List of Speakers and Abstracts

Title: Linguistic Mediation of Learning Processes in Content Classrooms

Abstract

Research on the efficacy of models of bilingual / multilingual education, under various nomenclatures, has largely focused firstly on their effectiveness for the learning of the target language and secondly on their impact on learners’ first language and cognitive development. The latter is often measured by learners’ performance in standardized tests. Relatively less research has been done on their impact on the learning processes in the classroom mediated by L1 and L2 / AL (additional language). This presentation adopts a phenomenographic approach to learning which conceptualizes learning as experiencing and a theory of learning that sees learning as the development of capabilities to discern the critical aspects of what is being learnt (i.e., the object of learning) and the critical features of those aspects. It presents analyses of classroom discourse data on L1 (Chinese) and L2 (English) content classrooms in Hong Kong which show the qualitative differences in the learning processes mediated by L1 and L2 in content classrooms. The paper points out that content teachers need to be aware of how content learning processes are mediated by language and how students’ learning could be compromised or enhanced.

Title: Embracing a Plurilingual Future: Enabling Inspirational Thinking to Drive Inspirational Action 

Abstract

At the core of this talk lies the principle that when teachers, academics, researchers and local agencies are empowered to collaboratively engage in shared futures thinking, then more holistic plurilingual learning experiences for all students are more likely to evolve. As unprecedented global issues impact our lives then our young people need to develop skills and create knowledges which are relevant, adaptive and creative for our constantly changing world. This involves significant shifts in pedagogic thinking which take account of bilingual national priorities and curriculum practices but also lead to tensions in terms of status quo and legacies. A significant change involves the need to create learner pathways for deeper learning and transferable skills across languages, cultures and disciplines. Research tells us that developing literacies skills in specific content subjects empowers learners to successfully and appropriately communicate knowledges across cultures and languages – known as pluriliteracies. Such ecological positioning is imperative across all levels of education from kindergarten to tertiary and beyond. I shall highlight some of the principles which drive us towards more sustainable educational futures. Ultimately this depends on Taiwanese context-sensitive, resilient, reflective and risk-taking communities of practice, inspired to develop rich learning spaces owned by all those who ‘inhabit’ them.

Title: Disciplinary Teachers and Content: Language Constraints and Ethical Considerations

Abstract

In this contribution I reflect on language constraints from the perspective of EMI content teachers. EMI programmes presuppose content and language integration such that knowledge and competence in both develop. Frequently, content development takes precedence. Effective content learning is, however, conditioned by the language and language knowledge. L2 language knowledge is likely to be constrained compared with L1 knowledge, affecting both students and teachers in the EMI encounter. The teachers using their L2 may face not only issues of their own language competence (e.g. pronunciation, vocabulary, usage) but also the challenge of how to manage their students’ language. Moreover, in some disciplines the use of English itself as the medium of instruction may well impose content limitations on what is taught in an EMI programme. How the challenges and limitations are treated also raises ethical questions.