WebMaster

23.-29. August 2011, CELEA, Beijing, China

Harmony in Diversity: Language, Culture, Society

For more information, see http://www.aila2011.org/en/

15th AILA World Congress

24.-29. August 2008, GAL, Essen, Germany

Multilingualism: Challenges and Opportunities

For more information see http://www.aila2008.org/.

14th AILA World Congress

25.-29. July 2005, AAAL, Madison, Wisconsin, USA

The future is now!

The congress website is no longer available. You may still find some information via the "Wayback Machine" of archive.org.

13th AILA World Congress

16.-21. December 2002, Singapore

Currently no further information available!

12th AILA World Congress

1.-6. August 1999, Tokyo, Japan

The Roles of Language in the 21^st Century: Unity and Diversity.

Publications

(1999): Selected Papers from AILA '99 Tokyo. Edited by AILA '99 Tokyo Organizing Committee. Tokyo: Waseda University Press.

11th AILA World Congress

August 1996, Jyväskylä, Finland

Currently no further information available!

10th AILA World Congress

8.-14. August 1993, Amsterdam, The Netherlands

Publications

Skutnabb-Kangas, Tove (ed.) (1995): Multilingualism for all. Swets & Zeitlinger Lisse.

9th AILA World Congress

1990, Halkidiki, Greece

Currently no further information available!

8th AILA World Congress

16.-21. August 1987, Sydney University, Sydney, Australia

Publications

Halliday, M.A.K., Gibbons, John & Nicholas, Howard (eds.) (1990): Learning, keeping and using language: selected papers from the eighth world congress of Applied Linguistics. 2 Volumes. Amsterdam: Benjamins.

7th AILA World Congress

5.-10. August 1984, University of Brussels, Brussels, Belgium

The Contribution of Applied Linguistics to International Understanding

Publications

Den Haese, Jan & Nivette, Jos (eds.) (1984): AILA Brussels 84. Proceedings. Volume 1-4.

6th AILA World Congress

1981, Lund, Sweden

Publications

Nickel, Gerhard & Nehls, Dietrich (eds.) (1982): Error analysis, contrastive linguistics and second language learning: papers from the 6th Internat. Congress of Applied Linguistics. Heidelberg: Groos.

Sigurd, Bengt (ed.) (1982): Proceedings/AILA 81: abstracts of section papers and workshop summaries.

5th AILA World Congress

20.-26. August 1978, Montréal, Canada

Publications

Savard, Jean-Guy (ed.) (1981): Actes du 5e Congrès de l'Association Internationale de Linguistique Appliquée. Québec: Les Pr. De l'univ. Laval.

4th AILA World Congress

25.-30. August 1975, University of Stuttgart, Stuttgart, Germany

Publications

Abstracts: Stuttgart, 25th-30th August/ International Congress of Applied Linguistics

3rd AILA World Congress

21.-26. August 1972, ADLA, Copenhagen, Denmark

Publications

Nickel, Gerhard (ed.) (1974): Applied contrastive linguistics.

Verdoodt, A. (ed.) (1974): Applied sociolinguistics.

Qvistgaard, Jaques, Schwarz, H. & Spang-Hanssen, H. (eds.) (1974): Applied linguistics: Problems and solutions.

2nd AILA World Congress

8.-12. September 1969, University of Cambridge, Cambridge, England

Publications

Perren, G.E. & Trim, John (eds.) (1971): Applications of Linguistics: selected papers of the second International Congress of Applied Linguistics. Cambridge: CUP

Primsleur, Paul (ed.) (1973): The psychology of second language learning: papers from the Second International Congress of Applied Linguistics. Cambridge: CUP.

1st AILA World Congress

26.-31. October 1964, University of Nancy, Nancy, France

Publications

Actes du premier Colloque International de Linguistique Appliquée. Nancy, 1966.
Preface by Bernhard Pottier & Guy Bourquin.

• I. L'Automatiosation en Linguistique
• II. Pédagogie des Langues Vivantes
• III. La Coordination des Recherches dans le Domaine Européen

• Australia
• Austria
• Belgium
• Brazil
• Cameroon
• Canada
• China
• Estonia
• Finland
• France
• Germany

http://www.aala.org.au/

Tony Liddicoat

E-mail:

Angela Scarino

E-mail:

Austria

Verband für Angewandte Linguistik (VERBAL)

http://www.verbal.at/

Dr. Eva Vetter

Institut für Romanistik University of Vienna Universitaetscampus AAKH, Hof 8 Spitalgasse 2-4 1090 Vienna Austria

Austria

E-mail:

Prof. Klaus-Börge Boeckmann

Institut für Germanistik, Deutsch als Fremdsprache University of Vienna Dr.-Karl-Lueger-Ring 1 1010 Wien

Austria

E-mail:

Belgium

Association Belge de Linguistique Appliquée (ABLA)

http://www.abla.be/

Kris van den Poel

E-mail:

Prof. Dr. Lut Baten

ILT Dekenstraat 6 3000 Leuven

Belgium

E-mail:

Brazil

Applied Linguistics Association of Brazil (ALAB)

http://www.alab.org.br/

Maria Luisa Ortiz Alvarez

Cameroon

AILA Cameroon (CAMAILA)

Kizitus Mpoche

AILA Cameroon P.O. BOX 755 Yaounde

Cameroon

Phone:	+237 5055353
E-mail:

Canada

Canadian Association of Applied Linguistics (CAAL)

http://www.aclacaal.org/

Sylvie Roy

China

China English Language Education Association (CELEA)

http://www.elt-china.org/en/

Wen Qiufang

National Research Center for Foreign Language Education Beijing Foreign Studies University No. 2, Xisanhuan Beilu Beijing, 100089

China

Phone:	+86 10 88815012
Fax:	+86 10 88810376
E-mail:

Duan Changcheng

Foreign Language Teaching and Research Press 3505, FLTRP Building, No.19, Xisanhuan Beilu Beijing, 100089

China

Phone:	+86 10 88819537
Fax:	+86 10 88819400
E-mail:

Estonia

Estonian Association of Applied Linguistics (EAAL)

http://www.eki.ee/rakenduslingvistika/index_eng.php

Margit Langemets

Institute of the Estonian Language Roosikrantsi 6 10119 Tallinn

Estonia

Phone:	+372 6411 433
E-mail:

Finland

Association Finlandaise de Linguistique Appliquée (AFinLA)

Hannele Duvfa

Department of Languages 40014 University of Jyväskylä

Finland

E-mail:

France

Association Française de Linguistique Appliquée (AFLA)

http://afla.linguist.jussieu.fr/

Geoffrey Williams

E-mail:

Germany

Gesellschaft für Angewandte Linguistik (GAL)

Über die GAL

Bernd Rueschoff

Universität Duisburg-Essen, Campus Essen Fachbereich Geisteswissenschaften Anglistik Universitätsstrasse 12 45117 Essen

Germany

Phone:	+49 201 1834052
Fax:	+49 201 1833460
E-mail:

Greece

Greek Applied Linguistics Association (GALA)

http://www.enl.auth.gr/gala/

Associate Prof. Angeliki Psaltou-Joycey

School of English Aristotle University P.O. Box 52 GR-541 24 Thessaloniki

Greece

Phone:	+30 2310 997405
Fax:	+30 2310 997432
E-mail:

Ireland

Irish Association for Applied Linguistics (IRAAL)

HOME V2

Dr. Tadhg Ó hIfearnáin

Department of Languages and Cultural Studies University of Limerick Limerick

Ireland

Phone:	+353 61 202797
Fax:	+353 61 202556
E-mail:

Mary Ruane

E-mail:

Israel

Israel Association of Applied Linguistics (ILASH)

http://www.tau.ac.il/~ilash/

Edna Lauden

Hebrew Studies Unit Tel-Aviv University Ramat Aviv 69978

Israel

Phone:	+972 3 6408947
Fax:	+972 3 6407426
E-mail:

Italy

Associazione Italiana di Linguistica Applicata (AItLA)

http://www.aitla.unimo.it/

Giuliano Bernini

E-mail:

Japan

Japan Association of Applied Linguistics (JAAL)

http://www.jalt.org/

Prof. Hisako Yamauchi

Nagasaki Prefectural Siebold University
Japan

E-mail:

Korea (South)

Applied Linguistics Association of Korea (ALAK)

http://www.alak.or.kr/

Youngkyu Kim

Department of Korean Studies Graduate School of International Studies Ewha Womans University 11-1 Daehyeon-dong, Seodaemun-gu Seoul, 120-750

Korea (South)

Phone:	+82 2 3277-4641
Fax:	+82 2 3277-2899
E-mail:

Mexico

Asociacion Mexicana de Lingüistica Aplicada (AMLA)

Dr. María Eugenia Herrera Lima

Centro de Lingüstica Hispánica Instituto de Investigaciones Filológicas Universidad Nacional Autónoma de México Circuito Mario de la Cueva Cáudad Universitaria México, DF, CP 04510

Mexico

Phone:	+52 5 5954666
Fax:	+52 5 5954666
E-mail:

Netherlands

Association Néerlandaise de Linguistique Appliquée (ANéLA)

Welcome

Jan ten Thije

E-mail:

Drs. Maria Mos

Tilburg University D221, Postbus 90153 5000 LE Tilburg Netherlands

Netherlands

New Zealand

Applied Linguistics Association of New Zealand (ALANZ)

http://www.vuw.ac.nz/lals/about/alanz/alanz.html

John Macalister

E-mail:

Norway

Association Norvegienne de Linguistique Appliquée (ANLA)

http://www.hf.ntnu.no/anla/

Bergljot Behrens

Institutt for lingvistiske fag Universitetet i Oslo PB 1102 Blindern 0317 Oslo

Norway

E-mail:

Philippines

Linguistic Society of the Philippines (LSP)

http://www.lsphil.org/

Isabel Pefianco Martin, Ph.D.

Linguistic Society of the Philippines De La Salle University 2401 Taft Avenue Manila 1004

Philippines

E-mail:

Russian Federation

National Association for Applied Linguistics (NAAL)

http://www.ffl.msu.ru/naal/index.htm

Prof. Lydia Polubichenko

E-mail:	,

Serbia and Montenegro

Yugoslav Applied Linguistics Association (YALA)

Snezana Guduric

University of Novi Sad Dept. of French Stevana Musica bb 21000 Novi Sad

Serbia and Montenegro

E-mail:

Singapore

Singapore Association for Applied Linguistics (SAAL)

http://www.saal.org.sg/

Low Ee Ling

E-mail:

Slovenia

Slovene Association for Applied Linguistics (SALA)

Assist. Sonja Novak Lukanovič

Department of Comparative and General Linguistics Faculty of Arts, University of Ljubljana, Institute for Ethnic Studies Ljubljana

Slovenia

E-mail:

South Africa

Southern African Applied Linguistics Association (SAALA)

http://active.cput.ac.za/saala/

Christine Winberg

Cape Peninsula University of Technology P O Box 652

South Africa

Phone:	+27 21 460 3133
Fax:	+27 21 460 3711
E-mail:

Spain

Asociacion Espanola de Lingüistica Aplicada (AEsLA)

http://www.aesla.uji.es/

Ricardo Mairal

E-mail:

Pilar García Mayo

E-mail:

Sweden

Association Suédoise de Linguistique Appliquée (ASLA)

http://www.nordiska.su.se/asla/

Camilla Bardel

University of Stockholm
Sweden

E-mail:

Switzerland

Association Suisse de Linguistique Appliquée (VALS/ASLA)

http://www.vals-asla.ch/

Prof. Dr. Daniel Perrin

ZHAW Zurich University of Applied Sciences School of Applied Linguistics IAM Institute of Applied Media Studies P.O. Box Theaterstrasse 15 CH-8401 Winterthur

Switzerland

Phone:	+41 58 934 60 60
E-mail:

United Kingdom

British Association of Applied Linguistics (BAAL)

http://www.baal.org.uk/

Guy Cook

E-mail:

Paul Thompson

E-mail:

United States

American Association for Applied Linguistics (AAAL)

http://www.aaal.org/

Linda Harklau

Department of Language and Literacy Education 125 Aderhold University of Georgia Athens, GA 30602

United States

Phone:	Phone: (706) 542-5674
Fax:	Fax: (706) 542-4509
E-mail:

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Application Procedure

The next AILA World Congress will be in 2014 in Brisbane, Australia. Information on applications for a Solidarity Award will be available here in due course.

General information:

In applying for a Solidarity Award, individuals or affiliates applying on behalf of an individual must supply online all the following information:

• A copy of the abstract accepted to the upcoming AILA World Congress or abstract of contribution in a symposium or Research Network (ReN) session.
• One document in PDF-format, containing a) a letter of application giving the motivation of the applicant to participate, the reasons why participation without the award might be impossible, and how the applicant intends to make use of the congress participation afterwards and b) a CV from the applicant, showing evidence of academic excellence and/or promise;
• One document in PDF-format containing the proposed budget for the expenses, also specifying whether the applicant seeks either 

     - a 'full' award, covering reasonable travel costs, accommodation and congress fees, or  

     - a 'travel' award, covering reasonable travel costs and congress fees;

• A letter of support (digital document in PDF-format) from an AILA affiliate association, an AILA Research Network, or a senior academic who is acquainted with the candidate's work.

Please note: In addition to financial need and academic merit of application, the selection committee will also consider applicants' potential for regional networking on behalf of AILA within their applied linguistics community after the congress as well as envisaged channels of dissemination of information gained through congress participation. Such aspects should be addressed in the letter of application.

Successful applicants must provide the AILA Executive Board with a one-page report within a month of the congress; the reports will be published in AILA News.

All applications should be submitted online via the following link: www.conftool.com/aila2011/ - detailed instructions are available here .

In case of any further queries, applicants should send an e-mail to the chair of the Solidarity Committee of the AILA Executive Board Prof. Dr. Bernd Rueschoff.

AILA issues two different publications:

• AILA Review
• AILA Applied Linguistics Series (AALS)

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.

The next AILA World Congress will take place in 2011 in Beijng, China. For submissions, please click here. For congress information and registration, please click here.

Confirmed Plenary Speakers

Allan Bell (Auckland University of Technology, New Zealand)

Malcolm Coulthard (University of Aston, UK)

Gu Yueguo (Chinese Academy of Social Sciences & Beijing Foreign Studies University, China)

Diane Larsen-Freeman (University of Michigan, USA)

Barbara Seidlhofer (University of Vienna, Austria)

Convenors of Invited Symposia

Patricia Duff (University of British Columbia): Multilingualism and language policy

Gao Yihong (Peking University): Language, identity and globalization

Nkonko Kamwangamalu (Howard University) & Gary Barkhuizen (University of Auckland): Migration, language maintenance and shift: multiple perspectives

Françoise Salager-Meyer (University of Los Andes): Languages for specific purposes

Elana Shohamy (Tel Aviv University): Language testing

Marjolijn Verspoor & Kees de Bot (University of Groningen): Dynamic systems theory and second language development

Application for Grants

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.

Scholars who would like to apply for the Solidarity Award can find more information under Solidarity Awards.

Goals

The goal of the Solidarity Award Fund (SAF) is to raise an endowment fund to support scholars to attend AILA meetings (held every three years). These awards are for scholars whose papers are accepted for presentation at the conference, but who are from parts of the world where economies make it difficult, if not prohibitive, for them to travel to the conference. These individuals are the future of our profession and will be the leaders in Applied Linguistics in their countries. The goal of $50,000 for this fundraising campaign would provide funds for this purpose.

Fund-Raising Plan

SAF giving will be solicited in five recognized categories. In all instances gifts can be made in a single contribution or as a pledge over three years.

1. Foundation Donors:

Individuals, groups, and organizations that donate a minimum of $1,000 will be recognized as providing major gifts for the fund. These gifts will be mentioned in all publicity announcements for the fund (through the end of fund-raising campaign) and on the AILA website.

2. Scholarship Donors:

Individuals, groups, and organizations that donate a minimum of $800 will also be recognized in all publicity announcements for the fund (through the end of fund-raising campaign) and on the AILA website.

3. Charter Donors:

Individuals, groups, and organizations that donate a minimum of $500 will also be recognized in all publicity announcements for the fund (through the end of fund-raising campaign) and on the AILA website.

4. Honoraria Donors:

Individuals in this category provide honoraria they have received for the purposes of the endowment fund ($200 minimum, without specific amount noted). These individuals will be recognized during the 12 month period following receipt of their honoraria gift.

5. Fund Donors:

Individuals responding to the fund raising request will be listed in the next issue of AILA News and at the next Congress. (Standard donations amounts include $150, $100, $75, $50, $35, $25; Student donation amounts of $20, $15, and $ 10 will also be accepted and recognized). Of course, any donation of any size will be appreciated.

6. Special Gift Donors:

Any individual, group, or organization wishing to consider a special gift well beyond the categories noted above will be given special recognition. Interest in making a special gift can be discussed with Daniel Perrin (AILA Secretary-General) or Martin Bygate (AILA President).

Pledge Form

The pledge form is available in PDF format. Please open the document, fill in the form, print it out, and return your contribution to:

Applications for membership as a Regular Affiliate Member, Temporary Affiliate Member or Associate Affiliate should be directed to the President. A decision on this application will be taken jointly by the Executive Board and the International Committee. Information on the procedures for application is available in the AILA bylaws §4 and §5.

Application for Individual Members

Applications for membership as an Individual Associate Member should be made to the Secretary General:

Prof. Dr. Daniel Perrin

ZHAW Zurich University of Applied Sciences School of Applied Linguistics IAM Institute of Applied Media Studies Director of the Institute Theaterstrasse 15 P.O. Box CH-8401 Winterthur

Switzerland

Phone:	+41 (0)58 934 60 60
E-mail:

Download the Application Form Individual Membership ( PDF).

AILA is composed of the following types of members:

Regular Affiliate Member

A non-profit national or regional representative organization that has maintained an active scientific program in the field of applied linguistics for some time and agrees in writing in the required form required by the bylaws to undertake the responsibilities of membership in AILA, may become a regular affiliate member. Only one organization from one country or region is admitted as a regular affiliated member.

The organization may be a representative of a number of other participating associations within the country or region.

A regular affiliate member organization should normally have no fewer than 20 members.

Annual membership fee in AILA is calculated according to the country classification of the World Bank. Affilitates from countries with high income economies pay US $ 7.50, from countries with upper middle income economies pay US $ 2.50 and from countries with lower middle income economies pay US $ 1.50 for each individual who is a direct member of the respective national or regional organization.

http://www.worldbank.org/

Temporary Affiliate Member

An association that is active in the field of applied linguistics in a country or region where a national or regional representative organization has not yet been established admitted as a regular affiliate member may become a temporary affiliate member.

Only one organization from each country or region is to be admitted as a temporary affiliate member. The organization may be a representative of a number of participating associations within the country or region.

One of the responsibilities of a temporary affiliate member is to promote the formation of a national or regional representative organization as soon as possible.

Temporary affiliate membership is granted for a period of three years. Temporary affiliate membership may be extended only if the temporary affiliate member demonstrates that its application for regular affiliate membership is nearing completion and will be presented for approval within two years from the date of the grant of the extension.

Annual Membership fee in AILA is identical with the fee structure for regular affiliate members.

Associate Member

An institution, corporation or non-profit association that has interests and activities relevant to the objectives and practices of AILA and AILA's affiliate members may become an associate member.

Annual membership fee in AILA is US $ 100.-

Individual Associate Member

A person working in the field of applied linguistics in a country where no organization or institution is a regular affiliate member may become an individual associate member. When possible, a regular affiliate member is to be appointed to mentor, support and inform an individual associate member.

An individual associate member of AILA is entitled to receive the AILA Review and to attend the triannual AILA World Congress at a reduced rate. In addition, the individual associate member commits him/herself to initiate and/or support the founding of an AILA Regular or Temporary National Affiliate in his/her country or region. Individual membership is for three years and can be renewed.

Annual membership fee is US $ 25.-

Benefactor Member

A person, organization, or group that is in harmony with the goals and aspirations of AILA and that agrees to provide AILA with financial or other support to enable it to make awards or grants or otherwise to defray the cost of its activities, may become a benefactor member.

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Honorary Member

A person who has made an exceptional contribution to AILA or to the field of applied linguistics may become an honorary member.

Approved at the Joint EB/IC Meeting Essen 2008

§ 1: Duties of the EB Officers

1. General Duties
   1. The term of office is from the end of one World Congress to the end of the following World Congress
   2. All EB officers are to submit to the SG a written report of their activities for the previous year at least two months prior to the annual meeting.
2. President The duties of the President include, but are not limited to the following:
   1. Strategic planning and development of AILA,
   2. Effective promotion and achievement of AILA goals,
   3. Liaison with other international associations and organizations,
   4. Facilitation of close relationships among all members,
   5. Signing official AILA documents, when appropriate,
   6. Ensuring the effective working of AILA and its committees, and
   7. Organizing an assembly of AILA members at the World Congress
3. Vice President

   The duties of the Vice-President are to assist the President and to substitute for the President when necessary. Specific duties include, but are not limited to the following:

   1. Chairing the Solidarity Awards Committee,
   2. Chairing ad hoc committees at the request of the President,
   3. Assisting President with fundraising activities, and
   4. Taking care of membership development.
4. Secretary General

   The Secretary General's (SG) duties include, but are not limited to the following:

   1. Oversight of the workings of the Business Office, including clerical duties, mailing services, data management, and record keeping. Responsibility for the effective administration of AILA includes:
      1. receiving and disseminating to the appropriate body applications for new regular affiliate members,
      2. handling requests for individual associate membership,
      3. handling requests for special meetings,
      4. signing non-financial AILA documents, when appropriate,
      5. overseeing nominations for AILA offices,
      6. overseeing the selection of sites for future World Congresses,
      7. responsibility for supervising the AILA website, and
      8. liaison with the representatives of regular affiliate members.
   2. Responsibility for the preparation and dissemination of minutes to all EBIC, individual, associate, and honorary members in as timely a manner as possible.
   3. Setting and distributing a draft agenda and accompanying documents to all members at least one month in advance of the annual meeting, and
   4. Maintaining a list of those present at each EBIC meeting.
5. Treasurer
   1. The duties of the Treasurer include, but are not limited to the following:
      1. maintaining an AILA bank account into which the collected dues are deposited,
      2. overseeing the Solidarity Award endowment fund,
      3. providing for an independent audit at least triennially or when there is a change in Treasurer, if these two do not coincide,
      4. informing members regarding dues payments,
      5. sending reminders to members that have not paid their dues,
      6. responsibility for sending out reminders of impending disaffiliation at least six months prior to the annual business meeting,
      7. informing the SG about payments or non-payments of members for a regular update of the membership directory,
      8. preparation of a statement of income and expenditures for the preceding year and a draft budget reflecting the proposed work plan for the upcoming fiscal year to be presented at the annual meeting,
      9. six months after the World Congress is over, collecting the capitation levy per participant from the regular affiliate member hosting the World Congress.
   2. The Treasurer is authorized to sign off on checks up to a sum to be determined tri-annually by EBIC. Beyond that sum, cheques must be co-signed by the President.
   3. The budget is to take into account the spending needs of AILA, and whatever official directives may be issued by EBIC. The full year set of accounts must be approved at the annual EBIC meeting.
6. Publications Coordinator

   The duties of the Publications Coordinator (PC) include, but are not limited to the following:

   1. serving as Chair of the AILA Editorial Boards and oversees all AILA publications,
   2. working with the Business Office to ensure the effective distribution of AILA publications to all members,
   3. working with the Treasurer to ensure adequate financial support for the publications.
7. Research Networks (ReN) Coordinator

   The duties of the ReN Coordinator include, but are not limited to the following:

   1. serving as Chair of the ReN committee and overseeing ReN activities,
   2. serving as member of World Congress Liaison Committee to ensure appropriate participation of ReNs,
   3. working with the Treasurer to ensure adequate financial support for ReNs, and
   4. working with the SG to ensure that the activities of ReNs are adequately represented on the website.
8. Members-at-Large

   All members-at-large will assist the President with various tasks, as deemed necessary and appropriate. In addition, each member-at-large will assume one or more of the following responsibilities.

   1. overseeing the news section on website
   2. serving as member of an Editorial Board
   3. serving on ReN committee
   4. chairing Honorary Membership committee
   5. taking care of membership development
9. Past President.

   The duties of the Past President include, but are not limited to the following:

   1. chairing the Nominating Committee
   2. serve as advisor to the current President

§ 2: Procedures for Election of Executive Board Members

1. Nominations
   1. At least four months before the date of the election, the SG is to invite the members of the IC to submit their nominations.
   2. Nominations must be made in writing and should reach the SG not later than two months before the date of the election. Nominations must be for specified offices. They should be accompanied by a 2-page CV of the nominee and a statement of acceptance of the nomination. A nominee can be a candidate for more than one office, but once elected to one office, the candidacy in any subsequent elections is automatically withdrawn.
   3. The SG is to send the list of nominees to each member of EBIC one month in advance of the relevant business meeting.
   4. Nominations from the floor (i.e., from any IC member) may only be made if either:
      1. a sole candidate for an office withdraws from candidature before the election, or
      2. a single candidate for an office fails at the ballot to obtain a simple majority.
2. Balloting procedures
   1. At the time of the elections (i.e., the business meeting at the triennial World Congress), EBIC elects two of its members to serve as Election Officers. These officers determine the vote count and report the results to EBIC.
   2. When the list of nominations for the EB is complete, EBIC members vote by secret ballot in the following order:
      1. Vice-President
      2. Secretary General
      3. Treasurer
      4. ReN Coordinator
      5. Publications Coordinator, and
      6. Members-at-Large
   3. If the election to a position is uncontested, the President is to declare the candidate or candidates elected unless a member of EBIC calls for a vote. If a vote is called for, every member of EBIC who is present or represented by proxy, is required to vote "for", "against" or "abstention" for each candidate. If the number of votes cast for a candidate is greater than those cast against, the candidate is to be declared elected.
   4. If an election is contested, every member of EBIC who is present or represented by proxy is required to record on a single sheet of paper the name of each of the candidates for whom that member is voting. A member may not vote for more candidates than there are vacancies and may only vote once for any one candidate. The President is to declare elected to the vacant posts the candidates receiving the highest number of votes. In the event of a tie between two or more candidates, the President will flip a coin, or in the case of a Presidential election, the past VP will flip the coin.
   5. Any appeals regarding the electoral procedures are to be directed to the President who may bring them to EBIC for discussion and a possible vote. An appeal is decided by a simple majority of EBIC. If the appeal relates to the election of a President, the VP is to bring it to EBIC for discussion and a possible vote.

§ 3: Committees

1. The following committees are standing committees of AILA. All have three-year terms and all are appointed by the President who will keep in mind the need for geographic representation.
   1. Solidarity Award Committee
      1. The Solidarity Award Committee has as its purpose to administer the selection of awardees for each World Congress.
      2. The committee is chaired by the VP and has as its members two IC members. One of the members of the committee must be the IC representative from the upcoming AILA World Congress host country.
      3. All committee work is to be completed and applicants notified by mid-November of the year prior to the World Congress.
      4. iv) The committee will help with the fundraising activities.
   2. Honorary Membership Award Committee
      1. The Honorary Award Committee has as its purpose to administer the selection of Honorary Members.
      2. The committee is chaired by a member-at-large and includes three IC members.
      3. All committee work is to be completed by February 1st of each year.
   3. Editorial Board of AILA Review
      1. The Editorial Board of AILA Review oversees the planning and quality of future issues.
      2. The committee is chaired by the Publications Coordinator. In addition, one EB Member-at-Large, one IC member and two well-regarded scholars (selected by the PC in consultation with the President) who may or may not be EBIC members will serve as committee members.
   4. Editorial Board of AILA Book Series
      1. The Editorial Board of AILA Book Series oversees the planning and quality of future book publications.
      2. The committee is chaired by the Publications Coordinator. In addition, one EB Member-at-Large, one IC member and three well-regarded scholars (selected by the PC in consultation with the President) who may or may not be EBIC members will serve as committee members.
   5. ReN Committee
      1. The ReN committee oversees all matters pertaining to ReN activities (see Bylaw § 7) including decisions about approval and continuation of ReNs.
      2. The committee is chaired by the ReN coordinator. In addition, one member-at-large and three IC members will serve on the committee.
   6. Nominating Committee
      1. The Nominating Committee is charged with the responsibility of creating a viable group of candidates for each of the EB positions.
      2. The committee is chaired by the Past President and is made up of two additional members: one EB member and one IC member.
2. Ad hoc committees may be established as the need arises.
3. At least two months prior to the annual meeting, all committee chairs are to submit to the SG a written report of their activities for the previous year.

§ 4: Procedures for the Admission of Affiliate Members

1. Request for admission

   A preliminary request for admission is made by an association to the SG. Depending on the readiness to meet the criteria of regular membership, the SG together with the President will recommend either regular status or temporary status. If the former, the association will be invited to submit to the SG a dossier containing:

   1. a formal request for affiliation to AILA,
   2. a copy of the official statutes, or their equivalent, of the association or group,
   3. a list of members of the association or group including a list of its officers,
   4. an agreement to abide by the statutes of AILA.

   If temporary membership is recommended, the association will be required to provide a written progress report at the forthcoming annual meeting and will prepare a dossier containing a-d above for the subsequent annual meeting.

   In the case of a recommendation for either regular or temporary membership, the SG will issue an invitation to the association to send an observer to the next EBIC meeting.

2. Multiple associations

   If there is more than one association in a country or region that aspires to become a regular affiliate member of AILA, each association has the right to apply for regular affiliate membership status. The case for each potential affiliate will be considered carefully by the SG who will present the applications to EBIC who will determine the appropriate action to be taken.

3. Completed applications
   1. The SG is to put the application for affiliation on the agenda of the next EBIC meeting.
   2. EBIC may:
      1. grant regular affiliate membership status to the association,
      2. grant temporary affiliate membership as appropriate, or
      3. reject the application.

§ 5: Procedures for the Admission of Individual and Associate Members

1. An organization or group which is in harmony with the goals and aspirations of AILA may apply to the SG to become an associate member. Associate members pay annual dues, as stipulated in § 8 of the Statutes.
2. Anyone working in the field of applied linguistics in a country or region where there is no regular affiliate member can apply to the SG to become an individual member.
3. An individual elected for an EB office becomes automatically an individual member of AILA.

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§ 6: Criteria and Procedures for the Nomination of Honorary Members

1. On an annual basis, AILA may award no more than two Honorary Memberships.
2. Criteria for nomination in order of importance
   1. Active participation (past or present) in AILA and
   2. International scientific reputation in the field of Applied Linguistics.
3. Procedures
   1. A nomination by an EBIC member is made to the Chair of the Honorary Member Award Committee.
   2. The nomination from the proposer shall be supported by at least two additional regular affiliate members by way of a written note to the Secretary General.
   3. The nomination packet includes
      1. a written supporting statement for the nomination and
      2. a current CV of the nominee.
   4. Nominations will be considered by the Honorary Membership Award Committee who will make the final determination and report the results to EBIC.
4. Benefits
   1. free lifetime individual membership and
   2. free admission to all AILA World Congresses.

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§ 7: Research Networks

1. ReNs seek to promote the gathering and dissemination of information and the undertaking of research in all academic areas of AILA with a particular focus on areas that have the potential for new cross-disciplinary research.
2. ReNs exist for three years and can be renewed. At any point in time, there will be no more than 15 ReNs in existence. The life of a ReN is not expected to be longer than six years.
3. The criteria for the formation and continuation of a ReN should be met:
   1. at least five members, some of whom should be new scholars,
   2. multinational composition,
   3. participants are active in the research area of the ReN,
   4. have a program for research activities for the three years between Congresses and a commitment to present at the upcoming AILA Congress,
   5. for continuation, ReNs must demonstrate an active research profile in the preceding three years. In addition, at the most recent AILA Congress, they must have filled their ReN slot with presentations relating to the domain of their ReN.
   6. nominate from among their members one individual as the organizer of the respective ReN who liases with the ReN Coordinator.
4. Procedure
   1. For new applications, the ReN organizer must submit a proposal to the ReN Coordinator no later than two months after the World Congress. The proposal should consist of
      1. a statement concerning the scope of the ReN,
      2. a list of the participants of the ReN and their affiliation,
      3. a plan for ReN activities for the upcoming three years, and
      4. a commitment to fill their ReN slot at the AILA Congress three years hence.
   2. For continuation, the ReN organizer must submit a proposal to the ReN Coordinator no more than two months following the World Congress. The proposal should consist of:
      1. evidence of past activities including a description of the session at the most recent AILA World Congress,
      2. a plan for ReN activities for the upcoming three years,
      3. a list of the participants of the ReN and their affiliation,
      4. a commitment to fill their ReN slot at the AILA Congress three years hence.
5. Each ReN organizer is responsible for a brief written report to the ReN Coordinator on an annual basis.
6. When possible, AILA will, upon written request, consider limited financial support for ReN activities.

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§ 8: Selection of Sites for AILA World Congresses

1. The SG is to issue a call for hosting a future World Congress by circulating it to EBIC eight years in advance of the proposed congress date.
2. Regular Affiliate Member candidates are to notify the SG of their intent to organize a World Congress at least seven years prior to the proposed Congress date. Three months ahead of the opening of the World Congress that takes place six years prior to the Congress in question, the "bid book" containing details of the offer together with all relevant documentation must be submitted to the SG.
3. The organizers of the proposed Congress site are to be present at the annual EBIC meeting six years prior to the Congress in question for a presentation of their proposal.
4. The final choice of the World Congress site is determined by a simple majority of EBIC.

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§ 9: Relationship between the World Congress and AILA

1. EBIC is to serve as a consultative body for World Congresses.
2. At the World Congress annual meeting, EBIC appoints a World Congress Liaison Committee for the following congress. Among the responsibilities are the following:
   1. helps to ensure that AILA's objective of multilingualism is reflected in all aspects of the Congress
   2. helps to ensure that plenaries
      1. are given by scholars of high calibre (including, and perhaps featuring, the more recent scholars of note),
      2. reflect authoritative overviews of central areas of applied linguistics,
      3. are reports of important research with relevance to a wide range of AILA World Congress participants,
      4. as far as possible follow AILA's equality guidelines, and
      5. include a fair balance of speakers in relation to gender, geographical distribution, languages, and a range of applied linguistics interests within AILA,
   3. helps to ensure that all proposals are evaluated appropriately by assisting the congress organizers in augmenting their list of potential proposal readers.
   4. encourages a fee structure that respects the economic situation of emerging economies (see UNESCO categories).

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§ 10: Financial Conditions for Hosting World Congress

1. The financial responsibility for organizing an AILA World Congress rests solely with the organizing AILA host. AILA will facilitate financially the organization of the World Congress by, for example, either or both by
   1. extending to the organizing regular affiliate member on request an interest-free loan of no more than 20,000 $ to be repaid within three years,
   2. granting to the organizing regular affiliate member an exemption from the payment of its annual dues for the year of the World Congress.
2. Within six months after the World Congress, the organizing regular affiliate member is to pay to the Treasurer a sum for each paying participant, the amount of which is determined at the EBIC meeting three years before the World Congress.

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§ 11: AILA sponsorship to seminars, symposia and regional congresses

On request AILA sponsorship may be granted for events and activities in applied linguistics conducted by affiliate members. When possible, AILA will, upon written request, consider limited financial support for such activities. Such requests should be made to the SG who will bring the request to EBIC for discussion and decision.

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§ 12: The Relationship between AILA and Oxford University Press regarding the journal Applied Linguistics

1. The relationship between Oxford University Press and AILA is regulated by the Constitution for the journal, which was agreed and signed by AAAL, BAAL, AILA, and Oxford University Press in 1999.
2. The President serves on the Advisory Board.
3. The Publication Coordinator serves on the Editorial Panel.

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§ 13: Amendments to the Bylaws

1. Bylaws can be changed at any EBIC meeting. Any member of EBIC may send notice to the SG of a suggested change to the Bylaws. Notice must be sent at least two months prior to the annual meeting.
2. The SG is to bring to the attention of EBIC the full details of the amendments at least one month prior to the meeting where this will be discussed.
3. An amendment to the Bylaws is not valid unless supported by a majority of those EBIC members present or represented by proxy.
4. Amendments to the Bylaws are disseminated through the AILA website.

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>> 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

 

Australian Review of Applied Linguistics	$A 37.50

http://www.bahripublications.org/

Indian Journal of Applied Linguistics	30%
International Journal of Translation	30%
International Journal of Communication	30%
Language Forum	30%
Creative Forum	30%

Journals of Blackwell Publishers

http://www.blackwellpublishing.com/

Modern Language Journal	20%
Language Learning	20%
International Journal of Applied Linguistics	20%

Journals of Cambridge University Press

http://www.cup.org/

Annual Review of Applied Linguistics	20% or more
Applied Psycholinguistics	20% or more
Bilingualism: Language and Cognition	20% or more
English Today	20% or more
Language Teaching	20% or more
ReCALL	20% or more
Studies in Second Language Acquisition	20% or more
Journal of French Language Studies	20% or more
Journal of Child Language	20% or more
Journal of Linguistics	20% or more
English Language and Linguistics	20% or more
Phonology	20% or more
Journal of International Phonetic Association	20% or more
Language in Society	20% or more
Language Variation and Change	20% or more

Journals of Chinese University Press

http://www.chineseupress.com/

The Asian Journal English Language Teaching	15%

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Journals of Lawrence Erlbaum Associates

http://www.erlbaum.com/

Research on Language and Social Interaction	20%
Discourse Processes	20%
Journal of Language, Identity, and Education	20%
Mind, Culture, & Activity	20%

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Journals of Elsevier

Discounted prices at http://www.elsevier.com/

Assessing Writing	EUR 38,--
English for Specific Purposes	EUR 49,--
Journal of English for Academic Purposes	EUR 45,--
Journal of Second Language Writing	EUR 49,--
Linguistics and Education	EUR 49,--
System	EUR 45,--

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Journals of Hodder Arnold

http://www.hodderheadline.co.uk/

Child Language Teaching and Therapy	20%
Language Teaching Research	20%

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Journals of Oxford University Press

http://www.oup.co.uk/

For individuals from countries that according to UNESCO are acknowledged as developing countries, OUP offers a discount of 20% on the annual subscription fee.

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Journals of University of Toronto Press

http://www.utpress.utoronto.ca/

Canadian Modern Language Review	20%

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Journals of SAGE Publications

http://www.sagepub.com/

Discourse & Society	15% - 20%
Discourse Studies	15% - 20%

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TESL Reporter

http://www.lib.byu.edu/dlib/spc/tesl/

TESL Reporter	15% Free outside the U.S. and US 6$ within the U.S

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AILA Review invites AILA members from all national affiliate organisations to submit proposals for the future issues of AILA Review. AILA Review is edited by AILA (International Association of Applied Linguistics) and published by John Benjamins, Amsterdam. It appears once a year and is a thematically oriented, guest-edited volume of 100-120 pages. It is distributed to nearly 6,000 AILA members world-wide.

Although any AILA member can propose an issue on any topic related to Applied Linguistics, with an emphasis on cutting-edge research, AILA Review is especially meant as a forum for publications coming from AILA ReNs (Research Networks).

AILA Review is a peer-reviewed journal and all issues will not only be reviewed by the guest-editor(s), the editor and editorial board, but also by external referees. Evaluation criteria are, amongst others, the relevance of the suggested topic, a solid research orientation, innovative ideas and methodological quality.

Proposals should include the following information:

• the title of the proposed issue
• the purpose of the proposed issue and its relevance
• the table of contents
• 300-word abstracts of all papers included, along with author name(s) and affiliation(s)
• a time schedule (deadline for first drafts of the papers, deadline for revised drafts, date by which  the manuscript will be handed to the General Editor of AILA Review)
• suggestions for reviewers

The guest editor(s) is/are required to ensure that all papers comply with the guidelines for contributors of AILA Review (see AILA website) and that the papers are properly checked for formatting and language. Depending on the guest editor(s)' preference, each issue should contain 6-8 articles, which will normally each be of 10,000 (8 articles) to 15,000 words (6 articles) in length, including tables and figures. This sets AILA review apart from the usual length of articles of 8.000 words in other journals and allows for a more detailed discussion of the volumes' topics.

Deadline for proposals: September 30 of the year before publication.

Proposals should be sent by e-mail or surface mail to:

Prof. Dr. Susanne Niemeier

University Koblenz-Landau, Campus Koblenz Institute for English Studies Universitaetsstr. 1 56070 Koblenz

Germany

Phone:	+49 (0)261 2872012
Fax:	+49 (0)261 2872011
E-mail:

• Deadlines for proposals: September 30 of the year before publication.
• All manuscripts should be addressed to the editors of the respective Volume of AILA Review. All submission letters must specify that the manuscript submitted is not under consideration elsewhere and has not been published elsewhere in this or a substantially similar form.
• Contributions should be in English. If not written by a native speaker, it is advisable to have the paper checked by a native speaker.
• No page other than the cover pages should give the author's name. The review of the manuscript will be anonymous.
• Submit four double-spaced printed copies (preferably 12-point font) in conformance to the style as described in the unabridged submission guidelines for Eurosla proceedings. The length of the manuscript should not exceed 10.000 words. Include author name, title, full mailing address, e-mail address and telephone numbers.
• An abstract in English should be included. This should not exceed 200 words.
• For the delivery of the final version, the article should be presented on disk and saved on IBM-PC compatible or Mac disk. Material should be saved in ASCII mode or 'non-document' mode, or 'text-only' mode. It should also be saved as a separate file in the author's normal word-processor format together with a note indicating the name of the word processor used. The format of the disk (PC or Mac) should also be labeled on the disk. An identical hard copy of the manuscript should be included.
• References in text should be according the style as described in the unabridged submission guidelines for AILA Review.
• Sample references:
  • Blackmore, S.J. 1982. Beyond the Body. London: Heinemann.
  • Clahsen, H. 1991. Generative Perspectives on Language Acquisition [Language Acquisition & Language Disorders 14]. Amsterdam and Philadelphia: John Benjamins.
• Essential notes (footnotes/endnotes) should be numbered in the text and grouped together at the end of the article. Diagrams and figures should not be any electronic files, for gray scales TIFF format is preferred, for line drawings EPS format.
• The author of an article will receive page proofs for correction. Corrected page proofs must be returned to the editors by the date specified in the letter accompanying the proofs. This stage must not be used as an opportunity to revise the paper. Because alterations are extremely costly, extensive changes will be charged to the author an may result in the article being placed in a later issue.
• Authors of articles will receive a complimentary copy of AILA Review in which their articles appear.

Applied Linguistics in Latin America, Edited by Kanavillil Rajagopalan, Amsterdam/Philadelphia 2005

Article Summaries

Dialogue and confrontation in Venezuelan political interaction

Adriana Bolivar, Universidad Central de Venezuela

This paper focuses on political change in Venezuela from a critical discourse analysis perspective that emphasizes the roles of the participants in the interaction to show how, with their actions, they are affected and affect others. An interactional approach based on Firth?s categories of context (Firth, 1951) and conversational analysis is used (Bolívar, 1986, 1994a, 1994b). The interaction is studied at a global level first in order to identify the actors responsible for political change in the social dynamics, and then particular events are examined in more detail. The aim is to describe how, in ongoing interaction, the political dialogue after 1998 moved from a formal democratic one to a violent confrontation between two major groups. The article focuses on political events before and after April 11th 2002, which marked a turning point in Venezuelan history. The corpus includes national newspapers, presidential speeches, the program Aló Presidente, slogans, graffiti, and insults recalled by women and men. The results show how verbal aggression and physical violence affect and weaken democratic dialogue and, consequently, the possibility of cooperation and understanding. The discussion highlights the need to strengthen critical language awareness in order to promote peace language rather than hate language.

Code switching and identity in the discourse of Catalan immigrants in Mexico

This paper analyzes patterns of code switching found in a small group of first and second generation Catalan immigrants in Mexico, and is part of a wider study on the impact of exile upon the construction of identity in the discourse of political immigrants in Latin America. With regard to the pragmatic exploitation of code switching, it argues that code switching is used by bilinguals even when a monolingual alternative is available, either because changing languages at a specific point in conversation reduces the processing effort involved in interpreting the stretch of discourse where the switch occurs, or because the shift of code adds cognitive effects to the overall interpretation of the message. The paper focuses on the effects of ad hoc concept construction, ? a well studied phenomenon in monolingual discourse ? on the presentation of self in bilingual discourse, analyzing cases when the pragmatically derived ad hoc concept involves a switch of codes. It is argued that this mechanism helps subjects represent themselves in bilingual conversation as distinct both from Mexicans and from non expatriate Catalans.

Critical thinking in reflective sessions and in online interactions

Maria Antonieta Alba Celani, Pontifical Catholic University of São Paulo Heloisa Collins

This paper focuses on online educational sessions of a continuing teacher education programme. The aim of this programme is to give a contribution to the continuing education of teachers of English as critical professionals, aware of discursive classroom practices, able to analyze them in the light of objectives to be reached and knowledge to be constructed. The paper gives a detailed account of how teachers deal with central issues in face to face reflective sessions and online interactive discussions and shows the results of a pilot intervention aiming at helping teachers develop more reflective and critical perspectives.

Telling stories in two psychiatric interviews: A discussion on frame and narrative

Branca Telles Ribeiro, Federal University of Rio de Janeiro,
Liliana Cabral Bastos, Catholic University of Rio de Janeiro

This study investigates contextualization processes in two psychiatric interviews. Specifically, it analyses how different analytical tools ? frame and narrative ? work to clarify contextual embeddings and story bits. Frame analysis provides a way of looking at local and larger social contexts in talk. Specifically it provides a way of understanding ?what?s going on here?? (Goffman 1974). Narrativee analysis provides a way of understanding the relation of major topics and themes in an interview situation. Most of all, the unfolding of a key story has implications for understanding who the patient is and what experience she values most in that encounter.

Frame and narrative also work to evidence what makes these interactions such a complex speech event. From a frame perspective, context may present multiple and unexpected frame embeddings. In the development of a story, key organizational components (for example, an orientation section) may display fragmented information or be absent. Frame and narrative address different questions and may clarify different social and linguistic processes at play in the interview situation.

Language politics in Latin America

Kanavillil Rajagopalan, State University at Campinas (UNICAMP), Brazil

This paper is an attempt to take stock of the politics of language as it has been playing out in Latin America, ever since the countries in this region were colonized by European powers, mainly Spain and Portugal. Linguistic imperialism is by no means a new phenomenon in this part of the world. In more recent times, the relentless advance of English as the world?s leading lingua franca has only brought to light the difficult North?South relations that have underpinned the geopolitics of the region.

Africa and Applied Linguistics, Edited by Sinfree Makoni and Ulrike H. Meinhof, Amsterdam/Philadelphia 2003

Article Summaries

The democratisation of indigenous languages: The case of Malawi

Themba Moyo

This article attempts to explore issues of language marginalisation in Malawi. It argues that the policies pursued from independence 1964 todate have not been democratic. They have essentially favoured a small ruling English-Chichewa elite, that has emerged and entrenched itself, regardless of which government has come into power. Viable indigenous languages, which could equally play a meaningful role in the socioeconomic political life of the country, have been largely marginalised, in market places and in other national functions. In the face of this situation, the argument advanced is one of an immediate review of of such incoherent and fragementary policies for more accommodating ones, with a clear vision and an agenda for implementation for all the citizenry.

Classroom code-switching in post-colonial contexts: Functions, attitudes and policies

Gibson Ferguson

Code-Switching in the classroom across a range of curricular subjects is a widespread phenomenon in multilingual, language contact settings in Africa and, indeed, world-wide; yet it is not infrequently regarded unfavourably by educational policy-makers. This paper reviews the literature on classroom functions of code-switching in post-colonial contexts, commenting on the merits and limitations of recent research. It also examines some of the conceptions of language underlying official and lay attitudes. Finally, as befits a paper examining classroom code-switching from the somewhat unusual perspective of language planning in education, it evaluates a number of policy proposals addressing the issue of how code-switching might more effectively be exploited as a communicative and pedagogic resource in instruction. The paper overall is constructed so as to inform the attitudes, practices and policies of policy-makers, teacher educators and teachers.

A pilot study of Supplemental Instruction for at-risk students at an Historically Black University (HBU in South Africa

Constance Zulu

This article discusses a pilot investigation conducted between February and May 2002. The aim of this investigation was to assess the efficacy of the Supplemental Instruction (SI) program – which has a proven track record elsewhere – at an historically black university in South Africa. SI is an academic assistance program which was developed at the University of Missouri- Kansas City in 1973 by Deanna C. Martin and subsequently adopted countrywide and in other parts of the world. The pilot was conducted on a population of first year law students registered for an introductory module, 'Introduction to South African Legal Method and Theory'. Two questions were investigated: 1. Does SI have an effect on students' mastery of content? 2. Does SI have an effect on students' perceptions of their mastery of skills? Three measures were used to explore these questions, namely pre and posttests of content mastery; student perception of skill mastery and end of course grades. Although there was no significant difference on the mastery of course content between SI and Non-SI participants, it was found that higher SI attendance rates resulted in slightly higher mean grades, suggesting that SI may have had some impact on the final course end grades. A significant difference at the .03 level was found between the mean grades of students who attended 4 or more sessions and those who attended 1–3 sessions. The investigation also revealed that a number of barriers and challenges need to be addressed for a successful SI program to be implemented at the university.

Discourse, culture and the law: The analysis of crosstalk in the Southern African bilingual courtroom

Pulie Thetela

The aim of this paper is to analyse the nature of the courtroom discourse in an African context. The nature of courtroom discourse has been extensively discussed and and analysed in non-African contexts. This paper, however, makes a unique contribution by analysing the nature of courtroom discourse in multilingual courts in Southern Africa. The contribution is unique because it investigates the probematic nature of courtroom interpretation, using the theoretical notion of crosstalk, in multilingual communities when the communicative styles of the participants are divergent and conflicting. More significantly the paper illustrates the potential impact of a special register hlonipha-the language of respect for women. The paper concludes by looking at ways in which through register we can intrerrogate power relations in courtroom discourse and examine the implications of such power discrepancy on the delivery of justice.

Popular Malagasy music and the construction of cultural identities

Zafimahaleo Rasolofondraosolo and Ulrike H. Meinhof

This paper explores the construction of cultural identities through contemporary music from Madagascar, in particular the songs by Dama – singer-song-writer of the eponymous group of musicians- the Mahaleo. Specific focus is on the role that the discourses of and about popular Malagasy music play for the identity constructions of Malagasy people in Madagascar and abroad. Discussions about contemporary African music on the media and in the cultural studies literature, and the record industry's own appropriation and commercialization of such music as generic 'world music – tend to neglect the lyrics – and thus the often radical social critique – contained in these songs. Since much of African music is sung in languages not normally known to 'Western' audiences, their appreciation hinges on the vibrancy of rhythm and sound, to the exclusion of content. Yet to 'home' and 'diapsoric' audiences, the texts are of huge significance. Our paper discusses the significance of language choice for popular music in Madagascar in the political movement of 1972 and its aftermath. We will also analyse in detail the lyrics of some typical songs from Mahaleo's repertoire written by Dama. These will exemplify some of the ways in which the group attempts to encapsulate aspects of Malagasy every-day life, thus providing a cohesive link not only between several generations of Malagasies in Madagascar itself, but even more pronouncedly for those Malagasies who have left Madagascar and settled overseas. Finally, we will show the ways in which audiences create and perform 'being Malagasy' through the medium of their popular music, demonstrating the extent to which the project of 'Mahaleo' is being reflexively and consciously understood and taken up by their listeners.

"I want to be like a human again": Morbidity and retained ability in an Alzheimer sufferer

Stanley G.M. Ridge, Sinfree Makoni and Elaine Ridge

The article undertakes an integrated, holistic and multidisciplinary study of the language produced over an extended period by an ageing South African woman suffering from Alzheimer's disease. It does so against the background of the medical and legal records of the dementing person's condition revealing certain possibilities, in treatment and care, of moving beyond pathological deficit perspective and exploring the implications of retained ability. The study is strengthened by comparison of current patterns of written and oral language use with those in letters from the same person early in her professional life, and in a highly regarded scientific book she produced at the height of her carer.

Up to Volume 16, the AILA Review journal was published by AILA itself.

The following issues have been prepared for download as PDF documents (Acrobat Reader format.)

Volume 1, Edited by Ranko Bugarski, 1984

Table of contents

   

Volume 2, Edited by Albert Valdman, Bloomington, Indiana; December, 1985

Table of contents

   

Psycholinguistics — AILA-Review 1986, Edited by T. Slama-Cazacu, Bucharest, Spring 1987

Table of contents

   

Linguistics as Applied Linguistics, Edited by Wolfgang Kühlwein, 1987

Table of contents

   

Classroom Research, Edited by Gabriele Kasper, 1988

Table of contents

   

Psycholinguistics — AILA-Review 1986, Edited by T. Slama-Cazacu, Bucharest, Spring 1987

Table of contents

   

Standardization in Language Testing, Edited by John H. A. L. DE JONG, 1990

Table of contents

   

Reading in Two Languages, Edited by Jan H. HULSTIJN & Johan F. MATTER, 1991

Table of contents

   

Language teaching in the twenty-first century, Edited by Johann F. Matter, 1992

Table of contents

   

Case stucies in minority languages, Edited by Kees de Bot, 1993

Table of contents

   

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

Table of contents

   

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

Table of contents

   

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

Table of contents

   

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

Table of contents

   

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

Table of contents

   

Linguistic inequality in scientific communication today, Edited by Augusto Carli and Ulrich Ammon, Modena-Reggio Emilia/Duisburg-Essen 2008

Article Summaries

English monolingualism in scientific communication and progress in science, good or bad?

Florian Coulmas; Deutsches Institut für Japanstudien

(abstract not available)

The non-Anglophone scholar on the periphery of scholarly publication

John Flowerdew; University of Leeds, UK

As a symptom of globalization and the marketization of the universities, more and more scholars, many or most, of whom use English as an additional language (EAL), are being required to published in English. This article presents some qualitative data which highlights some of the difficulties encountered by such writers. It first discusses a previously published case study of an EAL writer writing for publication, highlighting some of the difficulties encountered by this young scholar. It then goes on to consider a particular writing strategy adopted by some EAL writers which might be considered to be controversial, the copying of fragments of text from previously published work, and referred to he re as language re-use. The final part of the paper discusses various approaches directed towards alleviating problems encountered by EAL writers such as those exemplified in the main body of the paper.

Stereotypes about English as the language of science

Cristina Guardiano, M. Elena Favilla and Emilia Calaresu; Universita di Modena-Reggio Emilia, Italy

The progressive spread of English as the main language of international scientific communication has been interpreted in many different ways by several scholars. The paper presents a brief review of the scientific debate on such topics, focusing on the main stereotypes which have been created in order to provide explanations for the development of English as the language of science, and on the perception of non-Anglophone scholars on the reasons of the predominance of English in scientific literature and their disadvantages with respect to native speakers. Frequently used stereotypes on English as the language of science are analyzed and discussed in reference to the motivations asserted by linguists and non-linguists. A double ideological evidence can be registered: (1) arguments essentially consist in a-posteriori justifications, (2) English - far away from representing a free choice for non-native scholars - is perceived as the repository of the linguistic power that is desired and worshipped.

The overview closes with the results of a pilot investigation on the languages of scientific publications, conducted on a sample of Italian scholars belonging to various scientific fields.

The dominance of English in the international scientific periodical literature and the future of language use in science

Enrique Hamel Rainer; Universidad Autonoma Metropolitana, Mexico, D. F.

Throughout the 20th century, international communication has shifted from a plural use of several languages to a c1ear pre-eminence of English, especially in the field of science. This paper focuses on international periodical publications where more than 75 percent of the articles in the social sciences and humanities and well over 90 percent in the natural sciences are written in English. The shift towards English implies that an increasing number of scientists whose mother tongue is not English have already moved to English for publication. Consequently, other international languages, namely French, German, Russian, Spanish and Japanese lose their attraction as languages of science. Many observers conclude that it has become inevitable to publish in English, even in English only. The central question is whether the actual hegemony of English will create a total monopoly, at least at an international level, or if changing global conditions and language policies may allow alternative solutions. The paper analyses how the conclusions of an inevitable monopoly of English are constructed, and what possible disadvantages such a process might entail. Finally, some perspectives of a new plurilingual approach in scientific production and communication are sketched.

Tackling the Anglophones' free ride: Fair linguistic cooperation with a global lingua franca

Philippe Van Parijs; Universite catholique de Louvain, Belgium

In science and in all other domains that require communication across borders, we need one lingua franca, and this lingua franca will be English. The adoption of the native language of some as everyone's lingua franca unavoidably raises a problem of justice in various senses. One of these is cooperative justice, the fair distribution of the cost of producing a public good. This article proposes a criterion of fair burden sharing - proportionality of cost to benefit - and explores its policy implications. Does this criterion require a linguistic tax on the native speakers of the lingua franca in order to subsidize the learning of it by all others? If so, how high should the subsidy be, and should it be pitched at the same per capita level for all learning communities? If not, is there an alternative way of implementing a fair compensation for the free riding of lingua franca natives on everyone else’s learning?

Among the article's conclusions are that fair subsidies would need to be directed disproportionately to the Chinese - even abstracting from possible differences in the difficulty of learning English - and that more hopes should be focused on the compensatory poaching of the web than on anything resembling a linguistic tax.

Assessing efficiency and fairness in multilingual communication: Towards a general analytical framework

Michele Gazzola and François Grin; Universite de Geneve, Switzerland

The comparison between various language policies that aim to manage multi­lingual communication ought to rely on some robust methodology far evalua­tion. This paper discusses the possibility to found such a methodology on the well-established concepts of efficiency and fairness. Assessing efficiency implies comparing how resources are allocated under alternative policy options (or sce­narios) in order to identify the policy promising the best overall allocation. As­sessing fairness calls for the evaluation of the distributive effects of each scenario on the linguistic groups involved in communication - that is, ascertaining who benefits and who loses (and how much) under alternative policy options.
This paper provides the background for developing indicators of effective and fair communication, which synthesise some desirable characteristics of communication processes. They enable us to compare different ways of handling communication in multilingual settings. In order to assess effectiveness and efficiency, we work with three (not mutually exclusive) definitions of communication, namely, informatory, cooperative and strategic communication. These definitions reflect the different (main) communicational intents of the actors. In order to assess fairness, we establish a distinction between communication in terms of access, process and outcome.

Shift in language policy in Malaysia: Unravelling reasons for change, conflict and compromise in mother-tongue education

Saran Kaur Gill; Universiti Kebangsaan, Malaysia

Malaysia experienced a major shift in language policy in 2003 for the subjects of science and maths. This meant a change in the language of education for both national and national-type schools. For national schools, this resulted in a shift from Bahasa Malaysia, the national language to English. Parallel with this, to ensure homogeneity of impact of change, the State persuaded the national-type schools, which have been utilizing the language of community, Mandarin and Tamil respectively, as medium of instruction since independence in 1957, to shift to English for the teaching of science and maths.
This paper aims to unravel the socio-political reasons underlying the shift with a focus on the Chinese community's responses to the change. This will be carried out by examining the discourses of the debate contested by members of the Chinese community, juxtaposed against the reasons for the change, set forth by the State, as articulated by the former Prime Minister of Malaysia, Mahathir Mohamad. This multi-pronged approach will be used to unravel the underlying ideologies for the change and the reluctant compromise that was reached by the Chinese community.

Global scientific communication: Open questions and policy suggestions

Ulrich Ammon; Universität Duisburg-Essen, Germany

This volume is about the role of different languages in science and scientific commu­nication, with the focus on the status and function of entire languages like English, Chinese, Russian, etc. and not on structural details of these languages - following the distinction between status and corpus in language planning. However, the latter i.e.corpus issues (language structure, vocabulary, and rules of pragmatics and discourse), on which the study of languages for special purposes would focus, cannot be entirely ignored as questions of modernization and of terminological and pragmatic adequacy of languages for scientific communication arise in this volume, but have not been dealt with in any detail.

Themes in SLA Research, Edited by Kathleen Bardovi-Harlig and Zoltán Dörnyei, Amsterdam/Philadelphia 2006

Article Summaries

Input, Interaction and Output: An Overview

Susan M. Gass and Alison Mackey

This paper presents an overview of what has come to be known as the Interaction Hypothesis, the basic tenet of which is that through input and interaction with interlocutors, language learners have opportunities to notice differences between their own formulations of the target language and the language of their conversational partners. They also receive feedback which both modifies the linguistic input they receive and pushes them to modify their output during conversation. This paper focuses on the major constructs of this approach to SLA, namely, input, interaction, feedback and output, and discusses recent literature that addresses these issues.

Researching the Effects of Form-Focussed Instruction on L2 Acquisition

Rod Ellis, University of Auckland

This article examines a variety of options for conducting investigations of the effects of interventionist form-focused instruction (FFI). Constructs related to three key areas of form-focussed instruction are presented; (1) the type of instruction, (2) the target of the instruction, and (3) the definition and measurement of ‘language acquisition’. The constructs are illustrated by drawing on a representative set of FFI studies. The overall aim is to draw a conceptual map that can inform meta-analytical surveys of existing studies and the conceptualisation of new studies.

Individual differences in second language acquisition

Zoltán Dörnyei, University of Nottingham

Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as individual difference (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research.

Interlanguage Development: Main Routes and Individual Paths

Kathleen Bardovi-Harlig, Indiana University

The study of language development in second language acquisition naturally leads to information about linguistic processes of second language acquisition, but it also sheds light on learners’ individual differences. This article examines the acquisition of the future in L2 English and explores how learners in a longitudinal study respond to input, instruction, and the general task of learning a second language through the lens of their grammatical development.

Beyond Repair: Conversation Analysis as an Approach to SLA

Gabriele Kasper, University of Hawaii

As one of several approaches to SLA as social practice, Conversation Analysis (CA) has the capacity to examine in detail how opportunities for L2 learning arise in different interactional activities. Its particular strength, and one that distinguishes it from other social practice approaches, is its consistent focus on the orientations and relevancies that participants display to each other through their interactional conduct. CA thus affords a distinct perspective on L2 learning as object and process. It enables researchers to reconsider such established SLA topics as fluency, correction, or the benefits of tasks for L2 learning, but also offers an acquisitional perspective on interactional conduct whose potential for L2 learning has been largely unexplored.

Cognitive Perspectives on SLA: The Associative-Cognitive CREED

Nick C. Ellis, University of Michigan

This paper outlines current cognitive perspectives on second language acquisition (SLA). The Associative-Cognitive CREED holds that SLA is governed by the same principles of associative and cognitive learning that underpin the rest of human knowledge. The major principles of the framework are that SLA is Construction-based, Rational, Exemplar-driven, Emergent, and Dialectic. Language learning involves the acquisition of constructions that map linguistic form and function. Competence and performance both emerge from the dynamic system that is the frequency-tuned conspiracy of memorized exemplars of use of these constructions, with competence being the integrated sum of prior usage and performance being its dynamic contextualized activation. The system is rational in that it optimally reflects prior first language (L1) usage. The L1 tunes the ways in which learners attend to language. Learned-attention transfers to L2 and it is this L1 entrenchment that limits the endstate of usage-based SLA. But these limitations can be overcome by recruiting learner consciousness, putting them into a dialectic tension between the conflicting forces of their current stable states of interlanguage and the evidence of explicit form-focused feedback, either linguistic, pragmatic, or metalinguistic, that allows socially scaffolded development. The paper directs the reader to recent review articles in these key areas and weighs the implications of this framework.

World Applied Linguistics, Edited by Susan M. Gass and Sinfree Makoni, Amsterdam/Philadelphia 2004

Article Summaries

Reflexions sur 1'histoire de 1'AILA

Albert Valdman, Indiana University

Albert Valdman traces the history of AILA through his memories of its origins in the early 1960s in France to its place today as the umbrella organization of over 30 national associations from all over the world. He begins with a discussion of AILA’s early days- centered in Western Europe and focused on language learning - and follows its expansion in North America and the rest of the world and to other domains of applied linguistics. Along the way, he cites significant meetings, resulting publications, research groups, the question of language use within the organization and many linguists who have contributed to the evolution of AILA.

Some current trends in applied linguistics: Towards a generic view

Martin Bygate, Lancaster University

This paper argues that the most significant trend in applied linguistics is the emergence of the field as a generic discipline, involving several subareas, all characterised by the aim of developing theoretical and empirical studies of language as a key element in real world problems. Various subsidiary trends are apparent including numerous methodological and theoretical developments. The paper argues that so far these trends respond only inconsistently to two major challenges in the relationship between the academy and the lay community: (1) identifying and studying issues held to be problems by those outside the academy; and (2) clarifying the nature of the contributions of research to those real world problems. Three themes are considered: the relationship between surface data and theory development; the problem of the specific and the general; and the importance of problematicity. The paper concludes that applied linguistics needs to be accountable to two communities, the academy and the lay communities it aims to work with.

Applied Linguistics: Brazilian perspectives

Marilda C. Cavalcanti, State University of Campinas

The aim of this paper is to present perspectives in Applied Linguistics (AL) against the background of a historical overview of the field in Brazil. I take the stance of looking at AL as a field of knowledge and as a professional area of research. This point of view directs my reflections towards research-based Applied Linguistics carried out from within in places where it is continuously' developed, that is, in universities. Having done this, I locate the Brazilian experience within Latin America.

Australia and New Zealand applied linguistics (ANZAL): Taking stock

Robert C. Kleinsasser, University of Queensland

This paper reviews some emerging trends in applied linguistics in both Australia and New Zealand. It sketches the current scene of (selected) postgraduate applied linguistics programs in higher education and considers how various university programs define applied linguistics through the classes (titles) they have postgraduate students complete to be awarded a degree. Evidence of program requirements and topics reveal not only what applied linguistics generally entails, but offers insights into how applied linguistics is defined and practiced. Additionally, some of the salient research topics (titles) being published in the journals from the two countries' applied linguistics associations are sketched.

Applied linguistics in Europe

Kees de Bot, University of Groningen

In this contribution developments in Applied Linguistics in Europe are linked to major social changes that have taken place over the last decades. These include: The decline of the USSR and the end of the cold war; The development of the EEC and the EU and fading of borders; The economic growth of Western Europe; Labor migration from the south to the north of Europe; The emergence of regionalism. All of these developments have shaped the role of languages in society and they have sparked research on linguistic aspects related to the languages in contact due to these developments.

Applied Linguistics in Asia: Pathways, Patterns and Predictions

Anne Pakir, National University of Singapore

This paper examines language trends in 21st century Asia and reports on the development of Applied Linguistics (AL) in the region. It has a dual focus: the first analyses the unique preoccupations of Asian and Asia-based applied linguists that have given rise to present research directions and preferences. These, however, seem to be not much recognized in the currently BANA dominated field. A second focal point considers the larger concerns and issues that might lead to future and different directions in AL scholarship once `proper applied linguistics' - currently originating in the West and dominating research directions - reorients and realigns itself to include these Asian research and findings. It can be predicted that with this realignment, AL will grow as a field of inquiry in leaps and bounds along with the imminent rise of Asia by the middle of the twenty first century.

Western perspectives in applied linguistics in Africa

Sinfree Makoni and Ulrike Meinhof, Pennsylvania State University / University of Southampton

The aim of this article is to analyze the nature of the historical and contemporary social contexts within which applied linguistics in Africa emerged, and is currently practiced. The article examines the challenges `local' applied Linguistics in Africa is confronted with as it tries to amplify applied linguistic programs emanating from Europe and North America. The article argues that seemingly progressive applied linguistic projects interconnect in consolidating a western view of Africa in postcolonial Africa. In this way these projects end up mirroring the very theories which they seek to challenge.

Perspectives in applied linguistics: A North American view

William Grabe, Northern Arizona University

This overview focuses on the work of Applied Linguistics in North America with an emphasis on publications in the past 6 years. Follow a brief interpretive section on the nature and status of Applied Linguistics, the article reviews a number of major areas of research in Applied Linguistics. These areas include second language acquisition (and its various sub-domains), L2 reading and writing research, language learning and teaching, language and culture, corpus linguistics, critical perspectives, language assessment, language policy and planning, language uses in professional contexts, and technology in Applied Linguistics. The overview closes with comments on seven possible areas for growth in Applied Linguistics in addition to the mainstream fields noted above.

>> 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

 

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