[Edling] Developments in the UK

[Hudson, Richard]

Dear Colleague,

You may be interested in recent developments in the UK, and we would certainly be interested to hear from you if any of this relates to what's happening in your country. There's a list of more specific requests at the end of the message.

  1.  Like many other countries, we've introduced a linguistics olympiad, which has proved very popular with quite a lot of schools and with the students in those schools (https://www.uklo.org/).
  2.  The local committee running the olympiad is sponsored by the Committee for Linguistics in Education (CLiE), which has been active since 1980, and CLiE has recently created another organisation to complement the olympiad: LASER (Language Analysis in Schools: Education and Research). As its name suggests, this is all about introducing language analysis (not just grammar, but also phonics, vocabulary, semantics, ...) into the UK's ordinary school curriculum, where it is currently almost non-existent. LASER has its own website which includes a manifesto (http://clie.org.uk/laser/#manifesto), but it was only launched a few months ago so it's not yet achieved much.
  3.  One of its early achievements is a set of short position papers which has been published in an open-access journal Languages, Society and Policy (http://clie.org.uk/laser-launch2/#lsp). Two of the articles are about the benefits of language analysis for mathematics and statistics, and we're particularly keen to extend this coverage of links to science subjects.
  4.  We're also keen to relate to relevant research and relevant good practice, each of which already has a sparsely-populated page: http://clie.org.uk/research/ and http://clie.org.uk/good-practice/.

We're very much aware that some other countries have an educational tradition which gives much more prominence than ours does to language analysis, and we'd love to hear from anyone who can add to our collections of links to:

  *   language analysis for science subjects in the curriculum (see #3 above).
  *   research on teaching language analysis and its benefits (see #4)
  *   examples of good practice in this area (see #4).

With best wishes, Dick Hudson

--
Richard Hudson (dickhudson.com)

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