Transcript Undertaking narrative inquiry bilingually against a

Richard Fay and Susan Brown
Language Teacher Education
School of Education, The University of Manchester
[email protected]
[email protected]
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Our zones of teaching activity
Masters-level
Undergraduate
MA TESOL
MA Educational Technology &
TESOL
BA Language, Literacy &
Communication ….
and more broadly …
Study Abroad + Global Citizenship
Continuing professional development
Personal development
Internationally-oriented language
teacher education for experienced
TESOL practitioners
Communication study; and Global
Citizenship more widely
(all with non-teachers)
with specific focus on intercultural and technology-based interactions
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Mismatch?
Can we focus on …
 teacher education?
 international placements?
 sustainability and global citizenship?
 transformative learning?
 pedagogic? professional? personal values?
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Where we fit in …
 … we are language teacher educators working in the international field of
TESOL
 … with interlinked specialisms in the intercultural and the technological
aspects of education and communication more broadly.
 These have prompted an ‘interesting’ set of curriculum design experiences
 … exploring intercultural communication (online and via study abroad sojourns),
global citizenship, sustainability education, and digital literacies.
 Such curricular experiences reflect the complexities of organising
international placements in a university equivocal about their value.
 We began course development ‘in an institutional vacuum’ but there is
now a more interculturally-nuanced institutional discourse
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Collaborative endeavours
 within our department …
– Diane Slaouti, Xiaowei Zhou …. Kate Sapin
 within our institution (inter-departmental) …
- Caroline Whitehand (Study Abroad Unit)
- Patrick Johnson (Equality and Diversity Unit)
- Manchester Medical School
- ? Amanda Conway (Manchester Leadership Programme)
 internationally (inter-institutional)
- Magdalena De Stefani (The Anglo, Uruguay)
- Neny Isharyanti (Satya Wacana University, Indonesia)
- Milena Katsarska (Plovdiv University, Bulgaria)
- Rachel Lindner (Munich University, Germany)
- Vida Zorka (Ljubljana University, Slovenia)
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The Manchester Degree
By the time students graduate, they will:
 be prepared for citizenship and leadership in the global
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community;
have learnt in, and benefited from, an environment committed to high
standards of equality and diversity;
be highly employable and prepared for [their] future career;
be well-qualified in [their] chosen subject;
be able to think independently and critically, and to analyse
problems;
have advanced written and verbal communication skills;
be able to make ethical judgements and have a sense of personal
responsibility;
have broadened [their] personal, intellectual and cultural
outlook.
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The Manchester Leadership Programme (MLP)
 The MLP aims to develop leadership skills and a
greater awareness of social, economic and
environmental sustainability.
 Through it, students learn about key contemporary
issues, contribute to community projects and meet
high-profile leaders from different sectors …
 It has twin concerns with volunteering and leadership.
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Going Global:
Intercultural communication for international experience
This course unit aims to …
 explore the nature of lifelong cultural learning as related to the
challenges of living in unfamiliar cultural contexts;
 explore the characteristics and challenges of interactions with
individuals from differing cultural backgrounds and with
differing cultural identities;
 promote the value of reflection during and after periods spent in
unfamiliar cultural contexts.
Being mothballed because …
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Computer-Mediated Intercultural
Communication
This course unit aims to:
 explore the characteristics, complexities and affordances of
computer-mediated communication (CMC), and intercultural
communication (IC).
 explore CMC and IC in conjunction though a computermediated intercultural communication (CMIC) project.
 explore the characteristics, complexities and affordances of the
use of English as a lingua franca (ELF) in CMIC.
 provide an experience of CMIC accompanied by: critical
reflection on that experience; analysis of the data generated
through that experience; and consideration of the
communication skills required for appropriate and effective
CMIC.
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Becoming Global
This course units aims to
 contribute towards the development of students’ intercultural
awareness and its role in global citizenship
 develop students' habit of, and skills in, approaching key global issues
from multiple perspectives.
To this end, the course unit:
 provides students with a multiple perspectives framework for
intercultural awareness;
 explores a diverse set of illustrative case studies addressing different
global issues;
 uses these case studies to consider multiple perspectives on, and
differing positions towards, the issues concerned; and
 requires students to engage with one such issue from multiple
perspectives and with critical attention to the positioning of self and
others.
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Becoming Global -- Illustration 1
What, in your opinion, are the key issues of our time?
Food production
Sustainable aviation
Consumerism
The richest 2 percent of adults in the world possess more than half of the global
household wealth, according to the World Institute for Development Economics
Research of the United Nations University (UNU-WIDER). Not only is there obvious
inequality in consumption throughout the world, but this inequality leads to a wider
range of issues
Literacy
Gender Inequality
Digital Media Revolution
Global Poverty
There are 2.2billion children in the world. 1billion of these live in poverty. A mere 12% of
the world's population uses 85% of its water; this 12% are not in the third world. The
poorest 40% of the world's population accounts for 5% of global income. In comparison,
the richest 20% accounts for 75% of world income ….
etc
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Becoming Global -- Illustration 2a
What are the top five groups with which you identify?
[1] I initially thought this list was going to be simple and blagged it off,
now I’ve been sitting here for 40 minutes trying to figure out my
groups. Something makes me feel like it would be easier if there was a
list of groups and we had to pick 5 we belong to but interestingly, I feel
that would completely defeat the point of this exercise. Likewise I
wonder if you would agree that we could each pick 50 groups we
identify with. As an aside I feel like it’s quite a personal thing and that
some groups I pick I’d rather just think about rather than write
down…..maybe that puts me in an introverted group??
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Becoming Global -- Illustration 2b
What are the top five groups with which you identify?
[2] Am also thinking (and it's only half-baked), it's really interesting
how we've so far defined the groups we've belonged to under the
umbrella of nouns (in relation to interests). What if we'd grouped
ourselves in line with something else like emotions or adjectives? So I
tend to be 1) pensive 2) considerate 3) enjoy challenging beliefs 4) am
spontaneous 5) can be moody.... And then I could place my
relationships in line with these traits. So I get on with my friend
because he is also considerate, appreciates my spontaneity, can handle
my moodiness, etc. It highlights our shared capacity as human beings
more?
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Becoming Global -- Illustration 3
Homelessness in Developed Nations
(by kind permission of Helen Burnett)
http://www.slideshare.net/secret/1OWlnapy04Ni1s
Altruism versus profitability: How do we get our drugs?
(by kind permission of Lani Walshaw)
https://voicethread.com/?#u1654371.b1755459.i9232555
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Becoming Global – Illustration 4
Anecdotal transformative-suggestive feedback:
Mabel felt that the course unit fostered critical approaches to global issues ( in
a way to which she was not accustomed in her social anthropology course- this
perhaps does not need to be said). She felt that this was a vital skill and one that
should be fostered among all students. This being the case she felt this should be
a compulsory course unit for all .....
Candace's message (MMS): "I have really enjoyed this module and think that
there is a great fit between ‘Becoming Global’ and the communication skills
curriculum employed by MMS."
Eva said that she had just never thought about global issues "in this way" before.
She always felt that these issues were too 'vast' for her to engage with. The
approach taken on Becoming Global allowed her a way in to doing so without
her feeling overwhelmed by their magnitude.
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Some course design considerations
Study level
Undergraduate Level 1, 2 or 3 // postgraduate?
Study modalities
face to face // blended learning (with elearning support
seminars or sojourn experiences)
Student mix
from within a Dept plus overseas epartners // crossfaculty
Experiential sites
Mcr classes + online resources //
Mcr classes + online (CMIC project + resources) //
international (sojourn) and online (resources and activities)
Interaction
primarily with …
classmates and epartners // sojourn contacts / in the
‘field’ // classmates and key issue texts
Focus areas
intercultural communication / experience / learning //
global citizenship // sustainability education // digital
literacy
Development
impetus
horizontal (interdisciplinary) //
vertical (extra-disciplinary)
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THANK YOU
Contacts:
[email protected]
[email protected]
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