To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230718T131520230718T1615Europe/Amsterdam[SYMP07] AILA ReN - Ideology in the History of Language Learning and TeachingHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Religious and political ramifications of Ancient Greek pedagogical approaches
Oral Presentation[SYMP07] AILA ReN - Ideology in the History of Language Learning and Teaching01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
This paper has five key aims: To trace links between ways of learning Ancient Greek 1500-2023To consider the impact of different resources on learning Ancient Greek.To consider an author-teacher's work as a form of ideological exposition.To reflect on the relationship between ancient and modern language pedagogy and any ideological differences therein.To use any understanding of the past to inform new forms of ancient language pedagogy which take account of changing ideological perspectives and new pedagogical tools and methods.
As the authors of the Koine Greek blog recently wrote, "Grammars are immensely useful resources, but they are not gospel. They are contextually bounded by the priorities and interests and awareness of their authors". In terms of learning to read the New Testment, there is a dynamic tension between theology and philology, with authors such as Basil Atkinson in his The Theology of Prepositions (1944) noting how theology should not drive philology. When a textbook-writer plans out the order of their topics, the kinds of examples they will include, the ways in which they explain materials, the paratextual choices, and what indeed they leave out, they make a series of politically-charged choices. Some of these are conscious, others are an inescapable consequence of one's intellectual heritage, be it native language, method of teaching, or the resources one has available. In this paper, I trace elements of this from Philip Melanchthon's Grammatica Graeca and its engagement with Reformation thought, through to the production of Greek textbooks in the twenty-first century. I examine the impact of the disciplinary split between Classics and Theology, and the ways in which this split has real world exegetical consequences. I also consider the impact of the COVID-19 pandemic on the ideology of education, specifically in terms of the ways in which remote and hybrid teaching has challenged our concept of what language learning looks like. These topics have been considered in terms of historical language learning, but are less often carried through as a trajectory demonstrating repeated patterns of engagement between pedagogy, religion, and politics in particular. How do we use our understanding of the pedagogy of the past to inform the learning of the future, and what does this mean for the linear textbook as a concept? How does ancient language teaching inform, or become informed by modern language teaching? This paper will be both analytical and creative in bringing together the different aspects of the topic, considering the role of grammar, grammar-translation, comprehensible input, and communicative approaches to ancient language teaching. Alfons, Wouters, Luhtala Anneli, Quijada van den Berghe Carmen, Simon Coffey, Weber Corinne, Chapman Don, Kislova Ekaterina, et al. The History of Grammar in Foreign Language Teaching. Languages and Culture in History. Amsterdam: Amsterdam University Press, 2021. Atkinson, Basil Ferris Campbell. The Theology of Prepositions. Tyndale New Testament Lecture. London: Tyndale Press, 1944. Conybeare, Catherine, and Simon Goldhill. Classical Philology and Theology : Entanglement, Disavowal, and the Godlike Scholar. Cambridge Core. Cambridge: Cambridge University Press, 2021. Koine Greek: https://koine-greek.com/2022/05/21/you-dont-need-to-trust-your-grammar/ (last accessed 26th June 2022).
Macaulay and monolingualism: Ideology in and/or _of_ ELT history?
Oral Presentation[SYMP07] AILA ReN - Ideology in the History of Language Learning and Teaching01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
This paper examines how Thomas Babington Macaulay (1800–1859) and his infamous (1835) Minute have been historicised in accounts of the past and the present of English language teaching in India and elsewhere. For this purpose, we engage in an overview of historical accounts of colonial Indian education and language policy. On this basis we show how various authors (mis)represent Macaulay's Minute as an important policy event which had a decisive impact on British imperial anglicisation of Indian education. Four broad aspects representing different 'uses' of the narrative of Macaulay's Minute can be thematised: Macaulay as a representation of colonial anglicisationMacaulay as a recurring motif in ELT and education debatesMacaulay as a representation of the global / of threat to local/native sentimentsMacaulay as a symbol of 21st-century anglicisation (monolingual ideologies)
On the basis of our own research involving consultation of primary sources and rereading secondary accounts, we adopt a revisionist perspective on the Minute, arguing that, while no historian can escape the limitations / historicity of her/his own understanding, it is necessary to attempt principled, 'ideology-lite' / data-rich history as a counterweight to simplified and/or propagandistic accounts which, in this case, present an inaccurate picture of the origins and development of English-medium instruction and monolingual methodology in the field of ELT.
Presenters Richard Smith Professor, University Of Warwick
English Education Practices in Late Qing China in the Ideological Context of "Western Learning for Application"
Oral Presentation[SYMP07] AILA ReN - Ideology in the History of Language Learning and Teaching01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
In this paper, we provide insights into the early development of English education practice in the late Qing Dynasty, situating this within the specific social ideological context of China's semi-colonial and semi-feudal society. We specifically aim to examine how the ideology of "Western learning for application" gradually permeated from the political core of the Qing government to different classes of society in the late Qing Dynasty and influenced the curricula and teaching methods of English teaching institutions with different attributes (both official and missionary institutions), causing them to share a distinctly pragmatic orientation. By analysing sources which include school records and archives, official documents, and missionaries' correspondence, reports and articles, we will particularly explore how the ideology of "Western Learning for application" was mediated into English teaching practices in the first official foreign language teaching institution, the Peking Tongwen Guan (established in 1862) and an early missionary school, the Shanghai Anglo-Chinese College (established in 1865). In the light of this analysis, we hope to provide insights to inform current ideological and practical debates regarding the emphasis on English education in contemporary China.
The ideology of "Chinese Learning as Substance, Western Learning for Application" was first proposed by Feng Guifen in 1861 after the Second Opium War (1958-1960). This philosophy was regarded as the principle of the Qing government's Self-Strengthening Movement in response to the military, economic, and cultural onslaught from the Western nations following the Opium Wars. The second half of the philosophy, "Western Learning for Application", was a pragmatic strategy of learning advanced western knowledge to use it as a tool to consolidate the rule of the Qing government. Among them, English education was the first step of the "Western learning for Application". Under diplomatic pressure following the two Opium Wars, the Qing government established the first official foreign language learning institution, Tongwen Guan, in Peking in 1862, to train translators. English education became a medium for mastering western technology. Under official advocacy, a new option of learning English to earn living emerged. "Western Learning for Application", as an ideology advocated by the government, gradually infiltrated all strata of late Qing society. The English educational practice in both official schools, which were under the control of the Qing government, and missionary schools, which appeared to run counter to traditional Chinese ideology, were impacted directly or indirectly by this ideology. This paper explores this ideology mainly in relation to practices in the Peking Tongwen Guan and the Shanghai Anglo-Chinese College, which were the first official school and missionary school in China offering formal English courses, founded in 1862 and 1865 respectively. In response to the different needs of the Qing government and the Church Mission Society, the two schools founded almost simultaneously, differed in their size, organization, philosophy and enrolments; however, their English teaching practices shared the same pronounced pragmatic orientation. Both institutions attempted to separate English courses from Chinese Confucian education or Christian religious education. They exhibited their intention of preparing translators by enhancing interpretation and translation practice, and by emphasising a blending of theory and application. It seems fair to say that, in 1860s China, in both government and missionary schools, English education existed as a tool for advancing diplomacy or enticing converts, influenced by the philosophy of "Western Learning for Application". Early Chinese English education survived under this ideology, eventually evolving to accommodate varying political, economic, and social restraints in the semi-colonial and semi-feudal society. We hope that by providing a historical perspective on how early Chinese English education developed under the ideology of "Western Learning for Application", we can provide insights to inform current ideological debates regarding the emphasis on English education in contemporary China.
Bibliography: Martin, William Alexander Parsons. Tongwenguan timing lu [The fourth report of the Peking Tongwen Guan], 1887. Zhongguo shixuehui, ed. Zhongguo jindaishi ziliao huibian:Yangwu yundong [The collected works on modern Chinese history: The Self-Strengthening Movement]. Shanghai: Shanghai Renmin Chubanshe, 1961. Fryer, John, ed. Descriptive Catalogue and Price List of the Books, Wall Charts, Maps, &c. Shanghai: American Presbyterian Mission Press, 1894. Dagenais, Ferdinan, ed. The John Fryer Papers, Volume One. Guangxi: Guangxi Normal University Press, 2010.
Why "Real Men Don't Speak French": The enduring legacy of patriotism and patriarchy in English schools.
Oral Presentation[SYMP07] AILA ReN - Ideology in the History of Language Learning and Teaching01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
In his language memoir, Richard Watson's recounts the existential terror he felt at having to speak French, an emotional impression that "French sounds syrupy and effeminate" (1995, 58) and that "real men don't speak French". This cultural response has deep roots, and continues to shape attitudes both to French as a foreign language, and more specifically to speaking French. The Reform Movement of the late 19th century has often been framed as a "remarkable display of international and interdisciplinary co-operation" (Howatt 1984, 169), yet adoption of the Movement's core principle that "the spoken language should be emphasised" (Howatt and Smith 2002, ix) met with considerable opposition in the teaching of modern languages in English schools and universities. The study presented here considers how the aims of the Reform were circulated and debated in England through the newly established professional fora of conferences and journals and these aims are examined against the discursive and structural formations that inhibited the adoption of the Reform's advocated methods. In particular, I focus on the ideological premise that 'speaking' foreign languages was "unmanly, even unpatriotic" (Bayley 1998, 56; Cohen 2003) and on the concomitant institutional bias against native-speakers (McLelland 2018) as the teaching profession anglicized at the end of the 19th century (Radford 1985), consciously seeking to match the prestige of the classics through emphasizing modern languages as a liberal rather than a utilitarian discipline. I conclude that this ideological shift, with its enduring legacy, was coherent with the mores of late Victorian and Edwardian nationalism, a time of swelling imperial pride and increased militarism. Bayley, Susan (1998) The Direct Method and modern language teaching. History of Education 27/1: 39-57.Cohen, Michèle (2003) French conversation or "glittering gibberish"? Learning French in eighteenth-century England. In Natash Glaisyer & Sara Pennell (Eds.) Expertise Constructed: Didactic Literature in England 1500–1800. (pp. 99-117). Aldershot: Ashgate.Howatt, Anthony P. R. (1984) A History of English Language Teaching. Oxford: Oxford University Press.Howatt, Anthony P. R & Smith, Richard, C. (2002) Introduction to volume II. In Anthony P. R Howatt & Richard, C. Smith (Eds.) Modern Language Teaching: The Reform Movement. II. (pp. ix-xlviii). London: Routledge.McLelland, Nicola (2017) The history of language learning and teaching in Britain. Language Learning Journal 46/1: 6-16.Radford, Harry (1985) Modern languages and the curriculum in English secondary schools. In Ivor Goodson (Ed.) Social Histories of the Curriculum Subjects. (pp. 203-237). Lewes: Falmer Press.Watson, Richard (1995) The Philosopher's Demise: Learning French. Columbia: University of Missouri Press.
The English teaching and learning in a Brazilian school: two teachers and their practices
Oral Presentation[SYMP07] AILA ReN - Ideology in the History of Language Learning and Teaching01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
"The principal of the school knew that I had studied English, so she went to my house and asked my father if I could teach the subject in the secondary school. I was very young and had no experience." (Rosa Melke). "I learned foreign languages in the seminary, when I started teaching English, I was not graduated yet." (Horácio Braga). These are the answers of two teachers when asked about how they started their career as English teachers. Horácio Braga and Rosa Melke taught in the first public secondary school in Campo Grande, South of Mato Grosso State – Brazil. The first one from 1967 to the 1980s, and Rosa Melke from 1955 to the 1960s. The investigations in the history of language teaching and learning, usually, have as sources the official documents, objects and images, textbooks, grammars and the teachers' reports. Not abandoning these sources, in this research I interviewed these English teachers who were already retired, and accepted my invitation to talk about their memories of the period they worked at the school, the political changes they faced, their classroom routines, and how they became teachers. Supported by Levi´s (2006) concepts of biography and trajectory, Bourdieu´s (2006) notions of biographical happenings defined as placement and displacement in the social context, and Rousso´s (2006) concept of memoirs, the aim of this study is to present the trajectories of these two English teachers and their classroom everyday practices. The teachers' narratives showed to be essential to unveil the details of their practices, and revealed that although these professionals had worked in the same school, under the same official decisions and rules, their classroom routines were influenced by their personal experiences and the social contexts. It was possible to notice that Rosa Melke had more "modern" practices, whereas Horácio Braga was more conservative. Bibliography Bourdieu, Pierre.(2006). A ilusão da biografia. Ferreira, Marieta de Moraes; Amado, Janaína.(Ed). Usos & abusos da história oral. (pp. 183-192).Rio de Janeiro: Editora FGV. Levi, Giovanni. (2006). Usos da biografia. In: Ferreira, Marieta de Moraes; Amado, Janaína.(Ed). Usos & abusos da história oral. (pp. 167-182).Rio de Janeiro: Editora FGV. Rahe, Marta Banducci. (2006). A disciplina língua inglesa e o "sotaque norte-americano": uma investigação das práticas docentes no Maria Constança (1955-2005). Dissertação (Mestrado em Educação), Universidade Federal de Mato Grosso do Sul-UFMS. Rousso, Henry.(2006). A memória não é mais o que era. In: Ferreira, Marieta de Moraes; Amado, Janaína.(Ed). Usos & abusos da história oral. (pp. 93-102).Rio de Janeiro: Editora FGV. Rahe, Marta Banducci. (2006). A disciplina língua inglesa e o "sotaque norte-americano": uma investigação das práticas docentes no Maria Constança (1955-2005). Dissertação (Mestrado em Educação), Universidade Federal de Mato Grosso do Sul-UFMS.
Communicative Language Teaching: Contrasting (British and German) Views
Oral Presentation[SYMP07] AILA ReN - Ideology in the History of Language Learning and Teaching01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
As a prototypical example of a set of foreign language teaching principles often assumed to be universal, this paper focuses on the 'communicative approach' in language education (henceforth, 'CLT' – Communicative Language Teaching). CLT has been well-established for almost 50 years and has dominated both language teaching professional discourse and language teaching practice in many contexts worldwide. However, with the exception of brief accounts in Howatt with Widdowson (2004: 326ff.) and Hüllen (2005: 140ff.), there have been no serious attempts to research the origins of CLT, in particular the ways it developed differently in various European contexts in its early stages, and the ways it was promoted and recontextualized. Educational policy makers commonly assume that CLT is easily applicable everywhere, i.e. in a multitude of teaching contexts in different nations or in different kinds of institutional setting therein. In this spirit, the highly influential Common European Framework of Reference for Languages (CEFR; Council of Europe) from 2001 defines six levels of communicative language proficiency independently of any specific language and in a context-free manner. The document's – and CLT's – underpinnings in the notion of 'communicative competence' therefore seem to deserve further investigation.
In Anglo-American applied linguistics, the origins of the term 'communicative competence' have been commonly traced back to Dell Hymes' (1972) work in the field of anthropology/sociolinguistics. Yet, there are strong indicators that 'teaching for communicative competence' or CLT has been interpreted differently in relation to the teaching of English in German secondary schools, where the notion originated in Hans-Eberhard Piepho's (1974) Kommunikative Kompetenz als übergeordnetes Lernziel im Englischunterricht, drawing not just on Hymes but on Habermas' sociological and emancipatory notion of 'kommunikatives Handeln' (Habermas & Luhmann 1971). In the British applied linguistic/ELT context, although most accounts of the development of CLT highlight the influence of sociolinguists like Hymes and the philosophy of speech acts (e.g. Austin 1962), there were various neglected strands of influence (including influence from practitioners as well as theorists), which the paper will aim to uncover. Among these were influences from progressive primary school education and advocates for social justice (cf. Rixon & Smith (2012) on the early work of textbook writers Abbs and Freebairn). However, the notion of communicative competence seems to have been largely recontextualised in British ELT to serve and create an international market for UK publishers and institutions like the British Council and Cambridge Assessment, which facilitated the export of English language teaching experts and expertise around the world.
On a surface level, then, these two fields of activity (Fremdsprachendidaktik and British applied linguistics/ELT) appear to be strongly influenced by a common conception of communicative competence but at another level appear incommensurable. Since the 1970s, indeed, a significant body of work – largely in German – has emerged in the field of Fremdsprachendidaktik but this has almost never been referred to within UK applied linguistics/ELT, where continental European influences and contributions, generally, have tended to be ignored (van Essen 1989). At the same time, in the field of Fremdsprachendidaktik itself, an apparently unique understanding of certain core notions – including communicative competence – seems to have emerged (Doff 2008) which continues to colour the way international work is read and 'recontextualised'. It is therefore justified, necessary and innovatory to examine the transnational (Anglo–German) development and construction of CLT as part of joint historical research into the late-20th-century period of apparent integration in language teaching in Europe and beyond, and to ask what the fields of Fremdsprachendidaktik and applied linguistics/ELT in fact share, how they have differed in their development, and, on this basis, what they can potentially offer to one another. In this paper, we report on points of comparison and outline possible implications for conceptualizations of communicative competence and CLT within (English) language teacher education programmes worldwide, as well as potential impact of our comparative approach on the way historical research is done within the emerging fields of HoLLT (History of Language Learning and Teaching) and HoAL (History of Applied Linguistics).
References
Austin, John L. (1962): How to Do Things with Words: The William James Lectures Delivered at Harvard University in 1955. Oxford: Clarendon Press.
Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Doff, Sabine (2008): Englischdidaktik in der BRD 1949 bis 1989. Konzeptuelle Genese einer Wissenschaft. München: Langenscheidt. van Essen, Arthur J. (1989): The Continental European contribution to EFL, past and present. In: Edelhoff, Christoph & Candlin, Christopher N. (eds.). Verstehen und Verständigung. Bochum: Kamp.
Habermas, Jürgen & Luhmann, Niklas (1971): Theorie der Gesellschaft oder Sozialtechnologie. Frankfurt: Suhrkamp.
Howatt, A.P.R. with Widdowson, Henry G. (2004): A History of English Language Teaching (2nd edition). Oxford: Oxford University Press. Hüllen, Werner (2005): Kleine Geschichte des Fremdsprachenlernens. Berlin: Erich Schmidt Verlag. Hymes, Dell (1972): On Communicative Competence. In: Pride, John B. & Holmes, Janet (eds.): Sociolinguistics. Selected Readings. Harmondsworth: Penguin, 269-293. Piepho, Hans-Eberhard (1974): Kommunikative Kompetenz als übergeordnetes Lernziel im Englischunterricht. Limburg: Frankonius. Rixon, Shelagh & Smith, Richard (2012): The work of Brian Abbs and Ingrid Freebairn. ELT Journal 66(3), 383-393.
Presenters Richard Smith Professor, University Of WarwickDoff Sabine Professor English Language Education, University Of BremenJason Anderson Assistant Professor, University Of Warwick Co-authors Tim Giesler Lecturer, University Of Bremen
Richard Smith
Doff Sabine
Jason Anderson
Tim Giesler