Learning from the Learners: a student centred syllabus in preparation for the real world

In order to meet the demands of our interconnected world, many universities have embraced the concept of internationalisation, offering international programmes in many discipline areas. At the same time, European universities have been grappling with introducing all the necessary changes to meet with the Bologna requirements. At the level of both programme and syllabus design the focus has often been on specific knowledge and understanding and the setting of very laudable learning outcomes including professional competences and skills. How Language Learning/Support can play an important role in achieving these objectives and outcomes and in particular how a student-centred “professional syllabus” can be developed to meet future needs of the student is the focus of this talk. Language Learning/Support on International or Foreign Language Mediated (FLM) Programmes, whether credit-bearing or not, needs to meet three main needs: Language for Academic Purposes (LAP) e.g. the mechanics of academic discourse, writing abstracts/dissertations, making presentations etc; Language for Specific Purposes (LSP) focusing on technical language, in particular terminology; and in addition to this more “traditional” kind of language support, Language Learning should also develop those language and communication skills and competences which will enable them to work effectively and efficiently in a professional working environment thus enhancing student employability. To answer this multifaceted challenge, the language teacher needs not only to know what the programme and individual course learning outcomes are and to work in close and constant collaboration with the content teachers (essential prerequisite) but also have some form of contact with the professional world of the specific content domain. One ideal source of up to date and relevant knowledge of this professional world is the students themselves. The Language syllabus can include “professional” tasks based on student feedback and authentic materials, provided either by current students following internships or alumni who are in contact with teachers. This invaluable input provides insight not only regarding technical aspects, but more importantly the text types most commonly found, the types of communication skills most frequently called for, the functional language (complaints, troubleshooting, requests etc) not always catered for in published LAP or LSP materials. Moreover, and perhaps more importantly, by using students and alumni as informants to create their own “professional syllabus”, motivation, that all-important ingredient in successful language learning, is greatly enhanced.