APPLE Lecture 2013: Challenge of multiple agendas for language teaching and research
2.5 هزار بار بازدید -
11 سال پیش
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The TESOL and Applied Linguistics
The TESOL and Applied Linguistics Programs at Teachers College, Columbia University, would like to cordially invite you to the annual APPLE LECTURE 2013 that will be held on April 19, 2013.
Our speaker this year will be Professor Mary McGroarty from the applied linguistics program in the English Department at Northern Arizona University, Flagstaff, Arizona. Her talk, The challenge of multiple agendas for language teaching and research, will be held at the Milbank Chapel (Zankel Building 125) on Friday April 19th from 4:30-6:00 with reception to follow.
Abstract
Challenge of multiple agendas for language teaching and research
Researchers and practitioners with interests in provision of high quality language and literacy instruction work in an extremely dynamic context in which multiple linguistic, socio-political, and extra-curricular factors influence language pedagogy and education. Drawing on research in applied linguistics and education, I review some of these factors to elucidate the critical questions they raise for applied linguists, language educators, and education generally (McGroarty, 2013).
Multiple factors contribute to this dynamism. The reality of mixed and hybrid language codes (Sayer, 2013) is one relevant to many language communities. Additionally, the multiplicity and speed of electronic forms of communication and representational systems regularly employed by millions has attracted the attention of scholars who wonder whether and how these shape language use and forms of literacy in and out of schools (Heath, 2012; Rymes, 2011; Turkle, 2011). A socio-political trend affecting educational governance includes the popularity of school choice as a panacea for educational problems and proliferation of charter schools (Glass & Rud, 2012; Ravitch, 2010). While emphasis on school choice may, on one hand, contribute to increased segregation (Duncan & Murnane, 2011), it may also, paradoxically, encourage innovative program designs that incorporate multiple languages (Cammarata & Tedick, 2012) as well as multiple cultural, even religious, traditions across the curriculum (Fox et al., 2012). Philosophers (and others) question increased commercial involvement in education (Sandel, 2012), suggesting that increased privatization may bias curricular content and constrict assessment, particularly when accountability is defined unidimensionally as achievement on standardized tests (Ravitch, 2010). Language educators and researchers can use this information to raise awareness of the potential of and threats to approaches to language and literacy learning responsive to learners, teachers, and other constituencies.
Our speaker this year will be Professor Mary McGroarty from the applied linguistics program in the English Department at Northern Arizona University, Flagstaff, Arizona. Her talk, The challenge of multiple agendas for language teaching and research, will be held at the Milbank Chapel (Zankel Building 125) on Friday April 19th from 4:30-6:00 with reception to follow.
Abstract
Challenge of multiple agendas for language teaching and research
Researchers and practitioners with interests in provision of high quality language and literacy instruction work in an extremely dynamic context in which multiple linguistic, socio-political, and extra-curricular factors influence language pedagogy and education. Drawing on research in applied linguistics and education, I review some of these factors to elucidate the critical questions they raise for applied linguists, language educators, and education generally (McGroarty, 2013).
Multiple factors contribute to this dynamism. The reality of mixed and hybrid language codes (Sayer, 2013) is one relevant to many language communities. Additionally, the multiplicity and speed of electronic forms of communication and representational systems regularly employed by millions has attracted the attention of scholars who wonder whether and how these shape language use and forms of literacy in and out of schools (Heath, 2012; Rymes, 2011; Turkle, 2011). A socio-political trend affecting educational governance includes the popularity of school choice as a panacea for educational problems and proliferation of charter schools (Glass & Rud, 2012; Ravitch, 2010). While emphasis on school choice may, on one hand, contribute to increased segregation (Duncan & Murnane, 2011), it may also, paradoxically, encourage innovative program designs that incorporate multiple languages (Cammarata & Tedick, 2012) as well as multiple cultural, even religious, traditions across the curriculum (Fox et al., 2012). Philosophers (and others) question increased commercial involvement in education (Sandel, 2012), suggesting that increased privatization may bias curricular content and constrict assessment, particularly when accountability is defined unidimensionally as achievement on standardized tests (Ravitch, 2010). Language educators and researchers can use this information to raise awareness of the potential of and threats to approaches to language and literacy learning responsive to learners, teachers, and other constituencies.
11 سال پیش
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