Ab initio language learning: developing a pedagogy for intensive language learning and teaching at beginners’ level

The University of Liverpool has been leading in the development of a specific pedagogy for ab initio language learning at degree level. It was one of the first universities in the UK to offer German ab initio, as a response to the rising number of students wanting to study German without previous knowledge of the language. Other languages followed suit, and ab initio language teaching is now a well-established part of our offer.

From the beginning, we have recognised the specific needs of ab initio language learners. Traditionally, students started their degree studies with an A-level in the language. At the advanced level, students can generally benefit from loosely structured tasks around authentic sources and successful language learning experiences in the past.

Ab initio learners, on the other hand, need much closer guidance and carefully selected input to progress in the language. In addition, not all our beginners can rely on established language learning skills and strategies to help them learn the language. We therefore encourage them to develop their learning strategies along with the target language and to find out what works and what doesn’t work for them.

And finally, beginners in HE degree programmes are expected to progress extremely quickly to be able to engage with their content studies. This need for accelerated progress can make some students unsure of their learning. Student motivation and careful scaffolding of the learning process are therefore at the heart of our ab initio language teaching.

We have addressed these challenges in a range of projects and studies over the years, driving forward a new pedagogy for the teaching of ab initio languages.

Latest publication outputs

  • Bavendiek, U. (2026)‚ ‘Language teaching theories in context: developing pedagogical approaches for UK Higher Education’. In: Alvarez, I. & M. Fuertes Gutierrez (eds) The Politics of Identity in Language Teaching and Learning: Voices in Higher Education from the UK and Beyond. London: John Murray Press. ISBN 9781399816182
  • Bavendiek, U., Mentchen, S. & C. Moßmann (2023) ‚DaF-Anfängerunterricht als Teil von Germanistik-Studiengängen -Ansätze, Motivation, Lernerfolge. German as a foreign language 2/2023. (edited special issue)
  • Bavendiek, U. (2022) Individual Differences in Ab initio German Language Learning: Working with Learners’ Strengths In: Bavendiek, U., Mentchen, S., Mossmann, C. & D. Paulus (eds) Trends, Perspectives, and Practices of Ab Initio Language Teaching in Higher Education: The Case of German. London: UCL Press. Pp 196-209 (book chapter) 
  • Bavendiek, U., Mentchen, S., Mossmann, C. & D. Paulus (eds) (2022) Ab Initio Language Teaching in Higher Education: The Case of German. London: UCL Press. (edited volume and introduction) 

Other outputs

  • Workshop series:  ‘Perspectives on German ab initio teaching and learning’, funded by the DAAD Cambridge, 2022-2024.
  • PI: Silke Mentchen, University of Cambridge
  • CI: Ulrike Bavendiek, University of Liverpool and Christian Mossmann, University of Exeter
  • Online Workshop: ‘Teaching languages ab initio online’ CTELL, Liverpool, 2020.
  • Conference paper: ‘A culture-based portfolio for ab initio language learners’. German Network Meeting. Birmingham, 2024.
  • Conference paper: ‘Introducing literature in the beginners’ classroom and raising awareness through engagement with Google Translations’. LiLLT Research in Literature in Language Learning Environments conference. Erfurt, Germany, 2019.
  • Conference paper: ‘A University-Wide Integrative Approach to Curriculum Design’. Languages in Higher Education conference: frameworks for collaboration. Warwick, 2016.
  • Conference paper: ‘Motivational processes and practices in accelerated ab initio language learning’. Languages in Higher Education conference: Language futures. Edinburgh, 2012.

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