ethanporcaro/eric-fulltext-meta huggingface dataset:
SOS Employability: A Support Structure for Language Students
Author: Quince, Eleanor
Date: 2016-00-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Modern Languages,Transformative Learning,Case Studies,Interviews,Study Abroad,Employment Potential,Undergraduate Students,Student Attitudes,Skill Development,Internship Programs,Foreign Countries,Work Environment,Outcomes of Education

It is readily recognised that &quot;study and residence abroad are significant contexts for second language learning and development&quot; (Mitchell, Tracy-Ventura, &amp; McManus, 2015, p. 1), but the Year Abroad (YA) also provides Modern Foreign Language (MFL) students with a unique opportunity to develop personal and professional skills. YA students go through what is often termed a &quot;transformative experience&quot; (British Academy/UCML, 2012). However, the problem of skills self-recognition and articulation remains. Without strong support structures students struggle to understand these skills and how to talk about them. This case study explores the creation of an employability-focussed support structure for MFL undergraduate students centred on preparing for, getting the most out of, and articulating the &quot;soft skills&quot; learnt from the YA. The study presents evidence from three core activities: (1) interviews with YA returners, now final-year students; (2) support through tailored employability modules; and (3) the launch of an interactive online resource for students who are on their YA. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Communicating and Teaching Languages: A Module for Life
Author: Koglbauer, René
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Modern Languages,Teaching Methods,Foreign Countries,Case Studies,Employment Potential,Language of Instruction,Educational Policy,Reflection,Placement,Professional Identity,Standards,Portfolios (Background Materials),Transfer of Training,Role Models,French,German,Spanish,Career Development,Program Descriptions,Feedback (Response),Grades (Scholastic),Language Teachers,Experiential Learning,College Students

This case study introduces a final year undergraduate module in the School of Modern Languages at Newcastle University. The module offers a model for embedding careers in modern languages teaching into the curriculum, and thereby enhancing student employability. The case study gives an insight into the various strands of activity undertaken by the students/Language Ambassadors on the module. These include university-led input that focuses on the areas of language policy, pedagogy, professionalism and reflection, and a 60-hour in-school placement which allows the Language Ambassadors to gain first-hand experience of what the teaching profession is like. Through the academic assessments (a reflective report in the target language, a portfolio and a reflective essay) the academic and school experience are brought together. The authors make the argument that the module addresses the development of transferable skills that employers are looking for in employees. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
You're the Business--A Custom-Made Business Challenge for Modern Languages Students
Author: Penet, Jean-Christophe
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Modern Languages,Second Language Learning,Second Language Instruction,Foreign Countries,Program Descriptions,Business Administration Education,Entrepreneurship,Employment Potential,Business Communication,Student Attitudes,College Students,Learning Activities,Feedback (Response)

Modern Languages (ML) students often express concerns about their perceived lack of commercial awareness, worrying that this will put them at a disadvantage, compared with business graduates for instance, when applying for jobs. To try and change this perception, Newcastle University's School of Modern Languages (SML) teamed up with the Careers Service and two other Schools to design a custom-made, annual Business Challenge aimed at strengthening their business awareness and their confidence in their ability to thrive in a business-like environment. The challenge aims to make ML students engage with the concepts of enterprise and entrepreneurship, which can be crucial for those embarking on a career as freelance translator, for instance. It is also a way to expose students to a variety of employers, thus giving them a unique opportunity to network and to explore new avenues when applying for graduate schemes. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Which Preschool Mathematics Competencies Are Most Predictive of Fifth Grade Achievement?
Author: Nguyen, Tutrang
Date: 2016-00-00
Type: Journal Articles
Subjects: Predictor Variables,Mathematics Skills,Grade 5,Preschool Children,Low Income Groups,Minority Group Students,Regression (Statistics),Numeracy,Computation,Preschool Education,Control Groups,Experimental Groups,Comparative Analysis,Mathematics Curriculum,Mathematics Tests,Standardized Tests,Coding,Student Characteristics,Statistical Analysis,Structured Interviews

In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children's emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement.
The Employability Advantage: Embedding Skills through a University-Wide Language Programme
Author: Cervi-Wilson, Tiziana
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Employment Opportunities,Second Language Learning,Second Language Instruction,Employment Potential,College Graduates,Foreign Countries,Higher Education,Undergraduate Study,Program Descriptions,Majors (Students),German,French,Spanish,Semitic Languages,Mandarin Chinese,Italian,Japanese,Portuguese

As the employment of graduates appears among the performance indicators of institutions in higher education, universities are focussing more and more upon the development of employability related skills to enhance students' prospects in the job market. All UK universities are measured on the first jobs that their students acquire after graduation. In response to this, Coventry University implemented numerous new strategies to emphasise and stress the importance of education for employability. This chapter reports on the Institution-Wide Language Provision (IWLP) and its explicit link to the higher education employability agenda. IWLPs typically cater for students who want to study a language alongside their degree subject in addition to, or as part of, their main degree course. Uniquely, Coventry University offers language modules to undergraduate students as part of a scheme called Add+vantage. These modules are designed to embed employability into undergraduate courses, allowing students to demonstrate language skills and formal learning when entering the graduate job market. The Add+vantage modules are taught over an eleven-week semester, with the eleventh week solely dedicated to employability. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Get That Job! A Project on the German Job Application Process
Author: Magedera-Hofhansl, Hanna
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: German,Second Language Learning,Second Language Instruction,Guidelines,Cultural Awareness,Foreign Countries,Employment Potential,Business Communication,Holistic Approach,Teaching Methods,Higher Education,Social Media,Social Networks,Resumes (Personal),Employment Interviews,Profiles,Outcomes of Education

With decreasing numbers of students studying German at Higher Education Institutions in the United Kingdom, there is an increasing demand for graduate Germanists. This project, designed for C1/C2 level students according to the Common European Framework of Reference for languages, prepares finalist students for a job market in which UK and German businesses need culturally aware and competent speakers of English and German. This chapter offers a holistic approach to classroom exercises that will increase students' professional and employability skills. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Leadership and Languages: Inspiring Young Linguists
Author: Hawkes, Rachel
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Awards,Program Descriptions,Skill Development,Enrichment Activities,Leadership,Lesson Plans,Case Studies,Microteaching,Feedback (Response),Teaching Skills,Teaching Methods,Blended Learning,Undergraduate Students,Secondary School Students,Foreign Countries

The Language Leader Award, created by Rachel Hawkes and run by Routes into Languages East &quot;helps pupils learn to lead, using language teaching as the medium. Throughout the year-long programme they develop their leadership and [linguistic] skills, growing in confidence and enhancing their future careers&quot; (Hawkes, n.d. c, p. 1). Some schools use the award as an enrichment activity and others as part of the curriculum. The development of teaching skills underpins this case study which explores general themes, such as lesson planning, as well as more specific ones, such as micro-teaching and peer and teacher feedback (Hawkes, n.d. a). The students, in pairs or trios, prepare and teach at least three one-hour sessions to pupils, usually at their feeder primary schools. So far this year there are 745 students (mostly, though not exclusively, Year 9s) from 39 schools on the award programme. Language Leader Award Course Overview is appended. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
How To: Preparing to Find a Job as a Spanish Teacher in the UK
Author: Talero, Gemma Carmen Belmonte
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Language Teachers,Spanish,Second Language Instruction,Teacher Education,Job Search Methods,Job Skills,Specialization,Employment Potential,Labor Market,Case Studies,Instructional Design,Minicourses,Course Descriptions,Course Evaluation,College Graduates

This case study is about the design of the one-day course &quot;How to find a job as a Spanish teacher in the UK,&quot; which is taught at the Instituto Cervantes in London. The course came to exist due to a large number of requests from Spaniards who have come to the UK in recent years--many of them wanting to find a job as a Spanish teacher--and realising that they lacked the knowledge as to how to go about it. Most of the course participants have been Spanish graduates from different fields of study but there have also been an increasing number of participants from Latin America. Course participants often point out that when it comes to retraining or acquiring a new job specialisation, the information found on the internet can appear overwhelming and for them--mostly newcomers to the teaching profession--having a friendly face who can guide them through the vast amounts of information available is very useful. Likewise, the course facilitator offers a key support as participants experience the challenges, joys and frustrations of the job search. Many need support to boost their confidence. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Language in the Workplace: Combining Academic Study with Work Experience
Author: Lugea, Jane
Date: 2016-00-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Case Studies,Employment Potential,Modern Languages,Departments,Linguistics,Educational Change,Curriculum,Educational Innovation,Work Experience,Graduates,Foreign Countries,Electronic Publishing,Student Placement,Pilot Projects,Program Descriptions,Computer Mediated Communication,Universities

The newly formed Linguistics and Modern Languages subject area at University of Huddersfield sought to revamp our curriculum to embed employability into our teaching so that students could understand the relevance of their subject to life outside and after university. To this end, we decided to adapt and specialise the generic placement module that was compulsory in the School of Music, Humanities and Media for our particular students to service their specific needs and linguistic skillset. The result is an innovative second year placement module called Language in the Workplace. With the help of funding from the Higher Education Academy (HEA), we carried out a research project to ensure our placement module is as effective as possible. This involved assessing our students' employability skills and needs, gathering the opinions of placement providers and employers, and putting together case studies on our graduates' employment experience. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Careers Using Languages: How to Set up a Conference for Schools
Author: Hayes, Alison
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Languages,Career Planning,Conferences (Gatherings),Minicourses,Second Languages,Language Skills,Employment Potential,Workshops,Job Skills,Learning Activities,Outcomes of Education,Secondary School Students

Since 2011, York St John University (YSJU) has run an annual one-day &quot;Careers using Languages&quot; conference for schools in Yorkshire and Humberside. It has the aim of demonstrating to school students the opportunities in life that speaking a foreign language opens up as well as showing how they will be able to offer an added bonus to their future employers if they maintain their language skills. The conference programme includes a high-profile keynote speaker with wide experience of using languages in their career, while the rest of the day comprises a range of interactive workshops. It is advertised to local schools, including those with a high Index of Multiple Deprivation (IMD) score, and their feedback has always been overwhelmingly positive. So far the event has been funded by Routes into Languages and supported by York St John Business School, and has become a fixture of our Widening Participation (WP) activities. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
The International Languages and Science Careers Fair: Focussing Minds and Making Connections
Author: Orr, Natalie
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Science Careers,Advanced Placement Programs,International Education,Career Counseling,Futures (of Society),Questionnaires,Student Attitudes,Outcomes of Education,STEM Education,Secondary Schools,Selective Admission,Foreign Countries

Dartford Grammar School is a selective academy and an International Baccalaureate World School with a strong, central international ethos. All 797 students in Key Stages 3 and 4 study two foreign languages up to GCSE level (including Chinese or Japanese) and all 537 students in the sixth form study at least one foreign language. To ensure a complete &quot;learner journey&quot; for the students, from Year 7 to Year 13 and beyond, and to help give purpose to their language learning, the school recognises the importance of providing international and expert careers advice. We have a range of initiatives to enable this to be achieved, but the main focus to provide key information to students, and to introduce them to the possible opportunities available in the future, is through our annual International Languages and Science Careers Fair. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Using Relational Reasoning to Learn about Scientific Phenomena at Unfamiliar Scales
Author: Resnick, Ilyse
Date: 2016-05-00
Type: Journal Articles
Subjects: Logical Thinking,Thinking Skills,Scientific Concepts,Measurement,Barriers,Cognitive Processes,Learning Activities,STEM Education,Teaching Methods,Models,Alignment (Education)

Many scientific theories and discoveries involve reasoning about extreme scales, removed from human experience, such as time in geology, size in nanoscience. Thus, understanding scale is central to science, technology, engineering, and mathematics. Unfortunately, novices have trouble understanding and comparing sizes of unfamiliar large and small magnitudes. Relational reasoning is a promising tool to bridge the gap between direct experience and phenomena at extreme scales. However, instruction does not always improve understanding, and analogies can fail to bring about conceptual change, and even mislead students. Here we review how people reason about phenomena across scales, in three sections: (a) we develop a framework for how relational reasoning supports understanding extreme scales; (b) we identify cognitive barriers to aligning human and extreme scales; (c) we outline a theory-based approach to teaching scale information using relational reasoning, present two successful learning activities, and consider the role of a unified scale instruction across STEM education. [At the time of submission to ERIC this article was in press with &quot;Educational Psychology Review.&quot;]
Real Language Meets Real Business
Author: Muirhead, Muirhead
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Pilot Projects,Corporations,Business Communication,Secondary School Students,Interdisciplinary Approach,Employment Potential,Modern Languages,Teamwork,Problem Solving,Creative Thinking,Leadership,Money Management,Business Education,Models,Food,Competition,Athletics,Cultural Awareness,French,German,Spanish,Teaching Methods,Outcomes of Education,Foreign Countries

The Real Business Language Challenge was a collaborative pilot project between Coca-Cola Enterprises (CCE) and Routes into Languages East for Year 9 and 10 pupils. It was based on CCE's award-winning Real Business Challenge, part of its highly acclaimed education programme. The Real Business Language Challenge transformed the project into a language and enterprise task, thus enhancing cross-curricular opportunities (Languages with Business Studies/ PHSE/ Citizenship). It was felt that since language is a great employability asset, supporting schools with teaching and encouraging the uptake of modern languages fits with--and indeed, boosts--the overall objective of the programme: to increase learners' employability and enterprise skills (in particular teamwork, problem-solving, creative thinking, leadership, financial capability and business acumen), giving them a competitive edge in today's job market. A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Work Based Learning in Intercultural Settings: A Model in Practice
Author: Leeming, David Elvis
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Workplace Learning,Second Language Learning,Business Communication,Intercultural Communication,Employment Potential,Foreign Countries,Masters Programs,Program Descriptions,Job Search Methods,Profiles,Placement,Reputation,Essays,Cultural Pluralism

The Intercultural Business Communication at the University of Central Lancashire offers a taught module with a work placement that exists within a multicultural context as part of an MA in Intercultural Business Communication. As part of this process, students must work towards completing two practical assessments, a project presented in a report format and a reflective essay. The aim is to raise the international employment profile of students by undertaking a professional intercultural work placement that will enhance their skill set through a guided process, from job search, to a critical reflection, to a final report of the project. By undertaking the module, the students enhance their reputation by developing the required skills to stand out in the global marketplace. This is achieved by acquiring a high level of employability/enterprise skills that they will be able to articulate in order for them to succeed (Dacre Pool &amp; Sewell, 2007). A short list of references and links is included. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]
Why Languages Make Business Sense
Author: Fernández-Sánchez, Raquel
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Second Language Learning,Second Language Instruction,Employment Potential,Business Communication,College Faculty,College Graduates,Foreign Countries,Language Skills,Career Development,Language Teachers,Teacher Attitudes

The author is a Spanish national who has worked as a teacher and lecturer in the United Kingdom throughout her career. Over the last 18 years in Higher Education (HE), she has seen many students graduating either with a degree in languages or with some language courses within their HE studies, and the author knows that the skills acquired during their university studies have opened many doors for them too, as different sectors acknowledge the significance of languages, and the benefits it can bring to a business. In this brief report, the author discusses careers with languages, along with what the needs are for language skills. [For the complete volume, &quot;Employability for Languages: A Handbook,&quot; see ED566902.]