AULC 2025 conference reflections
Jayne Barnes, Caroline Campbell, Alba del Pozo García, Juan Muñoz López, Carolin Schneider and Sascha Stollhans
The 26th annual conference of the Association of University Language Communities in the UK and Ireland (AULC) took place on 7-8 April 2025 and was hosted by the University of Liverpool. This year’s theme was “Multilingualism, Multiliteracies, Digital Technologies, and Accessibility in Language Teaching”.
The theme reflected a broader focus on the tools that we use in teaching and the multiple perspectives and creative approaches that we include in our teaching. A number of presentations shared current practice in taking a multimodal approach, developing students’ multiliteracies and digital skills, and the use of artificial intelligence in our teaching, including how it can assist us with lesson and materials preparation.
Highlights
Facilitating independent language learning
Following on from the work done on the Language Groups Programme and within the wider Language Zone services, Carolin was especially interested in finding out what other institutions are doing to facilitate students’ extra-curricular and independent language learning, especially in terms of virtual exchange/mobility, as shared by Robert O’Dowd (Universidad de León), in his keynote, Developing Global Citizens through Virtual Exchange: Opportunities and Challenge, as well as Alberto Fajardo (Universidad Pedagógica y Tecnológica de Colombia) and Nelson Becerra (University of Liverpool) in their presentation about Language learning through authentic cooperation and interaction.
It was interesting to see a shift in teachers’ perceptions of their role(s) in this, from teaching to facilitation, something that is integral to self-access services like the Language Zone, and very much part of the Language Zone team identity.
COIL
Colleagues at Leeds are already developing a lot of exciting opportunities as part of their work around Collaborative Online International Learning (COIL), and hearing about similar projects has sparked a renewed passion for us. Carolin plans to follow up on the possibilities of connecting students through virtual exchange with Nelson, to expand the Language Zone’s current e-tandem provision in partnership with the Université de Lorraine.
Language coaching
It was encouraging to hear about the University of Limerick’s advances in language coaching and the development of a professional development Micro-Credential, based on the work of Marina Mozzon-McPherson, Jo Mynard and others. While the Language Zone no longer employs a dedicated Language Adviser, language guidance and supporting students to develop independent language learning skills and confidence sit at the heart of the Language Zone’s service offer, alongside the running of student-centred activities and workshops to enhance language skills. Carolin and Jayne were also happy to meet colleagues from Limerick, as their early work on the Language Groups Programme had been inspired by work done about peer facilitation there.
Digital tools
Throughout the conference, we were introduced to numerous innovative digital tools and platforms, each offering the potential to enhance language learning. In relation to developing L2 speaking skills, the two AI-powered tools which caught Jayne’s eye were: Giglish, which provides voice-based conversation practice in over 40 languages, and Humy, a platform whose aim is to bring history to life and where you can apparently have a conversation with Socrates!
We saw an engaging demonstration of how Vevox can be used as a digital polling tool (Éamon Ó Cofaigh, University of Galway) as well as an excellent Spanish learning podcast ¿Cómo vamos? (Maria Ana Chavana, University of York). Presenters highlighted the affordances and challenges of each digital tool and issues related to institutional endorsements/platform accessibility and equity of access. Reassuringly, the main message appeared to be that the use of digital technologies could be used to complement not replace more traditional, authentic teaching and learning environments. We will be thinking about how we can integrate some of these tools and platforms into our Language Groups Programme and bank of suggested resources.
The use of GenAI
Tatiana Romero (University of Exeter)’s critical analysis of "Leveraging Generative AI for a Decolonising Cultural Approach in Spanish as a Foreign Language" offered a vital perspective on both the potential and the inherent biases of AI, advocating for its critical and conscious integration.
The joint keynote by Rob Lindsay, Sam Saunders, and Tünde Varga-Atkins (University of Liverpool) on "Multimodal learning using Generative AI" further expanded on this theme, offering exciting possibilities for accessible and innovative learning experiences. It reported the outcomes of a SEDA-funded small grants project, including the results of their survey to explore how multimodal learning is being used, the impact, the opportunities and challenges, as well as inclusivity, sustainability and ethical considerations of using GenAI for multimodal learning. They shared examples of scenario-based learning, developing students’ assessment literacy using audio feedback, and their use of NotebookLM. We witnessed the importance of designing effective prompts! The session was also a useful reminder of our role in encouraging students to use a variety of modes such as designing an infographic based on the content of an essay, developing a podcast from a poster, and moving from an artefact to a text to an image.
Creative pedagogy
The practical applications continued with Pol Masdeu Cañellas’ (University of Liverpool) engaging approach to teaching Catalan through song, demonstrating a creative method for integrating linguistic and cultural learning.
María Castillo Ahuir (University of Exeter)’s presentation on game-based learning underscored the motivational power of gamification in language acquisition.
An interesting workshop delivered by Vanesa Sabala (University of Strathclyde) and Theresa Federici (Cardiff University) explored ‘Inclusive Pedagogies’. Participants were asked to unpack what teaching inclusively means (Hockings, 2010), why it matters and how to make teaching more inclusive (Hogan & Sathy, 2019). Statistics and data from HESA revealed a dramatic increase in the student population with a known disability (from 2019 to 2023 an increase of 42.25%). As a result of discussions from past AULC conferences, the presenters have created a new Inclusive Pedagogies SIG, which could be of interest to many practitioners working in HE.
Sandra Reisenleutner (University of Nottingham) showed how she develops students’ language awareness using a) a language portrait b) Padlet for students to share examples of German that they had noticed in their environment, and c) ‘intercomprehension’ i.e. recognising words in different languages sufficiently to be able to understand (intercomprehension) using the example of a clothing label in several languages.
Antonio da Silva (University of Essex) shared a flipped classroom approach to integrate language learning and employability. The focus was on students developing communication skills for real-life employment contexts. Materials that had been developed are available via Google Docs and YouTube - Employability through language: Portuguese and Employability through language: Italian.
The Language Provisions Network discussed the growth in non-credit bearing modules offered by their institutions. The learners were a combination of the public, students and staff, all paying to study a language face-to-face on campus. One aspect which they had in common was the challenges of online enrolment and access to IT.
Sociolinguistics
It was great to see several papers focussing on the relationship between linguistics and language teaching. A particular highlight was a panel on sociolinguistic variation, including a paper by our very own Alba del Pozo García (see below) and fascinating reflections on the teaching and learning of the Irish language in the UK. This addition to the conference complemented the rest of the programme really effectively by highlighting another important and very timely point of discussion.
University of Leeds staff contributions
Three LC/S colleagues presented their work at the conference:
Jayne Barnes and Carolin Schneider: Win-Win situation: Facilitating exchanges through the Language Groups Programme
It was valuable for us to present our Language Groups Programme on the second afternoon of the conference. The Programme which was first established in 2016 as part of the Mary Morris gift to enhance international student experience. We were able to share our experiences of facilitating training for group leaders, administration of the programme, and feedback from student participants and leaders. We are expecting some further conversations from this, as colleagues from other institutions were interested in finding out more and sharing their ideas.
Alba del Pozo García - Is that slang? Developing critical linguistic awareness in a Spanish language module
In this presentation I approached the issue of metalinguistic awareness and how can we incorporate it in language modules. In my presentation I shared a series of interventions in a year-1 undergraduate Spanish language module aimed at post-A Level students to equip students with the tools to (1) recognise linguistic diversity (2) describe the language of cultural artefacts (3) revise their own linguistic biases.
Take home messages
Discussions highlighted the continuing pressure in the sector of offering languages at a time when economies of delivery seem to be the priority. Language teaching, especially at UWLP level, seems to be perceived by institutions as a service provision that often relies on a body of staff with high rotation and precarious contracts. The balance between offering language teaching, engaging with the wider community and providing non-precarious employment conditions is still unresolved.
In line with these challenges, many of the pedagogical themes outlined reflected this situation. The predominancy of presentations on AI not only focused on how it can assist with language teaching, but it also reflected some concerns regarding its use. It was useful to learn about the different ways in which colleagues are using AI as a tool to support teaching and learning. However, there is also the question of how disruptive technologies such as AI provide a cheaper and lower-quality service. For example, the popular language learning app Duolinguo recently fired 10% of its translator contractors to shift to the use of AI. If AI can produce language, the role of both teachers and students may be revised and a shift from a focus on forms and structures might take place. This context would also explain the number of presentations focusing on such varied topics as metalinguistic skills, COIL, gamification, inclusivity, employability, language exchanges or cultural awareness, just to mention some. This variety shows that language learning is not just about producing written and oral texts. Importantly, it also encompasses interaction, heritage, identity and (inter)cultural exchanges, among many other exclusively human traits.
References
Cope, B. & Kalantzis, M. 2015. A Pedagogy of Multiliteracies: Learning by Design. New York: Palgrave Macmillan
Hockings, C. 2010. Inclusive Learning and Teaching in Higher Education: A Synthesis of Research. York: Higher Education Academy.
Hogan, K., & Sathy, V. 2019. How to Make Your Teaching More Inclusive- Advice Guide. The Chronicle of Higher Education
Lim, F. V. & Tan-Chia, L. 2022. Designing Learning for Multimodal Literacy. London: Routledge https://doi.org/10.4324/9781003258513