The AILA Research Networks (ReNs) are enshrined in the statutes and by-laws of the Association Internationale de Linguistique Appliquée - AILA as a lever for promoting research on burning issues in applied linguistics arising from real-world problems.
Although the statutes specify a number of 15 ReNs for periods of 3 years, the wording was changed in 2012 to allow greater flexibility according to needs. For the previous period 2021-23, there were 20 ReNs plus a special ReCAL on Research Cultures in Applied Linguistics. During this special period, ReN convenors had the opportunity to organise symposia at the two jubilee congresses, AILA 2023 (Lyon, FRANCE) and AILA 2024 (Kuala Lumpur, MALAYSIA).
With the return to a three-year cycle, the call for ReNs for the period 2024-27 has focused on finding a balance between renewing ReNs that have demonstrated their impact on the scientific field and allowing new ones to emerge. The idea is to come close to the numbers of ReNs set out in the By-laws, while at the same time proposing a framework that will allow us to build on existing promotional tools (for example, the publication of news in the International Journal of Applied Linguistics) and also to propose new formats (a focus in the President's Newsletter).
The call for proposals was sent out on 9 September, with a deadline of 13 October 24, and projects could be submitted until 16 October, in accordance to the AILA statutes, which stipulate a deadline for submissions up to two months after the end of the AILA Congress, which took place from 11 to 16 August 2024. The submission consisted of filling in a template describing the ReN project.
The ReN Committee is made up of 4 members, one of whom is a member of the Executive Committee and three of whom are members of the International Committee:
Prof. Dr. María Luisa Carrió-Pastor, Universitat Politècnica de València, Spain
Dr. Anitha Devi Pillai, Nanyang Technological University, Singapore
Dr. Doris Cristina Vicente da Silva Matos, Universidade Federal de Sergipe, Brazil
Dr. Caroline Tagg, The Open University, United Kingdom
The Committee met on 19 November 24 to consider each application according to the following criteria, as defined in the AILA by-laws:
at least 5 members
at least 1 new scholar
international team
produce a report on the previous year for renewals
but also on items such as :
the contribution of the topic to applied linguistics
a clear work programme for the period in question
the strategic dimension of the theme for Applied Linguistics
In the end, 16 ReN proposals were accepted including 4 new projects and 12 renewals. They all present the diversity of approaches in applied linguistics.
The Department of Theoretical and Applied Linguistics of the School of English, Aristotle University of Thessaloniki is pleased to announce the 25th International Symposium on Theoretical and Applied Linguistics to be held on 13-15 May 2022. We are delighted to welcome as invited speakers the following scholars:
Eulàlia Bonet, Professor, Universitat Autònoma de Barcelona
Janet Enever, Emerita Professor, Umeå University
Martin Hilpert, Professor, Université de Neuchâtel
Sandie Mourão, Researcher, Universidade Nova de Lisboa
Sharon Unsworth, Associate Professor, Radboud University in Nijmegen
For more information visit the conference site http://www.enl.auth.gr/ISTAL25/index.html or contact us at the symposium’s email:
Recent developments in language learning and teaching pedagogies broaden the scope of language education by expanding the "social turn" in language education. Thus, socially informed Computer Assisted Language Learning (CALL) research emphasizes learner centeredness, autonomy, and agency, as well as informal, “wild” ways of learning. This comes at a time of increasing civic participation, namely the engagement of citizens in digitally mediated actions claiming for fairer and more sustainable societies on a diversity of topics (indicatively: climate change, social justice, crisis response).
By resituating the L2 learner as a social actor in light of contemporary activism for a social purpose, this presentation aims to illustrate and discuss some prevailing forms of digital activism: citizen science, maker movement, open innovation challenges (hackathons), and open data/open educational practice. The challenges and opportunities for language learning and teaching practice and research will be discussed with the audience.
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Katerina Zourou, PhD, is a senior researcher in language learning and teaching from an open perspective (open educational resources and practices) and from a networking and collaboration perspective (collective learning, social networked learning). She is also head of Web2Learn in Greece. She acts as project leader or partner in transnational projects funded by the Council of Europe, the European Commission, and national funds.
We invite proposals for submissions to an edited volume entitled
„Virtual Reality in den Geisteswissenschaften – Konzepte, Methoden und interkulturelle Anwendungen
[Virtual Reality in the Humanities – Concepts, Methods, and Intercultural Applications]”
edited by Karsten Senkbeil and Timo Ahlers. The volume is scheduled to appear in 2023 with the publisher Peter Lang Verlag (Berlin, ISSN: 1868-372X) as part of the series “Hildesheim Studies in Intercultural Communication“.
Aims and Scope
Virtual Reality Studies have become an interdisciplinary field of research with a remarkable breadth. As of yet though, approaches and applications from the perspective of the Humanities and the Social Sciences are relatively rare. This edited volume is intended to contribute to this developing branch within VR studies by focusing on concepts, methodologies, developing theories and practice that make use of decidedly Humanities-based aims and interests. This includes studies on immersive VR, but innovative approaches with 360° videos, etc. We particularly invite studies that employ qualitative methodologies for in-depth research on linguistic, (inter-/trans-) cultural, social, pedagogical, and other aspects of human interaction in and with VR. We hope to contribute to the establishment of a multi-methodological field of research on immersive technologies, and to further illuminate moments of inter- and transcultural communication in virtual environments.
We invite contributions written in German or English.
Schedule
- 01 October 2022: send chapter proposal to - 22 October 2022: notifications of accepted proposal - 15 February 2023: send complete chapters - 15 May 2023: notifications of accepted chapters; receive reviews - 15 July 2023: deadline for revised chapters
- 30 August 2023: submission of corrected proofs
How to contribute
Please send a chapter proposal in English or German including the working title, an abstract of max. 500 words, 3-5 keywords, and a short bio of the author(s) until 01 October 2022 to the following address:
E-mail:
Those chapters, whose proposal is accepted (by 22 October 2022), are expected to be completed by 15 February 2023 and should consist of 25,000 to 40,000 characters incl. blanks.
Peer Review
Each chapter will receive two reviews, one of them coming from the group of authors. We expect chapter contributors to be ready to provide one review for their colleagues’ work.
Funding and licensing
This book project will be financed through project funds provided by the “Ministerium für Wissenschaft und Kultur Niedersachsen / [Ministry of Science and Culture of the State of Lower Saxony]”. The volume will be published in a hardcover version (one copy for each author included) and as an e-book. We are also planning for open access publication of the book (CC-BY) after an embargo of 12 months.
If you have any questions, please feel free to contact us via the mentioned email address.
We are looking forward to your contributions!
Best regards,
Karsten Senkbeil (University of Hildesheim)
The Irish Association of Applied Linguistics (IRAAL) annual conference brings together researchers in all areas of applied linguistics, working in Ireland or internationally.
The theme of this year’s conference is ‘Threatening’ Languages in a Global World.
Our keynote speaker will be Prof. Bettina Migge, who is the Head of the School of Languages, Cultures and Linguistics and a Professor of Linguistics at University College Dublin. Prof. Bettina Migge’s initial research concentrated on historical language contact and creole genesis. Her recent research and publications range from issues and methods in synchronic language contact focusing on multilingual contexts, the role of sociolinguistic methods and approaches to language documentation, migration and education related to lesser-used languages and sociolinguistic research on Irish English. She has been involved in several research projects through the French research unit SeDyL (CNRS, IRD, INALCO) funded by DGLFLF, ANR AIRD, and participated in local minority language training initiatives. Since 2013 she has been supporting a participatory project (DicoGuy) in French Guiana which aims to create dictionaries for several local languages including Businenge(e) Tongo. She has also engaged in funded research projects on migration to Ireland with researchers at UCD (Immigrant Council Ireland) and NUI Maynooth (IRCHSS) and has supervised a number of research projects on Irish English. https://people.ucd.ie/bettinamigge
The broad topic chosen for the conference this year focuses attention on the multilingual spaces that we share; the enriched - and at the same time threatening - multicultural global world in which we operate. The historical moment that this new decade brings is highlighting issues such as language death, linguistic and cultural diversity and other ecopolitical issues relevant to our research. Repeatedly language teaching/learning and language policy succeed and fail in a varied range of educational and linguistic contexts. In light of these developments, and the presumed decline in language learning in the Global World, this year’s conference invites a dialogue that reflects on these successful and not-so successful endeavours. This year’s theme focuses on the challenges and opportunities that this new era in applied linguistics research involves.
Topics may include, but are not limited to, first and second language acquisition; second and foreign language learning; bilingualism, multilingualism and translanguaging; language strategy and language policy; minority languages; contrastive linguistics; corpus linguistics; computational linguistics; lexicology and lexicography; discourse analysis; forensic linguistics; psycholinguistics; sociolinguistics; language for specific purposes; language and (new) media; language, identity and discourse; translation and language acquisition/learning; e-learning and critical literacy; language testing and assessment and, language and technology.
Submissions from postgraduate students and early career researchers are particularly welcomed.
The languages of the conference are English and Irish.
We invite submissions for three types of presentation:
INDIVIDUAL PAPERS: Oral presentations on original research by one or more authors within a 20-minute period with 10 minutes for questions.
WORKSHOPS: Workshops on original research by one or more authors within a 50 minute period with 10 minutes for questions and discussion.
POSTERS: Posters will be displayed during a dedicated poster session. Posters of standard A0 size should be submitted to the registration desk on the morning of the conference.
IRAAL Postgraduate Award 2019
IRAAL is offering postgraduate awards to research students based in third level institutions on the island of Ireland who are currently conducting research in Applied Linguistics. Awards will be offered to one Master’s student and one PhD student. Full details of the award and application process will shortly become available on the conference website.
Key Dates Call for Contributions: Please submit an abstract of no more than 200 words in either Irish or English including a title of no more than 15 words, by 5pm, on 14th of June, 2019 to e-mail: Please indicate the presentation category (paper, workshop, or poster) in your submission.
Please visit www.iraal.ie/membership to become an IRAAL member.
Call for Papers 6th international conference of applied linguistics in Lithuania LANGUAGES AND PEOPLE: PROBLEMS AND SOLUTIONS 29–30 September 2022 Faculty of Philology, Vilnius University
Universiteto St 5, Vilnius
Conference themes:
sociolinguistics
language policy
discourse analysis
translation
language teaching and learning
language acquisition
language testing
corpus linguistics
psycholinguistics
sign language
pragmatics
Keynote speakers:
Annick De Houwer, University of Erfurt Marcus Callies, University of Bremen Victoria Guillén Nieto, University of Alicante
Conference languages: Lithuanian and English
Submissions are invited for the following contributions:
full paper presentations: 30 minutes (20 minutes + 10 minutes for questions);
poster presentations;
thematic workshops (short: 1.5 hours with 3 presenters; long: 3 hours with 5-6 presenters).
The length of abstracts for full paper and poster presentations is 300–500 words (excluding references). Workshop convenors are invited to submit a description of the workshop (500–700 words, excluding references) and a list of confirmed workshop presenters. Workshop convenors are responsible for selecting presenters and planning slots in their workshops.
Important dates:
deadline for the submission of abstracts (full papers and posters): 15 March 2022
deadline for the submission of workshop proposals (including a description and a list of presenters): 1 March 2022
notification of acceptance: 1 June 2022
early-bird registration: 31 July 2022
registration closes: 31 August 2022
Abstracts and workshop proposals should be submitted through the conference website at: https://litaka.lt/en/registration/
Registration and fees:
regular registration for presenters: 120 euros
early-bird registration for presenters: 100 euros
doctoral / MA students and LITAKA members: 90 euros
early-bird registration for doctoral / MA students and LITAKA members: 50 euros
non-presenting participants who wish to obtain a certificate: 10 euros
COVID-19 information:
The conference is envisaged as a live on-campus event, but the organisers reserve the right to run it online in case the pandemic situation changes. Registration fees will be lowered if the conference runs online.
Organizers: Institute of Applied Linguistics at the Faculty of Philology, Vilnius University
Lithuanian Association of Applied Linguistics (LITAKA)
Multilingual Awareness and Multilingual Practices MAMP19
October 28-30, 2019
Thomas More University of Applied Sciences in Antwerp, Belgium
2nd INTERNATIONAL CONFERENCE ON MULTILINGUAL AWARENESS AND MULTILINGUAL PRACTICES (MAMP2019) is to be held at Thomas More University of Applied Sciences in Antwerp, Belgium from 28 to 30 October 2019.
Confirmed keynote speakers are: Prof. Antonella Sorace (University of Edinburgh, UK) Prof. Åsa Palviainen (University of Jyväskylä, Finland)
Prof. Piet Van Avermaet(Ghent University, Belgium)
The two categories of proposals are: individual papers and posters. Submission is already open and will close on 31 August 2019. Presenters are requested to submit their abstracts of up to 300 words and include their name, affiliation, email address and 2-3 references in an MS-Word document.
All proposals should be sent to:
The conference Website: https://mamp2019.wordpress.com/
AFinLA's annual fall symposium will take place this year in Turku on November 7-9, 2024 .
We are living in a time of many changes, where, for example, the rapid development of artificial intelligence, the tensions of world politics and the challenges of sustainable development are shaping society. The theme of the symposium, Language as the key to a changing world, invites to think about the role of language and the perspectives offered by language research in various current changes.
Symposium presentations can examine, among other things, the following questions: What is the role of language, communication and interaction in social change? How can applied language research be used to understand the changes in the world and influence them? How does the rapid development of technology shape the ways of interaction, language learning and teaching or the assessment of language skills? How does language unite and separate people, build communities and produce (ine)equality? What kind of opportunities for interdisciplinary cooperation do the changes open up for applied linguists? How do societal changes affect professional language and language skills?
Welcome to the symposium to consider these and many other questions of applied linguistics!
The annual Congress of the Humanities and Social Sciences brings together over 70 scholarly associations, each holding their annual conference under one umbrella. Congress is typically hosted by a different Canadian university each year.
Congress 2023 will take place at York’s Keele and Glendon Campuses in Toronto. ACLA will take place on the Keele campus only. The conference will support equity, diversity, inclusion, and decolonization (EDID), and will feature virtual components to accommodate participants joining remotely.
Canadian Association of Applied Linguistics (CAAL/ACLA)
Annual Conference
May 27 – 29 2023
Toronto – York University’s Keele Campus/Hybrid
Full info: http://www.aclacaal.org/conference-2023/
on 22-23 September 2022 the University of Leipzig and University of Wuppertal will be hosting the international online ATFLY 2022 conference: Advances in Teaching Foreign Languages to Young Learners.
The 47th Language Testing Research Colloquium (LTRC) of the International Language Testing Association will be held June 2-6, 2026, at the DoubleTree Hilton in Montreal, Quebec, Canada.
Theme: Global to Local Language Assessment
One increasing area of interest in our field is the extent to which assessment activities are situated in their relevant contexts (DeLuca et al., 2019). Contexts may refer to anything from the micro-context of a language classroom to macro-contexts of the societies where large-scale language tests operate, including pedagogical, linguistic, social, and political elements (Saville, 2012). As Jin (2017) notes, “Context is vitally important in conceptualizing the construct and specifying the content of language learning, teaching, and assessment” (p. 1). For the 47th LTRC, we invite submissions that address this tension between global and local concerns, such as the search for universal scales and models for large scale language tests vs. the drive to explore local context-bound assessment needs and practices. Given this theme, and given that the conference is being held in Quebec, presentations are welcome in English or in bilingual English/French formats.
Proposals due: September 30, 2025
Notifications sent out: December, 2025
Presentation categories
LTRC2026 invites proposals for the presentation types listed below. Except for symposia, each proposal should be no longer than 500 words and must be accompanied by a summary of 250 words. The 500-word proposal will be evaluated by the reviewers, but only the 250-word summary will be available to conference attendees.
Proposals will be evaluated according to the following criteria and weighting:
1)Relevance to the conference theme (10%): i.e., a consideration of the local context in the contribution, or addressing the tension between global and local concerns
2)Conceptual framework (25%): Appropriateness and detail of the conceptual framework underlying the contribution.
3)Argument and Methodology (30%): Appropriateness and detail of the argument (for conceptual studies) and in the research design and methodology (for empirical studies). For demos, detail of the demonstration plan. Note: for works-in-progress, the argument or methodology is planned, not completed.
4)Clarity (15%): Linguistic and rhetorical elements of the submission. Is it easy to understand and follow without confusion or re-reading?
5)Significance (20%): The potential of this contribution to advance knowledge in our field; potential for an innovative impact
Paper presentations
Paper presentations can be either empirical or theoretical. Preference will be given to proposals related to the conference theme, which include details about the local context of the study being presented. Proposals not accepted as research papers may be considered as posters or works-in-progress.
Demonstrations (Demos)
Demonstrations usually show how technology has been innovatively applied in language assessment. Presenters should be prepared to showcase their work through screen shots, video recordings and/or live demonstrations. The proposal should describe the substantive goals of the presentation and outline how the demo will proceed.
Posters
Posters will be displayed during the timetabled session in the program, where presenters need to be present, discuss their work, and answer questions. Posters are a good opportunity for those involved in test development projects, new tests, and technological innovations to present their contributions to language assessment.
Works-in-Progress (WIPs)
Researchers currently working on ongoing research projects can submit them as a work-in-progress presentation. This session offers good opportunities for the presentation of research in progress or research that is being planned. Presenters discuss their projects with small groups of participants and receive comments and suggestions on how best to proceed. Proposals should include questions about the project for the attendees to consider.
Symposia (1.5h)
A symposium addresses a topic of scholarly interest and comprises multiple presentations that are clearly linked to each other and to the symposium topic. Each symposium should begin with an introduction to the topic and issues of consideration, followed by individual papers offering multiple perspectives to the topic and a synthesis by a discussant. Ample time should be allowed for an extended discussion of the theme with the audience. Each symposium proposal should include a 500-word overview of the symposium topic and 300-word descriptions of individual presentations. The entire proposal will be included in the conference program book.
*Note: Limited possibility for virtual proposals
One part of the program will be dedicated to a short series of synchronous virtual presentations. In other words, attendees will be present at LTRC in Montreal and the presenter will be projected on a screen in one of the conference rooms, through Zoom or a similar platform.
These limited virtual timeslots will be very competitive and are only available to those presenters for whom it would be impossible to come to LTRC in person. Therefore, if you wish to be considered for a virtual timeslot, you will not be considered for an in-person timeslot. You will be asked to choose the virtual option when you submit your proposal, along with an explanation for why it is impossible for you to travel to Montreal.
Proposal Deadline
September 30, 2025 at 11:59 pm anywhere on Earth, UTC-12 (This means until it is no longer September 30 no matter where you are).
Submissions for ILTA: https://www.conftool.pro/ltrc2026/
Contact
Email inquiries:
Note for student presenters
ILTA welcomes proposals from students in master’s or doctoral programs and if the paper is accepted for a paper session or a symposium, student will be eligible for the Robert Lado Memorial Award for Best Graduate Student Paper, which is awarded at the end of the conference. Note that proposals co-authored with faculty members are not eligible, whereas proposals co-authored by several student presenters are.
The TESL Canada Journal (http://www.teslcanadajournal.ca) is soliciting proposals from prospective guest editors for the 2025 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 the PKP Preservation Network.
The TESL Canada Journal (TCJ) publishes one (or two) Special Issue (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’s open access website. Previous Special Issue topics include the following:
2024 (1): Preparing Teachers to Support Multilingual Learners and Counter Raciolinguistic Ideologies in Teacher Education
2024 (2): Teaching Grammar in the 21st Century: Revisiting the Old and Envisioning the New
2023: Second Language Writing in Canada: Research, Theory, and Instruction
2022: Plurilingualism and Translanguaging: Pedagogical Approaches for Empowerment and Validation
2020: Corrective Feedback in Language Teaching and Learning: Connecting Research and Practice
2019 (1): Language and Higher Education
2019 (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:
A. Proposed title B. Guest Editor(s), Affiliation, Contact information C. 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) D. Overview of proposed contents: a brief description of the theme, with topics to be included E. List of possible contributors and proposed means of soliciting submissions (including conferences) F. Qualifications of the Guest Editor(s) (including previous related experience and familiarity with the TESL Canada Journal; reviewer experience with other journals; publishing experience outside of authorship) G. Proposed timeline for Fall 2024 publication
Saeed Karimi-Aghdam, Associate Professor of English Language and Didactics, Faculty of Education and Arts, Nord University, Norway; email:
Rémi Adam van Compernolle, Associate Professor of Second Language Acquisition and French and Francophone Studies, Department of Modern Languages, Carnegie Mellon University, USA; email:
The Journal of Applied Linguistics and Applied Literature: Advances and Dynamics (JALDA) invites paper proposals for a special issue devoted to the topic of intertheory dialogue and (in)commensurability between Vygotskian sociocultural theory (SCT) and other approaches to second language (L2) development.
SCT scholars have increasingly drawn on exogenous theories of language and learning/development as well as methods for analyzing language, discourse, and interaction in their work in the early 2000s. In addition, SCT insights have become part of mainstream L2 research and are often invoked in non- SCT research. However, it is not always clear whether, or in what ways, SCT and other approaches to L2 research are commensurable. To promote progress in the field of second language studies, it is crucial that we examine for the intertheoretic commensurability of the distinct theoretical approaches to second language learning. The aim of this Special Issue is, therefore, to offer a substantive discussion of the compatibility of SCT and other theoretical and methodological approaches to the study of L2 development. We believe that casting systematic new light on concepts, categories, frameworks, philosophical undercurrents, and ways of thinking about learning a second language from multiple theoretical vantage points will contribute to conceptual clarity, pluralistic integration where appropriate, and synthesizing corpuses of empirical findings.
We welcome empirical as well as conceptual contributions that explore the relationship between SCT and other theories of L2 development and that help to generate novel theoretical, methodological, and empirical insights for the field. We are particularly interested in papers that critically engage with one or more of the following topics:
Operationalizations of language, discourse, and interaction
Operationalizations of language learning and/or development
Operationalizing evidence of language learning and/or development
Contributions to language teaching research and practice
Commensurability of ontological assumptions and/or epistemological underpinnings
Contributions to a coherent and pluralistic (meta)theory of L2 development
Guidelines
Authors are invited to submit a paper proposal of up to 500 words using the following Google Form here by September 1, 2021. Authors who are invited to contribute a full paper will be asked to submit first drafts for peer review by April 1, 2022.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere. Submissions will be evaluated on a double-blind peer-review basis and should be formatted accordingly. Follow the author guidelines (regarding abstract, reference format, etc.) for JALDA that can be found here.
JALDA is an international peer-reviewed open access biannual journal published by Azarbaijan Shahid Madani University Press.
Warm greetings from Malaysian Association of Applied Linguistics!
We are pleased to extend the call for papers and invitation to participate in the Malaysian Association of Applied Linguistics Asia Pacific Conference (MAAL APC 2022) on The Role of Languages in the Pursuit of Global Sustainability, which will be held on the 10-11 August 2022.
For further details, please go to maalapc.maal.org.my
MAAL APC is a biennial conference and 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.
MAAL APC 2022 welcomes submissions for oral/parallel presentations and symposia (based on specific themes) on the following sub-themes:
Language and the Sustainable Development Goals (SDGs)
Language access and empowerment
Partnership and interaction in language
Linguistic challenges to national development and international collaborations
Inclusion, mobility and multilingual education
Sociolinguistics
Signlinguistics
Translanguaging & Transknowledging
Bilingualism and Multilingualism
Interlinguistics, Stylistics, and Pragmatics
Forensic Linguistics
Language gender and discourse
Translation
Language Teaching and Learning
Language Teacher Education
Language Curriculum Development and Assessment
Language issues, challenges, and development in the following domains:-
Political
Economics
Sociocultural
Technology
Legal
Environmental
Important Dates:
Abstract Submission Deadline: 30 July 2022 (Deadline Extended) Abstract Acceptance Notification: 3 August 2022 (Deadline Extended) Registration and Payment Deadline: 31 July 2022
AILA Review invites applied linguistic scholars and practitioners to submit proposals for a thematic issue, which addresses socially relevant problems in which language learning, research, and practice play a key role. Proposals for thematic issues should include (1) the title of the proposed issue, (2) the purpose of the proposed issue and its relevance, (3) the table of contents, and (4) 300-word abstracts of all papers included, along with author name(s) and affiliation(s). Depending on the guest editor(s)' preference, each issue should contain 6–8 articles, which will normally each be of 10,000 (8 articles) to 15,000 words (6 articles) in length, including tables and figures. This should be sent by e-mail to and more information can be found at https://benjamins.com/catalog/aila.
We welcome proposals for 2 thematic issues to be published respectively in 2024 and 2025. Please let us have your thematic issue proposals by 15 March 2023.
Thank you and we look forward to hearing from you very soon.
Markus BIESWANGER, University of Bayreuth, Germany, GAL (organizer liaising with the ReN coordinator)
Eric FRIGINAL, The Hong Kong Polytechnic University, Hong Kong, AAAL
Malila PRADO, United International College, China, ALAB
Scope :
Aviation is, no doubt, one of the most international of all industries world-wide. As a result, communication between interlocutors who do not share the same cultural background and/or first language is the norm rather than the exception. Such communication can occur in a number of different contexts – for example, between pilots and air traffic controllers, between a captain and a first officer on the flight deck, between pilots and ground staff, between cabin crew and passengers, and many more – and is primarily conducted in English, either by prescription or convention. Much research focuses on the safety-critical voice-based interaction between pilots and air traffic controllers in air traffic management. In international aviation, this kind of communication is supposed to be conducted in accordance with the Standards and Recommended Practices (SARPs) provided by the International Civil Aviation Organization (ICAO) in a number of documents, in order to ensure effective and efficient communication. These SARPs, which are among the few genuinely global language policies, are primarily defined in Annex 1 to the Convention on International Civil Aviation on “Personnel Licencing” (ICAO 2018), Volume 2: “Aeronautical Telecommunications” of Annex 10 (ICAO 2016a), supplemented by documents such as ICAO Doc 4444 Air Traffic Management (ICAO 2016b), Doc 9432 Manual of Radiotelephony (ICAO 2007), Doc 9835 Manual on the Implementation of ICAO Language Proficiency Requirements (ICAO 2010), and Doc 10197Test Design Guidelines Handbook on the Design of Tests for the ICAO Language Proficiency Requirements(ICAO 2024). Applied linguists play an important role in the development of each of these documents, the analysis of the language used in actual air traffic control communication in routine and non-routine situations, including variation in real-life interactions, and the design and evaluation of teaching and testing resources.
Based on the productive and inspiring symposium on “Standardization and Diversity in Aviation English” at the AILA World Congress 2024 in Kuala Lumpur, featuring established and emerging researchers on Aviation English(es) from five different continents, the Research Network (ReN) “Applied Linguistics and Aviation English(es)” is designed to provide a link between these and additional researchers in Applied Linguistics, to facilitate collaboration to tackle language-related real-world problems associated with international aviation, and to disseminate applied linguistic research on Aviation English(es). The ReN focusses primarily, but not exclusively, on interaction between pilots and air traffic controllers, but can be expanded to other aviation-related topics as needed. Among many other things, applied linguistic research can support the understanding and awareness of language as a factor in aviation and aviation safety, identify and address issues that need attention and suggest possible solutions. Applied linguists also often serve as a bridge between the many stakeholders in aviation communications. Due to the truly international nature of aviation and the role of AILA as the global umbrella organization of Applied Linguistics, adopting a broad interpretation of the field, an AILA ReN is the ideal applied linguistic anchor for the multi- and interdisciplinary research conducted on Aviation English(es) and gives such research a recognizable home.
Highlight of 3 scientific works by ReN members:
Friginal, Eric, Elizabeth Mathews and Jennifer Roberts. 2019. English in Global Aviation: Context, Research, Pedagogy. London et al.: Bloomsbury.
Friginal Eric, Malila Prado & Jennifer Roberts (eds.). 2024. Global Aviation English Research. London: Bloomsbury.
Bieswanger, Markus. 2025. World Englishes and air traffic control communication: implications for Applied Linguistics. World Englishes 44.
Some members:
William AGIUS, Zurich University for Applied Sciences, Switzerland
Markus BIESWANGER, University of Bayreuth, Germany
Dominique ESTIVAL, Australia
Eric FRIGINAL, The Hong Kong Polytechnic University, Hong Kong
Noriko ISHIHARA, Hosei University, Japan
Hyejong KIM, The Hong Kong Polytechnic University, Hong Kong
Elizabeth MATHEWS, Embry-Riddle Aeronautical University, United States of America
Malila PRADO, United International College, China
Andrew SCHNEIDER, Embry-Riddle Aeronautical University, United States of America
Patrícia TOSQUI LUCKS, Airspace Control Institute (ICAE), Brazil
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
In 2010, Multilingual Matters (MM) contributed 90,000 GBP to the AILA solidarity fund. As part of this donation, it was agreed that AILA would set up a Library Award, and special MM solidarity awards at the triennial AILA congresses. In an effort to increase communication and transparency among its members and after discussions with the EB/IC, AILA decided to embark on the development of a database and communication tool through an online platform and a dedicated AILA app which will be made available for free to all members of the AILA Affiliates. First versions of the tool will be evaluated and presented at the AILA EB/IC meeting 2018.
A Plurilingual and Pluricultural Perspective for Languages Education Une perspective plurilingue et pluriculturelle pour l’éducation aux langues
Convenors:
Languages education focuses on the broadening of the linguistic and cultural repertoires of language learners and learners in languages. However, it has often adopted a monolingual orientation to the teaching and learning of other languages in which languages and cultures have been seen as discrete and bounded, as the interrelationships between languages and cultures have often been seen as problematic and limiting, for example in terms of ‘interference’. Nonetheless, the linguistic and cultural realities of people who speak multiple languages and identify with multiple cultures reveal much more complex and integrated linguistic and cultural repertoires. Language use and intercultural engagement are characterised by variation, hybridity, fluidity and the bringing together of knowledge and practices from all parts of language learners’ linguistic and cultural repertoires, and this is what allows them to construct their participation in multiple linguistic and cultural communities.
In this ReN we offer as an alternative to such monolingual orientations a plurilingual and pluricultural orientation. We have deliberately chosen to frame this orientation as plurilingual and pluricultural because we feel these terms, which are widely used in Europe, offer a new lens through which to consider how language education can address the complexities of the learning of languages and cultures.
By plurilingualism we understand the uneven and changing repertoires that any person (speaker) has throughout his/her life and which may also vary according to communicative situations and modalities ; for example in the case of having excellent speaking repertoires in two languages but only good writing skills in one of them. By pluriculturalism we understand the uneven and changing cultural and intercultural repertoires any person (speaker) has throughout his/her life and which also fluctuate according to communicative situations; for example in the case of having a good knowledge of the culture of a community but a lesser knowledge of its language, or having less knowledge of a community whose dominant language is nevertheless well mastered (CEFR, 2001). A plurilingual/pluricultural perspective presents a transitory profile of the speaker with a changing configuration of knowledge and capabilities as the norm. This does not imply instability, uncertainty, or lack of balance on the part of the person in question, but it does contribute, in the majority of cases, to an improved awareness of multiple acts of identity building (Bildung). The presentations of this seminar will consider the different ways that the teaching and learning of languages and cultures can enable language learners to develop complex and sophisticated repertoires of languages and cultures and, consequently, to make use of these when communicating in, and between, multiple languages in a diversity of cultural contexts.
