Internationalization of the Language Curriculum at the University of Botswana: Current Trends

The article analyzes the internationalization of the language curriculum at the University of Botswana. The internationalization process is part of the implementation of the University’s Policy on Internationalization that was rolled out in 2006. The policy has three objectives: to expand international student and staff exchanges; to expand international research cooperation; and to enhance the internationalization of all curricula. The paper analyzes the linguistic dimension of this initiative. Through the internationalization process, the University has established Chinese and Portuguese language programmes. Realizing that the institution also needs to be of local relevance, the University of Botswana plans to establish a Bachelor of Arts degree programme specializing in Setswana. The article considers the rationale for, implications and complications of the internationalization of the language curriculum.Keywords: Botswana, curriculum, English, globalization, internationalization, language, university

(Latent) Potentials to Incorporate and Improve Environmental Knowledge Using African Languages in Agriculture Lessons in Malawi:

In their official language policy, nearly all Sub-Saharan African states use their indigenous language(s) as Language of Learning and Teaching (LoLT) only at the beginning of primary schools. This is also the case in Malawi. The curricula in the various school subjects are also highly dominated by ‘Western’ ideas and include very little Indigenous Knowledge (IK). Nevertheless, indigenous languages are frequently used during lessons. This research focused on answering the following questions: How is a meaningful Science Education for pupils in Malawi possible? Does the inclusion of IK and teaching through African Languages assist pupils in any way? Research was done in the Northern Region of Malawi. To obtain a better understanding, semi-structured interviews and ethnographic observations were conducted. The main focus of these interviews was on the subject of ‘Agriculture’

Psychological care, patient education, orthotics, ergonomics and prevention for neck pain: a systematic overview update as part of the ICON Project

OBJECTIVES: To conduct an overview on psychological interventions, orthoses, patient education, ergonomics, and 1⁰/2⁰ neck pain prevention for adults with acute-chronic neck pain. SEARCH STRATEGY: Computerized databases and grey literature were searched (2006-2012). SELECTION CRITERIA: Systematic reviews of randomized controlled trials (RCTs) on pain, function/disability, global perceived effect, quality-of-life and patient satisfaction were retrieved. DATA COLLECTION & ANALYSIS: Two independent authors selected articles, assessed risk of bias using AMSTAR tool and extracted data. The GRADE tool was used to evaluate the body of evidence and an external panel to provide critical review. MAIN RESULTS: We retrieved 30 reviews (5-9 AMSTAR score) reporting on 75 RCTs with the following moderate GRADE evidence. For acute whiplash associated disorder (WAD), an education video in emergency rooms (1RCT, 405participants] favoured pain reduction at long-term follow-up thus helping 1 in 23 people [Standard Mean Difference: -0.44(95%CI: -0.66 to -0.23)). Use of a soft collar (2RCTs, 1278participants) was not beneficial in the long-term. For chronic neck pain, a mind-body intervention (2RCTs, 1 meta-analysis, 191participants) improved short-term pain/function in 1 of 4 or 6 participants. In workers, 2-minutes of daily scapula-thoracic endurance training (1RCT, 127participants) over 10 weeks was beneficial in 1 of 4 participants. A number of psychosocial interventions, workplace interventions, collar use and self-management educational strategies were not beneficial. REVIEWERS' CONCLUSIONS: Moderate evidence exists for quantifying beneficial and non-beneficial effects of a limited number of interventions for acute WAD and chronic neck pain. Larger trials with more rigorous controls need to target promising intervention