The Hamburg University is offering an international summer school on linguistic diversity. The summer school will be held online in cooperation with fudan Univeristy an MacQuarie University.
Linguistic (as well as cultural and social) diversity are basic characteristics of today's societies. Their causes include, among others, increasing migration, globalisation, new technical possibilities of communication, and interactions across traditional borders. Using three nations with significant migration – Australia, China and Germany - as examples, we will explore how increasing diversity affects education and social participation, and what policies and discourses have been developed in response to linguistic diversity. Despite their different socio-political traditions in dealing with migration, the challenges and responses to linguistic diversity in the three countries share many similarities. Central among these is that linguistic diversity continues to be a central factor in social exclusion in the three countries.
All Summer School programs include our supplementary program, focusing on German culture and history.
APPLIED LINGUISTICS - TRANSFORMATIVE TRENDS IN THE ASIA-PACIFIC REGION
In order to connect domestic and international researchers, practitioners, and PhD students to share their research and teaching experiences in the transformational trend of applied linguistics, Hanoi University has cooperated with the Applied Linguistics Association of Australia (ALAA) to organise the first International Conference "Applied linguistics - transformative trends in the Asia-Pacific region - APCAL HANU", which is held from 28-30 November 2023 at Hanoi University, Hanoi, Vietnam.
The aim of the conference is to: (1) to celebrate the 50th anniversary of diplomatic relations between Australia and Vietnam; (2) to suggest future visions for and aspirations of applied linguistics in Asia-Pacific contexts, and (3) to foster closer friendships and networks among researchers and practitioners whose work involve applied linguistics relevant to Asia-Pacific contexts or students. The conference invites researchers, practitioners, and PhD students to bring the present functionalities, introspections, current trends, and anticipate future vision of applied linguistics in the Asia-Pacific region.
Chair: Associate Professor Van-Trao, Nguyen (President of Hanoi University, Hanoi, Vietnam) Co-chair: Professor Elke Stracke (University of Canberra, Australia) - President of ALAA
Prestigious key-note speakers
Professor Elke Stracke (University of Canberra, Australia) - President of ALAA
Associate Professor Noriko Iwashita (University of Queensland, Australia) - Vice President of ALAA
Dr. Paul Moore (University of Queensland, Australia)
Associate Professor Le Van Canh (National University of Vietnam, Hanoi, Vietnam)
The conference provides an affable platform to engage in constructive discussions on a wide range of applied linguistic topics, but not limited to: linguistics, language and technology, language assessment, English as a Medium of Instruction, translation and Interpreting, English Language Education (teaching methods, curriculum development, language acquisition, teacher professional development, etc.), Culture-Literature in foreign language teaching.
For more information about 2023 APCAL HANU please visit: https://apcal.hanu.edu.vn
We thank you for your interest in our conference and welcome you to submit your paper and join us at Hanoi University (Km 9, Nguyen Trai Road, Nam Tu Liem District, Hanoi, Vietnam) from 28-30 November 2023.
The 17th International Conference of the Association for Language Awareness will take place in 2024 as the 30th Anniversary Congress from 7 July to 10 July 2024 at Karlsruhe University of Education, Germany (#alaconference2024).
Website: https://en.ph-karlsruhe.de/ala-2024
Overview
Due to the inherent multilingual and multicultural nature of many classrooms around the world in very often monolingual and monocultural settings and contexts, the role of which language to use, to teach and to learn has re-gained new and important relevance. This issue is directly related to the issue of power and ideology. It is therefore time to have a closer look at the intricate interplay of factors contributing to the relationship of language, education, and power and to discuss these issues in depth.
The UNESCO Institute for Lifelong Learning, in collaboration with the Commonwealth of Learning, is launching a second online course on family and intergenerational literacy and learning (FILL). It is a self-directed, self-paced online course on training facilitators of FILL programmes.
It is designed for education professionals working in the area of early childhood care and education, school education and adult education. Facilitators of literacy and education programmes for adults and children are strongly encouraged to enrol. Through this course, participants will:
have a better understanding of adult and child learning theories;
identify different activities and materials for family reading, writing, numeracy and other learning areas;
recognize diverse linguistic and cultural contexts of families and capitalize on the existing learning practices;
identify different opportunities for further professional development.
A certificate will be available upon completion of the course, which comprises approximately 35 hours of learning.
The COVID-19 pandemic led to delays regarding the planned ReN activities, in particular with regard to the two research studies the ReN has conducted. However, there were also positive developments: Data analysis of the second study is being done collaboratively by several members of the ReN and in an innovative way which could not have been anticipated at the start of the ReN. The results will be presented at the AILA21 conference.
The second challenge refers to the lack of a joint platform/space for collating our findings and ReN activities, as ReN members use different methods, tools and modes of communication and collaboration.
Conference:
Joint presentation at the WorldCALL2018 conference and lively discussion with unexpected participation of further ReN members and the wider public.
Publications:
Karamifar, Banafsheh; Stickler, Ursula; Hampel, Regine; Germain-Rutherford, Aline; Hopkins, Joseph; Heiser, Sarah; Ernest, Pauline; Emke, Martina and Pellerin, Martine (2018). Perspectives and trajectories of the language teacher in the 21st century. In: Proceedings WorldCALL 2018 Concepción, 13-16 November, 2018 CALLing all the CALLers Worldwide (Barr, David; Banados, Emerita and Gimeno, Ana eds.), Universidad de Concepcion, Concepcion, Chile, pp. 51–54.
Karamifar, Banafsheh; Germain-Rutherford, Aline; Heiser, Sarah; Emke, Martina; Hopkins, Joseph; Ernest, Pauline; Stickler, Ursula and Hampel, Regine (2019). Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers. TESL Canada Journal, 36(3) pp. 55–81.
The focus of this research network is learner autonomy in foreign/second language learning and teaching. It includes a variety of sub-topics such as:
foreign/second language learning and teaching
learner development
learner identity and agency
self-access and advising
learning beyond the classroom
e-learning
teacher autonomy
The main purposes of this ReN are to serve as a network forum for researchers in the field across the globe, gather and disseminate information on research, and keep members abreast of events and publications.
Membership
We have been a ReN since 2005, and an AILA Scientific Commission before that since 1993. As of 31 October 2021 we have over 500 members from a vast number of countries in all continents. Please refer to the attached file for names and affiliations of those members.
Our last ReN symposia held on August 18th at the 2021 World Congress of Applied Linguistics organized by the University of Groningen in The Netherlands enabled us to meet new promising scholars who are doing exciting research in different parts of the worlds.
New members can join free of charge. They can simply email Vola Ambinintsoa Razafind at . The membership gives automatic access to our AUTO_L emailing list.
We have our own web site https://renautonomy.wordpress.com/, as well as a Facebook group: Learner Autonomy Research Network | Facebook, with 265 members. The website, the Facebook group and the AUTO_L mailing list are all avenues to facilitate communication amongst members. We engage members by sharing information, discussing research issues, and disseminating information on publications and events.
We support other learner autonomy related groups to publicize the events they organize. We are planning to extend this practice to local get-togethers, and international symposia and conferences.
At some meetings earlier this year we decided to widen the engagement of the members, by dispersing key responsibilities amongst them. This is expected to also enable collaboration opportunities.
We will publish a special issue featuring papers from our 2021 symposium at the AILA World Congress. This special issue will be published in June 2022, in the Studies in Self-Access Learning Journal (SiSAL).
We will resume the production and publication of an annual Newsletter.
A discussion forum around current research on learner autonomy and opportunity for collaboration is underway. It will be on Zoom and advertised through our website, FB site, and the ReNLA AUTO_L email list.
The AILA World Congress is the leading international event for researchers and practitioners in Applied Linguistics Held every three years, this five-day conference features high-level presentations, discussions, and networking opportunities covering the latest developments and key issues in the industry. With typically over 2,000 attendees, the AILA World Congress is the largest and most prestigious event of its kind, attracting leading scholars and experts from around the world.
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Organizers
Prof. Dr. Stefanie Frisch, University of Wuppertal/Germany ()
Prof. Dr. Karen Glaser, University of Leipzig/Germany ()
Dr. Constanze Dreßler, University of Wuppertal/Germany ()
Anne Schrader, University of Leipzig/Germany ()
Description
This triennial international conference provides an exchange platform for current empirical insights into the learning and teaching of additional languages to young learners with a special focus on instructed primary school contexts (age 5-12). The aim is to better understand the factors which contribute to effective and motivating early language teaching and to identify research gaps which need to be tackled in the future. With its clear empirical focus, the conference strives to advance evidence-based insights into early language learning and teaching in instructional contexts. While the conference language will be English, research on any target language and from any part of the globe is welcome.
Plenary speakers
We are delighted to welcome the following plenary speakers at the conference:
Prof. Dr. Annamaria Pinter (University of Warwick, UK)
Dr. Karen Roehr-Brackin (University of Essex, UK)
Prof. Dr. Yolanda Ruiz de Zarobe (University of the Basque Country, Spain)
Call for papers
The conference organizers would like to invite proposals for 25-minute presentations, followed by 15-minute discussions, that have a clear evidence-based focus. The submission deadline is November 15, 2024.
Criteria for acceptance:
Formal criteria:
Completeness: name of presenter(s), affiliation(s), presentation title, abstract: 300-400 words incl. references
Empirical structure: theoretical background, research questions/aims, research methods and (projected) findings
Content criteria:
relevance of the study for the conference’s scope (early language learning and teaching in school contexts)
coherence and quality of the theoretical background
evidence-based design/grounding in empirical data
well-founded and plausible research design, including methodological rigor of data analysis
Abstract submission:
Please submit your proposals through the conference website at https://atfly.sciencesconf.org/, using the ‘Abstract submission’ tab.
in AILA National Events / Events / Past Events / Research Sharepoint
Multilingual and Intercultural Perspectives in Language Learning: Essays in Honour of Claire Kramsch
The special issue of L2 Journal, Multilingual and Intercultural Perspectives in Language Learning: Essays in Honour of Claire Kramsch, guest edited by Drs. Simon Coffey and Zhu Hua, is now available. Join the guest editors, contributors to the special issue, and Dr. Claire Kramsch as they discuss the special issue and the substantial impact of Dr. Kramsch’s work on applied linguistics and world language education scholarship and practice.
At the end of the 2024 AILA World Congress in Kuala Lumpur, which celebrated AILA’s 60th anniversary and Diamond Jubilee, Azirah Hashim, the first President from Asia handed the baton of the AILA presidency over to me, the first President from Latin America. Though there had been other women presidents before us (Susan Gass from 2002 to 2008 and Claire Kramsch from 2014 to 2017), Azirah and I are the first ones from the Global South and together with our now almost 40 national affiliates spread in all continents, this is reason to celebrate with the maturity of a unique and truly global organization like AILA.
2024 is an emblematic year for many reasons, one of which is the welcoming of Rwanda, our African affiliate into the AILA family. One of my favorite African proverbs states that ‘If you want to go fast, go alone but if you want to go far, go together’, and because I want AILA to go very far I want to thank those who walked before me as well as those who are walking with me starting with Azirah Hashim for her invaluable contributions during her term as President as well as all AILA officers that walked before me. I am also indebted to Laura Gurzynski-Weiss, Marlies Whitehouse, Glenda El Gamal, Low Ee Ling, Limin Jin, Tarja Nikula, Susanna Nocchi, Markus Bieswanger, María Luisa Carrió-Pastor, Avizia Long, Christina Gitsaki and Zahadin Omar, who served AILA in different rolesduring my term as Vice-President. I am also very excited to welcome those who will walk with me during my term as President: Vice-President Markus Bieswanger, Secretary General Glenda El Gamal, Treasurer Rasmus Steinkrauss, Past President Azirah Hashim; Research Networks Coordinator Grégory Miras, Publications Coordinators Susanna Nocchi and Chris Jenks, and Members-at-large Tarja Nikula, María Luisa Carrió-Pastor, Kendall King and Ee-Ling Low; as well as AILA Congress Coordinator Christina Gitsaki and Webmaster Andre Duarte.
In Brazil we have a special category for people who are 60+, we call them the ‘the best age’ and they get priority treatment in all public spaces. As AILA reaches its maturity and ‘best age’, I am happy to look back and see that most of the priorities listed by past presidents have been addressed. We have strengthened our ties with UNESCO and raised awareness of social issues that permeate the work of applied linguists such as those listed in the UN Sustainable Development Goals (SDGs) and that include but are not limited to: peace building, the elimination of poverty and inequality, and the delivery of quality education. In so doing we are mindful of the importance of language and the work of applied linguists to create a more socially just, inclusive, equitable and diverse world with the possibility of collaboration towards a peaceful coexistence. While we celebrate these achievements, we look around and into the future and see a world still plagued by different crises stressing the need to continue with these efforts if we are to reach those goals creating societal impact through our work.
The Brazilian patron of Education, Paulo Freire, used to say that the reading of ‘the world’ precedes the reading of the word. He also saw education as liberation and a way to change the world, not as a transference of knowledge but rather as the creation of opportunities for the creation of knowledge. Considering the role of languages in education and in the creation and expression of realities and knowledges (yes, in the plural!), I want to bear these ideals with me during my term as AILA President.Still looking back, I can see we have also strengthened ties with our national affiliatesand regional networks, but there is still room to leverage these networks by creating and expanding opportunities for applied linguists to work and network together. The shift of presidency to Asia and now to Latin America coupled with the presence of national affiliates in all continents is evidence of AILA’s capacity to adapt, expand and include new voices and perspectives and this gives me hope for the future.
As I look ahead, I am humbled to accept the baton of President knowing that ‘I am what I am because of who we all are’ (Ubuntu), or as the Brazilian proverb says ‘nenhum de nós é tão bom quanto todos nós juntos’ – ‘none of us are as good as all of us together’ and it is in this spirit that I count on your support and look forward to working with all of you in this journey.
It is with profound sadness that we announce the passing of Bernard Spolsky, professor emeritus in linguistics at Bar-Ilan University in Israel. Bernard was a pioneer in language policy and educational linguistics and was the first Convenor of the Language Policy Research Network (LPReN) in AILA (2005-2008). We extend our sincere condolences to his family and friends at this time.
What have AILA’s most relevant benefits been for its national affiliates in the last year, and what are the affiliates’ most urgent wishes for 2020/21? At the 2020 virtual meeting of the Executive Board and the International Committee on August 8, delegates from 26 AILA national affiliates shared their experiences and expectations regarding AILA development.
The most relevant benefits from AILA 2019/2020 include:
taking part in the flow of communication within AILA
exploiting the new ways of communication within AILA
having a professional website and newsletter
using the AILA channels to publicise national conferences
getting in touch with affiliates that are far away
having free access to the AILA Review and AILA’s global network
integrating AILA board members in the program of national conferences
being visited by the AILA President
collaborating with AILA
realizing the new AILA Ibero-American regional network AIALA
being part of the AILA East Asia regional network
expanding within the AILA ASEAN network
collaborating in the IRAAL-SAALinBiH tandem
seeing another new AILA affiliate in the neighbourhood emerge
being part of a wider professional community with similar challenges
The most urgent requests to AILA for 2020/2021 comprise:
intensifying the communication within the AILA family
introducing the AILA App
helping find international authors for one’s national AL journal
getting support for publishing AILA JRM conference proceedings
developing new ways of getting together digitally
jointly developing new conference formats
providing a common ground for the 20th AILA World Congress
strengthening relationships with other affiliates in the region
giving a voice to Applied Linguistics from Latin America
joint learning of how to deal, as an academic, with issues like Covid-19
fostering discussions on humanities and languages under threat
fostering collaboration on transdisciplinarity
giving advice regarding multi-, inter-, and transdisciplinary research
developing a system of AILA workshops, webinars, and competitions
keeping AILA as present as in the last two years
In line with this feedback, AILA commits itself to further strengthen members’ benefits, together with the national affiliates and our members. Progress will be reported throughout the year in the AILA newsletter and evaluated at the 2021 AILA World Congress in Groningen, August 15–20.
Following the growth of the COMELA, The Conference on Mediterranean and European Linguistic Anthropology, we announce The COMELA 2020, September 2-5, 2020, at The American College of Greece, Athens, Greece.
The COMELA seeks to redefine scholarship on Mediterranean and European Language and Society.
Purpose and Structure
The COMELA 2020 invites academics in the fields of Linguistics, Anthropology, Linguistic and Cultural Anthropology, and Ethnology, pertinent to The Mediterranean and Europe, to discuss work, and engage in scholarly collaborations, thus strengthening global academic networks in the field.
Location
American University in Greece
Athens, Greece
Keynote and Plenary Speakers
Jan Blommaert - Tilburg University Alexandra Georgakopoulou - King's College London
Dimitris Dalakoglou - Vrije University Amsterdam
Partners
Taylor and Francis Global Publishers
SOAS University of London
120 major academic institutions globally
Scientific Committee of over 120 academics
Publications
Journal Special Issues, and Monographs, from papers submitted that meet publication requirements. Papers selected will be published with Top-Tier journals. Here, ample assistance will be provided to revise manuscripts.
All COMELA Conference proceedings will be SCOPUS published.
Dates
Abstract and poster proposal submission deadline - April 1, 2020
Notification of acceptance - No later than April 20, 2020 (for those submitted prior to this)
Registration
Early bird - October 30, 2019 - January 21, 2020
Normal bird - January 22, 2020 - April 25, 2020
Presenters must register by April 25, 2020, to guarantee a place in the program. Registration will remain open after this, but conference organizers cannot guarantee placement in the conference.
Late bird - April 26, 2020 - September 5, 2020 (Conference end)
Conference dates
Wednesday September 2, 2020 - Saturday September 5, 2020
Final day comprises optional Anthropological excursion (separate cost)
Abstract submissions
The Call for Abstracts closes on April 1, 2020, at https://comela2020.acg.edu, which contains all information
Anthropological Excursion
Attica, Greece
Theme
Bounded Languages ... Unbounded
Politics of identity are central to language change. Here, linguistic boundaries rise and fall, motivating the ephemeral characteristics of language communities. The Mediterranean and European region is one replete with histories, with power struggles, uniquely demarcating nation, ethnicity, and community. For this, cultural and political identities, language ideologies, as well as the languages themselves, have sought boundedness, dynamics of which have indeed sought change over eons, through demographic movements, through geopolitics, through technological innovation. In a current era of technological advancement, transnational fluidity, intellectual power, capitalism, and new sexualities, then, we question, once again, the boundedness of language and identity, and ways in which to unbound languages and ideologies. More than before, we now increasingly pursue anthropological toil, so to innovate ways to locate these ideologies and their fluid boundaries, actively. We now need to increasingly unbind these languages, and their ideologies, so to arrive at progressive realizations, and to rectify, or at least see and move past, the segregations of old.
The COMELA 2020 theme, “Bounded languages… Unbounded”, encapsulates the ongoing struggle throughout Mediterranean and European regions. As the continuous tension between demarcation, and the concurrent legitimization, of languages, language ideologies, and language identities, enters an era where new modes of interactivity require language communities to take on roles super-ordinate to the past, flexible citizenship now operates within, and not only across, language communities, to unbind languages, and to create new boundaries, unlike those ever seen throughout history.
The COMELA 2020 invites work which addresses the shifting boundedness of Language Communities of the Mediterranean and Europe. Papers and posters should acknowledge and describe processes of language shape, change, and ideology, pertinent to social, cultural, political histories, and futures of Mediterranean and European regions, and by those working in Mediterranean and European regions.
Strands
Abstract and poster proposals should address one or more of the key strands related to Mediterranean and European countries and regions:
Anthropological Linguistics
Applied Sociolinguistics
Buddhist studies and discourses
Cognitive Anthropology and Language
Critical Linguistic Anthropology
Ethnographical Language Work
Ethnography of Communication
General Sociolinguistics
Islamic Studies and discourses
Language, Community, Ethnicity
Language Contact and Change
Language, Dialect, Sociolect, Genre
Language Documentation
Language, Gender, Sexuality
Language Ideologies
Language Minorities and Majorities
Language Revitalization
Language in Real and Virtual Spaces
Language Socialization
Language and Spatiotemporal Frames
Multi functionality
Narrative and Meta narrative
Nonverbal Semiotics
Poetics
Post-Structuralism and Language
Semiotics and Semiology
Social Psychology of Language
Text, Context, Entextualization
Presentation lengths
Colloquia – 1.5 hours with 3-5 contributors (Parts A and B are possible, thus 6-10 contributors)
General paper sessions – Approx. 20-25 minutes each, including 5 mins for questions/responses
Posters – to be displayed at designated times throughout the COMELA 2020
Submission Guidelines (via the online submission website, or by email (see below))
General session papers
18-word maximum title
400-word maximum abstract, including references
Colloquia
Submission of only the main abstract for colloquium required
Abstract must contain the colloquium main description, and a summary of each individual paper within the colloquium
Evaluation of proposals
All abstracts for general sessions will be double blind reviewed.
Main parent abstracts for colloquia will be double blind reviewed. All abstracts for individual presentations within each colloquia will not be peer reviewed, but are expected to be at a standard commensurate to the colloquium parent abstract.
Review of criteria are as follows:
Appropriateness and significance to COMELA themes
Originality/significance/impact of the research
Clarity/coherence of research concerns
Theoretical and analytical framework(s)
Description of research, data collection, findings/conclusions, rhetoric, and exegesis as a whole
For colloquia, importance/significance of the overarching topic and/or framework(s) addressed, and its coherence of and with individual presentations.
Christine O’Leary, Sheffield Hallam University, UK, British Association of Applied Linguistics
TBC
Scope:
The focus of this research network is learner autonomy in foreign/second language learning and teaching. It includes a variety of sub-topics such as:
foreign/second language learning and teaching
learner development
learner identity and agency
self-access and advising
learning beyond the classroom
e-learning
teacher autonomy
Learner autonomy in the age of AI
The main purposes of this ReN are to serve as a network forum for researchers and researcher-practitioners in the field across the globe, gather and disseminate information on research, and keep members abreast of events and publications.
Membership
We have been a ReN since 2005, and an AILA Scientific Commission before that since 1993. We have around 500 members from a vast number of countries in all continents.
Our last ReN symposium held during the World Congress of Applied Linguistics in August 2024 enabled us to meet new promising scholars who are doing exciting research in different parts of the worlds.
New members can join free of charge. They can simply email the REN Convenors with their details, research and interest in the Network. The membership gives automatic access to our AUTO_L emailing list.
We have a Facebook group: AILA ReNLA Facebook, with 265 members, and our own website https://renautonomy.wordpress.com/. The website, the Facebook group and the AUTO_L mailing list are all avenues to facilitate communication amongst members. We engage members by sharing information, discussing research issues, and disseminating information on publications and events.
We support other learner autonomy related groups to publicize the events they organize.
We also produce regular Newsletter with information on publications, symposia and webinars based on the REN and REN members activities
Highlight of 3 scientific ReN works during the previous period:
O’Leary, C. & Nicolaides, C. (2024) (Eds). Special Edition of the International Journal of Studies in Self-Access Learning (SISAL) 15 (1): Inclusive Pedagogies for Language Learner Autonomy. March 2024 | SiSAL Journal
O’Leary, C. & Nicolaides, C. (2024). Developing learner autonomy for an inclusive and multilingual world. 23rd International Congress for the International Association of Applied Linguistics. Kuala Lumpur (Malaysia), Kuala Lumpur Convention Centre, 11-16 August.
O’Leary C. & Nicolaides, C. (2023). Inclusive Pedagogies for Learner Autonomy. Hybrid Symposium. 22nd International Congress for the International Association of Applied Linguistics. Lyon (France), University of Lyon, July 17th-21st.
Some of our members:
Prof Terry Lamb, University of Westminster, UK
Prof Jo Maynard, Kanda University of International Studies, Japan
Dr Vola Dominique, University of Buffalo, USA
Dr Ana Ines Salvi, University of East Anglia, UK
Dr Kerstin Dofs, Ara Institute of Canterbury, New Zealand
Dr Christine O’Leary, Sheffield Hallam University, UK
Dr Ana Ines Salvi, Queen Mary University of London, UK
Dr Diego Mideros, University of the West Indies, Jamaica
Prof Andy Gao, University Of New South Wales, Australia
Content and Language Integrated Learning (CLIL) refers to educational approaches that combine the learning of subject content with foreign/second/additional language learning. CLIL started as a European undertaking, but has rapidly spread to other continents. Examples can be found across (pre-)primary, secondary, vocational and tertiary education contexts throughout the world. Each context has its own features in terms of organisation (from freestanding projects to entirely bilingual curricula), content (e.g. school subjects like History, Biology, Maths or Sports; vocational training in beauty therapy or tourism; degree courses in Business, Law or Education, etc.), and the role of the teacher (led by content teachers, by language teachers, or both in collaboration). While English is prevalent as the target language, there are also contexts which focus on languages other than English (e.g. Japanese in Australia) or which implement CLIL in multiple languages (e.g. trilingual schools in Belgium and Kazakhstan). The overarching connection between these contexts is the dual focus on both content learning and the development of disciplinary literacy in an additional language.
CLIL strongly relates to other contextualized language teaching approaches such as immersion education and content-based language teaching. Increasingly, CLIL has also been recognising and drawing on connections with fields of second-language education for multilingual learners, such as English as an Additional Language (EAL) and language-oriented content teaching. CLIL has not only been a highly popular educational innovation, but has also attracted a wide range of research interests and undertakings. As such, the CLIL ReN boasts a large and varied membership, including teachers and researchers with expertise in both linguistic and non-linguistic disciplines, such as language acquisition, language use, language pedagogy, subject pedagogy and other areas of educational sciences.
In 2024-27, the CLIL ReN aims to build on this strength by focusing on the CLIL practice-research nexus, across educational levels and contexts. In addition to bringing together the expertise researchers from various CLIL-related fields, we will focus on what and how practioners and researchers can learn from and with each other. We will strive to provide platforms and opportunities to facilitate scientific networking and knowledge-sharing in ways that benefit researchers and are also relevant and accessible to practitioners. In this way, we hope to increase the practical value and relevance of CLIL research, while also furthering the international CLIL research agenda and stimulating collaboration and communication in the field.
Highlight of 3 scientific ReN works during the previous period:
CLIL ReN symposium at AILA 2024 (Kuala Lumpur): Multiliteracies in CLIL, led by Ana Llinares
J-CLIL webinar, November 2023: CLIL and pluriliteracies: Examples of communities of practice, led by Letizia Cinganotto
CLIL ReN symposium at World CLIL 2022 (The Hague): Building bridges between research and practice in CLIL: Research collaboration between content/language teachers and researchers, led by Ana Llinares and Keiko Tsuchiya
MAAL APC 2022 is a biennial conference organised by MAAL and supported by various institutions and organisations. It aims to bring applied linguists from across the regions together to network and share research outcomes and experiences.
MAAL invites academics, policy makers, politicians, government and non-governmental organisations, private organisations, civil societies or the third sector, and the public at large to share their thoughts, research findings and theories on “The Role of Languages In the Pursuit of Global Sustainability” at its inaugural MAAL APC 2022.
More information (Call for Papars, Abstract and Reviews, Registration, Committee, etc): https://maalapc.maal.org.my/
On 9 December 2021, the UNESCO’s Section of Youth, Literacy and Skills Development, the UNESCO Institute for Lifelong Learning, and the University of East Anglia (UK) will host a webinar on ‘Family literacy and indigenous and local learning’.
Family literacy programmes are often organized in schools, health centres, libraries and other community learning spaces and some may extend to homes. It is in communities and homes where school-type literacies and everyday literacy practices interact and can enrich the experience of literacy learning for all: children, youth and adults.
This webinar will explore the potential of family literacy to enhance the learning of youth and adults, placing particular attention on the ways in which children and adults share knowledge and skills in everyday life, and the roles played by parents, caregivers, grandparents, siblings, cousins and community members in intergenerational learning. In this context, the engagement between family literacy programmes with indigenous knowledge and learning will also be explored.
The webinar will be an opportunity to share the latest research, policies and practices related to family literacy, indigenous literacies, knowledges and intergenerational learning practices. It targets policy-makers, practitioners and researchers in the field of adult literacy, early childhood care and education, and other sectors interested in the field of family literacy and intergenerational learning.
Date and time
Thursday, 9 December 2021, from 10:30 to 13:30 (CET)
Ho Chi Minh City Open University, Ho Chi Minh City, Vietnam
http://www.diele.org/
Inclusive education aims to create equity in the classroom and raise attainment for all students, regardless of the challenges they may experience. In inclusive English language classrooms, curricula are accessible to all learners, instruction is innovative and differentiated, teachers ensure that the diverse community of learners feels welcome and valued, and the individual learners receive indispensable support to develop their inborn and new talents, and successfully achieve their goals.
This conference is an excellent opportunity for discussing key issues and current trends in promoting inclusive education in classrooms where English is taught as a foreign, second, additional or international language. A real strength of this event is that it brings together a diverse audience comprising academics, teacher educators, teacher-researchers, researchers, policy makers and materials developers, who are keen on promoting and utilising theory, research and practice to make English language education more attractive, effective, inclusive and innovative.
Conference aims
The aims of the conference are as follows:
To offer a deeper understanding of diversity and inclusivity in English language education, and the benefits and challenges they bring to the teaching-learning process.
To create a forum for sharing current and innovative practices that promote diversity and inclusivity in the English language classroom.
To reflect on current English language courses and the extent to which they integrate the constructs of diversity and inclusivity into their curricula, and suggest improvements if need be.
To promote interdisciplinary research of particular relevance to diversity and inclusivity in English language education and, more specifically, to enable teacher-researchers to present their empirical findings about specific pedagogical questions they have investigated and academic researchers to not only showcase their findings, but also enter into a dialogue about the implications of their studies for classroom practice.
To bring together researchers and research scholars to exchange their experiences, discuss challenges and promote new approaches to researching diversity and inclusivity in English language education.
To build a global network of experts that seeks to publicize the topics of diversity and inclusivity in English language education, and leads to the creation of two high-quality publications:
an edited volume on Exploring Inclusivity in English Language Education: International Perspectives (edited by D. Bao, D. O’Reilly and M. Barnes); and
a special issue of The European Journal of Applied Linguistics and TEFL on Diversity and Representation in the ELT Classroom (edited by A. Cirocki and H. Motschenbacher).
Significance of the conference
This conference will bring together academics, researchers, policy makers and materials developers to make preparations for diversity and inclusivity to become permanent in schools. The conference is a response to the significant gap in English language education and is hoped it will give prominence to the two concepts in question, thus addressing their noticeable insufficiency in current:
debates at local and international levels;
research, both pure and applied;
publications that link theory, research and practice; and
English language policies and curricula.
Call for Submissions
The Conference Committee invites conceptual and empirical papers on one or more of the following topics. The topics relate to promoting diversity and inclusivity in classrooms where English is taught as a foreign, second, additional or international language, and include, but are not limited to:
teaching students from marginalised groups
teaching students with special educational needs
learner experiences and voices
teacher experiences and reflections
current educational policies
curriculum, pedagogy and assessment
assistive technologies, accessible resources and diverse instructional materials
critical pedagogy
parental/family engagement with schools
identity, gender and equality
student mental health and well-being
teacher beliefs, attitudes and practices
teacher education and continuing professional development
At the end of the 2017 AILA World Congress in Rio de Janeiro, Claire Kramsch handed the baton of the AILA presidency over to me. I am happy to take up this baton – and very honored to do so. There are three reasons for me to feel this way: First, it is the baton of AILA, a unique organization in the academic landscape; second, it is a hand-over from a proven team to a promising one; and third, exciting challenges are awaiting us. Please let me briefly elaborate on these three points, as an invitation to the next three years of AILA collaboration.
The first reason why I am honoured to take up the baton is AILA itself: On our website we claim that "Applied Linguistics is an interdisciplinary field of research and practice dealing with practical problems of language and communication that can be identified, analysed or solved […]". Many of the contributions at the AILA World Congress in Rio have shown again how our open-minded, provocative and, at the same time, linguistically precise research helps communities address language-related issues of political relevance. In other words, serving AILA contributes to scrutinizing social patterns and, if we go beyond scrutiny, to making this world a better one, especially for those in need of change.
The second reason is our team: I remember Claire Kramsch commenting on a keynote in Paris that “solving problems is OK but the main question is whose problems we deal with”. Indeed, continually raising this question makes the difference between reiterating the status quo and actually fostering development. Claire, if you did not stay with AILA as our past president, we would badly miss you. I would like to take this opportunity to thank Bernd Rüschoff, Marjolijn Verspoor, Shawn Loewen, and Hisako Yamauchi for serving on the AILA board as past president, treasurer, ReN coordinator and member at large, respectively – and to welcome Azirah Hashim, Marlies Whitehouse, Laura Gurzinski-Weiss, and Low Ee Ling, as vice president, treasurer, ReN coordinator, and member at large (https://aila.info/en/about/organization/executive-board.html).
The third reason is our set of challenges: There are three dimensions of development I want to focus on as the AILA President from 2017 to 2020: a) exploiting AILA being a UNESCO partner organization in order to influence politics and foster development where we need it most; b) creating societal impact and, at the same time, showing that language and its investigation in the transdisciplinary field of Applied Linguistics matter; and c) collaborating more closely with our more than 8,000 members, our over 35 national organizations, and our existing and emerging regional networks, such as AILA East Asia, AILA Europe, AILA Arabia, and AILA Latin America.
In sum, taking up the baton now means serving a socially indispensable organization and topic, collaborating with highly motivated colleagues and friends, and connecting with a challenged and challenging world. Together we can provide empirical evidence, for example, of the interdependency of media literacy and social participation. Or we can depict and explain the strong ties between financial literacy and the distribution of wealth. And more than that, together we can develop scenarios to solve the problems in the interest of those whose voices have long been ignored, and we can implement sustainable solutions. Applied Linguistics and AILA must therefore be a driving force of development. Let’s go!
