Zahadin Omar

Estonian Association of Applied Linguistics (ERÜ) Conference 2024

April 18-19, 2024

Exploring Language Diversity and Variation

Website: https://www.rakenduslingvistika.ee/kevadkonverents/

Linguistic diversity includes the variety of languages as well as linguistic variability, which is a natural part of the language. Both syntax, phonetics, grammar and lexicon can be varied; language also varies when we talk about different registers (e.g. slang or academic), text types (e.g. blog posts or news), communication channels (written or spoken) and communication situations (formal or informal). Different sociolinguistic factors also influence language variation, such as age, gender, origin, education, field of activity, etc. Studying linguistic diversity will help us better understand the interaction of factors and nuances that shape human interaction in today's global society and facilitate intercultural understanding.

We expect papers and presentations discussing the following topics:

• corpus linguistics and language technology
• language learning and language acquisition
• language models and language modelling
• globalization, multilingualism and multiculturalism
• lexicography and lexicology
• translating
• language planning and language policy
• business and professional communication
• language in the media and public discourse
• sociolinguistics and psycholinguistics
• cultural anthropology
• cognitive sciences
• etc.

The conference itself will take place in Estonian and English.

Konverentsi toetavad / Supported by
Eesti Keele Instituut, Haridus- ja Teadusministeerium

Info: Eesti Rakenduslingvistika Ühing (ERÜ)

University of Las Palmas de Gran Canaria

April 27-29, 2022

Website: https://aesla2022.ulpgc.es

Deadline for submitting proposals: 7th December 2021.

The 39th Conference of the Spanish Association of Applied Linguistics (AESLA2022) will be held on 27-29 April 2022 at the University of Las Palmas de Gran Canaria (Gran Canaria, Spain). The plenary lectures will be delivered by Silvia Betti (University of Bologna), Marina Bondi (University of Modena), María del Pilar García Mayo (University of the Basque Country), and Istvan Kesckes (New York University). Although not limiting, the theme of AESLA2022 is the 'Intercultural perspectives on language varieties’.

More information is available on the conference website: http://aesla2022.ulpgc.es/.

As organisers of this event, we would like to encourage you to participate in any of the AESLA thematic panels, and we look forward to seeing you in Las Palmas de Gran Canaria.

The Ibero-American Association of Applied Linguistics (AIALA, by its abbreviations in both Spanish– Asociación Iberoamericana de Lingüística Aplicada – and Portuguese: Associação Ibero-Americana de Linguística Aplicada) was created in 2020 to better reflect the global linguistic diversity within the International Association of Applied Linguists (AILA). Recent sociopolitical events have demonstrated the critical importance for regional/global collaboration and multilingual perspectives in all areas of science, including applied linguistics, and making sure that this science is available and accessible to all. In creating AIALA, we have reconceptualized AILA “regional” membership beyond physical residence/ geographical location, focusing instead on linguistic bonds to promote regional languages such as Spanish, Portuguese, and affiliated minoritized language(s) spoken and researched by applied linguists worldwide. Currently, AIALA is a collaboration between AAAL (United States), AMLA (Mexico), ALAB (Brazil), and AESLA (Spain), with additional opportunity for membership by AILA members-at-large where there are no national affiliates (yet). Thus, members of AAAL, AMLA, ALAB, and AESLA are automatically members of AIALA.

After initial presentations introducing AIALA at AAAL 2021, ALAB 2021, and the 2021 AILA World Congress, this upcoming year will be focused on engaging directly with applied linguists who speak and/or research the affiliated languages. Additionally, we are in active recruitment of facilitating the formation of AILA affiliates where the languages celebrated by AIALA are present, including Chile, Paraguay, Colombia, and Argentina as well as with applied linguists in Peru, Portugal, and outside the geographical boundaries of Ibero-America in Goa, India, Malaysia, Mozambique, and Angola.

AIALA will be present at all the national meetings of the AIALA founding members (AAAL, AESLA, AMLA, and ALAB) and our organizing questions for these meetings will include: (1) How do we provide more visibility to the existing and ongoing research of the AIALA membership, especially the research produced in minoritized languages or that of colleagues of historically underrepresented and marginalized and/or racialized backgrounds?; (2) How do we facilitate connections between AIALA researchers across the globe to learn from and work with each other?; (3) How do we conduct collaborative research that has impact beyond academia?; and (4) How do we do this taking particular care to ensure that all of AIALA’s actions demonstrate our commitment to DEIA (diversity, equity, inclusion, and access)? Before our in-person meetings in 2022, the founding national members will determine the organizing governance of AIALA.

We invite you to join the conversation at https://aila.info/about/regionalization/aila-ibero-america/ or by emailing one of the co-organizers.

Very best,

Kyria y Laura

Laura Gurzynski-Weiss, Indiana University, Estados Unidos () &

Kyria Finardi, Universidad Federal de Espírito Santo, Brasil ()

CALL FOR PROPOSALS 

We are pleased to announce the call for proposals for the 14th International and Interdisciplinary Conference on Applied Linguistics and Professional Practice (ALAPP). ALAPP 2024 will be hosted by the Department of English and Communication at The Hong Kong Polytechnic University, 17th – 19th December, 2024. The Pre-ALAPP Masterclass is scheduled on 16 December, 2024.

ALAPP aims to bring together scholars from different disciplinary backgrounds, especially language and communication research and professional domains (e.g., business, organization studies, education, banking, health care, therapy, journalism, law, social care and welfare, immigration and border control, police work, translation and interpreting) to share ideas and discuss innovations and interventions.

The proposal deadline is 31 May 2024.

ALAPP 2024 will feature the following plenary speakers:

Jonathan CRICHTON, University of South Australia, Australia
Janet HOLMES and Bernadette VINE, Victoria University of Wellington, New Zealand
Hans LADEGAARD, The Hong Kong Polytechnic University, Hong Kong, China

ALAPP 2024 is open to proposals that broadly fall within the scope of Applied Linguistics and Professional Practice Studies. We welcome submissions on a wide range of themes, including:

•    Language, communication, and the professions •    Institutions and professions •    Expertise and professional practice •    Information and Communication Technologies (ICT) in professional contexts •    Multimodality in professional practice •    Professional practice, discourse, and the new media •    Interpreting and translation in institutional/professional settings •    Language awareness and reflexivity in the professions •    Communication training for professionals •    Professional practice and communication in the age of globalization •    Glocalization and professional communication •    Research Methodologies •    Collaborative research across professional boundaries

•    Challenges in communicating research findings

We particularly welcome submissions on the following special themes:

•    Health care communication •    Professional Corporate communication in the post-COVID era •    Social Justice, communication, and professional practice

•    Impact and experience of migrant workers

SUBMISSION GUIDELINES

Proposals include panels, individual presentations (oral or poster) and work-in-progress sessions.

Please visit the ALAPP 2024 website to upload your proposal. The submission for proposals opened on 1 March 2024.

For all submissions, clearly indicate:

•    Abstract title, author names, and full institutional affiliations of the responsible (presenting) author and collaborating authors. •    Contact e-mail address for the responsible author.

•    Up to three conference themes (feel free to indicate themes beyond the list above).

Click here for submission: https://events.polyu.edu.hk/alapp2024/proposalsubmission

1) PANELS (Click here for the template)

Panels should address a common theme, content or methodological area, and will be scheduled for 90 minutes or multiples of 90 minutes. A 90-minute panel usually includes 3 individual presentations.

Panel organizers should submit a) an overview description of no more than 300 words highlighting the panel’s content and objectives, including 3-5 keywords; b) an abstract of no more than 250 words for each individual presentation within the panel. Also provide information about the panel members and the coordinator, including full institutional affiliations and e-mail addresses.

2) INDIVIDUAL ORAL/POSTER PRESENTATIONS (Click here for the template)

Proposals for individual papers (no more than 250 words) must clearly indicate a preference for oral or poster presentation, and should include 3-5 keywords. Following the peer review process, the organisers will determine whether a proposal is selected for oral or poster presentation. Poster presenters must be present to discuss their work during the dedicated sessions. Oral presentations will typically be scheduled in sessions of 90 minutes, with 30 minutes (20 minutes for presentation + 10 minutes for discussion) allocated to each individual presentation.

3) WORK-IN-PROGRESS (Click here for the template)

Proposals for work-in-progress should be no more than 250 words targeted at oral presentation, and should include 3-5 keywords. Individual presentations will be allocated 30 minutes (15 minutes for presentation + 15 minutes for discussion). This format is particularly suitable for early career researchers, postgraduate students, and experienced researchers undertaking/planning pilot projects or interested in reporting preliminary results. Please choose “oral presentation” as presentation type and indicate in the appropriate box if your proposal falls into this category.

PROPOSAL SUBMISSION DEADLINE: 31 May 2024

PROPOSAL SELECTION CRITERIA

All proposals, except panel proposals, undergo a double-blind peer-review process. For panels, the reviewers will have access to the names of the panel coordinators and the panellists.

Please note that the ALAPP conference policy is to include one main oral presentation per first-named author. You may choose to submit more than one proposal, but normally only one proposal will be accepted for oral presentation. Any additional accepted proposals may be presented as poster(s).

There is no fixed template for writing proposals but authors are urged to attend to the following criteria which will form the basis for peer review:

•    originality of the topic and its relevance to the conference •    background contextualisation of the study •    relationship between title and content •    structural organisation •    theoretical/methodological appropriateness

•    clarity of claims and relevance

Individual panels are reviewed in their entirety on the above criteria but also on the basis of their relevance to broader issues in applied linguistics and professional practice; the overall coherence of the proposal; and the usefulness of the panel to participants.

Decisions about acceptance/rejection will be communicated by mid-August 2024. Following formal acceptance, the responsible (presenting) authors must register participation prior to the finalisation of the conference programme. Early registration opens in mid-August 2024.

Enquiries

Please visit the ALAPP 2024 website for further details regarding submission guidelines or for additional information about the conference.

For enquiries about abstract submission or other queries, please contact the Local Organising Committee via email: .

We are delighted to confirm that this will be an in-person event – we look forward to seeing you in Hong Kong! 

Eric Friginal

On behalf of the Local Organising Committee 
ALAPP 2024 @The Hong Kong Polytechnic University

The A.S Hornby Educational Trust (ASHET) is pleased to announce a call for research proposals under the A.S.Hornby Dictionary Research Awards scheme (ASHDRA).
Through this annual award scheme we aim to facilitate innovative research into areas of lexicography that will feed into practical benefits for learners of English.

We would be grateful if you could draw this to the attention of your members.  Details can be found on the ASHET website http://www.hornby-trust.org.uk/newpage#Projects

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ReCAL – Research Cultures in Applied Linguistics  

Convenors:

ReCAL symposium at AILA 20^TH WORLD CONGRESS

Venue

International Congress of the International Association of Applied Linguistics – AILA 17 - 21 July 2023 in Lyon (France), conducted in hybrid mode.

Congress theme: “Diversity and social cohesion in a globalized world: towards a more engaged applied linguistics”.

Title of proposed ReCAL symposium

Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.

Disciplinary domain

Language studies – Educational linguistics – Teacher development – Critical and inclusive pedagogies.

Keywords

Teacher development|Teaching practices| Multimodality | Diversity | Inclusion.

Symposium coordinators

Paola Gamboa Docteure en didactique des langues et des cultures Attachée temporaire d’enseignement et de recherche Département de français langue étrangère Laboratoire DILTEC - Didactique des Langues, des Textes et des Cultures. Université Sorbonne Nouvelle.

Claire Kramsch Emerita Professor of  German and Affiliate Professor of Education University of California at Berkeley, CA, USA.

Abstract

This symposium follows up on a ReCAL symposium conducted at the 2021 AILA Congress in Groningen on the topic « The dynamics of language, communication and culture in applied linguistic research in Latin America ». That symposium led to an exploration of colonial and postcolonial epistemologies and decolonizing practices in language education in Argentina, Brazil, and Columbia as well as in various countries such as France, Canada and the U.S. where Latin American educators are engaged in language educational research.  The participants in the 2021 symposium were keen on exploring the conscious or unconscious reproduction of social inequalities and injustices occasioned through the educational process itself and to find ways of reflecting on the positionalities (Mignolo & Walsh 2018) from which to conceptualize the problems and devise solutions.

In the French context, the notion of inclusion has been promoted by the Ministry of Education in its 2012 memorandum, but it has been presented as « a social, administrative and legal procedure, which limits its impact to the access of underprivileged students to regular classes, and does not necessarily imply a change in pedagogic practices in those classes » (Mendoca Dias et al. 2020 :133). And yet the pre-service training of teachers in charge of recently arrived non-French speaking students would require a change of teaching paradigm, one better suited to the diversity-and- inclusion mandate of educational institutions.

The proposed symposium will address two main research questions :

Which pedagogic initiatives – at once interdisciplinary, interinstitutional and interpersonal – can be developed to promote the diversity and inclusion of minority students, and the inclusiveness of teaching  paradigms and language practices in social and educational settings ?

What programs can be put in place in the pre- and in-service training of teachers to ensure that they foster diversity and inclusion in their pedagogic practices ?

In order to respond to these questions, this symposium will report on the results of empirical research conducted by various researchers, language learners and teachers-in-training from different countries with different educational systems, in which societal heterogeneity is no longer an exception but the norm.

References

Auger, N. (2007). Enseignement des langues d'origine et apprentissage du français : vers une pédagogie de l'inclusion. Le français aujourd'hui, 158, 76-83. https://doi.org/10.3917/lfa.158.0076

Auger, N. (2019). Les mobilités: quels enjeux pour la didactique des langues et des cultures?. Recherches en didactique des langues et des cultures. Les cahiers de l'Acedle, (16-2).

Boutang, Y. M., & Vidal, J. (2007). De la colonialidad del poder al Imperio y viceversa. Nómadas (Col), (26), 8-17.

Gamboa Diaz, P. A. (2019). Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and Colombia. Voces y silencios. Revista Latinoamericana de Educación, 10(1), 199-230.

Gamboa Diaz, P. A., Molinié, M., Tejada Sanchez, M.I., & Truscott de Mejia, A-M. (2019) (DIR.). Comprendre les dimensions interculturelles au quotidien. [MOOC]. Diffusé par COURSERA, l’université Sorbonne Nouvelle – Paris 3 et l’Université de Los Andes. https://www.coursera.org/learn/interculturalidad/

Guichon, N. & Cohen, C. (2016). Multimodality and CALL. In Farr, F et Murray, L. (eds.). The Routledge Handbook of Language Learning and Technology. London: Routledge. pp. 509-521.

López-Gopar, M. E., & Sughrua, W. (2014). Social class in English language education in Oaxaca, Mexico. Journal of Language, Identity & Education, 13(2), 104-110.

Mendonça Dias, C., Azaoui, B. & Chnane-Davin, F. (Dir.). (2020). Allophonie. Inclusion et langues des enfants migrants à l’école. Limoges: Lambert-Lucas.

Mignolo, W. D., & Walsh, C. E. (2018). On decoloniality. Duke University Press.

Singh, J. N. (2021). Commentary: Epistemological Positionalities. Applied Linguistics, 42(6), 1168-1175.

Vergara Figueroa, A., Velásquez Prestán, M.E., & Escobar García, N. (2018). Engaged ethnography in contexts of armed conflict: lessons from Bellavista -Bojayá -Chocó and Bahía Málaga -Valle del Cauca -Colombia. Anthropologica, 36(41), 59-92. https://dx.doi.org/10.18800/anthropologica.201802.003

Vergara-Figueroa, Aurora. Afrodescendant Resistance to Deracination in Colombia: Massacre at Bellavista-Bojayá-Chocó. Springer, 2017.

Potential participants

1. Harold CASTAÑEDA PEÑA - Colombia
2. Lane IGOUDIN - USA
3. Nara HIROKO TAKAKI – Brazil.
4. Paola GAMBOA – France.
5. Mario LOPEZ GOPAR – Mexico.
6. Yecid ORTEGA – Canada.
7. Beatriz PEÑA DIX - Colombia
8. Gabriela TAVELA - Argentina
9. Irene HEIDT – Germany.
10. Jérôme MBIATONG – France.

How have research practices by AILA Research Networks and AILA members shifted during the global COVID-19 pandemic? Applied Linguists share insights on what has worked well when teaching and doing research under pandemic conditions. This AILA discussion of critical situations and good practices is meant to inspire one another on how to survive and progress academically in difficult times.

AILA Research Debate

Guest Editor: Thomai Alexiou

https://rpltl.eap.gr/

It is with great pleasure that we invite you to submit abstracts for papers to be included in our Special Issue of RPLTL ‘Innovations and Trends in Early Foreign Language Contexts’ (https://rpltl.eap.gr/). RPLTL is an open access Journal and this edited volume will present an account of innovations and current trends in early foreign language teaching and learning and more specifically it will focus on the very early age groups of 3-9.

Early foreign language teaching and learning has been a hot issue in the last decades. Research data are rich and varied yet plenty of changes and perspectives are still emerging. This Special Issue will offer a review of the state-of-the-art teaching methods and approaches in the TEYL context and it will provide an account of the most updated innovations and trends that are now taking place worldwide. It is hoped that this volume will inspire practitioners and academics to follow research paths they have not taken before. Therefore, the issue will form a landmark in current pedagogy and early foreign language teaching and learning.

NEW UPDATE

Due to numerous requests for an extension of the deadline for the call of abstracts for the RPLTL Special Issue 'Innovations and Trends in Early Foreign Language Context',  the new deadline is 30/7/2019. Please forward all abstracts to the Guest Editor, Dr. Thomai Alexiou, at 

BAAL 2025 will be hosted by the University of Glasgow on the 4^th, 5^th and 6^th September 2024. The conference theme is Applied linguistics in the face of global challenges and local needs, inviting scholars to reflect on the role of applied linguistics in the changing world, with fast technological advances and more interconnected societies on the one hand and challenges, such as the climate crisis or the rise of isolationistic politics worldwide, on the other. The theme is an opportunity for scholars to consider the implications of the changing conditions on individuals and communities. BAAL encourages submissions that engage with a range of applied linguistic issues and a variety of social and professional contexts.

Keynote speakers are:

• Dr Lucy Jones
• Dr Spencer Hazel
• Dr Kamran Khan
• Professor Angel Lin

Abstracts can be submitted for:

• Poster presentations
• Individual presentations for parallel sessions (25 minutes including questions)
• Individual presentations for a Special Interest Group (SIG) track (25 minutes including questions)
• Proposed Colloquia (120 minutes)

Deadline for receipt of Abstracts: 31 March 2025, 11.59pm UK time

To submit your abstract for individual presentations (300 words maximum), please use Oxford Abstracts using the following link:

If it is your first time to use Oxford Abstracts, please note that you will need to register to submit your abstract.

If you would like to propose a colloquium, please submit your proposal to the conference email address () by the same deadline. There is no fixed format for colloquia, and BAAL encourages organisers to think how to best use the allotted time. The colloquium slot may consist of thematically related conventional presentations, shorter flash-talks, discussion sessions. Please only submit one abstract (500 words) per colloquium.

BAAL Currently has 21 Special Interest Groups (SIGS):

• Asian Language Education in Global Contexts
• Corpus Linguistics
• Health and Science Communication
• Humans, Machines, Language (HuMaLa)
• Intercultural communication
• Language and Education for Social Justice (LESJ)
• Language and New Media
• Language and Race
•  Language Curriculum
• Language in Africa
• Language Policy
• Language, Gender and Sexuality
• Language, Learning and Teaching
• LEF (Linguistic Ethnography Forum)
• LKALE (Linguistics and Knowledge about Language in Education)
• Multilingualism
• Literacies (formerly PAWBL Professional, Academic and Work-based Literacies)
• Research Involving Children
• Research Synthesis in Applied Linguistics
• Social Justice for Language Education
• Testing, Evaluation and Assessment (TEA)
• Vocabulary

If you have any queries, please contact the Local Organising Committee:

Conference website here

Notifications of submission outcomes by 5 May

May 9-11, 2019

Ionian University, Kerkira (Corfu), Greece

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; 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; multilingual issues in literature and translation.

Confirmed speakers are:
Prof. Elizabeth Lanza (University of Oslo, Norway) &
Prof. Li Wei (University College London, United Kingdom)

Conference venue: Ionian University, Department of Foreign Languages, Translation and Interpreting,

Tsirigoti Squ., Galenus Building, B.O. 49100 Corfu – Greece

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:

in featured stories / Visibility

Word of the Year initiatives have raised increasing attention around the globe. For Applied Linguists, the phenomenon is of twofold interest: First, empirically grounded selection processes of socially predominant words require sophisticated analytical tools from discourse and corpus analysis. Second, media coverage of every Word of the Year is an opportunity to raise both language awareness and the visibility of Applied Linguistics in society at large. These are two good reasons for a new AILA workgroup to explore ideas of collaborating with Word of the Year initiatives. To join the workgroup please contact: Word of the Year

in AILA Long-term Activities / featured stories / Research

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Cras ultricies cursus tortor, at posuere metus. Maecenas porttitor, purus id rutrum facilisis, odio diam accumsan magna, eu viverra metus purus tristique nunc. Proin tempor eleifend massa non blandit. Pellentesque nec porta velit. Ut scelerisque purus metus, eu accumsan est vehicula a. Pellentesque interdum molestie pellentesque. Donec eget vestibulum magna. Praesent ac mattis nibh.

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Applied Linguistics in Sport  

Convenors:

The study of sport is growing exponentially, but it still remains largely overlooked as a site of scholarly analysis and public scrutiny because it has so often been dismissed as ‘just sport’ and merely ‘entertainment’ without recognition of how pervasive, influential and embedded sport is across multiple levels of culture and society. There is a general failure to recognise the power of sport and the extent to which understandings arising from sport impact wider society. This influence is not just in the obvious and explicit forms of sport but also in the prominent discourses of sport and the intersected and interconnected discourses constructed within and through sport. We need to explore and analyse the discursive and rhetorical processes and content of talk, interaction and meaning-making in sport, of sport, about sport and using sport. - (Meân 2016, ix)

The scope of this ReN – Applied Linguistics in Sport – broadly covers research involving the application of linguistics to the field of sport.  In response to Meân’s ‘call to arms’, the ReN aims at bringing together a burgeoning body of sports and language research into the one research network.   As its starting point, the ReN draws on recent collaborative publications (Lavric et al. 2008; Caldwell et al. 2016; Callies & Levin 2019; Callies et al. in prep.), workshops (e.g. International Workshop on Sports Communication, Siegen 2017; AILA symposium “Sports Discourse and Digital Technology: Innovations, Applications and Implications in Data and Method” 2021, IPra workshop “The language and discourses of football - Pragmatic perspectives” 2021) and colloquiums (British Association for Applied Linguistics Conference, University of Warwick, UK, 2014, European Systemic Functional Linguistic Conference, Salzburg 2016; Salamanca 2017) between international scholars with a common interest in sport and linguistics.  The ReN is also open to a range of linguistic methods, theories and traditions (e.g. sociolinguistics, corpus linguistics, conversation analysis, systemic functional linguistics, interactional linguistics, critical discourse studies, multimodal social semiotics, ), a range of sporting contexts (e.g. different types of sports, sports media, coaching, on-field language, sports analytics), and cross-disciplinary research more generally (e.g. sports communication, sports psychology, sports science and e-sports).  In short, the scope of the ReN is not limited only to applied linguistics in the field of sport.  The ReN includes established and emerging researchers from more than fifteen countries (see detailed list of members in the table below).  The ReN also aims to engage with a growing number of students working on sport-related topics and courses in their university qualifications.  In these terms, the network provides a platform for information, support and scholarship for both scholars and students with an interest in the application of linguistics to sport.

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.

1. Equity, Diversity and Inclusion in Academic Production and Dissemination in Languages other than English: Possibility or Wishful Thinking?

Cláudio França & Kyria Finardi

1. Individual differences in English-Medium Education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates

Jennifer Ament & Mengjia Zhang

1. Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion

Preeti Suri & Marina Orsini-Jones

1. Language Teacher Education in Brazil and the place of Equity, Diversity and Inclusion

Juliana Cristina Salvadori,  Eduardo Henrique Diniz de Figueiredo, Bárbara Cortat Simoneli

1. Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country.

Andrea Wehrli

1. Internationalisation at Home through Critical Virtual Exchange

Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo

1. Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange

Carolin Fuchs & Hannah Ferguson

1. 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 

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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 Sessions or 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

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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

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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

1. 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

1. 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

1. Language Learning and Development

• Second Language Acquisition and Literacy Development
• Intercultural Communication and Global Competencies
• Creativity and Critical Literacies
• Intercultural Critical Thinking Competence

1. 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

1. Teacher Education and Professional Development

• Teacher Education and Professional Development
• Language Teacher Beliefs and Teaching Practices
• Sustainable Professional Practices

1. 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.

1. Colloquia/Symposia (90 minutes):

• Extended sessions with multiple talks on a common theme.
• Followed by a discussion period.
• Includes time for Q&A.

1. 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

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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

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

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

University of Perpignan, France

July 15–18, 2020

https://langident.hypotheses.org/talc2020/talcmainconference

 

The conference will be held at the University of Perpignan in the south of France, 15–18 July 2020.
The following speakers have agreed to give plenaries: Maggie Charles (University of Oxford), Mark Davies (Brigham Young University), Sylvain Detey (Waseda University), François Maniez (University of Lyon 2), Pascual Pérez-Paredes (University of Cambridge).

Abstract Submission

Paper presentations will consist of a 20-minute talk (in English) followed by 10 minutes for questions and discussion. Topics that are within the scope of TaLC include, but are not necessarily limited to, corpus-based approaches to language learning, teaching and assessment in the following areas:

• teaching first and second languages (including data-driven learning materials and student-centred linguistic investigation)
• teaching languages for specific purposes
• teaching interpreting and translation
• engaging with spoken data
• teaching intercultural communication
• developing pedagogic grammars and learner dictionaries
• developing corpora/tools/resources
• teacher education
• research on second language acquisition and learner corpus research
• teaching of corpus methods to students and researchers in linguistics
• etc.

Submissions for poster presentations may be shorter. Generally, we suggest submitting an abstract for a poster rather than a paper presentation for: (a) reports on research in its very early phases with no intermediate or final results to report or (b) reports on new corpus data resources.

Abstracts (300–500 words) should be submitted through the online submission system by clicking on the following link: https://easychair.org/cfp/talc2020. Deadline for abstract submission: 15 January 2020.

Workshops

If you are interested in organising one of the workshops (Wednesday 15 July), please contact the organisers () with a brief proposal and proposed timeline (morning, afternoon or all-day workshop). Once the conference website indicates that the maximum number of workshops has been reached, no further proposals can be accommodated.

For more information see conference website:

https://langident.hypotheses.org/talc2020/talcmainconference

Conference Theme: Literary and scientific culture(s): Continuities and Discontinuities in English for Specific Purposes

March 18–20, 2021

Université de Lorraine, Nancy, France

https://geras2021.sciencesconf.org/

The 42th GERAS International Conference is being held from March 18th to 20th, 2021 at the Université de Lorraine (Nancy, France). This year's theme is: Literary and scientific culture(s): Continuities and Discontinuities in English for Specific Purposes.

Plenary speakers:

• Roger POUIVET, Université de Lorraine (France)
• Thomas TINNEFELD, Hochschule für Technik und Wirtschaft des Saarlandes (Allemagne)
• Shona WHYTE, Université Côte d'Azur (France)

The deadline for submitting abstracts is Dec. 1, 2020.

The Austronesian languages are a family of languages widely dispersed throughout the islands of Southeast Asia and the Pacific, with a few members spoken on continental Asia. Malagasy is a geographic outlier, which is spoken on Madagascar. Austronesian has ten primary subgroups, nine of them found in Taiwan (the Formosan languages) and one ancestral to all other members of the family (Malayo-Polynesian languages). Austronesian is one of the largest language families in the world, both in terms of number of languages (1244 according to Ethnologue) and in terms of the geographical extent of the homelands of its languages (from Madagascar to Easter Island). The name Austronesian comes from Latin auster “south wind” plus Ancient Greek νῆσος nêsos “island”.

​The International Conference on Austronesian Linguistics (ICAL) gathers scholars who work on all aspects of Austronesian languages from varying theoretical and methodological perspectives. It serves as a significant platform for sharing new knowledge and ideas, and for discussing emerging research trends in the context of Austronesian Linguistics. Consequently, it aims to sustain the conversations and discussions on one of the world’s largest and most diverse language families in the areas of historical and comparative linguistics, morphosyntax, language documentation and description, and other relevant subfields of linguistics. ICAL started as a quadrennial conference in 1974, and is now held periodically every 2-3 years and has already been hosted by various institutions around the world.

The Faculty of Education at Simon Fraser University (Vancouver, Canada) is seeking applications for a tenure-track position in French Education. The appointment will be at the rank of Assistant/Associate Professor.

Application review will begin on May 20, 2021.
Start date: September 1, 2021

The details of the offer are available at the following link: https://www.sfu.ca/vpacademic/faculty_openings/education.html