Event Report, Ibaraki Chapter September 2016

September 23, 2016 by Ibaraki Chapter

Ibaraki Chapter

Jeroen Bode
David Gann
Event Date: 
Saturday, September 10, 2016

IBARAKI: September—Education never ends: Language education post-academia and the Dutch “permanent education” policies for official (certified) translators/ interpreters by Jeroen Bode, The University of Tsukuba; Multi-step course design for aiding students in the development of critical thinking competence and dialogic discourse by David Gann, Tokyo University of Science. In the morning, Bode presented details about his translation and interpretation work and explained that to remain certified in the Netherlands he is required to undergo continuing professional education (CPE). This system requires translators to accumulate CPE units, which can be generated by attending lectures and courses and by creating publications; however, Bode also described aspects of his “permanent education” that are not credited, but he felt were necessary to continue his specialist work translating reports for the Japanese police. Examples of unaccredited education were reading literature in Dutch, Japanese, and English about police procedure and legislation and attending police lectures and seminars where proof of attendance could not be provided. Bode referred to arguments that if restrictions on CPE are too severe, they can restrict innovation, but he also described flexibility in the Dutch system in its recognition his study of Japanese calligraphy, which he explained helped him identify characters in damaged handwritten texts referring to Dutch prisoners-of-war dating from the Second World War. In the afternoon, Gann described his efforts to create course based around language skills required for critical thinking and to make the administration of the course sustainable. Gann argued existing university textbooks often try to promote dispositions associated with critical thinking through introducing political or ethical issues without introducing the language skills students require to recognize argumentative form or treat texts objectively. Gann describes how he felt it necessary to create a course of original materials, including podcasts and text reconstruction activities, teaching critical thinking skills that prepared students for discussions (online and in the classroom). Gann’s multimedia presentation showed examples of this content and how it could be used by students working autonomously outside of the classroom or by groups of students working collaboratively and sharing a computer in lessons. Gann also demonstrated a collaborative data collection activity where students were required to test a hypothesis and report on their findings. Gann ended the presentation by describing the challenges of assessing and providing feedback to students in the course but explained how the use of cloud-based applications helped him streamline the process.

Hugh Kirkwood


The Asian Conference on Language Learning - http://acll.iafor.org/
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