A pair-oriented requirements engineering approach for analysing multi-lingual requirements

Requirements written in multiple languages can lead to error-proneness, inconsistency and incorrectness. In a Malaysian setting, software engineers are exposed to both Malay and English requirements. This can be a challenging task for them especially when capturing and analyzing requirements. Further, they face difficulties to model requirements using semi-formal or formal models. This paper introduces a new approach, Pair-Oriented Requirements Engineering (PORE) that uses an Essential Use Case (EUC) model to capture and analyze multi-lingual requirements. This approach is intended to assist practitioners in developing correct and consistent requirements as well as developing teamwork skills. Two quasi-experiment studies involving 80 participants in the first study and 38 participants in a subsequent study were conducted to evaluate the effectiveness of this approach with respect to correctness and time spent in capturing multi-lingual requirements. It was found that PORE improves accuracy and hence helps users perform better in developing high quality requirements models.

Standardising differences? Theorising 'identities' and pedagogical approaches to working with diversity

‘Race’, socio-economic status, gender and ethnicity are theorised as fluid, dynamic and interconnected categories of identity within post-structural theories. Understanding identities as socio-culturally constructed offers opportunities to think differently about how teachers and teacher education students position themselves and are positioned within these discourses. In Australia, where the teaching profession is overwhelmingly Anglo-Australian (Rizvi 1992; Santoro et al, 2001), mono-lingual and of middle-class background, Australian students are becoming far more linguistically and culturally diverse. Since engagement with teachers who ‘know’ their students, (Delpit, 1995) and the communities from which they come is a major predictor of successful educational outcomes, the growing disparity between teachers’ and students’ cultural and classed experiences is of concern. While teacher education programs focus on developing the attributes in new graduates to work productively with difference, the actualities of doing so are problematic.

This paper reviews some current Australian, North American and United Kingdom approaches to working with student teachers’ constructs of self in terms of ethnicity, ‘race’ and class in order to problematise taken-for-granted ideas of ‘normal’. It considers debates that surface around ‘individuality’ versus ‘collective’ differences; additionally, some of the resistances and dilemmas that emerge when ‘white’, middle class students are asked to rethink their own positionality are examined. Questions regarding what constitutes productive ways to teach inclusive and transformative pedagogies are raised in light of current theory and practice.

What is your name?

Bi-lingual full length play for 6 performers written by Paul Carter, translated by the cast members, workshopped and produced with the assistance of the English Department of the Free University Berlin.