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.
Conference theme: Innovative teaching and research in English language education
The University of Hong Kong
June 10–12, 2020
https://hkcpdhub.hku.hk/conference2020/
Organised by 5 leading universities in Hong Kong, this conference is an excellent opportunity for English teaching professionals to meet, network, discuss, learn from each other and explore opportunities for greater collaboration to encourage and sustain interactive communities of practice.
Five international speakers are confirmed as keynote speakers.
Professor David Boud - Deakin University and University of Technology Sydney, Australia
Associate Professor Averil Coxhead - Victoria University of Wellington, New Zealand
Professor Alister Cumming - University of Toronto, Canada
Professor Mike Levy - University of Queensland, Australia
Professor Lourdes Ortega - Georgetown University, The United States
Pre-conference workshops and events: 8-9 June 2020 at City University of Hong Kong and The Hong Kong Polytechnic University
Call for Proposals: https://hkcpdhub.hku.hk/proposalsystem/create
Conference Website: https://hkcpdhub.hku.hk/conference2020/
On the basis of sociolinguistic research on how ELF works and why in various contexts, the second axis of ELF research, which has gained momentum over approximately the past 6 or 7 years, refers to the pedagogic implications of ELF, as aforementioned, the main focus of this ReN. Studies on pedagogic matters have focused on exploring the pertinence of the findings of sociolinguistic ELF research for English language teaching and learning, mainly, as expected, in contexts where English is employed as a lingua franca for various international and intranational communication purposes. Much research has been conducted in this regard, for example, on teachers’ and learners’ normative attitudes toward ELF-related issues (e.g., Ishikawa 2017; Dewey and Pineda 2020) and the extent to which the role of ELF around the world is (or, actually, is not) taken into consideration in various domains surrounding English teaching and learning, including language policy (e.g., Lopriore 2016), language curricula and syllabi (e.g., Rose and Galloway 2019), courseware and instructional materials (e.g., Vettorel 2018), teaching methodologies (such as TBL; e.g., Kordia 2020), language testing and assessment (e.g., Jenkins and Leung 2017) and teacher education (e.g., Dewey and Patsko 2018) and professional development (e.g., Sifakis and Bayyurt 2018).
The pedagogic research on ELF has highlighted a number of particularly important issues which, in our view, are to be more overtly explored and put into action in English education settings around the globe. First of all, it has shown that there is a “mismatch between what is taught in classrooms and how English functions outside of the classroom” (Rose, McKinley and Galloway, 2021, 2021, pp.158-159), which, in turn, illustrates the urgent need for integrating ELF in current teaching and learning practices in all of the domains mentioned before (e.g., Sifakis, Lopriore, Dewey, Bayyurt, Vettorel, Cavalheiro, Siqueira and Kordia 2018). This entails embracing a plurilithic, rather than a monolithic, view not only of English but also of other languages as well (see e.g., Hall 2013) and, on that basis, adopting a broader educational perspective of English, as realized, for example, in CLIL approaches (e.g., Dalton-Puffer and Smit 2016) and EMI programmes (e.g., Baker and Hüttner 2018). Second, pedagogic ELF research has pointed out the need for conducting systematic research not just on why ELF could be integrated in teaching and learning, that is, on the implications of ELF, but, more crucially, on how exactly this could be achieved in practice, for instance, by adopting a critical language education perspective (Cogo, Fang, Kordia, Sifakis and Siqueira, 2021). In essence, this implies the need for the development and implementation of more individual and joint research projects where the ELF research community collaborates constructively with the educational community towards gaining a clearer and more comprehensive picture of the ways in which classroom realities can be enriched in view of ELF—this is precisely what the aim of this ReN on ELF in Education is.
Drawing on the experience gained through the AILA ReN on English as a Lingua Franca, this ReN on English as a Lingua Franca in Education (the convenors and current members, who were highly active members of the previously mentioned ReN on ELF) focuses on developing, coordinating, supporting, implementing and disseminating the findings of systematic pedagogic research on ELF which provides concrete and direct links with educational practice. To this end, a central aspect of the ReN involves inviting members of the educational community who are interested in ELF to join the ELF research community, actively participate in the scholarly debate on the role of ELF in teaching and learning and inform ELF research with their own perspectives and insights, this way creating a research forum that is based on fruitful dialogue and genuine collaboration. In this sense, the ReN aims at bringing together ELF researchers (including researchers who focus on sociolinguistic issues) and practitioners (such as teachers, curriculum designers, courseware developers, assessment/testing experts, teacher educators), who will be urged to act as researchers themselves and agents of change within their own educational context and beyond.
You are invited to apply for a 4 year PhD position in the project “LIMES – the hardening and softening of borders”. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 847596.
Linguistic and cultural borders: transparent or not
In this project, the focus will be on how coal miners’ languages and cultures in the former mining region north of Aachen in Germany (Low German/German speaking) and the Eastern Mine District with Heerlen as its centre in the Netherlands (Dutch/dialect speaking) are taken up in new contexts with new actors, how they are authenticated and legitimated during public events that are considered unique for the region. These two neighbouring areas are separated by a national border but share a common coal mining past and a common linguistic past. The area is still a multilingual one.
Questions that will be addressed in this project are:
How is the national border between Germany (Aachen district) and the Netherlands (south-eastern Limburg) softened or hardened as a linguistic and cultural border through revitalization practices of the linguistic and cultural coalmining past in both areas?
a. What language(s)/linguistic features are used in the revitalization practices and how are they reproduced in mediatizations (songs, poetry, linguistic landscapes and soundscapes, reminiscence practices, commodities, spoken and written texts in mining museums, parodies, carnival practices )?
b. Do these practices confirm old stereotypes or do they create new ones?
The researcher will be based at Maastricht University, Faculty of Arts and Social Sciences, and undertake a 6-month secondment at the University of Duisburg-Essen, Institute for German Studies.
The Brazilian Linguistics Association, Abralin, in cooperation with partner organizations such as ALAB and AILA, is organizing a virtual event: Abralin ao Vivo – Linguists Online. The event is designed to give students and researchers free access to state-of-the-art discussions on the most diverse topics related to the study of human language. Abralin ao Vivo – Linguists Online has a daily schedule of lectures and panel session with distinguished linguists from all over the world and from all subdisciplines. Most of the lectures and discussions will be in English. These activities are broadcast online, on an open and interactive platform, until July 31st. The broadcasts will be freely available for later access on the platform afterwards.
UNED (Universidad Nacional de Educación a Distancia), Madrid, Spain
Dear colleagues,
We are glad to invite you to a Language and Society conference which will be held on November 29-30, 2018 at the UNED (Universidad Nacional de Educación a Distancia) in Madrid, Spain. The conference, whose theme is “Bilingualism and Interculturality: Challenges, Limits and Solutions” is open to all those interested in research on bilingual education involving Spanish, English or both languages. Therefore, abstracts exploring this theme from innovative and critical perspectives are very welcome. The deadline for submission is July 11th, 2018
Details of the conference are found at www.biuned.weebly.com
The Linguistic Society of the Philippines and the Ateneo de Manila University will hold the 4th LSP International Conference (LSPIC 2022) and the 21st ESEA (English in Southeast Asia) International Conference on March 10-12, 2022, in a wholly digital format.
This year’s conference is the fourth LSP International Conference. It will be conducted jointly with the 21st English in Southeast Asia International Conference to reach a wider network of educators and researchers from Southeast Asia and around the world. Both the LSP and ESEA support the tradition of providing avenues for academics, researchers, students, and language enthusiasts to share trends and issues in linguistics and language education.
The virtual presentations highlight research on English in the Philippines and Southeast Asia and research on Philippine and other languages in the fields of language studies and linguistics, including its theoretical subfields (phonetics, phonology, morphology, syntax, semantics, & pragmatics) and its hyphenated fields such as psycholinguistics and sociolinguistics, among others. The presentations also feature English language teaching and learning in the ESL and EFL zones.
This year’s theme, “Multilingualism, Multimodality, and Multiliteracies: Trends, Challenges, and Prospects,” aims to provide information and updates on the trends and innovations concerning the multi-faceted nature of language teaching and learning, the complexity of language research, and the plurality of language.
The co-Chairs of the Linguistic Data Interest Group (https://www.rd-alliance.org/groups/linguistics-data-ig) of the Research Data Alliance, in partnership with the EOSC Association’s Future Domain Ambassador Program have developed a survey to assess the needs of the international linguistics community with regards to preserving and sharing linguistics research data.
The survey is expected to take between 15-20 minutes to complete, and is relevant to all career stages and all levels of technological skill.
You can find the survey here: https://nettskjema.no/a/openlinguistics
We ask that survey responses be completed before 1 August 2024.
AILA Ibero-America Symposium at a Premier Research Forum — the Brazilian Conference of Applied Linguistics
Anne Marie Guerrettaz, PhD, Associate Professor of Multilingual Education, Washington State University,
In my 25-year career, I have lived and worked in seven different countries outside my home country (U.S.A.)—including five in Latin America—and have visited dozens of others. All are remarkable in their own unique ways. Still, based on my experiences at the Brazilian Conference of Applied Linguistics (Congresso Brasileiro de Linguística Aplicada, CBLA) this academic community stands apart. The conference occurred July 14-18, 2025 in Aracaju, Brazil. My conference and cultural experiences at CBLA are among the most invigorating that I have had the pleasure of participating in; and, the Brazilian Association of Applied Linguistics (Associação de Linguística Aplicada do Brasil, ALAB) is clearly a leader in Latin American and international applied linguistics scholarship.
English-language scholarship still dominates our discipline, yet more fully engaging with multilingual applied linguistics communities, such as those in Brazil, other parts of Latin America, and beyond, is critical to the advancement of the entire field of applied linguistics. While this goes without saying for many scholars in our field, multilingual inclusiveness among applied linguists, in terms of the languages of publishing for example, is not yet a reality. Thus, we continue the call for more inclusive multilingual applied linguistics scholarship.
This is precisely one of the main goals of AILA Ibero-America, AILA’s newest global regionalization effort (est. 2020), known as AIALA for its name in Spanish and Portuguese (Asociación Iberoamericana de Lingüística Aplicada / Associação Ibero-Americana de Linguística Aplicada). Indeed, AIALA operates almost exclusively in Spanish and Portuguese. AIALA organized a symposium for the 2025 14th CBLA conference in Aracaju, Brazil, marking the 14th national congress of the Brazilian Association of Applied Linguistics (ALAB), a semi-annual event that began in 1990. The AIALA symposium, organized by AIALA Coordinator, Kyria Finardi, and ALAB President, Doris Matos, welcomed applied linguists from Brazil, Spain, Colombia, Chile, Mexico, Paraguay, United States and Switzerland. It showcased 12 presentations in Spanish, Portuguese and English, the working languages of AIALA, focusing heavily on original empirical research, some funded by important Latin American research agencies. The presentations appear below:
"Equidade, diversidade, inclusão e justiça social na e por meio da Linguística Aplicada: o papel da AIALA" — Kyria Finardi (UFES)
"Nivel educativo del colectivo migratorio no hispanohablante en Chile" — Valeria Sumonte Rojas and Lidia Fuentealba Fuentealba (Universidad Catolica del Maule, Chile)
"(Re)defining 'language pedagogy activity': a sociomaterial perspective" — Anne Marie Guerrettaz (Washington State University, U.S.A.)
"Linguagem e práticas identitárias na educação bi/multilíngue dos 'brasileirinhos' no exterior - relatos de uma falante e de uma professora de português como língua de herança" — Andrea Wehrli (Universidade de Ciências Aplicadas de Berna – BFH, Swizerland) and Jessika Rabello (Rede de Escolas de Português como Língua de Herança no UK - POLH-UK, England)
"Construyendo pedagogías situadas de L2: materiales didácticos para prácticas educativas desracializantes" — Ferney Cruz Arcila (Universidad Pedagógica Nacional, Colombia), Vanessa Solano Cohen (Universidad Javeriana, Colombia) and Sandra Ximena Bonilla Medina (Universidad Distrital Francisco José de Caldas, Colombia)
"Un estudio de caso múltiple sobre intérpretes de servicios públicos y comunitarios en la Sierra Del Totonacapan" — Jesús Alberto Martell León (Universidad Veracruzana Intercultural)
"Perspectivas plurilíngues em contexto mexicano: interculturalidade e a educação superior indígena" — Doris Cristina Vicente da Silva Matos (UFS/ALAB/AIALA)
"Paisajes lingüístico y sonoro de la realidad multilingüe de la ciudad de Santa Rita, Paraguay" — Luis Eduardo Wexell Machado and Valentina Canese (Universidad Nacional de Asunción, Paraguay)
"(Re)conceptualizaciones e intentos que le dan forma a las prácticas de formación investigativa con educadores en una universidad pública de Colombia" — Yolanda Samacá-Bohórquez and Sandra Ximena Bonilla Medina (Universidad Distrital Francisco José de Caldas, Colombia)
"English language teaching issues: A call from TESOL Quarterly Journal to Latin American Applied Linguists" — Anne Marie Guerrettaz (Washington State University, U.S.A.) and Luciana de Oliveira (Virginia Common Wealth University)
"O papel das línguas na internacionalização do ensino superior como cooperação internacional" — Kyria Finardi (UFES), Gabriel Amorim (UFG), Simone Sarmento (UFRGS)
This AIALA symposium in Brazil (CBLA) advanced a diversity of cutting-edge topics in Latin American and international applied linguistics—including Indigenous language education, language teacher education, English as an international language, raciolinguistics, Latin American diasporans in Switzerland, and more. Readers of this AILA Newsletter are encouraged to find many of these authors related works in a diversity of journals online, published in English, Spanish, Portuguese, and other languages.
This recent July 2025 conference in Brazil revealed for me personally the extent to which the Brazilian academic community (ALAB) is a jewel in AILA’s metaphorical crown. Faculty and student participants in this conference clearly and strongly conveyed not only a robust and rigorous applied linguistics research community and scholarly outputs, but also a highly collaborative and welcoming academic culture. The future of linguistics shines bright in ALAB’s affiliated university students. The Universidade Federal de Sergipe was the conference location, and its students were a constant, energetic, and welcoming force. They acted as expert interpreters for foreign faculty attendees, and engaged eagerly and professionally in diverse aspects of conference life.
One need not travel to Brazil to see evidence of this regional academic contingency’s leadership in applied linguistics (though I highly recommend the trip). For instance, Brazilian applied linguists seem to have helped lead the way in written scholarship on Latin America and the Global South (e.g., Jordão, Figueiredo & Martinez, 2020), and on Latin American (critical) linguistics (Rajagopalan, 2005), among other topics. Notably AILA President Kyria Finardi is also Brazilian, and one of the very few Global South women scholars to assume leadership in AILA. Google Scholar reports Dr. Finardi’s 3,026 citations (as of August 2025), and an h-index of 30 (i10-index 87). These numbers surpass some full professors at R1 (research intensive) U.S. institutions, as just one of many examples of the great impact that Brazilian scholars are having on the field—often underrecognized in international English-centric applied linguistics, in my experience.
What’s more, the CBLA AIALA symposium was just one example of how many applied linguists from across Latin America contribute eagerly and regularly to AIALA events. For instance, CBLA drew a large contingency of applied linguists from across the continent. Many whose home countries do not currently have a formal applied linguistics association (e.g., Colombia, Chile, Paraguay) are working diligently to create these as part of AIALA’s expansion. This is a testament to the positive impacts and draw that AIALA has had in the region, even as a young organization.
To conclude on a personal note: Based on my experience at CBLA and through interactions with locals, Aracaju (Brazil) struck me as one of the warmest, genuinely caring, and vibrant cultural groups that I have ever had the honor of visiting. Taxi drivers altruistically went out of their way to help me when I was lost, restaurant servers treated me as though I were a friend and honored personal guest, museum guides made genuine personal connections with visitors such as myself, and countless other welcoming and bright experiences were constant throughout my visit. Professionally speaking, Brazilian applied linguistics is perhaps one of our international discipline’s best kept secrets, so to speak. I look forward with genuine excitement to seeing what more exciting and impactful work AIALA will generate.
References
Jordão, C. M., Figueiredo, E H. D. & Martinez, J. Z. . (2020). Trickstering Applied Linguistics
with Pennycook and Makoni: Transglobalizing North and South. Trabalhos em
Rajagopalan, K. (2005). Language politics in Latin America. AILA Review, 18(1), 76-93.
Data collection for the research presented was generously funded by the Spencer Foundation.
I undoubtedly have inadvertently omitted influential Brazilian applied linguists from this brief list, for which I offer my apologies and commit to continue learning about from Brazilian colleagues and mentors.
AI for VE and ELT
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.).
in Past Events / Uncategorized
Call for participants for a research project
Are you a female student or academic (staff/faculty) who has taken part in a South-North Collaborative Online International Learning/Virtual Exchange project?
Would you be interested in being interviewed about your experience?
If so, please register at this link to provide informed consent to take part (more information at: Female Voices in the Third Space: Researching Equality, Diversity and Inclusion in South-North Collaborative Online International Learning-Virtual Exchange
The interview will last 35-40 minutes and will be on Teams and we will provide you with the questions in advance once you have enrolled.
The participant information sheet and the consent form are included in the online enrolment survey at the links below.
The coordinators of this British Academy/Leverhulme-funded project, Kyria Finardi (Universidade Federal Do Espírito Santo, Brazil), Lynette Jacobs (University of the Free State, South Africa), Marina Orsini-Jones and Katherine Wimpenny (Coventry University, UK), would also like to invite you to a free webinar on their latest findings from interviews with staff involved in COIL-VE, that builds on their previous paper reporting of interviews carried out with female students from four different continents - Collaborative Online International Learning in a Postdigital Connected, Embodied, Relational & (Socio) Material Third Space: Female Voices – on March 28th, 2-4 UK time (GMT) here is the Zoom link:
BAAL 2025 will be hosted by the University of Glasgow on the 4th, 5th and 6th 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
AILA cooperates with the European Centre for Modern Languages (ECML), which is delighted to announce the launch of the new bilingual website “CLIL in languages other than English – Successful transitions across educational stages”, now available in English and French at www.ecml.at/CLILLOTEtransitions.
The website is an output of the ECML programme “Inspiring innovation in language education: changing contexts, evolving competences” (2020-23). It illustrates how the professional community can promote continuity and deal with discontinuities in Content and Language Integrated Learning (CLIL) from primary to secondary and tertiary education.
What you will find and who can benefit
The website provides approaches and recommendations to support CLIL in general, and especially in languages other than English (CLIL-LOTE). It examines ways of doing so across educational levels, in the language classroom and in other subjects.
The recommendations are underpinned by guiding principles for CLIL and illustrated through examples of practice from various contexts offering a holistic view on curricula, teacher education, professional collaborations, teaching materials and formative assessment.
The website is structured according to the five thematic areas of the recommendations addressing different target groups concerned:
Curriculum – for curriculum designers and decision-makers
Teacher education – for teacher educators and decision-makers
Collaboration between institutions, teachers and/or students of different educational levels – for teachers and head of schools
Teaching materials – for teachers and teaching material designers
Portfolios and formative assessment – for teachers and teaching material designers
and the Department of Hungarian Language and Literature, Faculty of Humanities and Social Sciences of the Josip Juraj Strossmayer University of Osijek
are organising the
30th CONGRESS OF HUNGARIAN APPLIED LINGUISTICS,
with the main topic as follows:
Language Use and Language Teaching in the Age of Artificial Intelligence on April 14-15, 2025
at the Faculty of Humanities and Social Sciences of the Josip Juraj Strossmayer University of Osijek
- as a presenter in Hungarian or English by: (1) filling out the Google form (registration and abstract submission) and (2) paying the participation fee, or
- as a participant by: (1) filling out the Google form (registration) and (2) paying the participation fee.
Detailed information about the registration steps and the abstract submission process will be provided on the congress website:
https://easychair.org/my/conference?conf=30manye
PROGRAM (PRESENTATIONS, ABSTRACTS)
The congress aims to discuss the latest research findings in applied linguistics. We welcome papers relevant to the topics of the congress: “Language Use and Language Teaching in the Age of Artificial Intelligence” from all fields of applied linguistics. We welcome applications from those wishing to participate in the congress from all fields of applied linguistics, with presentations, posters, or workshops in Hungarian or English related to the theme of the congress.
The planned topics of the congress:
Hungarian as a mother tongue,
Hungarian as a foreign language,
Applied onomastics,
Mother tongue pedagogy, speech research,
Discourse analysis,
Finno-Ugric studies,
Translation studies,
Intercultural communication,
Bilingualism and multilingualism,
Minority languages, linguistic minorities,
Communication,
Contrastive linguistics,
Lexicology and lexicography,
Language pedagogy,
Language policy, language planning, linguistic rights,
Pragmatics,
Psycholinguistics,
Specialized languages,
Computational linguistics and language technology,
Sociolinguistics,
Text linguistics,
Terminology and terminography.
At the congress, plenary lectures will be presented, and participants will also have the opportunity to hear the most recent recipient of the Brassai Sámuel Award.
Plenary speakers:
Prof. dr. Judit Bóna, full professor
Eötvös Loránd University, Faculty of Humanities, Department of Applied Linguistics and Phonetics
Prof. dr. Csaba Pléh, professor emeritus
Central European University, Department of Cognitive Science
Prof. dr. Gábor Prószéky, Director-General
HUN-REN Hungarian Research Centre for Linguistics
Brassai presentation: Dr. habil. Orsolya Nádor, associate professor
Károli Gáspár University of the Reformed Church in Hungary, Faculty of Humanities, Department of Hungarian Linguistics
Abstract submission:
- Abstracts can be submitted for section presentations or poster presentations. Section presentations will be in 20-minute slots (15-minute presentation + 5-minute discussion).
The length of the abstract should be a minimum of 200 and a maximum of 250 words. (This does not include the list of cited literature.)
The abstract should include: the theoretical background, objectives, methods of the research, and a summary of the expected or obtained results.
At the end of the abstract, five keywords should be listed.
The abstract should include 2-5 references. Their bibliographic data should be listed in the “References” section following the abstract.
Images, tables, and quotes should not be included in the abstract.
The formal requirements for references in the abstract are the same as the formal requirements of the HAALLT Congress Publications series (https://manye.hu/kongresszusi-kiadvanyok/).
- Abstracts can be uploaded via https://easychair.org/my/conference?conf=30manye between December 6, 2024, and February 28, 2025. Applicants will be notified about the acceptance of their abstracts by March 17, 2025. The program committee reserves the right to decide on allocating abstracts into section presentations.
REGISTRATION FEES AND DEADLINES
HAALLT members
The membership fee is 5000 HUF/year. The membership form can be downloaded from the following website: https://manye.hu/szervezet/tagsagi-informaciok/
HAALLT membership entitles members to a discounted participation fee at the congress. The membership fee must be paid to the central account of HAALLT by February 15 of each calendar year.
PAYMENT OF THE PARTICIPATION FEE
Registration fees should be paid by bank transfer.
IMPORTANT! The congress bank account number is not the same as the HAALLT bank account number.
Congress Bank Account Details:
Bank: ZAGREBAČKA BANKA d.d. Zagreb
Congress Bank Account Number (IBAN): HR8423600001102484368, SWIFT Code: ZABAHR2X
Payment Instructions: When making the transfer, please indicate the participant's name in the “Payment Reference” field.
Cancellation: For cancellations made before March 14, 2025, 50% of the paid amount will be refunded. For cancellations after this date, unfortunately, no refund can be provided.
Invoice Request: Please indicate your invoice request during registration. If you require an invoice before payment, please request a proforma (advance) invoice by emailing .
PARTICIPATION FEE
HAALLT and AILA members1
PhD Students, University students with HAALLT
membership
Non-members
Early Until
March 14,
2025
Regular Until
March 21,
2025
75 EUR 55 EUR 87 EUR 85 EUR 75 EUR 97 EUR
1 The discount is available to HAALLT members who pay their membership fee for 2025. Entry options and membership fee payment: see the HAALLT website: https://manye.hu/szervezet/tagsagi-informaciok/.
University BA and MA students can participate in the conference for free.
The registration fee includes the following:
opportunity to present and participate in the congress,
congress package and reception (first evening),
coffee, refreshments, and pastries (during coffee breaks),
publication of the written version of the presented lecture in the congress proceedings (subject to positive review),
an electronic version of the congress proceedings, including plenary, poster, workshop, and section presentations.
Information about the congress proceedings:
The lectures given at the congress will be published in the book series “A MANYE Kongresszusok Előadásai” (“HAALLT Congress Publications”) in the online system of the Akadémiai Kiadó (https://mersz.hu/a-manye-kongresszusok-eloadasai) in the year following the congress. The series has an ISSN number, and the volumes are assigned a DOI identifier.
The written version of the presentations given at the congress must be prepared and submitted in accordance with the editorial guidelines. The submitted papers will be reviewed, and only those papers that meet the formal and content requirements and are supported by the reviewers will be included in the editorial process and may appear in the volume of papers. Information and editorial guidelines: https://manye.hu/kongresszusi-kiadvanyok/
Osijek, January 21, 2025
Prof. dr. Gábor Prószéky
President of HAALLT,
HUN-REN Hungarian Research Centre for Linguistics
Prof. dr. Ágota Fóris
Chair of Program Committee,
Vice-President of HAALLT,
Károli Gáspár University of the Reformed Church in Hungary
izv. prof. dr. sc. Anna Lehocki-Samardzic Chair of Organizing Committee, J. J. Strossmayer University
in AILA National Events / Events / Past Events
Convenors:
Paola GAMBOA, Sorbonne Nouvelle, France, AFLA
Claire KRAMSCH, USA, AAAL
Scope:
The scope of this AILA Research Network RECAL - Research & Educational Cultures in Applied Linguistics, is to examine the cultural, political, epistemological and methodological diversity of applied linguistics research in various countries; as well as the diversity of institutional conditions in which the research is conducted.
Adopting an interdisciplinary approach (applied linguistics, educational sciences, sociology), research in this ReN focuses on:
Scientific culture. In order to know, how theories from Global North and Global South countries have been received, interpreted and put into practice in different countries with different intellectual, scientific and educational traditions.
Educational culture. Education systems, history and heritage. Coloniality and decolonial perspectives.
Editorial culture. To determine the opportunities and constraints of publishing in English. In particular, how to publish in English without losing the conceptual, epistemological and pedagogical specificity of a research often conceived in a language different from English.
Didactic and pedagogical cultures. To find out, what are the socio-political bases, realities and constraints in language teaching and learning (bilingualism / multilingualism / plurilingualism) in different education systems.
Pre-service and In-service teacher’s development. To understand the difficulties researchers and teachers have to face in order to adapt diversity policies into inclusive practices, but also to what extent they have been trained to reflect on identifying problems of diversity and inclusion.
This REN wants to feature both research and educational projects showing the challenges to overcome in:
analyzing, understanding and questioning the colonial heritage, the systemic coloniality and the decolonial needs.
adopting transnational (such UNESCO) and national (specific to a country) policies and guidelines to implement diversity and inclusion.
promoting language value (equality and equity), maintenance or revitalization.
implementing appropriate working conditions for researchers and teachers in order to meet the learners’ needs.
This REN welcomes projects describing the challenges mentioned above, but also the designing of educational solutions representative of social challenges, connecting classrooms with life experiences and recognizing the experiences and abilities of every student, in particular, those historically marginalized.
Keywords
Epistemological, research and educational cultures | Diversity & Inclusion | Teacher’s development, practices and social impact | Critical intercultural dimensions | Decolonial perspectives | Education policies.
If your research and teaching interests meet those of our network, do not hesitate to contact us in order to join us.
Highlight of 3 scientific ReN works during the previous period:
2021: INVITED SYMPOSIUM - AILA INTERNATIONAL CONGRESS 2022
Groningen. Netherlands, August, 2021. The dynamics of language, communication and culture in applied linguistic research in Latin America. Participants: English researchers and teachers in various Latin American countries. Objectif: To respond to changes due to globalization: inequalities and social justice; epistemological and ideological sequels of colonialism; deconstruction and postmodern theories concerning the language-identity-culture relationship; and the didactic foundations of language teaching. Coordinators: Claire KRAMSCH, Harold CASTAÑEDA PENA & Paola GAMBOA.
REN RECAL EDITED VOLUME
As organizers of the 2021 ReCAL symposium Claire KRAMSCH (Emerita Professor at Berkeley University), Harold CASTEÑEDA (PhD Professor at Universidad Distritital Francisco José de Caldas) and Paola GAMBOA (PhD Lecturer at Sorbonne Nouvelle University) have decided to coordinate a volume on the decolonization of research in applied linguistics in Latin America. In this volume, researchers from Colombia, Argentina, Brazil and the United States of America, were invited to report on their work, adopting as much as possible a reflexive stance, but also to offer a critical analysis of their efforts to decolonize their research projects. In particular, they would analyze, using Spanish or Portuguese and English, their own locus of enunciation / lugar de enunciación / lugar de fala.
Castañeda-Peña, H., Gamboa, P., & Kramsch, C. (Eds.). (2023). Decolonizing Applied Linguistics Research in Latin America: Moving to a Multilingual Mindset (1st ed.). Routledge. https://doi.org/10.4324/9781003326748
2024: CONPLA MULTILINGUAL SYMPOSIUM MARCH 2024
In the frame of the 5th Congreso Paraguayo de Lingüística Aplicada (CONPLA) preparation, Claire KRAMSCH, Kyria FINARDI and Paola GAMBOA were invited to held a conference on the edited volume Decolonizing Applied Linguistics Research in Latin America: Moving to a Multilingual Mindset. The invitation was made by Professor Valentina CANESE. Directora del Instituto Superior de Lenguas. Universidad Nacional de Asunción.
AILA INTERNATIONAL CONGRESS AUGUST 2024
Kuala Lumpur. Malaysia, August, 2024. Hybrid symposium. Diversity and inclusion: from transnational and national policies to classroom realities, constraints and implementations. Objectif: To understand what is meant by diversity and inclusion (clearly identified typologies and the adoption of anticipatory and accurate responses). Coordinators: Claire KRAMSCH & Paola GAMBOA.
Some members:
Maure AGUIRRE ORTEGA. Universidad de Antioquia. Colombia
Paula Tatianne CARRERA SZUNDY. Universidade Federal do Rio de Janeiro. Brazil
Harold CASTAÑEDA PEÑA. Universidad Distrital Francisco José de Caldas Colombia
Erica COACHMAN. Universidade Federal do Rio de Janeiro. Brazil
Fotini DIAMANTIDAKI. University College London. United Kingdom
Haley DE KORNE. University of Oslo. Norway
Carina FERNANDEZ. Universidad Nacional del Comahue. Argentina
Jorge FROZZINI. Université de Québec à Chicoutimi. Canada
Carmen Helena GUERRERO NIETO. Universidad Distrital Francisco José de Caldas. Colombia
Irene HEIDT. Universität Potsdam. Germany
Lane IGOUDIN. Los Angeles City College. United States of America
Tiechneg LI. Chinese University of Hong Kong. Hong Kong
Mario LÓPEZ GOPAR. Universidad Autónoma Benito Juárez de Oaxaca. Mexico
Yecid ORTEGA. Queen's University Belfast. United Kingdom
Janeth ORTIZ. Universidad de Antioquia. Colombia
Beatriz PEÑA DIX. Universidad de los Andes. Colombia
Nara TAKAKI. Universidade Federal de Mato Grosso do Sul. Brazil
Gabriela TAVELA. Universidad Nacional del Comahue. Argentina
Rogerio TILIO. Universidade Federal do Rio de Janeiro. Brazil
Diego UBAQUE CASALLAS. Universidad Distrital Francisco José de Caldas. Colombia
in Past Events / ReN: English as a Medium of Education
Welcome to the December 2024 AILA Newsletter. Considering the current global scenario of enduring wars and crises, I would like to finish this year with a message of hope and an invitation to think together about ways in which we, applied linguists, can make a difference for a better world.
As part of its strategic collaborations, AILA has a longstanding relationship with UNESCO having endorsed its Sustainable Development Agenda https://aila.info/about/endorsements/policies-guidelines/un-2030-sustainable-development/. Moreover, we share an interest in the role of languages and intercultural competence for a more peaceful world. So as to stay tuned with the latest news by UNESCO, in this issue we share some highlights from the UNESCO Chair on Intercultural Competences newsletter published recently by Dr. Darla K. Deardorff, UNESCO Chairholder. For those who would like to read the news in full or subscribe to its quarterly newsletter, please write to:
The newsletter highlights the UN Summit of the Future, emphasizing peacebuilding through intercultural dialogue, human rights, governance reform, and the role of multilingualism in global cooperation. The role of applied linguists is vital in fostering inclusivity, language accessibility, and ethical use of technology.
Read More
AILA Research Networks (ReNs) https://aila.info/research/list-of-rens/ aim to tackle important matters and advance research on specific topics of applied linguistics through the collaborative effort of scholars working on innovative research perspectives. ReNs also synthesize knowledge, examine the state of art, stimulate collaborations and identify promising directions in research areas of worldwide significance for applied linguistics.
Currently AILA has 22 ReNs that tackle important issues for the aforementioned UN agenda and that include, but are not limited to: the role of English and other languages in education and implications for multilingualism, the importance of multilingual education, Equity, Diversity, Inclusion, Language Policy and Planning, open scholarship, migration, content and language integrated learning, academic publishing, inclusive education, English as a lingua Franca and Virtual Exchange, to name but a few.
With an eye to further develop intra and inter-regional collaborations through AILA, we take this opportunity to share a report of submissions to AILA Research Networks for the period of 2024-2027. AILA Research Networks (ReNs) promote research and its dissemination in all academic areas of Applied Linguistics with a particular focus on areas that have the potential for new cross-disciplinary research. Typically, ReNs involve at least five members from at least three countries. Results of the application for ReNs will be out in January and a report can be seen here
The 58th annual British Association for Applied Linguistics conference will be hosted by the University of Glasgow, between 4th and 6th September 2025. The conference theme is "Applied linguistics in the face of global challenges and local needs". Please look out for an official call for papers in January, with a deadline for proposals on 31 March. The conference team can be contacted on .
The Linguistic Society of the Philippines has recently announced the Call for Papers for their upcoming international conference to be held on April 24-26, 2025.
Details can be found here: https://www.lsphil.net/post/536b624c
The Spanish Association of Applied Linguistics (AESLA) and the Organizing Committee of this edition of the Association’s annual conference are pleased to invite you to the 42nd International Conference of the Spanish Association of Applied Linguistics (AESLA), organized by the Department of Spanish, Modern, and Classical Philology (English Philology), which will take place from April 2 to 4, 2025, at the University of the Balearic Islands (UIB, Palma, Mallorca) on the UIB Campus (Spain).
The two cornerstones of this conference will be language acquisition and teaching and intercultural and multilingual communication in the digital age.
Each participant may submit a maximum of two proposals, in Spanish, English, or Catalan, from October 31, 2024, until the submission deadline of proposals on December 20, 2024 through the conference website platform (https://evaluaciones.aesla.org.es/). For more detailed information about the organization of AESLA 2025, visit https://aesla.uib.eu or contact
The 2025 Annual Conference of the China English Language Education Association (CELEA) will be held in Chongqing on October 17-19, 2025. For a report of the 2024 event and other activities by CELEA in 2024, click here
The Organizing Committee of the International Conference on Language and Higher Education - ICLHE - invites you to their 8th edition, the ICLHE 2025 Conference themed "EMInclusion: Integrating Language and Content for Egalitarian Higher Education" that will take place from September 24 to 27, 2025, at the Federal University of Health Sciences of Porto Alegre (UFCSPA), in Porto Alegre, Brazil. The conference focuses on the complexities of English-Medium Instruction (EMI) and Other Languages as a Medium of Instruction (OLMI), promoting dialogue on fostering inclusivity and linguistic diversity in higher education. Participants are invited to submit proposals in one of seven tracks, exploring themes such as linguistic inclusion, identity, language policies, and the role of languages in higher education. Contributions may take the form of papers, experience reports, posters, workshops, or colloquia. Submissions will be accepted from December 10th, 2024, to January 19, 2025, via https://www.even3.com.br/8thiclhe/ For detailed information about the conference, visit ICLHE 2025 or contact the Organizing Committee at or on Instagram @iclhe2025conference.
This edited volume, "Local Voices, Global Impact," invites researchers from the Global South to explore the role of English in multilingual and multicultural education. It aims to decolonize educational practices by centering local knowledge and experiences while navigating the rise of English Medium Instruction (EMI) in higher education. The book welcomes diverse perspectives on theoretical frameworks, practical approaches, and policy analyses that address themes like decolonization, multilingualism, and equity in education.
Submissions are due by January 15th, 2025.
Further details click here
GAL / AILA
Prof. Dr. Wolfgang Kühlwein April 20, 1940 - September 23, 2024
Dec 14-15, 2024
Linguapax Asia 2024
Hiroshima, Japan
Dec 17-19, 2024
14th International and Interdisciplinary Conference on Applied Linguistics and Professional Practice (ALAPP)
Kowloon, Hong Kong
Jan 31, 2025
ANELA 2025 | Conference Jan 31 | Utrecht
Utrecht, Netherlands
Feb 19-21, 2025
The 25th International Congress of the Italian Association of Applied Linguistics (AItLA 2025)
Macerata, Italy
Mar 20-21, 2025
Conference Academia on Screen: The World of Higher Education in Film and TV Series Across Cultures
Passau, Germany
Mar 22-25, 2025
AAAL 2025 Conference
Denver, USA
Jun 9-13, 2025
The 15th International Symposium on Bilingualism (ISB15)
Donostia-San Sebastián, Spain
Jun 19-20, 2025
Advances in Teaching Foreign Languages to Young Learners (ATFLY) 2025
Online
Jun 19-20, 2025
CILIDI 3th International Conference on Digital Linguistics | June 26 and 27 | Valencia
Valencia, Spain
Jul 2-4, 2025
AFLA 2025 Conference - The Natural and the Artificial in Applied Linguistics
Nancy, France
Jul 14-18, 2025
14º Brazilian Conference Of Applied Linguistics
Aracaju, Brazil
Inspired by the words of the UNESCO Intercultural Chair and thinking about the wishes we had for 2025, the AILA Secretary General, Glenda El Gamal, created a message written in the languages spoken by our affiliates
To receive the AILA newsletter, register at https://aila.info/members/welcome/newsletter/ and please share it widely, keeping us up to date about relevant actions and events to be announced in the upcoming issues. We plan to publish newsletters in March, June, September and December every year and invite all affiliates to send us updates and news to include in them. To keep us up to date with news from your affiliate, please write to and to update us on your affiliate contacts please write to
Wishing you all a joyous holiday season and a peaceful 2025, we bid farewell with an image created with the languages of our affiliates, expressing our hope that these languages can contribute to the peace we all aspire to in the world.
President, AILA International Association of Applied Linguistics
in Newsletter / Past Events
It is with great sadness that we announce the passing of our colleague Wolfgang Kuehlwein on September 23, 2024, at the age of 84. We would like to express our sincere condolences to his family. Professor Kuehlwein was president of GAL, the German affiliate of AILA, from 1977 to 1986, and Vice President of AILA from 1981 to 1987. GAL and AILA are grateful for his service to the field of Applied Linguistics and will honor his memory!
A full obituary (in German) can be found by clicking here:
We are pleased to invite researchers, educators, and advocates to contribute chapters to an upcoming edited volume titled “Local Voices, Global Impact: Examining the role of English in Multilingual and Multicultural Contexts of the Global South”, for submission as an edited volume to Routledge. This volume is edited by Dr. Mona Nishizaki (University of Genoa), Dr. Rafael Timmermann (Federal University of Pará), and Prof. Dr. Kyria Finardi (Federal University of Espírito Santo) and aims to identify, interrogate and hopefully interrupt the ongoing legacies of colonialism that continue to shape education systems across the Global South, with particular focus on whose knowledge, experiences, and perspectives are centered and whose are marginalized. At the same time, as we observe a growth in English Medium Instruction (EMI) as the internationalization of higher education accelerates, we seek to highlight how the Global South can carve its own place in this evolving landscape while promoting multilingualism in situated, decolonized educational practices. This book will showcase local voices and experiences that connect to global trends, emphasizing the importance of multilingualism and decolonization in shaping more inclusive and equitable educational futures. We welcome contributions that explore both theoretical frameworks and practical approaches from diverse contexts within the Global South. Submissions may include but are not limited to:
Original research studies
Conceptual/theoretical papers
Case studies of best practices
Policy analyses
Reflections on grassroots initiatives
We are particularly interested in chapters addressing one or more of the following broad themes:
Decolonizing Education: Reclaiming Knowledge and Epistemologies in the Global South
Multilingualism and Linguistic Justice in Postcolonial Contexts
English as a Global Language: Opportunities and Challenges for the Global South
Navigating Globalization: The Global South in the Internationalized Higher Education Landscape
Pedagogical Innovations: Bridging Local and Global Contexts in Multilingual Classrooms
Language, Power, and Identity in Higher Education: Whose Voices Are Heard?
Policy, Equity, and Access in Education in and for the Global South
English Medium Instruction (EMI) and Its Impact on Diversity, Equity and Inclusion
Grassroots Educational Movements: possibilities and challenges for Local Voices and Global Advocacy
Technology in Education: exploring affordances and challenges in a Multilingual-Interconnected World
We invite contributions that critically engage with these topics from local perspectives, emphasizing the ways in which educational practices in the Global South can influence and reshape global discourses. Contributors are encouraged to provide contextually grounded insights that reflect the realities of multilingualism, colonial legacies, and the push for decolonization in educational settings.
Submission Guidelines:
Please submit an abstract (300–500 words) that clearly outlines your chapter's focus, methodology (if applicable), and how it relates to the overarching themes of the volume. Please submit your abstract and biography to
Key Dates:
Abstract submission deadline: 15 January 2025
Notification of acceptance: 15 February 2025
Full chapter submission deadline: 15 August 2025
For inquiries, please contact the editors at
The 2024 Annual Conference of China English Language Education Association was held in Dalian on October 18-20, 2024. It was hosted by Dalian University of Foreign Languages. The theme of the conference is Interdisciplinary Integration and Collaborative Innovation: Enhancing the Overall Quality of Talent Cultivation. Prof. Azirah Binti Hashim, Prof. Wen Qiufang, Prof. Chang Junyue, Prof. Xu Jinfen, and Prof. Liu Fengguang gave plenary speeches at the conference. Eleven symposia, one workshop and one editor-in-chief forum were held. Sixteen groups of individual papers were presented during the conference. More than 200 EFL scholars and teachers attended the conference on site and 30,000 people watched the plenary sessions on-line.
The 2025 Annual Conference of China English Language Education Association will be held in Chongqing on October 17-19, 2025.
CELEA delegates attended the 22nd AsiaTEFL International Conference held in Chiang Rai, Thailand on November 14-17, 2024. CELEA President Prof. Sun Youzhong was elected as the Vice President of AsiaTEFL, the Asian Association of Teachers of English as a Foreign Language. Some CELEA council members, including Prof. Sun Youzhong, Wen Qiufang, Jiang Jinlin, Duan Changcheng, as well as other CELEA members organized 3 symposia on the following topics:a) Language and Critical Thinking Integrated Teaching: Task Design, Pedagogies and Assessment b) Developing and Applying an Evaluation Framework for the Development of Learning Outcomes in a Cloud Community
c) Examining Foreign Language Textbooks at Schools in China: Content, Utilization and Database
The AILA Research Networks (ReNs) are enshrined in the statutes and by-laws of the Association Internationale de Linguistique Appliquée - AILA as a lever for promoting research on burning issues in applied linguistics arising from real-world problems.
Although the statutes specify a number of 15 ReNs for periods of 3 years, the wording was changed in 2012 to allow greater flexibility according to needs. For the previous period 2021-23, there were 20 ReNs plus a special ReCAL on Research Cultures in Applied Linguistics. During this special period, ReN convenors had the opportunity to organise symposia at the two jubilee congresses, AILA 2023 (Lyon, FRANCE) and AILA 2024 (Kuala Lumpur, MALAYSIA).
With the return to a three-year cycle, the call for ReNs for the period 2024-27 has focused on finding a balance between renewing ReNs that have demonstrated their impact on the scientific field and allowing new ones to emerge. The idea is to come close to the numbers of ReNs set out in the By-laws, while at the same time proposing a framework that will allow us to build on existing promotional tools (for example, the publication of news in the International Journal of Applied Linguistics) and also to propose new formats (a focus in the President's Newsletter).
The call for proposals was sent out on 9 September, with a deadline of 13 October 24, and projects could be submitted until 16 October, in accordance to the AILA statutes, which stipulate a deadline for submissions up to two months after the end of the AILA Congress, which took place from 11 to 16 August 2024. The submission consisted of filling in a template describing the ReN project.
The ReN Committee is made up of 4 members, one of whom is a member of the Executive Committee and three of whom are members of the International Committee:
Prof. Dr. María Luisa Carrió-Pastor, Universitat Politècnica de València, Spain
Dr. Anitha Devi Pillai, Nanyang Technological University, Singapore
Dr. Doris Cristina Vicente da Silva Matos, Universidade Federal de Sergipe, Brazil
Dr. Caroline Tagg, The Open University, United Kingdom
The Committee met on 19 November 24 to consider each application according to the following criteria, as defined in the AILA by-laws:
at least 5 members
at least 1 new scholar
international team
produce a report on the previous year for renewals
but also on items such as :
the contribution of the topic to applied linguistics
a clear work programme for the period in question
the strategic dimension of the theme for Applied Linguistics
In the end, 16 ReN proposals were accepted including 4 new projects and 12 renewals. They all present the diversity of approaches in applied linguistics.
in Past Events / ReN: Applications Report / Research
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
The 2024 Annual Conference of China English Language Education Association will be held in Dalian on October 18-20, 2024. The theme of the conference is Interdisciplinary Integration and Collaborative Innovation: Enhancing the Overall Quality of Talent
Cultivation.
More than 70 titles of The Key Topics Library, edited by Prof Wen Qiufang，Prof Sun Youzhong et al., have been published by Foreign Language Teaching and Research Press(FLTRP) in China. Written by more than 100 Chinese top scholars, this large-scale systematic library consists of 5 series: linguistics, applied linguistics, literature studies, translation studies, and intercultural studies. Focusing on a key topic, each work serves as a research guide for young researchers and presents Chinese perspectives for readers. With agreement with FLTRP, Taylor & Francis is planning to publish the English version of the
Key Topics Library in the next few years.
English Test for International Communication, a local English proficiency test developed by Beijing Foreign Studies University, has just implemented its 7th remote online testing from home in August 2024. Until now, more than 400,000 candidates have taken the test, most of whom are university students and professionals. The test aims to assess test candidates’
global competence and promotes the college ELT reform in China.
AILA World Congress 2024: A Historic Diamond Jubilee in Kuala Lumpur, 11th-16thAugust 2024
Global Delegates Celebrate 60 Years of Linguistic Innovation
The 21st International Association of Applied Linguistics (AILA) World Congress concluded with great fanfare in Kuala Lumpur, Malaysia, marking a pivotal moment in the association’s 60-year history. Drawing over 1,700 onsite and online participants from across the globe, the congress not only celebrated AILA’s diamond jubilee but also underscored its continued influence in shaping the future of applied linguistics. Hosted by the Malaysian Association of Applied Linguistics (MAAL), this milestone event at the iconic Kuala Lumpur Convention Centre reflected both the rich heritage and the forward-thinking vision of the global linguistics community.
Against the dramatic skyline of the Petronas Twin Towers, the congress took on the theme "Linguistic Diversity, Equity, Inclusion, and Sustainability," sparking robust discussions on critical issues facing the field. With 14 thematic tracks, the event provided a platform for a wide range of research and ideas, making it a hub for academic exchange and collaborative innovation.
Bridging Cultures and Minds
Far more than just an academic symposium, the congress was a vibrant celebration of linguistic and cultural diversity. The opening ceremony featured a stunning showcase of Malaysian culture, with distinguished ambassadors, sponsors, and representatives from numerous countries in attendance. The congress was officiated by the President of AILA, Professor Azirah Hashim, the first Asian president of the Association. 80 successful recipients of the AILA Solidarity Awards were announced by the Chair of the Solidarity Awards committee, Prof. Kyria Finardi. The AILA Honorary Award was presented to Professor Wen Qiu Fang of the National Research Center for Foreign Language Education and the Consortium for Chinese Studies and Intercultural Communication, Beijing Foreign Studies University.
More than 1200 papers were delivered in three modes - onsite, hybrid and online at the congress featuring an array of keynote papers, featured papers, symposia, workshops, individual papers and posters. Six keynote papers were delivered onsite at the congress, featuring renowned applied linguists, Prof. Ingrid Pillar, Prof. Asmah Hj Omar, Prof. Catherine Nickerson, Prof. Enric Llurda, Prof. Low Ee Ling and Prof. Sinfree Makoni. One of the highlights of the congress was the 60th Anniversary Plenary symposium on the ‘History of Applied Linguistics’ which was led by Prof. Richard Smith alongside a panel consisting of Prof. John E. Joseph, Prof. Azirah Hashim, Assoc. Prof. Ruanni Tupas, Prof. Cristine Severo, Prof. Claire Kramsch and Assoc. Prof. Ashraf Abdelhay. There was also UNESCO presence in the Special Symposium by the Asia-Pacific Multilingual Education Working Group comprising UNESCO Bangkok and UNICEF EAPRO on ‘Partnerships, Policies and Practices on First Language-Based Multilingual Education in Asia and the Pacific’.
Social gatherings were equally memorable. Delegates enjoyed an array of cultural activities, from a lively cultural welcome reception to the gala dinner at the Royale Chulan Hotel, which featured traditional fashion shows, music, and dance. The Malaysian satay evenings and city walkabouts offered attendees the chance to explore Kuala Lumpur’s vibrant cityscape while building lasting connections within the global linguistic community.
A Future of Collaboration and Impact
Chaired by Professor Shameem Rafik-Galea and co-chaired by Associate Professor Cecilia Yin Mei Cheong, the event supported by the MAAL Committee and members, MP Events (the professional congress organizer), and the Kuala Lumpur Convention Centre team, was a powerful reminder of AILA’s continued leadership in fostering innovation, research, and social impact within the field of applied linguistics.
AILA’s incoming president, Professor Kyria Finardi delivered her aspirations for the future of AILA under her leadership for the next chapter of AILA's journey. The congress concluded on a high note, with Professor Rafik-Galea presenting awards for the best poster presentations and delivering her closing speech, culminating in a celebratory end to the five-day congress.
The organising committee of AILA 2024 extends their heartfelt thanks to all sponsors, particularly ELS Language Centres Malaysia, the Sime Darby Foundation and the Australian High Commission in Kuala Lumpur, as well as to delegates, publishers, and contributors who made this event a resounding success.
By formally recommending endorsement policies, AILA aims to motivate, inspire, and support our national affiliates to develop their own policies of regionally anchored good practices in Applied Linguistics. At the annual meetings of the AILA Executive Board with the AILA International Committee, AILA decides on the endorsement of language-related policies and guidelines developed by AILA partner organizations and AILA national affiliates. Each endorsement results in a brief introduction of the endorsed policy and a hyperlink to the policy itself, as published by the AILA partner organization or national affiliate. The AILA endorsement principles have now been published online.
We are pleased to announce the opening of the call for papers for the next conference of the Association Française de Linguistique Appliquée - AFLA, which will take place in Nancy from 25 to 27 June 2025 on the theme: "the Natural and the Artificial in Applied Linguistics".
NéALA 2025 aims to examine the shift between the natural and the artificial in applied linguistics. This link may be perceived as an opposition, an interdependence, a complementarity or even a transformation which may require a critical scientific analysis.
The emergence of large language models (LLMs) such as ChatGPT formulating credible answers has plunged the world into wonder on the one hand and panic on the other, undermining the place of human creativity. What is really going on? What role can applied linguistics play?
Contributions may be theoretical or empirical, disciplinary or methodological, based on field experience or research projects. All fields of applied linguistics are welcome. Proposals can be individual or collective in the form of a symposium in French or English.
All the information and submissions can be found on the conference website: https://neala2025.sciencesconf.org/?forward-action=index&forward-controller=index&lang=en
We hope that many of you will respond to the call,
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
Due to the uncertainty arising from the pandemic, the 6thSaarbrüchen Conference on Foreign Language Teaching will be held online. We are acutely aware of the fact that this is just the second-best solution and we regret having had to make this decision, but we will do our utmost to make this online conference a platform to continuously bring scholars together. The traditional elements of our conferences (keynotes, plenary talks, section talks and panel discussion) will be kept and this time, they will be complemented by poster presentations. As for the duration of talks, keynotes will be 45 minutes long (+ 15 minutes of Q&A), plenary talks 30 minutes (plus 15 minutes of Q&A), and the duration of section talks will be 20 minutes (+ 10 minutes of Q&A). Our book exhibition will also be included so that participants will be able to get in touch with the partaking publishing houses and their representatives. We will even try to simulate our traditional entertainment evening so as to offer our participants a platform for networking. Participation in the conference is free of charge. To register for the conference, please use our online form. We cordially invite scholars who wish to present research findings by uploading their abstracts for a contributed talk or a poster presentation, to our registration form. As has been the case with our previous conferences, publication of selected talks given at the conference in the form of a peer-reviewed, edited book is planned. (For more information, please click here) We are looking forward to seeing you (again) in Saarbrücken virtually and hope that we will feel some togetherness although being apart from each other in different corners of the world.
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
Pedagogical materials—such as textbooks, digital technologies, teacher-created resources and more—are a critical component of the language classrooms worldwide. Our Research Network (ReN) on materials use in language education exists to promote scholarship on how pedagogical materials affect language classrooms. The burgeoning area of materials use research within the field of Applied Linguistics helps language teachers, language teacher educators, language learners, and materials developers understand how pedagogical materials impact and are used in language teaching/learning environments.
Despite the ubiquity of materials in language teaching/learning, much Applied Linguistics scholarship has typically ignored the ways they affect classrooms dynamics, language use, and language acquisition itself. Leading scholars such as Diane Larsen-Freeman and Elaine Tarone have urgently called for increased research in this area (Larsen-Freeman, 2014; Tarone, 2014).
Moreover, a small body of recent research on materials use has shown that language teaching/learning materials have major and complex impacts on language classrooms, which the field has only just begun to understand. For example, materials can organize – and sometimes constrain – the language learning curriculum (Guerrettaz & Johnston, 2013). Other recent studies have shown that materials shape classroom discourse and interaction in varied and often “multimodal” ways (Jakonen, 2015; Mathieu, 2021; Mathieu et al., 2021; Matsumoto, 2019). Also, language teachers engage in a participatory relationship with materials during lesson planning and enactment (Li, 2020). Additionally, recent collaborative publications from ReN members haveoffered the first empirically-based definitions of materials and materials use (Guerrettaz et al., 2021) and set an agenda for future language teaching/learning materials use research (Guerrettaz et al., in press). Importantly, while this ReN acknowledges the valuable intersections between materials development and materials use research, the scope of the network is to focus mainly on the latter, examining materials “live” and in play in the language learning environment.
This ReN continues this inquiry by drawing together an international group of researchers with diverse research backgrounds and methodologies to facilitate dialogue around individual and collaborative research endeavors. Materials use research draws upon diverse realms of applied linguistics, including multimodality studies, second language acquisition, and sociomaterialism, among others. Applied linguists with various types of research paradigms will have a home in this ReN and rapidly expanding research area.
Many of the initial members of this ReN are members of an informal network called MUSE International, which was developed in 2015 to bring together emergent scholars who were interested in materials use in language classrooms. By expanding MUSE into an AILA ReN, we will (1) enhance and formalize this network by increasing our membership and the international connections therein; and (2) strengthen the focus on producing quality materials use research, whereas MUSE meetings have previously focused on group discussion of previously published literature.
Recently, several of us co-convenors of this proposed ReN organized and presented a successful AILA 2021 symposium, entitled “What Do We Know and Where Do We Go?: Emergent Definitions of ‘Materials’ and ‘Materials Use’ in Language Teaching and Learning.”
Thus, there is established interest from AILA members more broadly in research on this topic.
This AILA ReN builds on all of these successful past efforts.
Each issue of the AILA Review stimulates an AILA Research Debate about hot topics in Applied Linguistics.
The contributions in the review serve as starting points for sharing and discussing viewpoints among experts in our field. Moreover, AILA Research Debate Specials focus on hot topics in our field that call for immediate joint reflection and action.
Whereas writing access to AILA Research Debates requires identification through the AILA App, reading access is open to anyone browsing the AILA website.
AILA Review, Volume 34/1
Key questions:
What are your fundamentals of mutual learning and problem solving in transdisciplinary collaboration?
What are are the main risks and potential benefits of transdisciplinary applied linguistics in the professions?
What are your expectations of a panel on this topic at the AILA 2021 World Congress?
AILA Review, Volume 33
Key questions:
What value can we add to the established theoretical discussion of recontextualization and quoting by further theorizing the concept of linguistic recycling?
What methodological tools and concepts – other than the ones discussed in this issue – can help us study value-oriented aspects of reusing language?
How and for whose benefits is linguistic recycling practiced in domains that have not been covered by this issue's articles?
AILA Research Debate Special: Changing research practices in times of COVID-19
How have research practices by AILA Research Networks and AILA members successfully shifted in the global COVID pandemic? In this debate, we share insights on what has worked well. Our discussion of critical situations and god practices is meant to inspire other scholars, particularly junior scholars looking for leadership on how to academically survive and progress in difficult times.
>> Research Debate Special on the AILA App
AILA Review, Volume 31
Transdisciplinarity in Applied Linguistics
Scrutinizing the real-world enterprise
Edited by Daniel Perrin and Claire Kramsch
2018. xiii, 188 pp.
>> Research Debate on the AILA App
Key questions:
To what extent has applied linguistics always been a transdisciplinary field?
What are, from an AL perspective, the advantages and disadvantages of transdisciplinarity as compared to interdisciplinarity?
What are the main opportunities and risks inherent in collaborating with practitioners throughout research projects?
Who decides which real-world problem is to be dealt with and by whom?
Is profession any more a guarantee than disciplinarity for mutual understanding and same-ness of judgment when academics collaborate with non-academics in solving problems in the real world?
If power and politics inevitably play a role in identifying and defining real-world problems, how should we conceive of the “problem-solving accountability” of the field of Applied Linguistics?
How can empirically grounded good practices of transdisciplinary research in Applied Linguistics be identified, discussed, and shared effectively in the field?
But why is Applied Linguistics so relevant to society-at-large?
Applied Linguistics investigates, identifies, and helps solve language-related problems. Such problems range from healthcare, where physician-patient communication becomes a significant part of the treatment process, to political scenarios where wars can be triggered or avoided by using the right words in diplomacy.
Read more about AILA’s understanding of Applied Linguistics: https://aila.info/about/
What benefits does AILA offer its members?
In new affiliates, people tend to ask: But why AILA? What are the benefits of being or joining an AILA National Affiliate? – The answer is: emergence and global scale. Together, we are more than the sum of our parts. Together, we grow through intercultural and transdisciplinary practices in research on language and language use. Together, we leverage our impact as researchers, teachers, and enablers. And together, we can make a change to the benefit of society-at-large, Applied Linguistics and ourselves as language researchers and professionals.
Read more about AILA benefits: https://aila.info/members/
What is transdisciplinarity?
Transdisciplinarity (TD) means to start research from a socially relevant question, include all the relevant stakeholders and disciplines and head for mutual learning throughout the research process. This helps find theoretically, empirically, and practically grounded answers to the research question and can foster sustainable solutions to problems that matter.
Read more about AILA and transdisciplinarity: https://benjamins.com/catalog/aila.31
Why is it important that science and practitioners collaborate?
Science brings in tools that enable organizations to identify experts’ tacit knowledge and make it explicit and available to the entire organization. Together, they shape research questions, develop new conceptual frames that help them think out of the box, capture and analyze data, build theories and compose data-based good practice case stories that help them implement the findings in the organization and beyond. In such an approach, stakeholders from academic and practical fields collaborate as researchers to learn from each other and develop theoretically and practically relevant knowledge and skills.
Read more about AILA and transdisciplinarity: https://benjamins.com/catalog/aila.31
Edward Jay QUINTO, Mapúa University, Philippines, Linguistic Society of the Philippines
Christina GKONOU, University of Essex, United Kingdom
Eunbi KWON, Hanyang Women’s University, Republic of Korea
Scope : The AILA Research Network on Language Teacher Possible Selves focuses on exploring the dynamic relationship between language teachers' professional identities and their envisioned "possible selves," which are future-oriented self-perceptions that influence motivation, behavior, and professional development. This network operates within applied linguistics, particularly at the intersection of language teacher education, identity studies, and motivational research. It seeks to understand how teachers' aspirations, fears, and expectations about their professional futures shape their teaching practices, job satisfaction, and overall career trajectories. The scope of this research includes investigating how teachers across different cultural, institutional, and educational contexts envision their roles, how these visions evolve over time, and how they impact classroom dynamics and student outcomes. By examining both theoretical and empirical aspects of language teacher possible selves, the network aims to inform teacher education programs, policy-making, and support structures that enhance the professional lives and effectiveness of language teachers. The research is inherently interdisciplinary, drawing on insights from sociolinguistics, psychology, education, and identity studies to better understand and support language educators globally.
Highlight of 3 scientific works by ReN members:
Quinto, E. J. M. (2024). Motivations for Learning English among Timor-Leste Students: Future Oriented Identities in the Context of Nation Building. In S. Boun & C. S. Duran (Eds.), English Education in Southeast Asiam Contexts: Policy, Practice, and Identity (pp. 61–78). Rowman & Littlefield.
Quinto, E. J. M., Kwon, E., & Gaerlan, M. J. M. (2020). What does competence mean during the transition to language teaching? Insights from future-oriented identities of Filipino NLTs. Asian EFL Journal, 27(4.3), 65–86.
Gkonou, C. (2017). Emerging Self-Identities and Emotion in Foreign Language Learning: A Narrative-Oriented Approach. ELT Journal, 71(3), 381–383. https://doi.org/10.1093/elt/ccx018
Some members:
Jerry Kwon LEE, University of California, Irvine (United States)
Peter Joseph TORRES, Arizona State University (United States)
Mohammad N. KARIMI, Kharazmi University (Iran)
Adel DASTGOSHADEH, Islamic Azad University (Iran)
Reyhan ASLAN-ÇANKAYA, Niğde Ömer Halisdemir University (Turkiyë)
Victoria OLIVEIRA, Porto University (Portugal)
Maria Hannah MARTIN, Juntendo University (Japan)
Kristine DE LEON, Sohar University (Oman)
John Christopher CASTILLO, Mapúa University (Philippines)
Jonathan MACAYAN, Mapúa University (Philippines)
Lance Austin ELIZAGA, Mapúa University (Philippines)
Marianne Jennifer GAERLAN, De La Salle University (Philippines)
AILA 2024 Chair's Welcome Address
Kyria Finardi's Speech as Incoming President
The Final Gathering
The AILA 2024 Team
Gala Dinner
Opening Ceremony
Cake Cutting: HAPPY 60th ANNIVERSARY AILA!
AILA EBIC
The China Delegates
The AILA 2024 Delegates - Coffee Break
AILA 2024 Audience
Snapshots of AILA Sessions and Delegates
Making New Friends
Making New Friends
