Important Dates  
17 May 2013  
Abstract Deadline  
21 June 2013  
Scholarship Application   Deadline  
31 July 2013  
Scholarship Notification  
18 October 2013  
Exhibition application deadline  
23 October 2013  
Online payment and money 
transfer deadline  
31 October 2013  
Registration Deadline  
6-8 November 2013  
Conference Dates  

Tracks

The conference features four thematic tracks. Conference organizers welcome proposals (papers,
panels and workshops) that address these and other related questions.


1. Multilingual education: what and why


Objective: To increase general understanding of MLE, and adopt a common definition of MLE that is relevant in the Asian context (based on thorough discussion and revision of a background paper provided by the Asia MLE WG).

Some questions to be addressed :

  • How can the theories on bilingual/multilingual education, mother tongue instruction, and language acquisition inform teaching and learning practice in Asian contexts?
  • How is MLE conceptualized and understood in different contexts?
  • What do first language, home language and mother tongue mean in different contexts?
  • How are MLE principles applied at different levels of education: 1) early childhood education; 2) primary education; and 3) adult education and learning?
  • What are the differences and similarities of MLE in various systems of education?
  • What are the roles of language and literacy in MLE?
  • What are the similarities and differences of bilingual and multilingual education in general as well as mother tongue-based MLE?
  • What are the key issues and challenges involved in the concept of MLE?

2. Towards Sound MLE Policy: Language and Language-in-Education Policy and Planning in Asia and the Pacific

Objective: To discuss recent policy developments related to MLE, particularly in Asia and the Pacific, and to learn from and build on these developments so language and language-in-education policies can be strengthened throughout the region.

Some questions to be addressed :

  • What are the essential components of sound MLE policies in different contexts?
  • What kinds of positive policy developments (towards increased latitude for MLE) have taken place over the past decade in the Asia-Pacific region?
  • What are the critical and analytical perspectives on the socio-political landscapes affecting language-in-education policies?
  • Who are the key institutions and decision-makers affecting language-in-education policies?
  • How do the issues of rights, equity and diversity inform the standards and legislative mandates on language in education policies?
  • What are the key issues and challenges in developing and implementing pro-MLE language-in-education policies?

3. Delivering Quality and Inclusive MLE: Teachers, Pedagogy and Innovations

Objective: To discuss lessons learned and challenges of multilingual education initiatives in early childhood education, primary education, and adult learning, and to determine the factors that influence quality education delivery in multilingual contexts.

Some questions to be addressed :

  • How do we ensure the effectiveness, efficiency, relevance and sustainability of quality MLE programs, from early childhood to lifelong learning?
  • How can teacher training programs, materials, and school management in general promote quality MLE teaching practices?
  • How should MLE programs be designed to respond to best practices described in language acquisition theories?
  • What is the role of emerging technologies in expanding MLE with equity?
  • What means are used to attract governments and communities to develop and retain quality teaching forces for minority languages?
  • What are the roles of community and local organizations?
  • How can MLE be institutionalized in culturally appropriate ways?
  • What are the challenges involved in improving overall teaching and learning practices for MLE in the classrooms? How can we overcome these challenges?

4. Measuring Impact

Objective: To identify good practices in monitoring and measuring the effectiveness of MLE-related interventions in schools and communities, as well as to take stock of emerging evidence on the impact of MLE on learning and the Millennium Development Goals (MDGs).

Some questions to be addressed :

  • What tools and methodologies can be utilized to monitor and measure the effectiveness of MLE?
  • What are some of the promising practices in analyzing the cost and benefits of MLE?
  • What do we know about the effects of MLE on learning, in terms of competencies in language(s), academic and non-academic outcomes?
  • How can MLE promote positive socio-cultural outcomes in schools, communities and beyond?
  • What roles can the various stakeholders (governments, schools, communities, and other organizations) play in partnering together to define, monitor and measure MLE?
  • What has been the impact of MLE on the attainment of international development goals such as MDGs, and on well-being?
 
 
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