Dear friends and colleagues in Langscape,
In the last two years, Langscape members Stephan Breidbach and José Medina were involved in a EU-funded project focusing on bringing together methods and activities from Drama Pedagogy and Content and Language Integrated Learning: playingCLIL.
The main product of this project is now available online: a substantial e-book compilation of annotated interactive games ready for use in content matter classes taught through a foreign language.
Whilst the full version of the handbook is available in English, executive summaries of the handbook also exist in three further languages for easy dissemination: German, Romanian, and Spanish. Click here to access the project website and have all the materials at your fingertips completely free of charge!
We have also developed
- a one-week training course for CLIL teachers (in-service),
- an introductory workshop to playingCLIL for a week-end, and, last but not least,
- a 90-minute quick-starter seminar.
All three formats are available on demand.
You can also follow the project on Facebook – if you like it, like it! For queries and enquiries contact:
Stephan Breidbach & José Medina
Edited by Jean Conteh (University of Leeds) and Gabriela Meier (Univeristy of Exeter) – who is also a member of Langscape – this volume has really just been published:
The Multilingual Turn in Languages Education. Opportunities and Challenges, Multilingual Matters (Sept. 2014).
For more detailed information on the book and to purchase via Discount Order Form (Order for £15 instead of £34.95), please refer to here.
Dear Langscape members and friends,
I´d like to forward the following interesting links on behalf of Jose I. Aguilar Río, member of the BoD – Doctoral Support and Networking:
1. Summer School in Oslo (Norway) in early September, title: “Different approaches to multilingualism” (social, cognitive, and psychological)”
For more, please refer to here.
2. The book “Young Children as Intercultural Mediators” by Zhiyan Guo has just been published.
For more, please refer to here.
Please pay attention to this issue, which has been published subsequent to the “Conference CALPIU`12”:
The European Journal of Applied Linguistics and TEFL, edited by Andrzej Cirocki (Volume 2 Number 1, 2013).
LANGSCAPE members who have participated in the conference in the panel “The re-construction of professional identities of prospective EFL-teachers from different European and non-European countries” also have contributed to this issues (see below). The conference was held in Roskilde (DK) in April 2012 under the overall topic: “Higher education across borders: Transcultural interaction and linguistic diversity”.
Here is an abstract of the Conference Theme (taken from the conference website):
The aim of CALPIU’12 is to discuss various aspects of the consequences of transnational student mobility.
Student mobility makes necessary both cultural and linguistic accommodation and learning processes. We are witnessing a huge increase in the learning of languages to be used as lingua francas by academic teachers and students, not least English, ‘the language of globalization’.
However, forces of ‘localization’, too, are manifest at every university trying to adopt internationalization strategies, the tension between the global and the local – uniformity and diversification – creating a multidimensional space for new kinds of cultural and linguistic hybridity to flourish.
There is a new open-mindedness regarding the roles and identities of self and others, leading to new patterns of linguistic/interactive, educational and social practices. We aim to further the theoretical understanding of these processes, those of active and receptive multilingualism as well as language alternation in interaction.
Here is an abstract taken from the issue´s cover:
Volume 2 Number 1 comprises ten articles presenting the latest research and
scholarship from Singapore, Taiwan, the United Arab Emirates, Indonesia, the
United Kingdom, Sweden, Turkey, Germany, France, China and the USA.
This provides a valuable source of reference for applied linguists, teacher
trainers, materials developers and practitioners in the field of EFL/ESL. It offers
readers a deeper insight into current issues, thereby broadening their
knowledge and promoting professional development.
Authors associated with LANGSCAPE that have contributed to this issue: Özlem Etuş, Dagmar Abendroth-Timmer & José I. Aguilar Río, Alice Chik, Katrin Schultze and Stephan Breidbach (as topic editor).
You can find the detailed list of contents and authors in this pdf.
For more information, please refer to the Journal website.
Edited by Garold Murray (Okayama University, JAPAN) this book has just been published:
Social Dimensions of Autonomy in Language Learning, edited by Garold Murray (2014, Palgrave Macmillan).
Here is an excerpt taken from the book cover:
Learner autonomy in language learning, initially associated with independence, is now
viewed as a capacity that can be developed in social contexts involving learner
interdependence and collaboration. In this volume researchers, most of whom are also
language teachers, from Asia, the Caribbean, Europe, and North and South America, explore
the social aspects of learner autonomy in various language learning contexts. Bringing
together theory, research and practice, the studies draw on socially oriented theoretical
perspectives – such as social constructivism, sociocultural theory, situated learning, ecology
and complexity – and primarily employ case study and ethnographic methodologies. This
research suggests that the social dimensions of learner autonomy encompass underinvestigated
emotional, spatial and political dimensions. In addition to theoretical issues,
the authors discuss implications for practice, making this book of interest to teachers,
researchers, and other language professionals working in classrooms, distance education,
self-access centres, as well as virtual and social learning spaces.
With contributions by: Alice Chik and Stephan Breidbach (from Langscape), Garold Murray, Christine O’Leary, Tim Lewis and Tomoko Yashima and others
For a detailed list of contents and authors, please see here.
To purchase, refer to Palgrave Macmillan Publishers.
Dear all, here’s a new publication that will be of interest to most of us.
The latest volume in MSU (Mehrsprachigkeit in Schule und Unterricht, Vo. 14) is now ready for delivery:
Content and Language Integrated Learning in Europe (CLIL) – Research Perspectives on Policy and Practice, edited by Stephan Breidbach & Britta Viebrock (2013, Peter Lang Publishers).
CLIL has received a strong tailwind in European educational and language policies. However, an overly speedy implementation of CLIL ‘for all’ carries many uncharted risks for all groups of stakeholders. The purpose of this book is to link the growing empirical knowledge about the full complexity of CLIL to the current European educational and language policies.
This bi-lingual volume (English/German) brings together authors from several European countries to present significant findings from recent CLIL research in the light of the developments in education policy. The four parts of the book focus on the reconstruction of learning processes, learner achievement, investigations of the concept of CLIL, and critical reflections on the current “CLIL boom”.
Contributors from Langscape:
Stephan Breidbach, Daniela Elsner, Özlem Etus, Marie-Anne Hansen-Pauly, Katja Lochtman and Britta Viebrock.
A preview of the table of content will follow here, soon.
Please consider recommending the volume for purchase to your librarian. Direct orders can be placed with Peter Lang Publishers.