Identifying some conditions for managing lifelong language learning

LTStraipsnyje yra pateikti bendri svarstymai apie tai, kaip mes įsivaizduojame tęstinio kalbų mokymosi įgyvendinimą. Aptariamos problemos, susiję su tęstinio kalbų mokymosi principais. Ypatingas dėmesys straipsnyje yra skiriamas tam, kaip akademinė kultūra ir jos subkultūros (fakultetai, centrai) galėtų efektyviau atsiliepti į keliamus reikalavimus. Kalbų mokymosi visą gyvenimą problema yra nagrinėjama įvairiais požiūriais - specialus žodynas, nauji tekstai, užsienio kalbų centrų (katedrų) uždaviniai, darbuotojų kompetencija ir palyrimas. Straipsnyje rašoma, kad vis daugiau reikalavimų keliančioje ir besikeičiančioje aplinkoje, daugelis faktorių gali prisidėti prie sėkmingo tęstinio kalbų mokymosi. Bandoma pažvelgti į tęstinį mokymąsi įvairiais aspektais. [Iš leidinio]Reikšminiai žodžiai: Kalbos mokymo(si) modernizavimas; Kalbų mokymasis visą gyvenimą; Kauno technologijos universitetas; Tęstinis mokymasis; Tęstinis švietimas; Universiteto kultūra; Visą gyvenimą trunkantis kalbos mokymasis; Continuing education; Kaunas University of Technology; Lifelong language learning; Modernization of language learning/teaching; University culture.

ENThis article presents some general reflections on vision and real actions in managing lifelong language learning. It considers the issues associated with implementing lifelong language learning principles as guidelines for provision of the full continuum of learning contexts. The article focuses in particular on how academic culture and its subcultures (departments, centres) might respond more efficiently to the challenges they pose. The issue of lifelong and lifewidc language learning is addressed from various standpoints (special vocabulary as the reflection of the problem and new discourses, as an order of Europe's and the world's developments, as the responsibility of the Centre of Foreign Languages, as the issue requiring competency and professionalism-based management). The article suggests that, in an increasingly demanding and changing environment, a lot of factors can contribute to the successful management of change and innovation introduction in language learning settlings. An attempt has been made to present a multidisciplinary framework and to rely on a number of materials and sources in different areas in order to consider the range of factors that could affect better implementation of lifelong language learning ideas. The materials of European Council have provided valuable insights in the principles for the implementation of the vision and action. The works of Hargreaves (1997, 1998) and Fullan (1992, 1997, 1998) have been useful sources of educational change. Many works in the area of language pedagogy have been significant because they deal with the issues of language learning/teaching (Halliday, 1994; Markee, 1997; Clemente, 2001 and others). Lifelong and lifewide language learning being closely interrelated with staff development, the ideas about professionalism appeared to be very expedient (Brown, 2000, Freeman, 2000, Leliūgienė and Baršauskienė, 2002). [From the publication]