UCL: Language Learning and Intercultural Communication (UK)

“Job

Professor of Language Learning and Intercultural Communication, Institute of Education, University College London (UCL), London, UK. Deadline: 9 April 2020.

The postholder will provide strategic leadership in the development of research and teaching in the areas of intercultural communication and modern language education, at the IOE and across UCL. The Professor will work with a team of academics whose expertise spans a range of areas in diverse education contexts.

You will develop and lead a new Master’s programme in Intercultural Communication for Language Teaching and Learning, and to lead on the development of an effective research strategy that enables the team to work towards national and international recognition of their work.

U Leeds Job Ads: Language Education (UK)

Chair in Language Education
Lecturer in Language Education (two posts)
University of Leeds, UK

The University of Leeds is seeking to appoint a Chair and two Lecturers in Language Education, to join the Language Education Academic Group in the School of Education.

The deadline for applications for all posts is 27 March 2017. Interviews will be held in late April 2017. For further information about these posts, and the application process, please follow the links below:

Post 1 (ref ESLED1034): from 1 September 2017 or as soon as possible thereafter. University Grade 10.

Posts 2 and 3 (ref ESLED1032): from 1 September 2017. University Grade 8.

 

U Central Lancashire Job Ad: International Business Communication (UK)

Lecturer in International Business Communication
University of Central Lancashire – School of Language and Global Studies
Closes: 16th October 2016
Interview Date: week commencing the 31st of October

The School of Language and Global Studies wishes to recruit a Lecturer in International Business Communication to lead and teach a number of undergraduate and postgraduate modules in Business English, intercultural communication and related business and management studies on its successful and popular undergraduate and postgraduate degree programmes. In addition, the successful applicant will be responsible for undertaking research, module/course development and management and providing pastoral and academic support to students.

Substantial recent experience of teaching Business English, business/management subjects and/or intercultural communication is essential, as is experience of curriculum design and innovative development in language education.

A good honours degree (or equivalent) in a relevant subject, initial TEFL qualification (certificate level or above) and an MA in Business English/Applied Linguistics, Business, Management or a related field are essential. Ideally the successful applicant will have a PhD (or near completion) in a related field or equivalent research experience.

The successful applicant will be able to demonstrate administrative precision and a successful record of working to deadlines, well-developed IT skills and a proven ability to work effectively both individually and as part of a team.

Applicants need to meet all essential criteria on the person specification to be considered for interview. This position is based in Preston.

Please apply online via www.uclan.ac.uk/jobs or by contacting Human Resources on 01772 892324 quoting the reference number. CVs will not be considered unless accompanied by a completed application form.

Paola Giorgis Researcher Profile

Researcher ProfilesPaola Giorgis teaches English Language, Literature and Visual Arts in Italian high schools and holds a PhD in Anthropology of Education and Intercultural Education.

Paola Giorgis

She is co-founder and member of wom.an.ed – women’s studies in anthropology and education. Her main interest interest regards a critical and intercultural approach to Foreign Language Education, that is, how Foreign Language Education can be used to develop an awareness of different languages, representations and cultural conceptualizations able to favor intercultural communication. All through her teaching years, she has observed many episodes which confirm the capability of (foreign) language(s) to foreground many aspects connected both to personal and collective identities, dynamics and representations, displaying how learning and using a non-mother tongue can question, challenge and problematize meanings, assumptions and representations taken-for-granted, thus remoduling the perception and the representation of the self and others. Therefore, she believes that Foreign Language Education should undergo further several radical shifts, definitively abandoning an essentialist view of the target language/culture to foster a more nuanced, and critical, view of the relation between language and culture.

In her PhD research, sshe investigated cross-linguistic interactions among adolescents in multicultural and plurilinguistic contexts from the perspective of Linguistic Anthropology, Intercultural Education, and Critical Linguistics and Pedagogies. Her findings show that cross-linguistic interactions reshape personal and collective identities, constantly moving and recombining the (narrated) borders of language, identity and ethnicity: bottom-up language practices can facilitate intercultural encounters and create spaces in-between for trans-cultural affiliations, and are also able to reveal aspects linked to language creativity and to the personal agency of speakers as social agents.

She also focuses on the issue of power connected to languages, and on how Critical Pedagogies can address them, examining in particular the challenges and the opportunities advanced by the English language(s). At the intersection of global phenomena and local appropriations, of norms and variations, of homogenization and subversion, English has triggered fierce debates on the linguistic, sociocultural, political, ideological and pedagogical implications of its widespread, but also on the potentially creative and critical appropriations from below that it can elicit. She assumes that, precisely for its multifaceted quality and the controversies it arises, English language(s) can represent the ideal site to observe how individual and collective representations of culture and identity move through language affiliations and appropriations. She is also interested in what could be called ‘Applied Literary Criticism in L2’, as she examines the experience of the literary text in L2, and in particular of Poetry in L2, as an open space for a renewed imagination able to disclose one’s emotions and empathize with others’, in a way less conditioned by memories and (self-appointed or given) roles connected to one’s linguacultural background.

She is affiliated with ALTE (Association of Language Testers in Europe), lend (lingua e nuova didattica – Applied Linguistics and Language Teaching) and IAIE (International Association for Intercultural Education); she is a referee for Confluenze, an online journal on the Human Sciences, and a referee and book reviewer for Intercultural Education, a journal published by Routledge, Taylor & Francis.

She has published the monograph Diversi da sé, simili agli altri. L2, letteratura e immaginazione come pratiche di pedagogia interculturale (Different from One’s Self, Similar to Others: L2, Literature & Imagination as Practices of Intercultural Education), Roma: CISU (2013), as well as chapters in collective volumes, articles in international journals, and participated at several international conferences. She has published a book as well:

Giorgis, P. (2018). Meeting foreignness: Foreign languages and foreign language education as critical and intercultural experiences. Lanham, MD: Rowman & Littlefield.

Paola Giorgis may be contacted via email.