French Studies

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Browsing French Studies by Author "Amery, R."

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    Intersections: A paradigm for languages and cultures?
    (Springer Nature, 2020) Fornasiero, F.J.; Reed, S.; Amery, R.; Bouvet, E.; Enomoto, K.; Xu, H.L.; Fornasiero, J.; Reed, S.; Amery, R.; Bouvet, E.; Enomoto, K.; Xu, H.L.
    “Intersections” constitutes the thematic thread to the essays in this volume, whose aim is to depict the multi-facetted yet cohesive nature of Australian scholarship and practice in Language Studies. Running discreetly through all chapters, featuring prominently in some, this thread connects them all to a lived reality: the field of languages and cultures, as it is practised and reflected upon in Australian universities today, is essentially an interdisciplinary and interconnecting space, one in which linguistic and disciplinary diversities meet and gather forces. Although language scholars are well equipped to navigate that space, the issue that currently confronts them is that their universities do not necessarily recognize or reward what is a positive contribution to their institutional mission. In this volume, they collectively make a compelling case for their inclusion.
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    Making the case for languages in postgraduate study
    (Springer, 2020) Edwards, N.J.; Christopher, H.; Fornasiero, J.; Reed, S.M.A.; Amery, R.; Bouvet, E.; Enomoto, K.; Xu, H.L.
    This chapter discusses recent changes in the philosophy and practice of postgraduate training in Australian universities and explores how language programs can respond to these. It first surveys the changing field of postgraduate education, pointing to the current philosophy of doctoral training that aims to produce independent researchers who are trained in both academic and transferable skills. It then discusses three areas in which language departments can advocate for their importance to postgraduate education. First, it discusses ways to attract students by co-supervising in aligned areas and by contributing to undergraduate courses beyond languages. Second, it explores the contributions language programs can make to students’ transferable skills training. Third, it suggests that language departments are uniquely placed to emphasize the relevance and applicability of their research to a variety of academic and non-academic contexts in a period when the national Engagement and Impact Assessment (EIA) looms large.