Zahadin Omar

BAAL 2022
CALL FOR PAPERS
Theme: Innovation and Social Justice in Applied Linguistics
1-3 September 2022, Queen’s University Belfast, Northern Ireland (UK)

BAAL 2022 will be hosted by Queen’s University in Belfast, Northern Ireland. The conference’s theme Innovation and Social Justice in Applied Linguistics reflects an increasing interest in research that responds to real-world concerns within and beyond the field. In the face of a global health crisis and rising socio-racial awareness, our theme invites discussions around innovative and socially just practices in a field that is experiencing the multilingual, spatial, and social justice turn all at once. The current times are transformative and we hope that the conference theme will enable proposals from across disciplines and sub-disciplines of applied linguistics to stimulate conversations about the field’s responses to global turbulence and shifts. We also invite proposals to generate meaningful dialogue around current issues in language research.

Plenary Speakers

• Li Wei, University College London
• Khawla Badwan, Manchester Metropolitan University
• Vera Regan, University College Dublin
• Ahmar Mahboob, University of Sydney

Conference organisers

Sultan Turkan, Ibrar Bhatt, Sin Wang Chong, Mel Engman, Caroline Linse, Aisling O’Boyle (School of Social Science, Education, and Social Work); and Jane Lugea (School of Arts, English, and Languages)

Conference email:

Conference webpage: https://www.baalconference2022.com/

Call for Papers

We welcome abstracts for conceptual and empirical papers in any area of Applied Linguistics, broadly defined. Papers should offer something new and of interest to a BAAL audience. Abstracts for papers reporting on research should clearly outline aims, methods(s), and results. Conceptual papers should offer clear expositions of how the paper contributes to the field. Abstracts that specifically address the conference theme will be particularly welcome.

Submission Guidelines

Abstract type

Indicate the type of abstract that you are submitting during the submission process. Please note that if your abstract is accepted, your contact details will be included in the book of abstracts unless you choose to opt out.

• Paper presentation (for parallel session or SIG track)
• Poster
• Colloquium

Individual presentation for the parallel sessions

Individual papers have 25 minutes: 20 for the presentation + 5 minutes for questions

Individual presentation for a Special Interest Group (SIG) track

If you believe your paper is of interest to a SIG track, please consider submitting it to one of the SIG tracks (all individuals, whether or not officially SIG members, are eligible). The SIG may then choose to include your paper in their track. Submitting your abstract to a SIG track may or may not lead to your paper being included in a SIG track and has no impact on abstract acceptance to the overall conference.

BAAL has fifteen Special Interest Groups. They are: (1) Corpus Linguistics; (2) Health and Science Communication; (3) Intercultural Communication; (4) Language, Gender and Sexuality; (5) Language and New media; (6) Language in Africa; (7) Language Learning and Teaching; (8) Language Policy; (9) Linguistic Ethnography; (10) Linguistics and Knowledge about Language in Education (LKALE); (11) Professional, Academic and Work-based Literacies (PAWBL); (12) Testing, Evaluation and Assessment; (13) Vocabulary Studies;  (14) Multilingualism; (15) English as an Additional Language. Each SIG has a ‘track’ of papers at the annual BAAL conference, which will mirror the 25-minute format of papers presented at parallel sessions.

Proposed Colloquia

We invite colloquia on particular themes which have relevance to the conference. Colloquia last half a day and consist of a minimum of four papers. Colloquium proposers should plan their half day in four slots, aligned with a schedule of four individual papers. If they wish to include a larger number of papers, they may fit two papers into what would normally be a single presentation slot. Colloquia papers should cohere. The order of the papers should not be changed after acceptance. An abstract for the colloquium introduction is required along with abstracts for each paper within the colloquium (300 words per abstract).

Posters

We strongly encourage the submission of abstracts for posters. We aim to raise the profile of posters at our conference since we value them as equal to other forms of presentation, and we believe that they can tend to receive more feedback than individual papers. All posters will be listed in the book of abstracts, and there will be a dedicated area and time slot for discussion of poster presentations. There will also be a £50 prize for best poster displayed at the conference.

Scholarships

BAAL offers 5 conference scholarships (for students or early career researchers, with the latter defined as being within 2 years of PhD completion). Monies from a ring-fenced fund, contributed by donors, will pay for the additional ‘Chris Brumfit scholarship’, which is usually targeted at delegates from outside Britain who would not otherwise have funds to attend the BAAL Annual Meeting.

During the abstract submission process, you will be asked to indicate whether you want to apply for a scholarship. If so, we will send the scholarship application forms to you by email. Each candidate will also be required to provide two full references plus a list of other conferences they have attended and any other grants/scholarships that they have received for their studies.

If you intend to apply for the scholarship, please indicate on the abstract submission page.

All presenters MUST be BAAL members by the time they register for the conference.

Convenors

Minna Suni

Julie Kerekes

Jo Angouri

This network investigates the language practices of employed and employment-seeking migrants, using a range of theoretical and methodological approaches. We focus on how migrants construct identities when working in a second language, and when (if ever) they are positioned as legitimate members of the new language and work community.  We explore the perceived barriers faced by migrants who range from low-income workers to highly educated experts. We pay special attention to policies and practices adopted in different national and work-related contexts.

The first ReN meeting was held in connection with the ALAPP conference in Milan to discuss membership, website and future collaborations. Those interested in membership are encouraged to visit the website at https://www.jyu.fi/renmigrantswl.

Convenors:

Lou Harvey

Jessica Bradley

Emily Moore

Info

The aim of the Creative Inquiry Research Network is to develop a central research network for applied linguistics researchers seeking to understand what the relationship between communication and the creative arts is and can be.

The ReN’s broad areas of focus are:

• The affordances of arts-based methods for understanding and researching communication - drawing, painting, photography, collage, drama, music, creative writing, culinary arts – particularly in contexts of education, community and belonging (e.g. Atkinson and Bradley 2017; Frimberger 2016; Huang 2017; MacKay and Bradley 2016; Pöyhönen 2017);
• Applied linguistic methods for researching contexts of creative inquiry and artistic practices (e.g. linguistic, visual and sensory ethnography for researching creative practices, or the translation of research findings into creative modes) (e.g. Bradley 2017; Bradley, Moore, Simpson and Atkinson 2017; Bradley and Moore 2018; Moore et al. 2018)
• The role of arts and creative practice in the dissemination of applied linguistics research to wider publics (e.g. Harvey 2017; Harvey and Vanden 2017)
• Arts as the objects of communication research, e.g. as multimodal artefacts and means of communication in specific social and political contexts (e.g. Lee 2015; Crowley 2017)
• The role of creative inquiry in generating new ways of thinking about the relationship between language, knowledge, and the world (e.g. Bradley 2017; Harvey and Vanden 2017; Harvey 2018; Moore et al. 2018).

Info

The ECLE network comprises researchers from different disciplines who share a common interest in investigating affective/emotional aspects of language learning and teaching. Members draw on different methodological (qualitative and quantitative) and epistemological (pedagogical, socio-linguistic and psychological) paradigms to understand emotional factors which play a role in motivating or demotivating learners of foreign and/or second languages. We are especially, though not exclusively, oriented towards exploring the impact of creativity in learning and teaching to develop interdisciplinary and multi-modal engagement with language(s). Our working languages are English and/or French.

The aim of the network is to provide a forum for presenting our work and building synergies across our different fields. We envisage three dominant, overlapping strands of focus:

• Creativity and learning: taking risks, the role of the teacher in encouraging a deeper affective engagement, integrating an arts-based approach to language learning.
• Contexts of learning: understanding broad or individual socio-affective variables which shape learning, both at the macro- and micro-levels.
• Classroom innovations: teaching ‘differently’ (e.g. through drama, literature, wordplay, voice), using ludic approaches to promote learning, the challenges of creating a relaxing ‘safe’ environment with alternative pedagogy, sensitizing students to emotional lexis (e.g. through corpus data or translation).

Convenors:

Shelley K. Taylor

Saskia Van Viegen Stille

Info

This ReN falls under AILA’s “language teaching and learning” and “language in societies” strands. Its focus is on developing and supporting adaptations to learning environments for adolescents from migrant backgrounds in mainstream (Australian, Canadian, Danish, Indian, Irish and Mexican) classrooms by:

1. Drawing on what Moll and González (1997) have termed “funds of knowledge” (the knowledge base and life strategies that children learn at home and in their local community, and which includes languages other than the language of instruction or the state language and digital literacy/digital practices) – that is, by drawing on the funds of knowledge that children learn autonomously in informal (out-of-school) settings – to enhance their development of plurilingualism and (digital) literacy in formal learning settings

1. Exploring the potential roles of technology to promote language and literacy development

1. Investigating learner/teacher beliefs about, and approaches to, educational innovation (specifically, computer assisted language teaching to promote digital literacy and plurilingual development)

1. Cultivating learner autonomy (including teachers’ autonomy in their role as digital learners) and

1. Developing learning supports (e.g., online learning material for students and professional development for teachers).

The research network Media Linguistics links applied linguists who address crucial aspects of text production (written, oral and online) in the domain of public discourse in general and news media in particular. The aim of the newly emerging field of media linguistics is to investigate the highly complex and dynamic interplay of language use in public spheres, newsrooms, and news source domains such as business or politics. Appropriate inter- and transdisciplinary theories, methodologies, and solutions to practical problems in this emerging field of applied linguistics will be developed. It is suggested that media linguistics (in particular knowledge about news production processes) can significantly improve our understanding of language dynamics in an increasingly mediatized world.

Field of activity

“[T]here is a dearth of work on the production of news language (…)” That was how Allan Bell concluded his 2006 encyclopedia article about news language” (Bell 2006). How right he was. Investigating text production processes in media workplaces remains a gap in all the disciplines involved: writing research, communication studies, and applied linguistics. Linguistics first focused on written language, later describing conversations as processes, and only then rediscovered written language from a process perspective. But even today journalism and news media seem of little interest to most linguists investigating text production processes. Media discourse continues to be predominantly investigated from a product-oriented perspective or even as easily accessible everyday language.

In our ReN we will contribute to filling the gap mentioned not only by the sociolinguist Allan Bell, but also, among others, by Charles Bazerman (2008), in written communication and by Mathias Broth (2008), in media studies. Combining computer logging and ethnography from text production research, micro-macro perspectives from sociolinguistics and language teaching and training approaches from applied linguistics two of the future ReN participants (Daniel Perrin for the domain of journalism and Geert Jacobs for PR) began a series of increasingly complex field studies of professional text production in the mid-nineties: first local projects, then national, and finally those of European scope and framework. More and more researchers are now building on the research designs developed in these and other projects, not only for news production research, but also for investigating text production processes in domains such as translation, education, and academia. This experience of applying a process perspective to the linguistic analysis of media discourse is what we plan to develop further in an interdisciplinary framework and to take into the international community of applied linguistics.

We take the new brand of ‚media linguistics‘ described above to be the starting point for investigating socially relevant questions of language use such as how news comes into being. In our individual or joint publications, our conference panels, and other coordinated research activities, we will

• outline the main research questions and methods, explain how media linguistics can be related to other disciplines and identify the added value that it brings to applied linguistics, to related academic disciplines and to the professional field under investigation.
• develop research frameworks and questions for projects in which e.g. newswriting is investigated as a situated activity of language use and then related to psychobiography, social settings and cultural resources – to individual, organizational, and political empowerments and constraints.
• systematically present and discuss new scientific knowledge – and the transformation of this knowledge, i.e. the application of linguistic knowledge generated by investigating individual, collaborative and organizational text production processes in the sample domain of journalism.

To sum up, this ReN is meant to show that a) the question of Allan Bell’s “dearth of work” is currently being addressed, and b) applied linguistics is in pole position to fill “the gaps”.

Activities of the ReN Media Linguistics

• Joint research activities and endeavours which have already taken place
• AILA 2008 symposium, featuring Aleksandra and Daniel
• NT&T research network, featuring Geert, Tom, Ellen, Colleen and Daniel
• IPRA 2009 panel, featuring Tom, Daniel and Ellen
• ICA 2009 conference, featuring Daniel, Tom and Richard

The members of this ReN commit themselves to engaging in the following general activities in 2011-2014:

• providing an overview of and bringing together the field of media linguistics as a distinct research area within applied linguistics;
• documenting joint research activities in joint publications;
• ostering the multinational and multilingual potential of the network;
• encouraging new researchers to work in the field of media linguistics by promoting and supporting PhD studies and similar projects;
• holding joint symposia and conferences prior to AILA 2014;
• establishing the website www.lingua-media.net for information exchange and news publications in connection with the AILA website.

AILA Commitment

The members of this ReN commit themselves to filling a slot reserved for AILA Research Networks with a symposium at AILA 2014 and to bringing together the work of the three years in a joint proposal for a volume in the John Benjamins / AILA book series on the important aspects of this emerging field, to further establish it as a relevant area in AL.

For activities of the ReN members see www.lingua-media.net

Convenors:

Inmaculada Álvarez de Mon y Rego

Info

The AILA Research Network for Communication in Specialized Domains aims at promoting the study of meaning in context across different languages, especially when this context is a domain of specialized knowledge, such as a discipline or an industry.

From a practical point of view, our aim is to apply our research work to an activity that is central to the practice of Applied Linguistics, teaching communication across disciplines in university contexts. Good and reliable communication is especially important when dealing with the learning and practicing of a discipline. For this reason, we are focused on knowledge transfer through human language and the effect of multimodality and multilinguality on this. In bilingual contexts, the use of English as a means for the transmission of new knowledge cannot be separated from its expression in the speakers' own mother tongue.

Convenors:

Ana Llinares

Letizia Cinganotto

Russell Cross

Info

As a group, our focus for the next 3-year cycle would like to advance a collaborative focus/awareness of pedagogical perspectives in CLIL. That is, how can our understanding of CLIL be refined and extended by engaging with issues around what CLIL ‘looks like’ as an instructional model, addressing the needs of practitioners, and the relationship between teachers, learners, language, and content, and the ways that this is mediated.

For the 2018-2020 ReN term with ‘pedagogy’ as our collective ReN theme, our specific focus would be sub-themes and research activity around these three overlapping strands:

• CLIL and social justice (i.e., for more equitable and fairer experiences for learners, accounting for individual differences)
• CLIL as an instructional practice across content domains and geographical contexts, to strengthen collaborative work between:
  • language and content specialists, and
  • different geographical classroom cultures
• CLIL and instructional media (i.e., especially technologies, and how these might also help address issues of CLIL with social justice and content and language integration)
• CLIL as a multilingual space (i.e., translanguaging; the teaching and learning of content in different linguisitic settings)

Further, the CLIL ReN has mainly focused on school-based education to date (i.e., primary and secondary). Given CLIL’s increasing use in tertiary contexts (e.g., in Japan where CLIL has a strong focus amongst college level English teachers, but also throughout Europe), this will also be an area the ReN will encourage over the next 3-year cycle

This ReN will provide a space for researchers from interdisciplinary backgrounds to develop collaborative research within the linguistics of food. Building on an increasing global interest in food and eating studies, the network will enable a focus on the cultural and social interactional issues around food, incorporating all forms of applied linguistic research. The aims of the network are to make more visible the diversity of linguistics research on food and to provide an interdisciplinary and cross-cultural meeting point for researchers in food and language studies.

Upcoming activities

We are currently in the process of launching the ReN whose activities will very much depend on the interests and input of the members. Our Google+ community can be used for written introductions and announce new research proposals or publications pertaining to language and food: https://plus.google.com/communities/115923179625500359870 Please also see our website http://www.linguistics-of-food.org/ for more information.

To launch the network, we will organize a video-conference so that members can introduce themselves and voice their interest in the ReN. To initiate collaborative work, subgroups with common interests or local chapters may also be formed. We will meet on Zoom which is free and easy-to-use. We are planning to have our first virtual conference on either Monday 11^th or Friday 15^th June (CEST 15:00).

If you are interested in joining the Research Network on the “Linguistics of Food”, send an email to by 31^st May 2018 with a few sentences about your interest in the “Linguistics of Food”. Please also inform us if you intend to join us for the virtual launch and which dates (11^th or 15^th June) you would be free. We will then contact you in early June with information about the finalized date and time of the virtual conference and a weblink to the meeting location.

Upcoming conferences

• Conference on the Language of Japanese Food, 4-5 May 2018, York University, Toronto, Canada (Keynote Polly Szatrowski) http://ycar.apps01.yorku.ca/event/conference-on-the-language-of-japanese-food/
• 1st International Biannual Conference in Food and Communication, 6-7 September 2018, Queen Margaret University (Edinburgh, Scotland)
• 8th International Conference on Food Studies, 25–26 October 2018, University of British Columbia, Vancouver, Canada with a focus on Digital Food Cultures http://food-studies.com/2018-conference

Convenors

Glenda Cristina Valim de Melo

April Baker-Bell

Race, Gender, Sexuality and Language Research Network intends to investigate this entanglement through language and in language. We also aim at getting together scholars in order to share theoretical, methodological and analytical frames to comprehend such phenomenon in different contexts. Moreover, we also intend to establish an official area for these studies within Applied Linguistics. 

Main goals:

• Promote the interweaving of race, gender, sexuality and language as a distinct research area within Applied Linguistics
• Discuss relevant articles and books to the participants considering theoretical, methodological and analytical support.
• Organize and publish papers in journals and/or books as a group
• Present papers on ReN’s activities

Convenors:

Paula Tatianne Carréra Szundy

Judith Green

Maria Lucia Castanheira

The Research Network Literacies across languages and social domains intends to provide a comprehensive view concerning the studies on literacies in the scope of Applied Linguistics. Given the meaningful dialogues that applied linguistis all over the world have been establishing with concepts in the field of literacy studies, the ReN gets together scholars from different countries who are interested in investigating the complex interrelations between literacies and situated language uses in heterogeneous contexts and across social domains. In order to shed light on these interrelations, the ReN joins researchers working with different perspectives of literacies (new literacy studies, multiliteracies, digital literacies, academic literacies etc.) in multiple social spheres and/or institutions. 

Main goals:

• Provide a comprehensive view concerning the studies on literacies in the scope of Applied Linguistics
• Deepen and further enhance the dialogues between researchers who are investigating literacy practices in the area of Applied Linguistics
• Share publications and projects among the members of the group
• Engage members in interinstitutional actions and/or projects
• Organize collective publications
• Present papers in conferences/activities organized by the ReN

The AILA Research Network (ReN) on Folk Linguistics (formerly: Lay Theories and Folk Beliefs about Language(s), Language Learning and Communication) decided to change the name of the ReN to the shorter and more widely known Folk Linguistics. This is one of the results of the first workshop on December 5, 2009 in Salzburg at the ÖLT (Österreichische Linguistiktagung) and the subsequent discussion.

At the ReN workshop, we were able to welcome guest speakers to share their research findings with us. We would like to say thank you to Marie-Luise Voggler, Christiane Dalton-Puffer and Julia Hüttner for their interesting presentations. Furthermore, we are happy to welcome Dennis Preston as a new member of our ReN.

The next ReN workshop took place in Bergen, Norway, from September 10-11, 2010. In Bergen, we prepared the application for a ReN Symposium at the 16th AILA World Congress in Beijing in August 2011.

At the ReN symposium in Beijing on August 25, 2011, the members of the ReN introduced various areas of folk linguistic interest in short presentations, allowing ample time for discussion with other reseachers and guests. We were pleased to welcome many interested colleagues to this event.

Issue (24) of the AILA Review was edited by the convenors of the ReN, Antje Wilton & Martin Stegu, and contained contributions by ReN members on a number of topics relating folk linguistic research to applied linguistics.

The ReN held a very successful thematic session at the Sociolinguistics Symposium 19 in Berlin in 2012. The call for papers invited contributions on our session topic, Folk linguistics and society: People's ideas about language use and social identity, and was met with an overwhelming response of 35 submissions of which 19 were heard over three days. The papers presented research on non-linguists' perceptions of language in the formation of social identity from various regions of the world and stressed the necessity of taking such views into account in any situation in which decisions about language are made, such as language teaching and language policy and planning. The session finished with a discussion on folk linguistic issues.

At the AILA World Congress in Brisbane in August 2014, the ReN symposium included three presentations on the topic of Folk Linguistics and Language Policy. Unfortunately, due to the lack of funding, most ReN members were not able to join the symposium. Nevertheless, the session was successful in that the three presentations sparked off a lively discussion with an interested audience.

The ReN is currently preparing a roundtable discussion at the ALA conference 2016 in Vienna and their symposium at the upcoming AILA World Congress 2017 in Rio de Janeiro.

We can safely claim that folk linguistic research, its interest and its methodologies has firmly established itself among the approaches in sociolinguistics as well as applied linguistics and we are very satisfied with the successful work of the Research Network over the last seven years.

ReN Outline

This research network comprises applied linguists who address various aspects of folk beliefs or lay theories as applied linguistic issues in their research. In general, the focus lies on beliefs on language, language learning and communication and their relevance for decisions in people’s everyday and working lives.
Well established in the study of second language acquisition, the quantitative as well as qualitative investigation of learner’s attitudes and beliefs provides insight into the motivational sources of language learning. Thus, knowing about folk beliefs can significantly improve the understanding of and the influence on teacher behaviour, teacher training, and the design of curricula and teaching materials.

More generally, the beliefs and decisions of the layperson have become more important and relevant for scientists of quite a number of disciplines mainly for two reasons: On the one hand the non-expert, lay person is flooded with a vast amount of information on any subject, and quite often this is scientific information diluted by didactic or journalistic procedures. The growing demand for information is reflected in the popularity of guide books, ‘docutainment’ programmes on television, presentations for the public on scientific topics as well as the introduction of systematic teaching of knowledge in early education. In addition, the internet makes information available on a large scale and of varying quality and detail. On the other hand, the growing trend of bringing one’s private opinion to public attention forces researchers to take more notice of such opinions and their relevance for people’s decision making processes. Chat shows and blogs are prime examples of settings in which lay people voice their opinions and theories.

These developments are becoming increasingly relevant for applied linguists especially in linguistically diverse regions. With the investigation of folk beliefs in areas that are relevant to the individual the linguist can gain insight into the formation processes, the manifestation in various forms of discourse and the relevance of such beliefs for people’s decisions and actions. Furthermore, the investigation of lay beliefs on the nature of translation and interpreting, language acquisition, multilingualism, language policy, intercultural and any other kind of communication problems etc. might raise the linguists’ awareness of people’s need for information on linguistic issues and might ultimately help to bring Applied Linguistics (and its researchers) to public attention.

Programme for Activities

The members of this ReN are currently engaging in the following activities:

• providing an overview of and bringing together the field of lay theories and folk beliefs about language(s), language learning, and communication as a distinct research area within Applied Linguistics;
• exchanging information with each other about the various aspects and findings in the field;
• document joint research activities in joint publications;
• fostering the multinational and multilingual potentials of the network;
• encouraging more new researchers to work on the topic of lay theories by promoting and supporting PhD studies and similar projects;
• providing information on activities and news publications on this webspace;
• preparing a slot reserved for AILA Research Networks with a symposium at AILA 2017.

Contact

Prof. Dr. Antje Wilton

Current members

Prof. Dr. Martin Stegu (Convener)
Vienna University of Economics and Business, Austria

Prof. Dr. Antje Wilton (Convener)
University of Siegen, Germany

Prof. Dr. Karol Janicki
University of Bergen, Norway

Dr. Michael Pasquale
Cornerstone University, USA

Dr. Holger Wochele
Vienna University of Economics and Business, Austria

Prof. Dr. Dietmar Osthus
University of Duisburg-Essen, Germany

Prof. Dr. Paveau, Marie-Anne
University of Paris, France

Prof. Dr. Achard-Bayle, Guy
University of Paul-Verlaine-Metz, France

Dr. Alessia Cogo
University of Southampton, Great Britain

Prof. Dr. Dennis Preston
Oklahoma State University, USA

Dr. Robert McKenzie
Northumbria University, Great Britain

Dr. Madalena  Cruz-Ferreira
Singapore

Prof. Dr. Matteo Santipolo
University of Padua, Italy

Katiuska Santibanez
Universidad Catolica de la Santisima Concepcion, Chile and China

Dr. Támas Péter Szabó
Hungarian Academy of Sciences, Hungary

Dr. Barbara Soukup
University of Vienna, Austria

Convenors:

Cori Crane

Judith Hanks

Inés Kayon de Miller

Assia Slimani-Rolls

The aim of this Research Network is  to bring together researchers,  practitioner researchers, practitioners and scholars who are involved in forms of fully inclusive practitioner research (Allwright & Hanks, 2009) in different geographical/institutional/cultural areas, in order to theorize praxis, share innovations, challenge established orders, and to create new opportunities for communication and collaboration.

As a network, we wish to explore the opportunities for collaboration between learners, teachers, administrators/school managers/teacher educators, and researchers. We challenge traditionally accepted roles and playfully question established identities. Our main aims include:

• To identify research projects already under way in the various member countries and strengthen international links between groups working in similar topic areas
• To track the impact that inclusive practitioner research is having in/across applied linguistics and educational cultures
• To seek out new opportunities for collaborative, relevant, and inclusive practitioner research in applied linguistics and language education
• To identify the epistemological challenges that practitioner researchers face in applied linguistics, and to explore the innovations they offer for the field
• To develop the potential for multi-disciplinary, cross-cultural, inclusive practitioner research
• To continue theory development of fully inclusive practitioner research, especially but not exclusively, Exploratory Practice and Action Research
• To share methodologies and ideas, and promote creative ways of disseminating fully inclusive practitioner research that supports teachers, teacher educators, managers/administrators, and learners
• To promote the good research and scholarship that has already been done, and, building on that, to develop new areas of interest, new research, new projects

Convenors

Mary Jane Curry, University of Rochester, US
Theresa Lillis, The Open University, UK

Network focus

Scholars around the world are coming under increasing pressure not only to publish, but often to publish in English. While many multilingual scholars are committed to continuing to present and publish in local, national and regional languages, publishing in English frequently carries not only prestige but material rewards such as salary and promotion. However, publishing in English requires the dedication of extra resources in terms of time, effort, and money, thus often becoming both an obstacle to scholars’ intellectual and political interests and to opportunities for multidirectional transnational scholarly exchange.

Growing research area

In the past 15 years a growing body of research has documented the pressures facing multilingual scholars as they present and publish their work in English as well as their opinions about these changes in working conditions and linguistic practices (e.g., Burgess & Martin 2008; Canagarajah, 1996, 2002; Martin, 2008; Curry & Lillis, 2004, 2010a; Englander, 2006, 2011; Flowerdew, 2000, 2008; Fortanet, 2002, 2008; Hanauer & Englander, 2011; Hyland & Salager-Meyer, 2008; Lillis & Curry, 2006a, 2006b, 2010, 2013; Salager-Meyer, 2008; Uzuner, 2008). Pressures for postgraduate students to publish early and often in English have also been investigated (Flowerdew & Li, 2007). Furthermore, the growing number of English-medium journals published outside of dominant Anglophone contexts has been documented and studied (Lillis, 2012). Alongside research on English as a global language more generally, there is a need for continued research on the impact of English on scholarly publishing and presenting. There is also a need for research on scholars publishing in local, national, regional and other languages and their/our interests and challenges in doing so in the face of the pressures to publish in English.

The goals of the Academic Publishing in a Global Context Research Network

The Academic Publishing in a Global Context Research Network involves researchers from a range of geopolitical and geolinguistic locations interested in exploring the many facets of this phenomenon as well as possible responses, both in research and practical terms, including:

• Disseminating information about research on scholarly publishing and presenting, governmental and institutional evaluation criteria and practical activities related to publishing and presenting.
• Creating an online space for sharing resources and research reports. We have set up an open Google Group at https://groups.google.com/forum/?fromgroups#!forum/aila-pub-ren
• Informing scholarly associations, publishers, and other audiences about research findings of practical use to scholars in publishing and presenting research.
• Creating strategies for working with journal editors and reviewers, scientists/scholars, authors’ editors, and policymakers in terms of the challenges presented, including access to resources available to multilingual scholars for publishing and presenting in English
• Holding sessions at international conferences including a symposium at AILA 2014 on Research on Academic Publishing and Its Applications

References and sample bibliography

Burgess, S. & Martin, P.M. (Eds.) (2008). English as an additional language in research publication and communication. New York: Peter Lang.

Canagarajah, A.S. (2002). A geopolitics of academic writing, Pittsburgh, PA: University of Pittsburgh Press.

Canagarajah, A. S. (1996) ‘Nondiscursive requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production’, WrittenCommunication, 13(4): 435–472.

Cargill, M., & O'Connor, P. (2011). Identifying and addressing challenges to international publication success for EFL science researchers: Implementing an integrated training package in China. In R. Tang (Ed.), Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. Continuum.

Cargill, M., & O'Connor, P. (2010). Structuring interdisciplinary collaboration to develop research students’ skills for publishing research internationally: Lessons from implementation. In M. Davies, M. Devlin & M. Tight (Eds.), Interdisciplinary higher education: Perspectives and practicalities. International Perspectives on higher education research Volume 5 (pp. 279-292). Bingley, UK: Emerald Group Publishing Ltd.

Curry, M.J. & Lillis, T. (in preparation)Getting published in a multilingual world: critical choices, practical strategies. Clevedon: Multilingual Matters.

Curry, M.J. & Lillis, T. (2010a). Academic research networks: Accessing resources for English-medium publishing. English for Specific Purposes, 29(4), 281-295.

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