Dr. Peter Mickan (University of Adelaide)
Peter Mickan PhD, M.Ed. Hons, Dip. Ed., B.A. Hons, is an experienced teacher and researcher. He established postgraduate applied linguistics in the University of Adelaide, South Australia, where he supervised research groups documenting applications of systemic functional linguistics to teaching languages and literacy, to testing, to workplace communication, and to revival linguistics. He is co-editor of Socialisation, social practices and teaching (2006). His book Language curriculum design and socialisation (2013) has been described as a ground-breaking contribution to curriculum design in language education. His journal publications include content-based language learning, bilingual curriculum, IELTS testing and academic literacy. His current work on text-based curriculum includes the analysis of academic literacies and languages teaching from a social semiotic perspective. Email: email@example.com
Functional linguistics applied: Grammar in text-based instruction
In this paper I plan to examine key concepts of functional linguistics applied to the teaching of languages.The analysis and discussion of grammar and text-based instruction is based on Halliday’s Systemic Functional Linguistics (SFL) (Halliday and Matthiessen 2014). SFL has special application to language in education. It examines grammar of texts in context. It presents language learning as a social experience of making meanings. Language variation, the use of different text or text types, for different purposes is a feature of our linguistic landscape. The study and analysis of naturally occurring language shows variation in the texts we use according to the people with whom we are communicating, the topic or topics under discussion, and the kind of spoken or written language in use. The studies show the power of analysis of lexicogrammar of texts for increasing learners’ awareness of language variation. Explicit teaching of characteristic lexicogrammatical features of text-types supports students’ composition of their own texts for the expression of different meanings. The presentation includes evidence of explicit teaching of texts in schools and universities.
Dr. Gumawang Jati, M.A (Bandung Institute of Technology)
Dr. Gumawang Jati, M.A. has a profound interest in English language teaching, teacher training, digital material development and information and computer technology (ICT) in education. He obtained his undergraduate degree – Bachelor of Education – from Sanata Dharma Teacher Training and Education (now Sanata Dharma University), Yogyakarta, Master of Arts from University of Warwick, England and doctorate degree from Indonesia University of Education (Universitas Pendidikan Indonesia), Bandung. He has been teaching at Bandung Institute of Technology since 1990.
Technology, Literacy, & Language Learning
“Teaching Z Generation”
Rapid evolution of communication technologies has changed language pedagogy and language use, enabling new ways of learning, new forms of authorship, and new ways to teach beyond cognitive, classroom wall and curriculum. The first section of this presentation identifies and discusses the characteristics of Z generation followed by what required when entering the job market for 21st century. The second section discusses changes in the society due to the rapid development of ICT which lead to the changes of how people interact in their daily basis. The third section discusses the implications for teaching and learning and what teachers and students can do beyond the classroom wall in relation to the present of new available Apps which can be used for teaching Z generation.
Professor David Coniam (The Education University of Hong Kong)
David Coniam is Chair Professor and Head of Department of the Department of Curriculum and Instruction at The Education University of Hong Kong, where he is a teacher educator, working with teachers in Hong Kong primary and secondary schools. His main publication and research interests are in language assessment, language teaching methodology and computer assisted language learning.
Researching and publishing out of your own professional activities
In this talk, I explore the need for academics, and in particular teacher educators, to publish. I first outline the background reasons – such as obtaining tenure, career advancement, and personal and university prestige – for why academics need to publish. I then move to exploring the theme of how, from one personal perspective – myself – our various professional contact in a number of areas offers substantial opportunities for publishing. I discuss my own personal experiences, laying out five areas in which my professional pursuits with teacher trainees have led to a considerable amount of publications, the majority of which have appeared in reputable international journals. I close by calling for a closer examination of our own practice, suggesting that there is much of value, which, if framed appropriately, can be of value to the international community, as bona fide publication outputs.
Markus Budiraharjo, Ed.D. (Sanata Dharma University)
Markus Budiraharjo finished his B.Ed. from the English Language Study Program, Sanata Dharma University, in 1999. He earned his first masters’ degree (2003) from Boston University, MA, majoring in Language, Literacy, and Cultural Studies. His second masters’ was from Loyola University Chicago (2008), majoring in Instructional Leadership. His doctorate was from Loyola University (2013). His dissertation was on professional development and transformative learning among Indonesian adult learners.
Learning in the spirit of a digital era
Each era has its own unique spirit. Such a phenomenon is true for all human enterprises, including for education. Today’s digital era has been responded differently by different parties. On the one hand, some pessimistically view today’s digital age a great disadvantage for current generation. Young people are seen to have been indulged by a variety of facilities. A lack of delayed gratification and increasing speeds in both technologies and services have made them more and more spoiled. On the other hand, others view that it is not enough to deplore all those challenges. Digital products and facilities are viewed to have yielded a wider horizon of possibilities to anticipate. According to the later perspective, learning is better viewed within the perspective of such a horizon. A growing body of literature suggests that learning is a complex enterprise, forcing us to attend to a great variety of theorizations beyond philosophy and psychology to better grasp its complexity. Recent studies on behavioral economy, life sciences (i.e. hormonal, genetic, synaptic), research on expertise, and collaborative inquiries provide a better outlook of what learning is all about during this digital age.
Dr. Rob Waring (Notre Dame Seishin University)
Dr. Rob Waring is an acknowledged expert in Extensive Reading and second language vocabulary acquisition. He is Professor at Notre Dame Seishin University in Okayama, Japan. He is an Executive Board member of the Extensive Reading Foundation. He is also author and series editor of three graded reader series by Cengage Learning and two by Seed Learning. He is the administrator and co-founder of the Extensive Reading website www.ER-Central.com.
The Missing Piece of the Puzzle
This presentation will present the ‘missing piece of the puzzle’ for language teachers and students. The talk starts by surveying what we know about language learning and teaching and reviews the linguistic parameters under which this learning must take place. There will then be a review of the current state of EFL to show how we, as an industry, present language to students in a linear manner based on a ‘teaching causes learning model’ of language learning. Recent research into lexical analysis and vocabulary learning will highlight the relatively little recycling of vocabulary, the lack of attention to collocation, colligation and lexical phrases in general there is in typical EFL courses which vastly underestimate the amount of language students need to meet for acquisition to take place. It will also highlight the conditions under which vocabulary can be acquired. The final section of the talk will show how teachers, students and curriculum designers can provide the missing massive amounts of exposure students need to consolidate their language knowledge to enable long term acquisition to take place.