Papers by Carl Edlund Anderson
Situating futures literacies in the Colombian educational system: a decolonizing theoretical model
foresight
Purpose This paper aims to present a theoretical model for restructuring Colombia’s educational i... more Purpose This paper aims to present a theoretical model for restructuring Colombia’s educational initiatives in response to current socioeconomic needs. More equitable and decolonized education could help learners decouple their capacities to imagine the future from colonialized paradigms, thereby opening spaces for more active engagement in their own futures. Design/methodology/approach The authors take a critical, postmodern approach focused on empowering people to transcend constraints from a colonial past and recognizing that the purpose of knowledge, although reflecting power and social relationships, is to help people improve society. Notions of situated and futures literacies nourish an approach toward a decolonized and glocalized educational model. Findings The current Colombian educational system tends to favor a single focus – local, national or international – at the expense of the others. The authors argue that educational policy and planning should account for three real...
Jorge Luis Borges, with Delia Ingenieros, Ancient Germanic Literatures, trans. M. J. Toswell. (Medieval and Renaissance Texts and Studies 458; Old English Publications: Studies and Criticism 1.) Tempe: Arizona Center for Medieval and Renaissance Studies, 2014. Paper. Pp. xvi, 104. $35. ISBN: 978-...
Speculum, 2017
Taking teaching online: Tips and discussion for education in transition
4. Treatments of Beowulf as a Source in Mid-Twentieth-Century Children’s Literature
Beowulf as Children’s Literature, 2021
Self-regulation and Language Teacher Training in Colombia
Initial English Language Teacher Education, 2017
Self-regulation and a capacity for self-regulated learning (SRL) are widely recognized in educati... 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.
Neophilologus, 2016
While many agree that Scyld in Beowulf was back-formed from Scyldingas, the context in which this... 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 premedieval 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.
The Backrest Beasts of Óðinn from Lejre
Words for ‘Snow’ and ‘Ice’ In the Arhuacan Languages
International Journal of American Linguistics, 2014
ABSTRACT This article focuses on words for ‘snow’ and ‘ice’ in the Arhuacan languages of the Sier... more ABSTRACT 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. Accepted for publication by International Journal of American Linguistics on Aug/03/2013.
Course design for graduate students: Strategic planning and actions
Offering and nurturing pedagogical innovations in curricula that transcend the local educational ... more Offering and nurturing pedagogical innovations in curricula that transcend the local educational scenario and respond to the emerging globalized digital culture requirements are common targets that teachers and researchers share. In this session, the presenters will discuss approaches to and implications in the design and implementation of graduate-level language teacher training courses. After a brief theoretical review of fundamental principles used in the development of systematic instructional curricula (Keller, 1987; Salmon, 2000; Mehisto, Frigols, & Marsh, 2008), participants will be led through examples drawn from syllabus design experiences, supported by material from related research projects and networking opportunities, developed over the last three years at a private university in Bogotá, Colombia. Starting with needs analysis as a foundation for design stages, the session will move through the phases and activities involved in the strategic planning of graduate language teacher training courses delivered in virtual and blended modes. The role of instructors, learners and administrators participating in a course design project will be also considered, emphasizing the effect of research –led and collaborative classroom training sessions in adult learners.
Reconsiderations of Beowulf’s legendary background
Romantically-informed scholarship remains influential on understandings concerning the relative h... 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.
This study addresses the medieval Norse term dnsk tunga (meaning "common Scandinavian langua... more This study addresses the medieval Norse term dnsk tunga (meaning "common Scandinavian language"). The origins of the term are obscure, but it may indicate that the ethnic name "Danes" may have once referred to all Germanic-speaking Scandinavians, a usage which may have evolved with the emergence of a pan-Scandinavian identity deriving from certain socio-political developments in southern Scandinavia during the pre-Viking period. It may be that this larger sense of "Danish" is comparable to the way in which "English" came to identify the Germanic language of Britain regardless of its various speakers' differing Continental tribal ancestries. By the Viking Age, continuing political developments may have ended the use of "Dane" as a generic term (with the development of the distinct Scandinavian kingdom-states, in contrast with the single English kingdom-state), though elements of the earlier sense were perhaps fossilized in the con...
Runas y Reinterpretaciones: Origines, evoluciones, e identidad de una cultura literata en el norte de Europa
Not just for language-learning: CLIL as an approach to general education
This presentation argues that the CLIL approach is not (or should not be conceived of as) an appr... more This presentation argues that the CLIL approach is not (or should not be conceived of as) an approach to language learning—or at least not merely as an approach to language learning. Rather CLIL is (or should be conceived of as) an approach to all learning for a world in which being monolingual is increasingly recognized as insufficient. Nevertheless, CLIL as an educational approach is discussed primarily in the context of language-learning specifically rather than in terms of general education. Similarly, CLIL-oriented teacher training is predominantly something proffered as suitable for existing language teachers, who jobs tend to focus on the teaching languages as boundaried sets of linguistic/communicative competences. Most language-teaching methodologies or approaches, even in their most developed and contemporary forms, have in practice little place for concept of content teaching or learning. Even in the most “communicative” of language classrooms, curricular demands lead tea...
CLIL for the for the multilingual globalized knowledge society
CLIL, its friends, and relations: Approaches to language and content in contemporary education
Recent years have seen a growing interest in content and language integrated learning (CLIL) arou... 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 c...
La invención intercultural en Beowulf: Identificación filológica del personaje Scyld como una creación anglonórdico
Underlying sources of academic writing difficulties in postgraduate language-teacher trainees
This paper reports on the initial n stages of a larger study on persuasive plurilingual communica... more This paper reports on the initial n stages of a larger study on persuasive plurilingual communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L2 English) in-service English-language teacher trainees in a postgraduate program at Colombian university. The study focuses on answering questions about participants’ beliefs and practices concerning academic writing in order to identify the sources of the participants’ problems so as to provide an evidential basis from which to identifying improvement strategies. The study followed a mixed methods design, collecting data from semi-structured interviews, questionnaires, and student artifacts; the data was analyzed through the grounded theory approach. The results suggest the participants’ academic writing difficulties result from lack of training (through either L1 or L2) with the rhetorical norms of the ...
Scandinavian days: Old or new?
This presentation addressed the origins of the use of the seven-day week (ultimately perhaps of H... more This presentation 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 loanw...
The Backrest Beasts of Óðinn from Lejre
Review of Keegan, William F., Taino Indian Myth and Practice: The Arrival of the Stranger King
Uploads
Papers by Carl Edlund Anderson