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FACULTY OF HUMANITIES EDUCATION Professor of Language and Culture Department of Modern Languages and Linguistics Culturometric.org Tel 868 662 2002 ext. 83034 E-mail beatrice.boufoy-basticksta.uwi.edu 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