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Keynote Speakers

2018 International Conference on English Education
 
Theme: Englisfor Specific Purposes (ESP): Revolution and Innovation
Venue: ShiChieUniversity, Taiwan 
DateApril 28 anApril 282018
 

 國外講者  (Keynote Speakers)
 
  1. Dr. Laurence Anthony
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Innovation in Interdisciplinary ESP: Challenges and Possibilities
 
Laurence Anthony
Waseda University, Japan
Anthony@waseda.jp
 
Abstract
 
ESP instructors are faced with numerous challenges in the classroom, especially when the learners are from specialist disciplines quite different to their own. One challenge is finding suitable texts that can serve as models of the target language. Another challenge is analyzing those texts in order to identify their characteristic and sometimes unique features. Further challenges emerge when ESP instructors hope to introduce new discipline-specific language to learners. Which features should be targeted and how should they be introduced? Should the language be presented in an 'authentic' context or should the context be simplified? Also, what role should instructors play in the classroom when the learners may know more about the subject matter than they do?


In this talk, I will first challenge some of the existing assumptions about ESP. I will then present a modern interpretation of the approach that opens up new possibilities for ESP instructors. Next, I will introduce various innovative solutions to the common challenges faced by ESP instructors through the use of a growing number of data sources, software programs, and Internet-based resources. At the end of the talk, I will discuss further ways that innovation is beginning to dramatically affect the work of ESP instructors and suggest possible future directions for the field.
 
Biographical note
 
Laurence Anthony is Professor of Applied Linguistics at the Faculty of Science and Engineering, Waseda University, Japan. He has a BSc degree (Mathematical Physics) from the University of Manchester, UK, and MA (TESL/TEFL) and PhD (Applied Linguistics) degrees from the University of Birmingham, UK. He is a former Director and the current coordinator of graduate school English in the Center for English Language Education in Science and Engineering (CELESE). His main research interests are in corpus linguistics, educational technology, and English for Specific Purposes (ESP) program design and teaching methodologies. He serves on the editorial boards of various international journals and is a frequent member of the scientific committees of international conferences. He received the National Prize of the Japan Association for English Corpus Studies (JAECS) in 2012 for his work in corpus software tools design.

 
  1. Dr. Joseph Lo Bianco
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Language Policy: What Educators Need to Know
 
Joseph Lo Bianco
The University of Melbourne, Australia
j.lobianco@unimelb.edu.au
 
Abstract
 
For many educators including TESOL professionals the field of language policy can seem like a distant, abstract and irrelevant consideration. Yet, when we look closely we see that language policy is directly relevant to the work of all educators, and that educators and education in general is a critical practice of language policy.  Historically most language policy decisions rely on education to deliver and implement decisions made about language abilities that a society requires.  However, the field of language policy as it is increasingly understood today is more sophisticated and directly relevant to teachers and educators in general.  Teachers and the act of teaching is a kind of language planning in itself, not only implementing the policy decided by others but also expanding and deepening the attitudes to language, information about language, patterns of use of language and other aspects of language in the lives of learners and through them whole communities. In addition, as experts and as citizens, educators can and should be direct participants in shaping the decision making about language that societies engage in.  This talk will open up the field of language policy and planning from the point of view of English in the world, in the context of the changing profile of global communication. I will introduce critical concepts in language policy and planning, trace the origins and some key developments in the analysis of language policy and planning and project forward some likely developments.
 
 
Biographical note
 
Joseph Lo Bianco is Professor of Language and Literacy Education at the Melbourne Graduate School of Education, and serves as Immediate Past President of the Australian Academy of the Humanities (the first educator elected to this role). In 2012 he was appointed Research Director of the UNICEF Language and Peacebuilding initiative in Malaysia, Myanmar, Thailand. Since 2011 he has served as senior research advisor for LUCIDE, a European Commission project on Languages in Urban Communities - Integration and Diversity for Europe, conducting large scale 4 year research on multilingualism at the municipal level in 12 European cities.
 
In January 2014 he commenced in an academic advisory role with the National Research Centre for Foreign Language Education at Beijing Foreign Studies University providing advice to the State Language Commission and supporting academic research initiatives.
 
Professor Lo Bianco wrote Australia’s National Policy on Languages in 1987, the first multilingual national language policy in an English speaking country and was Chief Executive of the National Languages and Literacy Institute of Australia until 2002. The National Policy on Languages was adopted by the Australian government as a comprehensive national plan to cover all of Australia’s language needs and interests (English and English literacy, and English as a second and foreign language and languages other than English (including Indigenous language rights, immigrant and foreign languages) as well as language services (research, translating and interpreting, public media).
 
Professor Lo Bianco has advised on language, culture and literacy education, and on the integration of indigenous and immigrant children into mainstream schools, reconciliation and peace through education, in many countries, including Council of Europe, Sri Lanka, Ireland, Wales and the UK, Italy, Slovenia, Canada, Vietnam, Singapore, South Africa, Thailand, Timor Leste, Papua New Guinea among others. He supervises PhD research projects and teaches courses in language planning, and supports international research projects in several countries on language and culture studies, language planning and multiculturalism/intercultural education.
 
His language policy advising activity includes language services for the Sydney Olympic Games, a report which was subsequently used to support multilingualism at the Athens and London Games, assistance to the government of Ireland to produce a 20 year strategy to support the vitality of Irish, support on basic education, literacy and language policy in South Africa, Hawaii, Italy, Alberta (Canada), Western Samoa and other Pacific Island countries, preparation of a National Language Education plan for the Government of Sri Lanka, 1999, under World Bank financing; commissioned support for language policy in Scotland and Northern Ireland Department of Education on language policy and multiculturalism as part of the Good Friday Peace Agreement, 2000-2003, consultancy to the Israel Ministry of Education and many other international collaboration activities.

 
3. Dr. Kjersti Fløttum
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Narrative analysis of discourse of environmental and climate change
Kjersti Fløttum
University of Bergen, Norway
Kjersti.Flottum@uib.no
 
Abstract
Narrative analysis can take different forms in different disciplinary or cross-disciplinary contexts. In this talk I will first present a short overview of the notion of narrative in two theoretical approaches: the textlinguistic approach as developed by Jean-Michel Adam and the political science approach as developed by Michael D. Jones and colleagues in the Narrative Policy Framework. Then I will present some case studies of narratives, primarily taken from discourse related to environmental and climate change, including various genres: United Nations reports, Summaries for policymakers in IPCC reports, Political White papers, and Survey discourse (i.e. respondents’ answers to open-ended survey questions).
There is not one discursive genre in which we can put the many representations of climate change discourse. They come in many varieties and genres, through different channels and voices: scientific reports and papers, different journalistic genres, political manifestos and speeches, NGO programs, blogs, social media discussions and individual personal stories. They may be based on knowledge from the natural or social sciences, from personal experiences, and influenced by different political, ideological and personal points of view; thus, they often represent hybrids of scientific, political and other voices where different genres are mixed. Research undertaken by the LINGCLIM project (www.uib.no/lingclim )
indicates that climate text and talk can be considered as “climate change narratives”.
I will claim that the narrative perspective helps to understand and explain complex discourse through identifying the presence or absence of different components in a “story” (such as initial situation, complication, reaction, resolution, final situation) and of narrative characters (hero, villain, victim). Through a selection of text examples I will show how the narrative perspective, including a dimension of multivoicedness (linguistic polyphony), may have relevant implications for the teaching of language in higher education.
 
Biographical note
 
I am professor at the Department for foreign languages, University of Bergen, since 1996.
I have my doctoral degree – Dr.art. – from the Norwegian University of science and technology (NTNU); doctoral fellowship from the research Council of Norway, January 1986 – December 1988; thesis defended 15 April 1989.
 
 
 
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