Page 1 CONTENTS Page 3. About the Language Centre Page 4. Director’s Introduction Page 5. Academic Development & Training for International Students Page 8. Cambridge University Language Programmes Page 11. Advising & Support for Independent Learners Page 14. Development of Online Learning Materials Page 16. The Language Centre’s Service to the Wider University Page 18. External Profile of the Language Centre Page 22. Resources & Administration Page 23. Language Centre Financial Statement 2021-22 Page 24. A.J. Pressland Fund Page 25. The Mission of the Language Centre

Page 3 About the Language Centre The Language Centre is an institution in the School of Arts and Humanities, dedicated to providing all members of the University community with the essential linguistic and academic literacy skills required for academic success, with an emphasis on research and fieldwork needs, and support for international students. We also respond to ever more diverse demands for language and cultural skills to foster global citizenship, (future) employability and personal enrichment. The Centre offers Academic Development and Training for International Students (ADTIS) provision for English Medium studies in both intensive summer Pre-Sessional format, and on the year-round In-Sessional programme, predominantly to postgraduate students as well as to postdoctoral researchers. It can also support academic staff new to an English Medium research environment. We also deliver bespoke provision for postgraduates in individual Faculties/Departments and Colleges. The ADTIS team advise the Postgraduate Admissions Committee (PAC) on language tests to meet the University’s language condition of entry, and deliver additional assessments to advise admitting Faculties/Departments on students from particular countries or who have narrowly missed the language condition level. The Centre offers tuition in some 16 languages at a wide variety of levels through its Cambridge University Language Programmes (CULP), to students and staff of the Collegiate University, regardless of status or stage of study, leading to certificates of proficiency. Advanced CULP courses in 6 languages qualify for an externally examined University CULP Award. CULP delivers additional bespoke provision in languages for academic purposes for Arts, Humanities and Social Sciences postgraduates, and other bespoke provision for individual Faculties/Departments. The Centre houses the John Trim Centre collection of learning resources in over 180 languages in an open access multimedia learning centre and hosts a range of interactive online learning resources, developed in-house on its LC Online platform. The John Trim Centre team organise a wide range of learner support and peer learning activities, ranging from one:one expert language advising appointments, particularly popular with learners seeking to develop competence in languages not offered by CULP, often for fieldwork/research purposes; conversation classes and a conversation exchange scheme. The Centre administers a bursary scheme for science students to study a language abroad during the long vacation through its Pressland Fund; coadministers the Researcher Development Language Training Bursary scheme for doctoral students, and administers a small philanthropic donation to support the learning of Sri Lankan languages by research staff or students. The Language Centre Committee of Management includes representation from all Schools of the University, from the Senior Tutors Committee and from the Cambridge Students’ Union.

Page 4 Introduction to the Annual Report 2021-22 This year CULP courses remained online, given the ongoing instances of COVID infection and the success of online delivery as attested to in student surveys. The additional flexibility that remote delivery demonstrated for those testing positive, or beginning to travel for research purposes, provided the rationale. The plan is to move to a mix of remote and face-to-face courses from 2022-23. ADTIS ran a mix of online and in-person In-Sessional provision and in summer 2022 the Pre-Sessional returned to face to face with approval from the Postgraduate Admissions Committee, following surveys of previous years’ students indicating strongly the added value that a course physically in Cambridge could bring to incoming international postgraduate students. Language advising was offered both face to face and remotely, with more students choosing the remote delivery. Surveys of advisees indicated a preference for remote delivery for convenience, but also a disconnect between remote advising and the resources and environment of the John Trim Centre. In the meantime, the main part of the building, including the John Trim Centre, underwent a massive refurbishment. The project enabled a complete redesign to provide a contemporary flexible learning space and two new supervision / group study rooms. Feedback has been overwhelmingly positive. The project also enabled a reconfiguration of the administrative suite of offices upstairs and a long-needed staff common area will be one of the results of this. The eLearning team has completed and published a package of online learning resources for Swahili, a language in which there is very little in the way of quality online learning material, and has also completed others for the Faculty of Modern and Medieval Languages and Linguistics (MMLL), in addition to nearing completion of its augmented reality learning resource for British Sign Language in association with the Cambridgeshire Deaf Association and funded through the Teaching and Learning Innovation Fund. The Language Centre organised a programme of conversation classes in Russian to support those MMLL students whose year abroad in Russia was cut short following the invasion of Ukraine. Teaching staff in the Language Centre have been delighted to be invited to move to the new Academic Teaching & Scholarship contract during 2022 and to have the opportunity to apply for promotion during 2022-23 for the first time, with the introduction of the Teaching & Scholarship Academic Career Pathways. Professor Jocelyn Wyburd Director

Page 5 The In-Sessional workshops remained fully online from ET20, delivered either via Zoom or Teams, and were recorded so that students could rewatch them or catch up if they were not able to attend the session. The Pre-Sessional, a 200-hour, five-week, intensive programme, thankfully returned to its usual residential format, after having been online for two years. Bespoke Provision In addition to all of the sessions that we currently deliver, we were asked to design and deliver a two-week Induction Programme for the Mastercard Scholars Programme. This was delivered in the two weeks before the start of Michaelmas Term and in this the inaugural year, we had 11 MPhil scholars from seven countries, going on to ten different MPhil programmes. The programme focussed on: 1) the academic and research skills required for Master’s study; 2) providing them with an overview of the expectations of their respective MPhil programmes, and; 3) introducing them to both the University and the City. And there were two formative assessment tasks: 1) discipline-specific academic paper; and 2) a collaborative Case competition. Assessments Assessment numbers remained high across the board for the Graduate Admissions Office, Judge Business School, Institute of Continuing Education, as well as a significant number of assessments for undergraduate entry.

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MEng in the States, I found your explanation on how English differs from romantic languages quite interesting and illuminating. It was one of those things that I never thought about until it was brought up to my attention. Thank you for that extra bit of light.” Feedback from a Faculty of Computer Science and Technology Student “Thank you again for your workshop/lesson/grand sharing this evening. I have been to various ‘essay workshops’ in the past, and this has been the most comprehensive, clear, and demystifying of them all (though the one on signposting I was sent on as a PGCE student was exceptionally helpful too, and has helped me to help others as a friend/teacher). Also, a lot of zoom lectures/videos I watch pre-recorded at 2x speed, but I found your pace was spot on – and perhaps explains why the time slipped by and I made 1.5k words of notes as we went. On that note, I wish I had the stamina to do a two-hour lecture at that pace and make it look so effortless!” Feedback on a bespoke session on academic writing for a College “This is a belated thank you for the session you gave for our students last week. I thought it was great and certainly learned a huge amount myself, and I’m sure our students benefitted from the knowledge and content you shared. A few I spoke to on the field trip were making observations about the relative context richness of the UK and their Home country, so there was good evidence of the content resonating and being actively applied! I’m sure this is an exceptionally busy time of year so thanks for taking time out to share your work with our students. It’s great that you were able to support them on day one and help them think about how to adjust and where to access help, which will hopefully stand them in good stead for the rest of the year.” Feedback on a bespoke session on academic writing for a Department “I attended on Monday the first session on PG writing. I just wanted to drop a line to say thank you for the sessions. Being a professional and a PhD student I find sometimes that postgrad training workshops and seminars are mostly for beginners and do not address issues or concerns that a more advanced student might have. However, I loved your presentation today and I am learning a lot from this course. Thank you for all the hard work and thinking that went into your presentation. All the slides addressed key issues and your insights are very useful.” Feedback on the pre-recorded videos for the Masterclass in Writing for Researcher Development

Page 8 Specific purposes provision We delivered Languages for Academic Purposes (LAP) courses in French, German, Italian, Portuguese, Russian and Spanish to graduate students in the School of Arts and Humanities and the School of the Humanities and Social Sciences. We ran a total of 27 courses in Michaelmas and Lent (and some in Easter too) that enrolled 308 students (cf. 293 in 2020-21). We continued to provide courses as required by a range of MPhil programmes in the Faculties of History and Divinity, and for the Centres of Latin-American Studies and African Studies. We also delivered a suite of 14 courses for the Clinical School‘s students, with 146 enrolments. General language courses Overall enrolment numbers were slightly down this year, with 1131 students across 117 courses, in 16 languages (cf. 1346 in 2020-21). It has been an unusual year, with unpredictable patterns as students return to their usual on-campus activities. We ran courses leading to externally examined University Awards in French, German, Italian, Russian and Spanish. A total of 83 students (cf. 110 in 2020-21) completed all requirements and received the Award. Remote, online teaching All courses were delivered online remotely using Zoom technology for realtime, synchronous communication (classes) and Moodle as a digital resources depository and for conduct of and submission of assessments. CULP Teaching Associates are now well trained and versed in teaching online, and the academic year ran smoothly. Intercultural competence We ran intercultural competence workshops for staff, for students enrolled in general language courses as well as for the Medics. These were offered to all students enrolled in our courses and some 39 students (cf. 50 in 2020- 21) attended.

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Page 10 CULP FEEDBACK As usual, students were surveyed during and at the end of all CULP courses. Feedback remained overwhelmingly positive: “I went from having no Turkish knowledge whatsoever to being able to order food and drink and convey basic topics when I visited Turkey in only a few months. It was a really good course and I am surprised by how much progress I made.” “Russian is such an interesting language to learn and the culture was very fascinating to learn about as well. I know Russia gets a bad reputation nowadays given recent events but it would be such a disappointment if the Language Centre ceased offering Russian courses on this basis. Please continue offering this course, it's important and language should not be affected by the actions of countries.” “I often felt a bit anxious before the class because I usually had prepared less than I had hoped I would. However, the teacher was very helpful and supportive. She encouraged learning and also ensured we didn't put too much pressure on ourselves. She's an excellent teacher and I'm a bit sad that the next level course is not taught by her. I also really liked the small breaks we had, to move or to have a glass of water.” “The teacher! She had an excellent grasp of the topic and of our abilities throughout. She was always enthusiastic and encouraging. Her feedback is always concise and extremely useful. I feel my Japanese has improved exponentially since I started this course and I look forward to continuing.” Selection of CULP students’ feedback External Examiners who oversaw our Advanced level courses were very happy with our work too: The marking criteria is very well evidenced and clearly applied to the scripts. I also welcome the clarity of the moderation policy. The board of examiners was very well conducted and I was pleasantly surprised by the amount of time and attention dedicated to deliberating on each individual case, with input from a number of persons in the room. The double-marking was clearly evidenced – it is clear that the team has collaborated well to ensure consistent and fair marking all across the scripts. External Examiner in French Excellent choice of topics for discussions, analyses of Russian history through films; engaging and stimulating material. External Examiner in Russian Students seemed to have fully engaged with the course as seen in the very good performances (a few truly excellent ones). Students’ participation and involvement in the oral presentations offered evidence of a very positive learning experience of both the assessment process and the course. External Examiner in Portuguese

Page 11 ADVISING AND SUPPORT FOR INDEPENDENT LANGUAGE LEARNING Changes in 2021-22 In Michaelmas term, the advising team recruited Craig McWilliam as the new facilitator to run the Advanced and Intermediate English Conversation Hours online. The English Conversation Hours were brought in line with the other Conversation Hours classes, with ADTIS offering their own separate Conversation Hours to their students. In August 2022, we welcomed Terigele into the advising team. Teri initially provided part-time reception cover during the ADTIS Pre-sessional Programme and took up the role of Resources and Learner Support Assistant in September 2022, covering Catherine Cossio’s maternity leave. In Lent term 2022, preparation for the John Trim Centre refurbishment began, including a significant amount of weeding old resources and arranging collections with book recyclers. As well as organising the John Trim Centre resources, the advising team cleared out the library space, ready for redecoration of the Gallery. It was a huge task as years of paperwork had to be looked through and disposed of. The John Trim Centre closed to learners in Easter term, and Nick Green, the Custodian, was able to help with the arduous job of skip filling and recycling old furniture, before the start of the Pre-Sessional Programme in August. At the end of May, refurbishment work began in the John Trim Centre. Advising appointments continued to be offered online, and the series of Colloquial courses were temporarily rehoused at reception for learners to borrow. The refurbishment was completed at the start of August 2022. Continuing Activities The advising team adopted a hybrid approach to all of its language practice provision, offering face-to-face classes / appointments, as well as continuing with online sessions. At the end of Easter term, feedback surveys were sent out to all participants of the Conversation Hours and advising appointments, with an almost 50/50 split of those students who preferred online classes / sessions to those who wanted to return to the classroom. Some students definitely suffer with “Zoom fatigue” whereas others love the convenience of logging in online so it is important that we offer a balance of the two options. In January, there were 70 bookings for the online Study Abroad Workshop, which shows that students were regaining their interest in travel postpandemic. Online Promotion The Fresher’s Fair and July Open Days continued to be offered online via Slido Chat and the University’s Virtual Tour platform. The number of student attendees was quite low, although enrolment numbers did not appear to suffer despite this.

Page 12 JOHN TRIM CENTRE AND ADVISING FEEDBACK “Just to let you know that I enjoyed having language exchange sessions … during the last few months. We met mostly via zoom but also in person. Now that our time of living in Cambridge has come to an end, we will not be continuing the exchange session. Thank you so much for introducing [them] to me.” Conversation Exchange Student “Thank you very much for your email! It was great talking to you and the information you provided was super helpful! I will do more research on the institutions listed as well as other institutions and complete the application before the deadline.” Feedback on Bursary Scheme Appointments “Talking to someone with experience of language learning, and getting the tips on how to improve, as well as knowledge of the different resources.” “Some very specific strategies not only for improving my language skills but for helping me utilise the skills that I already have more effectively in the context of my current work.” “The advisor was generally very affirming. I gained a couple of specific language learning tips.” “Range of advice and range of sources. Sent really helpful sheets to track my progress!” “The suggestions I got were very suitable for my needs, felt achievable with the amount of time I have available and my interests, and were very different to things I currently do so very useful suggestions.” Selection of Feedback on What Students Valued Most about Advising Appointments

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Page 14 DEVELOPMENT OF ONLINE LEARNING MATERIALS Following the closure of the University Managed Web Service, the technical team successfully migrated most of the system-critical web services to our new hosting provider Mythic Beasts. The team has also completed the upgrade to our in-house servers and network infrastructure. We anticipate upgrading and installing new PCs in the John Trim Centre once refurbishment work is complete by the end of 2022. The team has also been closely following the University’s new Hybrid Working Policy (currently in Phase 2 – Listen, Learn, Inspire) and is procuring equipment and software, and formalising plans to enable staff to work in a hybrid way if they wish. The Swahili online resources have been completed and we now have seven new learning objects available as open courseware on LConline. Two new learning objects have been built for the Faculty of Modern and Medieval Languages and Linguistics: a French resource “An introduction to translation”; and an Italian resource “An Interview with Dacia Maraini”. They are awaiting final approval before they are deployed on LConline. An additional module has been added to the Cambridge Libraries CamGuides website to assist PhD students. Work on the Teaching and Learning Innovation Fund project for the augmented reality British Sign Language learning objects is continuing in collaboration with the Cambridgeshire Deaf Association, and we anticipate the material being released early next year. Work has started on a new Advising Appointment System for independent learners at the Centre. The new system should make the recording and administration of individual advising appointments more streamlined, with added functionality. Work is in progress to develop a series of Spanish and Italian learning objects intended to replace the legacy Flash-based resources, which are now no longer supported. The project to develop a support platform for the acquisition of academic reading and writing skills in collaboration with colleagues from Tsinghua and Zhengzhou University is almost complete. It will attempt to integrate existing e-learning approaches with a range of natural language processing technologies, and an alpha release of the project is expected for early next year. During 2021-22 there was huge demand for our online resources. In the past year 1.42 TB of resources were downloaded, with over 300k unique visitors to our website. Open Courseware: 169 GB downloaded; most popular resources requested: • German Just in Time Grammar (1844 downloads) • Chinese Basic 1 (1057 downloads). LConline: 88 GB downloaded, with over 44k unique visitors.

Page 15 MATERIALS DEVELOPED IN 2021-22 An interview with Dacia Maraini Getting started with CamGuides for PhDs BSL learning objects

Page 16 THE LANGUAGE CENTRE’S SERVICE TO THE WIDER UNIVERSITY The Language Centre has been developing numerous initiatives, resources and types of provision on behalf of other institutions across the University, as reported in previous sections. This is very much in line with our strategic priorities to embed the Centre and its expertise further within the Collegiate University. Centre staff are increasingly active in other cross-University activities and governance, as outlined below. International Admissions Dr Karen Ottewell, ADTIS Director, on behalf of the Language Centre, liaises closely with the Postgraduate Admissions Office (PAO) on graduate admissions matters in relation to the University’s Language Condition for international students. She and the ADTIS team conduct supplementary assessments for admissions processes for the PAO, as well as for the Institute of Continuing Education (Dip/Cert; MST; PG Medical Certificate; ISP), the International Student Team (ERASMUS; Visiting Students) and Clinical School (Medical Elective). She has also supported international undergraduate admissions by carrying out language assessments on request for Colleges. Membership of Boards and Committees Professor Jocelyn Wyburd, Director, served on the following boards and committees: • Chair of the Teaching-Focused staff Academic Career Path Working Group, finalising guidance for the ACP T&S launched in September 2022 • Foundation Year Management Committee • Member of the Group reviewing the Professorial Pay Review scheme • Member of the Reward Working Group • Member of the Market Pay review Group • Elected member of the Board of Scrutiny from October 2021; elected as Chair of the Board of Scrutiny for 2022-23 • Chair of an Estates HR Working Group to resolve issues around outsourcing of maintenance contracts Jocelyn is also ex officio a member of the Council of the School of Arts and Humanities, the Faculty Boards of Modern and Medieval Languages and Linguistics and Asian and Middle Eastern Studies, and the Engineering Department Centre for Languages and InterCommunication’s Management Committee. In Clare College Jocelyn is a personal tutor to undergraduates and serves on the Development and Choir Committees, as well as Governing Body.

Page 17 Jo Farmer-Eynon, Language Centre Administrator, served as a member of the School of Arts and Humanities Contribution Reward Scheme Awarding Authority. Dr Nebojša Radić , CULP Director • Member representing SAH of the University Technology Enhanced Learning Teaching and Assessment group (TELTA) that advises the General Board Education Committee. • Coached the University Basketball Team. • Organiser of the Humanities and Social Sciences talks series at Darwin College. Dr Karen Ottewell, ADTIS Director • After having completed her two consecutive terms as a University Proctor, first as Junior for Lucy Cavendish and then as Senior for Emmanuel College, Karen was appointed by Council in August 2022 as Esquire Bedell. • Having completed her EdD in the Faculty of Education, Karen now teaches on the MPhil in Research into Second Language Education in the Faculty and in ET22 supervised three MPhil theses. • In Lucy Cavendish College, she is the Chair of the Audit Committee, Graduate Tutor, and Senior Treasurer of the Boat Club. Other roles Jackie Bow continued to serve as the Centre’s Disability Liaison Officer.

Page 18 EXTERNAL PROFILE OF THE LANGUAGE CENTRE: INTERNATIONAL The Language Centre is regularly asked to collaborate with or provide consultation to a range of Higher Education Institutions internationally. Individual members of staff participate regularly in international conferences and projects within their specific disciplines: Mr Sebastián Bianchi, Spanish Teaching Associate • Acting Consultant in the creating of English Teaching Materials (printed and online) for the Ministerio de Educación de la Provincia de Corrientes, Argentina. 2021-ongoing. Dr Viviane Carvalho Da Annunciacao, Portuguese Teaching Associate • ‘Scottish and Brazilian Concrete Poetry: Scientific Exchanges’. In. Stankiewicz, Mariese Ribas & et. al. (Ed). Tradução, Comparatismo, e Estudos Interarte. Campinas: Editora Pontes, 2022. • ‘O Lapso: The Science of Paying’. Machado de Assis em Linha (São Paulo), v. 16, 2022 (Accepted for Publication). • ‘The Revolutionary Sixties: Poetry and Social Change’. ABEI Journal (São Paulo), v. 21, 2022; http://periodicos.unb.br/index.php/revistavis/issue/current; May 2022. Mr Yussuf Hamad, Swahili Teaching Associate • Hamad, Y. S. (2021). Mzimu wa Kipwerere (The Shrine of Kipwerere). In Lutomia, D. W., & Muthama, P. (2021). • Mapambazuko ya machweo na hadithi nyingine. Mountain Top Educational Publishers Limited; Swahili Translator and Editor: Kiingereza Hatua Kwa Hatua (English step by step): Translated and edited 12 books by James Munn – May 2017 - Present. http:// kiingerezahatuakwahatua.com/. • Translator for Swahili Literacy application for school Children in Tanzania commissioned by Onebillion: Translated over 100 children’s storybooks into Swahili and helped one billion become Xprize Finalist (Finals Due May 2019) - 2016 - Present at https://onebillion.org/. Professor Michael McCarthy and Jeanne McCarten, ADTIS • Michael and Jeanne continued to work with ADTIS in 2021-22. They published numerous texts, presented at conferences and delivered two webinars.

Page 19 Dr Karen Ottewell, ADTIS Director • Invited as a keynote speaker to talk on ‘Effective Assessment Criteria for Academic Literacy in English’ at the Moscow Institute of Physics and Technology: 3rd International Conference on Academic Writing - Teaching Research Writing: Approaches and Assessment Conference • Invited to deliver a keynote at a conference on Transnational Education (TNE): Joint/Double/Dual Degrees at the National University of Science and Technology, Moscow Dr Nebojša Radić, CULP Director Publications • Radić, N. (2022). “From Blended to Remote and back to Hybrid. A new language teaching paradigm?” In EDULEARN22 Proceedings (pp. 8795-8795). IATED. Conferences • Radić, N. (2022). “From Blended to Remote and back to Hybrid. A new language teaching paradigm?” EDULEARN22 conference. Palma de Mallorca, Spain. Membership of Scientific Committees • Innovation in Language Teaching and Learning conference in Florence, Italy. Nov. 2021. • LEIC Research 2021 in Vilnius, Lithuania. October 2021. • Member of the European Confederation of Language Centres in Higher Education (CercleS) Research group that analysed the effects of the COVID-19 pandemic on language teaching and learning. • Member of the Editorial Advising Board of the International Journal of TESOL Studies. Journalism • Correspondent from the UK of the Serbian weekly for current affairs, Печат (Pečat). 24 articles published during the academic year 2021- 22. Professor Jocelyn Wyburd, Director Papers/workshops • Language advising in support of learner autonomy – implications of remote delivery for quality of provision and access to learning resources. XVII Cercles International Conference, Porto, Portugal.

. University of Cambridge: http:// www.myheplus.com/subjects/modern-languages, 2016; September 2022 Ms Lydia Collings, Arabic and French Teaching Associate • External Arabic Assessor (Open University) Dr Mihye Harker, Korean Teaching Associate • External Examiner, University of Leeds • External Examiner, University of Durham Dr Karen Ottewell, ADTIS Director • Invited to participate in IELTS Research by the Global Account Manager for Higher Education at the British Council. To be followed up in December 2022, having been invited to join the IELTS Advocacy Group of international HE experts. Dr Vera Tsareva-Brauner, Russian Teaching Associate • External Examiner for Oxford University (MPhil Programme), School of Global and Area Studies.  • Publications (new): book review 'Thomas Rosen - Russian in the 18 century' (Academic Studies Press, Boston) for Slavic Review. Publication - February 2023.

Page 21 Mr Yussuf Hamad, Swahili Teaching Associate • External Examiner in University’s Centre for Open Learning, part of the College of Arts, Humanities and Social Sciences, University of Edinburgh, Scotland, October 2022 – 2026; • Swahili Examiner, CIOL Qualifications, Chartered Institute of Linguists, UK - 2016 – Present. Professor Jocelyn Wyburd, Director Role • Trustee Director of the Institute of Linguists Educational Trust; Chair of the Trust Board from April 2022. Presentations • Linguist or global graduate? A matter of identity. Invited plenary. The Language Show. London.

Page 22 RESOURCES & ADMINISTRATION Staffing changes • Susan Nowak joined ADTIS in April 2022 as the new ADTIS Administrator • Dr Terigele joined the JTC team in September 2022, providing maternity cover for Catherine Cossio • Catherine Cossio went on maternity leave in September 2022 Continuing professional development Our commitment to continuing CPD included the following: • All teaching staff have continued to update their skills in remote teaching and platforms • We supported attendance at a variety of external workshops and conferences relevant to the teaching of languages in higher education including the annual AULC Conference held remotely at the University of Leeds • Several members of staff successfully completed CULP general language courses Estate Two minor works projects, the moving of the servers and subsequent redevelopment of the current server room to office space, and the redesign of the John Trim Centre (JTC), were completed this year. Students on the Pre-Sessional Programme were the first users of the new-look John JTC, and feedback has been very positive. Office space on the first floor of the main building was redecorated, and a significant amount of floor space was recovered by a thorough decluttering, resulting in the disposal of several cupboards and filing cabinets. This has allowed the provision of a staff common area. Other areas of the estate have also been redecorated. General Administration The team provided administration for bursaries for both the A.J. Pressland Fund, the new Researcher Development Language Training Bursary scheme, and the Sri Lankan Languages Fund in collaboration with the Centre of South Asian Studies. Language Centre Committee of Management The Committee met termly in an online format, supporting all aspects of the Centre’s business, including through a sub-group administering the A.J. Pressland Fund and allocating bursaries. The Language Centre Committee of Management derives its membership from all Schools of the University, from the Colleges (a representative of the Senior Tutors’ Committee) and from the Cambrige Student Union.

Page 23 LANGUAGE CENTRE FINANCIAL PERFORMANCE 2021-22 The Centre recorded a surplus significantly higher than the forecast for the financial year 2021-22. We were able to reallocate some Chest funding as a result of not appointing cover for the Administrative Assistant post, or filling the vacancy in the JTC team.

Page 24 A.J. PRESSLAND FUND The A.J. Pressland Fund offers bursaries of up to £1,000 to support language study abroad for students within the Schools of the Biological Sciences, Clinical Medicine, the Physical Sciences and Technology. Returning students planning to study a language overseas for up to four weeks during the Long Vacation may apply for funds to support course fees, accommodation and travel as required. In 2022, 42 valid applications were received and a total of £15,000 was awarded to 16 applicants (average award: £937.50). In 2021, 44 valid applications were received and a total of £14,407 was awarded to 22 applicants (average award: £686). 2021 2022

Page 25 THE MISSION OF THE LANGUAGE CENTRE The mission of the Language Centre is to increase multilingualism amongst students and staff of the University; and to promote, encourage and support the learning of languages for personal, academic and professional purposes. To achieve our mission, the Language Centre aims to: • Ensure access to outstanding language teaching and support for language learning for all current members of the University; • Support the highest levels of academic achievement by students whose first language is not English; • Exploit the latest technologies and pedagogies to develop bespoke language teaching and learning materials, for use across the University; • Foster learner autonomy in language learners, whether studying independently and/or attending courses within the University; • Provide bespoke professional advisory services to support individual language learners; • Provide high quality learning resources in multiple media, both physical and virtual, in a wide range of languages; • Collaborate and share expertise with other language learning providers within the University and in other organisations nationally and internationally; • Promote language learning and access to university language study to students in schools and colleges.