Intersections in Language Planning and Policy Establishing Connections in Languages and Cultures 1st Edition by Jean Fornasiero, Sarah Reed, Rob Amery 30305092499783030509248

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ISBN 10: 3030509249

ISBN 13: 9783030509248

Author: Jean Fornasiero; Sarah M. A. Reed; Rob Amery

 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.  

Intersections in Language Planning and Policy Establishing Connections in Languages and Cultures 1st Table of contents:

Part I

Intersections: A Paradigm for Languages and Cultures?

Part II

Research Intersections in Language Studies

Rebranding Translation

Conceptualizing China in Modern Europe

Part III

Remembering Language Studies in Australian Universities: An Italian Case Study

French Studies at the University of Melbourne, 1921–1956

Engaging with the Past: Lessons from the History of Modern Languages at the University of Adelaide

Part IV

The Position of Languages in the University Curriculum: Australia and the UK

Cross-Institutional Study for Languages: A Case Study in Ad Hoc Planning

Making the Case for Languages in Postgraduate Study

Three Provocations About Retention and Attrition and Their Policy Implications

Part V

Languages at Work: Defining the Place of Work-Integrated Learning in Language Studies

Learning Language “In Action”: Creating a Work Placement Program in Languages

Developing Global Graduate Capabilities: Integrating Business, Language and Culture in an Interdisciplinary Space

Part VI

Online Delivery of a Beginners Course in Japanese: Its Costs and Benefits

The Development and Delivery of an Online Modern Greek Language Program

Adaptive and Mobile Learning at University: Student Experience in Italian Beginners Language Classes

Part VII

Blending Italian Through Skype: A Diachronic and Comparative Account of a Telecollaborative Project

How Do Language Learners Enact Interculturality in E-Communication Exchanges?

Part VIII

Developing Learner Autonomy: A Comparative Analysis of Tertiary Chinese and Spanish Language Cohorts

Drawing upon Disciplinary Knowledge to Foster Long-Term Motivation: Implementing Future L2 Selves in the Australian Tertiary L2 Classroom

Promoting Collaborative Learning in the Spanish Language and Culture Classroom

Part IX

The Language of Food: Carving out a Place for Food Studies in Language Curricula

Language Learning with Performance Techniques and Flow

Teaching and Assessing Language and Culture Through Translation

Part X

The Honua of the Hawaiian Language College

Access and Personnel Policy in Minority Language Education: A Case Study at Yúnnán Mínzú University of China

Square Peg in a Round Hole: Reflections on Teaching Aboriginal Languages Through the TAFE Sector in South Australia

Part XI

Teaching Aboriginal Languages at University: To What End?

The Pitjantjatjara Yankunytjatjara Summer School: Kulila! Nyawa! Arkala! Framing Aboriginal Language Learning Pedagogy within a University Language Intensive Model

Yolŋu Languages in the Academy: Reflecting on 20 Years of Tertiary Teaching

How Universities Can Strengthen Australian Indigenous Languages. The Australian Indigenous Languages Institute

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