“南望今声”外语论坛系列讲座（九、十）通知
应中国地质大学（武汉）外国语学院汪卫红副教授教授邀请，英国巴斯大学Xiao Lan Curdt-Christiansen教授将于 2019 年 12月 27日前来我院进行学术讲座，请全院师生踊跃参加！
讲座时间：2019年12月27日下午14:00-17：30
讲座九主题：Environmental Literacy: Raising Awareness through Chinese Primary Education Textbooks
讲座十主题： Which Bird Has Been Killed? Classroom Observations of EMI in Chinese Double First Class Universities
讲座地点：北一楼339会议室
讲座人信息：
Xiao Lan Curdt-Christiansen，教授，博士生导师，现英国巴斯大学教育学院首席教授，东亚教育研究中心主任， 英语教学与实践课程负责人。研究领域包括双语及多语教育、教育语言政策、学术用途英语教学理论与实践、语言课程设置、课堂话语分析、家庭语言规划等多个方面。著有专著4部，在Language Policy, Language Culture and Curriculum, TESOL Quarterly, Journal of Multilingual and Multicultural Development, International Journal of Bilingual Education and Bilingualism, Language and education等国际期刊发文40多篇，主持期刊专刊7辑，应邀参加国际会议50余次，并是Applied Linguistics; Journal of Literacy Research; Journal of Multilingual and Multicultural Development; Language Policy; Asian Pacific Journal of Education; Journal of Early Childhood Literacy; Canadian Modern Language Review等多家国际期刊审稿人。
讲座九简介：
This article examines environmental literacy topics in Chinese language textbooks used in elementary school education nationwide in China. Published by People’s Education Press (a state publishing house managed by the Ministry of Education), the textbooks serve as the core teaching material for literacy education of primary school children. Informed by language socialisation and literacy studies, this paper examines what texts and topics are included in textbooks that introduce child-readers to environmental literacy, how child readers are positioned as (ir)responsible environmental actors and what text-types and features are used to socialise children to become environmentally conscious individuals. To understand the ideological constructs of environmental literacy, intertextuality is employed to analyse how meaning is derived by revealing the interconnectedness of text production with the broader socio-political issues. Through content analysis, the article looks particularly at how text features such as texttypes, lexical choices, grammatical elements and generic structures are used in the textbooks to reflect environmental issues and develop children’s awareness. The ideological orientations serve as a framework for socialising children into environmentally conscious individuals. The article enhances our understanding of the role textbooks play in literacy education, as they not only provide materials for literacy learning and teaching, but also entail a socialisation process that shapes individuals’ environmental perception of the world.
讲座十简介：
While there has been a growing interest in China’s EMI in higher education for internationalisation (e.g., Gao & Ren, 2019; Hu, 2019; Hu & Lei, 2014; Wang & Curdt-Christiansen, 2018), the classroom as a site for explicit versus implicit language learning, and the effect of EMI on teaching and learning disciplinary literacy across different disciplines in tertiary education institutions, have been underexplored. This paper presents an ongoing study of EMI policy enactment in China’s tertiary education.
Situated within the larger higher education drive towards internationalisation, and building on the expanding body of work on EMI across the globe (e.g., Rose & McKinley 2018), the study explores how disciplinary literacy and English language are taught and learned in five Double First Class universities across the country. Using a systematic coding scheme (Curdt-Christiansen & Silver, 2013), the study examines the instructional and organisational patterns, participation structures, activity structures and language content of the EMI lessons. By observing twenty periods, two in each of ten disciplines (total observation time: 60 hours) including science and social science studies, we problematise and explicate how lecturers and students react to and interpret the EMI policy in their classroom practices. Our findings reveal that the epistemic environments as well as the pedagogical activities and the modes of classroom discourse related to these activities need to take into consideration both policy clarity, the English language proficiency level of the students, and the instructors’ English communication skills.
