Equity, Diversity and Inclusion in Academic Production and Dissemination in Languages other than English: Possibility or Wishful Thinking?
Cláudio França & Kyria Finardi
Individual differences in English-Medium Education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates
Jennifer Ament & Mengjia Zhang
Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion
Preeti Suri & Marina Orsini-Jones
Language Teacher Education in Brazil and the place of Equity, Diversity and Inclusion
ONELA 2021 in Toulouse, France brings together the AILA Europe Junior Researchers Meeting with AFLA, the French association for applied linguistics. Organised in collaboration with the Lairdil[1], CLLE[2] and BCL[3], the latest in the conference series CRELA 2013, TRELA 2015, and PRELA 2019, ONELA will focus on Instruments and Explorations in Applied Linguistics, since the question of instrumentation is relevant to all applied linguists, whether they work on the use of language(s), translation, language education, corpus linguistics or other areas. Under instrumentation, we first consider language observation: what tools can be used to observe language and how are observations conducted?
The second issue involves data collection: what means are used to gather, record, store, annotate, analyse and understand data? A third point concerns the communication of results: what instruments are employed to share the results of our research, and how can findings in applied linguistics best be disseminated? ONELA 2021 will look beyond instruments per se in order to assess their power to facilitate (or possibly complicate) new explorations in applied linguistics. This theme will be approached from four angles – language observatories, language learning and education, methods in corpus linguistics, and translation – while transversal approaches to epistemological or historical themes may be situated in any of these areas.
The Foreign Languages Centre of the University of Ioannina organises the 4th Erasmus+ Staff Training Week on Corfu, 15-19 June 2020.
The Training Week is addressed to language teachers, academics, teacher trainers, school advisors/directors and students in the field of foreign language learning and teaching, as well as non-teaching staff involved in managing language courses, labs and centers.
For more information, please visit the following link: http://flc.unit.uoi.gr/index.php?option=com_content&view=article&id=75&Itemid=492&lang=en
Please submit your application form here: https://docs.google.com/forms/d/e/1FAIpQLSfMz9s8mg2-CS6Rsk4R8a6EIeIXt63YuAaRKMsZvnTXaol3sA/viewform Application deadline: 14/02/2020. DON'T MISS IT!!
Vygotskian sociocultural theory: Transforming L2 teaching, learning, assessment, and research
Vygotskian Sociocultural Theory (V-SCT), as a theory of mind, has had a major impact on second language (L2) theory and practice over the last four decades. It has challenged L2 educators' understanding of the genesis of L2 development and effective pedagogy through a set of principles (see Swain, Kinnear & Steinman (2015) for a comprehensive and accessible review) such as the central role of interpsychological mediation, and the focus on conceptbased teaching and curriculum design. However, as L2 educators and researchers, often trained in cognitivist paradigms, redefine their roles and attempt to reconcile previous practices and beliefs with new concepts, many confusions persist (Knouzi, in press). These confusions exist especially with respect to key concepts such as ZPD vs. i+1; mediation vs. scaffolding; role of concept-based language instruction in form-focused instruction; role of affect vs. positive psychology; and Dynamic Assessment vs. proficiency testing.
This special issue seeks to explain key V-SCT concepts and demonstrate their relevance to L2 theory and practice in Canadian contexts, as demonstrated by Canadian scholars through conceptual papers and empirical studies.
We invite submissions that examine and critique L2 development, teaching, and assessment practices, and teacher education from a V-SCT perspective, addressing topics such as, but not limited to, the following:
- Role of mediation in learning and development, focusing on the range, affordances, and constraints of mediational means (including digital and multimodal) in L2 language classrooms.
- Role of language as a cognitive tool (e.g., languaging, collaborative dialogue, instructional interactions)
- Concept-based instruction in L2 classrooms and in teacher education programs - Dialectic relation between affect and cognition
- Assessment
- Activity theory-informed analysis of learner/teacher development
Papers in English and French will be considered. We welcome papers for inclusion in one of three sections: “Full-Length Research Articles” (original research), “Perspectives” (theoretical explorations of relevant issues), and “In the Classroom” (pedagogical focus). Please refer to the TESL Canada Journal author guidelines for more information:
Interested authors are invited to submit a 400-word abstract (including references) to by February 01, 2026. Please indicate clearly the category to which your abstract belongs. Notice of abstract acceptance will be emailed by March 01, 2026. Full manuscripts are due June 15, 2026, and will be subject to a rigorous blind review process. In line with SCT principles, we will follow a process that fosters collegial mediation and creates opportunities for scholarly development. In a two-phase process, each contributor will be asked to review a paper in the special issue (blind review). Following the first revisions and resubmission, all contributors will have the option to receive additional feedback through discussion at a meeting attended by SCT colleagues before submitting a final version. The special issue will be published in January-March, 2027.
If you have any questions or queries about this special issue, please contact Ibtissem Knouzi at
in Events / featured stories / timeline / Upcoming Other Events
Brazil Unifies Its Confucius Institutes Under New National Network;
UFG Represents Country in Global AI Forums
On September 12th, 2025, the Network of Confucius Institutes in Brazil was officially established, marking an important milestone in strengthening academic and cultural cooperation between Brazil and China. The proposal for its creation originated from the Confucius Institute at UNESP, which also hosted the inaugural meeting. On that occasion, it was decided that Professor Luís Antônio Paulino, from UNESP, would assume the presidency of the Network.
The event was marked by broad institutional and diplomatic representation, bringing together Brazilian and Chinese directors of the Confucius Institutes operating in the country, as well as various authorities from both China and Brazil. Among those in attendance were the Minister of the Embassy of the People's Republic of China, the Acting Consul General of the Consulate General of China in São Paulo, the Director-General of the Center for Language Education and Cooperation (CLEC) in Beijing, along with the Rector of UNESP, the Rector of UnB, the Vice-Rectors of UEPA, UEMA, UFBA, UFC, and UFT.
Currently, Brazil has 14 Confucius Institutes – located at UNESP, UFG, PUC-RIO, UEPA, UFBA, UFC, UFF, UFMG, UFRGS, UFRJ, UnB, Unicamp, UPE, and FAAP – and one Chinese Center at UFMT. Together, they form a national network dedicated to ‘promoting the Chinese language and culture, as well as fostering academic and scientific exchange between the two countries.
Subsequently, on October 10th, 2025, the first online meeting of the Council of the Network of Confucius Institutes in Brazil was held. The main objectives of the meeting were to approve the 2026 Work Plan and to elect the two vice-presidents of the Network, as established in its Statute. Following deliberations, Professor Francisco José Quaresma de Figueiredo, Director of the Confucius Institute for Chinese Medicine at UFG, and Professor Antônio Braga, Director of the Confucius Institute at UEPA, were elected to join the Network’s leadership alongside the president.
The strengthening of this organizational structure represents a significant step toward consolidating the presence of the Confucius Institutes in Brazil, expanding opportunities for interinstitutional cooperation and broadening the reach of initiatives aimed at Chinese language teaching and the promotion of intercultural dialogue.
The Confucius Institutes have as their main objective the dissemination of the Chinese language and culture, and some of them, such as the Confucius Institute of Chinese Medicine at the Federal University of Goiás, in addition to offering courses on the Chinese language and culture, also provide courses in the area of Chinese Medicine. Every year, a major global event is held in which new methods and approaches for teaching Mandarin are discussed – the World Chinese Language Conference, which took place in Beijing from November 14th to 16th 2025. The event is attended by directors of Confucius Institutes around the world, as well as the President or Vice-President of the institutions responsible for each Confucius Institute. This year’s theme was “Innovation Leads, AI Empowers: Learning Chinese Without Borders.”
The use of Artificial Intelligence in Mandarin teaching was also discussed at another event held in Hong Kong from November 16th to 17th – the Global Confucius Institutes Hong Kong Forum, organized by The Hong Kong Polytechnic University, with the theme “Exploring New Opportunities for Cooperation among Confucius Institutes in the Era of AI.” The event was attended by 150 invited participants from various Confucius Institutes in 69 countries. The Confucius Institute of Chinese Medicine at UFG represented Brazil at this event.
Prof. Francisco José Quaresma de Figueiredo
Brazilian Dean of the Confucius Institute for Chinese Medicine at UFG
Vice-President of the Network of Confucius Institutes in Brazil
Presidents' Forum of the Global Alliance of Foreign Studies Universities held in Hangzhou
Themed "Future Solutions, AI Empowerment, Integrated Development", the Fifth Presidents' Forum of the Global Alliance of Foreign Studies Universities (GAFSU), hosted by Beijing Foreign Studies University (BFSU) and organized by Zhejiang International Studies University, was held in Hangzhou on Oct 24.
The forum was attended by leaders from 24 member institutions of the alliance, and over 170 global experts and scholars from more than 60 universities and institutions.
The Fifth Presidents' Forum of the GAFSU is held in Hangzhou. [Photo/bfsu.edu.cn]
During the forum, Liu Limin, president of the China Education Association for International Exchange, vice president of the Western Returned Scholars Association, and China's former vice minister of education, highlighted the importance of strengthening the collaboration between foreign language universities and research institutions. Liu emphasized leveraging the "intelligence" and "inclusive" advantages of digital technology to promote the deep integration of cutting-edge technology and foreign language education.
Liu Limin delivers a speech during the forum. [Photo/bfsu.edu.cn]
In his address, Jia Wenjian, chairman of the GAFSU, BFSU's president and deputy secretary of the CPC BFSU Committee, offered future-oriented suggestions: deepen the integration of digital intelligence in language education; enhance the interdisciplinary integration of academic disciplines and specialties; and strengthen the resource integration in the development of the alliance.
Jia Wenjian offers future-oriented suggestions for the development of the GAFSU. [Photo/bfsu.edu.cn]
Zhang Huanzhou, board member of the GAFSU and president of Zhejiang International Studies University, noted that the forum has created a platform for an exchange matrix within the intercultural education community for members of the alliance.
Zhang Huanzhou highlights the importance of the forum. [Photo/bfsu.edu.cn]
The forum released the "Initiative for Collaborative Advancement of Innovation in Language Education and Research in the Digital Intelligence Era," calling on member universities to jointly plan new approaches for digitally empowered education and teaching, explore new global pathways for language education, create new global hubs for knowledge innovation, and build a new ecosystem with diverse stakeholder participation.
The GAFSU was initiated in 2015 by BFSU and is currently composed of 39 universities from 20 countries, all distinguished in foreign language teaching and area studies.
in AILA International Events / Events / Past Events
Beijing Foreign Studies University held a Series of Talent Exchange Activities for the 23rd Conference on International Exchange of Professionals
The 23rd Conference on International Exchange of Professionals was held at the Shanghai World Expo Center from October 21st to 22nd. During the conference, Beijing Foreign Studies University held two talent exchange activities with the themes of " Interdisciplinarity and Innovation in Country and Area Studies " and "Artificial Intelligence and International Education". Jia Wenjian, president of Beijing Foreign Studies University, and Zhao Gang, vice president, attended the event.
Interdisciplinarity and Innovation in Country and Area Studies attracts Global Scholars to discuss the Development Path of the Discipline
The talent exchange event on " Interdisciplinarity and Innovation in Country and Area Studies" is hosted by the Country and Area Studies Academy. The event brought together over 50 experts and scholars from UNESCO, the Australian Academy of Humanities, and dozens of top universities and research institutions around the world. The opening ceremony was presided over by Zhao Gang.
The Unveiling of International Collaborative Platform for Cross-Disciplinary and Innovative Country and Area Studies was held at the event. Jia Wenjian, Irina Bokova, the former Director-General of UNESCO, Marakkale Manage Pathmalal, the president of the University of Sri Jayewardenepura, and Barnabas Nawangwe, the president of Makerere University in Uganda, delivered speeches and jointly unveiled the plaque for the "International Collaborative Platform for Cross-Disciplinary and Innovative Country and Area Studies" of Beijing Foreign Studies University. They stated that against the backdrop of profound changes in the current world order, deepening interdisciplinary and cross-cultural regional and country studies holds irreplaceable strategic value for promoting global governance and enhancing mutual learning among civilizations.
The event focused on in-depth discussions on the theoretical frontiers and practical exploration of regional and country studies. David Carter, an academician of the Australian Academy of Humanities, expounded on the significant role of regional studies as a cross-disciplinary platform. Chih-Ping Chou, a retired professor from Princeton University, analyzed the development trends of global Chinese education. Professor Sheriff Ghali Ibrahim from the University of Abuja explored the academic connotations of China-Africa cooperation from a cross-disciplinary perspective. Professor Ren Xiao from the Institute of Regional and Global Governance, BFSU summarized the latest progress in China's regional and country studies. Scholars from countries such as Algeria, Germany, France, Argentina, and Ethiopia respectively shared their research findings on topics such as China-Africa relations, African language standardization, multilingual learning, and global public health, fully demonstrating the diverse and cross-disciplinary characteristics of regional and country studies. In the "At the Crossroads of Regional Studies" roundtable discussion, dozens of guests conducted a heated discussion on how to transcend traditional research paradigms and build a more equal and inclusive global knowledge system, providing insightful ideas for future disciplinary development.
Artificial Intelligence and International Education Jointly Explore a New Chapter in the Future of Education
The "Artificial Intelligence and International Education" talent exchange event was organized by the School of Education, the BFSU Artificial Intelligence and Human Language Lab, and the Institute of Online Education of Beijing Foreign Studies University. The event brought together over 50 high-level experts and scholars from nearly 30 countries and regions, as well as more than 10 heads of overseas universities and research institutions. The opening ceremony of the event was presided over by Zhao Gang.
Meanwhile, a roadshow and exhibition of "Artificial Intelligence + Foreign Language Education Products and Periodicals" was held on the event. Li Zuowen, director of the BFSU Artificial Intelligence and Human Language Lab, and Tang Jinlan, dean of the Institute of Online Education, respectively introduced two academic journals, "Language and Intelligence" and "Journal of China Computer-Assisted Language Learning". Dr. Li Lingxiao from the Artificial Intelligence and Human Language Lab demonstrated the innovative applications of artificial intelligence in areas such as language learning, teaching evaluation, and course resource development, presenting the latest achievements and research progress in this field.
During the event, experts and scholars from all over the world delivered 18 specialized academic reports on the theme of "Artificial Intelligence and International Education". The research areas covered educational technology, artificial intelligence and language learning, language teaching, and other fields, fully demonstrating an international perspective of interdisciplinary cooperation. The keynote speeches on the first day were hosted by Li Zuowen, with key topics including LingTutor and inquiry-based learning, key issues of AI as high-quality educational resources, the definition of AI literacy and the application of AI in English teaching, and the challenges of generative AI and higher education. The keynote speeches on the second day were hosted by Tang Jinlan, mainly focusing on ethical guidelines for the application of AI in education, the future transformation of language education with AI, the challenges of AI in the cultivation of translation talents, the digital transformation of global education with AI, and the challenges of cooperation and collusion with generative AI.
The event featured two roundtable discussions, themed "Opportunities and Challenges in the Digital Transformation of International Education " and "Innovative Applications of Artificial Intelligence in Multilingual Teaching". These discussions were hosted by Professor Kong Lei from the Artificial Intelligence and Human Language Lab and Dr. Tu Xiliang from the Institute of Online Education. Experts and scholars from universities such as Hankuk University of Foreign Studies, Makerere University, Sofia University, Federal University of Espírito Santo, Universidad Bolivariana del Ecuador, University of Nairobi and Australian National University participated in the discussions. They engaged in lively exchanges on topics such as the path of digital education transformation and the practical application of AI technology in cross-cultural language teaching, providing valuable and diverse perspectives for the development of international education.
This event effectively promoted academic dialogue and knowledge sharing in the field of artificial intelligence and international education research through keynote speeches, roundtable discussions, and achievement displays. It provided an important platform for promoting the digital transformation of international education and facilitating interdisciplinary innovation research. This event not only showcased the latest research achievements in this field but also offered a valuable opportunity for global educators to learn from each other and develop together. The experts attending the event unanimously agreed that artificial intelligence technology is profoundly changing the global education ecosystem, and international cooperation and cross-cultural exchanges are crucial in this process.
The Conference on International Exchange of Professionals is the largest and most prestigious international talent platform in China. Based on this platform, Beijing Foreign Studies University has gathered top experts and scholars from around the world to hold a series of activities such as academic discussions, project signing, cooperation negotiations, and roadshow exhibitions, aiming to deepen international understanding, promote global dialogue, actively build a new pattern of international academic cooperation and talent exchange, and actively contribute the wisdom of Beijing Foreign Studies University to strengthening international cooperation and mutual learning among civilizations, as well as promoting the common development of global talents.
in AILA International Events / Events / Past Events
The 2025 Annual Conference of China English Language Education Association was held in Chongqing on October 17-19, 2025. It was hosted by Southwest University. The theme of the conference is English Teaching in the New Era: New Approaches for Intercultural Communication and Mutual Learning. Prof. Prof. Peter I. De Costa from Michigan State University, Prof. Cheng Xiaotang from Beijing Normal University, Prof. Yin Yungong from Chinese Academy of Social Sciences, Prof. Dong Hongchuan from Sichuan International Studies University and Prof. Wen Xu from Southwest University gave plenary speeches at the conference. During the conference, 17 symposia, 1 editor-in-chief forum were held and 15 groups of individual papers were presented. About 300 EFL scholars and teachers attended the conference on site and 32,000 people watched the plenary sessions on-line.
The next Conference of CELEA, the 11th International Conference on ELT in China will be held jointly with the 24th AsiaTEFL International Conference (AsiaTEFL 2026) in Xi’an city on May 28-31, 2026.
Prof. Sun Youzhong, the CELEA president and Prof. Gao Yang from Xi’an Jiaotong University attended the 23nd AsiaTEFL International Conference held in Hong Kong, China on July 10-13, 2025. Prof. Gao Yang spoke as the representative of the host organization of the next AsiaTEFL Conference.
Prof. Kyria Finardi had a meeting with the representatives of CELEA, Prof. Sun Youzhong, Prof. Jin Limin, Prof. Zhang Hong, Ms Duan Changcheng and Ms Hou Hui on October 28, 2025 to discuss possibilities of academic exchanges and a global talents nurturing program.
During her visit to Beijing, professor Kyria Finardi also met Prof. Xu Jiajin https://corpus.bfsu.edu.cn/info/1067/1988.htm from the National Research Centre for Foreign Language Education, BFSU. Professor Xu is also involved in a recently approved project focused on the role of AI in the geopolitics of knowledge production coordinated by Professor Kyria Finardi in Brazil. The project involves various AILA members from 12 other countries besides China and has recently received approval and support from the Brazilian Research Foundation FAPES.
in AILA International Events / Events / Past Events
Malang, Indonesia – On 8–10 October 2025, The Asosiasi Linguistik Terapan Indonesia (ALTI) – Indonesian Association of Applied Linguistics (IAAL), conducted the 2nd International Seminar of Applied Linguistics (ISIALing) in collaboration with the 71st TEFLIN International Conference, hosted by Fakultas Ilmu Budaya Universitas Brawijaya. The conference, also in conjunction with The 5th ICE and The 5th ICOLLEC, brought together more than 650 scholars, practitioners, and linguistics professionals from Indonesia and 13 other countries. The conference invited very special keynote speaker, Prof. Kyria Rebeca Finardi, President of AILA, among other keynote speakers, namely keynote speech dari Prof. Gary Barkhuizen (University of Auckland, New Zealand) dan Prof. Ju Seong Lee (University of Hong Kong), Assoc. Prof. Dennis Alonzo (University of New South Wales) and Assoc. Prof. Hamamah, who is the coordinator of Cooperation Department of ALTI.
President of ALTI, Dr. Meinarni Susilowati expressed her deep gratitude for continuous support from AILA for ISIALing, which always had the President AILA as the keynote speaker. The former President of AILA, Prof. Dr. Azirah Hashim delivered the keynote speech on the first ISIALing in online platform. The presence of AILA President on the 2nd ISIALing showed greater support for ALTI to be more widely recognized.
ALTI Executive Board Meeting
Within this international forum, ALTI also conducted Executive ALTI Board Meeting, together with the delegates from different parts of Indonesia. The meeting was very important to equalize perspectives so that each delegate can disseminate the results of the meeting into programs and activities that can provide benefits for their community. President of AILA also attended the meeting and discussed how ALTI might participate on AILA programs both for organizational development and personal growth. This year Executive ALTI Board Meeting signified potential collaborations among applied linguistics association across countries and institutional alignment with AILA’s sustainability-driven global agenda.
In the collaborative conference, ALTI also carried out a workshop under the theme “Translation and Interpretation Teaching in Indonesia,” which explored the status quo of teaching translation and interpretation in Indonesia. This workshop was done with the collaboration of ALTI and Persatuan Penterjemah Malaysia (Malaysia Translator Association). The theme was purposively selected by considering the fact that translation teachers faced conflicting situation due to vast development translation technology. ALTI invited Dr. Sugeng Hariyanto (Himpunan Penerjemah Indonesia/Indonesia Translator Association) and Dr. Noor Ida Ramli (Malaysia Translator Association) as the resource persons. The activities were conducted through interactive presentations, group discussions on translation. As the outcome of this workshop is a book chapter on teaching translation in Indonesia.
Institutional Significance and Sustainability Orientation
As an affiliate of AILA, ALTI occupies a strategic position in Indonesia’s applied linguistics landscape. AILA describes itself as “a federation of national and regional associations of Applied Linguistics” which aims to promote research and practice in applied linguistics globally. Among AILA’s key policy priorities is linguistic diversity, inclusion, and sustainability, particularly recognising language’s role in achieving the Sustainable Development Goals (SDGs).
By hosting this workshop and board meeting within an international conference framework, ALTI signals its intention to:
Strengthen its internal governance and member services so that it can provide robust platforms for research, publication, professional development, and networking in applied linguistics and translation in Indonesia.
Enhance its visibility and connection to international networks via AILA, thereby opening opportunities for collaborative research, global dissemination, and cross‐national partnerships.
Embed sustainability thinking into its translation and applied linguistics agenda e.g., how translation practices can support multilingualism, language rights, inclusive education, indigenous/minority languages, and sustainable language communities, in line with AILA’s orientation.
Foster translation scholarship not only as an academic endeavour but as a means of sustaining knowledge exchange, linguistic equity, and professional practice, thereby linking the micro (individual translators/researchers) with the macro (institutional and societal sustainability) levels.
Outcomes & Next Steps
The workshop and general board meeting at the TEFLIN International Conference 2025 in conjunction with the 2nd ISIALing in Malang, mark a significant milestone for ALTI in its journey from a national organisation to a globally‐connected affiliate of AILA with a sustainability‐informed institutional strategy. As Professor Kyria underscores, “This is an excellent opportunity for members to participate in research, exchange their best practices, and participate in the national events held by other affiliates in Asia, Europe, Africa, and America.” By aligning translation studies and applied linguistics practice with the broader themes of linguistic diversity, inclusion, and sustainability, ALTI reinforces its institutional capacity and relevance in a changing global research ecosystem. As applied linguistics continues to engage with pressing societal issues, such as multilingualism to environmental communication, and inclusive education ALTI promises to contribute meaningfully to Indonesia’s scholarship and practice in the field.
ALTI JAYA, INDONESIA MAJU
in AILA International Events / Events / Past Events
The UNICollaboration organisation is organising an international research conference on the theme of “Virtual Exchange in a Changing World: Innovation and Inclusion”. Our 2026 theme acknowledges the transformative power of digital connectivity and collaborative learning in times of global complexity.
The conference will take place on June 4-5, 2026 at the Cyprus University of Technology in Limassol, Cyprus and welcomes presentations, workshops, panel discussions and posters that include both research studies and practical reports.
The deadline for submission is 15 November 2025. Details can be found in the Call for Papers HERE and the link to submit abstracts can be found on the conference website HERE.
If you have specific questions about conference logistics or travel issues, you can contact the organizers at their email address: ; or directly to ;
in Events / featured stories / timeline / Upcoming Other Events
The Spanish Association of Applied Linguistics (AESLA) and the Organizing Committee of this edition are pleased to invite you to the 43rd International Conference of the Spanish Association of Applied Linguistics, organized by the Department of Spanish Language at the University of Granada. The conference will be held in Granada from April 15 to 17, 2026, at the School of Civil, Canal, and Port Engineering.
With the topic: ‘Language, variation and identity: linguistic dynamics for representing identity’, we want the conference to become a space for dialogue where we can reflect on how language reflects and shapes social reality and how speakers use linguistic resources to represent their identity.
The AESLA 2026 Organising Committee encourages you to participate in the conference by submitting a proposal for an oral presentation or a poster.
We remind you that each participant may submit up to two proposals, in Spanish and English, from 15 October 2025 to 20 December 2025. Proposals should be submitted via the web platform: https://matrix.aesla.org.es/aesla2026, and will be assigned to the thematic panel chosen for review (each proposal may only be submitted to one panel).
For more detailed information about the AESLA 2026 conference, please visit our website: https://wpd.ugr.es/~aesla26/
If you have any questions or suggestions, please contact us at the following email address:
We look forward to seeing you in Granada!
Elena Fernández de Molina Ortés, Rocío Cruz Ortiz and Edyta Waluch de la Torre
Coordinators of the Organising Committee for the AESLA 2026 Conference
in EUROPE / Events / featured stories / timeline
In Conversation:
Multilingual and Intercultural Perspectives in Language Learning: Essays in Honour of Claire Kramsch
The special issue of L2 Journal, Multilingual and Intercultural Perspectives in Language Learning: Essays in Honour of Claire Kramsch, guest edited by Drs. Simon Coffey and Zhu Hua, is now available. Join the guest editors, contributors to the special issue, and Dr. Claire Kramsch as they discuss the special issue and the substantial impact of Dr. Kramsch’s work on applied linguistics and world language education scholarship and practice.
Tuesday Oct. 7, 2025
9:00am PST/5:00pm GMT+1
Zoom
Register here
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.
Equity, Diversity and Inclusion in Academic Production and Dissemination in Languages other than English: Possibility or Wishful Thinking?
Cláudio França & Kyria Finardi
Individual differences in English-Medium Education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates
Jennifer Ament & Mengjia Zhang
Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion
Preeti Suri & Marina Orsini-Jones
Language Teacher Education in Brazil and the place of Equity, Diversity and Inclusion
Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country.
Andrea Wehrli
Internationalisation at Home through Critical Virtual Exchange
Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo
Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
Carolin Fuchs & Hannah Ferguson
Virtual Exchange for English Language Teaching (VEELT): Engagement and Inclusion Challenges
Yu-Hua Chen, Sofia Di Sarno-García, Marina Orsini-Jones & Karina Guadalupe Díaz Pedroza
Equity, Diversity and Inclusion in Academic Production and Dissemination in Languages other than English: Possibility or Wishful Thinking?
Cláudio França & Kyria Finardi
Individual differences in English-Medium Education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates
Jennifer Ament & Mengjia Zhang
Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion
Preeti Suri & Marina Orsini-Jones
Language Teacher Education in Brazil and the place of Equity, Diversity and Inclusion
Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country.
Andrea Wehrli
Internationalisation at Home through Critical Virtual Exchange
Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo
Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
Carolin Fuchs & Hannah Ferguson
Virtual Exchange for English Language Teaching (VEELT): Engagement and Inclusion Challenges
Yu-Hua Chen, Sofia Di Sarno-García, Marina Orsini-Jones & Karina Guadalupe Díaz Pedroza
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.
Disruptions allow and provide opportunities for new beginnings, fundamental reconsiderations, and the conceptualization of alternative directional approaches to education and training. They form a constitutive part of growing up, socialization, and education. The basic dialectical tone and the colorful metaphors used in the context of disruptions, upheavals, breakthroughs, collapses, or new departures point, not least, to the fundamental anthropological issue of a fragile existence. Not only does the notion of the human fragment testifies to this, but so does the phenomenon of the breakthrough as an elementary gain of knowledge along the fault lines of experience. Both in individual life courses and in the context of organizational or societal developmental processes, rifts mark disruptive changes. The dynamics of such social and cultural transformations, technological innovations, political upheavals, or increasing diversifications of educational and professional careers require pedagogical actors to deal with such breaks, discontinuities, and transitions. With the topic of this congress, we aim not only to identify problems but also focus on necessary moments of transition which hold potential for innovation and the positive shaping of the future.
The GERA Congress 2026 will take place in Munich from March 22nd – March 25th 2026.
Authors in alphabetical order: Asuman Asik, Barbara Simoneli, Carlos Hildeblando, Ester Quiroz Uribe, Juliana Salvadori, Kyria Finardi, Lucas Kohnke, Luciana Cabrini Calvo, Marina Orsini-Jones
Division of labor:
AI - Lucas, Ester, Asuman
Implications for ELT - Carlos, Marina, Kyria
VE - Juliana, Barbara, Luciana
Abstract
As artificial intelligence (AI) technologies and Virtual Exchange (VE) become increasingly integrated into higher education, their implications for English Language Teaching (ELT) and other languages warrant critical examination. This chapter explores how AI—particularly generative AI like ChatGPT—shapes language learning dynamics, intercultural communication, and linguistic equity within VE contexts. By examining the intersection of AI, language, and culture, the study investigates how AI tools can both facilitate and hinder meaningful cross-cultural exchange, language acquisition, and the production and dissemination of knowledge, particularly for underrepresented linguistic and cultural groups. Drawing on recent scholarship that addresses digital inequality, linguistic hegemony, and epistemic exclusion, the chapter reports on the authors’ experience with AI, VE, and ELT to uncover how AI can be leveraged to promote inclusive, multilingual, and culturally responsive VE initiatives. It also identifies potential risks of reinforcing existing power asymmetries and linguistic dominance in global academic interactions. Additionally, the chapter considers how AI-mediated VE projects can serve as a platform for exploring the complexities of language use in diverse cultural contexts, fostering more nuanced understandings of language learning and intercultural communication. Through targeted VE projects, the study aims to amplify marginalized voices, promote diverse linguistic representations, and inform pedagogical strategies that align AI use with equitable and inclusive ELT practices. By critically engaging with AI applications in language education, the chapter contributes to ongoing discussions about the ethical, cultural, and pedagogical implications of AI in the evolving landscape of Computer-Assisted Language Learning (CALL). It underscores the potential for AI to act as both a bridge and a barrier in the pursuit of more inclusive and accessible global academic networks, urging educators and researchers to consider how AI can be harnessed to foster greater linguistic diversity and cultural understanding in VE, ELT and education in general.
Introduction
The integration of Artificial Intelligence (AI) technologies into educational contexts is rapidly transforming the landscape of higher education. As AI becomes increasingly integrated into education in general and in higher education in particular, the ability to effectively and critically engage with AI tools is becoming a crucial skill for teachers, students and researchers (Pessin & Finardi, 2025).
Notwithstanding the potential of AI for global development, there is a serious language and digital divide that must be addressed first.
The language divide refers to those who have access to English and other strong languages whereas the digital gap refers to access to technologies and digital literacy. AI works very well for certain languages but it may increase the language and digital divide for languages other than English (Zhu & Wang, 2025).
According to Zhu and Wang (2025), AI requires initiatives that address diversity, equity, and inclusion (DEI) in education in general and in language education in particular, especially considering that Large Language Models (LLMs) may work very well for English but not necessary for low-resource languages. Zhu and Wang (2025) found that research on AI for language education has predominantly favored quantitative and mixed methods with a noticeable shortfall in qualitative research efforts. More qualitative studies are needed to shed light on the socio-cultural aspects of AI-assisted language learning to provide richer and deeper insights into the specific and individual learning processes and differences.
Results of Zhu and Wang (2025) showed that scholars have used different perspectives to investigate the role of teachers in AI-integrated language teaching and although there is an extensive discussion on the benefits of AI-integrated classrooms, there remains a notable paucity of empirical evidence outlining specific strategies for leveraging AI-human teacher collaboration to support teachers in enhancing their teaching efficiency. So as to address this gap, this paper argues that Virtual Exchange (VE) is one way to stimulate teacher collaboration across different contexts both for research and teacher education purposes.
According to O’Dowd (2018) VE refers to a range of online intercultural exchange and interaction activities that promote intercultural learning, language development, and global citizenship education among students from different countries and cultures. VE has a considerable potential for teacher education and intercultural development. During the COVID19 pandemic, VE was also used as a substitute to international academic mobility (Finardi & Guimarães, 2020) and it has been used since then as a strategy to calibrate relationships between the Global South and the Global North (Guimarães, Finardi & Amorim, 2021), as a way to develop Global Citizenship (Guimarães & Finardi, 2021, Finardi, Salvadori & Werhli, 2024), so as to promote Internationalization at Home (Finardi & Asik, 2024), as a way to promote digital critical literacy and intercultural development in teacher education (Orsini-Jones, Cerveró-Carrascosa & Finardi, 2021), as a Third Space to promote alternative ways of knowing, being and relating (Wimpenny et al., 2022), as a way to promote reflection and change in habitus in teacher education (Simoneli, Finardi, 2023), as a more cooperative and inclusive internationalization (Mendes & Finardi, 2023) and as a postdigital, connected, embodied, relational socio material Third Space (Orsini-Jones et al. 2025).
Since the pandemic, VE is gaining momentum as a scalable, cost-effective, and inclusive alternative to traditional physical mobility and also as a relevant space for teacher and researcher collaboration. At the intersection of these trends the growing use of AI and VE in higher education lies both an opportunity and a challenge: how can AI be meaningfully leveraged to enhance VE experiences while promoting linguistic diversity, intercultural understanding, and equity? Following this intersection there are also important considerations for teacher education in general and English language teaching (ELT) in particular.
Generative AI tools like ChatGPT have shown promise in facilitating language learning and intercultural communication, offering immediate feedback, customized practice, and simulated dialogues. However, their deployment in VE settings also raises critical concerns regarding linguistic hegemony, epistemic exclusion, and digital inequity. AI is often shaped by dominant linguistic and cultural norms, which may marginalize underrepresented voices and languages reinforcing global power asymmetries.
This paper examines the dynamic interplay between AI, language, and culture in the context of VE, focusing on the affordances and limitations of AI for fostering inclusive and culturally responsive ELT practices. Drawing from current scholarship in teacher education and informed by the authors’ experiences with VE projects and ELT, this study aims to contribute to the ethical and pedagogical discourse surrounding AI use in language education in general and in ELT in particular. It argues that, if critically and creatively harnessed, AI can act not only as a pedagogical tool but also as a transformative agent for inclusion and intercultural development in global academic collaborations.
AI- Lucas, Ester, Asuman
Implications for ELT - Carlos, Marina, Kyria
VE- Juliana, Barbara, Luciana
References
Finardi, K. R., & Guimarães, F. F. (2020). Internationalization and the Covid-19 pandemic: challenges and opportunities for the global south. Journal of Education, Teaching and Social Studies, 2(4), 1-15.
Finardi, K., & Aşık, A. (2024). Possibilities of virtual exchange for Internationalization at Home: Insights from the Global South. Journal of Virtual Exchange, 7, 1-22.
Guimarães, F. F., Finardi, K. R., & Amorim, G. B. (2021). From pandemic to paradigm shift: recalibrating Brazil’s relationships with the Global North. In EAIE Forum Magazine (Vol. 1, No. 1, pp. 28-29).
Guimarães, F. F., & Finardi, K. R. (2021). Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace. Globalisation, Societies and Education, 19(5), 641-657.
Guimarães, F. F., Mendes, A. R. M., Rodrigues, L. M., dos Santos Paiva, R. S., & Finardi, K. R. (2019). Internationalization at home, COIL and intercomprehension: for more inclusive activities in the global south. SFU Educational Review, 12(3), 90-109.
O'Dowd, R. (2018). From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in promoting research and practice. Journal of Virtual Exchange, 1, 1-23.
Orsini-Jones, M., Jacobs, L., Finardi, K., & Wimpenny, K. (2025). Collaborative online international learning as a postdigital connected, embodied, relational & (socio) material Third Space: female voices. Higher Education Research & Development, 44(1), 237-252.
Wang, C., & Canagarajah, S. (2024). Postdigital ethnography in applied linguistics: Beyond the online and offline in language learning. Research Methods in Applied Linguistics, 3(2), 100111.
Wimpenny, K., Finardi, K. R., Orsini-Jones, M., & Jacobs, L. (2022). Knowing, being, relating and expressing through third space global South-North COIL: Digital inclusion and equity in international higher education. Journal of Studies in International Education, 26(2), 279-296.
Zhu, M., & Wang, C. (2025). A systematic review of artificial intelligence in language education: Current status and future implications. Language Learning & Technology, 29(1), 1–29.
https://hdl.handle.net/10125/73606
in Past Events / Uncategorized
Introduction to the Editors' Group and today's presentations: GRAEME PORTE
1 MARTA ANTON PRESENTING: CRITERIA FOR EVALUATING A JOURNAL
(to include getting to know what journals are most pertinent to the enquiry, Open Access journals, Scientific Rigor. A key indicator of journal quality is the scientific rigor of the publications published in the journal. ... Editorial Quality. ... Peer Review Process. ... Ethics. ... Editorial Board Members. ...Journal Reputation/Business Model. ...Author Rights and Copyright. ... Indexing Status.
2 MARTIN EAST PRESENTING: WRITING FOR A SPECIFIC JOURNAL OR SECTION IN THE JOURNAL
(to include doing your homework on what typically gets accepted; tergetting tha readership specifically; examples of how certain journal strands require different approaches to presentation/style etc.)
3: WAYNE WRIGHT PRESENTING: COMMON MISTAKES THAT CAN LEAD TO REJECTION
(to include Editorial (form and preparation) mistakes: Not paying attention to/ following guidelines in Information for Authors (IFA); Not using good grammar/proper English; Including poor quality tables/figures/illustrations; Submitting a topic that is outside the journal’s scope; Submitting a manuscript that lacks novelty/scientific significance; Using poor methodology and making poor/inappropriate statistical analysis; Ethical mistakes: Submitting your manuscript to more than one journal at once; Submitting a paper partially published elsewhere, etc. REASONABLE USE OF AI.
4: JIM McKINLEY PRESENTING: REVIEWING FOR A JOURNAL.
Based around Masatoshi's original request that “We could talk about the importance of peer reviews (academic citizenship?) so as to raise people’s awareness of and contribution to the academic publishing practices? I say this partly because I am aware that some universities bluntly discourage faculty members from reviewing papers (and instead encourage spending time on publishing, of course).”
5. MASATOSHI SATO PRESENTING: UNDERSTANDING JOURNAL DECISIONS (to include understanding how to re-submit and what to write in a cover letter, understanding rejection, resubmission and replying to feedback and SUBMISSION DANGERS/"WARNINGS" (to include similarity indices, ChatGPT attitude to, use of paper mills etc.).
The founders of the research network EMEVEDI https://aila.info/research/list-of-rens/english-as-a-medium-of-education-multilingualism-and-the-sdgs-equity-diversity-and-inclusion/ organized a themed issue to explore approaches to equity, diversity and inclusion (EDI) in applied linguistics focusing in particular on unequal relations of power manifested in language ideologies and practices in diverse educational and social contexts. The papers in the 38(2) special issue discuss the hegemony of English and Eurocentric norms from a decolonial perspective, providing examples of inclusive language education. The role of researchers, applied linguists and language educators in promoting a more critically informed, plural, and culturally rich environment for knowledge production and language teaching, learning and use is also discussed. In this issue the authors explore how applied linguistics can foster the development of EDI in multilingual approaches and contexts identifying, interrogating and/or interrupting the legacy of coloniality in language practices and views. The special issue titled Decolonial approaches to Equity, Diversity and Inclusion in Applied Linguistics – addressing local and global EDI challenges is guest edited by professors Kyria Finardi, Marina Orsini-Jones and Azirah Hashim.
Equity, Diversity and Inclusion in Academic Production and Dissemination in Languages other than English: Possibility or Wishful Thinking?
Cláudio França & Kyria Finardi
Individual differences in English-Medium Education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates
Jennifer Ament & Mengjia Zhang
Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion
Preeti Suri & Marina Orsini-Jones
Language Teacher Education in Brazil and the place of Equity, Diversity and Inclusion
Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country.
Andrea Wehrli
Internationalisation at Home through Critical Virtual Exchange
Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo
Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
Carolin Fuchs & Hannah Ferguson
Virtual Exchange for English Language Teaching (VEELT): Engagement and Inclusion Challenges
Yu-Hua Chen, Sofia Di Sarno-García, Marina Orsini-Jones & Karina Guadalupe Díaz Pedroza
in Action / Uncategorized / Visibility
BILCE is pleased to share the Call of Papers for the 11th Biennial International Conference on the Linguistics of Contemporary English (BICLCE), to be held from 3rd to 5th July 2026 in Austria, at the University of Klagenfurt.
For over two decades, the BICLCE conference series has been a forum for researchers who are interested in the linguistics of contemporary English. It is open to different theoretical and methodological perspectives. Previous conferences were held in Edinburgh (2005), Toulouse (2007), London (2009), Osnabrück (2011), Austin TX (2013), Madison WI (2015), Vigo (2017), Bamberg (2019), Ljubljana (2022) and Alicante (2024). BICLCE 2026 wishes to continue this long-standing tradition of exploring contemporary English.
We are pleased to announce the following keynote speakers: Daniel Davis, Maria Kuteeva, Marc Xu, Barbara Seidlhofer, and José Fajardo.
This time, BICLCE11 comes with an additional thematic focus on “English in a geopolitically changing world”, motivated by the major changes the world has experienced in the last several years which may potentially influence how English is used and perceived internationally. Therefore, we are happy to invite researchers to submit proposals addressing this topic in particular. Beyond this special theme, contributions related to English are also welcome in any of the following fields/areas: syntax, morphology, sociolinguistics, semantics, pragmatics, discourse analysis, cognitive linguistics, phonetics/phonology, applied linguistics, and more.
We invite proposals for contributions to the conference, either for the General Sessionsor for one of seven Thematic Sessions:
For all sessions, we invite proposals for individual papers consisting of a 20-minute presentation followed by 10 minutes of discussion.
Abstracts should clearly indicate the theoretical framework, the research question(s), elaborate data and methodology and discuss (expected) findings. The abstract should not exceed 300 words (excluding references). The abstract should be adapted to the Chicago Manual of Style (18th edition), and be anonymized before its submission as they will undergo anonymous peer-review.
The abstracts should be submitted electronically and as either docx or pdf files, using the following template: https://conference3.aau.at/event/156/attachments/116/305/Template_BICLCE11.docx.
The author(s) should submit their abstract via https://conference3.aau.at/event/156/abstracts/.
The deadline is January 15th, 2026. Notifications will be sent out by 15th March.
Please forward this information (and the CfP attached) to your colleagues, students and interested parties.
We look forward to welcoming you in Klagenfurt!
All the very best,
Nikola, for the BICLCE11 organization team
in Action / Uncategorized / Visibility
AESLA is pleased to present the 43rd International Congress of the Association of Applied Linguistics (AESLA), which will be held from 15 to 17 April 2026 in Granada.
The theme of the conference will be: ‘Language, variation and identity: linguistic dynamics to represent society’. This title suggests a reflection on how linguistic changes influence the configuration of societies given that, in an increasingly diverse, global and interconnected world, language is an essential tool for representing social complexity. In this case, applied linguistics can provide new interpretations of patterns of linguistic change and variation, as well as explain the role that language plays in the articulation of social identities and in the creation and/or modification of linguistic communities. This conference aims to be a space for dialogue to reflect on how language reflects and shapes social diversity.
For more information visit https://wpd.ugr.es/~aesla26/important-dates/
Submission of proposals: October 15 to December 20, 2025
Notification of acceptance: no later than February 8, 2026
Registration of speakers: December 2, 2025 to March 15, 2026
Attendee registration: December 2, 2025 to April 1, 2026
Conference dates: April 15 to 17, 2026
in Action / Uncategorized / Visibility
The 24th AsiaTEFL International Conference & The 11th International Conference on ELT in China(AsiaTEFL 2026) will be held at Xi’an Jiaotong University of China from May 28 to 31, 2026. AsiaTEFL 2026 invites proposals for presentations from practitioners, researchers, and policymakers as well as graduate students from across Asia and beyond to share insights, foster collaboration, and explore the emerging theories and methods in the evolving field of ELT. Proposals may be for individual papers, posters, symposia, colloquia or workshops sessions.
Time: May 28 to 31, 2026
Venue: Xi’an Jiaotong University, China
Organized by:
AsiaTEFL
Hosted by:
China English Language Education Association
School of Foreign Studies, Xi’an Jiaotong University
Sponsored by:
Foreign Language Teaching and Research Press
Center for Teaching and Learning Development, Xi'an Jiaotong University
National Research Institute for Foreign Language Teaching Materials, Beijing Foreign Studies University
The AsiaTEFL International Conference is a large-scale international academic event that has consistently advanced foreign language education and research across Asia while strengthening academic exchange among teachers and scholars in linguistics and applied linguistics throughout the region. Besides engaging parallel sessions, the program will feature inspiring keynote, plenary, and featured presentations, outstanding book exhibits, and ample opportunities for professional networking and collaboration.
The conference theme of AsiaTEFL 2026, “ELT in a Changing World: Global Challenges and New Opportunities”,examines how English Language Teaching is adapting to address urgent global needs by leveraging AI, innovation, and sustainable practices to generate significant social impact.
Conference Theme
ELT in a Changing World: Global Challenges and New Opportunities
Strands
Language Policy, Planning, and Sociolinguistics
Language Planning and Policy
Plurilingualism and Translanguaging
World Englishes and English as a Lingua Franca
Multilingual and Multicultural Education
The Relationship Between Native Culture and Foreign Culture in ELT
Teaching Methodologies and Curriculum Design
Methodologies and Teaching Approaches
Curriculum and Syllabus Design
EFL Materials Design
English for Academic and Specific Purposes
Teaching Younger Learners
Language Assessment and Evaluation
Language Learning and Development
Second Language Acquisition and Literacy Development
Intercultural Communication and Global Competencies
Creativity and Critical Literacies
Intercultural Critical Thinking Competence
Inclusivity and Well-Being in Education
Working with Special Needs Students
Inclusivity in the Classroom
Teacher and Student Well-Being and Mental Health
Social and Emotional Learning
Teacher Education and Professional Development
Teacher Education and Professional Development
Language Teacher Beliefs and Teaching Practices
Sustainable Professional Practices
Technology and Digital Innovations in Language Education
Digital Literacies and Language Learning Technology
AI in Language Teaching and Learning
Ethics of AI application in Language Education
Equity and Access in Digital Language Learning
Keynote and Plenary Speakers
Markus Bieswanger (University of Bayreuth, Germany)
Shawn Loewen (Michigan State University, USA)
Hossein Nassaji (University of Victoria, Canada)
Glenn Stockwell (Waseda University, Japan)
Wang Chuming (Guangdong University of Foreign Studies, China)
Xu Jinfen (Huazhong University of Science and Technology, China)
Isaiah WonHo Yoo (Sogang University, Republic of Korea)
Forms of Presentation
Detailed presentations sharing research findings.
Includes time for Q&A.
Interactive sessions with hands-on activities.
Designed for skill-building and practical learning.
Includes time for Q&A.
Colloquia/Symposia (90 minutes):
Extended sessions with multiple talks on a common theme.
Followed by a discussion period.
Includes time for Q&A.
Multimodal Posters (90 minutes):
Visual presentations combining text, images, and other media.
Presenters discuss their work with attendees.
Includes time for Q&A.
Proposal Submission
Abstracts should be no more than 250 words. All proposals should be submitted online via the submission system at the AsiaTEFL 2026 official website: http://www.asiatefl2026.org
Please submit your proposals as soon as possible. Proposals will be reviewed on a rolling basis. This will allow colleagues more time to secure local funding and obtain the necessary international travel documents.
Proposal submission deadline: December 31, 2025
Proposal acceptance notification: No later than January 31, 2026
Working Language: English
Registration & Payment Dates
Early-Bird/Presenter Registration: February 1-March 31, 2026
Regular Registration: April 1-May 15, 2026
On-site Registration (CNY only): May 28, 2026
Conference Website
http://www.asiatefl2026.org
Organizing Committee
The 24th AsiaTEFL International Conference
in Action / Uncategorized / Visibility
Brazil Unifies Its Confucius Institutes Under New National Network;
UFG Represents Country in Global AI Forums
On September 12th, 2025, the Network of Confucius Institutes in Brazil was officially established, marking an important milestone in strengthening academic and cultural cooperation between Brazil and China. The proposal for its creation originated from the Confucius Institute at UNESP, which also hosted the inaugural meeting. On that occasion, it was decided that Professor Luís Antônio Paulino, from UNESP, would assume the presidency of the Network.
The event was marked by broad institutional and diplomatic representation, bringing together Brazilian and Chinese directors of the Confucius Institutes operating in the country, as well as various authorities from both China and Brazil. Among those in attendance were the Minister of the Embassy of the People's Republic of China, the Acting Consul General of the Consulate General of China in São Paulo, the Director-General of the Center for Language Education and Cooperation (CLEC) in Beijing, along with the Rector of UNESP, the Rector of UnB, the Vice-Rectors of UEPA, UEMA, UFBA, UFC, and UFT.
Currently, Brazil has 14 Confucius Institutes – located at UNESP, UFG, PUC-RIO, UEPA, UFBA, UFC, UFF, UFMG, UFRGS, UFRJ, UnB, Unicamp, UPE, and FAAP – and one Chinese Center at UFMT. Together, they form a national network dedicated to ‘promoting the Chinese language and culture, as well as fostering academic and scientific exchange between the two countries.
Subsequently, on October 10th, 2025, the first online meeting of the Council of the Network of Confucius Institutes in Brazil was held. The main objectives of the meeting were to approve the 2026 Work Plan and to elect the two vice-presidents of the Network, as established in its Statute. Following deliberations, Professor Francisco José Quaresma de Figueiredo, Director of the Confucius Institute for Chinese Medicine at UFG, and Professor Antônio Braga, Director of the Confucius Institute at UEPA, were elected to join the Network’s leadership alongside the president.
The strengthening of this organizational structure represents a significant step toward consolidating the presence of the Confucius Institutes in Brazil, expanding opportunities for interinstitutional cooperation and broadening the reach of initiatives aimed at Chinese language teaching and the promotion of intercultural dialogue.
The Confucius Institutes have as their main objective the dissemination of the Chinese language and culture, and some of them, such as the Confucius Institute of Chinese Medicine at the Federal University of Goiás, in addition to offering courses on the Chinese language and culture, also provide courses in the area of Chinese Medicine. Every year, a major global event is held in which new methods and approaches for teaching Mandarin are discussed – the World Chinese Language Conference, which took place in Beijing from November 14th to 16th 2025. The event is attended by directors of Confucius Institutes around the world, as well as the President or Vice-President of the institutions responsible for each Confucius Institute. This year’s theme was “Innovation Leads, AI Empowers: Learning Chinese Without Borders.”
The use of Artificial Intelligence in Mandarin teaching was also discussed at another event held in Hong Kong from November 16th to 17th – the Global Confucius Institutes Hong Kong Forum, organized by The Hong Kong Polytechnic University, with the theme “Exploring New Opportunities for Cooperation among Confucius Institutes in the Era of AI.” The event was attended by 150 invited participants from various Confucius Institutes in 69 countries. The Confucius Institute of Chinese Medicine at UFG represented Brazil at this event.
Prof. Francisco José Quaresma de Figueiredo
Brazilian Dean of the Confucius Institute for Chinese Medicine at UFG
Vice-President of the Network of Confucius Institutes in Brazil
At the 2018 annual meeting on June 3 and 4, AILA will launch the new website. The joint development process of the website started on February 1. Members of the AILA Board and AILA International Committee are welcome to comment on the website in progress, to make suggestions for additional features, and to evaluate the site’s usability. Please contact:
On 25 June 2025, the EMEVEDI ReN and the Inclusive Foreign Language Education ReN inaugurated the first AILA ReN joint webinar, Thinking Inclusivity in Applied Linguistics. The session invited ReN co-convenors to reflect on how equity, diversity, and inclusion— approached through a decolonial lens—are influencing current research and practice. Coveners Marina Orsini-Jones, Mirjam Hauck, Carlos Alberto Hildeblando Júnior, Luciana Cabrini Simões Calvo, Elena Gómez-Parra and Joanna Pfingsthorn brought together voices from a wide range of cultural, institutional, and geographical contexts.
In line with open science principles, the video recording is now accessible on the AILA Youtube channel: https://youtu.be/CcO5CIFdrLc
BAAL 2022 CALL FOR PAPERS
THEME: INNOVATION AND SOCIAL JUSTICE IN APPLIED LINGUISTICS
BAAL 2022 will be hosted by Queen’s University in Belfast, Northern Ireland. The conference’s theme Innovation and Social Justice in Applied Linguistics reflects an increasing interest in research that responds to real-world concerns within and beyond the field. In the face of a global health crisis and rising socio-racial awareness, our theme invites discussions around innovative and socially just practices in a field that is experiencing the multilingual, spatial, and social justice turn all at once. The current times are transformative and we hope that the conference theme will enable proposals from across disciplines and sub-disciplines of applied linguistics to stimulate conversations about the field’s responses to global turbulence and shifts. We also invite proposals to generate meaningful dialogue around current issues in language research.
We plan to hold the conference in-person with limited virtual options for participation. We will monitor the situation closely and reassess the situation in March 2022 and make a final decision as to whether the conference will be held in person or if we will have to move to an online format. Rest assured that all members will be updated as soon as any major decisions are made.
The BAAL 2022 Conference is brought to you by a team of applied linguists at School of Social Science, Education, and Social Work and School of Arts, English, and Languages at Queen’s University Belfast. Framed by mountains and sea, Belfast is the largest city in Northern Ireland and is a thriving hub for culture, technology, and the arts. It is home to a maintained Irish language and Ulster Scots presence alongside many varieties of English and the languages of newly arrived communities – a testament to its history as a site of language contact for centuries. Belfast can easily be reached by ferry (directferries.co.uk) or air, and George Best City Airport is just 10 minutes from the city centre and 15 minutes from Queen’s. Travel by ferry starts and ends at the city centre bus station.
Plenary Speakers
Li Wei, University College London
Khawla Badwan, Manchester Metropolitan University
Vera Regan, University College Dublin
Ahmar Mahboob, University of Sydney
Conference organisers
Sultan Turkan, Ibrar Bhatt, Sin Wang Chong, Mel Engman, Caroline Linse, Aisling O’Boyle (School of Social Science, Education, and Social Work); and Jane Lugea (School of Arts, English, and Languages)
We welcome abstracts for conceptual and empirical papers in any area of Applied Linguistics, broadly defined. Papers should offer something new and of interest to a BAAL audience. Abstracts for papers reporting on research should clearly outline aims, methods(s), and results. Conceptual papers should offer clear expositions of how the paper contributes to the field. Abstracts that specifically address the conference theme will be particularly welcome.
40 International Conference Spanish Society for Applied Linguistics (AESLA) 26 - 28 April 2023 University of Extremadura
with the collaboration of Mérida City Council
Interdiscourse and digital genres: Open science and multilingual approaches
Technological advances and social networks, which have grown in importance as a result of the COVID-19 crisis, have led to a more intense use of digital genres and other new means of communication and scientific dissemination. The need to share scientific data, reports andindicators has also triggered an avalanche of reflections regarding the ways that knowledge can be disseminated.
Promoting open-source policies that encourage the exchange of information amongst the scientific community, society at large and the business sector at the front of its development could improve how scientific work is received and recognized, and thus also its subsequent impact. In this process, linguistics plays a fundamental role both in the analysis of language use and the textual, polyphonic, and social levels etc., that surround it, as well as in the effective dissemination of scientific information to diverse audiences.
In this sense, one of the objectives of this conference is to establish a forum for reflection on the challenges arising from open source communications. A significant phenomenon in this context is the present dichotomy in which, on the one hand, English is often preferred as the primary language of science and its dissemination, which promotes the development of transnational scientific cooperation. Yet, on the other hand, such a preference can adversely affect the possibility that research and science can be disseminated through national languages. There will be no shortage of challenges that applied linguistics will face in this new scenario, beginning with the need to delve into and identify emerging areas of intervention in response to this new linguistic and communicative landscape. No doubt this will include key factors such as interdisdiscourse, digital genres, translation and technologies, scientific transfer and the transparency of open data and multilingualism, among others.
Virtual Exchange (VE) as an Equality, Diversity and Inclusion (EDI)-compliant approach to language education: a Global South-North research-informed seminar.
It was a privilege to be given the opportunity to organise and host the BAAL-Cambridge University Press seminar: Virtual Exchange (VE) as an EDI-compliant approach to language education: a Global South-North research-informed seminar on the 14th June 2024 (https://baal-cup.coventry.domains/).
The seminar was delivered in hybrid mode. Fifty five participants attended, twenty four of whom came in person to the Languages Centre at Coventry University. Attendees joined from Higher Education institutions located both in the UK (e.g. Birmingham, Coventry, Leeds, Open University, Northumbria, Stirling and Warwick) and all over the world (e.g. Algeria, Brazil, China, Costa Rica, Finland, Kuwait, Italy, Portugal, South Africa, Switzerland, Spain, The Netherlands and Türkiye). The audience included tenured academic staff, early career researchers, doctoral students and learning technologists and this provided a nice opportunity to reflect on the seminar topic from a variety of learning, teaching and research viewpoints.
VE is gaining traction as a sustainable, equitable, inclusive and transformational postmodern approach in language education that allows for powerful intercultural knowledge-sharing, while also fostering the acquisition of transversal skills such as resilience, flexibility and respect for ‘the other’. However, the aim of the seminar was also to discuss whether or not issues of unequal access and digital inclusion/exclusion are adequately addressed in VE theorisation and practice in the field of language education and beyond.
The EVOLVE project defines VE as:
a practice, supported by research, that consists of sustained, technology-enabled, people-to-people education programmes or activities in which constructive communication and interaction takes place between individuals or groups who are geographically separated and/or from different cultural backgrounds, with the support of educators or facilitators. Virtual Exchange combines the deep impact of intercultural dialogue and exchange with the broad reach of digital technology (https://evolve-erasmus.eu/about-evolve/what-is-virtual-exchange/).
The first speaker was Dr Mirjam Hauck, Associate Head of School, Internationalisation, Equality, Diversion and Inclusion, Open University and President of the European Association for Computer Assisted Language Learning (EuroCALL), with her talk: Language education for Critical Global Citizenship through Virtual Exchange. Dr Hauck pointed out that while VE practices can promote EDI, VE is not inherently equitable and inclusive. It can reproduce colonial power dynamics, perpetuate existing exclusion/inequalities, and even create new, digital inequalities (Satar & Hauck, 2022). She proposed her model of Critical Virtual Exchange (CVE) and asked the audience to analyse VE case studies in her workshop and discuss whether or not their features reflected a CVE approach.
Dr Müge Satar, Reader in Applied Linguistics at Newcastle University, reported on the results of her recent research on VE: ‘An inclusive and multiliteracies-informed Virtual Exchange pedagogy through digital cultural artefacts’, she illustrated how the co-creation of digital artifacts in VE can promote inclusion and stated that language educators need to go beyond digital and multimodal literacy, and develop critical digital literacy (CDL) (Bilki et al., 2023). She invited the audience to reflect on how topics such as family, friends and folklore can be addressed at a deeper intercultural level, avoiding stereotyping ‘the other’.
After the lunch break, the co-tutelle (Coventry University/Universidade Federal do Espírito Santo) doctoral student Carlos Alberto Hildeblando Júnior provided a VE ‘taster’ based on his thesis work (Hildeblando Júnior, 2023): ‘Practising VE ‘in action’ with VETSDELT (Virtual Exchange as a Third Space to Decolonise ELT) – Topic: Native-speakerism’. Participants worked in Zoom breakout rooms to carry out tasks. Each group reported in writing on a shared Padlet wall and then fed back orally on their exchange in the interesting plenary feedback session that followed. The audience gave very positive feedback on this VE taster, participants who were new to VE in particular, who stated they were inspired to adopt this pedagogical approach in their practice.
Professor Dr Ana Cristina Biondo Salomão, Assistant Provost for International Affairs, from the Universidade Estadual Paulista and coordinator of the Brazilian Virtual Exchange Program (BRaVE), spoke next and delivered an interactive lecture-workshop on ‘Global-South/North perspectives on VE pedagogical models’. She challenged the audience to reflect on bias in South-North exchanges, starting with an analysis of world maps, that often misrepresent the Global South. She then illustrated very powerful interdisciplinary VEs led by Global South institutions (e.g. https://www.fmb.unesp.br/#!/noticia/2178/brave-brazilian-virtual-exchange---internacionalizacao-em-casa), where, for example, students reading medicine in the UK and Brazil discussed their different approaches to epidemiology. Participants commented that the examples provided illustrated well how the United Nations Sustainable Development Goals (SDGs) can be embedded into South-North VEs to address global challenges.
Dr Kyria Finardi, Postgraduate Lead at Universidade Federal do Espríto Santo (UFES), Brazil, Vice-President of AILA and pioneer in the decolonisation of ELT, delivered her talk ‘Post-pandemic Virtual Exchange as a Third Space for English Teacher Education: Reflections on South-North technology-supported encounters and challenges’. She discussed how VE offers a transformational Third Space (Wimpenny et al. 2022), supporting the cross-disciplinary development of intercultural competence across shared multicultural and multilingual learning environments. She illustrated a British Academy/Leverhulme funded research project that investigates how VE can empower women (https://female-voices.coventry.domains/). She also invited the audience to reflect on the potential (and challenges) inherent to the integration of a combination of VE and AI into the HE curriculum, illustrating some of the issues arising with AI-generated pictures (one of Freire). The discussion that followed focused on the VE/AI interface.
Dr. Lynette Jacobs, Acting Director and Research Portfolio Lead in the Office for International Affairs at the University of the Free State in South Africa (VE expert not involved in language education) led the round table with very thought-provoking questions, e.g.: ‘As linguists, could you give consideration to how to ‘depower’ English in VE?’. An interesting discussion followed, Dr Finardi proposed the use of the intercomprehension pedagogical approach in language education VEs, rather than translanguaging, to foster an appreciation of languages as linguistic repertoires instead of named languages. Dr Hauck pointed out that translanguaging and intercomprehension are only mutually exclusive if we understand language education within the written/oral dichotomy, excluding the wider semiotic ‘armoury’ available for communication purposes, particularly in VE in the digital age, that offers a variety of digital communication modes, as well illustrated by Dr Satar in her talk. Dr Salomão reported that BRaVE tries to promote the use of translanguaging, which is fluid, and the use of Portuguese in exchanges with Portuguese-speaking countries in Africa; however she also mentioned that sometimes decolonisation can be challenged from within in the Global South, as some of her Brazilian colleagues would prefer to work with institutions in the Global North and use English in VE and there is a need to change mindsets. Dr Jacobs concluded by challenging us further and proposing we destabilise English by carrying out VEs in languages otyer than English that VE participants are not familiar with. The discussion concluded with Dr Satar suggesting that it would be difficult to remove the power from English, but that learners could be made aware of the symbolic power of English in a critical way through VE and reflect on what actions they can take to destabilise it.
The feedback on the seminar was very positive, we are grateful to BAAL and Cambridge University Press for having sponsored the event.
Bilki, Z., Satar, M., Sak, M. (2023). Critical Digital Literacy in Virtual Exchange for ELT Teacher Education: an interpretivist methodology. ReCALL, 35(1), 58-73
Hildeblando Júnior, C. A. (2023). Virtual Exchange as a Third Space to Decolonise ELT (VETSDELT) project: report on its first action-research cycle. Retrieved from: https://pure.coventry.ac.uk/ws/portalfiles/portal/78493516/Hildeblando_Junior.pdf
Satar, M., & Hauck, M. (2022). Exploring Digital Equity in Online Learning Communities. In A. M. Sousa Aguiar de Medeiros & D. Kelly (Eds.) Language Debates: Digital Media (pp. 270-290). John Murray Learning.
Wimpenny, K., Finardi, K., Orsini-Jones, M., & Jacobs, L. (2022). Knowing, Being, Relating and Expressing through Third Space Global South-North COIL: Digital Inclusion and Equity in International Higher Education. Journal of Studies in International Education, 26 (2), 279-296. doi: 10.1177/10283153221094085
After close consultation with authorities and communities around the world, we had to make the difficult decision to postpone LIF2020 last year. Having spent the previous year preparing for the conference with our advisory boards, speakers, exhibitors, and event partners, we were genuinely upset and disappointed not to be able to host you at that time. We want to thank all our participants and partners for their support, open discussions, and encouragement.
LIF2021 – 7th International Language in Focus Conference, the learning adventure, will be organized in Valletta, Malta, May 6-8, 2021, in collaboration with Cukurova University – Turkey, CITY College, University of York Europe Campus and University of Malta. LIF2021 to be held in Valletta, Malta, will constitute an excellent opportunity to meet experts in various areas of ELT and language studies.
To support the range of options and flexibility needed in our current climate, we will offer a blended conference experience this year. You do not need to commit either to a place-based or virtual presentation at the time of submission. You can present both ways or change your mode of the presentation if your preferences change. This way we build for our LIF Conference participants flexible, and at the same time resilient, spaces for communication, engagement, and participation. The choice to take part virtually could also be a moral decision – for the planet, for security, or when the financial burden of travel is too great. We aim to foster spaces that align with principles of social justice and community development. We also want to be ready for the possibility of another force majeure due to COVID-19. If we are forced to postpone, the online engagement will still go ahead.
The organization of the LIF2021 Conference is in progress and the initial selection of the presentation proposals has already started. Please remember that the deadline for abstract submissions is February 15th. Those who have not submitted the proposal yet are kindly asked to send it by the deadline. Abstracts of papers, panels, workshops, or posters in the range of 200-250 words should be submitted through our conference website: www.languageinfocus.org
KEYNOTE SPEAKERS
David Marsh
Anne O’Keeffe, University of Limerick, Ireland
Jane Spiro, Oxford Brookes University, UK
David Singleton, Dublin Trinity College, Ireland
Ema Ushioda, University of Warwick, UK
CONFERENCE THEME
LIF2021 aims at providing a forum for researchers, teachers and educational representatives to share their knowledge and promote creativity and innovation. LIF2021 topics include (but are not limited to):
ELT Methodology and Classroom Applications
Foreign Language Teacher Education
SLA / ELT Focused Theories
ICT in Language Teaching
Psychological and Psycholinguistic perspectives in SLA / ELT
Content and Language Integrated Learning (CLIL and CLILiG)
Bilingualism / Multilingualism
Sociolinguistics
Corpus Linguistics and Learner Corpora
Syntax, Morphology, and Semantics
Lexical Processing
Phonetics and Phonology
Discourse Analysis
Translation and Interpreting
Language Policies
ABSTRACT SUBMISSION AND REGISTRATION
Abstracts of papers, workshops, or posters in the range of 200-250 words together with the registration form should be submitted via the conference website using the Abstract Submission form by February 15th, 2021. Each participant will have the opportunity to present up to 2 papers.
CONFERENCE VENUE
LIF2021 Conference venue is University of Malta, Valletta Campus (St. Paul Street, Valletta. VLT 1216).
ACCOMMODATION
Our participants will be informed on detailed information about various options about the accommodation on LIF2021 website soon.
FURTHER INFORMATION
Website: www.languageinfocus.org
E-mail:
We look forward to welcoming you at LIF2021 in Valletta.
AMLI 2 and 3rd InZentIM (Interdisciplinary Center for Integration and Migration Research, University of Duisburg-Essen) conference welcome submissions for individual papers and poster presentations from 3rd December 2018 until 31st December 2018. Scholars working on migration, language and identity in disciplines such as the humanities, education and social sciences, are invited to submit their proposals. Proposals for research papers could cover, but are not restricted to, the following theme panels and topic areas:
Convened Theme panels
Language maintenance in family contexts: focussing on family language policy and educational policies (Katja F. Cantone & Patrick Wolf-Farré)
Looking back at migration: time and space trajectories in the narratives of former migrants (Simona Leonardi, Carolina Flinz & Eva-Maria Thüne)
Identity constructions in the face of media discourses (Martina Möllering & Eva Schmidt)
Multilingualism as resource and Multilingual policies, methods and practices in teacher training (Galina Putjata)
Doing language ideologies in research (Andrea Bogner & Daniel Rellstab)
Further Theme panels
The role of language in migrants’ belonging and emotional attachment to the host country
Similarities and differences in situations of cultural crossover between historical, contemporary and future immigrant groups
Historical changes in intergenerational language maintenance and language shift in migration contexts
The effect of migration to small cities and rural communities on language practices, linguistic integration and the ways migrants engage with each other and members of the host communities
Influences of ideologies of homogeneity and monolingualism on language policies
The use of digital media and technologies (websites, mobile apps, social media networks, mobile telephones) for the communicative networking of migrants (familial, social, religious and political)
Harnessing the multilingual competences of migrants for the labour market
Tools and methods for analyzing language practices of multilinguals and narratives of identity (diaspora-oriented, ethnic-oriented, origin-oriented and transculture-oriented)
Proposals
Proposals for papers should be anonymous and include: 1. Research question, 2. References to related research, 3. Research methodology, 4. (Expected) results. Abstracts should not exceed 400 words, including title and references. Please use this template for your abstract.
The online submission of abstracts for the conference will be available via ConfTool by December 3, 2018.
Go to https://www.conftool.com/amli2019/ to find more detailed instructions and submit your abstract.
The deadline for submitting abstracts for papers is Dec. 31st, 2018. Authors of individual papers and posters will receive a notification of acceptance on 31st January 2019.
We are pleased to announce our volume containing contributions to (a) language policy and internationalisation; (b) specific training for the university community; and (c) language testing and accreditation:
Languages and the Internationalisation of Higher Education
See the flyer (it contains a promo discount code).
See below titles and authors of chapters.
Kindest regards,
Dolores González y Esperanza Rama (eds.)
Contents
Introduction (Dolores González-Álvarez and Esperanza Rama-Martínez)
SECTION 1: LANGUAGE POLICY AND INTERNATIONALISATION
Languages and Internationalisation: Strategies and Policies (Dolores González-Álvarez)
How to Establish a Language Policy: Opportunities and Challenges (Mariluz Fernández-Otero and Birgit Strotmann)
Supporting Internationalisation through Languages: The Worldwise Languages Programme and Lessons for the Future (Sofia Anysiadou)
Policy, Principles and Practices for the International Classroom at a University in the Netherlands: How do we Support the Lecturers? (Kevin Haines)
SECTION 2: SPECIFIC TRAINING FOR THE UNIVERSITY COMMUNITY
Extending In-Class Tuition through Mobile Instant Messaging (Alberto Andújar-Vaca)
“Seeing is Believing”: Developing EMI Lecturers’ Classroom Interactional Competence Using Video Enhanced Observation (Matthew Banks)
Shortcomings in the Professional Training of EMI Lecturers: Skills-Based Frameworks as a Way Forward (Antonio Jiménez-Muñoz)
Improving Oral Skills in University Lessons: Techniques and Strategies to Use Pronunciation Effectively (Cynthia Pimentel-Velázquez and Víctor Pavón-Vázquez)
New Challenges Need New Approaches: A Staff Training Programme for the Higher Education Area (Teresa Rieger and Ulrike Szigeti)
SECTION 3: LANGUAGE TESTING AND ACCREDITATION
Good Practice in Piloting (Rebeca García-Rueda and Laura Riera-Grau)
LAL for Teachers: Proposal for an Open Access Knowledge Base (Julia Zabala-Delgado and Cristina Rodríguez-Rodríguez)
Assessing Speaking: Then and Now (David Bradshaw)
Lexical Availability Tests in Lexical Competence Assessment: A Class Experiment (Sofia Oliveira-Dias)
Accreditation Processes: How Much we can Learn from them (Helena Šajgalíková)
The newsletter reports on the UN Summit of the Future which happened in September in New York City, USA, with the theme “Multilateral Solutions for a Better Tomorrow” where member states agreed on working on seven pillars: governance reform, climate action, technology for the common good, human rights, peace and security, and strengthened multilateral partnerships prioritizing the interests of future generations in global decision-making. UN Secretary-General António Guterres emphasized that while war is a choice, so is peace.
In what regards the role of applied linguists in the creation of conditions for this peace, we highlight some of the issues that were addressed in the summit that are of special relevance to us:
Emphasis on Intercultural Dialogue:
The summit stressed the importance of intercultural and intergenerational dialogue in peacebuilding and global cooperation, highlighting the role of language in fostering understanding across cultures.
Focus on Human Rights:
Discussions around human rights included the protection of marginalized populations, emphasizing the need for linguistic accessibility in education and healthcare to ensure universal rights.
Global Governance and Communication:
The call for global governance reform includes improving communication strategies within international frameworks, which is critical for effective collaboration among diverse language groups and populations.
Educational Initiatives:
The summit’s focus on education aligns with our endorsed goal of promoting language education that supports sustainable development, diversity and inclusion.
Technological Impact on Language:
The discussions on the use of technology for the common good, especially regarding AI, raised important questions about language representation, ethics, and the need for multilingual capabilities in technological solutions. It also stressed the need for global ethical guidelines and reinforced cybersecurity.
Multilingualism and Global Identity:
The summit highlighted the idea of a global identity which recognizes multilingualism, and we underscore the role of applied linguists in promoting language diversity, inclusion and equity. Noting that this is the most fraught time since World War II, themes from the Interactive Dialogue on Peace and Security included the importance of focusing on shared values, particularly around human rights, the need to embrace inclusivity in peacebuilding efforts and the role of solidarity to address causes of conflict. The importance of intercultural and intergenerational dialogue was also stressed.
Partnerships and Collaborations:
The emphasis on partnerships and collaborations suggests opportunities to engage in projects that contribute to global initiatives and dialogue that promote diversity in addressing these pressing global challenges.
The newsletter also reports on the UNESCO Chair Forum which took place in Ethiopia with the theme "Transforming Knowledge for Africa's Future," convening over 500 scholars, policymakers, educators, and stakeholders from 90 countries to discuss pivotal issues in education, culture, science, and sustainable development. The forum aligned with Agenda 2063 and the 2030 Agenda for Sustainable Development, including discussions related to the recent Pact of the Future from the UN Summit. It emphasized the need for inclusive and principled dialogue to co-create visions for Africa’s future.
UNESCO Co-Chair Dr Divinia Jithoo also contributed with a report outlining her recent experiences and insights to international education, focusing on the importance of intercultural competence and equitable practices in higher education internationalization focusing on decolonial approaches. Her highlights include the need to address power dynamics in international partnerships and a discussion on the importance of languages, access to technology and virtual exchange for a more inclusive internationalization.
in featured stories / Past Events / UNESCO
Globally relevant organizations such as UNESCO could benefit from systematic collaboration with AILA – and vice versa. This is all the more the case since the strategic goals of AILA and such organizations can considerably overlap, as the example of the UNESCO strategic goals shows. An AILA workgroup takes action in addressing such strategic overlap and evaluating ways of inter-institutional collaboration.
in Action / AILA Long-term Activities / featured stories / UNESCO
IRAAL is offering awards aimed at supporting postgraduate research students currently conducting applied linguistic research in an institution on the island of Ireland.
Award
The successful candidates will be acknowledged at the IRAAL 2020 AGM in November and on the conference website, and will receive:
One year’s free membership of IRAAL (beginning January 2021).
Free registration for the IRAAL 2020 conference at UCD, Spring 2020.
A once-off financial award of €200 for the successful Master’s student, and €300 for the successful PhD student.
Eligibility
Awards are exclusively reserved for Master’s (by research) students and PhD students (levels 9 and 10). Applicants must be currently registered in a research degree programme in a third level institution on the island of Ireland.
The awardees must present their research at the following IRAAL conference at UCD. Ideally, the oral presentation/poster will relate to the conference theme and IRAAL must be acknowledged in the presentation.
Application Submission
Candidates must complete an application form, which can be found here.
Candidates must provide a letter in support of their application from their supervisor or course director.
Applications are to be submitted to with the subject line ‘IRAAL Postgraduate Award’ by 23:00 on Friday the 30th of October 2019.
Application review
Applications will be reviewed by the IRAAL Executive Committee.
The initial list of potential awardees will be prepared by the IRAAL Executive Committee based on: a binary decision on the eligibility of the applicant based on the above given criteria; contribution to the field of Applied Linguistics in Ireland; and added value for the applicant, home institution, and IRAAL.
Priority will be given to candidates who are not already in receipt of any other substantial financial award. If needed for the process of evaluation, additional documentation may be requested.
University of Malta, Old University Campus, Valletta, Malta
https://icmme2020.school.blog/
The conference considers all aspects of the linguistic and sociolinguistic competences and practices of bi-/multilingual speakers who cross existing social and linguistic boundaries, adopting or adapting themselves to new and overlapping linguistic spaces.
We invite papers in all areas of research in bi-/multilingualism, whether or not linked directly to the overarching conference theme, including, but not limited to, linguistics, sociolinguistics, psycholinguistics, neurolinguistics, clinical linguistics, education, bi-/multilingual societies.
Topics will include:
(multiple) language acquisition and learning (L3, L4, Lx);
psycho- and neurolinguistics of multilingualism;
CLIL, EMI, translanguaging;
early bilingualism and heritage language development;
speech processing in bi-/multilinguals;
trans/multilingual language use in different contexts;
multilingual education;
bi-/multiculturalism;
bi-/multilingual language policies;
literacy in multiple languages (pluriliteracy);
intercultural and globalisation issues related to multilingualism.
Proposals
The two categories of proposals are: (1) individual papers and (2) posters.
Individual papers: Papers are formal presentations on original research by one or more authors, lasting a total of 30 minutes (20 minutes for presentation and 10 minutes for discussion). Please note that the time limit will be strictly adhered to.
Posters: Poster sessions are for displaying research that offers the opportunity for individualised, informal discussion of the research. Posters are especially effective for presenting work-in-progress, fieldwork and results of empirical research if data can be presented visually (e.g. charts, graphs, tables). A block of time will be designated when presenters are available to discuss their posters. Posters should be in the size of DIN A1 or A0 in portrait format. There will be a time slot dedicated to poster presentations.
Abstracts should be up to 350 words in length (including references).
The language of the conference is English.
Submission of proposals
Submission is already open and will close on 15 April 2020. Presenters are requested to include their name, affiliation and email address in the submitted MS-Word documents. All proposals should be sent to:
Evaluation of proposals
Proposals will be evaluated in terms of quality of content, significance, originality, thematic relevance, and presentation.
Conference Presentation Policies
Individuals may submit a maximum of one abstract as first author, whether a paper or a poster. Only three (co)-authors are permitted per proposal.
It is assumed that all proposals represent original and unpublished work that is not yet available to the research community. The presenter must be a registered attending participant at the conference. The conference policy is that the author will present the paper on the day and time assigned by the conference organising committee.
Introduction to the Editors' Group and today's presentations: GRAEME PORTE
1 MARTA ANTON PRESENTING: CRITERIA FOR EVALUATING A JOURNAL
(to include getting to know what journals are most pertinent to the enquiry, Open Access journals, Scientific Rigor. A key indicator of journal quality is the scientific rigor of the publications published in the journal. ... Editorial Quality. ... Peer Review Process. ... Ethics. ... Editorial Board Members. ...Journal Reputation/Business Model. ...Author Rights and Copyright. ... Indexing Status.
2 MARTIN EAST PRESENTING: WRITING FOR A SPECIFIC JOURNAL OR SECTION IN THE JOURNAL
(to include doing your homework on what typically gets accepted; tergetting tha readership specifically; examples of how certain journal strands require different approaches to presentation/style etc.)
3: WAYNE WRIGHT PRESENTING: COMMON MISTAKES THAT CAN LEAD TO REJECTION
(to include Editorial (form and preparation) mistakes: Not paying attention to/ following guidelines in Information for Authors (IFA); Not using good grammar/proper English; Including poor quality tables/figures/illustrations; Submitting a topic that is outside the journal’s scope; Submitting a manuscript that lacks novelty/scientific significance; Using poor methodology and making poor/inappropriate statistical analysis; Ethical mistakes: Submitting your manuscript to more than one journal at once; Submitting a paper partially published elsewhere, etc. REASONABLE USE OF AI.
4: JIM McKINLEY PRESENTING: REVIEWING FOR A JOURNAL.
Based around Masatoshi's original request that “We could talk about the importance of peer reviews (academic citizenship?) so as to raise people’s awareness of and contribution to the academic publishing practices? I say this partly because I am aware that some universities bluntly discourage faculty members from reviewing papers (and instead encourage spending time on publishing, of course).”
5. MASATOSHI SATO PRESENTING: UNDERSTANDING JOURNAL DECISIONS (to include understanding how to re-submit and what to write in a cover letter, understanding rejection, resubmission and replying to feedback and SUBMISSION DANGERS/"WARNINGS" (to include similarity indices, ChatGPT attitude to, use of paper mills etc.).
Officially endorsing empirically grounded and theoretically sound polices on language use can foster the language awareness of decision-makers. By doing so, it may impact decisions, for example, in education management, courtrooms, and politics, for the sustainable benefit of society at large. In order to strengthen the connection between linguistic knowledge and action, AILA has established a workgroup that scouts policies already (or not yet) endorsed by our national affiliates and makes suggestions for global endorsements to the AILA Executive Board and International Committee.
in Action / AILA Long-term Activities / featured stories
Languages and People: Communication in a Multilingual World
September 26–28, 2019
Faculty of Philology, Vilnius University, Lithuania
Conference themes:
sociolinguistics
language policy
discourse analysis
translation
language teaching and learning
language acquisition
language testing
corpus linguistics
psycholinguistics
pragmatics
Keynote speakers:
Conference languages: Lithuanian and English Venue: Faculty of Philology, Vilnius University, Universiteto St 5, Vilnius
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 presentations and poster presentation 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 workshop.
Important dates:
deadline for the submission of workshop proposals: 1 March 2019
deadline for abstract submission (full paper presentations and posters): 18 March 2019
notification of acceptance: 1 June 2019
early-bird registration: 1 June – 30 June 2019
registration closes: 31 August 2019
Abstracts should be submitted through the conference website at: http://www.taikomojikalbotyra.flf.vu.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
Organizers:
Institute of Applied Linguistics at Vilnius University
Lithuanian Association of Applied Linguistics (LITAKA)
AI IN EDUCATION / (DIS)EMBODIED INTERACTIONS October 24-25, 2024 at the Université Paris Nanterre
(Nanterre, France)
Advances in Artificial Intelligence (AI) are changing how languages are being taught and learned. Existing AI technologies can plan entire lessons for teachers and even provide realistic communication practice for learners; it is therefore important to analyze how these tools are being used and how they are shaping language learning experiences, and education in general.
This first international joint conference invites researchers from all over to join the discussion on this rapidly evolving field. Specialists in a variety of fields, including but not to limited linguistics, education, communications, and public policy, are strongly encouraged to submit proposals.
*This conference is made possible thanks in large part to support (communications, organizational, and/or financial) provided by the Centre de Recherches Anglophones (CREA) at the Université Paris Nanterre, the Laboratoire Dimension Socio Pragmatique et Pragma Linguistique dans les Manuels Scolaires de Langues Etrangères en Algérie (DSPM) at the Université Abdelhamid Ibn Badis, and Associazione Nazionale Insegnanti Lingue Stranieri, particularly the ANILS Mondo network.
