Mrs Leepaia Bouapao, Mr Ketkeo Phanthanivong (Head of Dept of English), Hilary, and Dr Bouasavanh Keovilay (Dean of Faculty of Letters), after the seminar to their MTEFL students.
LED (Language, Education and Diversity) Conference Waikato University, November 2007
"Viewing students as bilingual learners: ESOL teachers and the language usage of Indonesian students in Australia"
Abstract It can be argued that a student-centred approach which looks at the total language needs of bilingual or multilingual learners requires ESOL (English for Speakers of Other Languages) teachers to take some responsibility for the development of their students’ total language repertoires, including the interactions between their different languages. However, many ESOL teachers feel uncomfortable about students using their other languages in the classroom, and do not perceive that there is a good reason for doing so. This paper describes a research project investigating the total language use of Indonesian students embarking on postgraduate study in Australia, and the resulting implications for preparation courses.
ESOL IN THE MANAWATU DAY Awatapu College, Palmerston North May 2007
"Shifting the focus: ESOL students as bilingual learners"
This workshop will shift the focus from the development of our students’ abilities in English alone, to the development of our students as competent bilinguals (i.e. users of their two - at least - languages). I will begin with a brief overview of some of the issues, using as an example an EAP (English for Academic Purposes) class I recently taught in Indonesia. I will then present a framework to guide our workshop consideration of the skills and strategies our students need in both of their languages, and the activities we can plan for particular teaching contexts in order to support the development of these skills and strategies.
Atma Jaya University Guest seminar, 30 March 2007 Jakarta
"What responsibility do ESOL teachers have towards their students' first languages?"
References For a copy of the reference list click here.
DEV-NET 2006 Aotearoa New Zealand International Development Studies Network (Dev-Net) Conference Otago University, Dunedin 30 November-2 December 2006
"Community development in Asian New Zealand: The role of language"
Abstract The proportion of Asian New Zealanders is expected to nearly double from the 2001 level of 7 percent to 13 percent by 2021. As most of the new arrivals will speak English as an Additional Language (EAL), language issues will become increasingly important in the development of Asian New Zealand communities. There are two areas where the role of language is important for immigrant communities: acquisition of the host community language, and maintenance of their first or heritage languages. In Aotearoa New Zealand, the primary focus is often on the acquisition of English. However, after the first phase of settlement the maintenance of the communities’ other language resources becomes an issue. Both areas are reflected in the New Zealand Immigration Strategy, which includes one goal aiming at confidence in English and another aiming at “a sustainable community identity”. This paper outlines the language aspects of a research project commissioned by the Asia New Zealand Foundation to consider the characteristics of successful engagement of Asian communities in Aotearoa New Zealand. It reports on issues raised by community members in order to suggest ways in which language policy can support the development of sustainable diaspora communities.
CLESOL 2006 Tenth National Conference on Community Languages and ESOL (English for Speakers of Other Languages) Eastern Institute of Technology, Napier 29 September-2 October 2006
"The flip side: ESOL teachers’ support for first languages"
Abstract Although the main responsibility of ESOL teachers is for their students' English language development, and this is necessarily the focus of ESOL teacher education, it can be said that there are a number of ways in which we also have a de facto responsibility for the development and maintenance of the first languages of ESOL children or teenagers. The implications of this idea are explored, with some practical examples for the classroom and beyond.
References For a copy of the reference list click here.
SS16 Sociolinguistics Symposium University of Limerick, Limerick, Ireland 6-8 July, 2006
"Ethnolinguistic vitality, critical language awareness, and language attitudes"
Abstract The factors which influence language attitudes are generally thought to include respondents' backgrounds as well as the target of the attitude. A model of teacher educators' attitudes towards bilingualism and language diversity in Aotearoa New Zealand was developed and tested statistically through a nation-wide survey of all teacher educators. The survey consisted of a questionnaire with scenarios based on issues for six ethnolinguistic groups. Attitudes were tested through a between-subject rather than within-subject design, so that only a subset of respondents answered about each group. The groups were selected to represent a range of ethnolinguistic backgrounds in Aotearoa New Zealand: Māori, French, Sāmoan, Somali, Russian and Korean. Significant differences were found in attitudes according to the language group, with Māori consistently the most likely to elicit positive attitudes, and depending on the question Sāmoan, Korean, Russian or Somali least likely to elicit positive attitudes, and French at either end of the scale. However, none of the teacher educators' background variables were found to be significant in affecting the attitudes. The only mediating factor was the teacher educators' individual levels of critical language awareness. The model therefore highlights the importance of ideology in determining attitudes; in the wider social context as it interacts with ethnolinguistic vitality and is then expressed in the education system, and personally through the critical language awareness of individual teacher educators within the education system.
Mrs Leepaia Bouapao, Mr Ketkeo Phanthanivong (Head of Dept of English),