Migrant networks, language learning and tourism employment

This paper examines the relationship between migrants’ social networks, the processes of language acquisition and tourism employment. Data collected using netnography and interviews are used to identify the strategies that Polish workers in the UK use to develop their language skills. The paper highlights the roles played by co-workers, co-nationals and customers in migrants’ language learning, both in the physical spaces of work and the virtual spaces of internet forums. It also shows how migrant workers exchange knowledge about the use of English during different stages of their migration careers: prior to leaving their country of origin and getting a job, during their employment and after leaving their job. Implications for academic inquiry and human resource management practice are outlined

Playing public health: building the HIVe

In thinking through the impact of digital media on how frontline workers, activists, practitioners and researchers understand and fight HIV and AIDS, it is important to acknowledge that digital media does not only provide new channels and strategies for communicating information around HIV prevention and education. It also establishes innovative domains for conceiving of, and building, ‘resilient communities’ like The HIVe. Such digital interventions are cultural assets that confront biomedical and behavioural approaches to HIV prevention and education. Immersive and social technologies, network ubiquity and low cost mobile phones provide new tools for aggregating, representing, collecting and disseminating community-based and led data that ‘plays’ public health differently. This play involves fore-fronting the success of social science HIV prevention and education against the essentialist logic of dominant biomedical approaches. ‘Playing public health’ provides an entirely new and comprehensive picture of the agency of the HIV virus that goes beyond the pathology of the individual. This paper proposes the goal of putting HIV prevention back into the ‘game’ of public health and playing it to win by building The HIVe

Assessing regional digital competence: Digital futures and strategic planning implications

Understanding strategic decisions aimed at addressing regional economic issues is of increasing interest among scholars and policy makers today. Thus, studies that proffer effective strategies to address digital futures concerns from social and policy perspectives are timely. In light of this, this research uses strengths, weaknesses, opportunities and threats (SWOT) analysis tool to frame a regional strategy for digital futures to enhance place-specific digital connectivity and socio-economic progress. Focus group discussions and a structured questionnaire were conducted to examine a SWOT for a digital economy strategy in the Southern Downs Region in Queensland, Australia. The findings show that while the proposed regional strategies for digital futures are susceptible to internal and external forces, strategic planning makes them manageable. The study’s findings also reveal that adaptive strategic planning can help regulate the effects of internal and external factors that shape individual and organisational responses to digital transformation, and that these factors promote regional competitiveness

Learning cultures on the move: where are we heading?

The paper analyzes the globally recognized cultural move towards a more learner-centred education and discusses the implications for the adoption of mobile technologies and design for learning. Current expectations vis-à-vis learner attributes, skills and competences are explored. The pervasiveness of mobile technologies is precipitating these developments, whilst also generating a distinct mobile culture where learners take mobility and context-awareness as starting points and become more visible as innovators, creators and producers. Language learning, one of the most popular application areas of mobile learning, provides fertile ground for the growth of this phenomenon. The paper reviews several innovative language learning applications and concludes by indicating the directions in which we are heading

Mobile technologies for (English) language learning: An exploration in the context of Bangladesh

Milton’s (2002) literature review of languages, technology and learning found that language laboratories “…proved to be a useful tool, but only one tool, in the hands of a good teacher, and a huge waste of time and money in the hands of a bad teacher” (p16) with computer language labs being “..something of an oddity… [with] no clear method or best practice for using them’ (p17). Instead, Milton identified numerous examples of effective language learning supported by broadcast (radio) or recorded (tape, CD) audio. Recently, research has begun to focus upon mobile learning (e.g. Naismith et al, 2004), but the potential of mobile media players (for example, the iPod) is only recently being explored. It has been suggested that language learning is one of the disciplines particularly likely to benefit from widespread ownership of mobile devices such as phones and media players (Kukulska-Hulme, 2006). For example, Rosell-Aguilar (2007) has begun to develop a theoretically informed pedagogy of podcasting, as a means of providing language-learning resources on mobile devices, suggesting podcasts offer a number of advantages for language learning (p. 479). This paper examines the opportunities for mobile language learning in the context of Bangladesh, where mobile devices are becoming increasingly affordable and ubiquitous. It is hoped that this paper also provides some insights into mobile learning for language education policy makers, distance education institutions and language teachers

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Online consultation on experts’ views on digital competence

The objective of this investigation was to provide another perspective on what it means to be digitally competent today, in addition to reviews of literature and current frameworks for the development of digital competence, 5 all of which constitute part of the wider IPTS Digital Competence Project (DIGCOMP). Some common ground exists at a general level in defining digital competence in terms of knowledge, skills, and attitudes, which may be hierarchically organised. However, this does not provide the clarity needed by teachers, employers, citizens – all those who are responsible for digital competence development, be it their own or other people’s ‐ to make informed decisions. Further work is needed to create a common language that helps to enhance understanding across the worlds of research, education, training, and work. This will make it easier for citizens and employers to see what digital competence entails and how it is relevant to their jobs and more generally, their lives

English Speaking and Listening Assessment Project - Baseline. Bangladesh

This study seeks to understand the current practices of English Language Teaching (ELT) and assessment at the secondary school level in Bangladesh, with specific focus on speaking and listening skills. The study draws upon prior research on general ELT practices, English language proficiencies and exploration of assessment practices, in Bangladesh. The study aims to provide some baseline evidence about the way speaking and listening are taught currently, whether these skills are assessed informally, and if so, how this is done. The study addresses two research questions: 1. How ready are English Language Teachers in government-funded secondary schools in Bangladesh to implement continuous assessment of speaking and listening skills? 2. Are there identifiable contextual factors that promote or inhibit the development of effective assessment of listening and speaking in English? These were assessed with a mixed-methods design, drawing upon prior quantitative research and new qualitative fieldwork in 22 secondary schools across three divisions (Dhaka, Sylhet and Chittagong). At the suggestion of DESHE, the sample also included 2 of the ‘highest performing’ schools from Dhaka city. There are some signs of readiness for effective school-based assessment of speaking and listening skills: teachers, students and community members alike are enthusiastic for a greater emphasis on speaking and listening skills, which are highly valued. Teachers and students are now speaking mostly in English and most teachers also attempt to organise some student talk in pairs or groups, at least briefly. Yet several factors limit students’ opportunities to develop skills at the level of CEFR A1 or A2. Firstly, teachers generally do not yet have sufficient confidence, understanding or competence to introduce effective teaching or assessment practices at CEFR A1-A2. In English lessons, students generally make short, predictable utterances or recite texts. No lessons were observed in which students had an opportunity to develop or demonstrate language functions at CEFR A1-A2. Secondly, teachers acknowledge a washback effect from final examinations, agreeing that inclusion of marks for speaking and listening would ensure teachers and students took these skills more seriously during lesson time. Thirdly, almost two thirds of secondary students achieve no CEFR level, suggesting many enter and some leave secondary education with limited communicative English language skills. One possible contributor to this may be that almost half (43%) of the ELT population are only at the target level for students (CEFR A2) themselves, whilst approximately one in ten teachers (12%) do not achieve the student target (being at A1 or below). Fourthly, the Bangladesh curriculum student competency statements are generic and broad, providing little support to the development of teaching or assessment practices. The introduction and development of effective teaching and assessment strategies at CEFR A1-A2 requires a profound shift in teachers’ understanding and practice. We recommend that: 1. Future sector wide programmes provide sustained support to the develop teachers' competence in teaching and assessment of speaking and listening skills at CEFR A1-A2 2. Options are explored for introducing assessment of these skills in terminal examinations 3. Mechanisms are identified for improving teachers own speaking and listening skills 4. Student competency statements within the Bangladesh curriculum are revised to provide more guidance to teachers and students