New European Network for Language and Education within the EERA

Tue Nov 5 14:48:38 UTC 2013

I am interested in joining!
ROSALIND HOROWITZ
PROFESSOR
UN I VERSITY OF TEXAS --SAN ANTONIO

Sent via the Samsung GALAXY S™4, an AT&T 4G LTE smartphone

-------- Original message --------
From: Joana Duarte <joana.duarte at uni-hamburg.de>
Date: 11/05/2013 4:57 AM (GMT-06:00)
To: The Educational Linguistics List <edling at bunner.geol.lu.se>
Subject: [Edling] New European Network for Language and Education within the EERA

Dear Edling-Members,

Within the European Educational Research Association (EERA) there is a new founded Network for Language and Education - LEd. You can find some information on: http://www.eera-ecer.de/networks/nw31/.

Network Objectives
The network intends to create an international space for all educational researchers working on - or wishing to reflect upon - issues related to the reciprocal relationship between language proficiency and educational processes, settings or outcomes. The concrete role of language, language diversity and literacy skills within teaching and learning contexts will be the focus of the network.
In light of the increasing significance of language education linguistically diverse, heterogeneous contexts as a result of globalization and mobility, more and more educational systems are experiencing the need to train teachers, educators and administrators in aspects of linguistics and sociolinguistics that are relevant to educational practice. On numerous occasions, language competence and performancehave been identified as key to school success. This applies to all pupils, allochthonous as well as autochthonous. It is thus necessary to allot more attention to language and education within the European research space.
The network is an interdisciplinary endeavour and sees itself at the crossroad between educational sciences, linguistics, sociolinguistics, psychology, as well as other related disciplines. Its work transversally touches upon several educational areas, such as intercultural and inclusive education, educational policy, teacher training, general and subject-specific didactics, assessment and curriculum development.

Interest areas – commented key words
The network intends to cover four broad thematic areas briefly commented below:

•          The role of bi-, multi-, plurilingualism,translanguaging and other indications of linguistic diversity in education – within this area, all proposals dealing with processes of language acquisition, additional language proficiency and, in general, linguistic diversity in educationalsettings, including the teaching and learning of heritage languages, are addressed. Also aspects of language policy and pedagogy relevant in language diverse contexts, as well as processes of identity construction are a topic.

Language issues across subjects – within this topic we welcome proposals dealing with language use in all subjects, such as aspects of classroom interaction, language repertoires and subject literacy. Also the study of language/s as a part of multimodal communication is object of interest.

 Methodological aspects in language assessment or teaching / learning – the network also wishes to focus on different methodological approaches in the investigation of language proficiency, classroom communication and school outcomes.

 Data storage, data sharing, reanalysis.There is a particular interest on the use of digital media, computerized corpora and other data (e.g. video data) for the analysis of language as well as for the teaching and learning of languages.

Upcoming activities

The network will have its annual conference at the European Conference on Educational Research (ECER) taking place at the University of Porto, from the 1st to the 5th of September 2014. For more information, go to: http://www.eera-ecer.de/ecer2014/. Submission of proposals starts on the 1st of December 2013. The Convenors welcome all proposals addressing the network's interest areas listed above.

Convenors
Link-Convenor:
 Joana da Silveira Duarte
University of Hamburg
joana.duarte at uni-hamburg.de<mailto:joana.duarte at uni-hamburg.de>

Co-Convenors:
 Ana Sofia Pinho
Aveiro University
anapinho at ua.pt<mailto:anapinho at ua.pt>
 Constant Leung
King’s College London
contant-leung at kcl.ac.uk<mailto:contant-leung at kcl.ac.uk>
 Marion Döll
University of Vienna
marion.doell at univie.ac.at<mailto:marion.doell at univie.ac.at>
 Piet Van Avermaet
Ghent University
Piet.VanAvermaet at UGent.de<mailto:Piet.VanAvermaet at UGent.de>

*************************************************
Dr. Joana da Silveira Duarte

Koordinierungsstelle für Mehrsprachigkeit und Bildung (KoMBi)
Alsterterrasse 1, Raum 514
D-20345 Hamburg

Tel.: +49 42838 2109
joana.duarte at uni-hamburg.de<mailto:joana.duarte at uni-hamburg.de>

*************************************************

Am 04.11.2013 um 15:34 schrieb Francis Hult <Francis.Hult at englund.lu.se<mailto:Francis.Hult at englund.lu.se>>:

Title: Language Teacher Education in a Multilingual Context
Editors: John Trent, Xuesong Gao, Mingyue Gu
ISBN: 978-94-007-7391-2
Hardback Price: $139.00
*Paperback Price: $24.99
URL: http://www.springer.com/education+%26+language/learning+%26+instruction/book/978-94-007-7391-2

About the book:
This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts.

Table of Contents:
1. Introduction by Xuesong (Andy) Gao and John Trent.- 2. It is Not a Bad Idea for Me to Be a Language Teacher! by Xuesong (Andy) Gao and John Trent.- 3. Cross-Border Pre-service Teachers in Hong Kong: Identity and Integration by Mingyue (Michelle) Gu.- 4. Journeys towards teaching. Pre-service English language teachers’ understandings and experiences of teaching and teacher education in Hong Kong by John Trent.- 5. Language Teachers and the Falling Language Standards in Hong Kong: An Internet-based Inquiry by Xuesong (Andy) Gao.- 6. A Comparative Study on Commitment to Teaching by Mingyue (Michelle) Gu.- 7. The construction and reconstruction of teacher identities: The case of second career English language teachers in Hong Kong by John Trent.- 8. Learning, teaching, and constructing identities abroad: ESL pre-service teacher experiences during a short-term international experience programme by John Trent.- 9. Identity construction in a foreign land: Native-speaking English teachers and the contestation of teacher identities in Hong Kong schools by John Trent.- 10. Political Conspiracy or Decoy Marketing?: Experienced Chinese teachers’ perceptions of using Putonghua as a Medium of Instruction in Hong Kong by Xuesong (Andy) Gao & John Trent.- 11. An Ethico-political Analysis of Teacher Identity Construction by Mingyue (Michelle) Gu.- Conclusion: Crossing boundaries and becoming English language teachers in multilingual contexts by John Trent

 *Springer offers softcover books for the low price of just $24.95. This service is available directly through your university library. To purchase your softcover edition, just click on the MyCopy link when you search online for the eBook at your institution’s library.

Discounted prices are also available when a volume form the Educational Linguistics series is used as a textbook for a course. Contact your Springer representative for further details.
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