[lg policy] Fwd: Edling Digest, Vol 7, Issue 69
Harold Schiffman
hfsclpp at GMAIL.COM
Tue Nov 26 15:37:32 UTC 2013
Forwarded From: : edling at bunner.geol.lu.se
Today's Topics:
1. Book: Minority Languages and Multilingual Education (Francis Hult)
2. Language for Specific Purposes (LSP) Summer Institute:
Application deadline - March 31, 2014 (Francis Hult)
3. Book: Language in Education: Social Implications (Francis Hult)
4. Job Vacancy - Professor of Languages, The Open University, UK
(Prithvi Shrestha)
5. ?Languages for the Future? British Council Report (Francis Hult)
6. 'Languages for All' White Paper (Francis Hult)
7. Language Magazine (Francis Hult)
8. Re: ?Languages for the Future? British Council Report (Tinghe Jin)
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Message: 1
Date: Tue, 19 Nov 2013 17:23:48 +0000
From: Francis Hult <francis.hult at englund.lu.se>
Subject: [Edling] Book: Minority Languages and Multilingual Education
To: "edling at bunner.geol.lu.se" <edling at bunner.geol.lu.se>
Message-ID:
<11E8DB9B84AFED40AA11BE609088B771857353A9 at UWMBX02.uw.lu.se>
Content-Type: text/plain; charset="utf-8"
Title: Minority Languages and Multilingual Education
Editor: Durk Gorter/Victoria Zenotz/Jasone Cenoz
ISBN: 978-94-007-7316-5
Hardback Price: $139.00
*Softcover Price: $24.95
URL:
http://www.springer.com/education+%26+language/book/978-94-007-7316-5?otherVersion=978-94-007-7317-2
About the book:
This book presents research on the situation minority language
schoolchildren face when they need to learn languages of international
communication, in particular English. The book takes minority languages as
a starting point and it bridges local and global perspectives in the
analysis of multilingual education contexts. It examines the interaction of
minority languages and cultures, majority languages and lingua franca-s in
a variety of settings across different regions and countries on all
continents. Even though all chapters in this book involve minority
languages, the issues discussed are relevant to any context in which more
than language is used in education.
The book reveals challenges and opportunities of multilingual education by
discussing issues such as Northern and Southern concepts, language
education policies, language diversity, interethnic understanding,
multimodal language practices, power, conflict, identity and prestige,
among many others.
?This is the volume that finally accounts for multilingual education from a
truly multilingual perspective by involving proposals and research from a
variety of multilingual speech communities in the world. The
(linguistically) rich Ethiopia and Mexico can teach the poor Europe and
other Northern countries about multilingual education. CLIL promoters may
learn from Finnish S?mi and Canadian Innu and Mi?gmaq indigenous
communities as well as from Basque results. Speakers and teachers of
minority and international languages will certainly be glad to hear the
news. There is no need for a monolingual bias or tunnel vision in acquiring
English in non-English speaking communities. This volume includes new
challenging pedagogical perspectives while pointing to interesting
conclusions for worldwide educational authorities?. Maria Pilar Safont
Jord?, Universitat Jaume I, Castell?, Spain
Table of contents:
1 Durk Gorter, Victoria Zenotz and Jasone Cenoz ? Introduction: minority
language education facing major local and global challenges.- 2 Carol
Benson ? Adopting a multilingual habitus: What North and South can learn
from each other about the essential role of non-dominant languages in
education.- 3 Bob Adamson and Anwei Feng ? Model for trilingual education
in the People?s Republic of China.- 4 Kathleen Heugh ? Margins, diversity
and achievement: System-wide data and implementation of multilingual
education in Ethiopia.- 5 Siew Kheng Catherine Chua ? A new model of
bilingualism for Singapore: Multilingualism in the 21st century.- 6 Mela
Sarkar and Constance Lavoie ? Language education and Canada?s Indigenous
peoples.- 7 Muhammad Amara ? Policy and teaching English to Palestinian
students in Israel: An ecological perspective to language education
policies.- 8 Indika Liyanage and Suresh Canagarajah ? Interethnic
understanding and the teaching of local languages in Sri Lanka.- !
9 Sari Pietik?inen and Anne Pitk?nen-Huhta ? Dynamic multimodal language
practices in multilingual indigenous S?mi classrooms in Finland.- 10
Richard Hill & Stephen May ? Balancing the languages in M?ori-medium
education in Aotearoa/New Zealand.- 11 Mario E. L?pez-Gopar, Narcedalia
Jim?nez Morales and Arcadio Delgado Jim?nez ? Critical classroom practices:
Using ?English? to foster minoritized languages and cultures in Oaxaca,
Mexico.- 12 Durk Gorter, Victoria Zenotz, Xabier Etxague, Jasone Cenoz ?
Multilingualism and European minority languages: The case of Basque
*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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Message: 2
Date: Wed, 20 Nov 2013 06:22:30 +0000
From: Francis Hult <francis.hult at englund.lu.se>
Subject: [Edling] Language for Specific Purposes (LSP) Summer
Institute: Application deadline - March 31, 2014
To: "edling at bunner.geol.lu.se" <edling at bunner.geol.lu.se>
Message-ID:
<11E8DB9B84AFED40AA11BE609088B77185735438 at UWMBX02.uw.lu.se>
Content-Type: text/plain; charset="utf-8"
Via BILING...
Aloha! The National Foreign Language Resource Center (NFLRC) and the
National Resource Center East Asia (NRCEA) at the University of Hawai?i at
Manoa are pleased to announce our?
LANGUAGE FOR SPECIFIC PURPOSES SUMMER INSTITUTE
July 7-11, 2014
University of Hawai?i at Manoa
Honolulu, HI
Language for specific purposes (LSP) courses and programs focus on
developing learner communicative competence in a particular professional or
academic field (e.g., Korean for Business or Japanese for Health Care
Providers).
This institute provides training and experience in developing LSP courses
for your home institution. Topics include doing needs analysis, setting
goals and objectives, developing materials, teaching, and assessing and
evaluating LSP courses.
Language faculty and staff members at postsecondary institutions are
eligible to apply. Preference is given to applicants who teach less
commonly taught languages and/or teach at the community college level.
Partial travel funding is available.
For more information, visit our website:
https://sites.google.com/a/hawaii.edu/lsp-summer-institute/home
The application deadline is March 31, 2014.
Jim Yoshioka
Program Coordinator
************************************************************
National Foreign Language Resource Center
University of Hawai?i at M?noa
1859 East-West Road #106
Honolulu, HI 96822-2322
Phone: 808-956-9424<tel:808-956-9424>
Email: nflrc at hawaii.edu<mailto:nflrc at hawaii.edu>
Website: http://nflrc.hawaii.edu
NFLRC Facebook page: http://www.facebook.com/NFLRC/
NFLRC Twitter page: http://www.twitter.com/NFLRC/
************************************************************
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Message: 3
Date: Wed, 20 Nov 2013 08:41:31 +0000
From: Francis Hult <francis.hult at englund.lu.se>
Subject: [Edling] Book: Language in Education: Social Implications
To: "edling at bunner.geol.lu.se" <edling at bunner.geol.lu.se>
Message-ID:
<11E8DB9B84AFED40AA11BE609088B771857354C9 at UWMBX02.uw.lu.se>
Content-Type: text/plain; charset="iso-8859-1"
Title: Language in Education: Social Implications
Editors: Rita Elaine Silver, Soe Marlar Lwin
Format: Paperback
ISBN: 9781441151810
Imprint: Bloomsbury Academic
List price: $42.95
Book URL: http://www.bloomsbury.com/us/language-in-education-9781441151810/
Description:
Teachers in any subject area must have a basic understanding of how
language is learned and used in educational contexts because language
impacts teaching and learning across all subjects. This book is written
specifically for those teachers and teacher traineeslearning to teach who
want to know more about language learning and use in educational contexts
and, especially, those who care about the social implications of language
in education.
Chapters address crucial questions that teachers must address:
How is language structured?
How is language learned at home and in school, by first, second and
bilingual language learners?
How is language used in classrooms to shape learning?
How does language vary in different regions and due to social
characteristics of users?
How can language be used to make meaning in different modes (oral/written)
and contexts?
How do language policies intersect with education policies, and how do
these impact teachers?
The chapters are full of examples of language use in educational contexts
to help readers understand language in action. The examples not only
highlight key points, they also provide opportunities for readers to deepen
their understanding by experiencing analysis of language. Each chapter
closes with a discussion of relevance to educational settings and questions
which can be used for in-class discussion or personal reflection.
Suggestions for further readings and online viewing are included, and a
comprehensive companion website is available
Table of Contents:
1: What is the role of language in Education? Soe Marlar Lwin and Rita
Elaine Silver
2: What is the structure of language? Lubna Alsagoff and Chee Lick Ho
3: How do we use language to make meaning? Soe Marlar Lwin and Peter Teo
4: Why is there variation within a language? Anthea Fraser Gupta
5: How do children learn language? Theres Gr?ter
6: How do speaking and writing support each other? Christine C. M. Goh and
Paul Doyle
7: How is language used for learning? Rita Elaine Silver, A. R. Raslinda
and Galyna Kogut
8: How do people use different languages differently? Manka M. Varghese and
Rukmini Becerra Lubies
9: How does policy influence language in education? Francis M. Hult
References
Glossary
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Message: 4
Date: Fri, 22 Nov 2013 10:56:08 +0000
From: Prithvi Shrestha <pnshrestha at gmail.com>
Subject: [Edling] Job Vacancy - Professor of Languages, The Open
University, UK
To: The Educational Linguistics List <edling at bunner.geol.lu.se>
Message-ID:
<CAGC-8dt0Y7Bek1eR+VGpnnJ-u4Pka+HNJeQ3LnPyd4WzLrDy_w at mail.gmail.com>
Content-Type: text/plain; charset="iso-8859-1"
Dear Colleagues,
Apologies for any cross postings.
The job vacancy at The Open University as detailed below may be of interest
to some colleagues or someone that you know. The job website is here:
http://www3.open.ac.uk/employment/job-details.asp?id=7385
Thank you.
------------------------------------------------------------------------------
*Professor in Languages; Department of Languages, Faculty of Education and
Language Studies*
*Based in Milton Keynes*
*From ?60,971 (subject to negotiation)*
circulation date : 21/11/2013
closing date : 19/12/2013
The Open University is the largest academic institution in the UK, and is
consistently ranked among the top universities for the quality of its
teaching and research. It is committed to widening participation in higher
education and fosters research teams who compete with top-ranked
institutions worldwide.
The Department of Languages is seeking to appoint someone with a
significant track record of research and teaching in the area of language
teaching and learning.
We take a broad approach to this academic area, with research covering
topics such as technology enhanced language learning and teaching,
intercultural communication, Open Educational Resources, socio-cultural
theories in the context of language learning or plurilingualism.
You will contribute to our research and teaching, and will provide strong
academic leadership to a talented team of academic staff.
You should have an outstanding publications record, demonstrable ability to
attract external research funding, evidence of research leadership and the
ability to motivate and inspire others.
More details can be found here:
http://www3.open.ac.uk/employment/job-details.asp?id=7385
------------------------------------------------------
-----------------------------
Dr Prithvi Shrestha
Lecturer in ELT | Department of Languages
Faculty of Education and Language Studies | The Open University | Milton
Keynes MK7 6AA | United Kingdom
Direct line: +44(0) 1908 654265
Work details: http://fels-staff.open.ac.uk/p.n.shrestha
Projects: English in Action (Bangladesh), TESS-India (India), Formative
Assessment (UK)
Research: http://oro.open.ac.uk/view/person/pns52.html
Academia.edu: http://open.academia.edu/PrithviShrestha
Joint Coordinator, IATEFL ESP SIG: http://espsig.iatefl.org
<http://espsig.iatefl.org>
Editor-in-Chief: Journal of NELTA http://nepjol.info/index.php/NELTA/index
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Message: 5
Date: Sun, 24 Nov 2013 09:44:34 +0000
From: Francis Hult <francis.hult at englund.lu.se>
Subject: [Edling] ?Languages for the Future? British Council Report
To: "edling at bunner.geol.lu.se" <edling at bunner.geol.lu.se>
Message-ID:
<11E8DB9B84AFED40AA11BE609088B77185735C7C at UWMBX02.uw.lu.se>
Content-Type: text/plain; charset="windows-1252"
British Council
?Languages for the Future?
The Languages for the Future report identifies Spanish, Arabic, French,
Mandarin Chinese, German, Portuguese, Italian, Russian, Turkish and
Japanese as the languages most vital to the UK over the next 20 years. They
were chosen based on economic, geopolitical, cultural and educational
factors including the needs of UK businesses, the UK?s overseas trade
targets, diplomatic and security priorities, and prevalence on the internet.
Full report:
http://www.britishcouncil.org/organisation/publications/languages-future
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Message: 6
Date: Mon, 25 Nov 2013 07:04:18 +0000
From: Francis Hult <francis.hult at englund.lu.se>
Subject: [Edling] 'Languages for All' White Paper
To: "edling at bunner.geol.lu.se" <edling at bunner.geol.lu.se>
Message-ID:
<11E8DB9B84AFED40AA11BE609088B77185735D42 at UWMBX02.uw.lu.se>
Content-Type: text/plain; charset="windows-1252"
Languages for All White Paper
In recent years, much of the discussion regarding foreign language
education has centered on its perceived benefits: a more robust economy,
stronger national security, improved cognitive ability, and advantages in
college admissions and the job market, just to name a few.
Below you?ll find the draft executive summary of the Languages for All
whitepaper. This white paper is intended to answer the following questions:
? Should the education system in the United States provide all children
access to the interpersonal, developmental, and economic benefits of a
second language?
?Are our schools, colleges, and universities capable and willing to make
language education universally available? If so, how? If not, why not?
More Information:
http://languagesforall2013.blogspot.com/
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Message: 7
Date: Mon, 25 Nov 2013 07:23:00 +0000
From: Francis Hult <francis.hult at englund.lu.se>
Subject: [Edling] Language Magazine
To: "edling at bunner.geol.lu.se" <edling at bunner.geol.lu.se>
Message-ID:
<11E8DB9B84AFED40AA11BE609088B77185735D88 at UWMBX02.uw.lu.se>
Content-Type: text/plain; charset="iso-8859-1"
Language Magazine
Our readership is comprised of those who must stay informed on advancements
in the language education arena. This includes language teachers,
administrators, ESL and literacy educators, bilingual educators, teacher
trainers, and program coordinators. We have a very wide readership in the
United States and around the world from kindergarten through university
levels to adult education and corporate training.
More details:
http://languagemagazine.com/
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Message: 8
Date: Mon, 25 Nov 2013 22:09:35 +0000
From: Tinghe Jin <tinghejin at gmail.com>
Subject: Re: [Edling] ?Languages for the Future? British Council
Report
To: The Educational Linguistics List <edling at bunner.geol.lu.se>
Message-ID:
<CAOCrzaLOem6yaBqDz1aRZued7S0r13Kvda--mdnL7Jr6aF4Pzw at mail.gmail.com>
Content-Type: text/plain; charset="windows-1252"
Great stuff! Thank you so much!
Best wishes,
Tinghe
On 24 November 2013 09:44, Francis Hult <francis.hult at englund.lu.se> wrote:
> British Council
>
>
>
> ?Languages for the Future?
>
>
>
> The Languages for the Future report identifies Spanish, Arabic, French,
> Mandarin Chinese, German, Portuguese, Italian, Russian, Turkish and
> Japanese as the languages most vital to the UK over the next 20 years.
They
> were chosen based on economic, geopolitical, cultural and educational
> factors including the needs of UK businesses, the UK?s overseas trade
> targets, diplomatic and security priorities, and prevalence on the
internet.
>
>
>
> Full report:
> http://www.britishcouncil.org/organisation/publications/languages-future
>
> _______________________________________________
> Edling mailing list
> Edling at bunner.geol.lu.se
> http://bunner.geol.lu.se/mailman/listinfo/edling
>
>
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End of Edling Digest, Vol 7, Issue 69
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