Foreign Language Teaching to Adults: Implicit and explicit political education

Political education may occur within skills-based subjects such as foreign languages. However, this may be problematic in that learners wish to develop linguistic rather than political skills, and teachers are unprepared political educators. A language course is also about the cultures of the peoples who speak the language, including political institutions. Politics has a logical place within a language course but the word culture does not inevitably evoke political institutions. Within Europe, language education is part of the political project of creating a more integrated market and transnational political entity. Political education is an implicit part of the study of a foreign language. This article examines some of the materials provided to adult, part-time students of the British Open University's language courses. It highlights some elements of the courses that are quite explicitly political education. It also draws on interviews with some of those involved in making the courses to explore the debates and decisions concerning the cultural content and particularly the representations of the target culture. It attempts to make explicit some of the implicit assumptions behind the making of a language course.     

Teacher subcultures of democratic practice amidst the oppression of educational reform

Teachers’ voices explore and document what is at stake when they are excluded from power-brokering conversations that mandate how teachers practice and model democracy in classrooms. Case study vignettes, interviews, classroom observations, and reflections of teachers in urban and suburban schools reveal four significant teacher subcultures of democratic practice: a subculture of compliance, a subculture of noncompliance, a subculture of subversion, and a subculture of democratic inquiry and practice. Analyses reveal that each subculture poses significant stakes for teachers, preservice teachers, the teaching profession, pupils, and society writ large.     

A longitudinal analysis of start position and the outcome of World Cup cross-country mountain bike racing

For any athlete competing at the highest level it is vital to understand the components that lead to successful performance. World cup cross-country mountain biking is a complex sport involving large numbers of athletes (100-200) competing for positional advantage over varied off-road terrain. The start has been deemed a major part of performance outcome in such races. The purpose of the present study was to establish the relationship between start and finish position in cross-country mountain bike World Cup events over a 10 year (1997-2007) period and to make comparisons with a model manipulating start position based on predicted athletic capabilities. Data collection and comparisons included results from World Cup events from 1997 to 2007 (males and females), and modelled race data based on potential performance capabilities over the same period. Analyses involved the association of annual plus pooled start and finish position (Kendall's tau) along with banded mean, standard deviation for number of changes in position, while non-constrained linear regression enabled comparison between seasons. Actual race data showed significant positive correlations between starting position and finishing position (P < 0.01) in all cases but less than the model. A mean 57.4% (s = 5.6) of males changed < 15 positions, while 62.9% (s = 9.1) of females changed < 10 positions compared with modelled data (83.6%, s = 0.8 and 91.6%, s = 1.5 for males and females respectively). Individual season comparisons show general patterns to be identical (P > 0.05) for both males and females. In conclusion, finishing position is highly dependent on start position and strategies need to be devised for competing athletes to progress in the sport.     

Researchers' use and perceptions of discovery services

This article describes a study investigating how academic researchers in the UK use discovery services to find different kinds of information resources relevant to their research. The study shows that they use a very wide range of services, from Google to highly specialized databases, to find information relevant to different stages in their research. Researchers treat searching an integral part of the research process; their central concern is that they might miss something, and they tend to refine down from a large set of search results. Most are confident in their skills, though librarians see them as conservative in the tools they use and unsophisticated in their methods. Finally, we point to some gaps in provision as reported by researchers.