Language Policy and Identity: the case of Catalonia

ABSTRACT

Language is a crucial feature of national and personal identity. Where Nationality is contested or controlled a particular language may be promoted or prohibited and the language of instruction is often informed by a ‘national’ political agenda. In Spain Franco attempted the suppression of Catalan identity prohibiting the public use of Catalan, schooling was conducted in Castilian. After Franco, in 1975 the new constitution promoted autonomy and self government for Catalonia. The regional government developed an educational policy, teaching Catalan to all children and using Catalan as the vehicular language in schools. The present population of Catalonia is approximately six million, over four million speak Catalan as their first language but there is significant population whose first language is Castilian. The article moves from a discussion of identity and nationalism, to an account of the dynamics of language in Catalonia and the development of Catalan education policy and its implications for questions of identity, nationality, education and language.     

The National Literacy Strategy and setting: an investigation in one school

This article investigates the policy of setting that is commonly being seen as an organizational tool for effective delivery of the National Literacy Strategy (NLS). It is suggested that teachers are finding the increased amount of whole-class teaching to a diverse range of abilities, as prescribed by the NLS, problematic. This case-study researches both teachers' and children's perspectives on the Literacy Hour as taught in mixed-ability classes and in sets. Reflective commentaries and pupil questionnaires were used to collect data over two years. The results indicate a complex range of issues, both pedagogical and organizational, which need be considered before setting can be promoted as a strategy for literacy delivery. I conclude that there is a need for urgent research into the effectiveness of setting as a means of teaching the Literacy Hour.     

Laptop Computers in the Elementary Classroom: Authentic instruction with at‐risk students

This case study investigated the integration of laptop computers into an elementary classroom in a low socioeconomic status (SES) school. Specifically, the research examined classroom management techniques and aspects of authentic learning relative to the student projects and activities. A mixed methods approach included classroom observations, interviews with the teacher, interviews with the students, and analysis of student projects. The results provide insight regarding the benefits and challenges of integrating wireless technology in an elementary classroom with at‐risk students. In addition, the project resulted in a web site with sample lesson plans (including objectives, required materials, NETS competencies and extension activities), teacher reflections and training tips.

Les ordinateurs portables dans la classe élémentaire: un enseignement authentique avec des élèves ‘à risque’

La présente étude de cas porte sur l'intégration des ordinateurs portables dans une classe élémentaire d'une école pour enfants de milieux peu favorisés. La recherche a porté plus particulièrement sur les techniques de gestion de la classe et sur les aspects de l'apprentissage authentique qui sont liés aux projets et aux activités des élèves. L'approche mixte qui a été utilisée a comporté des observations de classes, des entretiens avec le professeur, des entretiens avec les élèves et l'analyse des projets de ces élèves. Les résultats fournissent un éclairage sur les avantages et les défis de l'intégration d'une technologie «sans fil» dans une classe élémentaire avec des élèves «à risque». Le projet a également abouti à un site Web comportant des plans de leçons (comprenant les objectifs,les matériaux requis,les compétences Réseau et les activités d'extension), les réflexions des professeurs et des «tuyaux» sur la formation.

Laptopcomputer im Grundschulunterricht: Authentische Anweisung für die Arbeit mit belasteten Schülern

Diese Fallstudie untersuchte die Integration von Laptopcomputern in den Grundschulunterricht einer Schule mit einem niedrigen sozioökonomischen Status (SES‐Schule). Insbesondere prüften die Wissenschaftler Unterrichtsmanagementtechniken und Aspekte authentischen Lernens in Bezug auf die Schülerprojekte und Aktivitäten. Ein Ansatz mit unterschiedlichen Methoden enthielt Beobachtungen im Klassenunterricht, Interviews mit dem Lehrer, Interviews mit den Schülern und Analysen von Schülerprojekten. Die Ergebnisse gewähren Einblicke in Nutzen und Chancen, drahtlose Techniken im Grundschulunterricht mit belasteten Schülern (‘at‐risk students') zu integrieren. Außerdem führte das Projekt zu einer Web‐Site mit beispielhaften Stundenplanungen (mit Angabe der Unterrichtsziele und der erforderlichen Materialien, NETS‐Kompetenzen und weiterführenden Aktivitäten), Reflexionen der Lehrer und Ratschlägen für Übungen.

Los ordenadores portatiles en aulas de primaria: una educación auténtica con alumnos de riesgo

Este estudio de caso se basa en una investigación sobre la integración de los ordenadores portátiles en una clase básica dentro de una escuela de bajo nivel socioeconómico. Más específicamente los investigadores examinarón las técnicas de administración del aula y los aspectos de aprendizaje auténtico relacionados con los proyectos y actividades de los alumnos. Con el enfoque sobre una metodología mixta, se pudo incluir observaciones de aulas, entrevistas con el maestro, entrevistas con los alumnos y un análisis de los proyectos de los alumnos. Los resultados ofrecen una comprensión de las ventajas y de los desafíos de la integración de una tecnología inalámbrica dentro de aulas de primaria con alumnos de riesgo. Otro resultado del proyecto fué la creación de un sitio web con ejemplos de planes de lecciones (incluyendo objetivos, materiales requeridos, competencias en redes y actividades de extensión) algunas reflecciones de profesores y informaciones sobre la formación.     

The Gendered Shaping of University Leadership in Australia,South Africa and the United Kingdom

This article analyses career trajectories into university management in Australia, South Africa and the United Kingdom (UK), skills required to operate effectively and the power of vice‐chancellors (VCs) and their impact on the gendered shaping of university leadership. It is based on qualitative research with 56 male and female senior managers. The research found that the typical career path was modelled on male academic careers. Not surprisingly, in South Africa and the UK the perception of the top university leader was of a man but in Australia, where more women have been VCs, there was no such assumption. Characteristics valued in university leaders in Australia and South Africa were ‘soft’ leadership traits, but in the UK ‘hard’ aggressive and competitive leadership prevailed. VCs are enormously powerful and can shape the gender balance in management teams and thereby potentially broadening leadership styles beyond the predominant transactional model to include transformational leadership.     

Mehlenbacher,Brad (2010) Instruction and technology MIT Press (Cambridge MA & London) isbn 978‐0‐262‐01394‐9 495 pp £25.95 http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=12243

This primer claims no more than to be an introduction to the life and work of Lev Vygotsky. In 163 highly readable pages that are rich in content, it conveys much more explanation in depth of Vygotsky's teaching than this reviewer managed to assimilate over years of struggling with somewhat turgid texts. It also infectiously conveys enthusiasm for Vygotsky's principles. If you expect its content to be relevant, I recommend you buy your own copy. John Cowan