Language education in the era of Brexit: three challenges for the schools’ sector

This paper focuses on language learning at school level and identifies three policy challenges emerging from the 2016/17 Language Trends survey of primary and secondary schools in England, namely: • Inequalities in access to, and participation in, language learning. The research shows that these are geographic, socio-economic and gender-related. • The need to reinvigorate language learning in primary schools and forge more coherent pathways between primary and secondary schools if the aspirations of the national curriculum and for the English Baccalaureate are to be fulfilled. • The challenges posed by Brexit itself in terms of supply and retention of language teachers, motivation to study languages, and opportunities for pupils and teachers to learn through engagement with native speakers and their cultures

Conversos and comuneros The trial of Juan Rodríguez de Baeza, Salamanca, 1520

Este artículo analiza, desde una perspectiva de historia social, los documentos emanentes de un proceso que tuvo lugar en Salamanca en el verano de 1520, en el que tres estudiantes fueron acusados de haber agredido y herido a otro universitario. Según la defensa, habían estado defendiendo su honor contra abusos, tanto verbales como escritos, que les tachaban de judíos.El proceso tuvo lugar en el contexto de la rebelión comunera en Castilla y participaron en él algunos de los activistas rebeldes. A ser condenados, los estudiantes hicieron recurso a la Santa Junta, el gobierno revolucionario que funcionaba brevemente desde Tordesillas, donde estaba la Reina Juana I. La documentación del proceso alumbra un aspecto poco conocido de la Santa Junta, y su interconexión con personas particulares e instituciones públicas. Por tanto, el proceso debe verse a la luz del contexto más generalizado de lucha por la justicia durante los primeros años del reino de Carlos V.Podemos identificar al acusado principal como el Licenciado Juan Rodríguez de Baeza quien, después de una carrera como juez, fue clérigo beneficiado en Carmona [Sevilla] y en Mengíbar [Jaén], acumulando una riqueza considerable que le permitió dotar la Iglesia de Santiago de Montilla. La investigación archivística confirma que efectivamente tuvo antepasados judíos y que varios miembros de su familia fueron condenados por la Inquisición. Los documentos estudiados arrojan una luz sobre las dificultades enfrentados por los conversos en su intento de deshacerse de la infamia de sus antecedentes familiares

Valuing All Languages in Europe

The VALEUR project (2004-2007) took as its focus the 'additional' languages of Europe. These are defined as all languages in use in contexts where they are not 'national', 'official', or 'dominant' languages. They include 'migrant' languages, 'regional/minority' languages, sign languages and 'non-territorial' languages of diasporas such as Yiddish and Romani. The project team brought together a range of expertise in sociolinguistics and language pedagogy, planning and research from Finland, Netherlands, Poland, Spain and the UK. We took as our starting point Council of Europe policies on plurilingualism and the desirability of promoting linguistic diversity both for individual citizenship and for social cohesion in Europe. Our aim was to map provision for additional languages in Europe, in a more systematic and inclusive way than ever before. We looked at provision at school level for different languages in different contexts in order to identify good practices to be shared. In order to achieve our objectives we drew on the good will and enthusiasm of workshop participants, who provided a wealth of information and insights from 21 of the Council of Europe member states. Our work is not definitive: its purpose is awareness-raising and to stimulate further activity to support the learning of all Europe's languages

Management Ideologies and Organizational Spirituality: a Typology

The topic of spirituality is gaining an increasing visibility in organization studies. It is our contention that every theory of organization is a theory of organizational spirituality. Based on Barley and Kunda’s 1992 Administrative Science Quarterly article, we discuss the evolution of management theories as spirituality theories. From such analysis, we suggest that there may be both a meaningful/liberating and an instrumental/exploitative side in the relationship between organizations and spirituality. Such a possibility is illustrated with a typology that advances four possible types of organizations regarding spirituality: the soulful organization, the holistic organization, the ascetic organization, and the professional organization. The expression of spirituality in each of these forms is discussed with the aim of contributing to a theoretically-based analysis of organizational spirituality.N/

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Conversos and comuneros The trial of Juan Rodríguez de Baeza, Salamanca, 1520

This article analyses, from a social history perspective,the record of a trial held in Salamanca during the summer of 1520 in whichthree university students were accused of having attacked and seriously wounded an older student. The defence claimed that theyhad been defending their honour against verbal and written abuse callingthem Jews.The trialtook place against the backdrop of the comunerorebellion in Castileand actually involved several of those who took an active role in the uprising. After being found guilty, the students appealed tothe Santa Juntawhich briefly operated as a rebel government alongside Queen Juana from Tordesillas between September and December 1520. The case documentation therefore sheds a rare light on the operations of the Santa Juntaand the interface of its members with private citizens and public institutions during the brief period of its existence.The article identifies the principal accused asLicenciadoJuan Rodríguez de Baeza who, after a career as a judge, held church benefices in Carmona (Sevilla) and Menjíbar (Jaén), amassing considerable wealth with which he was able to endow the church of Santiago in Montilla.Archival research showsthat he did in fact have Jewish forebears andthat members of his family had been condemned by the Inquisition.Este artículo analiza, desde una perspectiva de historia social, los documentos emanentes de un proceso que tuvo lugar en Salamanca en el verano de 1520, en el que tres estudiantes fueron acusados de haber agredido y herido a otro universitario. Según la defensa, habían estado defendiendo su honor contra abusos, tanto verbales como escritos, que les tachaban de judíos. El proceso tuvo lugar en el contexto de la rebelión comunera en Castilla y participaron en él algunos de los activistas rebeldes. A ser condenados, los estudiantes hicieron recurso a la Santa Junta, el gobierno revolucionario que funcionaba brevemente desde Tordesillas, donde estaba la Reina Juana I. La documentación del proceso alumbra un aspecto poco conocido de la Santa Junta, y su interconexión con personas particulares e instituciones públicas. Por tanto, el proceso debe verse a la luz del contexto más generalizado de lucha por la justicia durante los primeros años del reino de Carlos V. Podemos identificar al acusado principal como el Licenciado Juan Rodríguez de Baeza quien, después de una carrera como juez, fue clérigo beneficiado en Carmona [Sevilla] y en Mengíbar [Jaén], acumulando una riqueza considerable que le permitió dotar la Iglesia de Santiago de Montilla. La investigación archivística confirma que efectivamente tuvo antepasados judíos y que varios miembros de su familia fueron condenados por la Inquisición. Los documentos estudiados arrojan una luz sobre las dificultades enfrentados por los conversos en su intento de deshacerse de la infamia de sus antecedentes familiares

Making provision for community languages : issues for teacher education in the UK

In UK schools, as elsewhere, linguistic diversity is on the rise. Changing patterns of migration and settlement mean that schools in areas where once English was the only language spoken are encountering bilingual pupils for the first time, while schools with a long history of multilingualism are finding that the range of languages spoken by pupils is growing and changing. These developments can be viewed positively, in particular given that plurilingualism (competence in more than one language) has been recognized by the Council of Europe, among other international bodies, as a desirable educational goal for all, benefiting both the individual who can speak several languages and wider society. However, to reap these benefits, there is a need for investment in formal educational provision which enables plurilingual learners to maintain and develop all their languages. Research conducted by three of the UK's Centres for Information on Language Teaching and Research-Scottish CILT, CILT, the (English) National Centre for Languages and CILT Cymru, in Wales-has established that there are substantial (and growing) numbers of plurilingual children in UK schools, speaking a very wide range of languages. There is provision for some of these languages to be studied formally, in mainstream education and in complementary classes. However, the research also revealed that professional development is a high priority for community language teachers, many of whom are untrained volunteers. In addition, research conducted by the Training and Development Agency (TDA) in England has shown that newly qualified teachers feel that their training has not prepared them well for working with pupils from a wide range of cultural and linguistic backgrounds. There is therefore also a need for initial teacher education and professional development which raises awareness of the benefits of plurilingualism, and for teacher educators to participate in experimental initiatives to develop bilingual educational approaches

Relación de Hernando de Baeza sobre el Reino de Granada

This edition of manuscript 633 from Yale University´s Beinecke Rare Book and Manuscript Library contains an unpublished version of Hernando de Baeza\u27s chronicle History of the Moorish Kings of Granada. In it, Baeza narrates the decline of the Nasrid dynasty in the Kingdom of Granada during the fifteenth century. Written at the beginning of the following century, this work is a first-person account of palatial intrigues and diplomatic and military enterprises. Baeza’s account brings together perspectives from different sides of historical events in an attempt to understand the unification and Christianization of Spain from the point of view of the diverse and complex identity of the Frontera.https://openscholarship.wustl.edu/books/1047/thumbnail.jp

Community Languages in Europe: Challenges and Opportunities

This paper reviews issues affecting school students’ learning of community languages across Europe, with the aim of identifying both challenges and opportunities inherent in the current context. Language education pol icy has become more inclusive of late, addressing the full range of languages rather than ‘foreign’ language s alone, and offering opportunities for the mainstreaming of community language provision. However, most provision currently reflects earlier policies which tended to marginalise community languages, and it is likely that much work needs to be done to overcome some of the barriers to effective provision which these earlier policies created. The paper reflects early thinking about these issues from the VALEUR project team, funded by the European Centre for Modern Languages to map current provision and investigate outcomes