Postal address
c/o Prof. Dr. Daniel Perrin
ZHAW Zurich University of Applied Sciences
School of Applied Linguistics
IAM Institute of Applied Media Studies
Theaterstr. 15
CH-8401 Winterthur
Switzerland
Bank details
INT. ASSOCIATION OF APPLIED LINGUISTICS (AILA)
c/o Deutsches Seminar,Universität Basel, Nadelberg 4, 4051 Basel, SwitzerlandBank name and address: UBS AG, Aeschenplatz 6, 4052 Basel, SwitzerlandAccount: 0233-750204.60UIBAN Code: CH120023323375020460U
BIC: UBSWCHZH80A
AILA aims to extend participation in Applied Linguistics across geographical areas not currently well represented in our association by offering a limited number of Solidarity Awards to scholars in Applied Linguistics who might be unable to participate in the World Congress without financial support. This is made possible by the generous donation of individuals, businesses, and organizations to the Solidarity Fund.
In addition we have established two awards (the Multilingual Matters-AILA Library Award and Multilingual Matters-AILA Solidarity Award) with the publishing house Multilingual Matters. The addition of a library award and extension of our already established solidarity awards aim to further help scholars from geographical areas which are not currently well represented internationally in the field of applied linguistics and to increase and
improve the international scholarly community's access to information, understanding and research findings.
The selection criteria for Solidarity Awards are academic merit or promise, together with a financially disadvantaged situation, and acceptance of an abstract for presentation by the Congress organizers.
There are both 'full' awards, covering reasonable travel costs, accommodation and congress fees, and 'travel' awards, covering reasonable travel costs and congress fees.
For application procedure details and deadlines, see Application for Grants.
>> Multilingua Journal of Cross-Cultural and Interlanguage Communication Editor: Richard J. Watts Multilingua is an international interdisciplinary journal aimed at the enhancement of crosscultural understanding through the study of interlanguage communication.
To this end it publishes articles in fields as diverse as:cross-cultural differences in linguistic politeness
>> Multilingua Journal of Cross-Cultural and Interlanguage Communication Editor: Richard J. Watts Multilingua is an international interdisciplinary journal aimed at the enhancement of crosscultural understanding through the study of interlanguage communication.
To this end it publishes articles in fields as diverse as:cross-cultural differences in linguistic politeness
>> Multilingua Journal of Cross-Cultural and Interlanguage Communication Editor: Richard J. Watts Multilingua is an international interdisciplinary journal aimed at the enhancement of crosscultural understanding through the study of interlanguage communication.
To this end it publishes articles in fields as diverse as:cross-cultural differences in linguistic politeness
>> Multilingua Journal of Cross-Cultural and Interlanguage Communication Editor: Richard J. Watts Multilingua is an international interdisciplinary journal aimed at the enhancement of crosscultural understanding through the study of interlanguage communication.
To this end it publishes articles in fields as diverse as:cross-cultural differences in linguistic politeness
>> Multilingua Journal of Cross-Cultural and Interlanguage Communication Editor: Richard J. Watts Multilingua is an international interdisciplinary journal aimed at the enhancement of crosscultural understanding through the study of interlanguage communication.
To this end it publishes articles in fields as diverse as:cross-cultural differences in linguistic politeness
>> Multilingua Journal of Cross-Cultural and Interlanguage Communication Editor: Richard J. Watts Multilingua is an international interdisciplinary journal aimed at the enhancement of crosscultural understanding through the study of interlanguage communication.
To this end it publishes articles in fields as diverse as:cross-cultural differences in linguistic politeness
>> Multilingua Journal of Cross-Cultural and Interlanguage Communication Editor: Richard J. Watts Multilingua is an international interdisciplinary journal aimed at the enhancement of crosscultural understanding through the study of interlanguage communication.
To this end it publishes articles in fields as diverse as:cross-cultural differences in linguistic politeness
http://www.aal.org.i8.com/
Prof. Lasisi Tajudeen Alaoh
P.O. Box 5009 Brikama, Western Division The Gambia
| phone: | +220-911-789 |
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| fax: | +220-484-100 |
| e-mail: |
http://fled.boun.edu.tr/
Assoc. Prof. Yasemin Bayyurt
Boğaziçi University Faculty of Education Department of Foreign Language Education 34342 Bebek, Istanbul
Turkiye
| Phone: | +90 (0)212 359 64 79 |
|---|---|
| Fax: | +90 (0)212 257 50 36 |
http://ipra-www.uia.ac.be/ipra/
Prof. Jeff Verschueren
IPRA Secretariat PO Box 33 (Antwerp 11) B-2018 Antwerp
Belgium
| phone: | +32-3-230-55-74 |
|---|---|
| fax: | +32-3-230-55-74 |
| e-mail: |
Clicking the buttons Affiliates, Associates, and Honorary Members will show the names, addresses, and - where applicable - the URLs and e-mail connections of organizations that are currently affiliated or associated members of AILA and of those persons who represent them.
>> Multilingua Journal of Cross-Cultural and Interlanguage Communication Editor: Richard J. Watts Multilingua is an international interdisciplinary journal aimed at the enhancement of crosscultural understanding through the study of interlanguage communication.
To this end it publishes articles in fields as diverse as:cross-cultural differences in linguistic politeness
Message
>> Multilingua Journal of Cross-Cultural and Interlanguage Communication Editor: Richard J. Watts Multilingua is an international interdisciplinary journal aimed at the enhancement of crosscultural understanding through the study of interlanguage communication.
To this end it publishes articles in fields as diverse as:cross-cultural differences in linguistic politeness
Message
| Date of Approval: | 2.5.2006 |
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| Website (URL): | (n/a) |
Mrs. Ellen Krogh
| Position: | Associate Professor |
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| Affiliation: | University of Southern Denmark |
| e-mail: |
Mr. Nikolaj Frydensbjerg Elf
| Position: | Ph.D. stipend |
|---|---|
| Affiliation: | University of Southern Denmark |
| e-mail: |
The aims of the network are to promote research, development and exchange of knowledge and information as well as collaboration in the field of Standard Language Education/Mother Tongue Education. The field deals with the teaching and/or learning within an educational system of the so-called mother tongue, be it a standard language of a nation state that statutorily accepts it as such, the language of education or the language of primary socialisation (a child's first own and/or home language). It is concerned with learners' curricular enculturation to language, literature and culture, and focuses on the disciplinary teaching and/or learning of signs, texts, utterances and their contexts, in particular reading, speaking, writing and listening. Although research may tend to foreground language, the interdisciplinary and complex character of the field opens for collaboration across disciplines.
Wolfgang Herrlitz, Sigmund Ongstad and Piet-Hein van de Ven (Eds.): Research on MTE in a Comparative International Perspective. Theoretical and methodological issues. Amsterdam/New York, N.Y. (Utrecht Studies in Language and Communication). Forthcoming 2007.
Contributions by StLE members in: Towards a common European framework of reference for language(s) of school education. Proceeding of an international conference organised by the Council of Europe and the Jagiellonian University in Kraków, Poland, April 27-29.2006. Forthcoming 2007.
Several network members took part in a Nordic one day conference in Växjö, Sweden, November 9, 2005, arranged by the network for Swedish with a Didactic Direction (SmDI). The theme of the conference was the different profiles of the Nordic mother tongue disciplines, and the goal was to establish a platform for future work in the fields of Nordic mother tongue education and research. At the conference members of StLE, Prof. Jon Smidt, Norway, and Associate prof. Ellen Krogh, Denmark, gave presentations.
In 2006 initiatives have been taken towards forming a common nordic research network on StLE/mother tongue education in the nordic countries. This will contribute to strengthening the StLE field of research.
In April 2006 the European Council, Language Policy Division, Strasbourg, France, and the Jagiellonian University, Kraków, Poland organised the international conference "Towards a Common European Framework of Reference for Languages of School Education" in Kraków, Poland. The conference was part of a project aiming at examining the feasibility of producing a common European framework of reference for languages of school education. The convenors of StLE both presented papers at the conference, and an invitation to become members of the network was distributed. Several participants at the Kraków conference have later announced their intentions to take part in the StLE ReN activities in Essen 2008.
IMEN, The International Mother Tongue Education Network, a network the StLE network cooperates with, hosted two sessions at the Kraków conference. In February 2007 a think tank seminar was held at Randsvangen Hotel near Oslo at which several research groups were formed, some of these focusing on research projects in connection with the European Council research programme. At the seminar the ReN plans for Essen 2008 were presented. There is some overlap between IMEN and StLE: the leader of the IMEN board is former MTE convener, prof. Sigmund Ongstad, Norway, and one of the present StLE convenors, Dr. Ellen Krogh, is member of the IMEN board. This means that IMEN activities reach into StLE and to a high degree will point forward to AILA’s "Essen" conference in 2008.
AILA pursues the following objectives:
AILA pursues these objectives by:
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 is governed by an elected Executive Board, made up from scholars and practitioners from many countries, and by an International Committee with representatives from each of the regular affiliates of AILA.
The Executive Board (EB) is composed of:
The duties of the EB officers are defined in the Bylaws of AILA. In general, AILA officers are expected to cover their own expenses, attend the annual AILA meetings regularly and oversee the work of their office or committee at and between the AILA meetings.
Multilingual, Globalizing Asia
Edited by Lisa Lim and Ee-Ling Low, 2009
Table of contents
Multilingualism and Minority Languages
Edited by Jasone Cenoz and Durk Gorter, 2009
Table of contents
Linguistic inequality in scientific communication today, Edited by Augusto Carli and Ulrich Ammon, Modena-Reggio Emilia/Duisburg-Essen 2008
Table of contents
Themes in SLA Research, Edited by Kathleen Bardovi-Harlig and Zoltán Dörnyei, Amsterdam/Philadelphia 2006
Table of contents
Applied Linguistics in Latin America, Edited by Kanavillil Rajagopalan, Amsterdam/Philadelphia 2005
Table of contents
World Applied Linguistics, Edited by Susan M. Gass and Sinfree Makoni, Amsterdam/Philadelphia 2004
Table of contents
Africa and Applied Linguistics, Edited by Sinfree Makoni and Ulrike H. Meinhof, Amsterdam/Philadelphia 2003
Table of contents
Tan Tin Dang – Vietnam
Doctural student, La Trobe University
Paper: Learner autonomy: Perceptions of EFL undergraduate students across Asia
Budsaba Kanoksilapatham – Thailand
Associate Professor, Silpakorn University
Paper: Harmony of rhetorical organization across diverse academic disciplines: Experimental research articles
Amira Massaabi – Tunisia
Doctural student, University of Manouba
Paper: The Role of Metadiscourse in Comprehending Research Articles in English: The Case of Geography Researchers
Diego Mideros – Colombia
Doctural student, The University of the West Indies
Paper: Autonomy as a glocal phenomenon: A listening case study
Marie Perera– Sri Lanka
Professor, University of Colombo
Paper: Is Ability grouping an answer to large ESL classes in Sri Lanka?
Millicent Quarcoo– Ghana
Doctoral student, University of Ghana
Paper: Twi-English code switching in Ghana: Emerging forms and functions
Françoise Salager-Meyer – Venezuela
Professor, The University of the Andes
Paper: Languages for Specific Purposes: From disciplinary specificity and (critical) genre analysis to contextual and intercultural aspects of specialized discourse
Tazanfal Tehseem – Pakistan
Doctoral student, University of Sargodha
Paper: The Construction of Ideology in Journalistic Texts: A functional approach towards discourse analysis
Prof. Dr. Rosa M. Manchón
Professor of Applied Linguistics Department of English University of Murcia
Murcia, Spain