Disrupting, Decentring and Diversifying Languages and Cultures in Australian Universities.

Format:

Book

Author/Creator:

Diaz, Adriana.

Series:

LCNAU Studies in Languages and Cultures Series

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

Language and culture.

Physical Description:

1 online resource (268 pages)

Edition:

1st ed.

Place of Publication:

Canberra : ANU Press, 2025.

Summary:

How can languages and cultures in Australian higher education be disrupted, decentred and diversified?.

Contents:

Intro

List of illustrations

Figure 1.1. Visual representation of disrupting, decentring and diversifying forces

Figure 1.2. Visualising the interplay of disrupting, decentring and diversifying forces

Figure 6.1. LGBTQI+ in Italy and Australia

Figure 6.2. The education of citizenship

Figure 6.3. Catcalling in Melbourne and Milan

Figure 7.1. A design pattern for teachers designing for adult language learning at university

Figure 7.2. An excerpt of learner-robot interactions

Figure 7.3. Making dumplings with a robot, a tablet and tangible objects (food ingredients and kitchenware)

Figure 7.4. Students' positive perceptions of statements incorporated in the post-study survey

Figure 7.5. The design team's immediate reflection, shared on the social media platform LINE

Figure 8.1. Factors contributing to students' motivation

Figure 8.2. The project as a challenging experience

Figure 8.3. The level of anxiety experienced in comparison to a class presentation

Figure 9.1. The beginning of the VR non-immersive video tour (Project 1)

Figure 9.2. Example of a virtual tour break and interactive links (Project 1)

Figure 9.3. The voyage by sea of the two steamships, Piemonte and Lombardo (Project 2)

Figure 9.4. 3D models of the expedition artefacts created with Sketchfab (Project 2)

Figure 9.5. Virtual gallery of the three diarist-volunteers (Project 2)

Figure 9.6. Video installation (Project 2)

Table 3.1. Graduates of South Australian language training courses since 2011

Table 6.1. Virtual exchanges in 2021

Table 6.2. Virtual exchanges in 2022

Table 6.3. Italian students' comments

Table 7.1. The task design process for making dumplings

Table 8.1. The project as a rewarding experience and as an example of project-based learning.

Table 8.2. The use of language as part of the project and its link to the Italian presence in Melbourne

Table 10.1. Template grading rubric

Table 10.2. Student edits and sources table

Table 10.3. Learner engagement as shown by LMS analytics

Acronyms

Editors and contributors

1. Disrupting, decentring and diversifying languages and cultures in Australian higher education

2. Slipping and sliding: Knowledge production, innovation and creativity from an Indigenous educational perspective

3. Falling between the cracks: Learning and teaching Aboriginal languages in the adult education sector in South Australia

4. Disrupting idealisations of communication in language learning pedagogy: Digital possibilities

5. In step: SOGIESC and language teaching, and learning and the linguistic diversification of gender justice

6. Diversifying language and culture through real-world connections: Virtual exchanges during the COVID-19 pandemic

7. Designing for adult language learning in a robot-assisted language learning context

8. 'It wasn't like getting up in front of the class to speak': Promoting L2 motivation and reducing L2 speaking anxiety through a podcasting project

9. No tickets required! Interactive virtual tours and virtual environments in the study of Italian language and culture

10. Loosening the reins of teacher control: Empowering student writers through web‑based tools

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

1-76046-708-1

OCLC:

1529897506