We have made it easy for you to download Terminology And Terminological Systems Repost PDF. Ebooks without any digging. Infoterm, The International. The United Nations Education and Cultural agency, UNESCO has called for multilingual education in schools, administrative units and the media as a way of promoting indigenous languages. Today is International Mother Tongue Day, proclaimed by UNESCO in 1999 with the objective of promoting linguistic and cultural diversity.
This module is designed for students with an interest in the links between education and languages. Language is both the medium of education and also one of its subject areas. What happens in schools is therefore likely to have a major impact on how languages change, grow or contract in society and the world at large, and how languages are used in school will also have a big impact on what pupils learn. We start from an assumption that being able to communicate in more than one language is a desirable human condition, with potential benefits for both the individual and society. Bilingualism or multilingualism is in fact the norm in many parts of the world, and the first part of the module will look at the rise and fall of various languages, historically and in the contemporary era of rapid globalisation, and a central focus will be on the historical spread of English as a foreign language and its manifestations.
The current global dominance of English is having an effect on local society and languages, and the next part of the module looks at the ways languages interact in society, and how they may be suppressed or promoted through government policy and local response. Education is perhaps the most significant means that governments have to influence language development, and the third part of the module deals with various models and methods of language education in the UK and in international settings. The module is deliberately wide-ranging in scope, but students will have the opportunity in the assignment to focus in more depth on one issue, and to investigate and report on an aspect of their own country's language education system. The module aims to stimulate students' thinking about the role of languages in society, and in particular about their role in the educational development of children. It will take a socio-historical perspective on language change and spread, giving particular attention to the contemporary growth of English and its effects on social and educational opportunity in diverse global settings, and to the ways that the languages scene in the UK has changed because of patterns of migration.
At the same time it aims to enhance students' awareness of how government policies and school practices can promote or inhibit multilingualism in young people. Weeks 1 Recognizing multilingualism: How multilingual is the world? How multilingual is our own learning group? Definition of key terms: language, variety, dialect, accent, domain.
2 The politics of English language teaching: Varieties of World English and the emergence of new Englishes. English and linguistic imperialism. English as a Lingua Franca (ELF). 3 The world language scene: Group presentations on the world language scene. Peer feedback. 4 Teaching language and culture: Relationship between language and culture. Languages for intercultural communication.
5 Languages in education 1: Being bi/multilingual and educational implication. UNESCO principles for multilingual education. Forms of language education (immersion, bilingual, monolingual, CLIL). 6 Languages in education 2: Language diversity in mainstream education in multilingual UK: debates about ‘support’ and development.
7 The multilingual university 1: Language attitudes and diversity in higher education in UK. Deficit models of language. English for Academic Purposes (EAP) and academic literacies. 8 The multilingual university 2: Internationalisation in UK HE. International and multilingual students and their experience of UK HE. 9 Module review: Review of module content.
Assignment workshop 10 Assessment: Group presentations 11 Assessment: Group presentations Learning Outcomes. Student progress will be monitored through:.
Checking (during teaching sessions) on student performance of weekly tasks. Encouraging, and observing the level of, student participation in class discussions. Monitoring the contributions of students to VLE discussion threads.
Assessing and giving feedback on one written essay, to be completed by Week 9 of the course. Teaching methods Delivery type Number Length hours Student hours Example Class 1 2 2 Office Hour Discussions 1 3 3 Lecture 11 2 22 Seminar 5 1 5 Tutorial 3 0 1 Private Study Hours 147 Independant Online Learning Hours 30 Total Contact Hours 33 Total hours (100hr per 10 credits) 210 Reading List.
The United Nations Education and Cultural agency, UNESCO has called for multilingual education in schools, administrative units and the media as a way of promoting indigenous languages. Today is International Mother Tongue Day, proclaimed by UNESCO in 1999 with the objective of promoting linguistic and cultural diversity. Irina Bokova, the UNESCO Director General says in a statement that promoting and respecting mother languages will help foster a future of dignity for all. “On the occasion of this Day, I launch an appeal for the potential of multilingual education to be acknowledged everywhere, in education and administrative systems, in cultural expressions and the media, cyberspace and trade. The better we understand how to value languages, the more tools we will have to build a future of dignity for all,” says Bokova The theme for this year is “Towards Sustainable Futures through Multilingual Education”. Bokova argues that in order to foster sustainable development, learners must have access to education in their mother tongue and in other languages. “It is through the mastery of the first language or mother tongue that the basic skills of reading, writing and numeracy are acquired.
Local languages, especially minority and indigenous, transmit cultures, values and traditional knowledge, thus playing an important role in promoting sustainable futures,” she says. UNESCO also looks at the International Mother Language Day as an opportunity to mobilize for the Sustainable Development Goals (SDG), and in particular SDG 4, “to ensure inclusive and quality education for all and promote lifelong learning.” The UN agency argues that education and information in the mother language is essential to improving learning and developing confidence and self-esteem, which are among the most powerful engines of development. In Uganda, the Minister of state for gender and culture, Peace Mutuuzo, has recommended for the use of local dialects to help develop mother languages. Mutuuzo says understanding of mother language enables easy learning and grasping of secondary languages like English and Kiswahili which are now the official languages in Uganda. However, she notes that families and schools have ignored the use of mother languages, forcing children to use English which affects their understanding. At a press conference on Friday last week, Mutuuzo warned teachers against punishing children for speaking vernacular at school.
David Ssengendo, the head teacher of Buganda Road Primary School in Kampala, the use of using local languages in schools which is stated in the thematic curriculum for lower primary has faced criticism from members of the public. He notes that whereas learning through the mother tongue language helps a child in understanding, most parents perceive the practice archaic, forcing schools to teach in English.
The national event is taking place at the National Theatre, Kampala, under the theme “Promoting use of local languages in learning for national development.” – Uganda Radio Network.