| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.96 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Today, education indelibly goes hand in hand with the digital context that permeates our lives. It is then paramount to improve the digital literacy of both teachers and students to provide them with adequate and proficient learning and working skills so they are able to face the societal challenges. The teaching and learning of languages for specific purposes thus seem to acquire relevance in a multifaceted labour market.
The main purpose of this paper is twofold. On the one hand, we intend to showcase the intellectual outputs of the project – QuILL-Quality in Language learning – a European project funded by the European Commission, and running from March 2021 until February 2023. The three accomplished intellectual outputs of the project align closely with the objectives outlined in this call, as one of the primary goal of the project is to enrich the digital literacy of higher education lecturers to bolster their language instruction in Languages for Specific Purposes (LSP). Moreover, it furnishes higher education language lecturers in LSP with a comprehensive collection of 385 high-quality Open Educational Resources meticulously identified, tested, evaluated, and validated across 18 languages. Lastly, the project addressed the escalating demand in the job market for specialized training in LSP coupled with digital technologies, underscoring the significance of IO2 and IO3 as invaluable resources offering practical training recommendations and best practice guidelines. On the other hand, yet concurrently, we aim to show evidence of the sustainability of the project, highlighting its major strengths and potentialities in the current educational contexts.
Description
Keywords
Language learning Work Digital literacy Higher education
Citation
Silva, Elisabete Mendes; Chumbo, Isabel (2024). Technology enhanced language learning in higher education. The case of the European project QUILL. In Shearer, C. (Ed.). AMPS Proceedings Series 38.2. p. 86-94
Publisher
California Institute of Integral Studies