There is increasing emphasis on the need for effective ways of sharing knowledge to enhance environmental management and sustainability. Knowledge exchange (KE) are processes that generate, share and/or use knowledge through various methods appropriate to the context, purpose, and participants involved. KE includes concepts such as sharing, generation, coproduction, comanagement, and brokerage of knowledge. This paper elicits the expert knowledge of academics involved in research and practice of KE from different disciplines and backgrounds to review research themes, identify gaps and questions, and develop a research agenda for furthering understanding about KE. Results include 80 research questions prefaced by a review of research themes. Key conclusions are: (1) there is a diverse range of questions relating to KE that require attention; (2) there is a particular need for research on understanding the process of KE and how KE can be evaluated; and (3) given the strong interdependency of research questions, an integrated approach to understanding KE is required. To improve understanding of KE, action research methodologies and embedding evaluation as a normal part of KE research and practice need to be encouraged. This will foster more adaptive approaches to learning about KE and enhance effectiveness of environmental management.

/pdf/knowledge-exchange-a-review-and-research-agenda-for-518r7rjg6i.pdf

Knowledge exchange: a review and research agenda for environmental management

From Students' and Teachers' Perspectives: Metaphor Analysis of Beliefs about EFL Teachers' Roles.

If, as has been widely claimed, our attitudes and beliefs are reflected in the language we use, it should be possible to gain some insight into teachers’ views of English-language coursebooks from the metaphors they use to describe them. A small collection of teacher metaphors (and similes), drawn largely from Hong Kong, is presented and discussed. This is then compared with metaphors supplied by secondary school learners in the same context. The conclusion is drawn that there is value in teachers researching their learners’ beliefs and attitudes—in relation to coursebooks and other aspects of the teaching-learning environment—and reflecting on and comparing these with their own. Metaphors may be a conveniently economical way of focusing such reflection.

Teachers' and learners' images for coursebooks

Network-based language teaching (NBLT) involves the application of global or local communication networks within foreign and second language education (Warschauer and Kern, 2000). In telecollaboration, a type of NBLT, distally located language learners use internet communication tools to support dialogue, debate, collaborative research and social interaction for the purposes of language development and cultural awareness (e.g. Kinginger et al., 1999). To date, the research on NBLT has been limited, focusing primarily on pedagogical implementations of technology and linguistic features of online communication. In particular, researchers have not robustly explored social and institutional dimensions of telecollaboration (Chapelle, 2000c217) nor have they adequately investigated the pervasive assumption that telecollaborative interaction will necessarily and unproblematically afford language learning (e.g. Kramsch and Thorne, to appear). Drawing on social realism (Layder, 1993), a sociological theory which emphasizes the inter-relationship between structure, i.e. society and institution, and agency, i.e. situated activity and psycho-biography, in researching and explaining social action, I present a sociocultural account of German-American telecollaboration. In particular, I explore the meanings that the macro features of (1) language valuation (Hilgendorf, 1996); (2) membership in electronic discourse communities (Gee, 1999); and (3) culturally determined classroom scripts (Hatch, 1992) may have for the differential functionality of virtual group work in this partnership. Differences in group functionality are reflected at the micro-interactional level in terms of (1) frequency and length of correspondence; (2) patterns of discursive behavior such as question-answer pairs; and (3) opportunities for assisted L2 performance and negotiation of meaning. Ethnographic data (e.g. interviews, electronic and classroom discourse, surveys and participant observations) on individual psycho-biographies are interwoven with macro-level descriptions and statistics to paint a rich picture of learner behavior in intercultural telecollaboration. This project is funded by a United States Department of Education International Research and Studies Program Grant (CFDA No.c 84.017A). The author is a research associate for the German component.

/pdf/institutional-and-individual-dimensions-of-transatlantic-9wfsiaj2zu.pdf

Institutional and individual dimensions of transatlantic group work in network-based language teaching

This article examines metaphors about language teachers created by a group of 23 Malaysian university students. The aims of the study are (1) to determine whether metaphors produced by language learners in the Asian educational context can fit into the four philosophical perspectives on education outlined by Oxford et al. (1998), and (2) to explore whether students’ gender influences their metaphor production. This study employs both qualitative and quantitative methods of analysis. The results of the content analysis of 27 metaphors produced by the participants show that Oxford et al.’s (1998) typology of metaphors is applicable in the Malaysian educational context. In addition, the qualitative analysis reveals that the imagery used in the metaphors is, to some extent, gender-related. However, the results of statistical analysis indicate that there are no statistically significant differences in the perceptions of the teacher’s role between the students of different genders. Pedagogical implications of the research findings are discussed.

/pdf/a-language-teacher-is-like-examining-malaysian-students-2zeyyzy65s.pdf

"A Language Teacher is Like...": Examining Malaysian Students' Perceptions of Language Teachers through Metaphor Analysis.

‘A metaphor is the bridge to reality’ A classical Arabic saying Introduction A metaphor can easily be seen as a bridge, etymologically ‘carrying over’ from one side to another. It links and comprises the known and the unknown, the tangible and the less tangible, the familiar and the new. As “a bridge enabling passage from one world to another” (Shiff, 1979: 106), metaphors enable learners “to understand and experience one kind of thing in terms of another”, to paraphrase Lakoff and Johnson's (1980: 5) notion of the essence of metaphor. In this paper, we explore teachers' and students' metaphors of teaching, learning and language. The generation of metaphors in such professional contexts as learning how to teach, and learning about language in speech therapy and communication courses, is, we will argue in this paper, a bridge to the ‘reality’ of the professional or technical world. Outline of the study In this study we examine metaphors from four sources: spontaneous metaphors arising in experienced UK primary teachers' accounts of learning; elicited metaphors about teaching and language collected from postgraduate students on primary education courses in the UK; elicited metaphors about language collected from undergraduates studying linguistics on speech therapy or human communication courses in a UK institution; and finally cross-cultural elicited metaphors about ‘good teachers’ from university students in five other countries. The four sets of data overlap sufficiently to allow the metaphors to be seen as bridges to learning, albeit in different ways.

Researching and Applying Metaphor: Bridges to learning: Metaphors of teaching, learning and language

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Researching and Applying Metaphor: Bridges to learning: Metaphors of teaching, learning and language