- Campus Universitario del Puente del Común,
Km. 7, Autopista Norte de Bogotá,
Chía, Cundinamarca,
Colombia
- Language and Culture, Learner Autonomy, Language Education, Celtic Philology, Languages and Linguistics, Second Language Acquisition, and 147 moreMulti- & Bilingualism & Biliteracy, Place-names (Languages And Linguistics), Cultural Studies, Philology, Academic Writing, Multilingualism, Folklore, Second Language Writing, Mythology And Folklore, Runic inscriptions, Chibchan Languages, World Englishes, Old Norse Literature, Viking Studies, Indo-European Studies, Kogi/Kagaba (Anthropology), Ika/Arhuaco (Anthropology), Second Language Teacher Education, Language Teacher Training, Content and Language Integrated Learning, Linguistic Anthropology, Indigenous Studies, Language revitalization, Minority Languages, Language Documentation, Science Fiction and Fantasy, Native Languages of the Americas, Anthropological Linguistics (Languages And Linguistics), English as an International Language, Intercultural Communication, Medieval Scandinavia, Beowulf, E-learning, Old English Literature, English as a Lingua Franca, Viking Age Scandinavia, Language Planning and Policy, English as the World's Language, Ethnolinguistic, Endangered Languages, Germanic Philology, Creative Writing, Post-Roman Britain, Population Genetics, Onomastics, English for Academic Purposes, Romance philology, Identity and Identification, Oral history, Language Acquisition, Medieval Studies, Saami Mythology, Comparative Philology, Aegean Prehistory (Archaeology), Native American Studies, Taíno, Fiction Writing, Anglo-Saxon Studies (History), Fornaldarsögur Norðurlanda, Old Norse Language, Ta-Maipurean, Viking Age Archaeology, Wayuunaiki, Dialects of English, Arthurian Studies, Ancient Indo-European Languages, Arhuácan, Eddic Poetry, American Indian Studies, Arthurian Britain, Comparative Linguistics, Contact Linguistics, J. R. R. Tolkien, Maritime Northern Maipurean Languages, South America (Archaeology), Cundiboyacán, Celtic Linguistics, Etymology, Indo-european language reconstruction, Anglo-Saxon literature and culture, Mythical-Heroic Sagas, Bronze Age Europe (Archaeology), Chibchan Archaeology, English historical linguistics, English language, Maipurean Languages, Medieval Literature, Medieval philology, Northern Maipurean Languages, Celtic Studies, Computer Assisted Language Learning, Magdalenic Chibchan Languages, Anglo-Saxon Studies, 1st Millennium AD (Archaeology), Germanic linguistics, Historical Linguistics, Writing Systems & Decipherment, Education, Cornish Studies, Algonquian languages, Arthuriana, Loanwords, Language contact & change, Creativity, Eastern Algonquian Languages, Early Medieval Archaeology, Proto-Algic, Creativity--Knowledge Invention & Discovery, Late Antiquity, InterCultural Studies, Indigenous Media, Teacher education for CLIL, Information Literacy, Educational Research, Teacher Education, Critical Thinking, Creative Engagement, Pluriculturalism, Plurilingualism, Heroic Poetry, Runology, Hervarar saga ok Heiðreks, Comparative Rhetoric, Contrastive Rhetoric, Intercultural Communication and Rhetoric, Rhetoric (Languages and Linguistics), Bilingual Education, Academic writing in a foreign language, Rhetoric, Indigenous education, Teaching Academic Writing, Mythology (Old Norse Literature), Cognitive Academic Language Proficiency, Mitologia Nordica, Atlantic Bronze Age, Global English, Contrastive writing and genre research, Professional Writing, Composition and Rhetoric, Mark Runco, Shamanism, Native American Linguistics, Tairona, Bilingual Language Acquisition, Finno-Karelian Mythology, Ethnolinguistics, Anthropological Linguistics, and San Basilio De Palenqueedit
- Carl has taught in his department's Master's programmes in English Language Teaching since 2009. Also currently teach... moreCarl has taught in his department's Master's programmes in English Language Teaching since 2009. Also currently teaching for Signum University (USA), he was a visiting professor at the Universidad Pontificia Bolivariana (Medellin, Colombia) in 2015. Currently on the scientific committees for Scandia: Journal of Medieval Norse Studies and GIST Education and Learning Research Journal, he previously served as Editor-in-Chief of the Latin American Journal of Content and Language Integrated Learning (LACLIL) from 2011-2016. Outside of academia, Carl worked for many years as a technical writer/editor in the high technology industry and founded/ran the Cambridge Writers of Imaginative Literature (CWIL) creative writing group in Cambridge, England from 2001 to 2007.edit
This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the... more
This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at Colombian university. We examined participants’ beliefs and practices concerning academic writing to identify the sources of their challenges and develop the evidential basis for identifying appropriate remedial strategies. This was a mixed methods study, in which we analyzed data from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that participants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-linguistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society but also because teachers need to be able to train their own students in such competences.
Research Interests: Composition and Rhetoric, Academic Writing, Second Language Writing, Academic writing in a foreign language, Teaching and Learning Writing and Reading, and 11 moreResearch Writing, Novice Academic Writing, Teaching Academic Writing, teaching academic writing to ESL or L2 students, English Academic Writing, Academic Writing Research in L1 and L2, Argumentación, ESL/EFL Writing, Effective Academic Writing in English, Texto Argumentativo, and Rhetorical Communication
This qualitative study had the objective of analyzing the influence of graphic organizers on the development of written argumentative tasks in a group of sixth-grade Colombian L2 English learners. Learners are increasingly required to... more
This qualitative study had the objective of analyzing the influence of graphic organizers on the development of written argumentative tasks in a group of sixth-grade Colombian L2 English learners. Learners are increasingly required to analyze information presented in languages other than their first critically to form reasoned opinions and solve problems. It is thus urgent to develop their argumentation skills, needed not only for academic success but also later professional life—and, indeed, by participant citizens in democratic societies. Although there has been some increased interest in teaching argumentation at primary and secondary levels, this remains relatively unexplored Colombia, certainly when considering writing in a second language. For the present study, data were collected through a questionnaire, a survey, a focus group, a teachers’ journal, and students’ written artifacts and analyzed through the grounded theory approach. Findings revealed that using graphic organizers influenced learners’ argumentative writing skills positively, specifically through supporting strategic information planning and argumentative linearization during the pre- and while-writing stages. These understandings, which show that younger learners can develop complex argumentative writing skills in a second language, offer significant lessons for teachers of language—and content—in both the first and additional languages.
Research Interests:
Cuesta Medina, L., Anderson, C. E., & McDougald, J. S. (2017). Self-regulated learning: A response to language-teacher education in Colombia. In M. L. Cárdenas & N. M. Basurto Santos (Eds.), Investigación - research - recherche ... en... more
Cuesta Medina, L., Anderson, C. E., & McDougald, J. S. (2017). Self-regulated learning: A response to language-teacher education in Colombia. In M. L. Cárdenas & N. M. Basurto Santos (Eds.), Investigación - research - recherche ... en lenguas extranjeras y lingüística aplicada (pp. 87–116). Bogotá, Colombia/Vera Cruz, México: Universidad Nacional de Colombia/Universidad Veracruzana.
With respect to the study’s specific examination of the beliefs and practices of student teachers in Colombia concerning self-regulation and self-regulated learning, it seems clear that they are aware of these concepts. However, it remains difficult to say whether there is much consistency in how they understand them, let alone how well any theory is being translated into practice. Although Colombian student teachers are oſten positive regarding the presence of self-regulated learning in their training and professional development programs, closer examination has also revealed the doubts that lie behind this relatively positive attitude. This situation revealed by the present study suggests that although in Colombia progress is being made concerning the incorporation of the kinds of metacognitive competences that support effective life-long learning into contemporary teacher education and general education the process is still at a relatively early and inconsistently implemented stage. If teachers are not themselves effective self-regulated learners, it will be difficult for them to guide their own students in the development of srl competences. Similarly, if learners are introduced to self-regulated learning competences late in their academic careers, it is correspondingly more difficult for them to succeed in integrating these (as they simultaneously seek to “unlearn” less effective beliefs and practices). It may well be that the situation regarding the presence of self-regulated learning in teachers that we find in Colombia is also reflected in other educational contexts worldwide, and we would encourage researchers elsewhere—though perhaps especially the developing world—to pursue complementary studies to better illuminate these issues. Better understandings of such matters would support efforts to create improved teacher professional development programs and thus, it is hoped, better teachers and more effective life-long learners in current and future generations.
With respect to the study’s specific examination of the beliefs and practices of student teachers in Colombia concerning self-regulation and self-regulated learning, it seems clear that they are aware of these concepts. However, it remains difficult to say whether there is much consistency in how they understand them, let alone how well any theory is being translated into practice. Although Colombian student teachers are oſten positive regarding the presence of self-regulated learning in their training and professional development programs, closer examination has also revealed the doubts that lie behind this relatively positive attitude. This situation revealed by the present study suggests that although in Colombia progress is being made concerning the incorporation of the kinds of metacognitive competences that support effective life-long learning into contemporary teacher education and general education the process is still at a relatively early and inconsistently implemented stage. If teachers are not themselves effective self-regulated learners, it will be difficult for them to guide their own students in the development of srl competences. Similarly, if learners are introduced to self-regulated learning competences late in their academic careers, it is correspondingly more difficult for them to succeed in integrating these (as they simultaneously seek to “unlearn” less effective beliefs and practices). It may well be that the situation regarding the presence of self-regulated learning in teachers that we find in Colombia is also reflected in other educational contexts worldwide, and we would encourage researchers elsewhere—though perhaps especially the developing world—to pursue complementary studies to better illuminate these issues. Better understandings of such matters would support efforts to create improved teacher professional development programs and thus, it is hoped, better teachers and more effective life-long learners in current and future generations.
Research Interests: Teacher Education, Self-regulated Learning, Teacher Research, Second Language Teacher Education, Self Regulation, and 18 moreLanguage Teacher Training, Self-Regulated Learning (Education), Teacher Training, Teachers' professional development, Self Regulation (Education), Teacher Development, Teacher professional development, Self-regulation, Language teacher education, Modern Foreign Language Teacher Education and Training, English language education & teacher professional learning, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), Teaching EFL and Teacher Training, Teacher Preparation, Self Regulated Learning, Quality of English Language Teacher Training Programmes, self regulated EFL learning, and English language teacher education
Self-regulation and a capacity for self-regulated learning (SRL) are widely recognized in educational research literature as critical for not only contemporary learners but also for teachers. Yet the emphasis placed on instilling skills... more
Self-regulation and a capacity for self-regulated learning (SRL) are widely recognized in educational research literature as critical for not only contemporary learners but also for teachers. Yet the emphasis placed on instilling skills and strategies for SRL in learners often ignores a more fundamental problem of teachers who are not only unprepared to educate their learners in SRL but in fact lack SRL abilities themselves. Successfully meeting these challenges requires understanding the distinct situations of younger learners, who can develop SRL habits and skills from the beginning of their formal educational processes, and adult learners, needing to unlearn years of dependent learning habits as well as learn new SRL habits, especially if these adults are to foster SRL in others.
Objectives:
1. Review relevant literature on self-regulation with a focus on development of self-regulation in language teachers.
2. Explore a hypothesized gap/mismatch between emphasis on self-regulated learning in teacher-training programmes and actual practice in the field through analysis of data collected from Colombian teacher educators.
3. Propose strategies and approaches to address the challenges identified and to promote the development of self-regulation in language teachers and their learners.
Objectives:
1. Review relevant literature on self-regulation with a focus on development of self-regulation in language teachers.
2. Explore a hypothesized gap/mismatch between emphasis on self-regulated learning in teacher-training programmes and actual practice in the field through analysis of data collected from Colombian teacher educators.
3. Propose strategies and approaches to address the challenges identified and to promote the development of self-regulation in language teachers and their learners.
Research Interests: Teacher Education, Self-regulated Learning, Teacher Research, Second Language Teacher Education, Language Teacher Training, and 8 moreSelf-Regulated Learning (Education), Teacher Training, Teachers' professional development, Teacher Development, Teacher professional development, Self-regulation, Teaching EFL and Teacher Training, and Teacher Preparation
While many agree that Scyld in Beowulf was back-formed from Scyldingas, the context in which this occurred is rarely discussed. It seems frequently assumed that Scyld was created in Denmark and exported to England along with the name... more
While many agree that Scyld in Beowulf was back-formed from Scyldingas, the context in which this occurred is rarely discussed. It seems frequently assumed that Scyld was created in Denmark and exported to England along with the name Scyldingas. However, the way that names and terms corresponding to Scyld and Scyldingas are used in medieval Scandinavian texts suggests that neither the figure nor an associated dynasty may have been very familiar to Scandinavians. Moreover, a consideration of Scandinavian place-name evidence shows that pre-medieval Scandinavian group-names in -ing-/-ung- were not formed on anthroponymic bases, though this practice was frequent in West Germanic contexts. Thus, though it is unlikely that Scandinavians in Scandinavia back-formed a figure named Scyld from a Scandinavian group-name antecedent to Scyldingas, such an interpretation would have been familiar and logical in West Germanic contexts. Accordingly, the figure of Scyld was likely back-formed by persons familiar with West Germanic naming practices and a Scandinavian form of Scyldingas, perhaps in an Anglo-Scandinavian context in Britain. Subsequently, the figure of Scyld was exported to Scandinavia and, though perhaps absent from autochthonous traditions, incorporated as accepted wisdom into written history and legend.
Research Interests: Germanic linguistics, Onomastics, Old English Literature, Medieval Scandinavia, Viking Studies, and 27 moreOld Norse Language, Old English Poetry, Scandinavian languages, Old Germanic Languages, Germanic Philology, Beowulf, Old English Language, Toponymy, Old Norse, Viking Age Scandinavia, Old English Language and Literature, Old Norse literature and culture, Germanic Studies, Placenames, Old English, Vikings, Viking Age, Toponyms, Proto-Germanic, Old Norse-Icelandic Literature and Culture, Old Norse-Old Icelandic Literature, Germanic languages, Old Norse heroic saga and eddaic literature, Filologia Germanica, Old English morphology and phonology, Culture of Beowulf, and Vikingos
This paper considers the potential benefits and challenges of implementing CLIL (content and language integrated learning) for young learners in light of the existing research. We highlight the relative lack of attention that has so far... more
This paper considers the potential benefits and challenges of implementing CLIL (content and language integrated learning) for young learners in light of the existing research. We highlight the relative lack of attention that has so far been directed towards CLIL in pre-secondary levels, but suggest particular avenues that might be suitable for CLIL implementation with young learners at different stages. Nevertheless, there is a great need for targeted teacher training, both for in-service and pre-service teachers, since prior research also reveals the pitfalls of trying to implement CLIL when an educational system is insufficiently prepared for the changes of focus and attitude that it implies (and, indeed, demands). Yet an increasingly globalized, knowledge-driven society increasingly implies the need to prepare today's young learners -- tomorrow's problem-solvers -- to communicative competence in multiple languages to make more effective and collaborative use of content in addressing increasingly complex challenges. Though much remains to be done with regards in terms of preparing individuals and systems for successful CLIL implementation, though the potential rewards for the effort are very great.
Research Interests: Education, Teaching English as a Second Language, Teaching of Foreign Languages, Second Language Teacher Education, Bilingual Education, and 19 moreTeaching English As A Foreign Language, Bilingual education (Education), Bilingual Language Acquisition, Foreign language teaching and learning, CLIL, English language teaching, Language Teaching, Young English Learners, Teaching EFL to Young Learners, Teacher education for CLIL, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), Content-based instruction, Young Learners, Content and Language Integrated Learning (CLIL), Teaching English to Young Learners, English for Young Learners, Teaching English For young learners as a foreign language, English Language Teaching, and CLIL primary education
The characterization of mitochondrial DNA (mtDNA) allows the establishment of genetic structures and phylogenetic relationships in human populations, tracing lineages far back in time. We analysed samples of mtDNA from twenty (20) Native... more
The characterization of mitochondrial DNA (mtDNA) allows the establishment of genetic structures and phylogenetic relationships in human populations, tracing lineages far back in time. We analysed samples of mtDNA from twenty (20) Native American populations (700 individuals) dispersed throughout Colombian territory. Samples were collected during 1989-1993 in the context of the program Expedición Humana (“Human Expedition”) and stored in the Biological Bank of the Institute of Human Genetics (IGH) at the Pontificia Universidad Javeriana (Bogotá, Colombia). Haplogroups were determined by analysis of RFLPs. Most frequent was haplogroup A, with 338 individuals (48.3%). Haplogroup A is also one of the most frequent haplogroups in Mesoamerica, and we interpret our finding as supporting models that propose Chibchan-speaking groups migrated to northern Colombia from Mesoamerica in prehistoric times. Haplogroup C was found in 199 individual s (28.4%), while less frequent were B and D, with 113 and 41 (16% and 6%) individuals, respectively. The haplogroups of nine (9) individuals (1.3%) could not be determined due to the low quality of the samples of DNA. Although all the sampled populations had genetic structures that fit broadly into the patterns that might be expected for contemporary Central and South American indigenous groups, it was found that haplogroups A and B were more frequent in northern Colombia, while haplogroups C and D were more frequent in southern and south-western Colombia.
Research Interests: Genetics, Native American Studies, Human Genetics, Colombia, Population Genetics, and 9 morePopulation genetics (Biology), Chibchan Languages, Native American, Native Languages of the Americas, South American indigenous languages, Mitochondrial DNA, South American Indians, Native Americans, and Native American and Indigenous Studies
Anderson, Carl Edlund. “Words for ‘Snow’ and ‘Ice’ In the Arhuacan Languages.” International Journal of American Linguistics 80, no. 3 (July 2014): 399–413. doi:10.1086/676396. This article focuses on words for ‘snow’ and ‘ice’ in the... more
Anderson, Carl Edlund. “Words for ‘Snow’ and ‘Ice’ In the Arhuacan Languages.” International Journal of American Linguistics 80, no. 3 (July 2014): 399–413. doi:10.1086/676396.
This article focuses on words for ‘snow’ and ‘ice’ in the Arhuacan languages of the Sierra Nevada de Santa Marta (Colombia). Specifically, Kogi /nabˈgala/ and Damana /dɨmɨngɨna/ (both ‘ice’), as well as probably Kankuí damöngána ‘snow’, seem to be suffixed forms of a proto-word for ‘snow’ that itself survives directly in Damana /dəm/ and Ika /dʒəN/. Moreover, Ika /dʒwábu/ ‘ice’ is cognate with Kogi /nuˈabi/ ‘snow’, suggesting that this latter form was not borrowed from Spanish nieve, as has been suggested; instead both these words may be suffixed forms of a proto-word for ‘ice’. There are close relationships amongst these terms within Arhuacan, but they seem largely unrelated to synonymous terms in other Colombian Chibchan languages, suggesting that words for these concepts may have been created or borrowed when Chibchan-speakers first arrived in the region of the Sierra Nevada de Santa Marta."
This article focuses on words for ‘snow’ and ‘ice’ in the Arhuacan languages of the Sierra Nevada de Santa Marta (Colombia). Specifically, Kogi /nabˈgala/ and Damana /dɨmɨngɨna/ (both ‘ice’), as well as probably Kankuí damöngána ‘snow’, seem to be suffixed forms of a proto-word for ‘snow’ that itself survives directly in Damana /dəm/ and Ika /dʒəN/. Moreover, Ika /dʒwábu/ ‘ice’ is cognate with Kogi /nuˈabi/ ‘snow’, suggesting that this latter form was not borrowed from Spanish nieve, as has been suggested; instead both these words may be suffixed forms of a proto-word for ‘ice’. There are close relationships amongst these terms within Arhuacan, but they seem largely unrelated to synonymous terms in other Colombian Chibchan languages, suggesting that words for these concepts may have been created or borrowed when Chibchan-speakers first arrived in the region of the Sierra Nevada de Santa Marta."
Research Interests: Historical Linguistics, Indigenous Languages, Kogi/Kagaba (Anthropology), Ika/Arhuaco (Anthropology), Comparative Linguistics, and 12 moreChibchan Languages, Magdalenic Chibchan Languages, Arhuácan, South American indigenous languages, Historical-Comparative Linguistics, Native American Linguistics, Native American Languages, Kogui, Tairona, South American Indian Languages, Sierra Nevada de Santa Marta, and Damana
The fates of endangered languages are closely linked to conceptions of what value they provide to their communities. We examine how minority (particularly indigenous) communities in Colombia have understood themselves over time, as well... more
The fates of endangered languages are closely linked to conceptions of what value they provide to their communities. We examine how minority (particularly indigenous) communities in Colombia have understood themselves over time, as well as how the state as viewed them, and how definitions of communities and their relationships have historically been framed within hierarchical networks framed in terms of power and hegemony. More recently, national legislation has made considerable strides in recognizing and supporting Colombia’s fundamentally multicultural character, opening the way to increased recognition and autonomy for minority language communities, especially in the areas of education. However, there has been a disappointing lack of accompanying action or real change; the attitudes on all sides that inform actions often remain mired in the past. In a rapidly globalizing world, greater communication and collaboration between all actors are necessary if endangered languages are to be strengthened. We make particular recommendations aimed to generate a more collaborative relationship between minority and mainstream communities, in the understanding that the whole of humanity is enriched (or impoverished) by the survival (or loss) of its languages and cultures.
Research Interests: Native American Studies, Indigenous Studies, Indigenous or Aboriginal Studies, Media Studies, Media and Cultural Studies, and 22 moreIndigenous education, Colombia, Language Planning and Policy, Endangered Languages, Indigenous Peoples Rights, Minority Languages, Native Languages of the Americas, South American indigenous languages, Creole languages and education, Indigenous Peoples, Language Policy, Minority language education, Minority language rights, Language politics, South American Indians, Minority language maintenance, Language and Politics, Language Policies, Minority language media, Ethnoeducation, Indigenous and Minority Languages, and Minority and Language Rights
This paper discusses the current situation of indigenous and minority languages in Colombia, identifying advances made in recent years, as well as challenges–and opportunities–that remain. Although minority languages obtained legal... more
This paper discusses the current situation of indigenous and minority languages in Colombia, identifying advances made in recent years, as well as challenges–and opportunities–that remain. Although minority languages obtained legal recognition in Colombia’s 1991 Constitution, and the 1994 Education Law recognised particular educational rights for ethnic communities, more proactive legislation defining avenues for development of indigenous language education, access to media, and other relevant provisions only appeared in the 2010 Language Law. This paper examines to what extent different language communities have been able to make use of the provisions of the Language Law, paying special attention to how ICTs have been used to try to encourage language acquisition and visibility. We also examine the policy challenges that remain, especially the artificial separation of “ethno-education” for minority communities from policies of “bilingual education” for Colombia’s educational mainstream, as well as the need for greater communication and cooperation amongst the various categories of actors–governmental, academic, and the communities themselves–if Colombia’s linguistic and cultural diversity is to be genuinely strengthened in an ever more interconnected 21st-century world.
Research Interests:
An important aspect of preparing learners for the globalized “knowledge society” is the development of (cognitive) academic language proficiency (CALP) in an L2 for use in postgraduate and/or professional environments. This small-scale... more
An important aspect of preparing learners for the globalized “knowledge society” is the development of (cognitive) academic language proficiency (CALP) in an L2 for use in postgraduate and/or professional environments. This small-scale study sought trends in acquisition and usage of English as an L2 amongst Latin American L1 Spanish-users. Among other findings, although stronger informal conversational skills (BICS) correlated with early exposure/instruction, many participants who came to English relatively late in life for use in postgraduate/professional situations had been able to develop sufficient CALP for success, although reporting significant challenges in L2 CALP development perceived as related to underdeveloped L1 CALP, despite L1 tertiary educational experience. Further investigation is vital, but there is a clear need to consider the non-linguistic (as well as linguistic) elements that play a role in the development of CALP for different purposes and at different levels, in both the L1 and any L2, amongst learners in different contexts.
Research Interests:
The question of the identity of the occupant of the Lejre high chair has been mooted on the world wide web. Among the features that help support an identification of that figure as Óðinn are the highly naturalistic birds perched on the... more
The question of the identity of the occupant of the Lejre high chair has been mooted on the world wide web. Among the features that help support an identification of that figure as Óðinn are the highly naturalistic birds perched on the armrests. These could well be understood as Óðinn’s ravens, Huginn and Muninn. In this context, it has also been speculated that the two beast heads on the backrest of the Lejre high chair could represent wolves. With this in mind, the article discusses several other other possible Viking Age artistic representations of — if not definitely Óðinn's wolves — pairs of wolves or wolf-like beasts. Although it can by no means be certain that backrest beasts on the Lejre figurine were intended to be wolves, the possibility that the Lejre chair figurine might feature not only two ravens but additionally two wolves would provide further significant reasons to identify its occupant as Óðinn.
Research Interests:
Making Borges’s understanding of early Germanic literature more accessible to a nonhispanophone audience is one of this translation’s explicit goals and chief merits. For all that Borges produced some of the first scholarly work on... more
Making Borges’s understanding of early Germanic literature more accessible to a nonhispanophone audience is one of this translation’s explicit goals and chief merits. For all that Borges produced some of the first scholarly work on Germanic languages and literatures in Spanish, he had no formal training in these topics. Ancient Germanic Literatures is perhaps above all the product of an active mind equipped with great creative talent but also with the essential ability to read the relevant English and German background literature. Not least, Borges’s writing of the book was the result of his encountering a clear opportunity—with this work Borges was filling a genuine gap, regardless of whether many others in the hispanophone world at the time were concerned that it existed or might be worth filling. The prologue stresses Borges’s intention to provide an accessible introduction for the nonspecialist (which he certainly does when we consider it within the context of his own time), even though Borges’s own interests and views dominate the discussion throughout—a characteristic that is, to a great degree, what gives this work of essentially amateur (if erudite) scholarship its current value.
Research Interests: Medieval Literature, Anglo-Saxon Studies, Medieval Studies, Old English Literature, Old Norse Literature, and 8 moreJorge Luis Borges, Old Germanic Languages, Literatura Medieval, Scandinavian Medieval Studies, Filologia Germanica, Literaturas germánicas, Literatura Nordica, and Literatura Anglosajona
Friedrich Klaeber's "Beowulf and the Fight at Finnsburg", first published in 1922, has perhaps been best known through its third, supplemented edition of 1950. Its magisterial presentation of essays on numerous facets of the poem and its... more
Friedrich Klaeber's "Beowulf and the Fight at Finnsburg", first published in 1922, has perhaps been best known through its third, supplemented edition of 1950. Its magisterial presentation of essays on numerous facets of the poem and its study, as well as a long-standard edition of the text itself accompanied by copious notes and glossaries, has exercised a powerful influence on scholars and students of the poem for most of the last century. Much of what kept Klaeber's work relevant stemmed from his extensive labors of revision and expansion, but in the sixty years since Klaeber's death, Beowulf scholarship has grown considerably while Klaeber's Beowulf had perforce stood still—until, at long last, the appearance of this new, fourth edition in 2008. In it, while Klaeber's general design and much of his own text remain intact, the new editors have changed much—mostly adding—to bring the work up to date. In general, the changes generally come across as appropriate and in keeping with Klaeber's life-long endeavors to maintain maximum value, relevance, and currency to students of the poem in a manageable, book-sized package. If it sometimes struggles to be as all-encompassing as earlier editions, this is perhaps principally because the work's vision has begun to exceed the practical carrying capacity of the physical book's form. While readers interested in particular aspects of the poem's study may find minor matters in this new edition over which to trouble themselves, this should not distract from the undoubted value of this new revision of Klaeber's Beowulf, which represents a substantial victory in the difficult task of maintaining a classic work's modern utility as a general introduction to, and edition of, this great poem. Any question as to whether it should remain a premier resource for students and scholars may be safely answered in the affirmative—for it both upholds and expands on Klaeber's own aims.
Research Interests:
Research Interests: Native American Studies, Northern Maipurean Languages, Maritime Northern Maipurean Languages, Ta-Maipurean, Taíno, and 10 morePre and Post European Colonization of the Carribean, Native American Anthropology, Cuba, Caribbean, Antilles, Pre-Columbian Archaeology, Bahamas, Carribean Archaeology, Lucayans, and Colonization Strategies
From early childhood, the story of Sigurd the Dragonslayer exercised a fascination on J.R.R. Tolkien. Elements and echoes from the medieval Vǫlsung-Nibelung Cycle of legends are woven through his published fiction. Tolkien composed his... more
From early childhood, the story of Sigurd the Dragonslayer exercised a fascination on J.R.R. Tolkien. Elements and echoes from the medieval Vǫlsung-Nibelung Cycle of legends are woven through his published fiction. Tolkien composed his own versions of these tales in English alliterative verse modeled on Old Norse poetic style during the 1930s, before the publication of The Hobbit and The Lord of Rings, but these works did not come to light until 2009 when they were published as The Legend of Sigurd and Gudrún. These works, like other posthumously published pieces including “Sellic Spell” (published with Tolkien’s translation of Beowulf), The Fall of Arthur, and The Story of Kullervo, show Tolkien working his own voice through the tangled skeins of myths, legends, and history in anticipation of that voice’s imminent maturation in his own original fiction.
Research Interests: Old Norse Literature, J. R. R. Tolkien, Germanic Philology, Mythology (Old Norse Literature), Mythical-Heroic Sagas, and 21 moreHeroic Poetry, Norse mythology, Old Norse literature and culture, Comparative heroic literature, modern reception of Norse heroic material, JRR Tolkien, Nibelungenlied, Germanic heroic poetry, The Nibelung-Volsung cycle, Old Norse-Icelandic Literature and Culture, Old Norse-Old Icelandic Literature, Old Norse heroic saga and eddaic literature, Tolkien Criticism, J.R.R. Tolkien, Tolkien Studies, The Volsung Saga, SIGURD THE VOLSUNG, Medievalism (Especially Tolkien), Saga of the volsungs, Völsungasaga, and Heroic Legend
A possible relationship between the eponymous hero of Beowulf and the medieval Scandinavian hero named variously as Biarco/Bjarki and Bǫðvarr bjarki was first suggested in the mid-19th century, but remains controversial. Arguments for and... more
A possible relationship between the eponymous hero of Beowulf and the medieval Scandinavian hero named variously as Biarco/Bjarki and Bǫðvarr bjarki was first suggested in the mid-19th century, but remains controversial. Arguments for and against generally depend on the relative weight given to various similarities or differences between the narratives, though either way most scholars seem to have assumed a “tree” model of legendary evolution: either Beowulf and Bǫðvarr/Bjarki are the respective “genetic” descendants of long-separated legendary traditions that nevertheless have a common pre-Viking origin, or they are not and any apparent similarities are largely coincidental. This paper presents an analysis inspired more by “wave” or “network” views of legendary evolution: Beowulf and Bǫðvarr/Bjarki may be related, but not in a strictly “genetic sense”. Both may represent offshoots or snapshots from an evolving Anglo-Scandinavian tradition (as a genuinely “parallel” Scandinavian tradition may not have existed), but the differences may stem not simply from “internal” evolution over time but from the significant transformation of the tradition the infusion of new material and elements in the course of the later Viking Age.
Research Interests: Anglo-Saxon Studies, Old English Literature, Old Norse Literature, Medieval Scandinavia, Beowulf, and 8 moreFornaldarsögur Norðurlanda, Old Norse Philology, Old Norse literature and culture, Old Norse-Icelandic Literature and Culture, Old Norse-Old Icelandic Literature, Old Norse heroic saga and eddaic literature, Fornaldarsögur, and Hrólfs saga kraka
Research Interests:
A special session on different models for CLIL programs and the planning of CLIL programs for the ML2 Open Lecture Series, part of the Literacies in Second Languages Project (LSLP) at the Universidad Pontificia Bolivariana (Medellin,... more
A special session on different models for CLIL programs and the planning of CLIL programs for the ML2 Open Lecture Series, part of the Literacies in Second Languages Project (LSLP) at the Universidad Pontificia Bolivariana (Medellin, Colombia).
Research Interests:
Research Interests: Runology, Old Germanic Languages, Germanic Philology, Scandinavia (Archaeology), Writing systems, and 28 moreLimes Germanicus, Viking Age Scandinavia, Iron Age, Iron age scandinavia, Pre Viking Scandinavia, Archaeology of Germanic tribes (Roman period), Scandinavian Archaeology, Ancient Scripts, Epigraphy, Old Germanic, Ancient germanic languages, Proto-Germanic, Old English Runes, Roman Iron Age, Elder Futhark Runes, Archaeology Of The Migration Period And The Early Middle Ages, Anglo-Saxon and Norse Runology, Roman Iron Age in Scandinavia, Migration Period Archaeology, Migration Period Archaeology Early Middle Ages, Archaeology of the Migration Period, Germanic tribes, Runes, English and Germanic Philology, Archaelogy of Germanic Tribes (roman Period, Gold bracteates, Iron Age Germanic Societies, and Migration Era Germanic History
Research Interests:
Recent years have seen a growing interest in content and language integrated learning (CLIL) around the world, including in Colombia. Nevertheless there often remains a great deal of confusion about what it really is, especially in... more
Recent years have seen a growing interest in content and language integrated learning (CLIL) around the world, including in Colombia. Nevertheless there often remains a great deal of confusion about what it really is, especially in relation to other educational approaches that involve the use of additional languages (perhaps particularly bilingual immersion and English for special/academic purposes). All of such approaches can be valuable approaches to learning in the right context, but all have distinct focuses and objectives. The right approach for one kind of context—or learner—may not be the right approach for another kind of context—or learner—and the different approaches require different mind-sets and preparations on the parts of both learners and teachers. As educational institutions and policy makers take an ever greater interest in CLIL, there is a corresponding demand in terms of professional development to help teachers (and students, and parents) better understand how content and language work together.
This talk places the CLIL approach within the broader context of teaching for, with, and through additional languages. Similarities and differences between CLIL and related forms of content and/or language teaching will be explored and clarified. The objective is to help participants understand how to make better choices for their contexts—to plan, prepare, and teach appropriately for the needs of their learners—making sound decisions about the place of CLIL in all their futures.
This talk places the CLIL approach within the broader context of teaching for, with, and through additional languages. Similarities and differences between CLIL and related forms of content and/or language teaching will be explored and clarified. The objective is to help participants understand how to make better choices for their contexts—to plan, prepare, and teach appropriately for the needs of their learners—making sound decisions about the place of CLIL in all their futures.
Research Interests: English for Specific Purposes, English for Academic Purposes, Content and Language Integrated Learning, Bilingual Education, Bilingual education (Education), and 15 moreEnglish/Language for Academic Purposes, Bilingual education (mother tongue-based), CLIL, Languages for Specific Purposes, Bilingual/Bicultural Education, Teacher education for CLIL, Language Teaching Strategies Such as Content-Based Instruction, Bilingualism and bilingual education, English for Specific Purposes or Academic English, Content-based instruction, English for Specific/academic purposes, Content Based Instruction, Content and Language Integrated Learning (CLIL), Content Based Instruction (CBI), and Content based language learning
Research Interests:
CLIL (content and language integrated learning) is too often understood as an approach merely to language learning, but it should be understood as an approach to all learning for a world in which being monolingual is increasingly... more
CLIL (content and language integrated learning) is too often understood as an approach merely to language learning, but it should be understood as an approach to all learning for a world in which being monolingual is increasingly recognized as insufficient. The research history of CLIL shows it being discussed principally in the context of language-learning, rather than in terms of general education. Likewise, CLIL-oriented teacher-training is predominantly aimed at in-service language teachers, though few language-teaching methodologies or approache have any place for the inclusion of content teaching or learning. Indeed, the systemic separation of language- and content-teaching aggravates the alienation of existing content teachers from issues of communication and language in their subject areas. If CLIL is to fulfill its promise as an innovative approach to education that is appropriate to the needs of learners in an increasingly multilingual, multicultural, and interconnected world, then policy and practice must both change to faciliate the integration of content and language throughout our educational approaches.
Research Interests:
This presentation reports on a 2-year project to better understand perceptions of, attitudes towards, and practices of plurilingual rhetoric communication in Colombia and, consequently, to test new strategies to promote better development... more
This presentation reports on a 2-year project to better understand perceptions of, attitudes towards, and practices of plurilingual rhetoric communication in Colombia and, consequently, to test new strategies to promote better development for rhetorical communicative competencies through multiple languages. In an increasingly globalized and interconnected society driven by the use and production of knowledge, professional success and informed and ethical civic participation imply the capacities both to analyze others’ arguments and produce/sustain one’s own arguments. Data on experiences with, perceptions on, performance with rhetorical communication was collected through a variety of artifacts and survey instruments from more than 800 undergraduate and postgraduate students at 14 higher education institutions in different regions of Colombia. Analysis shows that: 1) few university students have specific training in rhetorical communication (receptive or productive); 2) what training (concerning writing) they may have received is focused on mechanical (not rhetorical) aspects; 3) the examined populations respond better to "flipped” than “traditional” learning environments, but 4) implementing “flipped” learning requires highly individualized attention led by tutors with extensive experience in the standards and expectations of rhetorical communication in their professional fields. Such results demonstrate a need for new approaches to preparing learners in developing the plurilingual rhetorical communicative competences necessary for success in contemporary academic, professional, and civic environments. As one practical response the results of this study, the researchers are developing a new plurilingual center for academic multiliteracies at their university to pilot innovative pedagogical strategies for developing rhetorical communicative competences in diverse learner populations.
Research Interests:
A survey of graduate-level trainee language teachers’ pre-existing beliefs and practices about academic writing revealed mismatches with expectations and norms of professional researchers. Thus, we trialed a series of instructional... more
A survey of graduate-level trainee language teachers’ pre-existing beliefs and practices about academic writing revealed mismatches with expectations and norms of professional researchers. Thus, we trialed a series of instructional strategies over one year aimed at realigning participant understandings of professional research communication and accelerating their own competencies in this area. Results showed that many traditional, activity-based approaches incorporating written feedback were minimally or not effective, but flipped, mentoring types of approaches supported by modelling were more effective. The time-intensive nature of such approaches can be mitigated by adopting a flipped approach within a wider scheme fostering “21st century skills”.
Research Interests: English for Academic Purposes, Academic Writing, Second Language Writing, Academic literacy, Scientific Writing, and 17 moreResearch Writing, English Academic Writing, Essay Writing, Academic English, Flipped Classroom, English for academic purposes (EAP), Flipped learning, ESL/EFL Writing, Flipped Classrooms, Flipped Instruction, English for Academic Purposes (Second Language Writing), Flipped Classroom Instruction, Flipped Curriculum, Flipped Teaching, Flipped Classroom Approaach, Flipped Lessons, and Flipped Classroom Model
With the changing demands of more interconnected and knowledge driven global dynamics, language teaching and language teacher-training has placed an increased focus on the development of lifelong learning skills, including those... more
With the changing demands of more interconnected and knowledge driven global dynamics, language teaching and language teacher-training has placed an increased focus on the development of lifelong learning skills, including those associated with self-regulated learning. Self-regulated learners are metacognitively, motivationally and behaviorally active participants in their own learning process, and able to adjust or change the strategies they currently deploy in their own learning to ensure goal attainment and learning satisfaction. Yet though many teacher-training programs emphasize the need for teachers to instill self-regulated learning skills in their own students, this implies a need for those same student teachers to themselves be effective self-regulated learners. In an exploratory, qualitative study, we surveyed samples of both teacher educators and student teachers in Colombian language-teacher training programs with regards to characteristics and habits regarding self-regulated learning. The results reveal that student teachers are seldom effective self-regulated learners, a situation affected by factors including lack of relevant expertise, training, work engagement and resilience, as well as personal reluctance to explore self-directed approaches to addressing these factors. Addressing the issue of teacher self-regulation during teacher-training is critical if teachers are themselves to be able to address issues of self-regulation in their own students. We therefore propose certain strategies founded in inquiry-based learning for promoting the development of self-regulation in language teachers and their learners.
Research Interests: Teacher Education, Inquiry Based Learning, Self-regulated Learning, Teacher Research, Second Language Teacher Education, and 15 moreSelf Regulation, Language Teacher Training, Self-Regulated Learning (Education), Teacher Training, Self Regulation (Education), Teacher Development, Teacher professional development, Self-regulation, Teaching EFL and Teacher Training, Teacher Preparation, Self-regulated Learning Strategies, Metacognition and self-regulated learning, Self Regulated Learning, self regulated EFL learning, and Self Regulaton
Research Interests: Education, Language Education, Teaching English as a Second Language, Bilingual Education, Teaching English As A Foreign Language, and 19 moreBilingual education (Education), English Language Learning, CLIL, Language Policy, English as an International Language, English language teaching, Bilingualism and Multilingualism, Bilingualism, English as a Foreign Language (EFL), English teaching, English for Special Purposes, Content and Language Integrated Learning (CLIL), CLIL-based Methodology, Teaching English for Special Purpose, Content Based Instruction (CBI), English Language Teaching, English As a Second Language (ESL), Educational Policy, and English for Special Purpose
This paper reports on an investigation of the self-regulatory beliefs and practices of a group of bilingual adult (L1 Spanish, L2 English) in-service English-language teacher trainees in a postgraduate program at Colombian university who... more
This paper reports on an investigation of the self-regulatory beliefs and practices of a group of bilingual adult (L1 Spanish, L2 English) in-service English-language teacher trainees in a postgraduate program at Colombian university who displayed a mismatch between expected and realized performance outcomes. The objectives were to provide an evidential basis from which to identifying improvement strategies and to illuminate practices fostering the development of self-regulated learning. The study followed a mixed methods design, collecting data from semi-structured interviews and questionnaires; the data was analyzed mainly through the grounded theory approach. The results revealed inconsistencies in the participants’ planning, monitoring, and evaluation skills, and these seemed to have a direct influence on learning awareness and control. Poor control of anxiety, frustration, self-efficacy, and confusion exposed participants’ lack of metacognitive strategies or inability to make e...
"Approaching CLIL is often a daunting task given its debatable explanation and even more ambiguous implementation. So, what happens when a university designs a master program in ELT with a course elective based on CLIL and its application... more
"Approaching CLIL is often a daunting task given its debatable explanation and even more ambiguous implementation. So, what happens when a university designs a master program in ELT with a course elective based on CLIL and its application in the classroom? The Master in English Language Teaching-Autonomous Learning Environments, offered through the Department of Foreign Languages and Cultures and the Universidad de La Sabana in Colombia, states as one of its six main program competences that a candidate will be able to manage appropriately the teaching and learning process and its evaluation by selecting, among the approaches available, those which best respond to learners’ needs (Jiménez & Maldonado, 2007). CLIL is indeed one approach that candidates could select, depending on their context. Additionally, the program encourages courses to be designed taking into consideration constructs from constructivism, student-centered teaching methods, and various reflective-based learning cycles. As teachers in the master program, the presenters were faced with the challenge of creating a course for in-service ESL/EFL teachers that would meet the program competence, pedagogical philosophy, and the needs in our Colombian context.
Defined as a “dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Coyle, et al, 2010), CLIL can be difficult to put into practice given its origin versus the various contexts in which we try to use it. However, after reviewing six core features of CLIL (Mehisto, et al, 2008), it became apparent that if a course were to prepare such in-service teachers in the art of integrating language and content, then there would need to be an inherent component: awareness of change. Understanding the context in which they teach and what needed to be adjusted would be a key focus of the course. Learn how the presenters proceeded in designing the course in terms of resources used and products expected. Additionally, the presenters will share experiences derived from the first several semesters of implementing the course, which further reveal the significance of context and the need for agility in adjusting to context—both in terms of emphasizing these elements to students and in continuously analyzing and revising the course, as it is itself an example of CLIL in action. Some general guidelines on the design of similar courses will be offered, as well as the implications for presenting such courses in different modalities: face-to-face, virtual, or blended. Finally, after having implemented the course with two cohorts, presenters will share results of their efforts and ideas for future revisions to the course, including candidate feedback and products.
The course Language & Content was designed to meet the competences as well as the pedagogical philosophy of the program. Through its development and implementation, the presenters found needed adjustments and improvements. Although the course is a work-in-progress, participants will benefit from the experience of the presenters and learn about what is recommend for graduate course design on CLIL and, in general, recommendations for professional development."
Defined as a “dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Coyle, et al, 2010), CLIL can be difficult to put into practice given its origin versus the various contexts in which we try to use it. However, after reviewing six core features of CLIL (Mehisto, et al, 2008), it became apparent that if a course were to prepare such in-service teachers in the art of integrating language and content, then there would need to be an inherent component: awareness of change. Understanding the context in which they teach and what needed to be adjusted would be a key focus of the course. Learn how the presenters proceeded in designing the course in terms of resources used and products expected. Additionally, the presenters will share experiences derived from the first several semesters of implementing the course, which further reveal the significance of context and the need for agility in adjusting to context—both in terms of emphasizing these elements to students and in continuously analyzing and revising the course, as it is itself an example of CLIL in action. Some general guidelines on the design of similar courses will be offered, as well as the implications for presenting such courses in different modalities: face-to-face, virtual, or blended. Finally, after having implemented the course with two cohorts, presenters will share results of their efforts and ideas for future revisions to the course, including candidate feedback and products.
The course Language & Content was designed to meet the competences as well as the pedagogical philosophy of the program. Through its development and implementation, the presenters found needed adjustments and improvements. Although the course is a work-in-progress, participants will benefit from the experience of the presenters and learn about what is recommend for graduate course design on CLIL and, in general, recommendations for professional development."
Research Interests:
The origins of the medieval Norse term dönsk tunga (‘common Scandinavian language’) are obscure, but the term may indicate that the term ‘Danes’ once referred generically to Germanic-speaking Scandinavians. An original tribal name ‘Danes’... more
The origins of the medieval Norse term dönsk tunga (‘common Scandinavian language’) are obscure, but the term may indicate that the term ‘Danes’ once referred generically to Germanic-speaking Scandinavians. An original tribal name ‘Danes’ may have evolved this meaning with the emergence of a pan-Scandinavian identity focused on developments in southern Scandinavia during the pre-Viking period, much as the Germanic language of Britain came to be known as ‘English’ regardless of its speakers’ continental tribal ancestry. By the Viking Age, political developments may have ended such a generic meaning for ‘Danes’, though the use was fossilzed in dönsk tunga.
Research Interests:
This paper addressed the origins of the use of the seven-day week (ultimately perhaps of Hebrew origin) and associated astrological day names (ultimately of perhaps Babylonian origin) in Scandinavia. The likely immediate source of these... more
This paper addressed the origins of the use of the seven-day week (ultimately perhaps of Hebrew origin) and associated astrological day names (ultimately of perhaps Babylonian origin) in Scandinavia. The likely immediate source of these systems was Roman, or Romanized Christian, Europe—where they had become widely established by the fourth century AD—though it remains unclear just how and when their use became established in Scandinavia (where there is little clear evidence for their use before the thirteenth century AD). West Germanic speech communities seem to have acquired the seven-day week and associated day names as early as the fourth century AD, but it is often assumed that Scandinavians acquired them much later—perhaps in the Viking Age or in the course of Christianization—and from West Germanic sources (either Old English, Low German, or both). Nevertheless, an examination of archaeological evidence as well as philological examination of particular early Latin loanwords in North Germanic, confirm the existence of significant connections between Scandinavia and the Roman world (perhaps mediated especially via eastern trade routes, through Gothic-speaking regions to the Baltic) from the later first century BC through the late fourth century AD. Given the evidence for the nature of the Roman world’s impact on Scandinavian culture—both material and intangible—during this period, it is concluded that, even though the forms in which the Scandinavian day names are recorded could have been influenced by West Germanic in the early medieval period, the distinct possibility that Scandinavians had already adopted the seven-day week and associated day names at roughly the same time (fourth century AD) and for the same reasons that West Germanic speakers evidently did cannot be ruled out.
Research Interests: Medieval Scandinavia, Old Norse Language, Scandinavian languages, Germanic Philology, Viking Age Scandinavia, and 8 moreIron age scandinavia, Pre Viking Scandinavia, Old Norse Philology, Christianization in Scandinavia, Ancient germanic languages, Proto-Germanic, Anglo Saxon, Celtic, and Norse, and Roman Iron Age in Scandinavia
Romantically-informed scholarship remains influential on understandings concerning the relative historicity of the legends forming the background to the poem Beowulf. While some alternate approaches to understanding these legends are... more
Romantically-informed scholarship remains influential on understandings concerning the relative historicity of the legends forming the background to the poem Beowulf. While some alternate approaches to understanding these legends are problematic, it is nevertheless concluded that our acceptance of older views may be uncritical and that renewed investigation of the Scylding-Skjöldung legends’ origins may be warranted.
Research Interests: Medieval Literature, Anglo-Saxon Studies, Medieval Studies, Old English Literature, Old Norse Literature, and 9 moreAnglo-Saxon Studies (History), Medieval Scandinavia, Viking Studies, Beowulf, Anglo-Saxon literature and culture, Viking Age Scandinavia, Viking Age, Anglo Saxon, Celtic, and Norse, and Viking and Anglo-Saxon England
Research Interests:
Some recent studies concerning early medieval Europe have suggested that Scandinavia and Francia represented two ideological poles with which other populations within the Germanic world might have intended to align themselves. While such... more
Some recent studies concerning early medieval Europe have suggested that Scandinavia and Francia represented two ideological poles with which other populations within the Germanic world might have intended to align themselves. While such a view sometimes may be useful, it may also over-simplify a more complex situation. Scandinavians must have recognised cultural distinctions between themselves and Christian Europeans, but may not have viewed these distinctions necessarily as emblems of opposition unless faced by a direct political or military threat. Indeed, ideological contrasts concerning the way society was structured and power was wielded may have cut across apparent ethnic boundaries.
Roman influences on early Germanic society may have assisted in the creation of a ‘Germanic’ identity. Roman pressure also may have affected the development of Germanic governmental structures, encouraging king-centred governmental ideologies that contrasted with possibly older, assembly-centred systems. Scandinavia, never threatened by Roman domination, may have retained assembly-centred structures longer than other Germanic societies. Southern Scandinavia’s ‘central places’ of the Early Germanic Iron Age, such as Gudme, may have had functions comparable with those of the later Old Saxon Assembly and Icelandic Alþingi. Such sites may have provided a focus for an emergent Scandinavian identity. This assembly-centred system may have been disrupted as chieftains struggled to attain the kind of power enjoyed by their counterparts in king-centred societies (much as happened in medieval Iceland), perhaps explaining the poverty of archaeological finds in the region from the Late Germanic Iron Age.
The growing Frankish threat to Scandinavia in the eighth century may have both spurred further consolidation of power in the hands of the élite and, initially, provoked an ideological reaction against Christian Europe. Yet while wary of domination by Christian European kingdoms, the Viking-Age Scandinavian élite may have envied their powerful model of lordship and had an interest in accessing elements of their culture. Such a situation may be reflected in historical legends, particularly the Scylding-Skjöldung cycle, which perhaps developed during the Viking Age. These legends might represent not source material for historical glimpses of early northern Europe (as is often assumed) but rather Scandinavian attempts at self-definition in relation to the burgeoning and powerful cultures of Christian Europe. Scandinavia’s eventual adoption of Christianity and Christian lordship in the course of the Viking Age largely resolved the ideological contrasts that had existed both within Scandinavian society and between Scandinavia and Christian Europe.
Roman influences on early Germanic society may have assisted in the creation of a ‘Germanic’ identity. Roman pressure also may have affected the development of Germanic governmental structures, encouraging king-centred governmental ideologies that contrasted with possibly older, assembly-centred systems. Scandinavia, never threatened by Roman domination, may have retained assembly-centred structures longer than other Germanic societies. Southern Scandinavia’s ‘central places’ of the Early Germanic Iron Age, such as Gudme, may have had functions comparable with those of the later Old Saxon Assembly and Icelandic Alþingi. Such sites may have provided a focus for an emergent Scandinavian identity. This assembly-centred system may have been disrupted as chieftains struggled to attain the kind of power enjoyed by their counterparts in king-centred societies (much as happened in medieval Iceland), perhaps explaining the poverty of archaeological finds in the region from the Late Germanic Iron Age.
The growing Frankish threat to Scandinavia in the eighth century may have both spurred further consolidation of power in the hands of the élite and, initially, provoked an ideological reaction against Christian Europe. Yet while wary of domination by Christian European kingdoms, the Viking-Age Scandinavian élite may have envied their powerful model of lordship and had an interest in accessing elements of their culture. Such a situation may be reflected in historical legends, particularly the Scylding-Skjöldung cycle, which perhaps developed during the Viking Age. These legends might represent not source material for historical glimpses of early northern Europe (as is often assumed) but rather Scandinavian attempts at self-definition in relation to the burgeoning and powerful cultures of Christian Europe. Scandinavia’s eventual adoption of Christianity and Christian lordship in the course of the Viking Age largely resolved the ideological contrasts that had existed both within Scandinavian society and between Scandinavia and Christian Europe.
Research Interests: Germanic linguistics, Old English Literature, Old Norse Literature, Medieval Scandinavia, Viking Studies, and 46 moreViking identities, Old Norse Language, Old English Poetry, Scandinavian languages, Germanic Philology, Beowulf, Mythology (Old Norse Literature), Mythical-Heroic Sagas, Scandinavian history, Scandinavian Studies, Scandinavia (Archaeology), Germanic History, Norse mythology, Anglo-Saxon literature and culture, Old English Language, Old Norse, Viking Age Scandinavia, Old Norse Religion, Iron age scandinavia, Pre Viking Scandinavia, Archaeology of Germanic tribes (Roman period), Scandinavian Literature, Old Norse Philology, Old Norse literature and culture, Old English, Vikings, Viking Age, Comparative medieval literature and culture (German, English, Old Norse & Old French), Christianization in Scandinavia, Old Germanic, Courtly and Heroic Sagas, Ancient germanic languages, Proto-Germanic, Anglo Saxon, Celtic, and Norse, Viking and Anglo-Saxon England, Germanic heroic poetry, Old Norse-Icelandic Literature and Culture, Old Norse-Old Icelandic Literature, Vendel Era Norse, Germanic languages, Old Norse heroic saga and eddaic literature, Roman Iron Age in Scandinavia, Anglo-Saxon England, Germanic Mythology, Filologia Germanica, and Iron Age Germanic Societies
In this interview you will hear Dr. Carl Anderson, professor at the face-to-face Master's program at the Universidad de La Sabana, discuss crucial issues about academic writing.
Research Interests: Academic Writing, Academic writing in a foreign language, Academic literacy, Novice Academic Writing, Teaching Academic Writing, and 4 moreteaching academic writing to ESL or L2 students, Academic literacy/English for academic purposes, English Academic Writing, and Academic Writing Research in L1 and L2
An editorial accompanying LACLIL Vol. 8 No. 2, this paper reviews the twined history of the journal and the Biennial CLIL Symposia as hubs for the intersection of research and practice in global and local contexts. There is a brief review... more
An editorial accompanying LACLIL Vol. 8 No. 2, this paper reviews the twined history of the journal and the Biennial CLIL Symposia as hubs for the intersection of research and practice in global and local contexts. There is a brief review of the papers in LACLIL Vol. 8 No. 2, representing both proceedings from the 5th Biennial CLIL Symposium in 2014 as well as ongoing submissions to the journal. Finally, future challenges and objectives for CLIL are outlined, pointing the ways forward for both the LACLIL journal and its contributors.
Research Interests: Education, Teaching English as a Second Language, Teacher Education, Educational Research, Content and Language Integrated Learning, and 20 moreTeaching of Foreign Languages, Teaching English As A Foreign Language, Teaching Spanish as a Foreign Language, CLIL, English language teaching, Language Teaching, Teacher education for CLIL, Communicative Language Teaching, Content-based instruction, Content Based Instruction, CLIL use in tertiary teaching, Content and Language Integrated Learning (CLIL), CLIL-based Methodology, Content Based Instruction (CBI), Modern Foreign Languages Teaching and Learning, English Language Teaching, Integration of Content and Language In Higher Education, CLIL primary education, Content and Language Intergrated Learning in English Language Education, and Integrating Language and Content
It has been only 7 years since both the first issue of the Latin American Journal of Content and Language Integrated Learning (LACLIL) was published and the 1st CLIL Symposium was held at the Universidad de La Sabana in Chía, Colombia in... more
It has been only 7 years since both the first issue of the Latin American Journal of Content and Language Integrated Learning (LACLIL) was published and the 1st CLIL Symposium was held at the Universidad de La Sabana in Chía, Colombia in 2008. Over this period, the pace of debate on education and languages has only increased, and growing interest in CLIL (content and language integrated learning) approaches continues to raise new questions for researchers, teachers, policy makers, and learners—indeed, society at large—about the needs for, and challenges of, integrating content and additional (or even first) languages in the classroom and beyond.
Research Interests:
Persons interested in Viking-Age Scandinavia (and in the connections between Beowulf and Lejre) may be interested to have before them an English-language summary of a recent article, published in Danish, reporting on a unique Viking-Age... more
Persons interested in Viking-Age Scandinavia (and in the connections between Beowulf and Lejre) may be interested to have before them an English-language summary of a recent article, published in Danish, reporting on a unique Viking-Age object discovered in 2009 outside the village of Gammel Lejre, Denmark. The complete article — ‘Odin fra Lejre’, is by Tom Christensen, the archaeologist in charge of the ongoing excavations at Lejre. The full text can be found in the 2010 issue of ROMU, the annual journal of Roskilde Museum (pages 7–25). Included there are over two dozen images, chiefly in color, that display that remarkable object to best advantage and help to place it within a broadly European context. This summary gives the gist of Christensen’s article along with a selection of its photos, reproduced here in black and white. Reports on the earlier excavations at Lejre are included in Beowulf and Lejre, ed. by J.D. Niles and M. Osborn with contributions by T. Christensen (Tempe AZ, 2007).
Research Interests:
This file contains a comma-delimited edition of the text of the Vocabularium Cornicum. It has been hand-transcribed from the edition of MS British Library Cotton Vespasian A.xvi ff. 7a-10a included in Johann Kaspar Zeuss, Grammatica... more
This file contains a comma-delimited edition of the text of the Vocabularium Cornicum. It has been hand-transcribed from the edition of MS British Library Cotton Vespasian A.xvi ff. 7a-10a included in Johann Kaspar Zeuss, Grammatica Celtica (Leipzig: Weidmann, 1853), with some corrections based on the 1962 thesis about Vocabularium Cornicum by E.V. Graves..
All entries in this file are found in their original order from the manuscript, and the original manuscript foliation is marked. The entries' comma-delimited format is intended to make it easy for you to move the data into a database.
In both Latin and Cornish, the abbreviations l. (standing in the manuscript for the common cross-barred l form) and ul. stand for Latin vel ("or"). Common scribal spelling abbreviations have been silently expanded, mostly because of the difficulties of representing them in plain ASCII text.
Note that the entries in this file have not yet been extensively proofread and may contain copying errors!
All entries in this file are found in their original order from the manuscript, and the original manuscript foliation is marked. The entries' comma-delimited format is intended to make it easy for you to move the data into a database.
In both Latin and Cornish, the abbreviations l. (standing in the manuscript for the common cross-barred l form) and ul. stand for Latin vel ("or"). Common scribal spelling abbreviations have been silently expanded, mostly because of the difficulties of representing them in plain ASCII text.
Note that the entries in this file have not yet been extensively proofread and may contain copying errors!
Research Interests:
ABSTRACT A.B. Honors Thesis, Folklore & Mythology, Harvard College.
Dear Colleague, This is to inform you that we are receiving papers for the October 2015 issue of the Latin American Journal of Content & language Integrated Learning (LACLIL), a biannual publication produced by Universidad de La... more
Dear Colleague,
This is to inform you that we are receiving papers for the October 2015 issue of the Latin American Journal of Content & language Integrated Learning (LACLIL), a biannual publication produced by Universidad de La Sabana’s Department of Languages and Culture.
LACLIL is a peer-reviewed, open-access journal focused on CLIL (Content and Language Integrated Learning), multilingualism, interculturality, and CALL (computer-assisted language learning), throughout Latin America and around the world aimed at teachers, researchers, & educational administrators who are interested in researching, implementing, or improving language-learning approaches, techniques, materials, and policies. At the time of writing,
LACLIL is indexed by the following organizations: DOAJ, Linguistics Abstracts Online, Google Scholars, MLA Bibliography - Language, Linguistics and Literature, Open J-Gate, Directory of Research Journals Indexing, EBSCO, ProQuest, e-revist@s, Publindex Category C.
LACLIL is currently open for article submissions from researchers whose work is related to instructional practices implemented in language-learning subjects or subjects taught through an additional language as well as ICT and cultural issues related to language learning. Articles, commentaries or teaching articles and reviews on (but not limited to) the following areas are welcomed:
Educational approaches in which additional languages are used for the learning and teaching of both content and language (CLIL).
Language learning, teaching, and/or evaluation practices aimed at fostering cognition and metacognition though language or content.
The use of Information and Communication Technologies (ICT) to foster communicative competences enhancing cognition, metacognition, and the learning of language, content, or both.
CLIL methodology, assessment and/or evaluation
CLIL curriculum design
The learning of culture and/or intercultural competences in or through additional languages.
Teacher professional development initiatives in the aforementioned areas.
Visit LACLIL’s Web site at www.laclil.unisabana.edu.co to register as a reader, reviewer, and/or author and to submit your work.
Issues are published twice a year, in April and October. If further assistance is required, please contact the Editorial Staff at laclil@unisabana.edu.co for further information. All articles published by LACLIL are made available under a Creative Commons open-access license. You are encouraged to distribute this call for papers to your professional colleagues and contacts.
This is to inform you that we are receiving papers for the October 2015 issue of the Latin American Journal of Content & language Integrated Learning (LACLIL), a biannual publication produced by Universidad de La Sabana’s Department of Languages and Culture.
LACLIL is a peer-reviewed, open-access journal focused on CLIL (Content and Language Integrated Learning), multilingualism, interculturality, and CALL (computer-assisted language learning), throughout Latin America and around the world aimed at teachers, researchers, & educational administrators who are interested in researching, implementing, or improving language-learning approaches, techniques, materials, and policies. At the time of writing,
LACLIL is indexed by the following organizations: DOAJ, Linguistics Abstracts Online, Google Scholars, MLA Bibliography - Language, Linguistics and Literature, Open J-Gate, Directory of Research Journals Indexing, EBSCO, ProQuest, e-revist@s, Publindex Category C.
LACLIL is currently open for article submissions from researchers whose work is related to instructional practices implemented in language-learning subjects or subjects taught through an additional language as well as ICT and cultural issues related to language learning. Articles, commentaries or teaching articles and reviews on (but not limited to) the following areas are welcomed:
Educational approaches in which additional languages are used for the learning and teaching of both content and language (CLIL).
Language learning, teaching, and/or evaluation practices aimed at fostering cognition and metacognition though language or content.
The use of Information and Communication Technologies (ICT) to foster communicative competences enhancing cognition, metacognition, and the learning of language, content, or both.
CLIL methodology, assessment and/or evaluation
CLIL curriculum design
The learning of culture and/or intercultural competences in or through additional languages.
Teacher professional development initiatives in the aforementioned areas.
Visit LACLIL’s Web site at www.laclil.unisabana.edu.co to register as a reader, reviewer, and/or author and to submit your work.
Issues are published twice a year, in April and October. If further assistance is required, please contact the Editorial Staff at laclil@unisabana.edu.co for further information. All articles published by LACLIL are made available under a Creative Commons open-access license. You are encouraged to distribute this call for papers to your professional colleagues and contacts.