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Keynote Speakers

2017 International Conference on English Education
Theme: Englisfor Specific Purposes (ESP): Teaching, Learning, and Digitalisation
Venue: ShiChieUniversity, Taiwan 
DateApril 29 anApril 302017

 國外講者  (Keynote Speakers)
1) Dr. Iekje Smit
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2017 ICEE Conferencon
EnglisEducatioanEnglisfoSpecific Purposes (ESP): TeachingLearningand Digitalization
Shih Chien UniversityTaiwan (April 29 and April 30, 2017)

English for the specific purpose of international understanding
Prof. Dr. Iekje Smit
Master International Communication, Hanze University, Netherlands

My presentation will examine the necessity and importance of English as a lingua franca for  international education specifically for the purpose of international understanding. 
The liberal arts are under attack, at least in many countries that I am aware of. In the Netherlands, for example,  high education in Dutch - the mother tongue - takes up only 3- 4 hours a week. In these 3-4 hours a week a students is expected to learn linguististic skills, reading, writing, listening, oral presentation and argumentation. 
In my mind, mission impossible – too many students, not enough time and too many complex competencies being addressed. 
The result of our universities are faced with students not being able to reason, to distinguish between arguments or argumental structures or debate the issues. The basics of retorica are virtually unknown. 
In his recently published book – in the defense of a liberal education, Fareerd Zakaria  “argues that this turn away from the liberal arts is a mistake. A liberal education teaches you how to write, how to speak your mind, and how to learn—immensely valuable tools no matter your profession. Technology and globalization are actually making these skills even more valuable as routine mechanical and even computing tasks (…). More than just a path to a career, a liberal education is an exercise in freedom. Above all, it is an expression of the most basic urge of the human spirit—to know. 
He is a host of CNN’s flagship foreign affairs show, a Washington Post columnist, a contributing editor for The Atlantic and a New York Times bestselling author. Esquire Magazine called him “the most influential foreign policy adviser of his generation.”
Others will argue, oh yes, but there are so many other skills students need to know-
Computer skills, technology is on the rise etc…
I will argue that these are all secondary skills building on and standing on the shoulders of language competencies and your ability to communicate with others and for that reason, our schools and teachers should spend not less but more precious time within the context of a liberal education. 
In language and through communicating with each other, we create with each other 
I want to go into the impact globalization has on the importance of these English language & communication skills from a few different perspectives:
Business perspective: 
Political perspective
Societal perspective
My own professional perspective as an educator 
The Business perspectives: 
    most mergers fail, why? Studies show that not being able to communicate was the number one reason. “We didn’t understand each other”. 
    CEO’s of international corporations agree: intercultural communication is of essential importance in their success
    It’s smart business: studies show that international teams are decidedly more innovative that culturally homogeneous teams. 
The Political perspective: 
    It’s the economy stupid has made way for: it’s the Culture stupid
    Culture, but that isn’t language. I will argue that culture espresses itself in language. 
    Culture and identity are the main stakes in the political turmoil we find ourselves in. 
The Societal Perspective
    The culturally diverse society 
    The migration and refugee crisis in Europe has made abundantly clear that being able to understand each other is essential for extinguishing fear of the other. Language is the key to understanding values. 
My own professional perspective: 
    more and more the importance of face to face human interaction. 
Conclusion: Language and communication is the greatest asset to creating understanding and through understanding, strive for societal inclusion.
Biographical note
I am currently Chair of the Geert Hofstede Consortium which is a consortium of European Universities all specialized in International Communication Management & PR. It offers a Master in International Communication, its development was made possible through an Erasmus LLL grant.
Highlights in my career are: Programme director Master & Bachelor in International Communication, Project Manager development of the European Joint Master in International Communication Management, Project Manager development of the Joint Master in Business Studies, curriculum developer post graduate programme in International Communication Management for Indian Universities, International Coordinator, member of the Management Team.
Main professional goal: development of activities of Geert Hofstede Consortium focussed on research and education in international communication & PR within transnational concept of higher education.
Specialties: International projects in higher education, specifically transnational collaboration.

2) Dr. William Cope

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Teaching and Assessing Language in the Era of Technology-Mediated Learning


Schools and systems of higher education around the world are today undergoing changes that may prove to be as large and significant as the creation of modern education in the nineteenth century, characterized mainly by its infrastructure of the classroom, the textbook and the test. Disrupting this traditional model, we witness today the rise of formal education outside of these institutional forms (for instance: online schools, MOOCs, just-in-time training), as well as substantial changes in pedagogical modes within conventional schools (for instance: project-based learning, increased learner self-regulation, competence/mastery versus norm-based assessment). Educational technologies are a part of this equation. However, the transformation is fundamentally pedagogical, rather than technological. Technologies have the capacity to support pedagogical transformation, but equally to revive and fossilize old pedagogies. The focus of this presentation will be to suggest the shape of a new and emerging wave of pedagogies, and the educational technologies that support these pedagogies. My focus will be on the place of multimodal knowledge representations and contemporary “academic literacies.” I will provide examples from the multimodal writing and assessment environment, Scholar, which we have been developing with the support of grants from the Institute of Educational Sciences in the US Department of Education, the Bill and Melinda Gates Foundation, and the National Science Foundation.

Department of Education Policy, Organization and Leadership College of Education University of Illinois
1310 S. Sixth Street MC 708; Champaign, IL 61820
(217) 244-4157 | billcope@illinois.edu
1987    Ph.D., Macquarie University, Sydney, Australia 1979      B.A., Macquarie University, Sydney, Australia
2006 – Present        Research Professor, Department of Education Policy, Organization & Leadership, University of Illinois
2013 – Present        University Professional Fellow, Charles Darwin University, Darwin Australia 2001 – Present       Director, Common Grounds, Academic Publishing, Academic Conferences,
‘Sematic Web,’ Software Development
1998 – 2006            Research Associate and Adjunct Professor, Globalism Institute, RMT University, Melbourne, Australia
1995 – 1996            First Assistant Secretary, Department of the Prime Minister & Cabinet, Government of Australia, Director, Office of Multicultural Affairs
1991-5 – 1996-8     Director, Center for Workplace Communication and Culture, University of Technology Sydney & James Cook University of North Queensland, Australia
1984 – 1991            Senior Research Fellow, University of Wollongong, Australia
2010 – 2013    Chair, Journal Publications Committee, American Educational Research Association
Journal Articles
Cope, B., & Kalantzis, M. (2014). ‘Changing Knowledge Ecologies and the Transformation of the Scholarly Journal’, In B. Cope & A. Phillips (Eds.), The Future of the Academic Journal, Elsevier, Oxford UK, pp.9-84.
Cope, B., & Kalantzis, M. (2013). Towards a new learning: The ‘scholar’ social knowledge workspace, in theory and practice. E-Learning and Digital Media, 10 (4).
Cope, B., Kalantzis, M., Abd-El-Khalick, F. & Bagley, E. (2013). Science in writing: Learning scientific argument in principle and practice. E-Learning and Digital Media, 10 (4), 420- 441.
Magnifico, A., Olmanson, J. & Cope, B. (2013). New pedagogies of motivation: Reconstructing and repositioning motivational constructs in the design of learning technologies. E- Learning and Digital Media, 10 (4), 483-511.
Kalantzis, M., & Cope, B. (2012). New Learning: A charter for change in education. Critical Studies in Education, 53(1), 83-94.
Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., & Kline, S. (2011). Technology-mediated writing assessments: Paradigms and principles. Computers and Composition, 28(2), 79- 96.
Vojak, C., Kline, S., Cope, B., McCarthey, S., & Kalantzis. M. (2011). New spaces and old places: An analysis of writing assessment software. Computers and Composition, 28(2), 97-111.
Kalantzis, M., & Cope, B. (2011). The work of writing in the age of its digital reproducibility. In
S. S. Abrams and J. Rowsell (Eds.), Rethinking identity and literacy education in the 21st Century. National Society for the Study of Education Yearbook, 110(1), 40-88. New York: Teachers College Press.
Kalantzis, M., & Cope, B. (2010). The teacher as designer: Pedagogy in the new media age. E- Learning and Digital Media, 7(3), 200-222.
Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal4(3), 64-195.
Cope, B., & Kalantzis, M. (Eds.). (2009). A grammar of multimodality. International Journal of Learning, 16(2), 361-425.
Kalantzis, M., & Cope, B. (2007). New media, new learning. International Journal of Learning, 14(1), 75-79.
Kalantzis, M., & Cope, B. (2008). Digital communications, multimodality and diversity: Towards a pedagogy of multiliteracies. Scientia Paedagogica Experimentalis, XLV(1), 15-50.
Kalantzis, M., & Cope, B. (2004). A short history of meaning. International Journal of the Humanities, 2(3), 2244-2250.
The New London Group (Cazden, Courtney, Bill Cope, Mary Kalantzis et al.). (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
Cope, B., & Phillips, A. (Eds.). (2014). The future of the academic journal, 2nd Edition. Oxford, UK: Elsevier.
Cope, B., & Kalantzis, M. (Eds.). (2014). The powers of literacy: A genre approach to teaching writing. New York. Routledge. (original work published 1993).
Kalantzis, M., & Cope, B. (2012). New learning: Elements of a science of education, 2nd Edition. Cambridge UK: University Press.
Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge UK: Cambridge University Press.
Cope, B., Kalantzis, M., & Magee, L. (2011). Towards a semantic web: Connecting knowledge in academic research. Oxford, UK: Elsevier.
Cope, B., Kalantzis, M., & Magee, L. (2011). Connecting Knowledge in Academic Research: Towards a Semantic Web, Woodhead Publishing, Cambridge UK.
Cope, B., & Kalantzis, M. (Eds.). (2009). Ubiquitous learning. University of Illinois Press. Kalantzis, M., Cope, B., & the Learning by Design Project Group. (2005). Learning by Design,
Victorian Schools Innovation Commission, Melbourne.
Cope, B., & Phillips, A. (Eds.), (2006). The Future of the Book in the Digital Age, Chandos Publishing, Oxford UK.
Kalantzis, M., Varnava-Skoura, G, & Cope, B. (Eds.). (2002). Learning for the Future: New Worlds, New Literacies, New Learning, New People, Common Ground, Melbourne.
Kalantzis, M., & Cope, B. (Eds.). (2001). Reconciliation, Multiculturalism, Identities: Difficult Dialogues, Sensible Solutions, Common Ground, Melbourne.
Kalantzis, M., & Cope, B. (Eds.). (2001). Transformations in Language and Learning: Perspectives on Multiliteracies, Common Ground, Melbourne.
Cope, B., & Kalantzis, M. (Eds.)(2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
Cope, B., & Kalantzis, M. (2000).  A Place in the Sun: Re-creating the Australian Way of Life,
Harper Collins, Sydney.
Book Chapters
Kalantzis, M., & Cope, B. (2015). Learning and New Media. In D. Scott & E. Hargreaves (Eds.),
The Sage Handbook of Learning, edited (pp.373-387). Thousand Oaks: CA. Sage.
Kalantzis, M., & Cope, B. (2015). Regimes of Literacy. In M. Hamilton, R. Hayden, K. Hibbert,
& R. Stoke (Eds.), Negotiating Spaces for Literacy Learning: Multimodality and Governmentality (pp.15-24). London: Bloomsbury.
Arvanitis, E., Kalantzis, M., & Cope, B. (2014). ‘Language Policies in the Context of Australian Civic Pluralism’in Peter Pericles Trifonas and Themistoklis Aravossitas (Eds.), Rethinking Heritage Language Education, (pp.115-140). Cambridge University Press, Cambridge UK.
Cope, B., & Kalantzis, M. (2014). The power of literacy and the literacy of power. In W. Cope &
M. Kalantzis (Eds.), The powers of literacy (RLE Edu I): A genre approach to teaching writing (pp. 63-89). New York. Routledge. (original work published 1993).
Cope, B., & Kalantzis, M. (2014). ‘Education is the new philosophy’, to make a metadisciplinary claim for the learning sciences. In A. D. Reis, E. P. Hart, & M. A. Peters (Eds.), A companion to research in education (pp. 101-115). Netherlands: Springer.
Cope, B., & Kalantzis, M. (2013). Multiliteracies: New literacies, new learning. In M. R. Hawkins (Ed.), Framing languages and literacies: Socially situated views and perspectives (pp.105-135)New York: Routledge.
Kalantzis, M., & Cope, B. (2013). On transformations: Reflections on the work of, and working with, Gunther Kress. In M. Bock & N. Pachler (Eds.), Multimodality and social semiosis: Communication, meaning-making and learning in the work of Gunther Kress (pp.16-32). Routledge, London.
Kalantzis, M., Cope, B., & Cloonan, A. (2010). A multiliteracies perspective on the new literacies. In E. A. Baker (Ed.), The new literacies: Multiple perspectives on research and practice (pp. 61-87). New York: Guildford.
Cloonan, A., Kalantzis, M., & Cope, B. (2010). Schemas for meaning-making and multimodal texts. In T. Locke (Ed.), Beyond the grammar wars (pp. 254-275). London: Routledge.
Cope, B., & Kalantzis, M. (2009). New media, new learning. In D. R. Cole & D. L. Pullen (Eds.), Multiliteracies in motion: Current theory and practice (pp. 87-104). London: Routledge.
Kalantzis, M., & Cope, W. (1999). Multicultural education: Transforming the mainstream. In S. May (Ed.), Critical multiculturalism: Rethinking multicultural and anti-racist education (pp.245-276)London: Falmer Press.
Cope, B. (2012). Structured Web Processor for the Creation, Storage, Sharing and Flexible Presentation of Representations of Knowledge and Culture, US Patent Office, Provisional Patent Application Serial No. 61/656,892

Cope, B. (2012). System for Providing Evaluative Feedback of Knowledge and Cultural Representations in Electronic Works, US Patent Office, Provisional Patent Application Serial No. 61/654,427.
Cope, B. (2011). Method for the creation, location and formatting of digital content. US Patent No.7,886,225 B2.
Research Reports & Policy Papers
Cope et al. (Eds.), The Creator to Consumer Series, ten book-length research reports, 2001-2003, see the ‘Common Ground’ section.
Kalantzis, M., & Cope, B. (2001). New Learning: A Charter for Australian Education,
Australian Council of Deans of Education, Canberra, 160pp.
Cope, B., & Kalantzis, M. (2000). Multicultural Education: An Equity Framework, South Australian Department of Education Curriculum Standards and Accountability Framework, Adelaide.
Cope, Bill, Mary Kalantzis, Martin Nakata, Michael Singh, Elizabeth Sloniec and Rosetta Colanero, South Australia: Global Community - A Whole of Government Languages and Multicultural Plan for South Australia, Department of Education and Training, South Australia, 1999, 62pp.
Cope, B., & Thorpe, L. (1999). Serving a Diverse Community: A Report to Darebin City Council on the Access and Equity Audit of Aboriginal and Non-English Speaking Immigrant Communities’ Access to Council Services and Programs, Darebin City Council, Melbourne, 75pp.
Cope, B., & Kalantzis, M. (1998). A Multicultural Superhighway?, Australia Council for the Arts, Sydney, 37pp.
Cope, B., & Kalantzis, M. (1998). Young People Speak about Identity and Australia’s Cultural Makeup, Victorian Multicultural Commission, 32pp.
Reviews, Monographs, Papers Published in Conference Proceedings
Cope, B. (2001). ‘Tools for a Culturally Inclusive Drug Education’, in Office of School Education (Ed.), Victoria, Taking It On, pp.11-18.
Cope, B., & Kalantzis, M. (1998). ‘Multiliteracies: Meeting the Communications Challenge in TAFE’, The Australian TAFE Teacher, Vol.32 No. 2, pp.28-29.
Cope, B., & Kalantzis, M. (1998). ‘Productive Diversity: Management Lessons from Australian Companies’, Proceedings of the Workplace Diversity: Innovation and Performance Conference, 10, Public Service and Merit Protection, Canberra, pp.170-186.
Kalantzis, M., & Cope, B. (1998). ‘Anti-Racism and Multicultural Education: Elements of an Inclusive Approach’, Proceedings of the Strategies Against Racism Forum, Ethnic Communities Council of NSW and the Australian Human Rights Information Centre, Sydney, pp.49-55.
Encyclopedia Entries
Kalantzis, M., & Cope, B. (2013). Multiliteracies in education. In The Encyclopedia of Applied Linguistics. Blackwell, Oxford.
Kalantzis, M., & Cope, B. (2008). Language education and multiliteracies. In S. May & N.
 Hornberger (Eds), Encyclopedia of language and education, 1, 195-211, Springer

3) Dr. Glenn Stockwell

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Topic: Language Learning in the Digital Era
Abstract: (待補件)

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