Mobility and Localisation in Language Learning

Mobility and Localisation in Language Learning

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.

Author: Jane Fenoulhet

Publisher: Peter Lang

ISBN: 3034301502

Category: Education

Page: 231

View: 622

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?
Categories: Education

The Personal World of the Language Learner

The Personal World of the Language Learner

The Language Learning Journal, 41(3), 326–339. Ros i Solé, C., & Fenoulhet, J. (2010). Mobility and Localisation in Language Learning. Bern: Peter Lang. Starkey, H. (2010). Language Learning for Human Rights and Democratic Citizenship.

Author: Cristina Ros i Solé

Publisher: Springer

ISBN: 9781137528537

Category: Language Arts & Disciplines

Page: 148

View: 615

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.
Categories: Language Arts & Disciplines

Languages of the Wider World

Languages of the Wider World

In The Routledge Encyclopedia of Language Teaching and Learning, ed. M. Byram, 356–359. ... English language education in China: policies, progress and problems. ... In Mobility and Localisation in Language Learning, ed.

Author: Itesh Sachdev

Publisher: Routledge

ISBN: 9781134910168

Category: Education

Page: 136

View: 566

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.
Categories: Education

Contemporary Computer Assisted Language Learning

Contemporary Computer Assisted Language Learning

However, specific approaches to intercultural learning for distance audiences are a live research topic, including, ... In J. Fenoulhet, & C. Ros i Solé (Eds.), Mobility and localisation in language learning:A view from languages of the ...

Author: Michael Thomas

Publisher: A&C Black

ISBN: 9781441193629

Category: Education

Page: 368

View: 431

A state of the art reference volume on contemporary computer-assisted language learning, including chapters on research and methodology by leading international figures in the field.
Categories: Education

Reading with My Eyes Open

Reading with My Eyes Open

Ros i Solé, C. and Fenoulhet, J. (2013) 'Introduction: Romanticising language learning: beyond instrumentalism'. In: J. Fenoulhet and C. Rosi ... In J. Fenoulhet and C. Rosi Solé (eds) Mobility and Localisation in Language Learning.

Author: Gerdi Quist

Publisher: Ubiquity Press

ISBN: 9781909188235

Category: Education

Page: 202

View: 983

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)
Categories: Education

Routledge Encyclopedia of Language Teaching and Learning

Routledge Encyclopedia of Language Teaching and Learning

At a global level, UNESCO initiated the linguapax project in 1987 to promote language policies for cultural and ... Ros i Solé, C. and Fenoulhet, J. (eds) (2010) Mobility and Localisation in Language Learning, Oxford: Peter Lang.

Author: Michael Byram

Publisher: Routledge

ISBN: 9781136235542

Category: Foreign Language Study

Page: 856

View: 910

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.
Categories: Foreign Language Study

Interculturality in Chinese Language Education

Interculturality in Chinese Language Education

Learning about Chinese-speaking cultures at a distance. In J. Fenoulhet & C. Rosi Solé (Eds.), Mobility and localisation in language learning: A view from languages of the wider world (pp. 145–172). Oxford: Peter Lang.

Author: Tinghe Jin

Publisher: Springer

ISBN: 9781137583222

Category: Education

Page: 185

View: 775

This book calls for a change in the way interculturality is introduced in Chinese language education, while the demand for Chinese language teaching increases around the world. The concept of culture – as in the phrase ‘Chinese culture’ – has often been one of the main emphases of Chinese language education, providing students with facts about China and ‘recipes’ on how to meet Chinese people and how to behave like them. However, Chinese culture, like all cultures, does not constitute a closed system, but is constantly evolving and exchanging with other cultures. This unique volume comprises studies from around the world that promote intercultural awareness, dialogue, and encounters in Chinese language education. Written in a clear and readable style, this book will appeal to a diverse readership, from practising and training teachers of Chinese, to researchers interested in language and intercultural education.
Categories: Education

Language Studies

Language Studies

International Journal of the Sociology of Language, 129, pp. 5-34. Edwards, J. 1994. Multilingualism. London: Routledge. Fenoulhet, Jane and Cristina Ros i Solé (eds). 2011. Mobility and Localisation in Language Learning: A View from ...

Author: Andrew Littlejohn

Publisher: Cambridge Scholars Publishing

ISBN: 9781443843867

Category: Social Science

Page: 235

View: 477

As a defining characteristic of what it means to be human, the use of language plays a central role in almost all human activity. Language functions as a cornerstone in the construction of our identity and in the relationships we build. It takes a central role in facilitating every enterprise we undertake, creates the thread which forms our own biographies, and enables us to play a part in the transmission and maintenance of our culture. This pervasive nature of language means that it may form the starting point for an investigation into virtually any aspect of social life. In recent years, this has led to a stretching of the boundaries of language studies, prompted by an intense cross-fertilisation of ideas with a wide range of disciplines. It is this cross-fertilisation which forms the focus of the present collection. Taken together, the thirteen papers it contains provide an absorbing, rich array of subjects touched by the centrality of language. Encompassing themes from social psychology, translation theory, computer science, forensics, educational policy, language change, archaeology, and literature, the collection demonstrates that the study of language offers limitless possibilities to aid an understanding of the world in which we live. International in scope, the collection includes contributions from scholars well-established in their fields, at work in Europe, the USA, the Middle East and Asia. As such, the collection offers a stimulating perspective for readers in a wide range of contexts, whether they themselves are principally concerned with language or are simply eager to see how the study of language may be relevant to their own discipline.
Categories: Social Science

Interculturality in Learning Mandarin Chinese in British Universities

Interculturality in Learning Mandarin Chinese in British Universities

Language learning for human rights and democratic citizenshiop. In J. Fenoulhet & C. R. i Solé (Eds.), Mobility and localisation in language learning: A view from languages of the wider world (pp. 79–106). Oxford: Peter Lang.

Author: Tinghe Jin

Publisher: Routledge

ISBN: 9781315392882

Category: Language Arts & Disciplines

Page: 180

View: 861

As China and Chinese language learning moves centre stage economically and politically, questions of interculturality assume even greater significance. In this book interculturality draws attention to the processes involved in people engaging and exchanging with each other across languages, nationalities and ethnicities. The study, which adopts an ecological perspective, critically examines a range of issues and uses a variety of sources to conduct a multifaceted investigation. Data gathered from interviews with students of Mandarin sit alongside a critical discussion of a wide range of sources. Interculturality in Learning Mandarin Chinese in British Universities will be of interest to students and academics studying and researching Chinese language education, and academics working in the fields of language and intercultural communication, intercultural education and language education in general.
Categories: Language Arts & Disciplines

The Critical Turn in Language and Intercultural Communication Pedagogy

The Critical Turn in Language and Intercultural Communication Pedagogy

Language learning for human rights and democratic citizenship. In J. Fenoulhet & C. Rosi Solé (Eds.), Mobility and localisation in language learning (pp. 79–106). Oxford: Peter Lang. Sutton, P. (2015). A paradoxical academic identity: ...

Author: Maria Dasli

Publisher: Taylor & Francis

ISBN: 9781317357681

Category: Education

Page: 238

View: 252

This edited research volume explores the development of what can be described as the ‘critical turn’ in intercultural communication pedagogy, with a particular focus on modern/foreign language education. The main aim is to trace the realisations of this critical turn against a background of unequal power relations, and to illuminate the role that radical culture educators can play in the making of a more democratic and egalitarian social order. The volume takes as a starting point the idea that criticality draws on a number of intellectual traditions, which do not always focus on social and political critique, and argues that because ideological hegemony impacts on the meanings that people create and share, intercultural communication pedagogy ought to locate itself within wider socio-political contexts. With reference points drawn from critical and transnational social theory, critical pedagogy and intercultural theory, contributors to this volume provide readers with powerful ways that show how this can be achieved, and together assess the impact that their understanding of criticality can make on modern/foreign language education. The volume is divided into three major parts, namely: ‘theorising critically’, ‘researching critically’ and ‘teaching critically’.
Categories: Education

Representations of the World in Language Textbooks

Representations of the World in Language Textbooks

Sayer, P. and Meadows, B. (2012) Teaching culture beyond nationalist boundaries: National identities, stereotyping, and culture in language ... In J. Fenoulhet and C. Ros i Solé (eds) Mobility and Localisation in Language Learning (pp.

Author: Karen Risager

Publisher: Multilingual Matters

ISBN: 9781783099573

Category: Social Science

Page:

View: 296

This book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. The framework is transferable to other kinds of learning materials and to other subjects. The framework distinguishes between five approaches: national studies, citizenship education studies, cultural studies, postcolonial studies and transnational studies. In a series of concrete analyses, the book illustrates how one can describe and uncover representations of the world in textbooks for English, German, French, Spanish, Danish and Esperanto. Each analysis is accompanied by suggestions of possible supplements and changes. The book points to the need for language learning materials to deal seriously with knowledge about the world, including its diversities and problems.
Categories: Social Science

Linguistic Approaches to Emotions in Context

Linguistic Approaches to Emotions in Context

Cultural Studies: Theory and Practice 3rd Edition. ... “Modern language learning as a figured world ofprivilege.” In Mobility and Localisation in Language Learning, ed. by Jane Fenoulhet, and Christina Ros i Solé, 51–77.

Author: Fabienne Baider

Publisher: John Benjamins Publishing Company

ISBN: 9789027270740

Category: Language Arts & Disciplines

Page: 358

View: 116

This book presents new issues in the study of the interface of emotions and language, and their use in social context. Two fundamental questions are tackled: the way different languages encode emotional information and the core role emotions play in languages' structure, use and learning. Seldom treated means of expressing emotions (such as interjections, conditionals, scalarity, allocentric constructions), the social and professional impact of emotions and the latest developments in the interface of speech recognition / emotions are some of the key contributions to this volume. The cross-cultural perspective contrasts new couples of languages (among which Australian aboriginal languages, Cypriot Greek, Italian, Japanese, Romanian, Russian) and addresses sociolinguistic, pragmatic and discursive issues. Most of the papers attempt interesting theoretical articulations that aim at a better understanding of the linguistic and sociolinguistic nature of emotions. This book will be highly relevant for students and researchers interested in emotions, semantics, pragmatics, discourse analysis, as well as prosody and philosophy of language.
Categories: Language Arts & Disciplines

Blending Spaces

Blending Spaces

From Foreign Language Education to Education for Intercultural Citizenship. ... In Michael Byram and Carol Morgan, Teaching-and-Learning Language-and-Culture, 1–3. ... Mobility and Localisation in Language Learning.

Author: Arnd Witte

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 9781614511236

Category: Language Arts & Disciplines

Page: 454

View: 905

This book comprehensively analyzes the development of interculturally blended third spaces by the second language learner, beginning with the linguistic and sociocultural imprints of the first language and culture on the mind and culminating in the proposal of a phase-model of the development of intercultural competence. The foundational analysis of L1-mediated constructs is followed by an analysis of forms interaction, concepts of identity and constructs of culture/interculture, thus shifting the object of analysis from the subjective to the intersubjective levels of construction and interaction. The focus of the book is on the gradual development of interculturally blended third spaces in the mind of the learner as genuinely new bases for construction. This book takes an interdisciplinary approach, drawing on research in cultural psychology, linguistic anthropology, critical theory, language acquisition and second language learning and shows how culture and interculture need to be emphasized as an integral part of second language learning.
Categories: Language Arts & Disciplines

Intercultural Competence in Education

Intercultural Competence in Education

Mobility and localisation in language learning: A view from languages of the wider world. Bern: Peter Lang. Fish, S. (1980). Is there a text in this class? The authority of interpretative communities. Cambridge, MA: Harvard University ...

Author: Fred Dervin

Publisher: Springer

ISBN: 9781137587336

Category: Education

Page: 261

View: 891

This book explores the concept of intercultural competence, focusing specifically on education. Intercultural competence can vary depending on the field of research or the context of application and has therefore developed over recent decades. As the world becomes increasingly global intercultural competence has become even more important but it is still not practiced satisfactorily. This book highlights views which are at odds with official and orthodox positions on intercultural competence to encourage fresh approaches to intercultural competence. It will be invaluable for researchers, practitioners and students interested in the global possibilities of education.
Categories: Education

Native Speakerism in Japan

Native Speakerism in Japan

Intergroup Dynamics in Foreign Language Education Stephanie Ann Houghton, Damian J. Rivers ... Fenoulhet, J. and Ros i Solé, C. (2011) Mobility and localisation in language learning. Intercultural Studies and Foreign Language Learning 5 ...

Author: Stephanie Ann Houghton

Publisher: Multilingual Matters

ISBN: 9781847698704

Category: Education

Page: 280

View: 367

The relative status of native and non-native speaker language teachers within educational institutions has long been an issue worldwide but until recently, the voices of teachers articulating their own concerns have been rare. This innovative volume explores language-based forms of prejudice against native-speaker teachers.
Categories: Education

Reading with My Eyes Open

Reading with My Eyes Open

'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

Publisher:

ISBN: 1909188212

Category: Foreign Language Study

Page: 210

View: 703

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)
Categories: Foreign Language Study

Critical Perspectives on Language Teaching Materials

Critical Perspectives on Language Teaching Materials

Shirley, D.(1992)The Politicsof Progressive Education: The Odenwaldschule in Nazi Germany. ... Skehan, P. (1998)A Cognitive Approachto LanguageLearning. ... Mobilityand Localisation in Language Learning. (pp. 79–106). Bern: Peter Lang.

Author: J. Gray

Publisher: Springer

ISBN: 9781137384263

Category: Language Arts & Disciplines

Page: 253

View: 721

This Critical Perspectives on Language Teaching Materials brings together a collection of critical voices on the subject of language teaching materials for use in English, French, Spanish, German and Content and Language Integrated Learning (CLIL) classrooms.
Categories: Language Arts & Disciplines

Ontologies of English

Ontologies of English

Conceptualising the Language for Learning, Teaching, and Assessment Christopher J. Hall, Rachel Wicaksono ... In J. Fenoulhet and C. Ros i Solé, eds., Mobility and Localisation in Language Learning: A View from Languages of the Wider ...

Author: Christopher J. Hall

Publisher: Cambridge University Press

ISBN: 9781108482530

Category: Foreign Language Study

Page: 350

View: 523

A critical examination of the ways in which English is conceptualised for learning, teaching, and assessment in a range of domains, from both social and cognitive perspectives. Researchers and postgraduates working on English in L1 and L2 educational contexts will find it valuable for research and collaboration.
Categories: Foreign Language Study

Liberating Language Education

Liberating Language Education

This book engages with new ways of understanding language that include other resources and practices and bring to the fore its messiness, unpredictability and interconnectedness.

Author: Vally Lytra

Publisher: New Perspectives on Language and Education

ISBN: 1788927931

Category:

Page: 320

View: 659

This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.
Categories:

Language Learning Environments

Language Learning Environments

Many of these people cross language borders, carrying multilingual competences with them, and developing them as they ... are also mobility systems that are specific to language: notably, the translation, interpreting and localisation ...

Author: Phil Benson

Publisher: Multilingual Matters

ISBN: 9781788924924

Category: Language Arts & Disciplines

Page: 168

View: 215

This book is the first in-depth examination of the application of theories of space to issues of second language learning. The author introduces the work of key thinkers on the theory of space and place and the relevance of their ideas to second language acquisition (SLA). He also outlines a new conceptual framework and set of terms for researching SLA that centre on the idea of 'language learning environments'. The book considers the spatial contexts in which language learning takes place and investigates how these spatial contexts are transformed into individualised language learning environments, as learners engage with a range of human and nonhuman, and physical and nonphysical, resources in their daily lives. Revisiting linguistics and language learning theory from a spatial perspective, the book demonstrates that the question of where people learn languages is equally as important as that of how they do so. This work is essential reading for any researcher wishing to research the role of the environment as an active player in SLA.
Categories: Language Arts & Disciplines