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The Universitat Oberta de Catalunya is looking for course instructors for the English courses to be run by the Centre for Modern Languages during the academic year 2019/2020. You can see the job offer published for this position from this link:
http://www.uoc.edu/opencms_colaboradors/opencms/EN/treballa/colaboradors_escola/ofertes_vigents.html
Although the offer states that the language of instruction is Spanish, it is in fact English.
Interested candidates should visit the "Join our team" section of the www.uoc.edu website, where you can find the terms and conditions for working with us:
To take part in the selection process, you need to register as a candidate in the "Join our team" section. Once registered, you can apply from the candidate area.
http://www.uoc.edu/opencms_colaboradors/opencms/EN/treballa/index.html
The deadline for applying is 2 May 2019.
We would be grateful if you could pass on this job offer to anyone you think might be interested and/or post it to the corresponding job bank at your institution.
We invite the submission of original and unpublished papers (up to 6,000 words) and book reviews for TEANGA, the Journal of the Irish Association for Applied Linguistics Volume 29.
The peer-reviewed journal TEANGA (the Irish word for 'language') was first published by IRAAL in 1979. Since 2016, it has been published as a bilingual, open-access, online academic journal, commencing with Volume 24 and is indexed in Scopus. The current editors are Jennifer Bruen, Lucía Pintado Gutiérrez, Siobhán ní Laoire and Inmaculada Gómez Soler.
The deadline for submissions is February 28, 2022. For more information go to https://journal.iraal.ie/index.php/teanga/announcement/view/35
November 27, 2020
Online
http://www.iraal.ie/events
Following the postponement of our IRAAL Annual Conference 2020 at UCD, we are delighted to announce the new #IRAAL2020 Event that will take place via Zoom from 16:00 to 18:00 on Friday, 27 November 2020.
Programme:
16.00. Welcome by Susanna Nocchi, President of IRAAL 16.10. Plenary session: “Twenty-five years of language policies in Ireland and Europe: taking stock and looking forward”, Anna Ní Ghallachair (Maynooth University). See information below. 17.00. Announcement of the IRAAL Postgraduate Award 2020 winners 17.10. Launch of Teanga 27, the journal of the Irish Association for Applied Linguistics: Úna Bhreathnach, Colin Flynn and Stephen Lucek 17.20. Break 17.30. AGM
18.10. End
Attendance is free. Click on this link to register. The link to the Zoom meeting will be sent two days before the event.
Plenary session:
Twenty-five years of language policies in Ireland and Europe: taking stock and looking forward
This presentation will examine language education policies developed over the past quarter of a century involving both Irish and foreign language learning and teaching. It will consider how these policies have affected levels of language competence in Ireland today and offer some thoughts on potential future developments.
Anna Ní Ghallachair took a BA in French and German at NUI Galway, and postgraduate degrees at the University of Brest and the University of Rennes. She studied and taught English at the universities of Bordeaux, Brest and Rennes for six years and also taught Irish at Brest. Having taught Irish, French and German at Letterkenny Institute of Technology for ten years, she was appointed Director of the Language Centre at Maynooth University where she remained for 22 years until it was closed in 2016. She was then appointed Director of the newly formed Centre for Irish Language Research, Teaching andTesting and Head of the School of Celtic Studies at Maynooth.
Her research focuses on multilingualism, the teaching and learning of Irish, language policy, and Franco-Breton literature. She was a member of Coimisiún na Gaeltachta (2000-2002), the language policy working group in the Department of Education and Skills (2008-9), President of IRAAL (2004-2007), Chairperson of Comhairle Raidió na Gaeltachta (2010-2013) and of Údarás na Gaeltachta (2012-2017). She was re-appointed Chairperson of an tÚdarás in January 2018 for a period of five years. She has been a member of other committees in both Ireland and abroad whose focus is the teaching and promotion of languages. Currently, she is a member of the Board of Trustees of the Association of Language Testers in Europe (ALTE) and of the Study of Languages, Literature, Culture and Communication Committee at the Royal Irish Academy.
TIRF – The International Research Foundation for English Language Education – is pleased to announce its 2020 Doctoral Dissertation Grants (DDG) competition. Grants of up to US $5,000 will be made to successful applicants investigating a range of topics in English language education. The application deadline is Wednesday, May 27.
There are two types of grants offered through TIRF’s DDG program. Information about the two types of grants, as well as eligibility concerns, resource videos, answers to frequently asked questions, and much more can be found at: https://www.tirfonline.org/grants-prizes/doctoral-dissertation-grants/
TIRF and its Trustees are grateful to be working in partnership with Cambridge Assessment English and the British Council, as well as individual donors, in support of the 2020 DDG competition.
Please write to if you have any questions about this announcement, or visit the link above. Many thanks in advance!
Deadline extension and updates due to the COVID-19 crisis
I am writing to share news of a deadline extension for TIRF’s 2020 DDG competition. The revised deadline is Wednesday, May 27th. Please share this message with your colleagues and via any listservs you may manage.
In addition to the revised deadline, we understand that the COVID-19 crisis has resulted in delays for some DDG applicants relative to the process of obtaining IRB/Ethics approval. If an individual’s DDG application is complete except for IRB approval, s/he should submit her/his proposal by the deadline and include a cover page letting TIRF know when s/he expects to receive approval. TIRF will do its best to work with applicants.
Languages – Communication – The Public Domain
September 11-14, 2018
University of Duisburg-Essen, Campus Essen, Germany
Celebrating the 50th anniversary of the German Association for Applied Linguistics (Gesellschaft für Angewandte Linguistik – GAL), GAL hosts an International Congress to showcase the breadth and complexity of AL as an applied science which aims to present a balance of scientific theory and societal practice. The theme of the congress is “Languages – Communication – The Public Domain”.
GAL welcomes abstracts for papers in ten symposia and a poster session. The deadline for paper abstracts is April 1, 2018.
Please visit https://www.gal-2018.de/call-for-papers.html for further information.
Ethics and specialised domains: the place, functions and forms of ethical considerations in specialised varieties of English
March 21-23, 2019
Université Panthéon-Assas, Paris 2, France
Call for Papers
Specialised varieties of English have already been approached by researchers from a number of angles, but it seems that ethical considerations, and their place, functions and forms in the discourse of specialised communities have been under-investigated. Yet, a great many members of disciplinary or professional milieus ask themselves ethical questions about the organisation they work for, their responsibilities, their positioning or their relationships with society at large: whatever they do, they must be able to account for their decisions (Rawls 1987). Examples of such preoccupations are quite common today in such fields as legal ethics and the codes of conduct of the legal professions, ethical finance, business ethics, management ethics with the emergence of Chief Ethics Officers in the corporate world, in addition to journalistic, political and environmental ethics — not to mention medical ethics, bioethics, and ethics in science and the new technologies; as a result, ethics and deontology are often associated.
It is true that the current use of the word ‘ethics’ tends to stray from its original meaning, which may be regretted: it increasingly refers to professional or applied ethics (Badiou 1993). Nowadays the distinction between Aristotle’s ethics, with its teleological dimension (telos), and Kant’s moral theory, with its focus on duty (deon), has been blurred; still, some people do feel the need to distinguish between ethics — pertaining to individual rules that have been self-imposed after much questioning and meditating on what “a Good Life” really means — and morals, which are imposed from the outside and can be defined as the obligation to respect norms, heed constraints and play by the rules (Ricœur 1999). The mere idea that ‘morals’ might have a negative connotation linked with the notions of ‘requirement’ and ‘duty’ no doubt accounts for today’s preference for the term ‘ethics’: hence the confusion between individual, disciplinary, and professional ethics.
Specialised discourse can yield a wealth of information for researchers since its analysis requires taking into consideration the communities that produce it, their own specific constraints and communicative purpose, in addition to the cultural, social, historical contexts in which discourse is produced. This conference will be an opportunity for researchers interested in discourse analysis to draw on specialised corpora in order to identify the linguistic or syntactic forms underpinning ethical considerations, or the preferred rhetorical tools used for conveying the appropriate message and reaching the desired goals. Linguists will be able to seek specific markers likely to determine whether the current interest for what is ‘ethically correct’ runs parallel with ‘politically correct’ concerns or even ‘greenwashing’ practices. Some claims about ethics may well be superficial. If so, what linguistic devices are used to support such deceptive attitudes, and how can they be detected in the discourse of specialised milieus? Special attention can also be paid to genre analysis: codes of conduct, charters and other documents meant to assert values, or define norms and rules will surely be of interest, and their specificity can be highlighted. For those interested in metaphors, the question of the potential impact of these tropes can be raised, in so far as the worldview they convey can influence the reader or targeted public. The choice of a metaphor is never innocent, in that it can guide people’s reactions and attitudes. As Christian Walter (2012) — when commenting on mathematical models in finance — insists, any metaphorical choice is potentially an ethical one.
The theme of the conference will also enable specialists of terminology to study the conceptual fuzziness of the term ‘ethics’ in specialised contexts, paying special attention to neighbouring concepts such as value, virtue, norm, morals, code, etc. in a given specialised field or sub-field, either on the synchronic or the diachronic axis. Studying conceptual networks, possible shifts in meaning, or neology-in-the-making, may also help researchers apprehend specialised milieus’ efforts to meet the requirements of society as far as ethics is concerned.
For translators of specialised discourse, the issue of ethics may be approached from a different angle, that of the consequences of the choices they make when translating a text, when trying to convey the original message without betraying its author’s intention, or failing to meet the requirements of their client. They may also reflect upon the amount of freedom translators can afford: how to combine such freedom with the duty to make sure that the targeted public has all the necessary tools and information to understand the message the original author meant to convey? Researchers interested in the didactics of specialised varieties of English (SVEs)—and in sensitising would-be teachers and researchers to the specific culture of the relevant domains — are invited to choose among a number of questions pertaining to their strand of research with respect to the theme of the conference (RPPLSP/Cahiers de l’APLIUT 2013). For example, they may wonder about the legitimacy and efficiency of their teaching methodology, or explore the relationships between ethics, epistemology and pragmatics, from the perspective of either action or reflection (Le Moigne 2005). The theme can also be approached from the perspective of the ethical competency with which teachers should endow their students in the various branches of activities for which the latter have chosen to prepare. Another question worth investigating is the ethical problem raised when conducting action-research projects in terms of the researcher’s positioning: failure to take the right distance from one’s results might invalidate one’s research, not to mention situations when the research includes other researchers’ data (Macaire 2007). Whatever the domain or the approach, researchers in specialised varieties of English will find food for thought in the unifying theme of this conference, reflecting on the place, functions and forms of ethical considerations in specialised discourse, cultures, and communities. It is to be hoped that the various suggestions mentioned here, to which many more may be added, will attract the interest of many researchers, inspire a rich array of approaches, and feed enriching debates.
Submission Guidelines
Paper proposals should be sent via the EasyChair website (another email will be sent when the link is available) before November 15 2018 and should include a title, a 300-word abstract and the names, affiliation and contact details of the speaker(s).
References
Aristote. Éthique à Nicomaque. Trad. J. Tricot. Paris : Vrin, 1994. Badiou, Alain. L’éthique. Essai sur la conscience du Mal. Paris : Hatier, 1993. Kant, Emmanuel. Fondements de la métaphysique des mœurs. Trad. V. Delbos. Paris : Delagrave. 1985 [1976]. Le Moigne, Jean-Louis. « Les enjeux éthiques de la didactique des langues et des cultures n'appellent-ils pas un "nouveau discours sur la méthode des études de notre temps" ? », Études de linguistique appliquée (Ela), n° 140, 421-433, 2005/4. Macaire, Dominique. « Didactique des langues et recherche-action. Recherches en Didactique des Langues et Cultures », Les Cahiers de l’ACEDLE, 2007/4, 93-119. Rawls, John. Théorie de la justice. Trad. C. Audard, Paris : Le Seuil, 1987 [1971]. Ricœur, Paul. « Éthique et Morale ». Lectures tome 1, Autour du Politique, Paris : Le Seuil, 1999. RPPLSP/Cahiers de l’APLIUT, numéro spécial « Quelle place pour l’éthique dans l’enseignement des langues de spécialité ? » n° 32 (2) 2013.
Walter, Christian. « Éthique et finance : le tournant performatif», Transversalités n° 124, 29-42, 2012.
In January 2018, the AILA Research Networks committee unanimously approved 27 applications for acceptance. Research Networks (ReN) convenors have been invited to share information regarding their ReN with the larger Applied Linguistics community via the next AILA Matters section of the International Journal of Applied Linguistics, and via the AILA website, where the list of ReNs is published.
in featured stories / Research
The American Association for Applied Linguistics (AAAL) 2023 conference was held in Portland, Oregon, this year. To kick things off, we had the two pre-conference workshops, (Un)Doing Applied Linguistics through Southern Epistemologies: Affordances and Challenges and Researching L2 Pragmatics Across Contexts, that were well attended. From Saturday (March 18th ) through Tuesday (March 22nd), our 1907 registered attendees – a record number for an in-person AAAL conference – were treated to: 6 plenaries, 10 invited colloquia, 36 special sessions, as well as 708 paper, 171 roundtable, and 129 poster presentations. The vibrant program lineup also comprised 27 two-hour colloquia and 27 one-hour colloquia. All presentations were spread across 25 strands with two new strands – Language and the Law and Language, Gender, and Sexuality – being added this year. Overall, responses to the conference were enthusiastic, with many attendees expressing their appreciation to the MSU conference planning team either in person or through social media, which exploded with positive sentiments. Many attendees were excited to reconnect with colleagues and friends after a four-year conference hiatus due to the COVID pandemic. And our applied linguistics community is looking forward to AAAL 2024 that will take place in Houston, Texas.
Submitted by:
Peter I. De Costa AAAL 2023 Conference Chair
President Elect, AAAL
Call for the CCERBAL 2023 Conference.
BILINGUALISM AND MULTILINGUALISM: TRANSVERSAL COMPETENCES, MOBILITY, AND WELL-BEING
Submissions open: July 1, 2022
Submissions close: November 1, 2022
Conference dates: May 4-6, 2023
Please see attached documents or the website below for complete details.
https://ccerbal2023.sciencesconf.org/?forward-action=index&forward-controller=index&lang=en
We wish you a great summer and we hope to see you at CCERBAL 2023 next year!
The CCERBAL 2023 Team
CCERBAL 2023 Conference
Bilingualism and Multilingualism:
Transversal Competences, Mobility, and Well-Being
May 4-6, 2023
CONFERENCE FORMAT: Options to participate both in person and online will be available
PLENARY SPEAKERS:
Sunny Man Chu Lau (Bishop's University)
Peter MacIntyre (Cape Breton University)
Caroline Payant (Université du Québec à Montréal)
Meike Wernicke (University of British Columbia)
CONFERENCE CHAIRS:
Nikolay Slavkov (University of Ottawa), Pierre-Luc Paquet (University of Texas at Tyler), Nina Woll (Université du Québec à Trois-Rivières)
CALL
The focus of the CCERBAL 2023 Conference will be on conceptual, empirical, and practice-based contributions on language pedagogy, technology, assessment, language policy, family language policy, and beyond. This call welcomes a wide variety of interdisciplinary submissions which may (but are not required to) address the following three overlapping themes: transversal competences, mobility, and well-being.
Transversal competences have recently come to the forefront in education and in society more generally. Their definition can be elusive, and they are variably known as soft skills, 21st century skills, core competencies, transferable skills, etc. (cf. Council of Europe ECML, 2021). Some examples of transversal competences proposed by UNESCO (2015) include global citizenship, inter- and intra-personal skills, critical and innovative thinking, as well as physical and psychological health. Transversal competences are inextricably related to language teaching and learning; they also apply to family and societal bi/multilingualism in a globalized world and thus have overarching social significance.
Mobility is another defining characteristic of 21st century society. Global flows and exchanges of ideas, internationalized education, personal travel, transnational families, economic migration, as well as fleeing wars and persecution are types of mobility that raise new and important questions. In addition, digital technology has offered yet another type of mobility in parallel to physical mobility. Such new developments require renewed impetus for innovative pedagogies and policies, in many of the following contexts: language teaching and learning; bi/multilingual use in academic, cultural, business, and daily life exchanges; supporting global diversity and inclusion; empowering plurilingual migrant populations in school classrooms to become confident and competent users of a host country’s language while also creating the necessary conditions for preserving their original languages and identities; and many others.
Human well-being is tightly connected to the above themes. Recent work on language teacher well-being has raised questions about how to ensure teachers are well-supported, validated, retained in the profession, encouraged to innovate, and engage learners; learner well-being is a key issue in a context of multilingual and multicultural classrooms with various unique learner needs and objectives. Supporting the development of bilingual and multilingual children at the family level and building bridges to schooling and other formal educational contexts also form part of what is known as harmonious bi/multilingualism (De Houwer, 2020) and general well-being. Finally, an overall focus on general well-being for all stakeholders has become increasingly important during the COVID-19 pandemic and the eagerly anticipated post-pandemic recovery.
NON-EXHAUSTIVE LIST OF TOPICS:
- Language teaching, learning, and assessment
- Language, technology, gamification, digital citizenship, virtual mobility, artificial intelligence
- Language policy and family language policy
- Languages of schooling, immersion studies, bi-/multilingual education, language intensive programs
- Links between home languages and school languages
- Flexible, experiential, community-based, and informal language learning
- Indigenized curriculum development and delivery
- Value-based curricula, democracy, and peace building
- Inclusion, social justice, and equity
- Language, mobility, and migration
- Linguistic security/insecurity
- Linguistic risk-taking
- Mediation, language development across the lifespan
- Nurturing the next generation of researchers and teachers
- Academic literacies, multiliteracies, and multimodality
- Third spaces and dialogue between spaces
- Plurilingualism, multilingualism, translanguaging
- Official languages, Heritage languages, Modern languages, Indigenous languages, Sign languages, Minority languages, ‘Big’ languages vs. ‘Small’ languages, Languages other than English (LOTE)
- Canadian Language Benchmarks
- CEFR and its companion volume
- Psychology of language learning, emotions, positive psychology
FORMAT OF SUBMISSIONS: oral presentations, posters, round tables, thematic symposia, and workshops. Options to participate both in person and online will be available.
IMPORTANT DATES: Submissions open: July 1, 2022 Submissions close: November 1, 2022 Acceptance notifications and registration: early 2023
Conference dates: May 4-6, 2023
VENUE: Canadian Centre for Studies and Research on Bilingualism and Language Planning (CCERBAL), Official Languages and Bilingualism Institute (OLBI), University of Ottawa.
FEATURED EVENTS: Plenary sessions, round tables and thematic symposia, professional development workshops; social activities (in person and online), and much more.
For more information, please contact us at the following address: .
CONFERENCE WEBSITE: https://ccerbal2023.sciencesconf.org/?forward-action=index&forward-controller=index&lang=en
Journal website
Further information
From Volume 16 onwards, AILA Review has been published by John Benjamins.
Free access for AILA members by clicking here.
Experiencing authentication issues? Please try disabling Adguard/Adblock extensions or use your browser's incognito mode. Volumes 1 to 15, published by AILA, have been digitized and made available below as a 60th anniversary initiative.
AILA Review - Volume 37, Issue 1 (2024) Multilingualism and Mobility in the Twenty-First Century: New Trajectories and Possibilities in Migration Linguistics
Editors: Ariane Macalinga Borlongan & Lisa Lim
AILA Review - Volume 36, Issue 2 (2023)
AILA Review - Volume 36, Issue 1 (2023)
AILA Review - Volume 35, Issue 2 (2022) (In)equity Issues in CLIL
Editors: Ana Llinares & Russell Cross
AILA Review - Volume 35, Issue 1 (2022) Multilingual education or How to learn to teach multilingual learning
Editors: Eva Vetter & Nikolay Slavkov
AILA Review - Volume 34, Issue 2 (2021)
AILA Review - Volume 34, Issue 1 (2021) Developing shared languages: The fundamentals of mutual learning and problem solving in transdisciplinary collaboration Editors: Marlies Whitehouse, Henrik Rahm & Séverine Wozniak
>> Research Debate
AILA Review - Volume 33 (2020) Linguistic Recycling: The process of quoting in increasingly mediatized settings Editors: Sinfree Makoni & Ulrike H. Meinhof
>> Research Debate
AILA Review - Volume 32 (2019) Policy and practice in early language learning
Editors: Janet Enever & Patricia Driscoll
AILA Review - Volume 31 (2018) Transdisciplinarity in Applied Linguistics Editors: Daniel Perrin & Claire Kramsch
>> Research Debate
AILA Review - Volume 30 (2017) Meaning Making in the Periphery
Editors: Luiz Paulo Moita-Lopes & Mike Baynham
AILA Review - Volume 29 (2016) Reflexivity in Late Modernity: Accounts from linguistic ethnographies of youth
Editor: Miguel Pérez-Milans
AILA Review - Volume 28 (2015) Theory in Applied Linguistics Research: Critical approaches to production, performance and participation
Editor: Theresa Lillis
AILA Review - Volume 27 (2014) Research methods and approaches in Applied Linguistics: Looking back and moving forward
Editor: Rosa M. Manchón
AILA Review - Volume 26 (2013) Applications in Applied Linguistics
Editor: Karlfried Knapp
AILA Review - Volume 25 (2012) Integrating Content and Language in Higher Education: Gaining Insights into English-Medium Instruction at European Universities
Editors: Ute Smit & Emma Dafouz
AILA Review - Volume 24 (2011) Applied Folk Linguistics
Editors: Antje Wilton & Martin Stegu
AILA Review - Volume 23 (2010) Applied Cognitive Linguistics in Second Language Learning and Teaching
Editors: Jeannette Littlemore & Constanze Juchem-Grundmann
AILA Review - Volume 22 (2009) Multilingual, Globalizing Asia: Implications for policy and education
Editors: Lisa Lim & Ee-Ling Low
AILA Review - Volume 21 (2008) Multilingualism and Minority Languages: Achievements and challenges in education
Editors: Jasone Cenoz & Durk Gorter
AILA Review - Volume 20 (2007) Linguistic inequality in scientific communication today: What can future applied linguistics do to mitigate disadvantages for non-anglophones?
Editors: Augusto Carli & Ulrich Ammon
AILA Review - Volume 19 (2006) Themes in SLA Research
Editors: Kathleen Bardovi-Harlig & Zoltán Dörnyei
AILA Review - Volume 18 (2005) Applied Linguistics in Latin America
Editor: Kanavillil Rajagopalan
AILA Review - Volume 17 (2004) World Applied Linguistics: A Celebration of AILA at 40
Editors: Susan M. Gass & Sinfree Makoni
AILA Review - Volume 16 (2003) Africa and Applied Linguistics
Editors: Sinfree Makoni & Ulrike H. Meinhof
AILA Review - Volume 15 (2001) Learner autonomy: new insights
Editor: Leni Dam
AILA Review - Volume 14 (2001) Applied linguistics for the 21st century
Editor: David Graddolf
AILA Review - Volume 13 (1999) English in a changning world · L'Anglais dans un monde changeant
Editors: David Graddol & Ulrike H. Meinhof
AILA Review - Volume 12 (1995) Applied Linguistics Across Disciplines
Editors: Anna Mauraanen & Kari Sajavaara
AILA Review - Volume 11 (1994) Consciousness in second language learning
Editors: Jan H. Hulstijn & Richard Schmidt
AILA Review - Volume 10 (1993) Case stucies in minority languages
Editor: Kees de Bot
AILA Review - Volume 9 (1992) Language teaching in the twenty-first century
Editor: Johann F. Matter
AILA Review - Volume 8 (1991) Reading in Two Languages
Editor: Jan H. Hulstijn & Johan F. Matter
AILA Review - Volume 7 (1990) Standardization in Language Testing
Editor: John H. A. L. De Jong
AILA Review - Volume 6 (1989) Vocabulary Acquisition
Editors: Paul Nation & Ron Carter
AILA Review - Volume 5 (1988) Classroom Research
Editor: Gabriele Kasper
AILA Review - Volume 4 (1987) Linguistics as Applied Linguistics
Editor: Wolfgang Kühlwein
AILA Review - Volume 3 (1986) Psycholinguistics
Editor: Tatiana Slama-Cazacu
AILA Review - Volume 2 (1985)
Editor: Albert Valdman
AILA Review - Volume 1 (1984)
Editor: Ranko Bugarski
June 9–13, 2020
Hammamet, Tunisia
https://www.iltaonline.com/page/LTRC2020
We are excited to invite you to participate in the 42nd annual Language Testing Research Colloquium (LTRC), which will be held in Hammamet, Tunisia from June 9 through 13, 2020. This is the first time that LTRC will take place in Africa and the Arab World since the first LTRC meeting in Boston in 1979.
As appropriate for a conference in a multilingual context, our conference theme is Assessment in Multilingual Contexts: Models, Practices, Policies & Challenges, and we are organizing several events around this theme. We welcome your proposals on this theme, as well as proposals on any topic related to language testing/assessment.
The conference will be held at the Medina Conference Center in Hammamet, Tunisia, just about 50 minutes from Tunis-Carthage International Airport. The conference center is located within the Medina Resorts and next to many restaurants, hotels, bazaars and the beach.
Stay informed with the latest conference news and connect with other attendees via Facebook and Twitter.
There are many reasons to visit Tunisia. Though small, Tunisia is well known for its exceptional archaeological sites (e.g., Carthage); Punic, Roman, Colonial and Islamic architecture; museums and mosaic collections; Berber villages; bustling medinas and souks; diverse landscape; lush oases, stunning beaches; great beach resorts; and the locations where many famous movies, such as Star Wars, The English Patient and Black Gold, were shot. Tunisia is also known for its cuisine which is an amalgam of traditional Berber cooking with influences from the many civilizations that ruled the country over the centuries: Phoenician, Roman, Arab, Turkish, and French. Many of Tunisia's best attractions are within easy reach of Hammamet, where LTRC2020 will take place.
You may also be interested in these other conferences just before and after LTRC in Tunisia:
EALTA: June 1-7, 2020, http://www.ealta.eu.org/
The 12th Annual Conference of the International Test Commission: July 14-17, 2020, Luxembourg, https://www.intestcom.org/page/26
AILA Congress: August 9-14, 2020, The Netherlands, https://www.aila2021.nl/
We look forward to welcoming you to Tunisia!
The LTRC2020 Organizing Committee
Contact - Organizing Committee:
Contact - ILTA General Questions:
This year marks the quarter-century of dedicated efforts to preserve linguistic diversity and promote the use of mother tongue languages in education.
To celebrate this milestone, UNESCO is launching a new report
Languages matter: Global guidance on multilingual education
which highlights the urgent need to include multilingualism in education systems so that children learn in a language they understand and speak fluently.
Today, 40 % of people globally lack access to education in the language they speak and understand fluently. In some low- and middle-income countries, this figure rises to 90%. More than a quarter of a billion learners are affected.
According to
UNESCO’s World Atlas of Languages
, there are 7,000 languages, spoken or signed, in use in the world today – and only 351 languages are used as the medium of instruction.
The new report was presented during a global event
Languages matter: Silver Jubilee Celebration of International Mother Language Day
, organized at UNESCO in Paris on 20 and 21 February 2025.
ELF14 2024 Conference
From Global Englishes to bot-English.
Language use in the era of AI.
Sept 11-14, 2024 | Prague, Czech Republic.
ELF researchers have had a successful series of thirteen international ELF conferences so far. On behalf of the ELF community, we would like to invite you to ELF14 2024, Prague, Czech Republic. ELF14. From Global Englishes to bot-English. Language change in the era of AI suggests we will — among other things — reflect on linguistic and cultural implications of AI’s fast progress for both theorizing, teaching, and learning languages, especially English as a global lingua franca. Apart from ‘traditional’ (applied-)linguistic disciplines, we would like to bring in novel interdisciplinary impulses from neuroscience to modern technologies, cultural & literary studies, philosophy, and business. We also welcome contributions from all ELF strands with a specific focus on transferring theory into teaching practice. Two years after meeting in Taiwan, we look forward to welcoming our thriving international ELF/Global Englishes/WEs communities in the heart of Europe, in September 2024.
Website: https://www.praguecityuniversity.cz/elf
Open scholarship (OS) combines various movements and practices aiming to make multilingual scientific knowledge openly available, accessible, and reusable for everyone, thus social impact and scientific collaborations through the sharing of information for the benefits of science and society. The term OS is used by the AILA ReN which proposed guidelines for OS in applied linguistics for its broad connotation and inclusiveness. Though OS comprises all scientific disciplines and aspects of scholarly practices, applied linguistics is yet to engage with OS in greater depth and in a more formalized manner to raise the awareness of OS and the many unresolved issues regarding scientific impact aligned with social impact, research quality and the diversity of research paradigms in applied linguistics. The document shared by the AILA OS ReN contains guidelines and corresponding practices that applied linguists may follow to encourage OS as well as examples of concrete open practices.
The document on open scholarship in applied linguistics is available at: https://openappliedlinguistics.org/ren-statement-on-os-in-al
August 25–29, 2021
Online
https://jacet.org/jacet60th/requirements/cfp/
JAAL-in-JACET represents Japan as an AILA affiliate. It became an AILA affiliate in 1984 and has been promoting applied linguistics in Japanese academia. JACET stands for the Japan Association of College English Teachers. As the name suggests, it is a major academic organization focusing primarily on English Language Teaching (ELT) at higher education. While ELT was the dominant area within applied linguistics in Japan, positioning an AILA affiliate within an ELT organization has prevented us from collaborating with academics specialized in languages other than English and/or in areas other than language teaching.
JACET is celebrating its 60th anniversary in August 2021. We will dedicate five days (Aug 25-29) to the JACET 60th Anniversary Commemorative Week including the 60th Commemorative International Conference. It will be held online and we have sent information to AILA and its affiliates in Asia and the Pacific. (Call for Papers is open until February 28th at https://jacet.org/jacet60th/requirements/cfp/) In the conference, there will be AILA East Asia Symposium as well as JAAL-in-JACET symposium.
If you look at our call for papers, you may notice what we have done to expand our horizon. For many years, we have invited academics in various disciplines to our international conferences to seek possible collaborations, however, we have asked general presenters to submit proposals on topics related to ELT. For the first time, JACET International Conference has removed ‘English’ and ‘Language Teaching’ from requirement of the topic. This move was motivated by the JAAL-in-JACET symposium on the future of applied linguistics at JACET 2019 in Nagoya in which the panelists (Daniel Perrin, Paul Kei Matsuda and Masaki Oda) recognized the translingual and transdisciplinary nature of applied linguistics and we, as an AILA affiliate, determined that this would be our direction for the future.
Masaki Oda, Ph.D. Tamagawa University
Vice President, JAAL-in-JACET
The Research Network on Media Linguistics is pleased to announce that the book project on postfoundational approaches to newsmaking (Benjamins) is nearing completion. Edited by Jana Declercq (Groningen), Geert Jacobs (Ghent), Felicitas MacGilchrist (Georg Eckert, Braunschweig) and Astrid Vandendaele (Ghent/Leiden), the volume brings together wide-ranging new research that showcases and reflects on forms of engagement, collaboration and participation characterising contemporary news practices. The key argument is that engagement, collaboration and participation are no longer key words for a vision, goal or emerging practice in journalism and elsewhere, but are now sedimented as the common-sense baseline for everyday newsmaking practices. The question is not ‘whether’ to engage with the news’ publics, but ‘how’ to engage with them. This argument unfolds across seven newsmaking contexts, from analytics-based online headline testing, free marketeers’ ontologically ambivalent attempts to engage publics, collaborative science journalism, the writing of journalistic texts, the craft of national and community journalists to journalists’ use of social media.
in featured stories / ReN: Media Linguistics / Research
Associazione Italiana di Linguistica Applicata
AItLA 2022
Congresso dell'Associazione Italiana di Linguistica Applicata, Napoli,
4-6 maggio 2022,
Università 'L'Orientale' & Federico II
website: https://aitla2022.wordpress.com/
Hot topics in research, such as literacy, tend to be addressed by fast-growing networks of globally connected researchers. Network participants bring in enthusiasm and commitment to their specific topic, which they address from various angles of traditional and new disciplines. Similar to AILA, these networks address linguistically and socially relevant issues, but often without the institutional stability and constant reach of AILA. Collaborating on global or regional levels with such networks, such as the European Literacy Network, benefits all parties involved. To join the workgroup please contact: Interweaving
in AILA Long-term Activities / featured stories / Research
2024 AILA-Europe
Junior Researchers’ Meeting in Applied Linguistics
on
New Trends in Language Teaching and Learning hosted by
GREEK APPLIED LINGUISTICS ASSOCIATION
11 October 2024, Thessaloniki, Greece
Call for Papers
The 2024 AILA-Europe Junior Researchers Meeting is hosted by the Greek Applied Linguistics Association (GALA). It will take place on 11 October 2024 in Thessaloniki, Greece and is integrated in ICAL17.
For more inforamtion, please browse to https://www.new.enl.auth.gr/gala-ical17/aila2024/