[lg policy] Edling Digest, Vol 31, Issue 7
Harold Schiffman
haroldfs at GMAIL.COM
Wed Apr 21 14:30:44 UTC 2010
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Today's Topics:
1. Welsh-medium education gains government strategy (Francis Hult)
2. Singapore Highlights Initiatives To Raise English Proficiency
(Francis Hult)
3. GW University won't count foreign language toward Gen Eds
(Francis Hult)
4. Ireland: Language gap is latest threat to jobs (Francis Hult)
5. CFP: Fostering Learner and Teacher Autonomy in Educational
Practices: Languages and Beyond (Francis Hult)
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Message: 1
Date: Tue, 20 Apr 2010 16:27:26 -0500
From: Francis Hult <francis.hult at utsa.edu>
Subject: [Edling] Welsh-medium education gains government strategy
To: <edling at lists.sis.utsa.edu>
Message-ID:
<A9B2E1D7E2CAE34FB088BEFC63241A4B96782E at diamonddt.UTSARR.NET>
Content-Type: text/plain; charset="iso-8859-1"
WalesOnline
Welsh-medium education gains government strategy
The Assembly Government has unveiled a strategy to ensure that councils
provide the Welsh-medium education that parents demand and said it would
introduce legislation to compel them to do so if they failed to act.
Education minister Leighton Andrews unveiled the strategy with the promise
of an extra ?1.7m in 2010-11.
It acknowledges that in many areas of Wales pressure from parents has been
the "main driver" which has persuaded policymakers to plan ahead for Welsh
provision.
Full story:
http://www.walesonline.co.uk/news/wales-news/2010/04/20/welsh-medium-education-gains-government-strategy-91466-26283004/
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Message: 2
Date: Tue, 20 Apr 2010 16:29:31 -0500
From: Francis Hult <francis.hult at utsa.edu>
Subject: [Edling] Singapore Highlights Initiatives To Raise English
Proficiency
To: <edling at lists.sis.utsa.edu>
Message-ID:
<A9B2E1D7E2CAE34FB088BEFC63241A4B96782F at diamonddt.UTSARR.NET>
Content-Type: text/plain; charset="iso-8859-1"
Gov Monitor
Singapore Highlights Initiatives To Raise English Proficiency
Developing the environment, use of technology among initiatives to raise
English proficiency.
Speech By Mr S Iswaran, Senior Minister of State, Ministry of Trade and
Industry and Ministry of Education, at the Opening Ceremony of the Inaugural
APEC-RELC
International Seminar held on Monday, 19 April 2010 at SEAMEO Regional
Language Centre.
Full story:
http://thegovmonitor.com/world_news/asia/singapore-highlights-initiatives-to-raise-english-proficiency-28372.html
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Message: 3
Date: Tue, 20 Apr 2010 16:31:15 -0500
From: Francis Hult <francis.hult at utsa.edu>
Subject: [Edling] GW University won't count foreign language toward
Gen Eds
To: <edling at lists.sis.utsa.edu>
Message-ID:
<A9B2E1D7E2CAE34FB088BEFC63241A4B967830 at diamonddt.UTSARR.NET>
Content-Type: text/plain; charset="iso-8859-1"
USA Today
GW University won't count foreign language toward Gen Eds
When colleges and universities revamp curricular requirements, disciplines
can become winners or losers. Those fields that are required (or that have
many courses that meet requirements) enjoy assured enrollments. So when a
college votes down a foreign language requirement, as faculty members did
last year in the arts and sciences college of George Washington University,
that can be a blow to those who teach languages.
Full story:
http://www.usatoday.com/news/education/2010-04-19-IHE-foreign-college_N.htm
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Message: 4
Date: Tue, 20 Apr 2010 16:34:52 -0500
From: Francis Hult <francis.hult at utsa.edu>
Subject: [Edling] Ireland: Language gap is latest threat to jobs
To: <edling at lists.sis.utsa.edu>
Message-ID:
<A9B2E1D7E2CAE34FB088BEFC63241A4B967831 at diamonddt.UTSARR.NET>
Content-Type: text/plain; charset="iso-8859-1"
Irish Times
Language gap is latest threat to jobs
Uunusually for Morning Ireland these days, the news was good. It was the
beginning of March and managing director of HP Ireland, Martin Murphy, was
being interviewed about 60 new jobs created by his company. He explained
that the jobs would require candidates to speak at least one of a variety of
European languages. "No Irish need apply then," quipped the interviewer.
The remark may have been flippant, but it held more than a kernel of truth.
A large proportion of the jobs offered by multinational companies over the
past 12 months have involved a language requirement. While companies have
little trouble filling these roles, thanks to Ireland's recently
cosmopolitan population, indigenous Irish applicants often do not appear to
be measuring up.
Full story:
http://www.irishtimes.com/newspaper/education/2010/0420/1224268692039.html
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Message: 5
Date: Tue, 20 Apr 2010 16:42:45 -0500
From: Francis Hult <francis.hult at utsa.edu>
Subject: [Edling] CFP: Fostering Learner and Teacher Autonomy in
Educational Practices: Languages and Beyond
To: <edling at lists.sis.utsa.edu>
Message-ID:
<A9B2E1D7E2CAE34FB088BEFC63241A4B967832 at diamonddt.UTSARR.NET>
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http://sites.google.com/site/mumbaiconference2011/english-1/call-for-papers
Fostering Learner and Teacher Autonomy in Educational Practices: Languages
and Beyond
International bilingual conference in English and French
6th & 7th January 2011, Mumbai, India
Target audience
Researchers, scholars, decision and policy makers, language teachers,
teacher trainers, students of - but not restricted to - languages, applied
linguistics, education, philosophy, sociology, anthropology, technology.
Background
Socio-economic and cultural changes, academic mobility, and the challenge of
effectively using digital technologies are leading the education worlds to
witness a shift from the notion of the learner to that of the
learner-user-actor, from instruction to participation, from teacher-centred
education to self-directed learning and self-instruction. The goals of
postmodern education can thus be redefined in terms of autonomising the
learner, learning to learn, being capable of life-long learning, and
allowing differentiated access to knowledge (e.g. learners with special
needs). In simpler terms, a thrust on autonomy is in the calling in
education.
In language learning today, autonomy is also a key concept. It has
increasing importance in language curricula at all levels of learning across
the world, driven by changes in the socio-political, socio-economic,
socio-cultural and pedagogical domains. The influential Common European
Framework of Reference for Languages of the Council of Europe, amongst
others, emphasises autonomy through self-/peer-assessment and the setting of
learning objectives by learners themselves. In the same vein, the advent of
digital technologies, social media and e-learning has had an impact on the
ways in which language teaching and learning occurs. Computer-mediated
learning, the role of the internet, of self-learning sites, and different
modes of learning - distance learning, blended learning etc. - all have the
potential to directly or indirectly nurture changes in learning processes.
In this changing landscape, traditional learning and teaching techniques are
being deconstructed. Not only does the learner find her/himself challenged
in 'new' learning environments, but so does the teacher. The latter needs to
review her/his methodology and attitudes, in order to enable and guide the
learner to assume responsibility of her/his learning, to find her/his place
in this 'new order' and come to terms with it. Thus to a certain extent,
learner autonomy imperatively implies teacher autonomy and vice versa.
Teacher practices and perceptions need to be in synchrony with this changing
scenario in education. And so do teacher training initiatives. While much
has been written about learner autonomy the world over, teacher autonomy has
remained in the wings. It would therefore be worthwhile to take a closer
look at the concept of autonomy from these multiple angles.
A few words about the context of the conference, India, are due here.
Autonomy is not a foreign word. The Indian heritage on learning and
education that was evident in the ancient gurukula system (regardless of its
weaknesses), and thinkers like Mahatma Gandhi, Aurobindo, Tagore and J.
Krishnamurthy, did pay attention to autonomy, even if not explicitly. As
such, it would be interesting to examine what parallels and universal values
can be drawn between Indian thinkers and "Western" thinkers. In today's
India we often hear of autonomy in terms of institutional autonomy as often
prescribed in official documents. Yet the psycho-cognitive processes that
are an integral part of self-learning and of learner responsibility deserve
attention. Therefore, what principles drive educational policies and
thoughts in India in relation to autonomy? And what about other contexts?
While the conference is devoted to the notion of autonomy in language
learning and teaching (LLT), we are equally keen on studying autonomy in
other disciplines and sectors (vocational education, learners with special
needs, technological streams, non formal education, life-long learning
etc.). An interdisciplinary dialogue between philosophy, psychology,
sociology, education, and technology also seems inevitable. The pedagogical
processes and principles that underline autonomy, the socio-cultural factors
and discourses that shape it, are all part of the scope of this conference.
We invite papers that primarily deal with any of the following sub-themes.
1. Towards a pedagogy of autonomy
What is the nature of autonomy? What pedagogies can we rely on to achieve
the dual objective of successfully learning a language and/or a discipline
and learning to learn? What tools can we make effective use of? What
techniques and strategies do such pedagogies give us to understand the
process of autonomisation in a better way? This section invites papers that
reflect upon types of pedagogy in use, those that foster autonomy and those
that don't, with respect to specific contexts in which they are functional.
Proposals may also put forward criticisms of a 'wild' inclusion of autonomy.
The role of accountability in autonomy-fostering learning also needs to be
analysed. Reflections upon these issues, as well as innovative and
alternative pedagogies fostering autonomy are invited, especially in
challenging, and complex situations.
* Learner & teacher beliefs on autonomous learning
Learner and teacher beliefs on autonomy affect the learning-teaching
process. The way knowledge is imparted and received, the kind of pedagogies
used and appreciated, the importance given to learner/teacher
responsibility, are in a way related to learner/teacher beliefs.
* Constraints of the instructional context
Some learning-teaching contexts are more favourable to a pedagogy of
autonomy than others. What constraints restrict autonomy? What conditions
support autonomy? And is it possible to rise above the limitations to create
a situation for autonomy-based learning? The role of policy makers, decision
makers is in that sense of vital importance. Official documents (curricula,
language learning policies, textbooks and e.g. the European Framework and
its local interpretation, or in the Indian context, the "5 year Plans,
National Curriculum Framework"), can be analysed in this section in order to
delineate different interpretations and constructions of autonomy in
different contexts. Comparative studies within and across countries can also
be presented.
2. Relationship between actors
Moving from the teacher-centered learning to learner-centered learning,
necessarily implies a renewed educational relationship (Bruner, Rogers) that
does away with domination and relies on meaningful interaction (Vigotsky,
Lewin). What type of mediation would be ideal for an enhanced
teacher-learner relationship? Can we look at the teacher as a guide, mentor
and/or mediator? Analysis of existing learning environments, their
historical perspectives, and the feasibility of integrating dynamic,
socio-constructivist approaches in tune with their respective contexts, are
some of the topics of this sub-theme. The role and nature of teacher
training in developing and fostering autonomous practices is also vital and
invites attention.
3. Digital technologies and autonomous e-learning
In the era of social media, digital technologies and e-learning, the
increase in alternative knowledge systems, course formats and learner
support, where does autonomy stand? In some contexts, technology is often
viewed as a substitute for the "traditional" way of imparting knowledge,
rather than a new tool with fresh propensities. Is autonomy a prerequisite
for ICT? Does ICT create a path for autonomy-based learning? How and under
what conditions? Also, does it allow teachers to build up their own
autonomous competences (e.g. get away from textbooks, allow students to
interact with the outside world, make language learning and teaching more
"authentic")? Critical reviews of the current use of e-learning tools in
relation to autonomous learning can be proposed.
4. Interculturality, multilingualism and autonomy
All learning is a means of getting face to face with the Other, especially,
language learning and multilingualism. Encounters with "Otherness" can
contribute to learning to get to know one's own diverse selves and thus to
develop autonomy. This however does not happen automatically. How can one
create learning systems that aim at developing intercultural and
multilingual competences that go beyond "grammars of cultures" and
oversimplifying the Other? Learning systems that lead to reflexivity,
respect of multiple identities, and reaching out to the other (Cf.
Abdallah-Pretceille, Amartya Sen)? How can one become capable of
co-constructing a relationship with a 'foreigner' in one or several
languages? What autonomous strategies can help achieve this? Contexts of
mobility (academic/student mobility, vocational training, etc.) and
autonomous language and intercultural learning can be considered in this
section.
SUBMITTING AN ABSTRACT (deadline: 15.5.2010)
Submitting an abstract takes place through:
http://linguistlist.org/confcustom/mumbai2011
PS: we also accept proposals for symposia!
Submissions of a 250-300-word abstract in English or French are invited in
any of the above sub-themes with clear indication of the sub-theme under
which the abstract falls. The abstracts should be based on established
results and/or theoretical reflections and ongoing research. Abstracts
should include the following details as well (when applicable).
* the name, institution, phone numbers, and e-mail addresses of each author;
* the title of the abstract
* objectives or purposes;
* perspective(s) or theoretical framework;
* methods, techniques, or modes of inquiry;
* data sources;
* (results and/or conclusions/point of view)
For colloquia, please follow the same instructions and include a 200-word
asbtract presenting the gist of the symposium.
Abstracts will be reviewed by the scientific committee for originality,
significance, clarity and academic rigour. Links with theory must be
explicit. Authors are requested to submit their papers before the conference
(15.11.2010 ). Please follow the APA formatting, cf.
http://owl.english.purdue.edu/owl/resource/560/01/
Articles should contain between 5000-6000 words (bibliography included) and
be sent to mumbai2011 at hotmail.com. A publication of the proceedings by an
international publishing company, with blind refereed status, will follow
the conference.
NB: only papers written by authors who attended the conference will be
considered for publication.
IMPORTANT DATES
Dates of conference : 6 & 7 Jan 2011
Deadline for abstracts : 1st June 2010
Intimation to authors : 20 June 2010
Deadline for receiving
Full articles : 15 November 2010
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End of Edling Digest, Vol 31, Issue 7
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Harold F. Schiffman
Professor Emeritus of
Dravidian Linguistics and Culture
Dept. of South Asia Studies
University of Pennsylvania
Philadelphia, PA 19104-6305
Phone: (215) 898-7475
Fax: (215) 573-2138
Email: haroldfs at gmail.com
http://ccat.sas.upenn.edu/~haroldfs/
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