Mon@sia: “Australia and Asia Policy Alignment in the Internationalization of Language Education�

“Internationalizing Australia’s Western Anglophone education:  Post-monolingual apprehensions of Asian languages, theoretical assets and modes of critique” by Michael Singh (Centre for Educational Research, School of Education, University of Western Sydney)

Integrating innovative socioeconomic and political perspectives is necessary for framing of a critical theoretic-pedagogical framework to research and policy-making regarding multilingualism and education. This paper develops a theoretic-pedagogical framework for double knowing to address post-monolingual apprehensions about internationalizing Western Anglophone education.

“Multilingual manoeuvers: Internationalizing researcher education through dialogue” by R. E. (Bobby) Harreveld (School of Education & the Arts, Central Queensland University)

Internationally inclined educators embrace forces of globalization and localization to position their students well for the challenges of 21st century learning and earning among multilingual nations. Education is a profession impacted by government policy settings often more reactive than proactive to transnational capital production with its mobile labour forces, exponential technological change, waxing and waning resource capacities augmented with knowledge economies in the manufacture of local/global innovations. Yet it is also a profession in which, if we wish, we can actively engage with policy in so far as it impacts the world as we are experiencing it at any point in time.

 

 


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