PANELS ON THE POLITICS OF TEACHING AND LEARNING LANGUAGES CONFERENCE
1.
Language and Identity: Learners’ Perceptions of Subject Languages
Mike Orr and Samer A. Annous “Language, identity and the medium of instruction in Lebanon”
Enikő Bíró “The individual within languages -- the impact of language learners’ beliefs and the politics of teaching
and learning languages in Romania on the individual learner”
Terrence G. Wiley & Na Liu “Learner Perspectives on English Language Policy and Practice in China”
2.
Political realignment and geopolitical attitudes reflected in language teaching priorities
Vladimir Alexander Smith-Mesa “When Russian Was Considered ‘the Language of the Future’: the Cuban
Connection”
Jorge R. Schmidt “The Politics of Teaching English in Puerto Rico”
Lydia Sciriha “Arabic in Malta – Social, Cultural and Educational Perspectives”
A. G. Niculescu-Gorpin “East or West: Politics and Foreign Language Teaching in Romania”
3.
Supply and Demand: the Perceived Importance of FL Education and the Planning of Language Provision
Abigail Parrish “Foreign language provision and learners’ attitudes in UK schools”
Norah Leroy “Where there’s a political will, there’s a way: teaching primary MFL in France”
William P. Rivers and Richard D. Brecht “The Demand and Supply of Linguistic Human Capital in the US, with
Some Recommendations for Action”
Ke Jing “The Establishment and Development of Language Programmes in China”
4.
Teachers’ Education and the Native v. Non-native teachers Debate
Biljana Radić-Bojanić “English Language Teachers’ Education in Serbia: Paradoxes and Perspectives”
Andrea Ágnes Reményi “What is a non-native language teacher worth? Interview-based identity construction of
Hungarian teachers of English”
5.
Language Teaching Resources as Forms of Cultural Representation
Riitta-Liisa Valijärvi “Representations of Finland and Finns in Finnish language textbooks”
Elena Filimonova “Politics in teaching languages: Can a language teacher stay politically unbiased?”
Dr. Virginia P. Zickafoose “Piotr and a Boy Named Marky Mark: Sources and Resources for Learning and Teaching
English in Post-communist Poland”
Saw Thanda Swe “Teachers’ experiences and their perspectives on teaching cultural elements through course
books”
6.
Textbooks, Dictionaries, and Texts as Loci of Political and Cultural Translation
John Gray and David Block “Embourgeoisement and the eradication of working class representation in the
neoliberal era – the case of English, French and Spanish textbooks
Catherine Baker “The view from further down the corridor: other disciplines and the politics of (not) teaching and
learning languages”
Gwen Jones “Obsolete languages of the cold war”
7.
Language Ideologies: the Representation and Perception of Languages and Method in Education
Polina Kliuchnikova “Teaching Russian in the North-East England: To whom it many concern?”
Takako Kawabata “The tradition of the yakudoku method in ELT in Japan and the language ideologies underlying
Japanese language education”
Milena Stajić “’We’ve employed you to teach Bosnian, why are you using a textbook for Serbian Language?’
Challenges of a language teacher employed by an agency to deliver a Bosnian course to an MOD
member of staff”
Sonja Novak Lukanovič and Terrence G. Wiley “Learner Perspectives on the Co-existence of English, Slovene, and
Minority Languages in Slovenia” MOVE TO PANEL 7???
8.
Minority Language Education in the UK, Russia, and Kazakhstan
Radosław Budzyński “Teaching Polish as a second language in the post-Soviet area. Kazakhstan – a case study”
Zoumpalidis Dionysios “A Georgian teacher in a Russian school with a Georgian ethno-cultural component:
strategies and mismatches in language/culture preservation”
Edyta Nowosielska “The Politics of Teaching and Learning Languages. Polish in the UK – a case study”
9.
Minority Language Education in a European context: Spain and Serbia
Svetlana Pejnović “The Politics of Teaching and Learning Languages in Multi-lingual Vojvodina”
Joanna Duggan and Terrence G. Wiley “Politics, Language Policy, and Agency: A Case Study from CatalanSpeaking Spain”
Ksenija Djordjević – Léonard and Marijana Petrović “The minority language question in Serbia and in exYugoslavia today”
10.
Language Education for Global Citizenship: Intercultural Interaction in Multilingual Settings
Paola Giorgis “Teaching and learning foreign languages in multicultural and plurilingual contexts: the educational
dilemma as a political dilemma”
Dr. Ben Rampton, Panayiota Charalambous and Constadina Charalambous “De-securitising Turkish: intercultural
education and a legacy of conflict”
Sharon Harvey “’French adds to its owner’s culture and general intelligence’. The politics of subject languages in
New Zealand schools: the first fifty years”
Jelena Ćalić, Dr. Lily Kahn, Tina Parte and Eszter Tarsoly “Contact between languages and learners: exploring
language and cultural contact through cooperative learning”
11.
Teaching a Language Variety – a Variety for Teaching: Standards and the Assumed Homogeneity of
Language
John P. O’Regan “English as a lingua franca: fetishism and critique”
Daniel Abondolo “Politics, Linguistics and the Teaching of Latin: Twelve Remarks”
Amelia Abercrombie “Politics and purism in Romani language standardisation”
12.
The impact of multilingual environments on language teaching: ideology, practice, and policy
Petteri Laihonen “Language Ideologies and Schoolscapes in Hungarian Medium Schools beyond Hungary
Marta Jenkala “’Learn from others what you can, but don’t ever shun your own’ (Taras Shevchenko): The case of
Ukrainian”
Ágoston Berecz “The politics of early language teaching: Hungarian in the primary schools of the late Dual
Monarchy”
Zsuzsa Varga “Teaching and Learning Languages in Pest-Buda in the early 19th century: education in a multi-ethnic
city”
13. INALCO-PLIDAM, Paris: 'Less-widely used and taught languages: objectives, strategies, policies'
INALCO team: Thomas Szende, Gilles Forlot, Frosa Bouchereau & Diana Lemay