After a ten-year journey that took the Conference series from Newcastle (2011) to Bristol (2012), Manchester (2013), Leeds (2014), Nottingham (2015), York (2016), Milton Keynes (2017), Liverpool (2018) and Southampton (2019), the organising team is looking forward to bringing it back to its birth place.
InnoConf20 will bring together academics, researchers, teachers and all other professionals involved in the teaching and learning of Languages to give them the opportunity to share their expertise and experiences, their innovative practice and creativity. Collaborative papers involving students will be most welcome.
The theme for this year will be Facilitating Transition from and to HE, with the term transition to be understood in its widest sense. We welcome research papers as well as presentations of case studies and projects on innovative ways of approaching this aspect of teaching Modern Languages in Higher Education.
In recent years, stronger emphasis has been placed on the importance of facilitating transition from Secondary to Higher Education in order to enhance first-year students’ experience and retention. Faced with the decline of A-Level Language students, more and more HE institutions are also offering languages ab-initio with a variety of flexible combinations to give students the opportunity to further engage or re-engage with language learning. This possible re-engagement with language learning supports the idea that language learning is a lifelong process that does not have to stop at school or university level, which is particularly relevant considering that the need for a language may occur at various stages of our personal or professional lives.
Language students will have to go through several transitional phases during their Degree, from Secondary Education to University, from their UK University to their placement abroad and back, and from University to their post-graduation life, including employment. Each phase will have its own challenges and opportunities for progression, progress and personal development. What are we doing to support students during these stages and to help them make the best of these opportunities? How do we facilitate their passage from pupils to the well-rounded global citizens and lifelong learners universities aim to forge.
We are particularly interested in how universities facilitate:
- Transition to Higher Education
- Transition to language learning, including re-engagement with language learning
- Adult and lifelong language learning
- Transition from University to placements abroad
- Transition from placements abroad back to University
- Transition from University to post-graduation life
- Transition from being a pupil to being an independent lifelong learner / global citizen
Other aspects relating to the theme will also be considered.
Main contact: Sandra.Salin@ncl.ac.uk