A series of strategic scenarios for language leader in higher education to discuss.

This resource consists of three scenarios where a radical curriculum review is required. The exercise was designed for helping staff in modern languages respond to senior management directives/ strategies, but can be adapted for other disciplines.

Scenario discussion exercises. Designed for languages department heads, but will work in other disciplines.

These materials were used at a workshop of Heads of Languages Departments to practice presenting content-based research to people outside the languages department/ university.

Statistics for the Humanities is now available as an open access e-book (PDF format only at present). The book is aimed primarily at undergraduate humanities students, especially those who have not studied mathematics since the age of 16.

Resources for Heads of Language departments in UK universities. Most of the resources here have been used in past Heads of Department events.

The effectiveness of Open Educational Resources (OER) and Mass Open Online Courses (MOOCs) can be seriously undermined by lack of open access to original academic research. Copyright restrictions and subscription fees mean that most research is completely unavailable to those who are not staff or students at a university, or who work in institutions or countries where financial resources are very limited. At best, those with limited access to original research are forced to rely on the summaries and interpretations of others. This presentation showcases YazikOpen.org.uk a portal for open access research into the teaching and learning of modern foreign languages. The portal catalogues language teaching research published in open access journals or on open websites. This research is available to anybody, anywhere in the world with access to the internet without viewing or subscription fees.open access logo Those teaching on courses relating to language teaching (e.g. TEFL, Applied Linguistics, Teaching Training etc.), whether face-to-face or online, can search YazikOpen to identify course readings which will be available to all students, irrespective of institution, geographical location or access to financial resources. Open access also means that original research is accessible to practitioners such as schoolteachers, Teachers of English as a Second/ Foreign Language, teachers at language clubs and teachers of languages in the community. Bringing down access barriers also means that practitioners and other interested parties can engage in debates and publish their own research with fewer disadvantages. The presentation will also explore the wider discussions currently taking place about open access from the ethical as well as the financial and organisational perspectives. Open access to research is also crucial in ensuring that MOOCs are genuinely open and inclusive and do not perpetrate the current privileges of students and staff in well-resourced institutions.

This bibliography is taken from a session I teach on the MA Applied Linguistics for Language Teaching at the University of Southampton. The session introduces students to researching motivation in language learning.

Useful reading: research studies, conference presentations and workshop reports on transition from school to university in modern languages

Presentation on pilot study on the transition from school to university. Presented at Northampton University teaching and learning conference

Powerpoint presentation on Autonomous Learning. This presentation was shown on the 23rd of June 2011 at the University of Leeds in the course of the event "SMLC Language Teaching Conference".

This collection showcases some of the resources in HumBox relating to the study of languages and culture

A selection of documents used in language and culture lectures covering Latvia's History, Literature, Language, communities, folk art and music

Powerpoint presentations on various topics, covering different aspects of Slovene culture and civilization. Language, Geography and Tourism, History and Legends, Traditional Slovenia, Slovenia Today, Culture, Literature, Famous Slovenes. Used as teaching aids for modules about Slovene culture and other language modules to explain certain aspects of Slovenia

PDF Documents used as hand-outs intended to assist students in following the lectures and to serve as an aide-mémoire. They provide a brief description of the salient features of each of the Slavonic languages

Powerpoint presentation covering the Slovene Language, used as teaching aids in language modules

ESOL and learning languages materials

Professorial Lecture on 'Science and Ideology in Early Soviet Linguistic Theory', by Professor Craig Brandist, Department of Russian and Slavonic Studies, given Wednesday 28 January 2009.

A series of Inaugural Professorial Lectures held at the University of Sheffield under the auspices of the Humanities Research Institute.

A powerpoint that explores some of the linguistic features of contemporary science writing.

Podcast of Professorial Lecture given on Wednesday 23 May 2007 entitled 'Emotional Archaeology: on the uses of medieval French Literature' by Professor Penny Eley.

This IBL was created for a collaborative teaching project between Departments at Cambridge, Sheffield and University College London on the topic of ‘The Multicultural Society in the Netherlands’. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department to help students develop their translation skills from Russian to English. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department to improve students’ reflective writing skills. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department to enhance the process of language learning in Spanish at Level 1. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department to help students understand the purpose and nature of presentations, especially when these are assessed presentations. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department to enhance student learning and study of Torquemada en la Hoguera. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

This IBL was created for the Modern Languages Department’s Level 2 historical linguistics module. This resource was produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

These case studies showcase CILASS funded educational development projects undertaken at the University of Sheffield. These resources were produced with the help of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences) at the University of Sheffield (see http://www.shef.ac.uk/cilass).

Interactive Learning Activities: Advanced Spanish Language EXERCISE 6: SER/ ESTAR. See ‘description’ file for more details.

Interactive Learning Activities: Advanced Spanish Language EXERCISE 5: SER/ ESTAR. See ‘description’ file for more details.

Interactive Learning Activities: Advanced Spanish Language EXERCISE 4: SER/ ESTAR. See ‘description’ file for more details.

Interactive Learning Activities: Advanced Spanish Language EXERCISE 3: SER/ ESTAR. See ‘description’ file for more details.

Interactive Learning Activities: Advanced Spanish Language EXERCISE 2: SER/ ESTAR. See ‘description’ file for more details.

Interactive Learning Activities: Advanced Spanish Language EXERCISE 1: SER/ ESTAR. See ‘description’ file for more details.

An interactive learning activity designed for studying Advanced Spanish Language Prepositions. This resource focuses various prepositions taken from the Spanish press.

An interactive learning activity designed for studying Advanced Spanish Language Prepositions. This resource focuses on ‘por’ and ‘para’.

An interactive learning activity designed for studying Advanced Spanish Language Prepositions. This resource focuses on the personal ‘a’.

A collection of interactive exercises devised to help students with a range of Spanish grammar topics and are particularly relevant to the grammar tests. This collection of resources was originally designed for the department of Hispanic Studies, University of Sheffield Level 2 module on Advanced Spanish Language.

An interactive learning activity designed for studying Advanced Spanish Language Prepositions. This resource focuses on various prepositions.

A collection of interactive learning activities for studying Advanced Spanish Language. These exercises have been devised to help students with a range of Spanish grammar topics.

An interactive learning activity designed for studying Advanced Spanish Language Prepositions. This resource focuses on ‘por’ and ‘para’.

At Level 3 (final year), in 2003 Rhian Davies embarked with Claire Allam (a Producer from the Learning and Teaching Services department of the University of Sheffield) upon the formidable challenge of getting students to select sequences from two of Galdós's works that exist in both novel and play form and turning them into films. Teaching Galdos's work with film is a fascinatingly stimulating experience and it is certainly something that the students enjoy. As well as gaining valuable employability skills (in problem solving, team building, project management etc.) through the filmmaking process, in producing their own film versions, students come to engage closely with the works and have a lot of fun in the process. This film is a chat show version of El Abuelo which involved a 3-camera/live TV style shoot.

At Level 3 (final year), in 2003 Rhian Davies embarked with Claire Allam (a Producer from the Learning and Teaching Services department of the University of Sheffield) upon the formidable challenge of getting students to select sequences from two of Galdós's works that exist in both novel and play form and turning them into films. Teaching Galdos's work with film is a fascinatingly stimulating experience and it is certainly something that the students enjoy. As well as gaining valuable employability skills (in problem solving, team building, project management etc.) through the filmmaking process, in producing their own film versions, students come to engage closely with the works and have a lot of fun in the process. This film is a portrayal of Realidad's Frederico as a drug addict and thus contains explicit images of drug use and suicide.

At Level 3 (final year), in 2003 Rhian Davies embarked with Claire Allam (a Producer from the Learning and Teaching Services department of the University of Sheffield) upon the formidable challenge of getting students to select sequences from two of Galdós's works that exist in both novel and play form and turning them into films. Teaching Galdos's work with film is a fascinatingly stimulating experience and it is certainly something that the students enjoy. As well as gaining valuable employability skills (in problem solving, team building, project management etc.) through the filmmaking process, in producing their own film versions, students come to engage closely with the works and have a lot of fun in the process. This film is a portrayal of the suicide of Realidad's Frederico and therefore contains explicit images of violence and suicide.

At Level 3 (final year), in 2003 Rhian Davies embarked with Claire Allam (a Producer from the Learning and Teaching Services department of the University of Sheffield) upon the formidable challenge of getting students to select sequences from two of Galdós's works that exist in both novel and play form and turning them into films. Teaching Galdos's work with film is a fascinatingly stimulating experience and it is certainly something that the students enjoy. As well as gaining valuable employability skills (in problem solving, team building, project management etc.) through the filmmaking process, in producing their own film versions, students come to engage closely with the works and have a lot of fun in the process. This film is a version of the suicide of Realidad transferred into a modern day news report.

At Level 3 (final year), in 2003 Rhian Davies embarked with Claire Allam (a Producer from the Learning and Teaching Services department of the University of Sheffield) upon the formidable challenge of getting students to select sequences from two of Galdós's works that exist in both novel and play form and turning them into films. Teaching Galdos's work with film is a fascinatingly stimulating experience and it is certainly something that the students enjoy. As well as gaining valuable employability skills (in problem solving, team building, project management etc.) through the filmmaking process, in producing their own film versions, students come to engage closely with the works and have a lot of fun in the process. This film is a Hollyoaks/telenovela version of Realidad.

At Level 3 (final year), in 2003 Rhian Davies embarked with Claire Allam (a Producer from the Learning and Teaching Services department of the University of Sheffield) upon the formidable challenge of getting students to select sequences from two of Galdós's works that exist in both novel and play form and turning them into films. Teaching Galdos's work with film is a fascinatingly stimulating experience and it is certainly something that the students enjoy. As well as gaining valuable employability skills (in problem solving, team building, project management etc.) through the filmmaking process, in producing their own film versions, students come to engage closely with the works and have a lot of fun in the process. This film is a portrayal of a scene from El Abuelo.

Reading list for El abuelo, by Galdos

Reading list for Realidad, by Galdos

Reading list and worksheet for studying Brunuel's Tristana

This worksheet is used before studying Bunuel's film. Students are asked to draw a picture of the relevant characters based on Galdos's description. The object of the exercise is to show the students how they make the character 'theirs' (e.g. some of their pictures will show a Tristana with long flowing hair, which contradicts Galdos's description) and how the film director will generally use the novel as a 'springboard' for his own personal interpretation of the work. As such, novel and film are independent works.

Reading list for Tristana, by Galdos

Reading list for Torquemada en la hoguera, by Galdos

Reading list for Miau, by Galdos

Reading list for Dona Perfecta, by Galdos

General reading list for studying the Novels of Galdos

Student course plan for module in the Hispanic studies (SOMLAL) department at the University of Sheffield (reference: HSS264) on the novels of Galdos.

Collection of collaborative activities for the module SPPO2650/1 "The Spanish Regional Melting Pot: The Same Old History?" (formerly "Spain: Political Decentralisation and Integration in Europe", taught at the University of Leeds in all the BAs in Spanish. These activities, which are ideal for online discussion boards or simply seminar-group work, are also suitable for many other modules on Spanish Society, Spanish Politics and Spanish Economy. They all have been tried and tested with students and have received positive feedback. For more information please see Martínez-Arboleda, A. (2009) "Using new technologies on content modules in modern languages", Liaison. July 2009. 29-31.