SOCRATES THEMATIC NETWORK PROJECTS
SPEECH COMMUNICATION SCIENCES &
ADVANCED COMPUTING IN THE HUMANITIES
Co-operation in the framework of a 4th dissemination year
(Nov 1, 1999 - Nov 1, 2000)
Working group 4: Recommendations and policy documents
Coordinator: Wim van Dommelen
Working group members:
Policy documents directed towards national
and EU bodies
To be developed: General strategic policy documents directed towards national
bodies (Ministries of Education, national ERASMUS committees etc.), EU
bodies (SOCRATES etc.), and institutional leaders (rectors, deans, heads
of department). Recommendations have to some extent been written for CL:
at the end of each major chapter in ACO*HUM book, conclusions and recommendations
are explicitly given. Some recommendations are also present in the
3rd volume (red) of the SCS series. All these recommendations should
be merged and generalized to cover the whole field of NL & Speech.
Also, they should be translated to suggestions for political priorities
with respect to educational and research policy. These strategic documents
should also include recommendations for national bodies to intiate students
awareness plans (see below). The policy
documents should be printed and distributed to the target bodies and should
also be published on the web. The texts should be written carefully
and presented attractively. Also an overview should be produced of European
AND national support programmes for international cooperation in education.
Recommendations on curricula
These have been developed within the Socrates TNPs but in various representations.
Web presentations should be thought of and it would be nice if some common
presentation type could be found. The latter is not essential however.
For Phonetics and SLE, the curriculum recommendations include advice on
books, software, etc. broadly used in Europe.
Phonetics: curriculum recommendations: Book 3, chapter 2 (perhaps merge
with analyses presented in Book 1, chapter 2); survey of textbooks and
equipment: Book 2, chapter 2.3 (would need regular updates) [implement
as links to Resources section]
Spoken Language engineering: curriculum recommendations per module (including
textbook and other suggestions): Book 2, chapter 3.3 [the latter suggestions
could be implemented as links to a Resources section] (perhaps merge with
analyses presented in Book 1, chapter 3)
Speech and Language Therapy: recommendations: Book 3, chapter 4
CL: ACO*HUM book electronically available at http://www.hd.uib.no/AcoHum/book/
(chapter 3) includes: general recommendations (section 5) curriculum level
recommendations (section 3)
NEL: ACO*HUM book http://www.hd.uib.no/AcoHum/book/
(chapter 3) includes suggestions for curricula and general recommendations
Student awareness plan
Coordinated by KOENRAAD DE SMEDT
The European language industries, as well as research projects in language
and speech, are in acute need of more and higher qualified personnel. It
seems that not enough students and prospective students are aware of the
opportunities for studying human language technology. They neither know:
Human language technology is an interdisciplinary and relatively new field
which does not have a established place among traditional academic disciplines.
It is not taught at secondary level at all, such that it remains unknown
to many students.
what language and speech technology means;
what current and potential applications are;
what the scientific challenges in the field are;
what kinds of job opportunities there are in the field;
what kind of competence is required for jobs in the field;
which institutions in Europe offer this competence;
what studying the field in practic entails.
Students and prospective students should be provided with good and easily
graspable information to increase their awareness and their motivation
for studying language and speech technology subjects.
The goal is therefore to formulate concrete recommendations for national
educational authorities to spread awareness by providing teachers, students,
and prospective students with the information outlined above.
The recommendation will have the form of a concrete plan consisting
National authorities are expected to implement the plan by adapting it
to various national or regional contexts (language, educational system,
etc.) and carry out actions which directly target the intended audiences.
orientation for the implementer: current needs and intended outcomes
inventory of targeted audiences, information needs and suitable media (video,
interactive CD-ROM, Web, broadcast, teacher conferences)
cooperation partners for implementation