The work is the talk: Collaboration and power in tertiary language advisory practice

The field of workplace communication has grown in the past 20 years to encompass the negotiation of identities and the role of power in collaboration. Nonetheless, identity struggles at work remain an underexplored phenomenon, particularly for emerging or marginalised professional groups such as tertiary language and learning advisors (TLAs) in higher education. In this article, we explore how challenges encountered in collaboration between TLAs and content specialist academics (CSs) in an Australian tertiary setting can impact the negotiation of professional identities as well as the success of the work. We draw on transcripts of meeting talk from two novice TLAs as they negotiate collaborative work with one CS in a postgraduate subject, and we use critical discourse analysis to demonstrate how power discursively manifests in the meetings. The study sheds new light on the complexities of collaborative work, manifested through interactions, in hierarchical professional environments.

PEGEMBANGAN MEDIA DIORAMA 3 DIMENSI DALAM PEMBELAJARAN IPA MATERI EKOSISTEM KELAS V

Abstrak IPA merupakan salah satu mata pelajaran yang wajib diberikan kepada siswa SD, namun kenyataan dilapangan, pembelajaran IPA masih belum optimal. Berdasarkan data observasi, wawancara dan dokumentasi yang didapatkan di SDN Kalibanteng Kidul 02 Semarang ditemukan informasi bahwa terdapat permasalahan kurang tersedianya media yang relevan. Sehingga perlu dikembangkan media diorama 3 dimensi dalam pembelajaran IPA. Tujuan penelitian ini adalah untuk mendeskripsikan langkah-lanhak pengembangan media diorama 3 dimensi, untuk mengkaji kevalidan media diorama 3 dimensi, dan untuk mengkaji keefektifan media diorama 3 dimensi dalam pembelajaran. Jenis penelitian ini adalah Research and Development (R&D) dengan langkah pra research, pengumpulan data, perancangan desain media, validasi produk, revisi produk, uji skala kecil, uji skala besar, dan produk akhir. Populasi penelitian ini adalah seluruh siswa kelas V SDN Kalibanteng Kidul 02 Semarang dan yang menjadi sampel adalah siswa kelas V dengan teknik sampel jenuh. Teknik pengumpulan data menggunakan observasi, wawancara, tes, angket, dan dokumentasi. Teknik analisis data menggunakan analisis data produk, analisis data awal/uji normalitas, uji t, uji N-Gain. Hasil penelitian menunjukan bahwa media diorama 3 dimensi layak digunakan dengan persentase penilaian validasi ahli media 94%, ahli materi 97%, praktisi media 97%, dan praktisi materi 93% dengan uji T mendapat hasil thitung yaitu 7,396 lebih besar dari ttabel yaitu 1,671 dan uji N-Gain sebesar 0,7063 dengan kriteria tinggi. Simpulan penelitian ini adalah media diorama 3 dimensi efektif digunakan pada pembelajaran IPA terhadap hasil belajar siswa. Saran penelitian selanjutnya dapat menerapkan media diorama 3 dimensi pada pembelajaran lain dengan menyesuaikan komponen dan desain sesuai materi yang diajarkan. ______________________________________________________________ Abstract _______________________________________________________ Sains education is the one of lesson that must be given for student of elementary school, but in fact, Sains education still unoptimally done. Based on datas of observation, interview, and document that be found at Kalibanteng Kidul 02 Semarang State Elementary School is showed information that there is problem with the relevance learning media is still low. So, need to be developed 3 dimension diorama media in sains education. The purpose of this research is to describe the steps of developing 3 dimesion diorama media, to know about validity of 3 dimension diorama media, and to know about efectivity of 3 dimension diorama media in the learning. Type rsearch is Research and Development (R&D) with some step are pra research, collecting data, preparing the media design, product validation, product reparation, small scale test, big scale test, and the last product. Research population is all student of grade V at Kalibanteng Kidul 02 Semarang State Elementary School. Research sample is student f grade V with jenuh sample technic. Collecting datas technic are observation, interview, test, angket, and documentation. Analyzing data technic use analyzing product data, analyzing first data/normality test, T test, and N-Gain test. The result of the research shows that 3 dimension diorama media can be used in sains educational learning with the value percentage from media specialist is 94%, content specialist is 97%, media practicy is 97%, and content practicy is 93% with Ttest result is T-assesment (7,396) is bigger than T-table (1,671) and N-Gain test result is 0,7063 with high criteria. This research conclusion is effectivally be used in sains educational learning toward student learning result. Instruction for the next research can use 3 dimension diorama media in other lesson by adapted with component and design is related with the content that be teach.

EMI teacher and student identities and linguistic practices

Although the incorporation of English Medium Instruction (EMI) in multilingual higher education institutions is widely accepted, it may be a source of tension for university professors for whom English is an additional language, particularly when both teacher and students share an L1 other than English. A need exists to examine how linguistic attributes of EMI are interpreted and executed by participants. This study focuses on dialogue between a content specialist and a language specialist during an EMI teacher development partnership at a multilingual Catalan university. Membership Category Analysis (MCA) explores the categories made relevant in interaction, category associated features and responsibilities, and their procedural relevance within the interaction. The article focuses on results relating to the emerging identities of EMI classroom participants and related linguistic attributes. The results shed light on tensions relating to language use in EMI, and may inform EMI teacher development processes and classroom language policy.

Pushing In

This chapter examines the research that encourages co-teaching between the content specialist and the ESL teacher as a delivery model. Many schools are making a shift from ESL pull-out to ESL – mainstream co-teaching, or pushing in, because research suggests that co-teaching can be one of the most effective ways to meet the needs of the growing ESL population (Causton-Theoharis, 2008; Honigsfeld & Dove, 2008; Young, Smith, 2006). Collaborative teaching relationships are productive and rewarding, but of greater importance, ELL student achievement increases substantially in co-taught classes. Suggestions for enhancing the co-teaching experience for teachers and students is disseminated and analyzed.

Systematic Instructional Design

In Part II, we explored adult learning principles, learner differences, and engaging learners to promote self-directed learning. Now, in Part III, we will examine systematic instructional design, including the student- or learner-centered approaches that promote lifelong learning. Although many trainers and instructors serve as both the content specialist and instructional designer, some institutions use a team approach with various people providing expertise. This chapter provides an overview of learner-centered instruction and instructional design models to help you or a team of developers conceptualize instructional planning. What are the components of instructional design? What is meant by teacher-centered versus learner-centered paradigms of instruction? How can we design instruction that will promote active learning and the use of critical and creative thinking skills?

Librarianship in the 21st Century: a British Library Perspective

Jonathan Sims looks at the way the British Library has been redefining its role in light of the changing environment of society's information revolution. An overview of challenges from the information society and the institutional complex is followed by descriptions of how the Library is responding through content strategy and programmes for digitisation, digital preservation and web archiving. A brief look is also taken at the new social science strategy and a new content specialist role for law and socio-legal studies.