ERG SES D 07, Parallel Session D 07
Innovation is recognised as an engine of the economic development with a strong impact on sustainable development in the EU. The dynamic inter-relationship between innovation and tertiary education, namely, innovation is a driver of education and education is the mainspring of the human factor in innovation (Lapiņa, 2008), demands on adjustment of contribution of tertiary education to innovation.
Tertiary education promotes innovation by providing languaging in language education at tertiary level. The paradigm shift from what students know about language to what they can do with the language (Rimšāne, 2010) in language education requires the components of languaging to be integrated into the processes and environments of language education at tertiary level.
The research question is as follows: which components of languaging can promote the enhancement of student’ knowledge?
Aim of the research is to analyze the components of languaging for the enhancement of student’ knowledge in language education at tertiary level.
The analysis of the components of languaging in language education on the pedagogical discourse involves a process of analyzing the meaning of key concepts, namely, “languaging”, “social interaction” and “cognitive activity”. Moreover, the study demonstrates how the key concepts are related to the idea of “language education”. The study presents how the steps of the process are related: defining language education → revealing languaging → determining the components of languaging → empirical study within a multicultural environment.
The conceptual framework of the present research is based on the approach to language education as an overarching concept for language as a subject, language across the curriculum and foreign languages (Aase, 2006), languaging as the social practices that are actions performed by our meaning-making selves (Garcia, 2009), language development as the creative process (Мельникова, 2003), language learning as a creative process (Ilyinska, 2004), creativity as the basis of innovation (Lifelong Learning for Creativity and Innovation, 2008), the components of languaging, namely, social interaction and cognitive activity (Zaščerinska, 2009) the process of interiorization and the zone of proximal development (Vygotsky, 1934/1962), the activity theory (Leont’ev, 1978).
The methodological foundation of the present research on analysis of the components of languaging for the enhancement of student’ knowledge in language education at tertiary level is formed by the System-Constructivist Theory. The System-Constructivist Theory emphasizes that human being’s point of view depends on the subjective aspect (Maslo, 2007):
- everyone has his/her own system of external and internal perspectives that is a complex open system and
- experience plays the central role in a construction process (Maslo, 2007).
Therein, the subjective aspect of human being’s point of view is applicable to the present research to analyse the components of languaging for the enhancement of student’ knowledge in language education at tertiary level.
Aase, L.: Aims in the Teaching/Learning of Language(s) of Education (LE). Language Policy Division, Strasbourg 16-18 October 2006. Garcia, O.: Education in the 21st century. A global perspective. Wiley-Black Well. 2009. Ilyinska, L.: English for Science and Technology: Course Design, Text Analysis, Research Writing. Monograph. Riga Technical University. RTU Publishing House. 2004. Lapiņa, G.: The Pedagogical Comprehension of Innovation in University. Synopsis of the PhD Thesis. University of Latvia, Riga, Latvia, 2008. Leont’ev, A. N.: Activity, Consciousness, and Personality. Prentice-Hall. 1978. Lifelong Learning for Creativity and Innovation: Lifelong Learning for Creativity and Innovation. A Background Paper. February 2008. Luka, I.: Students and the educator's co-operation as a means of development of students' ESP competence. Paper presented at the European Conference on Educational Research, University of Goteborg, 10-12 September 2008. British Education Index data base. ID 172916 http://www.leeds.ac.uk/educol/documents/172916.htm. 2008. Maslo, E.: Transformative Learning Space for Life-Long Foreign Languages Learning. In: International Nordic-Baltic Region Conference of FIPLV Innovations in Language Teaching and Learning in the Multicultural Context. pp. 38-46. Riga, Latvia, 2007. Rimšane, I.: Development of Foreign Language Teacher Education in Latvia, Synopsis of the PhD Thesis. University of Latvia, Riga, Latvia, 2010. Vygotsky, L.: Thought and Language. Cambridge. MS: MIT Press; 1934/1962. Zaščerinska, J.: Organisation of English for Academic Purposes Activity for Developing Communicative Competence. In: Journal of International Scientific Publications: Language, Individual & Society, Volume 3, pp. 140-173. (ISSN: 1313 2547). 2009. Мельникова А. (2003). Язык и национальный характер. Речь.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.