Pre-requisites

Prior experience in a language development project or language project management.

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Critically analyse theoretical and theological principles of project planning, design and management in cross-cultural development contexts.

• Present critical evidence-based perspectives on historical, contextual, local, ethical, and missiological factors contributing to meaningful and appropriate language development, including incorporating the input of potential beneficiaries and partners

• Apply perspectives on language development principles and activities and on language program management as a reflective and collaborative practitioner

• Generate and transmit a language program plan for a holistic language development project which includes significant reflection on peer feedback

Unit Description

The purpose of Language Program Management (LPM) is to equip students with knowledge and skills in planning, managing and evaluating progress for the achievement of goals in a Bible translation or other language development project. The knowledge and skills gained are part of the essential attributes required for effective engagement with community based language development in holistic Christian ministry. LPM provides a framework for the development and deployment of people with relevant language program skills such as linguistics, translation, cross-cultural training and communication, and Scripture engagement.

The unit aims to prepare students to be effective in their roles as managers and partnership facilitators within community language development programs which focus on Bible translation, multilingual education and other church and community based language development outcomes, in the context of holistic Christian ministry.

Topics

1. Principles of Language Development: theoretical frameworks including Sustainable Use Model, EGIDS and implications of language vitality for sustainable language use.
2. Theological frameworks; language and justice issues, language and the mission of God; holistic mission; diversity and creativity; change and transformation; implications for Bible translation programs
3. History of Western engagement; justice, colonialism, postcolonialism, West-South church perspectives; managerial mission; relationality; funding
4. Why projects fail; good planning and good project design doesn’t always end in a good result; theology of failure; learning in the process
5. Cross-cultural partnerships: theological and theoretical principles of partnering for ministry; working with communities, churches and other agencies with agreed approaches and goals.
6. Project planning and design: using a logical framework to design and manage a language development project; principles and practices of project monitoring, evaluation and reporting
7. Introduction to budgeting and financial management: developing a budget from the project plan, managing the budget; reporting to funding and implementation partners
8. People management in cross-cultural contexts: identifying appropriate skills and contributions; multicultural teamwork; communication principles and practices of teamwork for ministry; working together with people from multiple cultural backgrounds; cultural values and assumptions
9. Participatory approaches for interacting in community: an introduction to participatory tools and their uses; engaging with communities and partners using participatory assessment and decision-making approaches.

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Unit offerings

SILA: (Demand based)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.