Life-Long-Learning Framework for
Medical University Teaching Staff
• A part of the body, thus part of a medical
approach; there is an oppostion between
mother tongue <-> to speak in foreign
• The learning of foreign languages: a
striking exemple of «transplantation», be
this partial or complete
Additive or substractive bilingualism
Substractive: extraction of one element (one
language) and replacement by another one
Our approach is additive: we keep our mother
tongue and we add a new one
How do we get access to languages?
• Language acquisition is natural and
mainly implicite and happens during the
first years of our life, in this situation, our
first language(s) represent our only way to
communicate with our environment
• Language learning is explicite and in
most cases fostered through institutional
means, it is often a free choice (more or
less) for older learners (not infants) and it
is more effective if it is also linked to the
• Both ways, language acquisition and
language learning, need energy
• The motivation to learn is strenghtened if
there is a link to our personal culture and
Our central research question
in the linguistic group
How can we create a motivating
environment for adult learners of a foreign
Our objectives for construction: Harmony and Sustainability
Building up motivation through interlinguistic activities
4 elements needed for a successful construction
• A building plan of high quality
• Active workers in a motivating environment
• Excellency of building material according to
• Sharing of the outcomes
Development of qualification recommendations for language
Sub Ref. N°:
Linguistic Workgroup (LW) is established (3 language teachers from UL, 5 language teachers
from MMA, NSMU, VSMU, OSMA, VladSMU) and approved during Steering Commitee
Study visit of LW members to UL (2 weeks) to review existing curriculum and qualification
recommendationns for langugage competence.
Our building plan
Description of the
Upon return qualification recommendations for language competence of medical university
teaching staff with supporting documents developed (2 months) with mobility flows of EU
teaching staff to Russian universities for assisting with qualification requirements further
development (5 visits).
Publication and submission for internal (1 month) and external (2 months) evaluation that
requires legislative and methodological assesment mobility to Central Methodological
Publication and dissemination of final version of qualification recommendations (1 month).
experts who will
carry out the
University of Luxembourg, Moscow State Medical Academy, Northern State Medical
University, Volgograd State Medical University, Omsk State Medical Academy,
Vladivostok State Medical University.
University teaching staff of language departments, doctorants during degree requirements
fulfillment (language examination).
5 mobility flows of representatives of LW to UL (2 weeks).
3 mobility flows from UL to Russian partner universities (5 days).
4 mobility flows of LW members from Russian Partner universities to MMA for materials
evaluation (3 days).
Photocopying of working materials.
Publication of pilot version of qualification requirements (project qualification standards,
letters of recommendation, manuals, electronic standard materials).
Publication of approved version of qualification requirement materials.
2 Our human workforce:
Active members of the linguistic group
• General Coordinator : Professor Sabine Ehrhart, Université du
• Alan Davis, Language Teaching Center, Ruhruniversität Bohum
• Coordinator for the Russian Federation : Irina Iurievna Markovina,
Candidate in philological sciences; holding the chair of philological
sciences, First MGMU at Setchenov
• Victoria Jura, Doctor in philological sciences, holding the chair of foreign
languages at VolGMU
• Svetlana Pisklakova, Translator at the Department for international
• And lots of other colleagues and advisors!
Example of Activity Luxembourg 2010 workshop
Exchange with Marguerita Musochranowa
The history of medecine is linked to philosophy
Medical terminology tries to find the right words to
better understand the patient and his/her suffering.
There is variation in time and in space in the way
sickness is described and approached
When we teach and learn a foreign language for
medical staff, like in our project, we not only get to
know another culture and language, we also learn
more about the foundations of our own tradition
TEMPUS IV 159328-TEMPUS-1—2009 - 1 - FR-TEMPUS-SMHES
Life-Long-Learning Framework for Medical University Teaching Staff
How to Participate in an International Conference:
A Practical Guide for the Medical Profession
Sharing with others
The central philosophy of our group
Contact with new cultures:
two opposite types of forces are at work here
attraction and confirmation of distance
A good construction of intercultural bridges needs
both: centripetal and centrifugal forces
Romania: fortified churches as a protection
against the Turkish invaders
At the same time:
Turkish artwork to
interior of the
Result: a garden with rich and diverse production