SECTION B: POLICY, POLITICS AND ECONOMICS
Theme 3: Language
International Convenor: Bob Adamson
(b.adamson@ied.edu.hk)
Regional Convenor: Ana Madeira (aicm@fpce.ul.pt),
Local Convenor: Mujo Slatina (slatinam@bih.net.ba)
Language education is contentious in many contexts. At the macro-level, the forces of globalization have impacted upon the languages promoted in centres of learning and upon the linguistic media of instruction. ‘International’ languages such as English have become increasingly dominant, opening up debates about culture, identity and effective learning. At the same time, reforms to language teaching and language teacher education have sought to bring about new ways of teaching and learning at the micro-level, producing challenges for education leaders, teachers, students and other stakeholders.
New paradigms of language learning and teaching provide opportunities or threats to teachers imbued with time-honoured methods. New technology offers possibilities for alternative modes of delivery that can enhance or erode the status quo. New policies, such as introducing a foreign language as the medium of instruction across the curriculum, or setting linguistic benchmarks for members of the language teaching profession, can empower or alienate those charged with implementing the policies.
A comparative perspective on these, and related issues, can enhance understanding of the nature and processes of language education at this time of change at the macro- and micro-levels. It can also provide an opportunity to share good practice, collaborate on addressing key issues, and to break down the sense of isolation that some professionals feel in facing the challenges of change.
This thematic group covers comparative perspectives on the following topics:
- Contexts of language education
- Language education theory and practice
- Language education curriculum
- Language in education
- Language teacher education
- Language teacher knowledge, beliefs and practices
- Language education policies and standards
- Diversity and equity in language education
