Zahadin Omar

Interactional Competences and Practices in a Second Language (ICOP-L2) conferences aim to bring together researchers sharing a socially situated view of language use and development and how people engage in second language interaction. We invite researchers, young and senior, who draw on the principles of ethnomethodology, conversation analysis, membership categorization analysis, usage-based linguistics and related approaches to present their investigation on how users of L2s engage in sense-making practices, and how they learn and teach in interaction. What are the basic ingredients of L2 interactional competence? How does such competence vary across situations and over time? How do L2 speakers use the linguistic resources attheir disposal to accomplish social actions in coordination with others? How do linguistic and other resources (such as gaze, gesture, posture, and the material world) work together in L2 talk? How does social interaction structure learning processes and learning products? How can L2 interactional competence and learning through interaction be addressed in educational contexts as well as in ‘the wild’?

These are the main strands of the conference, but we are open to other contributions that cover interactional competences and L2 practices.

• Plurilingual interactional competence
• Interaction and learning in the wild
• Learning/teaching in plurilingual interaction
• Plurilingual interactional competence mediated through technology
• Learning-in-interaction
• L2 interactional competence
• Assessment of interactional competence

Keynote speakers

Tom Koole, Groningen University, Netherlands
Tim Greer, Kobe University, Japan
Niina Lilja, Tampere University, Finland

Pre-conference workshops (7 September 2022)

Three pre-conference workshops, addressed specifically (but not exclusively) to young researchers, provide hands-on training on methodological aspects of the analysis of L2 competences and practices in naturally-occurring data. Registration will be on a first-come- first-served basis.

Dr. Spencer Hazel, Newcastle University. Working with multimodal interactional data
Dr. Daniel Lam, Glasgow University. Testing interactional competence
GREIP research centre members. (Plurilingual) interaction in informal learning environments

Submission Guidelines

Individual papers

Paper presentations will be allocated a maximum of 30 minutes, including questions. The maximum length of the abstracts for individual paper proposals (for one or more authors) should be 300 words, excluding references. Abstracts should clearly describe the methodology, context, the kinds of data used, and analytic findings.

Panel proposals (colloquia)

Limited places will be allocated to panels (colloquia), which are centred around a theme related to the conference. A colloquium proposal should include an abstract (500 words max), introducing the theme and each contribution briefly. Each individual presentation (up to 5-6 presentations) should be added to the same submission document in the proposed order of presentation. The organizer(s) can invite a discussant to the session, and they are responsible from managing time allocated to each session and to the discussion time.

Posters

There will be time slots dedicated to poster presentations. The maximum length of the abstracts for posters should be 300 words, excluding references. Abstracts should clearly describe the methodology, context, the kinds of data used, and analytic findings.

Deadline for submissions is 31 January 2022 28 March 2022. Submissions should be made through the conference website (see below).

Important dates

Submission opening: 15 August 2021
Submission deadline: 31 January 2022 28 March 2022 Notification of acceptance: April 2022 - May 2022 Registration closes: 1 September 2022 Pre-conference workshops: 8 September 2022

Conference: 8-10 September 2022

Applied Linguistics Association of Korea (ALAK)

Most recent Annual Conference: 2021 ALAK International Symposium for Young Researchers in Applied Linguistics & International Conference (Oct 2, 2021) Forthcoming Annual Conference: Oct 1, 2022

Membership Size: 1,126

Website: https://alak.or.kr/

Conference Theme: Engaging in Change: New Perspectives of Teaching and Learning

Zayed University Convention Centre, Dubai, United Arab Emirates

March 5–7, 2020

https://allt-uae.zu.ac.ae/

The Applied Linguistics and Language Teaching International Conference and Exhibition (ALLT 2020) will be held from March 5^th to 7^th 2020 at Zayed University Convention Centre, Dubai, United Arab Emirates, under the theme:

Engaging in Change: New Perspectives of Teaching and Learning

The Conference aims to enhance the professional and knowledge levels of the teachers and applied linguists through achieving the following objectives:

• Exchange knowledge and experiences and discuss mechanisms of elevating the performance level of both fields specialists.
• Inform the participants of the latest international publications in the fields of teaching and applied linguistics.
• Present latest modern technologies and leading practices of the fields of English teaching and Applied Linguistics.
• Highlight the importance of scientific research conducted by the applied linguists and enhance the overall performance of English teachers
• Promote the culture of innovation and leadership in both fields.
• Recruit qualified personnel to work at educational institutions.

The conference organizers invite you to submit a proposal which addresses the theme of the conference.

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The TESL Canada Journal (http://www.teslcanadajournal.ca) is soliciting proposals from prospective guest editors for the 2022 Special Issue. The TESL Canada Journal is an open access, refereed journal for practicing teachers, teacher educators, graduate students, and researchers. As the federally funded flagship journal of the TESL Canada Foundation since 1984, its mandate is to publish articles that contribute to the advancement of the teaching and learning of English and French as second languages in Canada; second language teacher education; and the maintenance and development of minority, heritage, or Aboriginal languages. All published articles receive DOIs and are archived by Portico and LOCKSS.

 The TESL Canada Journal (TCJ) publishes one (or two) Special Issue per year (in the late autumn) and two regular issues. Special Issue topics are selected by the Journal Advisory Committee.

Guest editors are responsible for the review process and the selection of content. Special Issues are published online only, on the TESL Canada Journal open access website (http://www.teslcanadajournal.ca). Recent Special Issues include the following:

2021 - Plurilingualism and Translanguaging: Pedagogical Approaches for Empowerment and Validation

2020- Corrective Feedback in Language Teaching and Learning: Connecting Research and      Practice

2019- Language and Higher Education, 2) Building capacity for 21st century digital ELT          practices

2018 - The Shifting Landscape of Professional Self-Development for ELT Practitioners in Canada

2017 - Formulaic Language in English Language Acquisition and Teaching

2016 - Refugees in Canada: ESL for Resilience and Empowerment

2015 - Language Assessment in Canada: Critical Issues and Research Agenda

2014 - Task-Based Language Teaching and Learning

2013 - Teaching and Learning Pragmatics in TESL

2012 - Generation 1.5 in Canada: Multiple Perspectives on a Shifting Demographic Landscape

2011 - Ethics in Cross-Cultural, Cross-Linguistic Research

Please include the following details in your proposal:

1. Proposed title
2. Guest Editor(s), Affiliation, Contact information
3. Rationale for a Special Issue on this topic (including its current relevance to TESL in Canada) (maximum 4 pages; please place references at the end of the proposal)
4. Overview of proposed contents: a brief description of the theme, with topics to be included
5. List of possible contributors and proposed means of soliciting submissions (including conferences)
6. Qualifications of the Guest Editor(s) (including previous related experience and familiarity with the TESL Canada Journal)
7. Proposed timeline for Fall 2022 publication
8. References

Please submit your proposals to: by September 15^th, 2021. In the subject line, please insert “TESL Canada Journal 2022 Special Issue Proposal”. Please direct questions regarding proposals to Farahnaz Faez at or Antonella Valeo

Dr. Oliver Winkler, AILA UNESCO delegate, 2019-12-20

In November last year, AILA accepted an invitation from UNESCO to attend the 9^th Global Meeting of the CCNGO-Education 2030 (Collective Consultation of NGOs on Education) in Hammamet, Tunisia, from 2 to 4 December 2019. The meeting was co-hosted by the Global Campaign for Education (GCE), a civil society movement promoting and defending the right to education at the international, national and regional levels.

The theme of the global meeting – Educating for an inclusive and sustainable future – saw representatives of regional, national and international non-governmental and civil society organizations (CSOs) gather to address pertinent issues. The role of civil society and its engagement in supporting equity and inclusion in the context of SDG4-Education 2030 formed the centerpiece of the discussion.

In the meeting, representatives of CSOs from around the world reflected on recent activities, challenges and opportunities on the path towards reaching SDG4 2030. The conference encompassed plenary sessions and parallel panels with speakers representing both CSOs and UNESCO. While the plenary sessions provided a global update on progress and challenges pertaining to SDG4, the parallel sessions dealt with topics such as influencing legislation, ensuring quality and inclusion as well as the facilitation of lifelong learning.

The two-day conference resulted in an official Outcome Statement, which will be published on the UNESCO website. The Outcome Statement concludes that:

“the world is not on track to meet its commitments on SDG4-Education 2030 and in particular to deliver on its promise of inclusive and equitable quality education and lifelong learning opportunities for all.”

On the contrary, the current situation is characterized as:

“an education crisis, fueled by lack of political will, low prioritization of education and inadequate financing as well as a rising trend in education commercialization, contributing to increasing inequality.
[…]
As we enter the last decade of SDG realization, we reaffirm our commitment to the right to education through collective action across all continents. We furthermore commit to strengthen partnership between education stakeholders, other social sectors, the media and the broader community to promote inclusion and equity. We commit to building civil society capacities, including to engage other stakeholders more effectively and to collect and analyze evidence-based data on the most marginalized groups.”

While striving towards SDG4, in particular towards developing and ensuring inclusion in education, one should not overlook the crucial role of language. Policymaking, advocacy and the development of curricula and pedagogical practices alike are closely intertwined with language. Questions of language use, language policy, linguistic diversity, media and the freedom of speech and intercultural communication are a case in point.

As a genuine transdisciplinary field and/or discipline of research and practice dealing with practical problems concerning language and communication, Applied Linguistics, along with its worldwide organization AILA, can have an impact, not only by pointing out relevant fields and problems where language matters, but also by collaborating with other organizations on finding solutions to promote and ensure education for all.

August 15–21, 2021

University of Groningen, Netherlands

aila2021.nl

AILA2021 now has almost 2000 registered participants. The conference will be online only. The scientific program has more than 200 thematic symposia, in which participants can interact during the talks and in the breaks. There is also a strong social programme, including a Pub Quiz. And every disadvantage has an advantage: all symposia can be accessed and viewed later again. Moreover, for non-presenting members of AILA national affiliates only, there are day tickets available. Take advantage of this bargain offer via the AILA App: https://aila.info/2021-aila-app-world-congress-tickets/

Dryfta

Dryfta is the platform we will be using. In the next few weeks, we will upload all your abstracts to this system, and we will discuss with the symposia organizers how they want to program the symposium. By June 10th, we will share more information regarding how to access and navigate the online platform and you can make changes to your title or abstract if needed and upload your presentation. The deadline for these changes will be July 10th.

Registration

Over 500 participants have already registered! If you have not done so yet, please register here:
https://www.aila2021.nl/registration-2021

Keynote speakers

During the AILA 2021 conference we are proud to present the keynote speakers. An overview of the keynote speakers can be found here:
https://www.aila2021.nl/keynote-speakers

Schedule

• March 15th: Deadline registration presenters and early birds
• April 1st: Information on hybrid or fully virtual conference
• June 12: Information on online event platform
• July 22: Deadline to update abstract and upload presentation video

All the members of AILA national affiliates using the AILA App get 20 % discount on all the publications by De Gruyter: https://aila-net.app/offer-degruyter/
De Gruyter offers this discount to celebrate the launch of their new website. It is limited to 2021.

in featured stories / Members

ENACT is a free web app from Newcastle University, UK. With the ENACT interactive player https://enacteuropa.com/ you can learn a foreign language through the foreign culture by carrying out a cultural activity – our app shows you how. Learn Japanese while you’re making an origami boat or Turkish while you’re making a shadow puppet! Your smartphone or tablet will talk you through the stages of doing the activity, with photos, text, audio and video to help. In this way you can learn something about a country’s language and culture before you visit it, understand more about the languages and cultures of the world and produce something beautiful! Learning by physically engaging in an activity brings the language and culture to life and helps cross-cultural understanding. The learning experience is memorable as it involves touch and all your senses. Some activities have 360° videos and images which offer you an immersive experience. You’ll watch a video introducing you to the activity and culture, then learn the most important words. A video will show you in detail how you can carry out the activity yourself in your own home, then you can assess how much you’ve learnt, evaluate what you’ve produced and send messages to others in our online community.

You can also tell others about your own language and culture! With ENACT author, the ENACT materials you produce will enable users to learn aspects of your language and culture by carrying out the cultural task which you show them. Maybe you can teach people some English by showing them how to carve a pumpkin for Hallowe’en? So people all round the world can watch your materials and learn from you about your culture, language and activity. This can be a good way of making your culture and language known to foreigners, but also to younger members of your own community, who may not be learning the traditions you did as a child. Help people all over the world learn about your own language and culture and learn yourself about other countries.

Why not join our online community of people interested in learning and teaching about cultures and languages? Simply go to https://enacteuropa.com/ and create an account to send messages, leave comments, and create your own activity!

Contact us at: 

Follow us on Facebook, Twitter, Instagram and Youtube

In your social media posts, use the hashtag: #EnactEuropa

Access our newsletter

How can Teachers use the ENACT Web App? 

Integrating cultural tasks into the curriculum for language learning and/or cross-cultural learning as an occasional, complementary activity offers opportunities on many levels to teachers around the world. It can be helpful in bringing the cultures and languages of countries to life and in preparing students for an overseas trip as it helps engage them with the culture and language in advance. The authoring software can be used by teachers to input their own cultural activities so that their students can learn specific language points.

A great project for students is for them to input their own favourite cultural activities in their own language, using the ENACT author. Project work could also involve students producing their own activities from their own culture to present to a worldwide audience, with the choice of using their own L1 (with captions or subtitles) or English as a Lingua Franca. Digital skills can also be developed by using the ENACT authoring software, which was designed to develop a wide range of digital skills using the DIGCOMP 2.1 framework. We have a digital skills certification system for the project on

https://enacteuropa.com/sites/default/files/Enact_digital_skills_certification_system.pdf

The long term aim of the ENACT Web App is to build up a bank of cultural language learning tasks available for free worldwide, covering as many languages, cultures and countries as possible, promoting cross cultural understanding and communication. The ENACT Web App and website provide a free infrastructure which can be used by all language and culture enthusiasts from around the world. We therefore encourage everyone to add their own cultural activity in their own language, culture using the author software so that people all over the world can learn from them — and to encourage this, there is an annual ENACT Web App prize for the best cultural language learning activity. Reciprocity is built into the app: any number of new activities can be added in any language, any country and any culture around the world, using the authoring software – no culture has priority. ENACT is therefore a suitable vehicle for promoting cultural exchange and understanding around the world.

Finally, doing cultural activities for language learning is great fun, a real-world, gritty learning experience involving all 5 senses in the course of producing something with your hands and bodies. This cannot be appreciated by simply reading instructions or reviewing the app online, so why not find a workspace, choose an activity in a new foreign language, and see what you learn!

For Migrant Communities 

The app was co-designed with a group of refugees, asylum seekers and migrants in the EU, so it is particularly suitable for helping to integrate these groups into EU societies, and for home country members to learn more about the communities in their local area. Immigrants can learn to create the host country’s cultural activities to learn about the language and vice versa. Secondly, immigrants can produce their own cultural activities in their own language using the authoring tool. People can also work online on building cultural activities with experts from the home country. These are then freely available for use by both community members, thus enabling mutual understanding and 2-way integration.

A problem for some migrant communities is that the young generation do not always learn the language and culture of the older generation, whilst the elders are often lacking in digital skills. The ENACT Web App enables the learning and inter-generational exchange of languages and cultural activities by means of digital technology. Young people with digital skills can work with older, non-digital family members to upload traditional cultural activities in the heritage language onto the system in terms of audio/video recordings and texts, thus enabling intergenerational skills and knowledge exchanges. The authoring tool is ideal for skills exchanges, so the older generation learns the digital skills and the younger generation learns the heritage activity and language, where appropriate. The infrastructure has been set up so that any number of new cultural activities can be added in any language, country and culture in the EU and beyond, using the authoring tool.

How can University Teachers use the ENACT Web App?  

Internationalisation at higher education (HE) contributes to international, intercultural, and global dimensions of teaching. It increases quality of education by raising students’ international outlook and intercultural capabilities. Yet vast majority of HE students lack resources to participate in study abroad and mobility programmes and miss international opportunities. University teachers can use the ENACT web app to mobilise students’ intercultural understanding and knowledge of cultures around the word and increase their awareness of interculturality. The ENACT web app can be used for teaching activities as part of a wide range of programmes and courses with a focus on languages, cultures, and intercultural communication. Whilst students can individually explore and create cultural activities on the web app and participate in the ENACT community, you can also use the ENACT app as part of a virtual exchange to facilitate international collaboration between your students and students from another institution in another country. To learn more about how we are implementing the web app for virtual exchange, read our blog post and contact us at 

Is service learning and community engagement important at your university? Another reason for you to use the ENACT web app in your teaching is to enhance your students’ engagement with the local community. We are developing a model for the ENACT app to be used for service learning programmes at higher education. The ENACT web app is designed to foster social integration and two-way intercultural and intergenerational exchange of languages, cultures, and digital skills. Working with local organisations, your students can act as facilitators to help intercultural or intergenerational pairs to work together to create their cultural activities on the ENACT app. You can use our training materials and our academic recognition tools to acknowledge your students’ community engagement in their academic learning. Our materials to encourage for purposeful civic learning will soon be available on the Outputs section on our website.

For Cultural Clubs and Societies 

If you take part in any kind of cultural activity – sewing, dancing, singing, making crafts etc. - then you may want an easy way of showing other people how to do your activity and what it means in your culture. In particular, you may want your young generation to learn your activity and the language used in it. If so, the ENACT Web App offers an easy way of doing this. Make videos of your activity as well as audio, photos and text, and use the authoring tool to make a package that anyone anywhere can use to learn about your activity, language and culture. Your young people may be more interested in learning about it if they see it online!

UNESCO’s definition of cultural heritage “includes traditions or living expressions inherited from our ancestors and passed on to our descendants, such as oral traditions, performing arts, social practices, rituals, festive events, knowledge and practices concerning nature and the universe or the knowledge and skills to produce traditional crafts.” We hope to promote all of these with the ENACT Web App.

Communities, Languages, and Activities App (ENACT) project is co-funded by the European Commission, Erasmus Key Action 2 Strategic Partnerships for Higher Education, project number: 2019-1-UK01-KA203-061567. The project is led by Newcastle University, and the other consortium partners are: Boğaziçi University, Cultura Foundation, Universitat Autonoma de Barcelona, and University of Helsinki.

< List of ReNs

Migration Linguistics  

Convenor:

• Ariane Macalinga Borlongan 

That communication through language has been very important to the lives and the integration of migrants has not escaped the notice of scholars. And while language is primarily the affairs of linguists, scholars of various persuasions themselves have contributed to the growing body of knowledge on studies on language and migration. Evidence of this are the anthology of Piller in 2016, the handbook of Canagarajah in 2017, and the book of Capstick in 2020. Migration continued to be more prevalent in the world today and, consequently, the momentum of studies on migration broadly and migration vis-a-vis language specifically has increased alongside the prevalence of international migration. Of course, linguists and non-linguists alike would be interested in any prevailing and pressing social phenomenon. It can be observed that various disciplines mentioned have contributed to the investigation of the nexus of migration and language using their own disciplinary frameworks, perspectives, and methodologies. Yet, this extant corpus of studies on language and migration remains unconsolidated. In applied linguistics in particular, Canagarajah (2017) bemoans, “[A]pplied linguists in diverse parts of the world studying this nexus [of migration and language] don’t necessarily enjoy a shared scholarly identity or disciplinary space” [emphasis added] (p.1).

In this light, a new sub-discipline of linguistics is being alluded to here — that which could be called 'migration linguistics'. Migration linguistics will be involved in the scientific study of language in the context of migration and, while it is a primarily a sub-discipline of linguistics, it borrows immensely from a number of other disciplines, sociology, psychology, anthropology, economics, political science, education, and other related disciplines. That said, the nomenclatural transition from ‘language and migration’ to ‘migration linguistics’ signals the development and maturity of the research area and, consequently, the emergence of the new sub-discipline. Migration linguistics is clearly rooted in the broad discipline of linguistics, again, rather understandably, because the point of focus is language. Yet at the same time, migration linguistics also directs attention to a very clear and neat consolidation of these multidisciplinary efforts — though occasionally distant from one another — towards a more coherent academic endeavor.

It is important to point out here what migration linguistics hopes to be. First, it should theorize on language as it is used, acquired, and learned in the context of the migration process. Second, it must describe the various factors and patterns relating to language within the migration process. Third, it ought to investigate on language within the context of migration using interdisciplinary perspectives and methodologies. Fourth, it has to provide practical solutions to the issues and problems related to language confronting migrants. And lastly, it would engage various stakeholders of language and migration. Indeed,  the nexus of migration and language is a very important concern not only for the community of scholars (interdisciplinary) but also for the community of nations (international), too.

That said, a new research network for the International Association of Applied Linguistics has been organized and its focus is ‘migration linguistics’. The research network and its activities are very suitably headquartered at the Migration Linguistics Unit (MLU) of the Tokyo University of Foreign Studies, recently established by Ariane Borlongan. MLU will afford the proposed research network administrative resources and support in running its activities.

Gale Stam, National Louis University,  

Recent events and publications

Since the last AILA matters was published, Kimi Nakatsukasa, Texas Tech University, my co-convener of this network unexpectedly died in October 2019. I have assumed all responsibilities for the network.

The AILA ReN had two meetings via Zoom: one for members in Asia and North America on Monday, November 18, 2019 and another for members in North America, Africa, and Europe on Friday, December 13, 2019.

The following are recent publications from members (in bold) of the AILA ReN:

aus der Wieschen, M. V. & Eskildsen, S. W. (2019). Embodied and occasioned learnables and teachables in an early EFL classroom. In Nguyen, H. t. & T. Malabarba (eds.), Conversation analytic perspectives on English language learning and teaching in global contexts: Constraints and possibilities (pp. 31-58). Clevedon, UK: Multilingual Matters.

Cadierno, T., Hansen, M, Eskildsen, S. W., Hannibal-Jensen, S., Fenyvesi, K., & aus der Wieschen, M. (2020). Does younger mean better? Age of onset, learning rate and short-term L2 proficiency in Danish young learners of English. Vigo International Journal of Applied Linguistics, 57-68.

Debreslioska, S., van de Weijer, J., & Gullberg, M. (2019). Addressees are sensitive to the presence of gestures when tracking a single referent in discourse. Frontiers in Psychology, 10(1775). doi:10.3389/fpsyg.2019.01775

Eskildsen, S. W. (2020). Constructional or interactional competence? The substance of language and L2 learning from a usage-based perspective. In C. Hall & R. Wicaksono (eds.), Ontologies of English. Reconceptualising the language for learning, teaching, and assessment (pp. 59-79). Cambridge: Cambridge University Press.

Eskildsen, S. W. (2019). Learning behaviors in the wild: How people achieve L2 learning outside of class. In Hellermann, J., Eskildsen, S. W., Pekarek Doehler, S., & Piirainen-Marsh, A. (eds), Conversation analytic research on learning-in-action: The complex ecology of second language interaction ‘in the wild’ (pp. 105-129) Dordrecht: Springer.

Eskildsen, S. W. & Kasper, G. (2019). Interactional usage-based L2 pragmatics: From form-meaning pairings to construction-action relations. In N. Taguchi (ed.), The handbook of second language acquisition and pragmatics (pp. 176-191). New York, NY: Routledge.

Hellermann, J., Eskildsen, S. W., Pekarek Doehler, S., & Piirainen-Marsh, A. (Eds). (2019). Conversation analytic research on learning-in-action: The complex ecology of second language interaction ‘in the wild’. Dordrecht: Springer.

Nirme, J., Haake, M., Gulz, A., & Gullberg, M. (2019). Motion capture-based animated characters for the study of speech-gesture integration. Behaviour Research Methods. doi:10.3758/s13428-019-01319-w

Sandler, W., Gullberg, M., & Padden, C. (Eds.). (2019). Visual language. Lausanne: Frontiers Media.

Preparations for the World Congress 2020 

The network is busy planning for our colloquium at AILA 2020 on “Latest research on gesture and second language acquisition: Production, perception, and classroom” to showcase the latest research by ReN members. I will host two meetings in April with the presenters of both our AILA 2020 ReN symposium and coding workshop.

The following are three projects that are in progress for AILA 2020:

Søren Eskildsen and Johannes Wagner are interested in understanding the specifics of how a socially adaptive L2 repertoire manifests and develops as an interplay among embodied, interactional and linguistic resources. They investigate how specific L2 items move along a developmental path of embodied appropriation-for-use. They look at L2 speakers' initial packaging of specific linguistic resources with specific gestures, often in repair sequences, which give rise to particular gesture-word assemblies and then trace the usage trajectories of these gesture-word packages over time.

Renia Lopez is analyzing gestures co-occurring with the discourse marker “entonces” (then) in a corpus of twenty four narrations from native and non-native speakers of Spanish. “Entonces” often indicates a temporal sequential nexus linking two propositions. However, it has a number of other highly pragmatic functions including cognitive, inferential and metadiscursive, such as managing turns and indicating a shift of theme or speech difficulties (also observed by Bestgen, 1998), or to providing logical-argumentative relations between propositions. She has observed that over half of gestures co-occurring with “entonces” are of a recurrent nature, with some forms being repeated, such as cyclical gestures and arc gestures, seemingly “bridging” the transition between two events.

Masaaki Kamiya and Amanda Brown examine a context of negation in which the presence of quantification yields scopal ambiguities and ask to what extent gestural forms and timings help second language (L2) users of English comprehend intended interpretations. Fifty eight university-level L2 English speakers (27 low-intermediate CEFR-A2/B1; 31 high-intermediate CEFR-B2/C1) were presented with two versions of ambiguous sentences produced with scripted gestures. Contrasting audio-only versus audio+video sentence presentation formats, analyses revealed moderately accurate levels of interpretation, with a partial effect of proficiency but no/limited effects of presentation type. Their findings emphasize the importance of gesture in L2 communication.

Ongoing research and opportunities for collaboration

 Members continue to work on various topics related to gestures and multimodality including classroom instruction, pedagogical gestures, gestures and L2 learning, bilinguals' gestures, gestures in conversation analysis, gestures and L2 comprehension, gestures and L1 and L2 thinking for speaking. If you are interested in participating in or collaborating on any of these projects, please send us a brief description of research interests so that we can identify a possible collaborator.

The following is an example of research that a member of the network is currently working on:

Breaking into sign language: the role of input and individual differences
Chloe Marshall, Vikki Janke, & Marianne Gullberg

Although much is known about how adults learn a second spoken language, very little research has focused on how they learn a sign language. In this project we investigate how hearing adults 'break into' a language that seems starkly different in form to their first. We investigate how the input (i.e. the signs that learners see), learners' individual cognitive differences, and the potential effect of a gestural substrate in hearing learners contribute to the initial stages of learning. By focusing on both production and comprehension, and combining naturalistic but controlled input with experimental cross-sectional and longitudinal methods, we address questions of theoretical and applied importance in this novel research area.

Upcoming events

Members from the network will be offering a pre-conference workshop, dedicated to the memory of Kimi Nakatsukasa, at AAAL 2020 on coding video data: https://www.aaal.org/2020-friday-workshop.

The AILA ReN will also have a meeting on Sunday at AAAL. In addition, Zoom meetings of the AILA ReN are planned for May for those who could not attend the meeting in March.

Contact information

For more information about ReN, please contact the convener Gale Stam (). and visit our AILA ReN website (https://www.kiminakatsukasa.net/ren-gesture-multimodality-and-sla.

Call for participants for a research project

Are you a female student or academic (staff/faculty) who has taken part in a South-North Collaborative Online International Learning/Virtual Exchange project?

Would you be interested in being interviewed about your experience?

If so, please register at this link to provide informed consent to take part (more information at: Female Voices in the Third Space: Researching Equality, Diversity and Inclusion in South-North Collaborative Online International Learning-Virtual Exchange

The interview will last 35-40 minutes and will be on Teams and we will provide you with the questions in advance once you have enrolled.

The participant information sheet and the consent form are  included in the online enrolment survey at the links below.

Registration for female students:

https://app.onlinesurveys.jisc.ac.uk/s/coventry/female-voices-in-the-third-space-researching-equality-diversity

Registration for female academic staff/faculty:

https://app.onlinesurveys.jisc.ac.uk/s/coventry/female-voices-in-the-third-space-staff

The coordinators of this British Academy/Leverhulme-funded  project, Kyria Finardi (Universidade Federal Do Espírito Santo, Brazil), Lynette Jacobs (University of the Free State, South Africa), Marina Orsini-Jones and Katherine Wimpenny (Coventry University, UK), would also like to invite you to a free webinar on their latest findings from interviews with staff involved in COIL-VE, that builds on their previous paper reporting of interviews carried out with female students from four different continents  - Collaborative Online International Learning in a Postdigital Connected, Embodied, Relational & (Socio) Material Third Space: Female Voices – on March 28^th, 2-4 UK time (GMT) here is the Zoom link:

https://zoom.us/j/92219829201?pwd=jQDoeiEKvXBlUwWpYF0bT6bF7r5AGz.1

Meeting ID: 922 1982 9201
Passcode: 070882

• The 2024 Annual Conference of China English Language Education Association was held in Dalian on October 18-20, 2024. It was hosted by Dalian University of Foreign Languages. The theme of the conference is Interdisciplinary Integration and Collaborative Innovation: Enhancing the Overall Quality of Talent Cultivation. Prof. Azirah Binti Hashim, Prof. Wen Qiufang, Prof. Chang Junyue, Prof. Xu Jinfen, and Prof. Liu Fengguang gave plenary speeches at the conference. Eleven symposia, one workshop and one editor-in-chief forum were held. Sixteen groups of individual papers were presented during the conference. More than 200 EFL scholars and teachers attended the conference on site and 30,000 people watched the plenary sessions on-line.
• The 2025 Annual Conference of China English Language Education Association will be held in Chongqing on October 17-19, 2025.
• CELEA delegates attended the 22nd AsiaTEFL International Conference held in Chiang Rai, Thailand on November 14-17, 2024. CELEA President Prof. Sun Youzhong was elected as the Vice President of AsiaTEFL, the Asian Association of Teachers of English as a Foreign Language. Some CELEA council members, including Prof. Sun Youzhong, Wen Qiufang, Jiang Jinlin, Duan Changcheng, as well as other CELEA members organized 3 symposia on the following topics:a) Language and Critical Thinking Integrated Teaching: Task Design, Pedagogies and Assessment b) Developing and Applying an Evaluation Framework for the Development of Learning Outcomes in a Cloud Community

  c) Examining Foreign Language Textbooks at Schools in China: Content, Utilization and Database

March 9–12, 2019

Atlanta, Georgia, USA

The 2019 conference of the American Association for Applied Linguistics (AAAL) will be held at the Sheraton Atlanta Hotel in Atlanta, Georgia. Nationally and internationally, the AAAL conference has a reputation as a comprehensive and stimulating conference.

Conference participants can look forward to in-depth colloquia, paper, poster, and round-table sessions, as well as topical and thought-provoking plenary presentations, excellent book exhibits, and plentiful opportunities for networking.

Table of Contents

• Plenary Speaker and Invited Colloquia Information
• Strands
• Proposals
  • Individual Papers
  • Posters
  • Roundtable Discussions
  • Colloquia
  • AV Equipment
• Proposal Format
• Evaluation of Proposals
• Proposal Policies
• Submission Process
• Requests for Meeting Spaces

February 5-8, 2020

Universiti Putra Malaysia, Bintulu, Sarawak, Malaysia

Following the success of the CALA 2019, The Conference on Asian Linguistic Anthropology 2019, in Cambodia, we announce The CALA 2020, February 5-8, 2020, at Universiti Putra Malaysia, Bintulu, Sarawak, Malaysia.

Purpose and Structure

The CALA 2020 invites Linguists, Anthropologists, Linguistic and Cultural Anthropologists, Culturologists, Sociologists, Political Scientists, and those in related fields pertinent to Asia.

Details

Universiti Putra Malaysia, Bintulu, Sarawak, Malaysia, February 5-8, 2020

The first of several videos, by the Chair, Professor Hazlina Abdul Halim (Dean, Department of Foreign Languages, Faculty of Modern Languages & Communication, Universiti Putra Malaysia), is at https://youtu.be/G_f0I3ZsVIM

Partners

• Taylor and Francis Global Publishers (Official Partners)
• Nanyang Technological University
• 100 academic institutions globally (University of Hawai'i, Temple University, University College London, SOAS, Hong Kong Polytechnic University, Indian Institute of Anthropologists, and so forth).
• Scientific Committee of over 100 academics globally prominent in Linguistic Anthropology and related fields

Publications

We advise that several Special Journal issues are planned, as well as a collection of Monographs, from papers submitted to the CALA, that meet the requirements of submission, review and acceptance. The papers selected will all be published with Top-Tier Ranking journals, and their Publishers. Here, ample assistance will be provided to revise manuscripts for publication.

Please note that the CALA represents a fully Non-Profit Organization, and all publishing is FREE. The CALA refuses to implement a pay to publish system, and will always endorse a meritocratic environment for academics, thus refusing to in any way adopt any system that requires the implementation of paid fees. Furthermore, the CALA will always source funding and grants from funding agents to assist those who need funding to access Linguistic Anthropology.

Abstract submissions

The Call for Abstracts is now open, at the below links, which contain all pertinent information. Please also find attached the Call for Papers for the CALA 2020. Submissions have until now been high, so the CFP deadline may change.

Anthropological Excursion

Sarawak, Malaysia

See website at http://cala2020.upm.edu.my for full CFP and all information.

For more information, please contact:

Chair
Assoc. Prof. Dr. Hazlina Abdul Halim Head Dept. of Foreign Languages Faculty of Modern Languages & Communication Universiti Putra Malaysia

Virtual Exchange as an EDI-compliant approach to language education: a Global South-North research-informed seminar

British Association for Applied Linguistics Cambridge University Press

Research seminar

We warmly welcome you to attend the British Association for Applied Linguistics - Cambridge University Press seminar 2023-2024 Virtual Exchange as an EDI-compliant approach to language education: a Global South-North research-informed seminar that will be delivered in hybrid mode (on site and online)  at Coventry University (UK) on Friday 14th June, 10.15 am-5.30 pm. This research seminar will also offer the opportunity to practise and reflect on Virtual Exchange during a live ‘VE mock’ session.

Date: 14 June 2024

Time: 10.15 am – 5.30 pm

Place: Coventry University, Room TBC after registration, or online (hybrid delivery), Zoom link TBC after registration

The event is free and open to all, however priority will be given to those with BAAL membership.

Please register by 3rd June 2024 at 5pm UK time at the following link:

https://app.onlinesurveys.jisc.ac.uk/s/coventry/baal-cup-seminar-enrolment-14-june-2024

MSc in Applied Linguistics

Glasgow's Masters in Applied Linguistics focuses on how linguistic research can help solve language-related problems in professional practice and public life. It is designed for you to become a research-led specialist in areas such as language & education, intercultural communication, language & politics and professional discourse. You will design and undertake your own applied research project as part of this degree.

For more information visit https://www.gla.ac.uk/postgraduate/taught/appliedlinguistics/
or contact

Applied Linguistics Awards

The School of Critical Studies at Glasgow University is offering a number of scholarships exclusively for study on our exciting new MSc in Applied Linguistics for academic years 2019-2020 and 2020-2021.

The Applied Linguistics Awards are £10k for international students and £5k for UK/EU students.
All awards are for tuition fee discount.

For full details of the Applied Linguistics Awards visit:
https://www.gla.ac.uk/scholarships/appliedlinguisticsaward/

Closing date for applications for entry in September 2019 is 17th June 2019

We are also pleased to announce that we have added Forensic Linguistics to the range of available courses on the MSc in Applied Linguistics (subject to final approval).

This will complement our wide range of optional courses, including the following:

• Applying Linguistics in Social and Professional Life 
• Systemic Functional Linguistics and its Applications
• Critical Approaches to Language and Communication
• Language and the Global Campus: Linguistic Issues in the Internationalisation of Higher Education
• Social and Individual Variables in Language Learning and Teaching
• Narrative and Cognitive Stylistics 

For full details of the programme visit: https://www.gla.ac.uk/postgraduate/taught/appliedlinguistics/?gclid=EAIaIQobChMIoZ-Pm9KI4gIV6LvtCh21HwfZEAAYASAAEgKQPPD_BwE&gclsrc=aw.ds#/appliedlinguisticsaward

Please feel free to get in touch if you would like any further information.

The Indonesian Association of Applied Linguistics (IAAL/ALTI) (www.alti2020.wordpress.com) recently hosted the fourth series of its renowned talk show, "45 Minutes with ALTI," in collaboration with Universitas Bandar Lampung (www.ubl.ac.id), Saturday, 30^th March 2024. The event, held under the theme of 'Exploring Research in Applied Linguistics,' featured esteemed speakers Prof. Dr. Eva Tuckyta Sari Sujatna, M.Hum from Universitas Padjadjaran, and Prof. Dr. Hasanuddin Fatsah, M.Hum. from Universitas Negeri Gorontalo. Moderating the discussion was IAAL President, Susanto, M.Hum., M.A., M.H., Ph.D.

The event, which commenced at 9 AM, began with a warm welcoming speech from IAAL Secretary General R. Dian Dia-an Muniroh, M.Hum., Ph.D., setting the stage for an enriching dialogue. More than 100 participants joined the event via Zoom, some from Malaysia, indicating the widespread interest in the field of applied linguistics.

Prof. Sujatna initiated the presentations by delving into the foundational concepts of applied linguistics. She then shared insights from her research collaborations and publications with The National Research and Innovation Agency, acquired during her visiting professorship. Prof. Sujatna's expertise in functional linguistics was evident as she discussed its applications in tourism and teaching, underscoring the significance of collaboration as a cornerstone of success.

Prof. Fatsah discussed the development of the applied linguistics curriculum within the School of Postgraduate Studies at his university. He emphasized the necessity of establishing a robust linguistic foundation before embarking on research in applied linguistics. His emphasis on this point strongly resonated with the audience.

The event also featured an engaging question and answer session, where participants had the opportunity to interact with the speakers. Due to time constraints, only two participants were selected to pose questions. The ensuing discussion touched upon valuable insights such as tips for securing research funding and enhancing the readability of texts.

As the event concluded, IAAL Secretary General R. Dian Dia-an Muniroh, M.Hum., Ph.D., extended her gratitude to the speakers, moderator, committees, and attendees. Symbolic certificates were presented via Zoom, acknowledging the significant contributions of Prof. Sujatna and Prof. Fatsah to the success of the event.

In conclusion, the fourth series of "45 Minutes with ALTI" provided a platform for scholars and enthusiasts to discuss the intricacies of applied linguistics research. The insightful presentations and lively discussions underscored the importance of collaboration, expertise, and continuous learning in advancing the field. Such initiatives by IAAL continue to foster knowledge exchange and innovation within the realm of applied linguistics.

AILA is in contact with several potential new affiliates, for example, to keep the momentum of the AILA 2017 World Congress going and to strengthen Applied Linguistics in Latin America. The procedure of becoming an AILA National Affiliate has been simplified. A new, checklist style application form provides prospective parties with an overview of all the requirements for a successful application.

in AILA Long-term Activities / featured stories / Identity

< List of ReNs

Social and Affective Factors in Home Language Maintenance and Development 

Convenors: 

• Xiao Lan CURDT-CHRISTIANSEN, University of Bath (UK)
• Janica NORDSTROM, University of Sydney (Australia)

Scope: 

The Home Language Maintenance and Development Research Network (HOLM ReN), established in 2015, focuses on the social and affective factors influencing home language maintenance and development. It has three primary aims:

1. Research: HOLM ReN fosters collaboration and exchange among scholars investigating home language maintenance, particularly focusing on the social and emotional factors influencing bilingualism and multilingualism.
2. Dissemination: The network aims to disseminate research findings to various stakeholders, including policymakers, educators, childcare providers, parents, and minority language-speaking communities. This helps raise awareness of the importance of home language preservation.
3. Advocacy: HOLM ReN advocates for the uptake of research findings through lobbying and expert advice to stakeholders. This includes contributing to senate inquiries, supporting grassroots initiatives, and more.

The network continues to thrive and expand, having undergone leadership transitions in early 2024, with Xiao Lan Curdt-Christiansen and Janica Nordstrom taking over the convenorship from founding members Andrea Schalley and Susana Eisenchlas. An advisory board was also established to support the network's growing activities.

The network organizes various events to promote collaboration and knowledge exchange. Key events include regular HOLM conferences, such as the one held in Tallinn, Estonia in 2023 (organised by Anastassia Zabrodskaja, Susana Eisenchlas, and Andrea Schalley),  which gathered over 60 participants, including many early-career researchers. The network has also formed sub-interest groups within the scope of the ReN, with particular focus on community language schools, endangered languages, immigrant students in bilingual contexts, and family language policy. These groups continue to collaborate via online and in-person events, and regularly share resources, publications, and research opportunities.

In addition to conferences, HOLM ReN members participate in major symposia, such as the AILA and ISB conferences, where they present research on language diversity, inclusivity, and sustainability. Through its dissemination efforts, the network also shares research via keynote presentations, social media, and its website. 

Highlight of 3 scientific ReN works during the previous period:

• HOLM Conference “Research on Social and Affective Factors in Home Language Maintenance”. Organised by Anastassia Zabrodskaja, Susana Eisenchlas, and Andrea Schalley (Tallinn, Estonia, 2023): 
• AILA: “Social and affective factors in home language maintenance and development” - Symposium led by Andrea Schalley and Susana Eisenchlas.
• AAAL: “Teacher talk about parents and multilingualism. Attitudes and beliefs across countries.”. Symposium led by Päivi Juvonen and Andrea Schalley, with Åsa Palvianinen as discussant (Pittsburgh, US, 2022)

Some members: 

• Xiao Lan CURDT-CHRISTIANSEN, University of Bath (United Kingdom)
• Janica NORDSTROM, University of Sydney (Australia)
• Andrea SCHALLEY, Karlstad University (Sweden)
• Susana EISENCHLAS, Griffith University (Australia)
• Jesahe HERRERA RUANO, Universidad Autónoma de Nayarit (Mexico)
• Lin PAN, Beijing Normal University (China)
• Angie BAILY, University of Bath (United Kingdom)
• Beatrice VENTURIN, University of Melbourne (Australia)
• Jaione DIAZ MAZQUIARAN, Monash University (Australia)
• Xinrui SONG, University of Tasmania (Australia)