As well as developing an understanding of the wider reach of mobility or , rather ,
mobilities , Mobility and Localisation in Language Learning itself participates in
the kind of paradigm shift that John Urry describes in Mobilities . ' Urry argues ...
Author: Jane Fenoulhet
Publisher: Peter Lang
For most language learners, mobility is now the starting-point rather than the end-point of language learning. Rather than learning a language in order to go abroad, learners are used to moving from country to country, from culture to culture. This volume of essays explores the different attitudes to language learning generated by globalisation and shows how the local still has an impact on the language-learning classroom. The contributors have collaborated through the Languages of the Wider World Centre of Excellence in Teaching and Learning based at University College London and the School of Oriental and African Studies. The essays in the book span both reflection on language learners' shifting identities and the pedagogies of a range of less widely taught languages in which the national language has acquired fresh emphasis in the context of globalisation. How might the tension between mobility and localisation best be exploited to the benefit of language learners?
The Language Learning Journal, 41(3), 326–339. Starkey, H. (2010). Language
Learning for Human Rights and Democratic Citizenship. In J. Fenoulhet & C. Ros
i Solé (Eds.), Mobility and Localisation in Language Learning. Bern: Peter Lang.
Author: Cristina Ros i Solé
This book presents a radical turn in Second Language Acquisition research by introducing a conceptual paradigm that challenges rationalist, instrumental and empiricist approaches to language learning theory. It argues for a shift in focus from measuring the effectiveness of language learning processes to humanising the language learning experience. This new paradigm explores the force of affect, the imagination and creativity and their roles in assembling language learners' intimate worlds. 'The personal' is reclaimed and acts as driving force for language learning and the sphere in which learners engage both their minds and bodies in a constant socialization of feelings and emotions. The author provides examples from real language learners using a variety of modern languages to provide insights on the kind of personal worlds that languages compel us to inhabit. This book will be of interest to those working with language learning and language education theory, language teachers, and researchers and students who are interested in issues of identity and intercultural communication in language learning.
Lingua franca. In The Routledge Encyclopedia of Language Teaching and
Learning, ed. ... English language education in China: policies, progress and
problems. Language Policy 4: ... In Mobility and Localisation in Language
Author: Itesh Sachdev
The last few decades have seen a stretching and exchange of local, regional and national languages, identities, cultures, and economies worldwide as a consequence of globalisation and technology development. Significantly, the languages of the Middle East, Africa, Asia, the Netherlands, Scandinavia, Eastern Europe and Russia have been attracting increasing strategic, commercial and civic attention. Collectively referred to as ‘Languages of the Wider World’ (LWW), these languages are important given the emergence of new centres of capital and cultural accumulation in the 21st century, such as Brazil, Russia, India and China (BRICs). This volume focuses on LWW in use, and on their teaching and learning. It ranges from a highly localized focus (on learners and teachers of Community/Heritage Languages), to broader national and international foci (on policy makers and multilingualism; on teachers in primary, secondary and tertiary systems). It aims to inspire researchers and practitioners to work on languages other than the ones that have been the mainstay of the field to facilitate the development of a vibrant and critical community of enquiry in Languages of the Wider World. This book was originally published as a special issue of the Language Learning Journal.
Ros i Solé, C. and Fenoulhet, J. (2013) 'Introduction: Romanticising language
learning: beyond instrumentalism'. In: J. Fenoulhet and ... In J. Fenoulhet and C.
Rosi Solé (eds) Mobility and Localisation in Language Learning. Bern: Peter
Author: Gerdi Quist
Publisher: Ubiquity Press
Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekstperspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self-critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. ‘This book should be obligatory reading for all new lecturers in foreign languages at university. It is extremely thought-provoking and will help them make sense of the world in which they find themselves.’ Jane Fenoulhet (Professor in Dutch Studies and co-editor of Mobility and Localisation in Language Learning)
Osler, A. and Starkey, H. (eds) (2005) Citizenship and Language Learning:
International Perspectives, Stoke-on-Trent: Trentham Books. Ros i Solé, C. and
Fenoulhet, J. (eds) (2010) Mobility and Localisation in Language Learning,
Author: Michael Byram
The Routledge Encyclopedia of Language Teaching and Learning is an authoritative reference dealing with all aspects of this increasingly important field of study. Offering a comprehensive range of articles on contemporary language teaching and its history, it has been produced specifically for language teaching professionals and as a reference work for academic studies at postgraduate level. In this new edition, every single entry has been reviewed and updated with reference to new developments and publications. Coverage has been expanded to reflect new technological, global and academic developments, with particular attention to areas such as online and distance learning, teacher and learner cognition, testing, assessment and evaluation, global English and teacher education. Themes and disciplines covered include: Methods and materials, including new technologies and materials development Contexts and concepts, such as mediation, risk-taking in language learning and intercomprehension Influential figures from the early days of language teaching to the contemporary Related disciplines, such as psychology, anthropology and corpus linguistics? It covers the teaching of specific languages, including Japanese, Chinese, Arabic and African languages, as well as English, French, German and Spanish. There are thirty five overview articles dealing with issues such as communicative language teaching, early language learning, teacher education and syllabus and curriculum design. A further 160 entries focus on topics such as bilingualism, language laboratories and study abroad. Numerous shorter items examine language and cultural institutions, professional associations and acronyms. Multiple cross-references enable the user to browse from one entry to another, and there are suggestions for further reading. Written by an international team of specialists, the Routledge Encyclopedia of Language Teaching and Learning is an invaluable resource and reference manual for anyone with a professional or academic interest in the subject.
Contemporary Issues for Adult Education in Europe Agnieszka Bron, Michael
Schemmann ... Obviously then , language is a key consideration for a Europe that
is meant to grow together as one . ... to refer back to their very localised
surroundings – a process which Menzel describes in his study ' Globalisierung
Author: Agnieszka Bron
Publisher: LIT Verlag Münster
" With the first volume of Bochum Studies in International Adult Education we are launching a new series of publications from the Chair of Adult Education at the Ruhr-University of Bochum. BSIAE addresses not only researchers, university teachers and students of adult education but also those from related disciplines. While not explicitly addressing practitioners, except for providing them with up-to-date research overviews, each issue will also address politicans and policy makers. Each volume will be organised around one topic or issue which is of interest, importance or of particular relevance for adult education in general. This particular topic will be considered from various points of view, i. e. comparative, historical, gender, socio-political and cultural. The first volume of BSIAE intends to look closely at the topcis Language - Mobility - Identity and attempts to discuss these issues from the point of view of adult education. The intention of this volume is to create a compilation of different viewpoints and critical analyses on the three topics which together form an overview of their interrelation and their relevance for European development, adult education and adult's learning. "
The point of this book is that such features of the element of context are not
peripheral to language learning , as it were some neutral backdrop to ... Such
voices and such allusions are , moreover , not localised to some national site . In
a world increasingly characterised by mobility and change , the relevance is
Author: Bonny Norton
Publisher: Allyn & Bacon
This study looks at the process of learning a second language and in particular how changing identities of the learner effect this process. Bonny Norton considers how can language teachers can address the complex histories of language learners by integrating research, theory, and classroom practice.
'This book should be obligatory reading for all new lecturers in foreign languages at university. It is extremely thought-provoking and will help them make sense of the world in which they find themselves.
Author: Gerdi Quist
Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self-critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. 'This book should be obligatory reading for all new lecturers in foreign languages at university. It is extremely thought-provoking and will help them make sense of the world in which they find themselves.' Jane Fenoulhet (Professor in Dutch Studies and co-editor of Mobility and Localisation in Language Learning)
This book reflects on texts crossing boundaries and brings nomadic philosophy to bear on translation studies, in the context of Nooteboom's work.
Author: Jane Fenoulhet
Publisher: Peter Lang Pub Incorporated
Cees Nooteboom (born 1933) is a writer of fiction, poetry and travel literature. Translated into at least thirty-four languages, his work raises important questions about the mobility of literary texts and invites a new theoretical approach, for to read Nooteboom straightforwardly as a Dutch author would be to do him an injustice. In this book, his fiction and travel writing are discussed on the basis of his English oeuvre, while the chapter on his poetry moves between Dutch and English editions. The first part of the study reflects on texts crossing boundaries and the ways in which literary theory and history have dealt with them. The author then brings nomadic philosophy to bear on translation studies, considering translation as the process through which a literary work is welcomed into a new culture. The second part of the book argues that Nooteboom's themes and preoccupations are themselves nomadic, with their philosophical treatment of the subjective experiences of death, writing, love, sex and crisis as opportunities for becoming and self-exploration. Nooteboom's imaginative worlds are constructed in language that is playful, laconic, meditative, witty and yet, especially in the poetry, deadly serious.
French being the principal vehicle for this communication , the Flemish both
learned it more readily , and saw the need to encourage their children to learn it
as well . This and the fact that with ... Put another way : French was the language
which permitted social mobility in the developing ... These were small , localised
groups who would get together to read 40 T . P . Baycroft poetry or to perform. 44
Author: Benjamin Ziemann
The period from 1870 to 1913 was one of substantial political change. It saw the emergence of modern mass politics, the extension of the franchise, the development of party structures and political cleavages and growing state intervention. This collection brings together a selection of the most important recent research in this field.
Author: WORLD CONFERENCE ON CONTINUING PROFESSIO
Publisher: K G Saur Verlag Gmbh & Company
In the "information society" first qualifications provide no more than a starting point in professional life. The IFLA continuing professional courses reflect the increasing importance of life-long education. The proceedings of the 5th world conference of the Continuing Professional Development Round Table (CPERT) which was held in Aberdeen, Scotland in August 2002, provide a valuable and ongoing record of trends in the development of continuing professional development programs in the library and information professions.
Theses on any subject submitted by the academic libraries in the UK and Ireland.
Cultural adaptation Even where the language of instruction is common , curricula
, teaching content , support must be tailored to local needs . ... A localisation
approach obviously stands in tension with the potential cost efficiencies of a
standardised curriculum . ... with other higher education institutions across five
European countries , is an example of partnership promoting virtual mobility ( see
Box 1 .
Author: Centre for Educational Research and Innovation
Publisher: Organisation for Economic Co-operation and Development
E-learning is becoming increasingly prominent in tertiary education. Rationales for its growth are wide-ranging, complex and contested, including widening access, on-campus pedagogic innovation, enhancement of distance learning, organisational change, knowledge-sharing and revenue generation. This report looks at the practice in 19 tertiary education institutions and is designed to elucidate both good practice and international trends. It is organised in three sections: activities and strategies; pedagogy, technology and organisation; cost efficiency and funding.
systems and global mobility , the notion of locus as a geographical place has
been weakened , opening up ... but more use - oriented terms sometimes found
in connection with translation or interpreting training : ' dominant language ' , ' A -
language ' , 4 ʻlanguage of habitual use ' . ... either ideologically as in the case of
post - colonial translations into localised varieties of English ( see SnellHornby ...
Author: Gunilla M. Anderman
Publisher: Multilingual Matters Limited
This book is concerned with the impact of English as the lingua franca of today's world, in particular its relationship with the languages of Europe. It explores a number of themes, including linguistic imperialism, change as the result of language contact and the concept of the English native speaker.
Studies in English Language Education Prema Kumari Dheram ... 41 localisation
, 54 logical thinking , 35 Macaulay , 26 , 102 Maghai , 30 majoritarian , 45
managerialist rationality , 47 - 48 ... 62 , 65 , 82 , 83 , 123 , 181 missionaries ,
impact on education in English , 25 , 186 mobility , occupational , social , physical
, etc . , 25 ...
Author: Prema Kumari Dheram
The book is a collection of key papers presented at an international conference held at the Indo-American Centre for International studies, Hyderabad, India, in 2004, and includes a few other contributions of an equally high standard. Together, they offer an international perspective on language use and pedagogy, relating to both theory and application, in various countries including Bangladesh, India, Pakistan, Sri Lanka, Hong Kong, Switzerland and the United States of America. The volume highlights issues such as identity construction, self-esteem, economic and intellectual empowerment, and the role of the individual and state in the context of English as a second language, and suggest how we may examine and address them.