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The ATLAS project

The ATLAS project. Arousing an interest in school students for the take-up of “new” languages at university Terry King, Claire McAvinia, Jane Hughes Department of Education & Professional Development University College London Jointly funded by CfBT (R &D),

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The ATLAS project

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  1. The ATLAS project Arousing an interest in school students for the take-up of “new” languages at university Terry King, Claire McAvinia, Jane Hughes Department of Education & Professional Development University College London Jointly funded by CfBT (R &D), the Nuffield Foundation, and UCL. Project web sites:http://www.ucl.ac.uk/epd/atlas/ Schools’ web site:http://www.ucl.ac.uk/atlas/ Email contact:terry.king@ucl.ac.uk CILT SOAS Conference

  2. ContextThe decline in the take up ofModern Foreign Languages CILT SOAS Conference

  3. Project Aims To engage school students in “tasting” languages not previously considered, or available, for study Method To explore school students’ attitudes and experiences of LL, through questionnaire and focus groups. Use results to design web tasters for the LWT langs. Promote in partner schools. CILT SOAS Conference

  4. ATLAS survey questions • Language background • Past history of language study at school • Attitudes towards • LL in school and LL in general • Continuing LL post 16 and at university • Languages and jobs • LL and computers / web sites • Tasters / “new” language study opportunities CILT SOAS Conference

  5. Some results. For a fuller account of the results see project web site.Rationalisation 1 “As English is a world language there is little point in learning another” Only 23% agreed This 23% was made up mainly (73%) of students who saw themselves as “not good at languages.” CILT SOAS Conference

  6. Rationalisation 2Intention to continue language study post 16 • The main reason for not continuing the study of languages was it didn’t accord with “future career plans”. However, this appears to be another rationalisation since not many have specific career plans. • 75% thought skill in languages gave good job prospects. • But many had a limited idea of what these prospects are. • What’s the real reason for the increase in “No’s” in year 11? CILT SOAS Conference

  7. Main reasons for disaffection • Low self esteem • The “difficulty” of language learning • The “jump” between GCSE and A level • Fear of a similar jump at university • Lack of enjoyment • Teaching methods (little oral, little contact with real speakers, too many photocopied work-sheets) • Too much testing • Too little use of IT and “media” CILT SOAS Conference

  8. Positive attitudes towards languages CILT SOAS Conference

  9. Survey of web site use • “ To help us in our web design, if you visit web sites for recreation or information, (not just language ones), can you name a web site you like and say what it is you like about it? a) Web site name.. b) What is the main thing you like about it?…..” • Also – two focus groups CILT SOAS Conference

  10. Search Other Communication 7% 8% 24% Shopping 2% Games 4% Magazine 8% Academic Enthusiasms 21% 26% Types of site nominated engines support CILT SOAS Conference

  11. Design – likes • Lots of links • But wanted to knowwhat they would find by clicking • Layout • Simplicity and lack of clutter • Colours and pictures • Sensitive readers of these • Eye-catching but “not too in-your-face” • Colours not patronising (?) • Cartoons vs photographs? Space ships and monsters? CILT SOAS Conference

  12. “Things that mess up your eyes” backgrounds, blinking, flashing Annoying sounds, or music, that can not be turned off Having to download helper applications Flash and Acrobat Reader mentioned “Lots of text” off-putting; focus groups unanimous It was not quantity but arrangement of text that mattered small blocks, clearly headlined,separated students wanted to scan, not read “searching” the web page Design - dislikes CILT SOAS Conference

  13. Urban75 CILT SOAS Conference

  14. BBC CILT SOAS Conference

  15. Bitesize revision site CILT SOAS Conference

  16. Design for marketing • How could we market languages through our design? • Considered existing examples in media.. • .. but there were some contradictions with our survey findings • How to avoid ‘patronising’ design? • Would our design align us with particular sites that students liked/disliked? • Working within constraints (time, budget) CILT SOAS Conference

  17. Marketing our content • Combining unusual subjects but also music, sport, fashion • Reflecting teachers’ interests, ideas • Degree of freedom as these were not formal beginners’ courses • Provided some interaction with content • Gave students opportunity to have some success with simple language tasks • Prioritising the examples of language chosen: similar words, faux amis, unusual features, literal translations of expressions CILT SOAS Conference

  18. ATLAS taster site - homepage CILT SOAS Conference

  19. Russian taster – homepage CILT SOAS Conference

  20. Danish taster - homepage CILT SOAS Conference

  21. Russian Alphabet exercise CILT SOAS Conference

  22. Hot Potatoes for Danish CILT SOAS Conference

  23. Hot Potatoes for Polish CILT SOAS Conference

  24. Impact ? Quotes from feedback When asked what they had gained from exploring the site: • It has opened my eyes & shown me that languages can be very valuable in the huge wide world. • This is an eye-opening opportunity that I would be most interested in joining. • The growing importance of languages in many sectors of employment and has encouraged me to continue with the study of languages. • It was great finding out stuff about other countries. I think more sites like this should be created. It encourages young people to look further. CILT SOAS Conference

  25. Recommendations for HE • Target year 9 students when selling “the wide range of careers with languages” • Contact school sector colleagues and help to • Put enjoyment back into LL • Do what you can to get school syllabuses changed • Engender a sense of purpose beyond the mercenary • Sell “ new” languages and support schools where they are being taught • Exploit the use of CALL CILT SOAS Conference

  26. General marketing strategies • Know your target audience well ;- their tastes, past experiences of, knowledge of and attitudes towards LL and how they “read” the web pages. • Involve them in design • Accentuate the positives; the “fly the nest” dream • Don’t overstress “there’s a good job at the end of it”. • Make sure of effective dissemination • Be optimistic! CILT SOAS Conference

  27. Thanks to the following • All the students who took part in the survey,used the site and gave useful feedback. • The school language teachers who helped with the survey and gave us feedback on the web site. • The UCL language teachers who developed the Taster courses. They are from the School of Slavonic and East European Studies, the Department of Scandinavian Studies and the Language Centre. CILT SOAS Conference

  28. The ATLAS project is funded by The Nuffield Foundation CfBT Research & Development UCL Partner Schools: Ashcombe School, Surrey City and Islington College, London Cranford Community College, Hounslow Elliott School, London Haverstock School, London Haydon School, Pinner Parliament Hill School, London Weald of Kent Grammar School for Girls, Kent William Ellis School, London ATLAS - A Taste for Languages at School CILT SOAS Conference

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