The document summarizes the history and structure of language education at the University of Southampton. It discusses how language departments merged in 1983 to form the School of Modern Languages. It then describes the development of a 7-stage framework for language competence across 1-4 levels. The stages system aims to accommodate varied entry levels and allow flexible progression. Descriptors differentiate competencies at each stage. While the stages framework has streamlined language education, the university aims to further harmonize assessment and address questions around acceleration and postgraduate work.

1. Languages at
Southampton
Vicky Wright
Director, Centre for Language Study
Deputy Director, LLAS
26 May 2011

2. Languages at Southampton
● Overview
○ Internal structures
○ Development of Language Stages
○ Planning for the future - issues and questions

3. ● Internal Structures
○ Departments of Spanish, French, German + Language
Centre merge to form School of Modern Languages (1983)
○ Language Centre delivers languages across the University
including English language (teaching only staff)
○ Centre for Language Study (CLS) created within Modern
Languages. Delivers Stages 1- 4 to all undergraduates
(teaching only staff) (from 2001)
○ CLS (professional language teaching staff) delivers all
Language Stages (from 2003)

4. ● Internal Structures within Modern Languages
1. UG content curriculum delivered by research active staff in 3
main areas;
■ Linguistics - History, Society and Politics – Literature
2. UG language curriculum delivered by education led staff
mapped onto education/research career pathways
■ CLS staff encouraged to carry out pedagogical research
(10% of time allocated)
3. Increasingly CLS staff take on management and other
strategic roles within Modern Languages

5. ● Development of Language Stages
○ Issues to address at the outset:
■ varied proficiency at entry
■ how to cater for the most able linguists
■ progression for native/bi-lingual students
■ ab-initio courses – do learners catch up?
■ harmonisation across languages and across types of
provision (full-time, part-time and post-graduate)
■ need for a flexible curriculum
■ catering for smaller numbers of language specialists

6. ● Development of Language Stages
○ 7 Stage framework of language competence developed by
CLS in 2000/1
■ descriptors/competencies of national/ international
language qualifications and frameworks analysed, e.g.
LRS benchmarking statement, CEF, NOS & IELTS
■ descriptors/learning outcomes developed for all
languages taught following comparative review of end of
year exam scripts and assignments; external examiners
consulted

7. Language Stages: entry levels
A2
A-B
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

8. Language Stages: entry levels
A2
C-E
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

9. Language Stages: entry levels
GCSE
A-C
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

10. Language Stages: entry levels
Ab initio
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

11. Language Stages: entry levels
Ab initio GCSE AS A2 A2 Bi-lingual
IELTS
A-C A-B C-E A-B 6.5 /NS
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7

12. ● Development of Language Stages
○ Pattern of teaching
■ Stages 1-7
■ 3 hours a week (1 oral class)
■ Accelerated courses + non-European languages
■ 4 hours a week
■ Stages 3&4
■ integrated language skills
■ English language Stages 3-7 for European &
International students
■ Stages 1-7 evening classes
■ Graduate Passport (recognising e.g. Taster courses
■ New University-wide “broadening” curriculum initiative for
2012

13. ● Development of Language Stages
○ Languages offered
■ English, French, German, Portuguese, Spanish as
named components of ML degrees
■ Arabic, Chinese, Italian, Latin, Russian in addition
■ 2011/12 adding Japanese
■ Plus another c 10 languages available through evening
programme and taster courses

14. Language Stages: progression
A2
A-B
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
Year 1 Year 2 RA Year 4
Normal progression is ONE
Stage per academic year

15. Language Stages: progression
A2
C-E
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
Year 1 Year 2 RA Year 4

16. Language Stages: progression
Ab initio GCSE
A-C
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
beginners
Year 1 Year 2 RA Year 4
accelerated beginners accelerated 3/4
Year 1 Year 2 RA Year 4
acc. beginner + a related language

17. Equivalencies at the end of a
Stage…
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Stage 7
CEF CEF CEF CEF CEF CEF CEF
A2 B1 B2 B2 /C1 C1 C1 /C2 C2
GCSE A2 A2 QAA BS QAA BS
Grade A/B Grade C Grade A/B Minimum/typical Typical
standards (effective) (fluent)
LL LL LL LL LL Mastery
Advanced Profic Profic Mastery 17
12 13/14 14/15 16

18. Descriptors and differentiation
Stage 3 Stage 4
LISTENING LISTENING
Understand vocabulary and structures relating to most everyday Understand a wide range of vocabulary and structures relating to most
contexts as well as some specialised vocabulary everyday contexts
Understand the gist of most spoken language delivered at normal Understand the gist and detail of most spoken language in a range of
speed in a familiar accent registers, delivered at normal speed
READING READING
Understand the main ideas and some implied meanings of texts in Understand the main ideas and most detail in authentic texts in a
the most common registers and relating to familiar topics variety of genres without too much effort
Extract data and ideas from media texts of general interest with the Accurately extract information, ideas, opinions and hypotheses relating
support of reference materials to most general topics and to specialised topics of personal interest
SPEAKING: PRODUCTION SPEAKING: PRODUCTION
Express ideas and concepts with little hesitation. Successfully present facts and ideas with the help of visual aids.
Manipulate language dealing with everyday topics using a range of Manipulate language dealing with everyday topics, using a range of
grammatical structures and vocabulary with a fair, if sometimes grammatical structures and vocabulary with a reasonable level of
inconsistent, level of accuracy. accuracy.
WRITING WRITING
Write coherent texts in a limited range of registers on everyday and Write in a variety of common genres in order to communicate
some specialised topics information, ideas, concepts and opinions relating to a variety of
situations and topics
Express facts and concepts clearly using some complex
constructions and an appropriate range of vocabulary, but with some Write accurate texts which are cohesive. Use complex grammatical
first language interference structures and appropriate vocabulary, still with first language
interference

19. Descriptors and differentiation
Stage 6 Stage 7
WRITING WRITING
Write clearly in a range of appropriate styles on Write clearly in a variety of styles and registers
complex topics in a range of genres. Express and select the appropriate style for the purpose
arguments and conclusions
Write fluent and accurate texts where errors
Write coherent and accurate texts where and infelicities are unobtrusive and do not
errors and infelicities do not compromise the compromise the effectiveness of the writing
communicative effectiveness of the writing
MEDIATION
MEDIATION
Translate short written and spoken texts in a
Translate short written and spoken texts in a variety of genres from TL into English,
variety of genres from TL into English transferring content and style effectively
maintaining the content and beginning to Translate short written texts and spoken
approximate the style English in a variety of genres into TL,
maintaining content and accuracy and beginning
to approximate to style and idiom.

20. ● Further details
○ Modules = 15 ECTS over 2 semesters
○ Stages deemed to be independent of Year of Study
○ Programme of study dictates the level of study
○ Documentation covers
■ understanding, production, mediation
■ language learning strategies
■ communication strategies
■ language knowledge & awareness
■ knowledge & understanding of TL & culture
■ key skills
■ teaching & learning methods
■ independent learning
■ assessment

21. Some 10 years later – some thoughts
● We have done a lot more talking across languages (peer
observation, language skills provision etc)
● It has been possible to merge smaller classes
● The Stages framework makes it easier to launch new
classes/new languages
● Not as much harmonisation as we would like (review of
assessment)
● There are a number of areas we would like to work on e.g. the
question of acceleration
● The question of PG work…

22. ● Specialist language teaching is appreciated by students (student
evaluation; student satisfaction survey)
● Students like flexibility of stages (work at their own level with
students of similar level)
● European and International students appreciate the availability of
English language courses

23. Languages at Southampton
● Planning for the future - issues and questions
○ a coherent language strategy for the University
■ variety of pathways/opportunities leading to
increased take up of languages from 2012
■ greater recognition of the value of linguistic and
intercultural competence embedding in the
curriculum

24. Languages at university
● Planning for the future - issues and questions
● Vicky WRIGHT (vmw@soton.ac.uk)