How Language Education and Critical Cosmopolitan Citizenship Can Shape the Future of Humanity.

2021 ◽  
Author(s):  
Taciana de LiraSilva
Keyword(s):  
Language Education ◽  
The Future ◽  
Cosmopolitan Citizenship

The Role of the Future Civil Engineers' Motivation in the Foreign Language Learning

2015 ◽  
Vol 725-726 ◽  
pp. 1646-1652 ◽  
Author(s):  
Maria Kukushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Technical Students ◽  
The Future ◽  
Civil Engineers

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .

“In Our House We Speak Polish”

2020 ◽  
Vol 17 (2) ◽  
pp. 179-201
Author(s):  
Margaret Borowczyk
Keyword(s):  
Global Economy ◽  
Heritage Language ◽  
Language Education ◽  
Demographic Diversity ◽  
Heritage Speakers ◽  
Heritage Language Education ◽  
Promotional Strategy ◽  
The Future ◽  
Promotional Campaign

This study explores the ways the value of Polish is framed in a promotional campaign for Polish heritage language education (HLE), and how heteroglossia (Bakhtin, 1981) functions within campaign interviews to construct alternative visions for the future of Polish HLE. In communities where knowledge of the HL cannot easily be credentialed or monetized, and where increasing demographic diversity demands to be acknowledged, neoliberal and essentialist arguments for learning the HL often seem incomplete and insufficient. Counting Polish among these languages, I explore how advocates of Polish HLE frame the ways in which Polish can serve as a resource for heritage speakers, identify important absences in this discourse, and then discuss how centripetal and centrifugal discourses (Bakhtin, 1981) vie for primacy in their arguments. I conclude by critically examining the ideologies that contribute to this promotional strategy and suggest future avenues for promotion that move beyond pitches about the global economy and essentialist identity, by centering locality and hybridity

Sámi language teachers’ professional identities explained through narratives about language acquisition

2019 ◽  
Vol 49 (1) ◽  
pp. 89-97
Author(s):  
Madoka Hammine ◽  
Pigga Keskitalo ◽  
Erika Katjaana Sarivaara
Keyword(s):  
Language Acquisition ◽  
Professional Identity ◽  
Language Education ◽  
Indigenous Communities ◽  
Language Teachers ◽  
Indigenous Language ◽  
Professional Identities ◽  
Multilingual Education ◽  
The Future ◽  
Indigenous Teachers

AbstractConducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers were willing to further the development of Sámi languages although they are not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers’ in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers’ language acquisition experiences and their current work situations shape their professional identity.

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