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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Inside Napier: the former army barracks housing asylum seekers - Guardian Podcast

Date of Publication

17 February 2021

Target Group


Domain Area

Business & Communication
International Relations
Journalism & multimedia

Learning Scenario

Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features



Critical Thinking


The resource is a podcast made by the Guardian and published on the newspaper website. The link takes you directly to the podcast. It is a bit long for the purpose of keeping the students engaged and not losing interest in what they are listening to. So, it should be divided into different sections according to the objectives for the class. It can be a good resource for a warmer/lead-in activity to introduce the immigration/refugee issues related vocabulary, but it can also be used in other stages of a lesson such as practicing vocabulary or improving listening skills. The podcast is pretty clear ad the sound is very good.

Case study

This resource was used in an English class of 30 students studying the C2 degree in International Relations. As part of the syllabus, students were discussing the topic of Human Rights. For the lesson purposes I didn’t use the whole podcast as this could be boring and tiring for students. I wrote down a script covering the first 5 minutes of the podcast. Instead, students listened to the first five minutes and, while listening, they had to fill in the blanks with the most appropriate words or expressions, according to what they heard. The audioscript (check further documentation) did not match exactly the said words, but it contained the main ideas of the podcast. This became more demanding as students had to pay closer attention to what was being said. Students listening to the podcast twice. Overall, this listening exercise went really well. Despite some problems in identifying some words, students were engaged and, at the same time, shocked with what they heard. This was later discussed. This way, sts could also develop their critical thinking skills. This exercise was used as warmer for the lesson where immigration and refugees issues were discussed.
This resource has also been used as an exercise of the listening exam for students of the BA in International Relations (level C2).


The following steps are suggested:
Lead-in: elicit from the students the hardships immigrants/refugees have to go through
Step 1: The students are asked to describe one or two specific situations in which immigrants have been deprived of their human rights
Step 2: The lecturer tells students they will listen to a podcast where they will listen to a situation of human rights violation. L. elicits (and pre-teaches) some more difficult words that students hear in the podcast (only the first 5 minutes).
Step 3 – While listening, students fill in the blanks of the audioscript the L. has prepared in advance.
Step 4- After watching the video and checking answers, the students are asked to orally discuss what they heard and how they felt about the reported situation.
Follow-up activities
Writing activity: students write about a specific situation where human rights have been violated.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


This resource corresponds to lecturers’ needs mainly. Indeed, it supports teachers in their lessons to illustrate how the specific vocabulary from such as specific area as human rights/immigration policies may be used, enabling students with complementary listening for a better domain of the referred concepts. Furthermore, it challenges students to listen carefully to the podcast and pay attention to details to later use it within the very contexts of speaking and writing. Learners may also listen to it own their own, even though they will feel more guided if they have a specific task associated with it. This podcast has the seal of The Guardian and is based on deep research and reliable journalism. It is of easy access and usage as well.
Website of the Teaching Source:

Further documentation: