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 Outdated drivers can cause compatibility issues with the Dryfta meeting platform.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[SYMP82] Teachers as agents of change: Language Education for Peace and Social Responsibility100 % Online sessionAILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
The Special Commitment of Peace Linguists and Directions for Peace Linguistic Research and Action
Oral Presentation[SYMP82] Teachers as agents of change: Language Education for Peace and Social Responsibility01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
Despite over 30 years since the groundbreaking 1987 LinguaPax Conference on "Teaching foreign languages for peace and understanding," the inclusion of 'Peace Linguistics' (PL) in Crystal's (1999) dictionary, and, more recently, months of war between Russia and Ukraine, peace still does not figure among the keywords in the AILA open call subthemes. Yet applied linguistics (AL) should be more than marginally interested in this very real world challenge. The theme of AILA 2023 is 'Diversity and social cohesion in a globalized world: Towards more committed language sciences', and AL has areas that focus more on one or the other. A branch of AL that brings both dimensions together, through both description and application, is PL, recently defined as "an interdisciplinary field guided by the goal of promoting peace and peacebuilding through systematic study, deliberate teaching/learning, and conscious use of languages spoken, written, and signed" (Wright, 2021). Despite the notable efforts of pioneers such as Gomes de Matos and Friedrich and some peaceworking applied linguists who did not use the term explicitly in early years but were intentionally committed to peace, until now, not enough has been written or said about this emerging field at "the intersection of peace, language, communication and power" (Friedrich, 2009, p. 23). As PL remains somewhat invisible and little developed, it is not yet contributing to AL to its full potential. However, applied linguists can be agents of and for peace (Friedrich, 2007; Gomes de Matos, 2018). Indeed, numerous scholars have argued that they should be! There are multiple ways that the field can contribute to a better world and more relevant sciences, and the goal of this presentation focused on peace language education is to discuss the special commitment of peace linguists and directions for peace linguistic research and action based on a selection of recent studies specifically at the levels of curriculum, programs, and courses. In Gomes de Matos's (2006) view, "An emphasis on peaceful communication … would reflect the assumption of the need for transformative communicative change leading to the preparation of citizens as peaceful users of languages" (p. 170). There is no time like the present to integrate peace into language education.
References Crystal. D. (1999). A dictionary of language (2nd ed.). Chicago: The University of Chicago Press.
Friedrich, P. (2007). Language, negotiation, and peace: The use of English in conflict resolution. London: Continuum.
Friedrich, P. (2009). Peace studies and peace linguistics now: What has language got to do with it? Peace Forum, 24(34), 23-27.
Gomes de Matos, F. (2006). Language, peace, and conflict resolution. In M. Deutsch, P. T. Coleman, & E. C. Marcus (Eds.), The handbook of conflict resolution: Theory and practice (2nd Ed.), (pp. 158-174). San Francisco: Jossey-Bass.
Gomes de Matos, F. (2018). Planning uses of peace linguistics in second language education. In C. Chua Siew Kheng (Ed.), Un(intended) language planning in a globalising world: Multiple levels of players at work (pp. 290-300). Warsaw: De Gruyter.
Wright, J. (2021). ELT concept #12: Communicative peace and (applied) peace linguistics. Willy's ELT Corner.
Presenters Jocelyn Wright Associate Professor, Mokpo National University
THE PLACE OF ENGLİSH AS A MEDİUM OF İNSTRUCTİON İN A DİVERSE WORLD
Oral Presentation[SYMP82] Teachers as agents of change: Language Education for Peace and Social Responsibility01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
English as a medium of instruction has been dıscussed by many e.g. Macaro (2018). Benefits claimed for EMİ include that it assists global communication, fosters social cohesion and tolerance in a world where everyone can understand each other, promotes international mobility, provides access to employment and academic opportunities such as publication, and provides financial benefits for institutions. However, it is also claimed that EMİ threatens local languages/linguistic diversity, endangers local cultures, has a detrimental effect on content knowledge because of limited teacher/student language proficiency, and threatens English as an L1. Nevertheless, despite the potential challenges and that it has been discouraged or even banned in some places, EMİ continues to expand throughout the world, across Europe, the Middle East, Asia, Africa and Latin America. This paper will look at the situation in a number of these places, it will report the results of some recent research on the question of EMİ as it is practised around the world, and it will attempt to draw some conclusions about the future of EMİ, about the steps which need to be taken to reduce the challenges it poses, and its potential to act as an agent for diversity and social cohesion.
Although writers such as Phillipson (1992) have long been warning of the dangers of "linguistic imperialism", as Soruç and Griffiths (2018) put it, "in terms of current realities, English would seem to be firmly established as the language in which the world does business, interacts socially, travels, and entertains itself. Increasingly also [it]...is used for educational purposes" (p.38). According to Macaro (2018) expansion of English medium instruction is showing no signs of slowing; on the contrary, EMİ has become widespread all over the world. The underlying rationale is that students can save time by absorbing language effortlessly while working on subjects which will benefit their future prospects and which they will therefore find more motivating. But these potential benefits are not without challenges, one of the most conspicuous being the issue of language proficiency. According to Belhiah and Elhami (2015), "the current EMI situation leaves much to be desired with students struggling to learn the subject matter due to their low-proficiency in English" (p.3). And this problem does not apply only to students, since teachers may be excellent in their own subject area, but they often struggle when required to teach their subject in a language in which their own proficiency is not high (Lasagabaster & Doiz, 2021). İn addition, EMI has been framed as a human rights issue (Milligan & Tikly (2018), and concern has been raised that EMI may lead to attrition for the local languages, culture and identities (Selvi, 2020). De Costa et al. (2021) frame this as a social justice issue. Nevertheless, in spite of these challenges, EMI has continued to spread into almost every location on the planet. Reasons for the willingness to employ EMİ might vary across these locations, including geographical proximity (especially for Europe), historical (e.g. colonial) or economic. This paper will investigate the practice of EMİ in a number of different locations to explore reasons why EMİ is (or is not) adopted there, and the advantages and disadvantages experienced. From this data an attempt will be made to draw implications to guide future EMİ practice, especially in light of issues of diversity and social cohesion in our globalizing world.
References Belhiah, H., & Elhami, M. (2015). English as a medium of instruction in the Gulf: When students and teachers speak. Language Policy, 14, 3-23. De Costa, P., Green-Eneix, C. & Li, W. (2021). Embracing Diversity, Inclusion, Equity and Access in EMI-TNHE. RELC Journal, 52/2, 227-235. Lasagabaster, D. & Doiz, A. (2021). Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice. Oxon: Routledge Macaro, E. (2018). English Medium Instruction. Oxford: Oxford University Press Milligan, L. & Tikly, L. (2018). English as a Medium of Instruction in Postcolonial Contexts. Oxon: Routledge. Phillipson, R. (1992). Linguistic Imperialism. Oxford, UK: Oxford University Press. Selvi, A. (2020). Resisting English medium instruction through digital grassroots activism. Journal of Multilingual and Multicultural Development, online, DOI: https://doi.org/10.1080/01434632.2020.1724120 Soruç, A. & Griffiths, C. (2018). English as a medium of instruction: students' strategies. ELTJ, 72/1, 38-48.
Decentralization and diversification of cultural content in English language textbooks used in primary schools in Bosnia and Herzegovina
Oral Presentation[SYMP82] Teachers as agents of change: Language Education for Peace and Social Responsibility01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
Textbooks are essential tools in many English/foreign language classrooms. Teachers are often required to use a specific textbook which is then placed at the center of the program and used as the main source of teaching and learning material. Textbooks used in classrooms where English is taught as a foreign language have often been criticized for their emphasis on Anglo-Saxon cultural context and there have been calls for decentralization and diversification of content so that it could include a consideration of learners' cultural background. This paper looks at English language textbooks that are used in primary schools in Bosnia and Herzegovina and the way they present culture-related material in their reading lessons and culture corners. Content in some textbooks is still heavily oriented towards the US and the UK and many reading texts function primarily as language samples, which means that there are not many opportunities for learners to discuss cultural aspects of the texts. Moreover, textbooks present culture in a simplistic way, either by focusing only on cultural practices and products and disregarding different cultural perspectives or by catering only to middle class learners. This paper shows some ways in which textbook tasks can be modified so that texts can be used as resources and so that learners can be encouraged to engage more deeply with the content.
Basabe, E. A. (2006). From de-Anglicization to internationalisation: Cultural representations of the UK and the USA in global, adapted and local ELT textbooks in Argentina. Profile 7, 59-75.
Byram, M., Gribkova, B., & Starkey, Hugh. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe.
Gray, J., & Block, D. (2014). All middle class now? Evolving representations of the working class in the neoliberal era: The case of ELT textbooks. In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production (pp. 45-71). London: Palgrave Macmillan.
Gray, J. (2001). The global coursebook in English language teaching. In D. Block, & D. Cameron (Eds.), Globalization and Language Teaching (pp. 151-167). London: Routledge.
Gray, J. (2000). The ELT coursebook as cultural artefact: How teachers censor and adapt. ELT Journal 54(3), 274-283.
McKay, S. L. (2003b). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics 13(1), 1-22.
McKay, S. (2000). Teaching English as an international language: Implications for cultural materials in the classroom. TESOL Journal 9(4), 7-11.
Pennycook, A. (2017). The cultural politics of English as an international language. London and New York: Routledge.
Sercu, L., Bandura, E., Castro, P., Davcheva, L., Laskridou, C., Lundgren, U., & Ryan, P. (2005). Foreign language teachers and intercultural competence: An international investigation. Clevedon: Multilingual Matters.
Skopinskaja, Lj. (2003). The role of culture in foreign language teaching materials: an evaluation from an intercultural perspective. In I. Lázár (Ed.), Incorporating intercultural communicative competence in language teacher education (pp. 39-68). Council of Europe Publishing.
Yuen, K.M. (2011). The representations of foreign cultures in English textbooks. ELT Journal 65(4), 458-466.
Learning for Peace and Social Responsibility: Preparing Language Teachers for Activist Pedagogy in Bosnia and Herzegovina
Oral Presentation[SYMP82] Teachers as agents of change: Language Education for Peace and Social Responsibility01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
Literature recognizes that teachers play a key role in the implementation of changes proposed by the reforms and newly emerging societal challenges. This is why understanding language teacher identity and the ways, strategies and pedagogies language teacher education programs use to prepare teachers to infuse values (like peace, human rights, democracy) in their teaching, developing strategies to teach controversial topics and sensitive issues in language classroom, and seeing a broader political, social, cultural and economic platforms in which language teachers live and work daily, are crucial for understanding how language teachers can play the roles of implementing social change within a particular context and how language education can be used for such transformative processes. The proposed paper will reflect the practices, experiences and pedagogies English language student-teachers in Sarajevo, Bosnia and Herzegovina use in teaching values of peace and social responsibility to activate learning that infuses social change through language-culture teaching. The paper will also illustrate the pedagogies used by teacher educators to create frameworks that enable such practices to take place.
The proposed paper begins with the hypothesis established by Davies (2011) that the link between state fragility and educational system fragility can be interrupted by certain sorts of critical teacher training, capacity development, and making national plans for education. By introducing new educational paradigms in language teacher education and in language teaching through specific focus on creating socially responsible classrooms, by integrating global themes into teaching, and by grounding the language curriculum contents in critical and peace pedagogy principles, the teachers of languages can be encouraged to assume more critical roles in the society to advocate for change, and to contribute to holistic education of the children and youth. This would enable our language learners to cope with numerous challenges in the fragility of deep fragmentations and polarizations which we witness on a global scale in today's world in different settings: the societies still coping with the post-conflict reconstruction, healing, reconciliation and social recovery; the aftermath of the Covid-19 pandemic; the war-caused crisis situations around the globe; the environmental challenges seen in all corners of the world. The pedagogical perspectives of teachers, their perceptions of teaching goals, and their teaching practices and philosophies will greatly be influenced by their personal and professional identities which are shaped by their previous experiences in schooling, as well as by the institutional climate, dominant politics and ideologies, teaching methodologies, and political traditions that are deeply embedded in the approaches and strategies that teachers use in their practice. The main goal of this paper is to better understand how language teachers in Bosnia and Herzegovina use the potential of language in their classrooms and how they operate with specific critical and peace pedagogies to implement social responsibility goals in their language education (teaching for peace and about peace, addressing migration issues, introducing inclusive education practices through language teaching, addressing the environmental crisis, integrating the study of history, literature, and human behaviour with ethical decision making and innovative teaching strategies to promote diversity, equality, justice, etc.), i.e., what are some specific pedagogies used to implement those goals through language and culture teaching?
Jocelyn Wright
