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WELCOME TO Language Futures : Languages in Higher Education 2012

WELCOME TO Language Futures : Languages in Higher Education 2012. 5th & 6th July 2012 Edinburgh. Language education at the centre of liberal education. Jane Vinther University of Southern Denmark. Outline. What is the role of foreign language education?

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WELCOME TO Language Futures : Languages in Higher Education 2012

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  1. WELCOME TO Language Futures : Languages in Higher Education 2012 5th & 6th July 2012 Edinburgh

  2. Language education at the centre of liberal education Jane Vinther University of Southern Denmark

  3. Outline • What is the role of foreign language education? • How can/should we fulfil that role? • The connectivity between language education and liberal (arts) education

  4. 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

  5. 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

  6. 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)

  7. Wheredoesthatleaveyou?

  8. 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

  9. 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)

  10. Our liberal heritage • The Enlightenment - Democratic participation - The rights of the individual - Utilitarian approach

  11. Our liberal heritage • Humboldt – 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)

  12. Our liberal heritage • Grundtvig - democratic and formative purposes of education (construction of self) - importance of conversation (‘living word’) - education for life (not just profession)

  13. Conversation (liberal education) • Dialogic teaching methods • Research-based teaching • Inclusion of students as a resource (persons rather than students)

  14. Conclusion • Cultural understanding/ Intercultural perspectives • Integration of person and learner • A common imagined community • Professional and formative aspects go hand in hand

  15. WELCOME TO Language Futures : Languages in Higher Education 2012 5th & 6th July 2012 Edinburgh

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