Presentation to Digital Futures in Higher Education conference November 2012
WELCOME TO Language Futures : Languages in Higher Education 2012
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Transcript of WELCOME TO Language Futures : Languages in Higher Education 2012
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WELCOME TO Language Futures : Languages in
Higher Education 2012
5th & 6th July 2012Edinburgh
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Language education at the centre of liberal education
Jane VintherUniversity of Southern Denmark
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OutlineWhat is the role of foreign language
education?
How can/should we fulfil that role?
The connectivity between language education and liberal (arts) education
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What is the role of foreign language education in HE?Education of highly qualified language
teachers and language users
Intercultural understanding and diversity
Cultural understanding (our heritage)
Partnership and interaction with other disciplines
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What obligation does that role entail?End of English/EFL dominance
Engaging and informing policy makers at all levels
Continuous dialogue and experimentation
Autonomy for teachers as well as students
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Higher educatio
n classroo
m
American influence
Local tradition European influence
Internationalisation
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Current situation
“Entities throughout the world that fund higher education are under increasing pressure to deliver value-for-money, both by constraining resources to extract greater efficiency and by requiring certain outcomes (e.g., graduation rates, student performance on standardised tests, faculty research and instructional productivity).”
(Hudzik and Stohl, 2009:11)
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Where does that leave you?
Convergence Autonomy
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Why should we prioritise autonomy?
Education is more than provision of job skills
Language education is also about construction of identity self
Contribution to formation of democratic individuals
Embedded in liberal arts education
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Why should we prioritise autonomy?
“Classroom practices that promote autonomy are
more likely to contribute to socialising and consolidating adaptive values, identities
and motivational trajectories than classroom practices that seek to regulate students’
learning behaviours in a controlled way”. (Ushioda, 2012:230)
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Our liberal heritageThe Enlightenment
- Democratic participation
- The rights of the individual
- Utilitarian approach
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Our liberal heritageHumboldt – Bildung
“Self-determination, freedom, emancipation, autonomy, responsibility, reason, and independence. […]
Precisely because of this, creative self-activity is the central form in which the process of Bildung is carried out.” (Klafki, 2000, 87)
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Our liberal heritageGrundtvig
- democratic and formative purposes of education (construction of self)
- importance of conversation (‘living word’)
- education for life (not just profession)
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Conversation (liberal education)Dialogic teaching methods
Research-based teaching
Inclusion of students as a resource (persons rather than students)
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Conclusion
Cultural understanding/ Intercultural perspectives
Integration of person and learner
A common imagined community
Professional and formative aspects go hand in hand
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WELCOME TO Language Futures : Languages in
Higher Education 2012
5th & 6th July 2012Edinburgh