Leadership and Values in Language Education - Al Akhawayn ...

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120Proceedings of the 27 th MATE Annual Conferencefor their learning, their achievement and class management. More importantly,such conceptions are generally shaped by their socio-cultural backgrounds andprevious learning experiences. The creation of an atmosphere of familiarity,friendship and mutual trust and respect in the classroom through theestablishment of free and open communication in small-group work activities andwhole class discussion would be of great value for students to practice anddevelop shared leadership competencies and values, particularly in contexts,characterized by rigid disciplinary routines, highly ritualized patterns of socialparticipation and pre-distribution of power and role relationships. It would alsopromote the students’ linguistic and interactional competencies recommended byshared leadership as well as the values associated with them such as cooperationand collaboration through communication.In this respect, Cartwright (1970:325) states that “to change the behavior ofindividuals, it may be necessary to change the standards of the group, its style ofleadership, and its emotional atmosphere”. This suggests the importance ofchanging the structures of power, communication, and social organization,whereby power, responsibility, and leadership are equally distributed among themembers of the group, open and free communication, whereby all members haveshares to contribute, and the two-way flow of information is allowed, and arelaxed atmosphere of familiarity, friendship, whereby more proximity ismaintained and closer relationships are built to create a group climate whichwould facilitate students’ self-motivated, and affectionate engagement in theeffective accomplishment of classroom interactional events and small-grouptasks. According to Owen (1997) and Owen and Stadler (1999), the creation of anopen space environment is very important for effective meetings to take place,including the classroom meeting, for this kind of environment allows:• Breakthrough learning (self-organization, teamwork, take responsibility, selfawareness,improve communication)• Appropriate situation• Spirited performance• Playful involvement• High productivity• Growth from within• Powerful tool for creation and environment for innovation, problem solving,creativity, reenergizing, and rapid change.In brief, an open space environment would help to break with the rigid structuresof communication and social interaction and could help to create the conditions
121Proceedings of the 27 th MATE Annual Conferencefor maximum and effective results for the individual and the group, for it fostersparticipants’ full expression of themselves.ConclusionTo sum up, these are some of the major ingredients for the successful practice ofshared leadership and for effective and productive group-work and team-workorganization and performance. So, shared leadership is a practice and attitude thatrequires some personal commitment and some social and linguistic interactionalcompetencies and skills, the most important of which are the abilities to changeone’s behavior, attitudes and actions as well as those of others, that is, to be opento change and to play the role of a change agent through open structures ofcommunication, power, social organization and interaction in an affectionate andsocial environment positive for all members to fully express and be themselves,to change , and to promote their performance and organization.ReferencesAycan, Z. 1997. “Expatriate adjustment as multifaceted phenomenon: individualand organizational level predictors” International Journal of HumanResources Management. Vol.8/4: 434-456Cartwright, D. 1970. “Achieving change in people: some applications of groupdynamics theory” in Sereno, K. K. and C. D. Mortensen (eds.) Foundationsof Communication Theory. New York: Harper and Row PublishersConnerley, M. L. P. Pedersen, 2005. Leadership in a Diverse and MulticulturalEnvironment: developing and Awareness, Knowledge, and Skills. London:Sage PublicationsCox, J.F., G. L. Pearce, and M. L. Kaufer, 2003. “Toward a model of sharedleadership and distributed influence in the innovation process: howshared leadership can enhance new product development team dynamicsand effectiveness” in Pearce, G. L. and J. A. Conger (eds.). SharedLeadership: Reframing the Hows and Whys of Leadership. London: SagePublications. pp. 48-76.Fletcher, J.K and K. Kaufer. 2003. “Shared leadership: paradox andpossibility” in Pearce, G. L. and J. A. Conger (eds.). Shared Leadership:Reframing the Hows and Whys of Leadership. London: SagePublications. pp.19- 47.
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