AILA Review is the official scholarly journal of AILA, the International Association of Applied Linguistics. It publishes pioneering and state-of-the-art research done within AILA and the wider applied linguistics community.
From 2021 onwards, the AILA Review will be published twice a year, with one guest edited issue and one open issue. The new format will start with a guest-edited issue at the beginning of 2021. An open issue will follow in autumn 2021. All the new issues will be double-blind peer reviewed.
The 2021/1 issue (volume 34), on Developing shared languages: The fundamentals of mutual learning and problem solving in transdisciplinary collaboration, is guest-edited by Marlies Whitehouse, Henrik Rahm & Séverine Wozniak.
Calling all adult ESOL teachers and program administrators- make your voice heard!
We are excited to announce a new and important research survey centered on the experiences of adult English to Speakers of Other Languages (ESOL) teachers and program administrators.
We invite all ESOL practitioners and colleagues to participate in a voluntary research survey that will collect data for an intersection panel discussion titled ‘Adult ESOL Education: The State of the Field’ at TESOL International’s 2023 convention, and which will potentially inform a written research report.
In our field, we are missing data that reflects the programmatic details and the experiences/perspectives of adult ESOL practitioners in the field. Administrators and teachers lack a comprehensive view of adult ESOL, and we hope to help change that with this survey.
We ask for a bit of your time to help close that gap, and to glean critically important information that can help push our field forward.
This survey is open to adult ESOL educators and adult ESOL program administrators worldwide, regardless of membership or affiliation with TESOL International. A link to the survey is below. Please share out to your networks!
https://forms.gle/cHppYbUB8ZDbTK9e8
Feel free to contact the research team directly with questions or comments:
Andrew Sansone (Saint Peter’s University, ),
Melissa Hauber-Özer (Assistant Professor of Qualitative Inquiry, University of Missouri, )
Katherine Edwards (Howard Community College, )
NB For the purposes of this research survey, we identify adult English to Speakers of Other Languages (ESOL) programming as instructional programming for students with all the following characteristics: English-language learners aged out of high school / secondary level (ISCED Levels 2-3) schooling. are legally considered adults (in the United States, 18+)
are not solely motivated by for-credit coursework or academic degree attainment.
*Details about comparative international ISCED Levels can be viewed here: https://isced.uis.unesco.org/visualizations/ in featured stories / Research / Research Sharepoint
AILA World Congress | Groningen | August 9–14, 2020 | The dynamics of language, communication and culture in a changing world
Symposium: Research Network Financial Communication Communicating figures with the language of numbers
Convenors
Marlies Whitehouse, Zurich University of Applied Sciences,
Alexander Laskin, Quinnipiac University,
Symposium abstract
Successful communication of figures is key in finance and, thus, affects us all. In our symposium, we intend to contribute to an enhanced understanding of the pivotal role that language and communication play in the financial sector and in society-at-large. Key research questions include which communication strategies the stakeholders use, why they make their decisions as they do, and how the resulting practices are received in public discourse. By creating the opportunity for close interdisciplinary dialogue between complementary disciplines, the symposium aims at developing a common agenda of joint research on communication in finance as a key to an economically shaped world.
In our symposium, we address theoretical, methodological, and practical challenges of investigating the intertextual and interdiscursive dynamics and linguistic strategies at the interface of verbal, visual, and numerical languages and their macro-structural context. Research frameworks combine innovative questions with inter- and transdisciplinary approaches (Laskin, 2017; Palmieri, Perrin, Whitehouse, 2018) that enable researchers to capture and understand the field’s complexity and dynamics. Methods and methodologies emanate from or are combined from e.g. text analysis, genre analysis, multimodal genre analysis, critical genre analysis, discourse analysis, critical discourse analysis, corpus analysis and writing research.
Laskin, A. V. (Ed.) (2018). Handbook of Financial Communication and Investor Relations. New York: Wiley.
Palmieri, R., Perrin, D., & Whitehouse, M. (Eds.). (2018). The pragmatics of financial communication.
Part 1: from sources to the public sphere (Vol. 55/2): Sage.
Key words
linguistic strategies, interdiscursive dynamics, language of numbers, financial communication
Description Research Network of Financial Communication
The AILA Research Network (ReN) of Financial Communication brings together applied linguists who investigate the interplay between text production, markets, and changes in the domain of finance in general and financial communication and literacy in particular. In order to obtain deeper insights into this multi-dimensional research field, we are interested in establishing both spontaneous and stable institutionalized connections between scholars who address the highly complex and dynamic interplay of language use in organizations, domains such as economics and politics, as well as society-at-large.
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
AILA offers the web-based AILA App in addition to its homepage and newsletter. The AILA App is an easy-to-use tool. It offers AILA members tangible benefits:
accessing special offers for AILA members
finding peers working on the same topics
organizing research networks
discussing hot topics in Applied LInguistics
receiving push-up news that matters in our field
browsing and managing events
conducting and participating in surveys
All in all, the app helps you to easily connect with applied linguistics and linguists worldwide.
Register now at https://aila-net.app/ and specify [Name of your national affiliate] as your national affiliate. No download is necessary – you can use the app in any web browser.
In case of questions, please contact the AILA webmaster, Zahadin Omar: . He also collects and evaluates feedback. Send it directly to him by email.
We are pleased to announce the convention registration is now open. Click here.
The 62nd JACET International Convention (Tokyo, 2023)
Dates: August 29th (Tue.) – August 31st (Thu.), 2023
Venue: Meiji University
Theme: Reframing Collaboration in Language Education and Beyond
Overview:
At the 52nd International JACET Convention held at Kyoto University in 2013, based on the theme of “Collaboration and Relativization in English Language Education,” participants discussed not only how to create collaborative relationships with colleagues in related fields such as educational technology and the teaching of foreign languages other than English, but also how to work together with colleagues in other English language education societies in Japan. Ten years have passed since then and the circumstances surrounding research and practice in English education have changed much more than we could have imagined. We believe that to ensure we can surmount sudden changes in the field of English language education in the future, we must revisit the fundamentals of language education and consider anew the direction we think language education should take. In addition, to connect with future generations, we believe we must not only reaffirm our cooperation with those in the field of language education proper, but also with those in fields of study related to education. At this year’s conference we wish to discuss new possibilities for the future of language education under the theme, “Reconstruction and Development of Collaboration in Language Education.”
Inquiries: The JACET International Convention Organizing Committee TEL: 03-3268-9686 e-mail:
Background
TIRF – The International Research Foundation for English Language Education – established the TIRF James E. Alatis Prize for Research in Language Policy and Planning in Educational Contexts in 2015 to honor the contributions TIRF Trustee Emeritus James E. Alatis made to the field as an outstanding educator and leader.
A prize of $500 will be awarded for an article or chapter published in English and dealing with some aspect of language policy or planning in educational contexts. Submissions may be articles published in scholarly peer-reviewed journals or peer-reviewed chapters in edited books.
2019 Prize For the 2019 prize, we invite nominations of outstanding articles or chapters that were published during calendar years of 2017 or 2018. TIRF will only consider publications nominated by someone other than the author(s) of the published work. Individuals may only nominate one article/chapter per competition year. An author may have only one article/chapter under review per competition year. TIRF Trustees are ineligible to be nominated for the Alatis Prize. Papers that have appeared in TIRF publications, for example, chapters in the TIRF-Routledge Global Research on Teaching and Learning English series, may not be nominated.
Submissions will be reviewed based upon the quality of the work and its potential impact on the field of language policy and planning in educational contexts. The research may be country- and language-specific or country- and language-general. Reviewers will consider the degree of sophistication and/or innovation of the methodology used as well as the paper’s implications for policy formation and/or change. Each study will be assessed for the salience of the research question(s) asked, the appropriateness and rigor of the research methods used, and the significance of the paper’s contribution to knowledge within the field of language policy or planning in educational contexts. Studies using any appropriate analyses – quantitative, statistical procedures for data gathering and data analyses, qualitative/descriptive research approaches, or mixed approaches – will be considered.
Specific nomination procedures are given below. Nominations should be submitted no later than August 31, 2018 electronically through TIRF’s website at https://www.tirfonline.org/research-grants/doctoral-dissertation-grants/application-submission-area/.
Important Dates
May 1, 2018: Call for nominations is released
August 31, 2018: Nomination deadline
December 1, 2018: Awardee notified
TBD: Awardee recognized during 2019 TESOL Convention in Atlanta, Georgia, USA
Nomination Procedures
Nominators must include a cover page as a PDF document that provides:
Nominator’s name, title, affiliation, and email address
Name(s) and title(s) of the author(s), affiliation(s), and email address(es)
A one- to two-paragraph statement regarding why the article/chapter deserves to receive the Alatis Prize (maximum 200 words)
Complete APA citation of the article/chapter
Submit a PDF of the complete published article/chapter
All files uploaded to TIRF’s website must be submitted as PDFs.
Nominations will be submitted electronically via TIRF’s website . If possible, only one file should be uploaded. No more than two files may be uploaded per nomination – one cover page and one article or chapter.
When uploading a file, be sure to select “TIRF James E. Alatis Prize” from the “Submission Type” drop-down menu.
Acknowledgement of the receipt of a nomination will be sent to the email address of the nominator within five businesses days after the file is uploaded.
Late submissions will not be accepted.
In the case of co-authored papers, the $500 prize will be sent to the lead author with the expectation of the monies being shared with the co-author(s).
The deadline for nominations is 11:59pm Pacific Time on August 31, 2018.
Submission period: January 16th (Wed.) - February 7th (Thu.), 2019 (11:59:59 p.m. JST).
For inquiries
Please email by February 1st (Fri.) at the latest: . Any email inquiries sent after that time may not be answered in time for the deadline.
Telephone inquiries to the JACET Office can only be received between 10 a.m. and 5 p.m. on weekdays.
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
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
International Symposium on Bilingualism 14 – Diversity Now –
Now Accepting Abstract Submissions
The 14th International Symposium on Bilingualism will take place on 26-30 June 2023 at Macquarie University in Sydney, Australia.
The theme of the conference is Diversity Now. The United Nations General Assembly has declared the period between 2022 and 2032 as the International Decade of Indigenous Languages to draw attention to the critical status of many Indigenous languages across the world and to encourage action for their preservation, revitalisation, and promotion. ISB14 especially encourages submissions of work involving lesser-studied bilingual communities and interdisciplinary work examining bilingualism across cultures, societies, and the life-span.
ISB14 invites submissions in all areas of research on bilingualism and multilingualism, including but not limited to: linguistics, sociolinguistics, psycholinguistics, neurolinguistics, applied linguistics, neuropsychology, language acquisition, clinical linguistics, language and education, and multilingual societies.
Keynote speakers include:
Christos Pliatsikas (Centre for Literacy and Multilingualism, School of Psychological and Clinical Language Science, University of Reading)
Ingrid Piller (Centre for Workforce Futures, Department of Linguistics, Macquarie University)
Kevin Kien Hoa Chung (Department of Early Childhood Education, The Education University of Hong Kong)
Kilian Seeber (Faculty of Translation and Interpreting, University of Geneva)
Leher Singh (Department of Psychology, National University of Singapore)
Ofelia Garcia (Urban Education and Latin American, Iberian, and Latino Cultures, City University of New York)
Sharynne McLeod (School of Education, Charles Sturt University)
We invite abstracts for two categories of submissions: individual papers and posters.
Individual papers are formal presentations on original research or pedagogy-focused topics by one or more authors, lasting a maximum of 20 minutes with 5 additional minutes for discussion.
Posters on original research or pedagogy will be displayed in sessions that offer the opportunity for individualised, informal discussion with others in the field. Posters are especially effective for presenting work-in-progress, fieldwork, and results of empirical research for which data can be presented visually. Posters will be available throughout an entire day of the conference with presenters in attendance for a 90-minute poster session.
Abstract submission is now open and will end on 30 November 2022.
Abstracts should be a maximum of 300 words in length, anonymised and submitted in English via the submission portal https://app.oxfordabstracts.com/stages/3999/submitter.
Abstracts will be reviewed anonymously. Notification of acceptance will be sent by 28 February 2023.
Enquiries regarding the academic content of submissions should be addressed to the ISB14 Scientific Committee via . For general inquiries about the conference please email the Organisational Committee at .
in featured stories / Research The call for AILA Research Networks (ReN) for the period 2024-27 is now open. You will find below a reminder of the by-laws and statutes of AILA as well as the procedure for this year. Feel free to share the call with the members of your national AILA affiliate.
ReN scope:
Research Networks (ReNs) within AILA are formed for promoting research and disseminating their research findings inside and outside AILA. Each ReN focuses on a special topic area of Applied Linguistics that has the potential for new cross-disciplinary research.
ReNs exist for three years and can be renewed. Generally, the life of a ReN is not expected to be longer than six years (https://aila.info/about/statutes_and_bylaws/bylaws/) while not being a blocking factor for more than one renewal.
The criteria for ReNs include:
a research area pertaining to applied linguistics;
participants who are active in the research area of the ReN;
at least five members, some of whom should be new scholars;
multinational composition with universities from at least three countries;
a commitment to fill a ReN symposium slot at the 2027 AILA Congress (Vancouver, Canada);
a report of the activities of the last three years if your ReN is seeking renewal;
How to submit a ReN application:
For more information:
in featured stories / Research / Research Sharepoint
AILA Research Network: English as a Medium of Education, Multilingualism and the SDGs: Equity, Diversity and Inclusion
Convenors: Kyria Finardi, Federal University of Espírito Santo, Brazil (), Marina Orsini-Jones, Coventry University, UK, (), Azirah Hashim, Universiti Malaya, Malaysia ()
Goal: To promote research on Virtual Exchange (VE) and English (and other languages) as a medium of education (EME) that contributes to the development of equity, diversity and inclusion (EDI) in the pursuit of the United Nations Sustainable Development Goals (SDGs) in particular to SDG 4- quality of education, SDG 5 - gender equality and SDG 16 - peace, justice and strong institutions. The ReN also aims at facilitating a North-South dialogue supporting the decolonization of the ELT curricula.
Motivation/inspiration: As its starting point, the ReN drew on AILA’s endorsed principles and guidelinesand on collaborative work of AILA regional associations to better reflect the global linguistic diversity within AILA. Recent sociopolitical events have demonstrated the critical importance for more inclusive, regional/global collaboration and multilingual perspectives in applied linguistics and that education, access to information and academic knowledge are available to all and used to develop EDI and SDGs.
Events: The ReN was created in 2021 and introduced at the 2021 AILA conference symposium 83 and, in 2022, in these AILA affiliates events:
BAAL 2022, Belfast, Northern Ireland, UK
MAAL 2022, Kuala Lumpur, Malaysia
In 2021, it had its first symposium (SYMP83), Language Teacher Education, Intercultural Communicative Competence and the Web 4.0: Scaling up with Virtual Exchange.
In 2023, it organised symposium 93, EME – English as a Medium of Education, Multilingualism, VE and the SDGs: Equity, Diversity and Inclusion at AILA 2023 with 15 papers and presenters from different continents:
Integrating Service-Learning into Virtual Exchange: Supporting Inclusivity through Intergenerational Dialogue by Carolin Fuchs and Hannah Ferguson
Multilingual perspectives and practices of English medium education students in Spain and China by Jennifer Ament and Mengjia Zhang
Critical Internationalisation at Home through Critical Virtual Exchange by Cristina Biondo Salomão, Gustavo Primo, Mirjam Hauck and Müge Satar
The use of teletandem sessions in the syllabus of a Letters course in Brazil to enhance students' sensitivity to other culturesby Francisco José Quaresma De Figueiredo
ViVEXELT: a UK-Vietnam EDI-inspired project to develop e-competencies During the COVID 19 Pandemic and co-create SDG-inspired lesson plans for teaching speaking onlineby Marina Orsini-Jones, Jenny Wells, and Thuy Bui Thi Ngoc
Applied linguistics and the Sustainable Development Goals (SDGs): Equity, diversity and inclusionby Azirah Hashim
Decolonizing English Language Teaching (ELT) through Virtual Exchange (VE)by Carlos Hildeblando and Elisa Prado Có
Pluriecological and synergic visions for applied linguistics: Pedagogical possibilities for language diversity and inclusionby Yecid Ortega
A Digital Shift: The Use of New Technologies for Language (Teacher) Education in Brazilby Gabriel Amorim
Internationalisation of the curriculum, English medium instruction and global competence: higher education students’ and teachers’ perceptions of the impact of a teaching interventionby Sonia Mas-Alcolea and Lidia Gallego-Balsa
Educational Decolonisation and Decolonising Education? Recent developments of Language Policies in selected countries of the SADC-region by Michael Kretzer
Virtual Exchange: an innovative inclusive Third Space for the promotion of global citizenship and appreciation of cultural diversity and culture’s contribution to sustainable developmentby Ana Vivian Fernández Peraza and Yumiko Furumura
Complying with the SDGS by fostering Respect for Linguistic Diversity - Language Resources of Plurilingual Heritage Speakers in a Multilingual Countryby Andrea Wehrli
English as a medium of instruction during the pandemic: Affordances and challenges for professors in a global South contextby Eduardo Diniz De Figueiredo and Fabia Carla Rossoni
English Language Education Policy in Bangladesh-Policy, Ideology and Inequalityby Tania Hossain
For AILA 2024, the ReN is organizing its 2nd symposium - Equity, Diversity, Inclusion and Sustainability: EME, VE and Multilingualism - with 16 accepted papers from different continents.
Forthcoming:
A special issue in AILA Review on ‘Decolonial approaches to SDGs and Equity, Diversity and Inclusion in Applied Linguistics’ (2025) with guest editors,Kyria Rebeca Finardi – Federal University of Espirito Santo (UFES), Brazil; Marina Orsini-Jones – Coventry University, UK; and Azirah Hashim, Universiti Malaya, Malaysia.
Other publications:
Fuchs, C. & Orsini-Jones (Eds.) (2022) Virtual Exchange: Language Learning and Teaching in and Age of Complexity: Selected Papers from AILA 2021. Special Issue of IJCALLTInternational Journal of Computer Assisted Language Learning, IGI, https://www.igi-global.com/journals/open-access/table-of-contents/%20international-journal-computer-assisted-language/41023?v=12&iss=3.
Finardi, K., R. & Diniz de Figueiredo, E. H, (in press). Epistemologies of the Global South and Critical Applied Linguistics from a Latin American Perspective. In C. A. Chapelle, P. L. dos Santos & A. M. Y. Lin (Eds.), The Encyclopedia of applied linguistics, second edition: Critical Applied Linguistics. Wiley-Blackwell.
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. Vol. 26, Issue 2. p. 279-296.https://doi.org/10.1177/10283153221094085
Orsini-Jones, M., Cervero-Carrascosa, A., & Finardi, K. (2021). Digital critical literacy development and intercultural awareness raising ‘in’action,‘on’action and ‘for’ action in ELT. In: C. Smith & G. Zhou (eds), Proceedings of the Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: Research Symposium. Scholarship at UWindsor. https://scholar.uwindsor.ca/itos21/session4/session4/14/
Orsini-Jones, M. & Finardi, K. (2023). Out of the comfort zone: the trouble with virtual exchange. PP. TCB. In J.P. Davies, J. Rattray, A. Tierney, S. Mcgowan, E. Gironnacci, A. Nyamapfene & A. Webb (Eds.) Threshold concepts in the Moment. Brill.
Orsini-Jones, M., Cerveró-Carrascosa, A. & Finardi, K. (2022). A ‘Glocal’ Community of Practice to Support International ELT (English Language Teaching) Students in the UK: Project BMELTET (pp. 306-325). In C. Smith & G. Zhou (Eds.), Successful Teaching Strategies for Culturally and Linguistically Diverse International Students, IGI.
Waterman, J.; Figueiredo, E. H. D. & Finardi, K. R. (2023). Emotions of L2 Learners in Different Contexts and Modes. Studies in English Language Teaching (ISSN 2372-9740, Print and 2329-311X, Online), vol.11, n.2, p.91-113. DOI:https://doi.org/10.22158/selt.v11n2p91
Azirah Hashim & Finardi, K. (forthcoming). Problematizing ‘English’ in EMI: A view from Malaysia and Brazil. In Seyyed-Abdolhamid Mirhosseini & P. de Costa (Eds.) Critical English Medium Instruction in Higher Education, Cambridge University Press.
Azirah Hashim. (2023). Literacy and Lifelong Learning in the Twenty-First Century: Development of Multilingualism and Multiliteracies in ASEAN. In Lee, W.O., Brown, P., Goodwin, A.L. & Green, A. (eds) International Handbook on Education Development in Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-16-2327-1_36-1.
Azirah Hashim. (2024). English-medium instruction (EMI) in Malaysian higher education. In Kingsley Bolton, Werner Botha & Benedict Lin (Eds.)The Routledge Handbook of English-Medium Instruction in Higher Education (Routledge Handbooks in Linguistics).
In addition to the traditional symposium format, future AILA World Congresses will include an online program layer for remote attendance. This supplement benefits all AILA members who are not able or willing to travel but who would like to attend parts of the AILA World Congress. The online layer offers topics and formats that can easily be discussed in remote meetings. It does not replace standard formats and presentations, which have to be given by presenters participating in person in the World Congress. The new layer will debut at the AILA World Congress 2021, which was shifted from 2020 due to the coronavirus pandemic.
Brazilian Association of Applied Linguistics (ALAB) will convene the 13thConference of Brazilian Applied Linguistics (CBLA) in School of Humanities, State University of Ceará, Fortaleza, Brazil, on November 6-11, 2022, in hybrid form. CFP is on April 15th. For more information, see www.13cbla.alab.org.br.
The 2021 conference of the American Association for Applied Linguistics (AAAL) will be held virtually. Nationally and internationally, the AAAL conference has a reputation as a comprehensive and stimulating conference. Conference participants can look forward to in-depth colloquia, paper, poster, and round-table sessions, as well as topical and thought-provoking plenary presentations, excellent book exhibits, and plentiful opportunities for networking.
All registered participants will have access to the conference content for six months after our event. An AILA affiliate/member does not need to purchase membership to qualify for this rate.
The idea to celebrate International Mother Language Day was the initiative of Bangladesh. It was approved at the 1999 UNESCO General Conference and has been observed throughout the world since 2000.
UNESCO believes in the importance of cultural and linguistic diversity for sustainable societies. It is within its mandate for peace that it works to preserve the differences in cultures and languages that foster tolerance and respect for others.
Linguistic diversity(link is external) is increasingly threatened as more and more languages disappear. Globally 40 per cent of the population does not have access to an education in a language they speak or understand. Nevertheless, progress is being made in mother tongue-based multilingual education with growing understanding of its importance, particularly in early schooling, and more commitment to its development in public life.
Multilingual and multicultural societies exist through their languages which transmit and preserve traditional knowledge and cultures in a sustainable way.
2022 CELEBRATIONS
The theme of the 2022 International Mother Language Day, “Using technology for multilingual learning: Challenges and opportunities”, will discuss the potential role of technology to advance multilingual education and support the development of quality teaching and learning for all.
UNESCO organizes a webinar on 21 February from 11:00 am to 1:00 pm, Paris time) to celebrate Mother Language Day 2022:
For more information, plese visit https://en.unesco.org/commemorations/motherlanguageday
The 24th AsiaTEFL International Conference & The 11th International Conference on ELT in China(AsiaTEFL 2026) will be held at Xi’an Jiaotong University of China from May 28 to 31, 2026. AsiaTEFL 2026 invites proposals for presentations from practitioners, researchers, and policymakers as well as graduate students from across Asia and beyond to share insights, foster collaboration, and explore the emerging theories and methods in the evolving field of ELT. Proposals may be for individual papers, posters, symposia, colloquia or workshops sessions.
Time: May 28 to 31, 2026
Venue: Xi’an Jiaotong University, China
Organized by:
AsiaTEFL
Hosted by:
China English Language Education Association
School of Foreign Studies, Xi’an Jiaotong University
Sponsored by:
Foreign Language Teaching and Research Press
Center for Teaching and Learning Development, Xi'an Jiaotong University
National Research Institute for Foreign Language Teaching Materials, Beijing Foreign Studies University
The AsiaTEFL International Conference is a large-scale international academic event that has consistently advanced foreign language education and research across Asia while strengthening academic exchange among teachers and scholars in linguistics and applied linguistics throughout the region. Besides engaging parallel sessions, the program will feature inspiring keynote, plenary, and featured presentations, outstanding book exhibits, and ample opportunities for professional networking and collaboration.
The conference theme of AsiaTEFL 2026, “ELT in a Changing World: Global Challenges and New Opportunities”,examines how English Language Teaching is adapting to address urgent global needs by leveraging AI, innovation, and sustainable practices to generate significant social impact.
Conference Theme
ELT in a Changing World: Global Challenges and New Opportunities
Strands
Language Policy, Planning, and Sociolinguistics
Language Planning and Policy
Plurilingualism and Translanguaging
World Englishes and English as a Lingua Franca
Multilingual and Multicultural Education
The Relationship Between Native Culture and Foreign Culture in ELT
Teaching Methodologies and Curriculum Design
Methodologies and Teaching Approaches
Curriculum and Syllabus Design
EFL Materials Design
English for Academic and Specific Purposes
Teaching Younger Learners
Language Assessment and Evaluation
Language Learning and Development
Second Language Acquisition and Literacy Development
Intercultural Communication and Global Competencies
Creativity and Critical Literacies
Intercultural Critical Thinking Competence
Inclusivity and Well-Being in Education
Working with Special Needs Students
Inclusivity in the Classroom
Teacher and Student Well-Being and Mental Health
Social and Emotional Learning
Teacher Education and Professional Development
Teacher Education and Professional Development
Language Teacher Beliefs and Teaching Practices
Sustainable Professional Practices
Technology and Digital Innovations in Language Education
Digital Literacies and Language Learning Technology
AI in Language Teaching and Learning
Ethics of AI application in Language Education
Equity and Access in Digital Language Learning
Keynote and Plenary Speakers
Markus Bieswanger (University of Bayreuth, Germany)
Shawn Loewen (Michigan State University, USA)
Hossein Nassaji (University of Victoria, Canada)
Glenn Stockwell (Waseda University, Japan)
Wang Chuming (Guangdong University of Foreign Studies, China)
Xu Jinfen (Huazhong University of Science and Technology, China)
Isaiah WonHo Yoo (Sogang University, Republic of Korea)
Forms of Presentation
Detailed presentations sharing research findings.
Includes time for Q&A.
Interactive sessions with hands-on activities.
Designed for skill-building and practical learning.
Includes time for Q&A.
Colloquia/Symposia (90 minutes):
Extended sessions with multiple talks on a common theme.
Followed by a discussion period.
Includes time for Q&A.
Multimodal Posters (90 minutes):
Visual presentations combining text, images, and other media.
Presenters discuss their work with attendees.
Includes time for Q&A.
Proposal Submission
Abstracts should be no more than 250 words. All proposals should be submitted online via the submission system at the AsiaTEFL 2026 official website: http://www.asiatefl2026.org
Please submit your proposals as soon as possible. Proposals will be reviewed on a rolling basis. This will allow colleagues more time to secure local funding and obtain the necessary international travel documents.
Proposal submission deadline: December 31, 2025
Proposal acceptance notification: No later than January 31, 2026
Working Language: English
Registration & Payment Dates
Early-Bird/Presenter Registration: February 1-March 31, 2026
Luciana Cabrini SIMOES CALVO, Universidade Estadual de Maringá (UEM), Brazil, ALAB.
Carlos Alberto HILDEBLANDO JUNIOR, Universidade Federal do Espírito Santo (UFES) and Coventry University (COvUni), Brazil, ALAB.
Scope:
This REN aims to address equality, diversity and inclusion (EDI) issues in research related to language education with a focus on English as Medium of Education (EME) - Instruction (EMI) - multilingualism and Virtual Exchange (VE). Research in EMEVEDI redresses some of the inequalities in terms of participation in global conversations about language education to stimulate a debate on emerging ecologies of knowledge in Applied Linguistics. We aim to explore new places and spaces where Applied Linguistics can foster EDI in multilingual approaches and contexts, provide pluralistic perspectives on language learning and teaching, open up ways of addressing digital divides and decolonise the language education curriculum. Work in this REN aims to identify, interrogate and interrupt the legacy of coloniality in language theory and praxis while also exploring the potential of digital tools to support transformative experiences in language education.
We have started to frame a symposium on “Languages for Peace Education” for AILA 2027 in Vancouver in the light of the increasing number of global crises humanity is currently facing. We will demonstrate how all dimensions of the EMEVEDI REN - EME, Multilingualism and VE - are core to promoting broader societal compassion and understanding within an EDI framework. The symposium will highlight the importance of EME, Multilingualism and VE for Global Citizenship Education (CGE) that expands peacebuilding efforts beyond local conflicts and encourages students and academics in Applied Linguistics to take a critical approach to their role in a global context. The proposed symposium in Vancouver is aligned with SDG 16 and speaks to the Pedagogies of Peace agenda highlighted in the 2024 Innovating Pedagogy report.
Highlight of 3 scientific ReN works during the previous period:
Co-organised a BAAL/Cambridge University Press Research Seminar open to all AILA members (hybrid delivery) Report published on the AILA newsletter BAAL-Cambridge University Press Seminar - AILA, report here:
Event Website:
https://baal-cup.coventry.domains/
Symposium papers presented at AILA 2024 in KL and Special Issue AILA REVIEW stemming from the symposium:
Aligned with the AILA 2024 congress theme, the symposium organized in Kuala Lumpur aimed to frame issues of diversity, inclusion and sustainability (DIS) in relation to the roles of languages and technologies in education, research and linguistically-related action/policy. We brought together researchers and practitioners with diverse roles and positionalities in education, policy and knowledge production to discuss implications of the use of English as a medium of education (EME) and as
the global language of research communication as well as to interrogate its role in relation to an ecology of knowledges and languages to decolonize language education. While the issues of diversity and inclusion are both familiar and central to our work in the ReN, the AILA 2024 symposium was a great opportunity to take stock of our understanding and commitments to them in practice while also making room for novel discussions around sustainability’. Both the REN and the In order to stay fully committed to the DIS agenda of the AILA 2024 Congress, we invited proposals from members of our network with diverse linguistic, geo-cultural, ethnic and disciplinary backgrounds as well as diverse roles in teaching, research and policy/action. Fifteen papers were presented for this symposium. Fifteen papers from all continents were presented. A selection of these papers is being collated for a special issue of the AILA Review Journal (38) 2: ‘Decolonial approaches to Equity, Diversity and Inclusion in Applied Linguistics’. Guest Editors: Kyria Rebeca Finardi – Federal University of Espirito Santo (UFES), Brazil, Marina Orsini-Jones – Coventry University, UK, Azirah Hashim, University of Malaya, Malaysia.
REN Symposium at AILA 2023 in Lyon
In this symposium we focused on the themes of the REN in alignment with the United Nations SDGs 4, 5 and 16. The symposium attracted 14 papers from 27 presenters from all continents.
Some members:
Kyria FINARDI, Federal University of Espírito Santo - UFES (Brazil)
Sofia DI SARNO-GARCIA, Universidad Politécnica de Madrid (Spain)
Yecid ORTEGA, Queen’s University Belfast (Northern Ireland, UK)
Andrea WEHRLI, Bern University of Applied Sciences (Switzerland)
Jennifer AMENT, Universtat Autònoma de Barcelona (Spain)
Yu-Hua CHEN, Coventry University (UK)
Ana Cristina SALOMAO, Universidade Estadual Paulista – UNESP (Brazil)
Azirah HASHIM, Universiti Malaya (Malaysia)
Gabriel Brito AMORIM, Universidade Federal de Goiás (Brazil)
Juliana Cristina SALVADORI, Universidade do Estado da Bahia (Brazil)
Carolin FUCHS, Northeastern University (USA)
Francisco Jose QUARESMA DE FIGUEREDO, Universidade Federal de Goiás (Brazil)
Michael KRETZER, Aachen University (Germany)
Müge SATAR, Newcastle University (UK)
Melinda DOOLY, Universtat Autònoma de Barcelona (Spain)
Kai ZHANG, Kunming University of Science & Technology， (China)
Elisa PRADO CO’, Universidade Federal do Espírito Santo (Ufes) (Brazil)
Abraham CERVERO’ CARRASCOSA, Universitat de València (Spain)
Menjia ZHANG, Xi'an International Studies University (China)
Sonia MAS-ARCOLEA, University of Lleida (Spain)
Ana Luiza PIRES DE FREITAS, Federal University of Health Sciences of Porto Alegre
Lidia GALLEGO-BALSA, Rovira i Virgili University (Spain)
Eduardo H. DINIZ DE FIGUEREDO, Universidade Federal do Paraná
Ana Vivian FERNANDEZ PERAZA, Universidad de Costa Rica
Sònia MAS ALCOLEA, Universitat Autònoma de Barcelona
Vanderlei J. ZACCHI, Universidade Federal de Sergipe (Brazil)
Wei KANG, Xi’an International Studies University, China
Tian ZHOU
Antonieta MEGALE, UNIFES (Brazil)
Barbara CORTAT SIMONELI, Universidade Federal do Espírito Santo
Claudio FRANCA, Universidade Federal do Espírito Santo (Brazil)
Gladys QUEVEDO-CAMARGO, University of Brasília (Brazil)
Juliana REICHART ASSUNCAO TONELLI, State University of Londrina (Brazil)
Michele SALLES EL KADRI, State University of Londrina (Brazil)
Peter ROSENBERG, Europa Universität Viadrina Frankfurt (Oder) (Germany)
What have AILA’s most relevant benefits been for its national affiliates in the last year, and what are the affiliates’ most urgent wishes for 2021/22? At the 2021 virtual meeting of the Executive Board and the International Committee on August 14, delegates from 34 AILA national affiliates shared their experiences and expectations regarding the development of AILA.
The most relevant benefits from AILA 2020/2021 include:
exploiting the great AILA network
networking with other affiliates around the globe
collaborating with other affiliates in the region
receiving, for the first time, proposals from abroad for the national conference
further developing the new AILA Ibero-American regional network AIALA
implementing the AILA tandem initiative
co-organizing the AILA 60th World Congress Lab
receiving first-hand information from the field of Applied Linguistics
doing research in the AILA Research Networks
meeting with other key players in the field
being visited by the AILA President
using the excellent AILA communication tools such as the AILA Newsletter and the AILA App
The most urgent requests to AILA for 2021/2022 comprise:
finding joint solutions of how to stop the trend of high education closing down
intensifying collaboration between board and local organizers of AILA World Congresses
finding ways to deal with affiliates’ income loss during the pandemic
helping national affiliates rethink their meetings in times of climate change
pushing the AILA App more
In line with this feedback, AILA commits itself to further strengthen members’ benefits, together with the national affiliates and our members. Progress will be reported throughout the year in the AILA Newsletter and evaluated in the 2022 meeting of the AILA Executive Board with the International Committee.
International Symposium on Bilingualism (ISB) is a biennial conference on a wide range of issues concerning bi/multilingualism. Since its inaugural conference in 1997 at the University of Newcastle Upon Tyne, ISB has become the most significant conference in the field of bi/multilingualism. ISB has a strong focus on showcasing multidisciplinary research with a representation from a range of disciplines at every conference, including education, linguistics, neuroscience, psychology and sociology. The aim of ISB is to bring together bi/multilingualism researchers from all around the globe to advance the theoretical and applied research in bi/multilingualism, and to support bi/multilingualism practices in the community.
The conference theme of ISB14 is Diversity Now.
The United Nations General Assembly has declared the period between 2022 and 2032 as the International Decade of Indigenous Languages to draw attention to the critical status of many Indigenous languages across the world and encourage action for their preservation, revitalisation, and promotion. As we move into this decade, ISB14 encourages work especially involving lesser studied bilingual communities and interdisciplinary work to tackle bilingualism across the life-span, cultures and societies.
Babel - AFIAL welcomes proposals of articles and book reviews for issue number 30, which will be published at the end of 2021. The deadline for those submissions will be 15 April 2021, and they are to be uploaded to our website, after due registration, at the following link: http://revistas.webs.uvigo.es/index.php/AFIAL
Babel - AFIAL (ISSN 1132-7332, eISSN 2660-4906) is a yearly academic journal focusing on Anglophone and German Studies. It was founded in 1992 and publishes articles and reviews in the fields of language, linguistics, literature and culture. From 2019 it is published online. All articles must be original and may be written in English, German, Spanish or Galician. Submissions go through a double-blind peer review process, involving at least two external readers specializing in the corresponding field.
This journal is indexed in international databases such as ABELL, EBSCO, ERIH Plus, MLA International Bibliography, and Ulrich's Periodicals Directory.
