Title:
A Learner-Centred Language Education Model for Practice-Informed and Research-Informed Research, Innovation, and Dissemination

Blurb:
This mini-lecture aims to present the initiative of a multilayered and interactive language education framework, which emphasises the fundamental role of learners being at the centre of all practice and research. Examples of cross-tier collaboration aimed at promoting practice-informed research and research-informed practice will be discussed. In addition, a dialogic, participatory, inclusive, adaptable, and academically rigorous approach to dissemination and innovation will also be presented.

Speaker:
Victor Wu

Expanding Horizons: The L3 Space for Asian Languages in Scotland's 1+2 Policy

Blurb:
The Scottish 1+2 policy offers a dynamic platform for introducing Asian languages in schools. This session explores how the L3 space has been used to incorporate languages like Mandarin and Urdu, emphasising flexibility, cultural relevance, and interdisciplinary learning. Drawing on research and case studies, it highlights how L3 promotes innovative, student-centered approaches to language education.

Speaker:

David Roxburgh

Local Language, Global Perspective: Asian Language Pedagogies in Scotland

Blurb:
How can Asian languages become part of Scotland's "local languages" landscape? This starter session discusses innovative pedagogies that might help situate Asian languages within students’ immediate contexts. Learn how community-based projects and interdisciplinary approaches bridge the gap between global citizenship and local diversity.

Speaker:

David Roxburgh

Blurb:
Initial Teacher Education (ITE) programmes are crucial for equipping future educators to teach Asian languages. This short session considers how ITE can foster culturally responsive pedagogies, interdisciplinary projects, and community partnerships that make teaching Asian languages laccessible and engaging in primary classrooms.

Speaker:

David Roxburgh

Ecological Models for Asian Language Learning: Theory and Implications

Blurb:

Ecological models of language learning emphasise the interplay between learners, their environments, and the social contexts in which language is used. This mini-session explores how these theoretical frameworks could inform the teaching of Asian languages, focusing on concepts like affordances, meaningful interactions, and cultural relevance. It will highlight the potential of such models to foster inclusive, dynamic, and context-sensitive approaches to multilingual education.

David Roxburgh

Blurb: Students learn better in doing activities and immersing in a native environment can help the students pick the target language faster. Following this, Mandarin Retreat organised a seven-day summer camp for certain European adult students who are learning Mandarin. The summer camp proved effective. Here will be a reflection on why it was effective and how to make it more effective in future.

Speaker: Lixin (Lindsey) Chen

Enhancing Motivation and Strategies for Japanese Language Learners: Insights from a Study in Kazakhstan

Blurb:
This mini-lecture will explore the findings of a study on Kazakhstani students learning Japanese, focusing on their motivations, language learning strategies, and the unique challenges they face. The presentation will discuss the interplay between multilingualism and identity, offering insights into how learners from diverse linguistic backgrounds navigate their Japanese language learning journey. Practical implications for educators will be highlighted, alongside strategies for enhancing learner engagement and motivation.

Speaker:
Madiar Berikuly

This talk explores the long-term impact of post-colonialism on native language learning in Pakistan. The colonial legacy has significantly diminished the status of indigenous languages, such as Urdu and Punjabi, while elevating English as the language of prestige and power. This has resulted in a widespread perception that native languages are inferior, leading to a decline in their use and a preference for English even in informal settings.

The devaluation of native languages has had a profound impact on various aspects of Pakistani society. It has hindered the development of literature and other forms of artistic expression in indigenous languages, limiting their reach and impact. Furthermore, it has contributed to a sense of linguistic insecurity among speakers of native languages, leading to a preference for English in education and professional settings, even when proficiency in native languages would be more beneficial.

This talk will examine the current state of native language learning in Pakistan, analyzing the factors that contribute to their decline and discussing strategies for revitalizing their use and promoting linguistic diversity.

Noor ul Ain

Title: Building and Sustaining Asian Language Programmes in the UK Higher Education: Challenges, Strategies, and Future Directions

Blurb:

This is a special online session featuring a distinguished institutional leader with extensive experience in launching and developing Asian language programmes in UK universities. Through an interview with Prof Rachel Wicaksono, we will explore the institutional motivations behind establishing these programmes, the challenges faced in sustaining them, and strategies institutions can adopt amid financial pressures. The discussion will also cover shifts in student interest, curriculum design, interdisciplinary learning, and practical advice for university administrators looking to develop new programmes. As universities navigate an increasingly uncertain landscape for language education, this event offers valuable insights into building strong, resilient, and innovative Asian language programmes.

Speaker:

Rachel Wicaksono: Professor of Education, HEA National Teaching Fellow, and Executive Dean of the School of Childhood and Social Care, University of East London. Trustee, Wilf Ward Family Trust.

Chisato Danjo: Senior Lecturer in Japanese and Linguistics at York St John University. Her research interests include multilingualism, language policy and practice, family language planning and maintenance, and language issues related to culture and identity. She is also interested in implementing pedagogical practices in language classrooms while reconceptualizing language from a ‘monolithic named language’ to a ‘plurilithic idiolectal repertoire’.