ࡱ> gif[ Rfbjbj  4lpa!\pa!\&!!!!!5558mDl5&<QQQ%%%%%%%$)+x%!QQQQQ%!!4&uuuQ*!!%uQ%uu:$$t{$ %&0&$ 2,W2-$$J2,-$!'%pQQuQQQQQ%%uQQQ&QQQQ2-QQQQQQQQQI : 5g21-24ef[/gbJT[cSbJTXdbJTNbJTvbJTebJT0WpTerrence G. WileyPromoting Language Education for All in Multilingual Nations:Recent Developments and Policy Insights2018t^5g21e hTN 14:00-15:30Yf[bbJTSMiguel Prez-MilansBuilding and argument in language policy research: Language, neoliberalism and the commodification of pedagogy2018t^5g21e hTN 15:30-17:00Yf[bbJTSPeter de CostaWhy Schools Matter: An Ethnographic and Ecological Approach to Understanding Bilingual and Multilingual Education2018t^5g22e hTN 12:00-13:30Yf[bbJTSDwight S. AtkinsonTeaching as Natural Pedagogy2018t^5g23e hT N 14:00-15:00Yf[bbJTSMiguel Prez-MilansDoing language policy research through the lens of reflexive discourse2018t^5g23e hT N 15:00-16:30Yf[bbJTSTerrence G. WileySurvey Methodologies in Language and Literacy Research2018t^5g24e hTV 10:00-11:30Yf[bbJTSTerrence G. WileyInterpretive Policy Analysis in Language Policy Research: Assessing Policy and Implementation2018t^5g24e hTV 14:00-15:30Yf[bbJTS;NNTerrence G. Wileye2018t^5g21e hTN 14:00-15:300WpYf[bbJTSSRNXTYf[bYe^0xNTxNf[uPromoting Language Education for All in Multilingual Nations:Recent Developments and Policy InsightsThis presentation will address some of the challenges of promoting effective language policies for all in multilingual countries and note the need for comprehensive language policy Analysis. Even in countries where one language is dominant, there is often a substantial degree of multilingualism. This is also the case in the United States, which has often been treated in policy debates as if it is a largely monolingual nation.The presentation notes the tendency to fragment or compartmentalize policy discussions. For example, discussions about educational language policy are sometimes limited to only focusing on foreign language education within the discourses of globalization and national competitiveness. At other times, policy debates only focus on language minority education. These are often framed by discourses related to overcoming deficiencies and promoting access, equity, and social integration for minorities.This presentation, however, will note the utility of a more comprehensive approach that integrates a focus on both the majority and minority language education. It will review some recent trends in educational language policy analysis in this regard by drawing on several recent commissioned studies by the National Academy of Sciences in U.S. Next, it will consider the benefits of developing comprehensive educational policies that are designed to promote multilingualism for all types of learners. The paper will also note the need to be sensitive to unique national contexts when formulating language policies by identifying some of the major differences between the Chinese and U.S. situations. Lastly, the presentation will share research on schools that are attempting to implement exemplary dual language programs.;NNMiguel Prez-Milanse2018t^5g21e hTN 15:30-17:000WpYf[bbJTSSRNXTYf[bYe^0xNTxNf[uBuilding and argument in language policy research: Language, neoliberalism and the commodification of pedagogy This talk provides an example of how to engage with wider theoretical discussions taking place in the social sciences through the lens of ethnographic and discourse-based research in the language disciplines. I will do so by focusing on my latest research in Hong Kong. Drawing on a 4-year project interested in language policy shifts at an educational institution in Hong Kong, I will show how I have engaged with contemporary work on neoliberalism and language commodification by bringing a what could be argued novel perspective. This perspective, as I will detail, involves revisiting taken-for-granted understandings of issues concerned with pedagogy, a task for which socio-critical approaches to discourse and language policy research are particularly suitable. ;NNPeter de Costae2018t^5g22e hTN 12:00-13:300WpYf[bbJTSSRNXTYf[bYe^0xNTxNf[uWhy Schools Matter: An Ethnographic and Ecological Approach to Understanding Bilingual and Multilingual Education In line with a bottom-up, ethnographic approach to language policy and planning, I examine how the language learners and teachers at schools can play an instrumental role as agents of change. Using identity and ideology as a theoretical lens to guide my presentation, I first examine broad developments in bilingual and multilingual education research in the United States and subsequently make comparisons with developments in China and Singapore. Next, and in congruence with the social turn in second language acquisition (Block, 2003; Douglas Fir Group, 2016), I argue and illustrate that an ecological and ethnographic approach to bilingual and multilingual education, that is one that situates the language learner and teacher in relation to meso-level systems such as schools and macro-level systems such as national curricula, needs to be taken to better understand how individuals can (re)claim language-in-education policies. Building on these arguments, I close with a discussion of the multilingual turn in TESOL and draw on TESOL research conducted in China and beyond in order to demonstrate ways to enhance learning and teaching outcomes.;NNDwight S. Atkinsone2018t^5g23e hT N 14:00-15:000WpYf[bbJTSSRNXTYf[bYe^0xNTxNf[uTeaching as Natural PedagogySome animal species are natural-born teachers: They teach their young naturally as part of their evolved instincts for child-rearing. Meerkats, otters, chickens, songbirds, and the golden lion tamarin monkey are notable examples, although none has been researched widely. Humans also teach naturally. Child-directed speech, storytelling, conversational repair, referential pointing gestures, and facial expressions of affect may all be part of natural pedagogy. These actions do not involve intentionality or desire to teach--they simply occur in everyday social interaction. After reviewing the case for natural pedagogy in animals and humans, I explore its role in formal teaching. That is, I look at classrooms and professional teachers in terms of how natural pedagogy may function as an evolved interactional basis for and complement to intentionally planned and implemented teaching behaviors. I conclude by speculating on whether it is possible for teachers to learn to use natural pedagogy more effectively--to learn to do what we do naturally better.;NNMiguel Prez-Milanse2018t^5g23e hT N 15:00-16:300WpYf[bbJTSSRNXTYf[bYe^0xNTxNf[uDoing language policy research through the lens of reflexive discourseThis talk engages with contemporary calls in the social sciences to further research on reflexivity and social change from the perspective of existing work on reflexive discourse in the language disciplines. Drawing on a 4-year linguistic ethnography in Hong Kong, I will focus on the significance of analyzing processes of discourse enregisterment (Agha, 2007) for language policy researchers. In particular, I will analyze the trajectory of a young female with Nepali background, with the aim of shedding light on how ethnic minority-based activism emerged as cultural model of action that involved a set of social actors across different domains including secondary school students, social workers, teachers, researchers and community leaders. Analysis of interview transcripts, online chats and multimodal artifacts will be used with a strong epistemological focus on how to document situated communicative practices vis--vis wider policies and their socio-institutional consequences.&(*02:<DFNB t v   ܺ}}}}}}}}_@_@_=hhNhBB*OJQJ^JfHnHo(ph"""q tH:hhNhBB*OJQJ^JfHnHph"""q tH=hhNh^B*OJQJ^JfHnHo(ph"""q tH:hhNh^B*OJQJ^JfHnHph"""q tHBhhNh^B*CJOJQJ^JaJfHnHph"""q tHEhhNhBB*CJOJQJ^JaJfHnHo(ph"""q tH(*2<FP $$Ifa$gdQNW$a$gd<$a$gdBPRvB v H<<<<< $$Ifa$gdQNWkd$$Ifl\ B$[ SNl t0644 lap(ytQNW H<<<<< $$Ifa$gdQNWkd$$Ifl\ B$[ SNl t0644 lap(ytQNW  <kd$$Ifl\ B$[ SNl t0644 lap(ytQNW $$Ifa$gdQNW " $ J L <kd^$$Ifl\ B$[ SNl t0644 lap(ytQNW $$Ifa$gdQNW ^Rz¤kM:hhNhGB*OJQJ^JfHnHph"""q tH:hhNhdB*OJQJ^JfHnHph"""q tH4h;+B*OJQJ^JfHnHph"""q tH:hhNh^B*OJQJ^JfHnHph"""q tH:hhNhBB*OJQJ^JfHnHph"""q tH=hhNhBB*OJQJ^JfHnHo(ph"""q tH <kd($$Ifl\ B$[ SNl t0644 lap(ytQNW $$Ifa$gdQNW^<kd$$Ifl\ B$[ SNl t0644 lap(ytQNW $$Ifa$gdQNW^<kd$$Ifl\ B$[ SNl t0644 lap(ytQNW $$Ifa$gdQNW<4$a$gd<kd$$Ifl\ B$[ SNl t0644 lap(ytQNW $$Ifa$gdQNW<Rz|HJSTHI4nEJKL$a$gdj= $^a$gdj=$a$gd<z|H 2Há~cE'E:hhNhj=B*OJQJ^JfHnHph"""q tH:hhNhdB*OJQJ^JfHnHph"""q tH4h;+B*OJQJ^JfHnHph"""q tHEhhNh<B*CJOJQJ^JaJfHnHo(ph"""q tHBhhNh<B*CJOJQJ^JaJfHnHph"""q tH=h-`h<5B*OJQJ^JfHnHph"""q tH:hhNh<B*OJQJ^JfHnHph"""q tHHTVZ\fEJK$:FHJLVX\vijjLL:hhNh^B*OJQJ^JfHnHph"""q tH4h;+B*OJQJ^JfHnHph"""q tH=hhNh^B*OJQJ^JfHnHo(ph"""q tHhhNhj=CJOJQJ^J!h-`hj=5OJQJ\]^J:hhNhdB*OJQJ^JfHnHph"""q tH:hhNhGB*OJQJ^JfHnHph"""q tHL&`v$$$$$%6%8%r%t%&(K))))0*j***$a$gd$6$a$gd<$$$$% ~[@":hhNhdB*OJQJ^JfHnHph"""q tH4h;+B*OJQJ^JfHnHph"""q tHEhhNh<B*CJOJQJ^JaJfHnHo(ph"""q tHBhhNh<B*CJOJQJ^JaJfHnHph"""q tHBhhNh$6B*CJOJQJ^JaJfHnHph"""q tH:hhNh$6B*OJQJ^JfHnHph"""q tH=h-`h$65B*OJQJ^JfHnHph"""q tH%4%6%8%r%t%@&& '))*o\K:K): hhNh NNCJOJQJ^JaJ hhNh<CJOJQJ^JaJ hhNhI{CJOJQJ^JaJ$hhNhI{CJOJPJQJ^JaJ$hhNh<CJOJPJQJ^JaJ9h-`hI{5B*OJPJQJ^JfHph"""q AhhNhj=B*OJPJQJ^JfHnHo(ph"""q tH>hhNhGB*OJPJQJ^JfHnHph"""q tH>hhNhGB*OJPJQJ^JfHnHph"""q tH **.*j***4+6+{/0VBVDVJVLVPVRV\V^V|VVW]]]]]]]]ﳥ}kVVLh;+OJQJ^J(hhNh<CJOJQJ^JaJnHtH#h-`h<5OJQJ^JnHtHU(hhNhGCJOJQJ^JaJnHtH hhNhj=CJOJQJ^JaJh-`hj=5OJQJ^J!h-`hj=5OJQJ\]^JhhNhGOJQJ^J:hhNhj=B*OJQJ^JfHnHph"""q tH hhNhGOJQJ^JnHtH*6+{/|/,VfV|VVVWWYYYYZ [[|\]]]]]^6^8^$a$gd<$a$gdj= $^a$gdj=;NNTerrence G. Wileye2018t^5g24e hTV 10:00-11:300WpYf[bbJTSSRNXTYf[bYe^0xNTxNf[uSurvey Methodologies in Language and Literacy ResearchThis presentation discusses the role of survey research in language and literacy students, and will share findings from a recently published study of Chinese higher education students views and experiences in learning English. The study will also address:The Importance of Understanding Language Attitudes in LPPThe Important and Utility of Surveys in LPP ResearchAssessing National Rates of Bilingualism and Literacy-Biliteracy through SurveysApproaches to National Literacy Surveys and AssessmentsThe Value of Secondary Large-Scale Survey Analysis of Bilingualism and Bi-/Multi-literacies and the Labor MarketApplications of Survey Research in Language and Literacy Policy StudiesFindings from Surveying Chinese English Leaner Perspectives of English Language Policies in Higher Education (Liu, Lin, & Wiley, 2016) ;NNTerrence G. Wileye2018t^5g24e hTV 14:00-15:300WpYf[bbJTSSRNXTYf[bYe^0xNTxNf[uInterpretive Policy Analysis in Language Policy Research: Assessing Policy and ImplementationThis presentation will address two aspects of policy research. The first will consider traditional views of policy formation and implementation and provide a brief introduction to useful research and evaluation tools known as the concerns-based model. These have been widely used in assessing policy and program implementation from a more traditional frame of reference.Next, the presentation will consider the question of interpretation regarding the meanings a policy may have as understood and experienced by various stakeholders. A brief overview of interpretative policy analysis (IPA) will be provided. IPA analysis can be a valuable approach when policies are controversial or contested.Lastly, the presentation will consider how both traditional tools for assessing implementation can be combined with interpretive policy analysis. 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