Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 9
Page 10
Page 11
Page 12
Page 13
Page 14
Page 15
Page 16
Page 17
Page 18
Page 19
Page 20
Page 21
Page 22
Page 23
Page 24
Page 25
Page 26
Page 27
Page 28
Page 29
Page 30
Page 31
Page 32
Page 33
Page 34
Page 35
Page 36
Page 37
Page 38
Page 39
Page 40
Page 41
Page 42
Page 43
Page 44
Page 45
Page 46
Page 47
Page 48
Page 49
Page 50
Page 51
Page 52
Page 53
Page 54
Page 55
Page 56
Page 57
Page 58
Page 59
Page 60
Page 61
Page 62
Page 63
Page 64
Page 65
Page 66
Page 67
Page 68
Page 69
Page 70
Page 71
Page 72
Page 73
Page 74
Page 75
Page 76
Page 77
Page 78
Page 79
Page 80
Page 81
Page 82
Page 83
Page 84
Page 85
Page 86
Page 87
Page 88
Page 89
Page 90
Page 91
Page 92
Page 93
Page 94
Page 95
Page 96
Page 97
Page 98
Page 99
Page 100
Page 101
Page 102
Page 103
Page 104
Page 105
Page 106
Page 107
Page 108
Page 109
Page 110
Page 111
Page 112
Page 113
Page 114
Page 115
Page 116
Page 117
Page 118
Page 119
Page 120
Page 121
Page 122
Page 123
Page 124
Page 125
Page 126
Page 127
Page 128
Page 129
Page 130
Page 131
Page 132
Page 133
Page 134
Page 135
Page 136
Page 137
Page 138
Page 139
Page 140
Page 141
Page 142
Page 143
Page 144
Page 145
Page 146
Page 147
Page 148
Page 149
Page 150
Page 151
Page 152
Page 153
Page 154
Page 155
Page 156
Page 157
Page 158
Page 159
Page 160
Page 161
Page 162
Page 163
Page 164
Page 165
Page 166
Page 167
Page 168
Page 169
Page 170
Page 171
Page 172
Page 173
Page 174
Page 175
Page 176
Page 177
Page 178
Page 179
Page 180
Page 181
Page 182
Page 183
Page 184
Page 185
Page 186
Page 187
Page 188
Page 189
Page 190
Page 191
Page 192
Page 193
Page 194
Page 195
Page 196
Page 197
Page 198
Page 199
Page 200
Page 201
Page 202
Page 203
Page 204
Page 205
Page 206
Page 207
Page 208
Page 209
Page 210
Page 211
Page 212
FACULTY OF HUMANITIES EDUCATION Professor of Language and Culture Department of Modern Languages and Linguistics Tel 868 662 2002 ext. 83034 E-mail PROF. BEATRICE BOUFOY-BASTICK Fascination for diversity of cultures and languages My fascination for the diversity of cultures and languages has taken me to many culturally diverse countries across four continents where I have lived lectured and empirically explored local cultures in their multifarious forms. This passion for language and for culture seems to have been imprinted in me as a child. As far as I can remember my earliest experience of language and culture was as a little girl of 6 years old in France after the Second World War.At that timeI only spoke French and an American soldier drew a picture of the sun pointed to it and taught me my first foreign word Sun.He also held a can of Pepsi which is something I had never seen.I was amazed at the idea that other peoples had such novel things and different names for all the things I knew. It was from that early age that I have been captivated by the diversity of cultures and languages and it is this continued allure that has propelled my professional interests and motivated my anthropological research into the multiplicities of linguistic and cultural codes. My recollections and reflections on these specially etched cross-cultural events and multi-linguistic experiences later led me to analytically identify contrast and integrate the cross-cultural worldviews that precipitated these personal change events in a 2004 self-exploratory paper entitled Auto-Interviewing auto- ethnography and critical incident methodology for eliciting a self- conceptualised worldview. Forum Qualitative Social Research 51 which has become one of the keyresearch papers on the research methodology now known as Auto-Ethnography Keywords in Qualitative Methods A Vocabulary of Research Concepts by Michael Bloor Fiona Wood page 20 2006 Entrepreneurship as Experience How Events Create Ventures and Ventures Create Entrepreneurs by Michael H. Morris Christopher G. Pryor Minet Schindehutte page 2662012. Development of theory and policy for culture-based language teaching Auto-ethnography enabled me to vicariously re-live some momentous teaching experiences. In the course of my lecturing career I gainfully worked in societies with people who have different ValuesAttitudesBeliefs and Intentions VABI and these rich culturo-pedagogic experiences led me to research the concepts of Enculturation and Empowerment in language educa- tion. My culture-based language teaching theory served to inform my teaching practices in ways that showed a sensitivity to and respect for students cultural diversity and some of which were shared with the academic community in articles such as Embodied cognitive experiential learning in a multicultural foreign language classroom 2007 in Humanising Language Teaching 95 or captured in a video Multi-cultural multi-ability French teaching a constructivist perspective Suva Fiji USP 1995.1 videocassette 35 min. col.12 in.BRN912633.PAC GEN PC 2073 .B68. My continuing search to understand the intended and un-intended influences of cultural diversity in formal language education bridges my cultural research on government language policies from 1997 to today as spanned by my 1997 article Using language policies to highlight and contrast the values that shape multicultural societies Examples from Singa- pore and AustraliaJournal of Australian Education41159-76 to a current cultural analysis of the deleterious effects of neoliberal market-driven education policy on contemporary international language policies as in the 2015 research article Rescuing language education from the neoliberal disaster Culturometric predictions and analyses of future policy. Policy Futures in Education134439-467. My career-long concern for promoting humanist education principles recently culminated in the publication of the four- volume series of international handbooks of Cultures of Educa- tion. This substantial body of work is the fruit of five-years continuous collaborative networking with three hundred and thirty-six educationists from over thirty countries and stands as an open-source forum for international educators to discuss current cross-cultural concerns on education practices and policies at the localnational and global levels. My concern for culturally responsive language policy also led me to investigate vernacular use as cultural identity affirmations in the post-colonial states where I lived. Analyses of these investigations were reported in such publications as Creoles as linguistic markers of national identity Examples from Jamaica and Guyana in H. Levy ed. 2009 pp. 203-210 The African- Caribbean Worldview and the Making of Caribbean Society or in La crolisation linguistique Une revendication identitaire aux Antilles Verbum 3 2012 pp. 31-38 for eliciting West Indian language identity but also in 2002 Measuring cultural identity in culturally diverse societies World Cultures 131 39-47 for evincing the multi-facetted identity of Fiji islanders.My research then focused more closely on investigating the VABIs which underpinned the intricacies that entwined language and culture and led me to pioneer the innovative field of Culturometrics. 56