Page 25 Can you see a difference with the student production? Yeah, no question about that. When I have asked the students previously whether they have felt confident about discussing highly complex matters in class in English and about writing in English, most of them say yes. But my experience has been that when it comes down to business, they are actually not that confident. Before we had this support, we saw that some of the papers were very poor in terms of language to the extent that their texts became very difficult to read and understand. And that had a great impact on their final grade. The students have been very positive about the support they received for writing, especially in the final run in 2017 where we managed to integrate it more effectively into the course. They received it as a welcome addition to the teaching and most of them seized the opportunity and used it although they always complain a little about the timing. But they actually handed in their papers for feedback. So I would say there was both a perception that it was very good, and I also see as an outcome that was really positive. Do you see a possibility for the future? Without the funding, no, not really. Because, I think that the good thing about this initiative is that it is dedicated, trained professionals that go in and take care of this process as a specific part of working academically. I would not be able to do it myself. Id say that I have written quite a lot of papers, but I dont feel very confident writing in English. I can do it, and I do it. But I cannot just transfer those skills to teaching writing to my students. Of course, in supervising my students, I can say a lot about the structure of a paper but in terms of the language quality and the particular ways of stating an argument and the use of words I would need to have someone from the outside to help me do that. I think that if and when we are asking the students to deliver up to 30 pages of theoretical argumentation in English if we demand that from the students we need to facilitate it. @SAMF: Project 36 Integration of support for written academic English at Sociology Integrated language instruction Content course Advanced Culture, Lifestyle and Everyday Life Degree MSc in Sociology Implemented Autumn Semesters 2016 & 2017 Pilot interventions Introductory lecture on academic writing in English Electronic feedback on draft of portfolio paper Feedback workshop based on electronic feedback Language instructor Nina Rasmussen The Language Strategy - More Languages for More Students 2013-2018 Contents Foreword: From Strategy to Practice 4 Steering Committee 6 Project Team 6 The Language Strategy: Process & Product 7 Pilot Projects: Upgrading Spanish language skills for specific purposes 8 Strategies for reading primary sources in German and French 10 Integrati Page 4 Foreword: From Strategy to Practice Jens Erik Mogensen Associate Dean for Education at the Faculty of Humanities In a period where foreign language education is on the decline, the University of Copenhagen launched an innovative, research-based five-year strategic initiative to counteract t Page 5 Anne Holmen Professor and Director of the Centre for Internationalisation and Parallel Language Use international academic discourse or socialise and network. Language training for this type of support can take many different forms from a days intensive course to a full semester. This can b Page 6 Project Team Steering Committee Chairman Associate Dean for Education at the Faculty of Humanities Jens Erik Mogensen Humanities Head of Studies Kirsten Jeppesen Kragh Deputy Head of Studies Tine Roesen Science Associate Dean for Undergraduate Education Henrik Busch Associate Dean for Educa Page 7 The Language Strategy: Process & Product 36 pilot projects 8 languages 4500 students Databank of students' foreign language needs Innovative foreign language instruction and support across the disciplines Needs assessment surveys Cross-fertilization of professional skills among university Page 8 Upgrading Spanish language skills for specific purposes Marie Ørum Wikman PhD Fellow, Department of English, Germanic and Romance Studies Why did you get involved? For me, apart from finding the overall objectives of the project really relevant, it was particularly this attempt to rethink t Page 9 Student comment We reviewed many of the situations I could conceivably experience and this will definitely be a huge help. The same applies to the letter writing and grammar exercises, and the awareness I have gained regarding my strengths and weaknesses. @HUM: Projects 4 & 16 Spanish for f Page 10 Strategies for reading primary sources in German and French Sabrina Ebbersmeyer Associate Professor, Department of Media, Cognition and Communication Why did you get involved in this project? So, I am a language fan and I am working on the European history of philosophy. This requires rea Page 11 @HUM: Project 7 Reading skills in German and French for Philosophy texts in their original language. If you want to do research, you just have to have the abilities to read original texts. So that is why I am very keen, not only for my own research but also for my students, to keep them at Page 12 Integrating support for academic English at Animal Science Hanne Helene Hansen Associate Professor, Department of Veterinary and Animal Sciences Why did you get involved? I have been teaching cattle production in Denmark for about 20 years and there is a huge need for The Language Strateg Page 13 Student comments It is great to get this kind of feedback, so we are not stuck with the language issue ourselves. @SUND: Project 14 Academic English at Animal Science Integrated language instruction It gives a really nice basis for writing reports and more importantly how to improve them. Page 14 Strategies for reading medical research in English Simon Francis Thomsen Professor & Head of Center for Medical Research Methodology Why did you get involved? Basically, we saw the call for educational funding that was announced around the university to propose projects that could lead to Page 15 Research Article The Need for Focused Literacy Training in the Medical School Curriculum: A Cross-Sectional Study of Undergraduate Students https://doi.org/10.1155/2017/7273824 @SUND: Project 15 Critical reading skills of scientific articles in English for Medicine Integrated language ins Page 16 Strategies for reading primary sources in Ancient Greek Leo Catana Associate Professor, Department of Media, Cognition and Communication Why did you get involved? Being an historian of philosophy, I think its very important to master the languages in which the primary sources are written. Page 17 @HUM: Projects 17 Reading skills in ancient Greek for Philosophy students Integrated language instruction The language requirements at BA and MA levels in Philosophy are fairly modest, Danish and English, plus a third language. But that third language is not specified in the curriculum, wh Page 18 Developing French language skills for diplomacy Martin Marcussen Professor, Department of Political Science Why did you get started with The Language Strategy? My interest started already ten years ago when I was an exchange coordinator at the department. I had plenty of applicants for pr Page 19 and played it to me and some other colleagues and we received it with gratitude. Weve had the language course for one semester, as a test, and we have evaluated it now and we would like to actually be even more ambitious than we were initially. We have expanded on the number of foreign lan Page 20 Strategies for reading primary sources in German Carsten Selch Jensen Associate Professor & Head of Studies, Department of Church History How did you get involved? We are a faculty with very strong focus on language skills, so it was quite obvious that Theology should be part of the proje Page 21 @TEO: Project 29 Student comments I think German should be obligatory for all new students in Theology. Not having the language really limits access to the German academic tradition. Reading skills in German for Theology Integrated language instruction Content course History of the Christ Page 22 Online language support for academic English in many initiatives at our department to enhance teaching and in the development of online materials. Lars Klingenberg Project Manager & Teaching Assistant Professor, Department of Nutrition, Exercise, and Sport How did you get involved? When w Page 23 @SCIENCE: Project 35 Stand alone language instruction strategies. That combination is excellent, and I can see that they are using it when they are writing. For example, when they are structuring their reports, I can see that they are thinking about how should we structure our paragraphs Page 24 Integrating support for writing portfolio papers at Sociology Why did you get involved? I first heard about the possibility to participate in this initiative from our Head of Studies. I thought it was a very good idea to provide this kind of support for our students because it is very chal Page 25 Can you see a difference with the student production? Yeah, no question about that. When I have asked the students previously whether they have felt confident about discussing highly complex matters in class in English and about writing in English, most of them say yes. But my experience ha Page 26 Reflections from the Language Instructors Anne Sofie Hjuler Language Instructor (French) Teaching French to Political Science students with no French skills in one week was a task that required me to rethink language teaching and come up with something that wouldnt feel meaningless. People Page 27 Sophie Swerts Knudsen Academic Language Consultant (English) I learned a great deal about the students what they know and what they dont know. I also learned a great deal from working with the content teachers. It was an amazing experience to develop teaching materials to create an integra Page 28 Language Instructors by Project Name Project number Anna Meyling Andersen @SAMF 9 Anne Sofie Hjuler @SAMF 25, @HUM 39 Anna Sandberg @HUM 20, @HUM 39 Chresteria Neutzsky-Wulff @HUM 31 Gorm Tortzen @HUM 17 Henrik Rye Møller @TEO 29 Joyce Kling @SUND 15, SAMF 23, SAMF 24 Page 29 Pilot Project Overview Number Pilot Project Title Level Language @SUND 2/12 Academic Danish for IT and Health Undergraduate Danish @SUND 3 Chinese language in relation to Chinese healthcare Graduate Chinese @HUM 4/16 Spanish language for fieldwork Undergraduate & Graduate Spa Page 30 Number Pilot Project Title Level Language @HUM 13 Reading skills in English for Pedagogy Undergraduate English @SUND 14 Academic English at Animal Science Graduate English @SUND 15 Critical reading skills of scientific articles in English for Medicine Undergraduate English @ Page 31 Number Pilot Project Title Level Language @SCIENCE 26 Academic language feedback for Physics and Nanoscience bachelor projects Undergraduate English @SCIENCE 27 Academic writing at Biochemistry Undergraduate English @SUND 28 Bilingual terminology for biomedical engineering Gra The Language Strategy - More Languages for More Students 2013-2018 Centre for Internationalisation and Parallel Language Use, Faculty of Humanities University of Copenhagen Nørregade 10 1165 Copenhagen K Denmark Contact cip@hum.ku.dk Publication November 2018 Editors Joyce Kling and Sanne Larsen Pr