scholarly journals Language learning and testing in Australia: An interview with Dr. Cathie Elder

2011 ◽  
Vol 35 (6) ◽  
pp. 21
Author(s):  
Daniel Dunkley
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Language Teaching ◽  
Language Testing ◽  
Research Centre ◽  
The Pacific ◽  
The University

An interview with Dr. Cathie Elder,Director of the Language Testing Research Centre, University of Melbourne The 21st century has been called “The Pacific century”, and Australia is already playing a major role. This interview with the Director of the Language Testing Research Centre, Dr. Cathie Elder of the University of Melbourne, explores the major issues in language teaching and testing in Austraila. In addition we learn about the specific mission of the centre and, more specifically, about the director’s current research and publications. 21世紀は「太平洋の世紀」と呼ばれており、オーストラリアはすでに大きな役割を果たしている。メルボルン大学言語テスト研究センター長Cathie Elderとのインタビューでは、オ―ストラリアの語学教育とテストに関する主な問題を探求する。さらに、センターの具体的な役割について、特に、所長の現在の研究と出版物について聞く。

Research in language assessment

2016 ◽  
Vol 50 (1) ◽  
pp. 138-142
Author(s):  
Ute Knoch
Keyword(s):  
Language Learning ◽  
Language Testing ◽  
Language Assessment ◽  
Research Centre ◽  
Measurement Instruments ◽  
Learning And Teaching ◽  
International Reputation ◽  
Assessment And Testing ◽  
The University ◽  
And Training

Since its inception in 1990, the Language Testing Research Centre (LTRC) at the University of Melbourne has earned an international reputation for its work in the areas of language assessment and testing as well as program evaluation. The mission of the centre is: (1) to carry out and promote research and development in language testing; (2) to develop tests and other appropriate proficiency measurement instruments for English and other languages; (3) to evaluate programmes of language learning and teaching; (4) to provide consultancy services in evaluation and testing; and (5) to provide education and training in the area of language assessment.

scholarly journals Britain’s new language testing powerhouse: An interview with Professor Anthony Green, University of Bedfordshire

2014 ◽  
Vol 38 (5) ◽  
pp. 46
Author(s):  
Daniel Dunkley
Keyword(s):  
Language Learning ◽  
Collaborative Research ◽  
English Language ◽  
Language Education ◽  
Language Testing ◽  
Research Programme ◽  
Assessment Literacy ◽  
Learner Corpus ◽  
The University ◽  
Learner Language

In this interview Professor Green explains the work of CRELLA (the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire), and its role in the improvement of language testing. The institute contributes to this effort in many ways. For example, in the field of language education they are partners in English Profile (EP: www.englishprofile.org), a collaborative research programme directed towards a graded guide to learner language at different CEFR (Common European Framework of Reference) levels, based on the 50 million word Cambridge Learner Corpus. Among other things, the EP has helped to inform the development of the CEFR-J in Japan. In this interview, Professor Green also outlines his own work, especially in the areas of washback and assessment literacy.

English Language Learning as Intercultural Experience

2021 ◽  
pp. 1-16
Author(s):  
Hamza R'boul ◽  
M Camino Bueno-Alastuey
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Intercultural Relations ◽  
Intercultural Experience ◽  
The University ◽  
Teaching In Higher Education

Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.

BAAL/CUP Seminar 2016: New plurilingual pathways for integration: Immigrants and language learning in the 21st century

2017 ◽  
Vol 50 (2) ◽  
pp. 294-296
Author(s):  
Nicola Bermingham ◽  
Gwennan Higham
Keyword(s):  
Language Learning ◽  
Language Policy ◽  
21St Century ◽  
Round Table ◽  
Research Centre ◽  
Round Table Discussion ◽  
Cost Action ◽  
Intercultural Studies ◽  
New Speakers ◽  
Intercultural Research

This seminar was held at Heriot-Watt University, Edinburgh, on 27 May 2016. It was jointly organised by BAAL members Nicola Bermingham (Heriot-Watt University) and Gwennan Higham (Swansea University) in collaboration with COST Action IS1306 New Speakers in a Multilingual Europe: Opportunities and Challenges, and supported by the Intercultural Research Centre and the Department of Languages and Intercultural Studies at Heriot-Watt University. Ten papers and two keynote speeches were given. The keynote speakers were Professor Alison Phipps (Glasgow University) and Professor Máiréad Nic Craith (Heriot-Watt University). A round-table discussion was also held, with invited speakers including Ms Mandy Watts from Education Scotland; Professor Bernadette O'Rourke, chair of COST Action IS1306; Dr Cassie Smith Christmas, University of the Highlands and Islands; and Dr Kathryn Jones, Director of Language Policy and Research at the Welsh Centre for Language Planning.

scholarly journals Bibliography of the History of Australian Science, No. 29, 2008

2009 ◽  
Vol 20 (1) ◽  
pp. 147
Author(s):  
Helen M. Cohn
Keyword(s):  
New Zealand ◽  
Research Centre ◽  
Sources Of Information ◽  
Physical Sciences ◽  
National Library ◽  
The Pacific ◽  
History Of ◽  
Royal Botanic Gardens ◽  
The University ◽  
Number Of Citations

This bibliography, in geographic terms, covers principally Australia, but also New Zealand, New Guinea and other islands of the Pacific Ocean near Australia, and Antarctica. It includes material on the history of the natural sciences (mathematics, physical sciences, earth sciences and biological sciences), some of the applied sciences (including medical and health sciences, agriculture, manufacturing and engineering), and human sciences (psychology, anthropology and sociology). Biographical material on practitioners in these sciences is also of interest. The sources used in compiling this bibliography include those that have proved useful in the past in finding relevant citations. The library catalogues of the Royal Botanic Gardens Melbourne, the National Library of Australia and the National Library of New Zealand Te Puna Matauranga O Aotearoa were particularly useful sources of information. Journals that have yielded articles for previous bibliographies were checked, as were some titles that have not previously been scanned. Hence a number of citations are included that were published earlier than 2008. Assistance has been received from a number of people who sent items or information about items published in 2008 for inclusion in the bibliography. In particular, Professor Rod Home has been most helpful in forwarding relevant citations. Staff of the eScholarship Research Centre at the University of Melbourne, especially Helen Morgan, were of great assistance in the preparation of this bibliography. Readers may have access to information about relevant books, journal articles, conference papers, reports, Master's and PhD theses and reviews published in 2009. They are encouraged to send such information to the compiler at the above email address for inclusion in future bibliographies.

scholarly journals Incorporating Communicative Competence in Assessment and English Language Teaching in Multilingual Settings

2020 ◽  
Vol 2 (1) ◽  
pp. 8-13
Author(s):  
Ella Yuzar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Test Validity ◽  
Real Life ◽  
Historical Review ◽  
Language Testing ◽  
Language Assessment ◽  
English Language Teaching

There has been a high level of agreement among scholars that communicative competence should be integrated within language learning and assessments. The study attempts to unravel the issues of how communicative competence can be assessed and measured in multilingual environments and how communicative language testing can be promoted. Using the content analysis approach as the qualitative method, it begins with the historical review of communicative competence that started at the beginning of 1970s to the most current concept involving intercultural communicative competence. Then, some practical models of communicative competence that can be used to propose a measurement of communicative competence are presented. Later, this article argues that there is an upsurge need to shift the paradigm of language testing and language assessment towards communicative competence. Moreover, the nature of language testing should not only concern linguistic or knowledge competence but also recognize the different varieties of English. This study implies that, in the field of language testing, language test designers should encompass the concept of communicative competence in the test construct to include real-life language use, and by extension, to increase test validity. As for teachers, a reform integrating communicative competence in classroom language assessment has become essential within the scope of language teaching.

Individualization of Foreign Language Teaching through Adaptive eLearning

2017 ◽  
Vol 15 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Katerina Kostolanyova ◽  
Stepanka Nedbalova
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Adaptive Learning ◽  
Informal Education ◽  
Current Knowledge ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
The Czech Republic ◽  
The University

Lifelong learning has become an essential part of each profession. For this reason, personalized and adaptive learning has been drawing attention of professionals in the field of formal as well as informal education in the last few years. The effort has been made to design adaptive study supports regarding students' requirements, abilities and current knowledge. In the Czech Republic, particularly at the University of Ostrava, a team of educators, didactics professionals and IT professionals has been applying their mind to personalized learning in the electronic environment. They have been developing a suitable learning environment to fit students' learning styles. The paper describes a general model and a theory of adaptive eLearning from the perspective of the University of Ostrava professionals. It also demonstrates hard facts of the research in the field of language learning. This paper, Individualization of foreign language teaching through adaptive eLearning, is an extended version of the paper published in the ICWL 2015 workshop proceedings.

scholarly journals Immersion studies at the University of Ottawa: From the 1980s to the present

2015 ◽  
Vol 6 ◽  
Author(s):  
Sandra Burger ◽  
Alysse Weinberg ◽  
Mari Wesche
Keyword(s):  
Language Learning ◽  
Large Scale ◽  
Administrative Support ◽  
Language Teaching ◽  
Institutional Support ◽  
French Immersion ◽  
History Of ◽  
Language Instructors ◽  
The University

This article traces the history of content-based language teaching at the University of Ottawa from its early roots in sheltered and then adjunct courses in ESL and FLS to the current large-scale French Immersion Studies (FIS). It places content-based language learning at the University in the context of somewhat similar initiatives in the Canadian school situation and in some U.S. universities. The writers show how insights gained from the earlier sheltered and adjunct experiences led to development of the pedagogy and administrative support of the FIS. Issues discussed include the training and orientation of language instructors, criteria for selecting discipline professors, challenges students face and institutional support for students. They also address continuing weaknesses of the program.

scholarly journals An Interview with Henry Widdowson

2019 ◽  
Vol 43 (6) ◽  
pp. 10
Author(s):  
Chantal Hemmi ◽  
Graham Mackenzie ◽  
Katsuya Yokomoto
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Education ◽  
Associate Professor ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
English Medium Instruction ◽  
The University

Welcome colleagues! For the last issue of 2019, we present a very special interview with Professor Henry Widdowson, an acclaimed authority in the field of applied linguistics who has made great contributions to the development of communicative language teaching. In this conversation, Professor Widdowson discusses English Language Learning in Japan in the context of Content and Language Integrated Learning (CLIL), English Medium Instruction (EMI), and English as a Lingua Franca (ELF). Professor Widdowson is Emeritus Professor at the University of London, was Professor of Applied Linguistics at Essex University and is currently Honorary Professor at the Department of English and American Studies at the University of Vienna. He has published extensively on English language teaching and applied linguistics. Here he was interviewed by Chantal Hemmi, an Associate Professor, Graham Mackenzie, a Project Associate Professor, and Katsuya Yokomoto, a Lecturer at the Center of Language Education and Research at Sophia University.

Individualization of Foreign Language Teaching through Adaptive eLearning

2020 ◽  
pp. 269-286
Author(s):  
Katerina Kostolanyova ◽  
Stepanka Nedbalova
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Adaptive Learning ◽  
Informal Education ◽  
Current Knowledge ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Extended Version ◽  
The University

Lifelong learning has become an essential part of each profession. For this reason, personalized and adaptive learning has been drawing attention of professionals in the field of formal as well as informal education in the last few years. The effort has been made to design adaptive study supports regarding students' requirements, abilities and current knowledge. In the Czech Republic, particularly at the University of Ostrava, a team of educators, didactics professionals and IT professionals has been applying their mind to personalized learning in the electronic environment. They have been developing a suitable learning environment to fit students' learning styles. The paper describes a general model and a theory of adaptive eLearning from the perspective of the University of Ostrava professionals. It also demonstrates hard facts of the research in the field of language learning. This paper, Individualization of foreign language teaching through adaptive eLearning, is an extended version of the paper published in the ICWL 2015 workshop proceedings.

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