Mon@sia: “Australia and Asia Policy Alignment in the Internationalization of Language Education” (convened by Dr. Phan Le Ha)

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Date(s) - 13/08/2013
1:00 pm - 3:00 pm

Gallery Building 55 Clayton Campus


“Australia and Asia Policy Alignment in the Internationalization of Language Education” (convened by Dr. Phan Le Ha)


13 August, 1-3pm 

Michael Singh

(Centre for Educational Research, School of Education, University of Western Sydney)

“Internationalizing Australia’s Western Anglophone education:

Post-monolingual apprehensions of Asian languages, theoretical assets and modes of critique”


Integrating innovative socioeconomic and political perspectives is necessary for framing of a critical theoretic-pedagogical framework to research and policy-making regarding multilingualism and education. This paper develops a theoretic-pedagogical framework for double knowing to address post-monolingual apprehensions about internationalizing Western Anglophone education. Differences and the potential for clashes based on sectional identities can cause worries. However, the point of apprehension here is the creation of post-monolingual intellectual conversations whereby, in the specific case study reported here, internationalizing Western Anglophone education means engaging Chinese languages, theoretical assets and modes of critique. ‘Pedagogies of double knowing’ focuses on much that does not count in internationalizing Western Anglophone education. In this case study the focus is on Chinese students as knowers; their production of Chinese theoretic-linguistic knowledge, and their bringing forward Chinese modes of critique. Thus, the theoretic-pedagogical framework for post-monolingual education outlined here speaks to the history of cross-cultural, trans-continental boundary-crossing intellectual borrowings that make it possible for we-humans to live together.


R. E. (Bobby) Harreveld (School of Education & the Arts, Central Queensland University)


“Multilingual manoeuvers: Internationalizing researcher education through dialogue”


Internationally inclined educators embrace forces of globalization and localization to position their students well for the challenges of 21st century learning and earning among multilingual nations. Education is a profession impacted by government policy settings often more reactive than proactive to transnational capital production with its mobile labour forces, exponential technological change, waxing and waning resource capacities augmented with knowledge economies in the manufacture of local/global innovations. Yet it is also a profession in which, if we wish, we can actively engage with policy in so far as it impacts the world as we are experiencing it at any point in time. In relation to Australia-Asian education policies, both teachers and learners appear to be at the mercy of any whim of governments of the day. One example of this, Australia in the Asian Century (Australian Government, 2012) provides a potential policy context with which to debate language education issues pertinent to compulsory education settings, technical vocational training, tertiary education and workplaces.          

                In this seminar presentation, the scholarly literature of international multilingual education is reviewed as it concerns in this instance, research higher degree programs undertaken by students speaking English as but one of a number of languages and/or dialects within a language. In an extension of Singh’s (2009) work in this area, the teacher-supervisor is considered in educational transactions as a non-monolingual agent. Evidence from analytic commentary around Chinese-English doctoral study text is explored.  Negotiated knowledge production is examined as together, teacher and student manoeuver meaning through multiple languages, scripts, symbols, images, and rituals. Inductively, a multilingual dialogic pedagogy is articulated as a necessarily partial, modest contribution to internationalizing intellectual engagements in and through researcher education.