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Time is a scarce resource in academia, especially at conferences. This is why the convenors of the Brisbane panel of the AILA Research Network on Media Linguistics launched a 10-week pre-conference series of on-line interventions. The main objective of the series is to initiate a preliminary exploration of the panel themes, allowing for greater focus and enhanced synergy at the conference. In addition, new researchers can be attracted to the panel. 

Every week one member of the AILA Research Network on Media Linguistics and/or contributor to the Brisbane panel has uploaded a pechakucha presentation on a designated YouTube channel. Pechakucha (Japanese: ペチャクチャ) is a concise and fast-paced presentation format (originally devised in 2003 by Tokyo-based architects Klein and Dytham) in which 20 slides are shown for 20 seconds each (amounting to 6 minutes and 40 seconds in total). The first (‘launch’) presentation was delivered on 2 June by one of the two panel convenors, Geert Jacobs. The last (‘wrap-up’) presentation is scheduled on 4 August and will be delivered by the other panel convenor, Daniel Perrin. Each week the pechakuchas will be uploaded on Monday and, using the YouTube social network comment management system, the floor will be open to an on-line discussion. In the opening session of the panel at the Brisbane conference, the convenors will present a summary of the on-line interventions.

 

The Brisbane panel of the AILA Research Network on Media Linguistics focuses on transmodal text production in journalistic media as both a socially relevant field of language use and as a strategic field of applied linguistics (for a detailed announcement see, e.g., InJAL 2014, 1/24, p. 141). The presentations provide insights into scientific projects in the emerging field of media linguistics. From empirical micro and theoretical macro perspectives, strategies and practices of research development and knowledge transformation are discussed.

Watch the pechakucha presentations

Time is a scarce resource in academia, especially at conferences. This is why the convenors of the Brisbane panel of the AILA Research Network on Media Linguistics launched a 10-week pre-conference series of on-line interventions. The main objective of the series is to initiate a preliminary exploration of the panel themes, allowing for greater focus and enhanced synergy at the conference. In addition, new researchers can be attracted to the panel. 

Every week one member of the AILA Research Network on Media Linguistics and/or contributor to the Brisbane panel has uploaded a pechakucha presentation on a designated YouTube channel. Pechakucha (Japanese: ペチャクチャ) is a concise and fast-paced presentation format (originally devised in 2003 by Tokyo-based architects Klein and Dytham) in which 20 slides are shown for 20 seconds each (amounting to 6 minutes and 40 seconds in total). The first (‘launch’) presentation was delivered on 2 June by one of the two panel convenors, Geert Jacobs. The last (‘wrap-up’) presentation is scheduled on 4 August and will be delivered by the other panel convenor, Daniel Perrin. Each week the pechakuchas will be uploaded on Monday and, using the YouTube social network comment management system, the floor will be open to an on-line discussion. In the opening session of the panel at the Brisbane conference, the convenors will present a summary of the on-line interventions.

 

The Brisbane panel of the AILA Research Network on Media Linguistics focuses on transmodal text production in journalistic media as both a socially relevant field of language use and as a strategic field of applied linguistics (for a detailed announcement see, e.g., InJAL 2014, 1/24, p. 141). The presentations provide insights into scientific projects in the emerging field of media linguistics. From empirical micro and theoretical macro perspectives, strategies and practices of research development and knowledge transformation are discussed.

AILA is the acronym for Association Internationale de Linguistique Appliquée or International Association of Applied Linguistics. AILA (originally founded in 1964 in France) is an international federation of national and regional associations of Applied Linguistics. AILA has a membership of more than 8.000 individuals worldwide who as researchers, policy makers or practitioners are active in the field of Applied Linguistics.

Applied Linguistics is an interdisciplinary field of research and practice dealing with practical problems of language and communication that can be identified, analysed or solved by applying available theories, methods and results of Linguistics or by developing new theoretical and methodological frameworks in Linguistics to work on these problems. Applied Linguistics differs from Linguistics in general mainly with respect to its explicit orientation towards practical, everyday problems related to language and communication. The problems Applied Linguistics deals with range from aspects of the linguistic and communicative competence of the individual such as first or second language acquisition, literacy, language disorders, etc. to language and communication related problems in and between societies such as e.g. language variation and linguistic discrimination, multilingualism, language conflict, language policy and language planning.

AILA is a Non-Governmental Organization (NGO) having FCR (Formal Consultative Relations) with UNESCO.

AILA is the acronym for Association Internationale de Linguistique Appliquée or International Association of Applied Linguistics.

AILA is the international federation of national or regional associations of Applied Linguistics. Through its member associations, AILA currently has a membership of more than 8.000 individuals worldwide who as researchers, policy makers or practitioners are active in the field of Applied Linguistics.

Applied Linguistics is an interdisciplinary field of research and practice dealing with practical problems of language and communication that can be identified, analysed or solved by applying available theories, methods and results of Linguistics or by developing new theoretical and methodological frameworks in Linguistics to work on these problems. Applied Linguistics differs from Linguistics in general mainly with respect to its explicit orientation towards practical, everyday problems related to language and communication.

The problems Applied Linguistics deals with range from aspects of the linguistic and communicative competence of the individual such as first or second language acquisition, literacy, language disorders, etc. to language and communication related problems in and between societies such as e.g. language variation and linguistic discrimination, multilingualism, language conflict, language policy and language planning.

AILA is a Non-Governmental Organization (NGO) having FCR (Formal Consultative Relations) with UNESCO.

We have extended the deadline for paper submission for INFLIT 2014 for August 15th.

First international meeting on foreign language - Learning in Tandem: Past, Present, and Future. For more information, please click here.

Approved at the Joint EB/IC Meeting Essen 2008

§ 1: Name

1. The name of the Association is the International Association of Applied Linguistics (AILA - from Association Internationale de Linguistique Appliquée).

§ 2: Objectives

1. AILA is an international and worldwide organization of scholars interested in and active contributors to the multi-disciplinary field of applied linguistics.
2. The affiliate organizations of AILA, through their members, promote principled approaches to language-related topics.
3. The specific objectives of AILA are to:
   1. promote research and teaching dealing with the sub-areas of applied linguistics,
   2. disseminate the results and promote the practical application of this research, and
   3. promote international and interdisciplinary cooperation in applied linguistics.
4. The objectives of AILA are:
   1. to promote research and teaching dealing with the above fields of applied linguistics and with other fields as they emerge,
   2. to disseminate the results of this research and promote the practical application of this research, and
   3. to promote international and interdisciplinary cooperation in these fields.
5. AILA is to pursue these objectives using all the means at its disposal. In particular AILA is to:
   1. oversee a World Congress of applied linguistics every three years,
   2. facilitate scientific and professional cooperation among its members,
   3. collaborate with other organizations with related objectives and goals,
   4. promote the dissemination of scientific information by a variety of means including its website, AILA Review, and book publications, and
   5. promote multilingualism.

§ 3: Nature of AILA

1. AILA is an association under Swiss law.
2. Siège Sociale of AILA is Basel, Switzerland.
3. The Head-Office of AILA is at the location of the Secretary General
4. AILA is a federation of national and regional associations (see § 4).
5. AILA may not discriminate against any member, on the grounds of race, gender, religious belief, sexual orientation, language, ethnicity, disability, or political affiliation.

§ 4: Membership of AILA

AILA is composed of the following types of members:

1. Regular Affiliate Member
   1. A Regular Affiliate Member
      1. is a non-profit national or regional organization,
      2. has an active scientific program in the field of applied linguistics.
      3. is a recognized association within its country or region,
      4. has accepted legally-binding statutes or an equivalent form of legally binding principles and procedures,
      5. agrees to undertake the responsibilities of AILA and
      6. should normally have no fewer than 20 members.
   2. Temporary Affiliate Membership may be awarded for up to two years to groups active in the field of applied linguistics while attempting to meet the criteria of regular membership.
2. Executive Board Member
   1. Any individual who is elected to an EB office automatically becomes an Executive Board member for the period of office.
3. Associate Member
   1. An Associate Member is an institution, corporation or non-profit association that has interests and activities relevant to the objectives and practices of AILA.
4. Individual Member
   1. An Individual Member is a person working in the field of applied linguistics in a nation or region where there is no association that is a regular affiliate member.
5. Honorary Member (by nomination only)
   1. An Honorary Member is a person who has made an exceptional contribution to AILA and to the field of applied linguistics. (See Bylaws § 6)

§ 5: Membership Approval and Continuation

1. Continuation of membership is based on compliance with the objectives of AILA as outlined in §2. The Executive Board and International Committee (EBIC) may revoke membership by a vote of 2/3 of the votes cast at its meeting when a member ceases to abide by these objectives.
2. Regular affiliate members are admitted by a majority vote by EBIC.
3. Individual and Associate members are admitted after acceptance by the Secretary General (SG) and after paying dues to the Treasurer. Membership must be renewed annually.
4. EBIC may cancel regular affiliate membership of those affiliates that have not paid their annual dues in the preceding two years.
5. Any member may leave the organization voluntarily following a 6-month notice in writing to the SG.

§ 6: Governance

1. AILA is governed by EBIC which consists of an Executive Board (EB) and an International Committee (IC). EBIC meets at least once a year either at the AILA World Congress or, in non-Congress years, at a venue selected by the EB at least nine months prior to the meeting itself. All EBIC members are expected to attend all EBIC meetings.
2. Executive Board
   1. The EB administers the affairs of AILA and represents AILA in all judicial and extrajudicial proceedings.
   2. EBIC, on the basis of an election under § 2 of the Bylaws, elects from among individuals nominated by its Regular Affiliate Members the Executive Board composed of:
      1. a President
      2. a Vice President (VP),
      3. a Past President (PP),
      4. a Secretary General (SG),
      5. a Treasurer,
      6. a Research Network (ReN coordinator),
      7. a Publications Coordinator (PC),
      8. four Members at Large and
      9. a co-opted representative, proposed by the host affiliate of the next congress and approved by tha AILA EB.
   3. The duties of the officers are defined by Bylaws § 1.
   4. Elections take place at each World Congress for all positions except President and Past President. The term of office for Vice President is three years. The Vice President moves to the position of President following his/her three-year term as Vice President. The President moves to the position of Past President following his/her three-year term as President. The Secretary General, Treasurer, ReN Coordinator, Publications Coordinator and Members at Large may be re-elected to the same position only once for a further period of three years. The  maximum length of time on the EB for a member is restricted to 9 years.
   5. If there is a vacancy on the EB during the period between the triennial World Congresses, the President has the power to co-opt a temporary replacement until the next EBIC meeting when it is subject to ratification. The term of office of the duly appointed and ratified replacement is until the next World Congress.
   6. The President may co-opt a member of a regular affiliate member to serve on the Executive Board as the need arises.
3. International Committee
   1. The IC is composed of a single representative from each regular affiliate member.
   2. When an IC representative is elected to the EB, the individual's regular affiliate member is required to elect or appoint a new official representative to the IC.
4. Proxies
   1. If a regular affiliate member is not able to send a representative to a meeting of EBIC, that regular affiliate member may appoint in writing another EBIC member to serve as its proxy.
   2. A regular affiliate member may not hold more than two proxies.
   3. EB members may hold a proxy exclusively for their own regular affiliate member.
   4. A proxy is to be written and signed and brought to the EBIC meeting to be verified. With the authority of the members of a regular affiliate member, a proxy may be transmitted electronically but must be verified at the EBIC meetings to the SG.

§ 7: Decision Making

1. The proceedings of the EBIC meetings are not valid unless a majority of EBIC members are present or represented by proxies.
2. The following rules apply:
   1. EBIC meeting
      1. Voting rights are given only to Regular Affiliate Member representatives and EB Members.
      2. The President or, in the President's absence, the Vice-President chairs the meeting.
      3. Resolutions are by a majority vote of the members (present or represented by proxy).
      4. Voting is by a show of hands.
      5. If one member present so wishes, voting may be by secret ballot.
      6. In case of a tie, the President has and must cast the deciding vote.
      7. If EBIC does not have a quorum, the President has the power to call a ballot of EBIC members either by post or electronically.
      8. For procedural matters, Standing Orders shall be followed.
   2. EB meeting
      1. The President, or in the President's absence, the Vice-President chairs the meeting.
      2. The EB makes recommendations to EBIC.
   3. Special IC Meeting
      1. A special meeting of the IC may be convened at the request of two-thirds of the regular affiliate members.
      2. A Chair for that meeting will be elected by only the members present.
      3. The IC can make recommendations to EBIC.
   4. Appeals
      1. Any member has the right to appeal an EBIC decision.
      2. A written appeal is to be sent to the AILA President who will establish an ad-hoc committee to assess the appeal. The ad-hoc committee will make a recommendation to the President who will present it to EBIC for a decision.

§ 8: Membership Dues

1. A member pays its annual dues to the AILA treasury within the time specified on the notice of annual dues issued by the Treasurer.
2. A Regular Affiliate Member pays annual dues on a per capita basis for each of its own members. The actual amount of the dues is to be determined by the EBIC.
3. A member with temporary status pays reduced annual dues to cover the sample copy of each AILA publication and other benefits that it receives.
4. Individual and Associate Members pay annual dues as determined by EBIC.
5. The fees for different categories of membership are to be approved each year by EBIC. This information is to be made available on the website.

§ 9: Budget and Financial Statements

1. The fiscal year of AILA starts on January 1 and terminates on December 31 of the same calendar year.
2. Each year at the annual business meeting of AILA, the Treasurer is to submit, for approval by EBIC, the budgetary statements for the financial year completed, and the budget for the upcoming year.
3. The financial statements are to be audited at least triennially by a qualified external auditor.

§ 10: Amendments to the Statutes; Dissolution

1. A motion to amend the Statues may only be made at the World Congress. Any member of EBIC may send notice to the SG of a suggested change to the Statutes. Notice must be sent at least three months prior to the World Congress.
2. The SG is to bring to the attention of EBIC the full details of the amendments or dissolution two months in advance of the World Congress.
3. A motion to amend the Statutes is not valid unless supported by a majority of those EBIC members present or represented by proxy.
4. A motion to dissolve AILA may only be made at the World Congress. The motion is not valid unless at least two-thirds of all EBIC members vote.
5. Amendments to the Statutes are disseminated through the AILA website.
6. In case of dissolution, AILA assets are to be donated to a language-related non-profit international organization determined by the EB at its final meeting prior to the vote of dissolution. If the vote fails, AILA remains an association with the set of statutes and bylaws in operation at that time.

The 7th International Conference on English Language Teaching in China (ELT 2014), hosted by China English Language Education Association, will be held in Nanjing, China on October 23-26, 2014. The theme is " Localization and individuation: Reforms and research in China's English language teaching." The Organizing Committee invites proposals for presentations that are related to research, theory and practice in any area of ELT. Proposals may be for individual papers, posters and symposia.

Considering the request of many participants, the abstract submission deadline has been extended to February 20, 2014.

Website for submitting proposals: http://www.celea.org.cn/2014/english/

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The need for more regional cooperation among Applied Linguists is obvious in Europe in particular, where there always has been a vast amount and a wide variety of work in Applied Linguistics, but where cross-border cooperation so far takes place only on a smaller scale.

At a meeting hosted by the Free University of Bolzano, Italy, September 2006, to increase intra-European cooperation, a group of European AILA affiliates agreed with the then AILA Secretary General, Karlfried Knapp, to set up a Network of European Applied Linguists (AILA-Europe).

AILA-Europe has as its objectives to improve communication and cooperation among European Applied Linguists and for this purpose intends

• to inform on a website about latest publications, projects and congresses of the individual national AILA affiliates,
• to organize joint conferences or similar events that make it easier geographically for Applied Linguists from Europe to meet and to exchange ideas,
• to edit a European Journal of Applied Linguistics which focuses on European topics and research done by European scholars in particular and which publishes contributions in several European languages,
• to promote young researches by organizing an annual conference exclusively for junior researchers of Applied Linguistics from all over Europe where they can present their research findings,
• to conduct an annual meeting of representatives from European AILA affiliates where new issues of European concern, in particular with respect to multilingualism will be identified and where priorities for future cooperation will be set,
• to initiate and carry out joint projects to such Europe-related topics.
• to achieve consultative status with the EU and the Council of Europe, given the amount of competence on language policy related issues in Europe available among the European associations of Applied Linguistics.

The organization of AILA-Europe is intended to be as lean as possible and is mainly restricted to an AILA-Europe Coordinator. The current AILA-Europe coordinator is Antje Wilton (University of Siegen, Germany).

At present, the national associations of Applied Linguistics from the following countries have joined AILA-Europe:

Austria Verband für Angewandte Linguistik (VERBAL) Belgium Association Belge de Linguistique Appliquée (ABLA) Estonia Estonian Association of Applied Linguistics (EAAL) Finland Association Finlandaise de Linguistique Appliquée (AFinLA) France Association Française de Linguistique Appliquée (AFLA) Germany Gesellschaft für Angewandte Linguistik (GAL) Greece Greek Applied Linguistics Association (GALA) Italy Associazione Italiana di Linguistica Applicata (AItLA) Ireland Irish Association for Applied Linguistics (IRAAL) Netherlands Association Néerlandaise de Linguistique Appliquée (ANéLA) Russian Federation National Association of Applied Linguistics (NAAL) Serbia and Montenegro Yugoslav Association for Applied Linguistics (YALA)  Slovenia Slovene Association of Applied Linguistics (SALA) Switzerland Association Suisse de Linguistique Appliquée (VALS/ASLA) Spain Asociación Española de Lingústica Aplicada (AEsLA) Sweden Association Suédoise de Linguistique Appliquée (ASLA)

Current activities of AILA-Europe

• In January 2007, the first 'European Junior Researchers Congress of Applied Linguistics' took place at the University of Groningen, Netherlands. The next one will be held in Münster, Germany, 2009.
• In June 2007, the Second AILA-Europe Meeting took place at the University of Erfurt, Germany, where members of special interest groups formed at the First AILA-Europe Meeting in Bolzano made presentations on the problems of language testing for citizenship in EU member states, on multilingual literacy, and on the impact of lay theories of language and language acquisition on language policies.
• AILA-Europe was represented with a string of Europe related symposia at the 15th AILA World Congress in Essen, Germany, 2008.
• Mouton-de Gruyter Publishers, Berlin, is currently planning the launch of the European Journal of Applied Linguistics in cooperation with the AILA-Europe affiliates.
• The 3rd AILA-Europe meeting took place at the 15th AILA World Congress in Essen 2008, the 4th AILA-Europe meeting was organized by the Irish affiliate in June 2009. In 2011, AILA-Europe met in Salamanca at the invitation of the Spanish affiliate and the 2012 meeting will be in Lunteren, the Netherlands.
• With the help of a questionnaire sent to all individual members of the European AILA Affiliates in spring 2008, AILA-Europe has conducted a survey of the fields of interest and preferred areas as well as ways of cross-border cooperation among European Applied Linguists. The results of this survey can be accessed here .

Every three years AILA holds its international World Congress. This congress is the biggest event in Applied Linguistics, bringing together - usually more than 2.000 - researchers and practitioners from all areas of Applied Linguistics for five days.

The Congress is characterized by high level presentations and discussions on key issues of the field. Its format includes keynote addresses, plenary speeches by outstanding scholars, invited symposia, symposia, individual papers and poster presentations.

The first AILA Congress took part in Nancy, France, 1964, presenting in its strands cutting edge findings from theory and practice of the time. Following this model, the programs of the Past Congresses represent the history of the discipline.

Each congress is organised by a different national or regional affiliate. The congress sites alternate between different areas of the world to reflect the global character of AILA.

Integrating Content and Language in Higher EducationGaining Insights into English-Medium Instruction at European UniversitiesEdited by Ute Smit and Emma Dafouz

University of Vienna / Complutense University Madrid

Read more: AILA Review, Volume 25

Applied Cognitive Linguistics in Second Language Learning and Teaching
Edited by Jeannette Littlemore and Constanze Juchem-Grundmann, University of Birmingham/University of Koblenz-Landau

Read more: AILA Review, Volume 23

More Articles...

The field of applied linguistics has in recent years increasingly focused on the role of the learner in the language learning process. While this interest has been shared by researchers in the field of computer-assisted language learning, development in CALL has traditionally been more teacher-centred, with tasks often revolving around the design of the implemented software, or constrained by the knowledge and skills the teacher possesses of the technologies they are using (Reinders and White, 2009; Stockwell, 2009). The past few years, however, have started to see a new body of research where the learner is given a more central role in a range of different ways, including having the learner express their opinions through blogging (e.g., Pinkman, 2005) or computer-mediated communication such as chat (e.g., Darhower, 2007), tailoring software that adapts to learners’ needs (e.g., Huang & Liou 2007), training learners to use existing software more effectively to facilitate the social-affective aspect of learning (e.g., Hubbard, 2004), or the development of learner autonomy (e.g. Reinders, 2007; White, 2007).

Recently, attempts have been made to make learning more flexible for the learner. With developments in mobile technologies, learners have freedom that was previously unavailable to them, and researchers have started capitalising upon this, through provision of lessons that learners can access whenever and wherever they wish (e.g., Stockwell, 2007, 2008), or through encouraging them to access audio and/or video resources of their choosing (e.g., Gromik, 2008). Other researchers have chosen to use these mobile technologies as a supplement to class activities (Levy & Kennedy, 2008; Reinders, 2008) and to make increasing links between formal and informal learning, for example by capitalising on the potential of computer games (e.g. Ranalli, 2008).

Social networking sites such as Active Worlds and Second Life have also empowered learners to make decisions about who they wish to converse with, by what mode (i.e., text chat or oral communication), and freely engage in discussion with a real audience who shares similar interests (e.g., Dudeney, 2008). This is a growth area, where researchers examine the way technology facilitates interaction between teachers and learners, between native speakers and learners, and between learners themselves and the unique characteristics of this type of communication. Another related strand of research looks at the identities learners create online and the ways they develop and build on communities of learners for their language development (e.g., Lam, 2004).

These recent developments in the area of social networking and mobile-assisted language learning are of particular interest to researchers interested in understanding in changes in the way learners approach the learning of a second language. In saying this, however, a crucial question that remains is how best to support learning in these environments. We are only starting to develop methodologies for investigating these forms of language learning, where the teacher’s role is less dominant in controlling learners’ actions, but rather one where the learners must be guided to use the existing resources in a way that has the potential to lead to personal development and to language acquisition. Furthermore, in such an environment where a good deal of the learning may occur outside of a classroom situation, methods of ensuring maintenance of learner motivation also become paramount.

Although research is carried out in the above areas in many parts of the world, the research is not connected and studies done in one field may not be informed by research done in another. It is the aim of this Research Network to bring together people working in the different areas related to the role of the language learner in CALL.

Sub-themes of this ReN include: - Learner motivation - Computer-mediated communication (with a focus on the role of the learner) - Learners’ beliefs in CALL - (Materials development for) individualising instruction - Social networking and computer games and second language acquisition - Mobile-assisted language learning - Supporting out-of-class language learning

- Teacher education for CALL (this follows on from the AILA Symposium in Essen).

Convenors
Hayo Reinders (www.innovationinteaching.org) and Glenn Stockwell.

Website
www.callandthelearner.info

AILA Review is the official scholarly journal of AILA. Its first issue appeared in 1984, and from 1989, all volumes are guest-edited and thematically oriented. They include original unpublished contributions dealing with topics relevant to the scope of Applied Linguistics.

Up to Volume 16, the journal was published by AILA itself. From Volume 16 onwards, AILA Review is published by John Benjamins.

NEWS

The AILA ReN on Folk Linguistics invites interested researchers to submit a paper to their session at the Sociolinguistics Symposium in Berlin, August 22-24, 2012. The Thematic Session is called:

Folk linguistics and society: People's ideas about the relationship between language use and social identity.

The session's id is 181.

Paper submission and information on the conference is available at

http://www.sociolinguistics-symposium-2012.de/

AILA ReN Folk Linguistics

The AILA Research Network (ReN) on Folk Linguistics (formerly: Lay Theories and Folk Beliefs about Language(s), Language Learning and Communication) decided to change the name of the ReN to the shorter and more widely known Folk Linguistics. This is one of the results of the first workshop on December 5, 2009 in Salzburg at the ÖLT (Österreichische Linguistiktagung) and the subsequent discussion.

At the ReN workshop, we were able to welcome guest speakers to share their research findings with us. We would like to say thank you to Marie-Luise Voggler, Christiane Dalton-Puffer and Julia Hüttner for their interesting presentations. Furthermore, we are happy to welcome Dennis Preston as a new member of our ReN.

The next ReN workshop took place in Bergen, Norway, from September 10-11, 2010. In Bergen, we prepared the application for a ReN Symposium at the 16th AILA World Congress in Beijing in August 2011.

At the ReN symposium in Beijing on August 25, 2011, the members of the ReN introduced various areas of folk linguistic interest in short presentations, allowing ample time for discussion with other reseachers and guests. We were pleased to welcome many interested colleagues to this event.

The next issue (24) of the AILA Review, which will appear shortly, is edited by the convenors of the ReN, Antje Wilton & Martin Stegu, and contains contributions by ReN members on a number of topics relating folk linguistic research to applied linguistics.

This webspace will soon provide more detailed information about the individual research interests of the ReN members and supply a comprehensive bibliography on folk linguistics.

ReN Outline

This research network comprises applied linguists who address various aspects of folk beliefs or lay theories as applied linguistic issues in their research. In general, the focus lies on beliefs on language and language learning and their relevance for decisions in people’s everyday and working lives, in particular in a language teaching context.

Well established in the study of second language acquisition, the quantitative as well as qualitative investigation of learner’s attitudes and beliefs provides insight into the motivational sources of language learning. Thus, knowing about folk beliefs can significantly improve the understanding of and the influence on teacher behaviour, teacher training, and the design of curricula and teaching materials.

More generally, the beliefs and decisions of the layperson have become more important and relevant for scientists of quite a number of disciplines mainly for two reasons: On the one hand the non-expert, lay person is flooded with a vast amount of information on any subject, and quite often this is scientific information diluted by didactic or journalistic procedures. The growing demand for information is reflected in the popularity of guide books, ‘docutainment’ programmes on television, presentations for the public on scientific topics as well as the introduction of systematic teaching of knowledge in early education. In addition, the internet makes information available on a large scale and of varying quality and detail. On the other hand, the growing trend of bringing one’s private opinion to public attention forces researchers to take more notice of such opinions and their relevance for people’s decision making processes. Chat shows and blogs are prime examples of settings in which lay people voice their opinions and theories.

These developments are becoming increasingly relevant for applied linguists especially in linguistically diverse regions. With the investigation of folk beliefs in areas that are relevant to the individual the linguist can gain insight into the formation processes, the manifestation in various forms of discourse and the relevance of such beliefs for people’s decisions and actions. Furthermore, the investigation of lay beliefs on the nature of translation and interpreting, language acquisition, multilingualism, language policy, intercultural and any other kind of communication problems etc. might raise the linguists’ awareness of people’s need for information on linguistic issues and might ultimately help to bring Applied Linguistics (and its researchers) to public attention.

Programme for Activities

The members of this ReN are currently engaging in the following activities:

• providing an overview of and bringing together the field of lay theories and folk beliefs about language(s), language learning, and communication as a distinct research area within Applied Linguistics;
• exchanging information with each other about the various aspects and findings in the field;
• document joint reseach activities in joint publications;
• fostering the multinational and multilingual potentials of the network;
• encouraging more new researchers to work on the topic of lay theories by promoting and supporting PhD studies and similar projects;
• providing information on activities and news publications on this webspace;
• preparing a slot reserved for AILA Research Networks with a symposium at AILA 2011;
• bringing together the work of the three years in a joint publication on the important aspects of this emerging topic to establish it as a relevant area in Applied Linguistics (AILA Review 24, forthcoming).

Contact

Prof. Dr. Antje Wilton ( This email address is being protected from spambots. You need JavaScript enabled to view it. )

Current members

Prof. Dr. Martin Stegu (Convener)
Vienna University of Economics and Business, Austria

Prof. Dr. Antje Wilton (Convener)
University of Siegen, Germany

Prof. Dr. Karol Janicki
University of Bergen, Norway

Dr. Michael Pasquale
Cornerstone University, USA

Dr. Holger Wochele
Vienna University of Economics and Business, Austria

Prof. Dr. Dietmar Osthus
University of Duisburg-Essen, Germany

Prof. Dr. Paveau, Marie-Anne
University of Paris, France

Prof. Dr. Achard-Bayle, Guy
University of Paul-Verlaine-Metz, France

Dr. Alessia Cogo
University of Southampton, Great Britain

Prof. Dr. Dennis Preston

Oklahoma State University, USA

Dr. Robert McKenzie

Northumbria University, Great Britain

Dr. Madalena  Cruz-Ferreira

Singapore

Prof. Dr. Matteo Santipolo

University of Padua, Italy

Katiuska Santibanez

Universidad Catolica de la Santisima Concepcion, Chile and China

Dr. Támas Péter Szabó

Hungarian Academy of Sciences, Hungary

Dr. Barbara Soukup

University of Vienna, Austria

English as a lingua franca (ELF) is a thriving field of research which has found its place in applied linguistics in the last decade. During this time we have seen an increasing number of publications and research projects on ELF, such as the Vienna-Oxford International Corpus of English (VOICE) and the corpus of English as a Lingua Franca in Academic Settings (ELFA), the foundation of annual ELF conferences  and most recently the creation of a dedicated journal (Journal of English as a Lingua Franca, issue 1.1 published in March 2012) and an ELF book series (Developments in English as a Lingua Franca).

ELF research focuses on the use of English in intercultural situations where speakers with different linguacultural backgrounds share English as their common means of communication and as a dynamic and co-constructed linguistic resource. ELF research has been conducted on different linguistic levels, such as phonology, lexicogrammar, pragmatics and the intersections of these. In addition, studies on ELF have explored various domains, including business and academic settings, and have expanded in different dimensions of investigation, including attitudes and identity, (inter)cultural aspects and pedagogical implications.

With an increasing amount of empirical descriptions available, some of the burning questions about ELF concern applied linguistic matters of language teaching and communication training, language policy, language awareness and multilingualism. Other issues concern methodological questions, which relate to qualitative and quantitative approaches as well as to technological aspects of corpus linguistic applications. An important future development of ELF as a field in applied linguistics would seem to be furthering collaborations with researchers from different disciplines, within and outside linguistics.

It is the aim of this research network to serve as forum for debate, discussion and more extensive collaboration among researchers and applied linguists who are actively involved in ELF research. The network currently includes over 65 participants (from more than 20 countries) who have various areas of expertise within ELF research. They include scholars at different stages of their careers, ranging from PhD students to very experienced academics, all of whom will help advance ELF research and applied linguistics by bringing in their different disciplinary and cultural perspectives.

If you are actively involved in ELF research and are interested in joining the network please contact the ELF-ReN convenors:

Dr. Alessia Cogo, University of Southampton
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Dr. Marie-Luise Pitzl, University of Salzburg
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

ELF-ReN Activities

The annual ELF conferences (University of Helsinki in 2008, University of Southampton in 2009, University of Vienna in 2010, Hong Kong Institute of Education in 2011, Bogaziçi University Istanbul in 2012) provide excellent opportunities for research exchange on ELF and for meeting other ELF-ReN participants. With the acceptance of this AILA ReN on ELF in February 2012, short ELF-ReN meetings will from now on be organized at each ELF conference.

The 1st ELF-ReN meeting was held at:

5^th International Conference on English as a lingua franca (ELF5), Conference Theme: Pedagogical Implications of ELF in the Expanding Circle, 24-26 May 2012, Istanbul, Turkey.

The next ELF conference and ELF-ReN meeting is:

6th International Conference on English as a lingua franca (ELF6), Conference Theme: Intercultural Communication: new perspectives from ELF, 4-7 September 2013, Roma Tre University, Rome, Italy

ELF-ReN workshops

In addition to the ELF conferences, one or two themed smaller ELF-ReN workshops will be organized per year.

The 1st ELF-ReN workshop was held at:

1st ELF-ReN Workshop, Workshop Theme: ‘Teaching (B)ELF and/or Intercultural Communication?’, initiated by Susanne Ehrenreich & Marie-Luise Pitzl, 22-23 June 2012, TU Dortmund University. 

The 2^nd ELF-ReN Workshop will take place at the University of Southampton in automne 2013. For any information please contact Alessia Cogo.

Volume 15, Learner autonomy: new insights, Edited by Leni Dam

Download Issue 15 in PDF format (~620kB)

Introduction Leni Dam	1
Examining the discourse of learner advisory sessions David Crabbe, Alison Hoffmann, Sara Cotterall	2-15
Approaches to advising for self-directed language lerning Richard Pemberton, Sarah Toogood, Susanna Ho and Jacqueline Lam	16-25
From awareness to counselling in learner autonomy Beverly Ann Carter	26-33
Towards an analytic approach to assessing learner autonomy Beverly Ann Carter	34-44
The assessment of learner autonomy and language learning Marie-France Champagne, Terry Clayton, Nicholas Dimmitt, Matthew Laszewski, William Savage, Jonathan Shaw, Richmond Stroupe, Myint Myint Thein and Pierre Walter	45-55
Discourse behaviour in an autonomous lerning environment Lienhard Legenhausen	56-69
Group work for autonomy in Asia: insights from teacher-research Richard C. Smith	70-81
The institutional and psychological context of learner autonomy Naoko Aoki	82-89
References	90
About the authors	91-92

AILA issues two different publications:

• AILA Review
• AILA Applied Linguistics Series

The AILA Newsletter (AILA News) was discontinued in 2004 with the establishment of the AILA website. Past issues can be accessed here.

AILA Review

AILA Review is a scholarly journal of AILA. Its first issue appeared in 1984, and from 1989, all Volumes are guest-edited and thematically oriented. Up to Volume 16, the journal was published by AILA itself. From Volume 16 onwards, AILA Review is published by John Benjamins.

AILA Applied Linguistics Series (AALS)

AILA Applied Linguistics Series (AALS) is a book series published under the editorial responsibility of AILA at John Benjamins, Amsterdam.

Consciousness in second language learning, Edited by Jan H. Hulstijn & Richard Schmidt

Download Issue 11 in PDF format (~910kB)

Guest editors' introduction Jan H. Hulstijn & Richard Schmidt	5-10
Deconstructing consciousness is search of useful definitions for applied linguistics Richard Schmidt	11-26
Evaluating the role of consciousness in second language acquisition: Terms, linguistic features and research methodology Bill Vanpatten	27-36
Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition Nick C. Ellis	37-56
Appealing to consciousness in the L2 classroom Birgit Harley	57-68
Language awareness, contingency, and interaction Leo van Lier	69-82
How implicit can adult second language learning be? Robert M. Dekeyser	83-96
Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal Jan H. Hulstijn & Rick de Graff	97-112
Contributors to this issue	113

Volume 14, Applied linguistics for the 21st century, Edited by David Graddolf

Download Issue 14 in PDF format (~580kB)

Introduction David Graddolf	1
Coming to terms with reality: applied linguistics in perspective H. G. Widdowson	2-17
Communication in multilingual India: a sociolinguistic perspective for the 21st century S.V. Parasher	18-33
Perspectives for a European language policy Peter Nelde	34-48
Millennialism and media: language, literacy, and technology in the 21st century Mark Warschauer	49-59
Language and ecology: ecolinguistic perspectives for 2000 and beyond Alwin Fill	60-75
Notes for a definition of applied linguistics in the 21st century Christopher Candlin	76-80
Contributors / Biographies	81

English in a changning world · L'Anglais dans un monde changeant, Edited by David Graddol and Ulrike H. Meinhof, 1993

Download Issue 13 in PDF format (~830kB)

Introduction David Graddol and Ulrike H. Meinhof	1-2
English around the world David Graddol, Tom McArthur, David Flack, Julian Amey	3-18
Englishisation: one dimension of globalisation Robert Phillipson and Tove Skutnabb-Kangas	19-36
Linguistic imperialism, globalism, and the English language Phyllis Ghim-Lian Chew	37-47
English and Japanese society: reactions and directions Bates L. Hoffer and Nobuyuki Honna	48-56
The decline of the native speaker David Graddol	57-68
European literature in translation: a price to pay Gunilla Anderman	69-78
The impact of globalisation on English in Chinese universities Huang Zhenhua	110-121

Applied Linguistics Across Disciplines, Edited by Anna Mauraanen & Kari Sajavaara

Download Issue 12 in PDF format (~1.2MB)

Introduction Anna Mauranen and Kari Sajavaara	1-2
Discourse accross disciplines: discourse analysis in researching social change Norman Fairclough	3-17
Theoretical Practice: applied linguistics as pure and practical science Christopher Brumfit	19-30
Applied linguistics within a principled framework for characterizing disciplines and transdisciplines Lars Sigfred Evensen	31-41
The role of literature in foreign language learning and teaching: some valid assumptions and invalid arguments Willis Edmondson	42-55
Translation and language teaching Kirsten Malmkjaer	56-61
Documentary television: the scope for media linguistics John Corner	62-67
Cultural aspects of genre knowledge Tom Huckin	68-78
Communication and learning strategies for translators Andrew Chesterman	79-86
Impressions of AILA 1996 Diane Larsen-Freeman	87-92