool as it is part of the digital learning environment and open to enrolment.
• All information on language training is in one course.

Points of attention

• The layout of the content pages is not optimal when it comes to accessibility and visual appeal.
• The online tool offers a lot of information. This can be overwhelming to some students who might get discouraged.
• It’s not very motivating or appealing.
• The information is very broad, and thus not tailored to the specific needs of students.

Do you feel you can effectively provide the support that students require?

Would you recommend this to other institutions?

somewhat agree

Evaluation

The tool is not evaluated.

Adjustments

• These digital tools used to only be available as an entry courses, but they are now available to all students throughout the entire year.
• There is a continued exchange of material with colleagues to further develop the tool.
• The developers keep an eye out any new information or tools that can help students work on their language skills. This way, the tool is kept up-to-date.

Communication

The training is promoted before the start of the academic year and mentioned on the institution’s online platform. There is no group-oriented communication.

Timing

Train Your Language is promoted as an entry course and available 24/7 throughout the entire academic year. Students are free to choose how much time they spend using this tool and which module they go through.

Day information

Before regular ‘school’ hours.

Resources

• The tool is on the institutional platform.
• The tool did not take that much time as we worked with existing content from different places to combine in one.

Transferability

We think it is easily transferable to other contexts or groups.

If it were to be used in a different context, it would be beneficial to adjust the examples so they better fit this context.

Universal design

The design of this initiative was not based on the principles of Universal Design.

• The module on understanding and writing academic texts is useful for all students, while the module in spelling is remedial – we expect students to know this.
• When it comes to accessibility, the layout of the pages about theory is not optimal.
• The online tool offers a lot of information. This might be overwhelming to some.