This volume encompasses the range of issues encountered by language scholars who teach and research in departments of languages and cultures within the higher education system, predominantly in Australia, but touching other universities worldwide. Related studies on language planning, methodology or pedagogy have focused on one or more of these same issues, but rarely on their totality. Intersections as a metaphor running discreetly through the essays in this volume, connects them all to a lived reality. The field of languages and cultures, as it is practised and reflected upon in Australian universities, is essentially an interdisciplinary and interconnecting space - one in which linguistic and disciplinary diversities meet and join forces, rather than collide or disperse along different pathways. The international and local studies featured here focus on language planning, new pedagogies and language reclamation and link to meeting points and commonalities. They show that language scholars are increasingly finding themselves on common ground as they tackle issues of policy and practice affecting their field, whether within their institutions, within the tertiary system, or within the framework of government policy.
Part I: Introduction.- Intersections: A Paradigm for Languages and Cultures? J Jean Fornasiero, Sarah M.A. Reed, Rob Amery, Eric Bouvet, Kayoko Enomoto & Hui Ling Xu.- Part II: Redrawing Disciplinary Frontiers.- Research Intersections in Language Studies; Alison Lewis.- Rebranding Translation; Anthony Pym.- Conceptualizing China in Modern Europe; Yixu Lu.- Part III: Histories of Languages: Intersecting Trajectories.- Remembering Language Studies in Australian Universities: An Italian Case Study; John Hajek & Jennifer Baldwin.- French Studies at the University of Melbourne (1921-1956); Véronique Duché.- Engaging with the Past: Lessons from the History of Modern Languages at the University of Adelaide; John West-Sooby.- Part IV: Policy Directions: Negotiating Impasses and Finding Pathways.- The Position of Languages in the University Curriculum: Australia and the UK; Anthony J. Liddicoat.- Cross-Institutional Study for Languages: A Case Study in Ad Hoc Planning; Yuko Kinoshita.- Making the Case for Languages in Postgraduate Study; Natalie Edwards & Christopher Hogarth.- Three Provocations about Retention and Attrition and their Policy Implications; Matt Absalom.- Part V: Languages in the Workspace.- Languages at Work: Defining the Place of Work-Integrated Learning in Language Studies; Lara Anderson, Kay Are & Heather Merle Benbow.- Learning Language "In Action": Creating a Work Placement Program in Languages; Eric Bouvet, Javier Díaz, Daniela Cosmini, Maria Palakstoglou, Lynn Vanzo & Rosslyn von der Borch.- Developing Global Graduate Capabilities: Integrating Business, Language and Culture in an Interdisciplinary Space; Carmela Briguglio & Fernando Porta.- Part VI: Planning the Connected Classroom.- Online Delivery of a Beginners Course in Japanese: Its Costs and Benefits; Hiromi Muranaka-Vuletich.- The Development and Delivery of an Online Modern Greek Language Program; Maria Palaktsoglou, Michael Tsianikas, Antonios Litinas & Cecily Wright.- Adaptive and Mobile Learning at University. Student Experience in Italian Beginners Language Classes; Francesco De Toni, Federica Verdina, Marinella Caruso & John Kinder.- Part VII International Exchanges and Intercultural Connections.- Blending Italian through Skype: A Diachronic and Comparative Account of a Telecollaborative Project; Giovanna Carloni & Brian Zuccala.- How Do Language Learners Enact Interculturality in E-Communication Exchanges? Colette Mrowa-Hopkins & Olga Sánchez Castro.- Part VIII: Ways to Deeper Language Learning.- Developing Learner Autonomy: A Comparative Analysis of Tertiary Chinese and Spanish Language Cohorts; Hui Ling Xu & Jane Hanley.- Drawing Upon Disciplinary Knowledge To Foster Long-Term Motivation: Implementing Future L2 Selves in the Australian Tertiary Language Classroom; Riccardo Amorati.- Promoting Collaborative Learning in the Spanish Language and Culture Classroom; Lorely Aponte Ortiz.- Part IX: Revisiting the Languages and Cultures Nexus.- The Language of Food: Carving out a Place for Food Studies in Language Curricula; Matt Absalom & Lara Anderson.- Language Learning with Performance Techniques and Flow; Alexandra Ludewig, Patricia Benstein & Iris Ludewig-Rohwer.- Teaching and Assessing Language and Culture through Translation; Ana María Ducasse & Brigid Maher.- Part X Indigenous Languages Education: International Variations in Planning and Practice.- The Honua of the Hawaiian Language College; William H. Wilson.- Access and Personnel Policy in Minority Language Education: A Case Study at Yúnnán Mínzú University of China; Jie Yang.- Square Peg in a Round Hole: Reflections on Teaching Aboriginal Languages through the TAFE Sector in South Australia; Mary-Anne Gale.- Part XI: Australian Indigenous Languages in Academe: Constructing Pathways.- Teaching Aboriginal Languages at University - To What End? Rob Amery.- The Pitjantjatjara Yankunytjatjara Summer School: Kulila! Nyawa! Arkala! Framing Aboriginal Language Learning Pedagogy within a University Language Intensive Model; Mary-Anne Gale, Dan Bleby, Nami Kulyu u & Sam Osborne.- Yol u Languages in the Academy: Reflecting on 20 Years of Tertiary Teaching; Yasunori Hayashi.- How Universities Can Strengthen Australian Indigenous Languages: The Australian Indigenous Languages Institute; John Giacon.
"The success of this book lies in the scope and extent of the subject matter covered, the ability of each paper to stand alone, and the richness of references and extended readings. ... As a language teacher myself, I found that the significant benefit of reading the book is to learn our identity as language teachers involve around ... also knowing about how to influence policy to defend the rights of our students to access quality language education." (Haiyan Li, Language Policy, Vol. 21, 2022)
Jean Fornasiero is Professor Emerita of French Studies at the University of Adelaide, a Fellow of the Australian Academy of the Humanities and is currently the President of the Languages and Cultures Network for Australian Universities (LCNAU). She has co-authored award-winning books in French-Australian maritime history. While her research is anchored primarily in French history and culture of the nineteenth century, she has also published translations and edited several collections of essays in contemporary languages fields.
Sarah M.A. Reed holds a PhD in French and Translation from the University of Adelaide, where she is currently a Visiting Research Fellow. She is the author of Translating Cultural Identity: French Translations of Australian Crime Fiction, published by Peter Lang in 2019, and her main research interest lies in the textual and paratextual representations of cultural identity when translated for a new readership. She is the immediate past Secretary of the Languages and Cultures Network for Australian Universities Inc.
Rob Amery is the Head of the Department of Linguistics at the University of Adelaide, and his research publications are principally devoted to indigenous language reclamation. He has worked closely with Kaurna people, developing teaching programs, producing language resources and implementing strategies to re-introduce the sleeping Kaurna language. In 1994, he developed an innovative national curriculum framework for the introduction of accredited Indigenous language programs, including Kaurna, at senior secondary level.
Eric Bouvet holds holds a PhD in French Studies from the University of Melbourne and is an Associate Professor in Language, Literature and Culture at Flinders University. He is also Dean of Education in the College of Humanities, Creative Arts and Social Sciences, and Convener of the Bachelor of Languages. Eric teaches Frenchlanguage, culture and literature, as well as applied linguistics. His research interests include language learning strategies, experiential language learning and the history of the French presence in Australia.
Kayoko Enomoto is a Senior Lecturer in Japanese and Head of the Department of Asian Studies at the University of Adelaide, as well as the Director of Student Experience in the Faculty of Arts. Her research interests lie in higher education research, languages education and innovative teaching practice. She has won various excellence in teaching awards, including a national Office of Learning and Teaching Citation Award and the University of Adelaide's Stephen Cole the Elder Award.
Hui Ling Xu is a Senior Lecturer in Chinese Studies at Macquarie University, specializing in languages education, applied linguistics and Chinese linguistics. She has extensive experience in teaching Chinese as a Foreign Language (CFL), for whichshe has received two Learning and Teaching awards. She co-edited Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language (Springer), and co-authored Teaching and Learning Chinese in Schools-Case Studies in Quality Language Education (Palgrave).
Über den Autor
Jean Fornasiero is Professor Emerita of French Studies at the University of Adelaide, a Fellow of the Australian Academy of the Humanities and is currently the President of the Languages and Cultures Network for Australian Universities (LCNAU). She has co-authored award-winning books in French-Australian maritime history. While her research is anchored primarily in French history and culture of the nineteenth century, she has also published translations and edited several collections of essays in contemporary languages fields.
Sarah M.A. Reed holds a PhD in French and Translation from the University of Adelaide, where she is currently a Visiting Research Fellow. She is the author of Translating Cultural Identity: French Translations of Australian Crime Fiction, published by Peter Lang in 2019, and her main research interest lies in the textual and paratextual representations of cultural identity when translated for a new readership. She is the immediate past Secretary of the Languages and Cultures Network for Australian Universities Inc.
Rob Amery is the Head of the Department of Linguistics at the University of Adelaide, and his research publications are principally devoted to indigenous language reclamation. He has worked closely with Kaurna people, developing teaching programs, producing language resources and implementing strategies to re-introduce the sleeping Kaurna language. In 1994, he developed an innovative national curriculum framework for the introduction of accredited Indigenous language programs, including Kaurna, at senior secondary level.
Eric Bouvet holds holds a PhD in French Studies from the University of Melbourne and is an Associate Professor in Language, Literature and Culture at Flinders University. He is also Dean of Education in the College of Humanities, Creative Arts and Social Sciences, and Convener of the Bachelor of Languages. Eric teaches Frenchlanguage, culture and literature, as well as applied linguistics. His research interests include language learning strategies, experiential language learning and the history of the French presence in Australia.
Kayoko Enomoto is a Senior Lecturer in Japanese and Head of the Department of Asian Studies at the University of Adelaide, as well as the Director of Student Experience in the Faculty of Arts. Her research interests lie in higher education research, languages education and innovative teaching practice. She has won various excellence in teaching awards, including a national Office of Learning and Teaching Citation Award and the University of Adelaide's Stephen Cole the Elder Award.
Hui Ling Xu is a Senior Lecturer in Chinese Studies at Macquarie University, specializing in languages education, applied linguistics and Chinese linguistics. She has extensive experience in teaching Chinese as a Foreign Language (CFL), for whichshe has received two Learning and Teaching awards. She co-edited Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language (Springer), and co-authored Teaching and Learning Chinese in Schools-Case Studies in Quality Language Education (Palgrave).
Inhaltsverzeichnis
Part I: Introduction.- Intersections: A Paradigm for Languages and Cultures? J Jean Fornasiero, Sarah M.A. Reed, Rob Amery, Eric Bouvet, Kayoko Enomoto & Hui Ling Xu.- Part II: Redrawing Disciplinary Frontiers.- Research Intersections in Language Studies; Alison Lewis.- Rebranding Translation; Anthony Pym.- Conceptualizing China in Modern Europe; Yixu Lu.- Part III: Histories of Languages: Intersecting Trajectories.- Remembering Language Studies in Australian Universities: An Italian Case Study; John Hajek & Jennifer Baldwin.- French Studies at the University of Melbourne (1921-1956); Véronique Duché.- Engaging with the Past: Lessons from the History of Modern Languages at the University of Adelaide; John West-Sooby.- Part IV: Policy Directions: Negotiating Impasses and Finding Pathways.- The Position of Languages in the University Curriculum: Australia and the UK; Anthony J. Liddicoat.- Cross-Institutional Study for Languages: A Case Study in Ad Hoc Planning; Yuko Kinoshita.- Making the Case for Languages in Postgraduate Study; Natalie Edwards & Christopher Hogarth.- Three Provocations about Retention and Attrition and their Policy Implications; Matt Absalom.- Part V: Languages in the Workspace.- Languages at Work: Defining the Place of Work-Integrated Learning in Language Studies; Lara Anderson, Kay Are & Heather Merle Benbow.- Learning Language ¿In Action¿: Creating a Work Placement Program in Languages; Eric Bouvet, Javier Díaz, Daniela Cosmini, Maria Palakstoglou, Lynn Vanzo & Rosslyn von der Borch.- Developing Global Graduate Capabilities: Integrating Business, Language and Culture in an Interdisciplinary Space; Carmela Briguglio & Fernando Porta.- Part VI: Planning the Connected Classroom.- Online Delivery of a Beginners Course in Japanese: Its Costs and Benefits; Hiromi Muranaka-Vuletich.- The Development and Delivery of an Online Modern Greek Language Program; Maria Palaktsoglou, Michael Tsianikas, Antonios Litinas & Cecily Wright.- Adaptive and Mobile Learning at University. Student Experience in Italian Beginners Language Classes; Francesco De Toni, Federica Verdina, Marinella Caruso & John Kinder.- Part VII International Exchanges and Intercultural Connections.- Blending Italian through Skype: A Diachronic and Comparative Account of a Telecollaborative Project; Giovanna Carloni & Brian Zuccala.- How Do Language Learners Enact Interculturality in E-Communication Exchanges? Colette Mrowa-Hopkins & Olga Sánchez Castro.- Part VIII: Ways to Deeper Language Learning.- Developing Learner Autonomy: A Comparative Analysis of Tertiary Chinese and Spanish Language Cohorts; Hui Ling Xu & Jane Hanley.- Drawing Upon Disciplinary Knowledge To Foster Long-Term Motivation: Implementing Future L2 Selves in the Australian Tertiary Language Classroom; Riccardo Amorati.- Promoting Collaborative Learning in the Spanish Language and Culture Classroom; Lorely Aponte Ortiz.- Part IX: Revisiting the Languages and Cultures Nexus.- The Language of Food: Carving out a Place for Food Studies in Language Curricula; Matt Absalom & Lara Anderson.- Language Learning with Performance Techniques and Flow; Alexandra Ludewig, Patricia Benstein & Iris Ludewig-Rohwer.- Teaching and Assessing Language and Culture through Translation; Ana María Ducasse & Brigid Maher.- Part X Indigenous Languages Education: International Variations in Planning and Practice.- The Honua of the Hawaiian Language College; William H. Wilson.- Access and Personnel Policy in Minority Language Education: A Case Study at Yúnnán Mínzú University of China; Jie Yang.- Square Peg in a Round Hole: Reflections on Teaching Aboriginal Languages through the TAFE Sector in South Australia; Mary-Anne Gale.- Part XI: Australian Indigenous Languages in Academe: Constructing Pathways.- Teaching Aboriginal Languages at University ¿ To What End? Rob Amery.- The Pitjantjatjara Yankunytjatjara Summer School: Kulila! Nyawa! Arkala! Framing Aboriginal Language Learning Pedagogy within a University Language Intensive Model; Mary-Anne Gale, Dan Bleby, Nami Kulyüu & Sam Osborne.- Yol¿u Languages in the Academy: Reflecting on 20 Years of Tertiary Teaching; Yasunori Hayashi.- How Universities Can Strengthen Australian Indigenous Languages: The Australian Indigenous Languages Institute; John Giacon
Klappentext
This volume encompasses the range of issues encountered by language scholars who teach and research in departments of languages and cultures within the higher education system, predominantly in Australia, but touching other universities worldwide. Related studies on language planning, methodology or pedagogy have focused on one or more of these same issues, but rarely on their totality. Intersections as a metaphor running discreetly through the essays in this volume, connects them all to a lived reality. The field of languages and cultures, as it is practised and reflected upon in Australian universities, is essentially an interdisciplinary and interconnecting space - one in which linguistic and disciplinary diversities meet and join forces, rather than collide or disperse along different pathways. The international and local studies featured here focus on language planning, new pedagogies and language reclamation and link to meeting points and commonalities. They show that language scholars are increasingly finding themselves on common ground as they tackle issues of policy and practice affecting their field, whether within their institutions, within the tertiary system, or within the framework of government policy.
Focuses on language planning, methodology and pedagogy as a whole
Emphasizes on collaborative approaches and interconnections in the tertiary languages sector
Highlights historical context as a factor in the implementation of languages policy
Provides original examples of work-integrated learning in languages and cultures
