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TEMPUS IV 159328-TEMPUS-FR-TEMPUS-SMHES Life-Long-Learning Framework for Medical University Teaching Staff Linguistic Group Sabine Ehrhart «Tongue» • A part of the body, thus part of a medical approach; there is an oppostion between mother tongue <-> to speak in foreign tongues • 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 social environment Communicational efforts • 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 identity. Our central research question in the linguistic group How can we create a motivating environment for adult learners of a foreign language? 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 the needs • Sharing of the outcomes Activity title: Starting date: Development of qualification recommendations for language competence 1/05/2010 End date: Sub Ref. N°: 1.3 30/06/2011 Linguistic Workgroup (LW) is established (3 language teachers from UL, 5 language teachers from MMA, NSMU, VSMU, OSMA, VladSMU) and approved during Steering Commitee Meeting. Study visit of LW members to UL (2 weeks) to review existing curriculum and qualification recommendationns for langugage competence. 1 Our building plan Description of the activity: 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 Board. Publication and dissemination of final version of qualification recommendations (1 month). The consortium member/s or experts who will carry out the activity: Target group/s: 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). Inputs: 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 Luxembourg • 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 cooperation, OmGMA • 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 and discipline. 3 Outcomes 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 Moscow 2012 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 decorate the interior of the churches Result: a garden with rich and diverse production