A reflective approach to HE language provision:integrating context and language through semistructured reflection

Taking a sociocultural perspective to second language acquisition, this paper describes the implementation in an HEcurriculum of an approach that encourages students to reflect on language learning in its wider context. Students areprovided with tools for reflection through which they can make clear statements to language providers about theirlanguage learning experiences. This reflection has a positive influence on our courses because it produces greaterawareness of individual learning needs amongst both our students and their teachers. Students can use a range ofstructured resources to build on both positive and negative experiences, developing strategies for future language learningthat are relevant not only to their personal development but also to the wider context of their studies. Teachers can makereflexive use of the information produced for the evaluation of course contents in order to meet the contextualised needs offuture students