关于Peter De Costa 10月19日来我院开展系列讲座的预告

     关于Peter De Costa 10月19日来我院开展系列讲座的预告

Peter De Costa's Bio【简介】
 
 
Peter De Costa is an assistant professor in the Department of Linguistics, Germanic, Slavic, Asian and African Languages at Michigan State University. He is part of the core faculty within the Second Language Studies Ph.D. Program and the Master of Arts in TESOL Program. Peter’s primary area of research is the role of identity and ideology in second language acquisition, though he researches other issues in applied linguistics, including English as a lingua franca, critical classroom discourse analysis, and culturally relevant pedagogy for immigrant ESL learners. Much of his current work focuses on conducting ethical applied linguistic research, scalar approaches to language learning, language learning and emotions, linguistic landscapes in multilingual settings, and corpus-based understandings of EAP genre-related challenges encountered by international students studying in US universities.
Peter is a recipient of several awards: the Fulbright scholarship (Harvard University, 2001-2002), the M.A.K.Halliday scholarship (conferred by the Applied Linguistics Association of Australia, 2008), the American Association of Applied Linguistics Graduate Student Travel Award (2010), the University of Wisconsin-Madison Dissertator Fellowship (2010), and the American Educational Research Association (AERA) Second Language SIG Dissertation of the Year Award (2012).
 

讲座安排：

Talk 1 ：

时间：10月19日 上午9:30-11:30

地点：DJ3-101

受众：本院师生、周边院校的老师

题目：Title 
Identity Praxis: Bringing Theory and Practice Together in Language Teaching
 
摘要：Abstract:
 
Praxis is the balance of pedagogical theory and practice. This talk explores praxis in terms of identity for both students and teachers. I center my framework on Hawkins and Norton’s (2009) five principles for critical language teaching. The first principle relates to the situated nature of the program and practices, which involves contextualizing the plot and the characters of the classroom. Second,responsiveness to learners encourages teachers to identify students’ multiple identities and allow them to experiment with these. Third, dialogic engagement is the discussion of identity in the classroom. Fourth, reflexivity requires teachers to examine their practices and the ideologies that guide their beliefs about second language acquisition and learning. Fifth, praxis combines all of these elements to create and harmonize a critical classroom. The talk ends with a call for teacher training that incorporates these principles to better assist English language learners.    

Talk 2

时间：10月19日 下午3:00-5:00

地点： DJ3-103

受众：教师群体

题目：Title
 
Ethics and Applied Linguistics Research
 
摘要：Abstract
 
Given the growing trend toward analyzing ethical practices in applied linguistics, this talk examines the distinction between macroethics (i.e. the protocols and principles articulated in professional codes of conduct) andmicroethics (i.e. everyday dilemmas that arise in specific research contexts). While underscoring that bothmacroethical and microethical concerns need to be addressed in a concerted manner at the start, during, and at the end of the research process, I also emphasize the need to maintain rigor throughout the research process, which includes adopting sound techniques and instruments. Thetalk closes with a call for (1) graduate programs to educate beginning applied linguists about the ethical dimensions of conducting research, (2) journal editors to provide readers with detailed ethical guidelines and examples of good practice, and (3) experienced applied linguists to share narratives of how they negotiated ethical dilemmas.