Conference Theme: (Re)Considering the Foundation Principles and Assessing the Common Grounds between ESP/LSP/GE
University of Nis, Serbia
May 22–24, 2020
http://esp.elfak.rs/
The 4 th edition of the traditional ESP conference of the University of Nis, Serbia, will aim at researching the foundation theory and practice of ESP and LSP, as well as rethinking the connections among those and General English linguistics, methodology, and practice. The main research topics that we invite contributions for are, but not limited to, the following:
current state of theory of ESP/LSP;
overlapping and/or distinguishing theoretical and research areas between ESP and LSP;
relationship between ESP/LSP and GE/any other ‘general’ language learning;
novel research in ESP/LSP/GE.
Presentation formats:
Oral presentation of 20min, with 10min discussion time;
Workshops of an hour length.
Poster Presentations (perfect for 1 st time presenters)
Conference fee (per attendee/author):
150 Euros per author, including conference kit, conference gala dinner, lunch each day of the conference, excursion, and publication.
Important dates:
Call for papers will be open until March 15 th, 2020.
Conference fee payment due at latest April 1 st, 2020.
The Fourth Annual International Conference on Languages, Linguistics, Translation and Literature is organized by different universities and research centers.
The conference will be dedicated to current issues of linguistics, languages, dialects, literature and translation.
Academics and university lecturers are cordially invited to present their research regarding current issues of linguistics, languages, dialects, literature and translation in English, Arabic or Persian.
The selective full papers of the conference will be published as the book of conference and also will be indexed in CIVILICA (however, the book of abstracts will be published too).
Optional Services for Presenters (If they wish to use)
A)FreeAccommodation: ((1) Accommodation will be for six nights (from 31st January (Check-in) up to 6thFebruary 2020(Check-out)); (2) Two participants will stay in each room; (3) Accommodation will be in a hotel.
B)FreeFood: For six days (during 31st January, 1st, 2nd, 3rd, 4th & 5th February 2020), all meals will be free.
C)FreeTour: Three day tour including visiting historical places, cultural activities and living with local people in Khouzestan province– from evening of 2nd February up to morning of 6th February, 2020, will be free.
D)FreeTransportation: All transportations from Ahwaz airport to the accommodation place, to the conference venue and vice versa will be free.
The conference will be held at the University of Perpignan in the south of France, 15–18 July 2020.
The following speakers have agreed to give plenaries: Maggie Charles (University of Oxford), Mark Davies (Brigham Young University), Sylvain Detey (Waseda University), François Maniez (University of Lyon 2), Pascual Pérez-Paredes (University of Cambridge).
Abstract Submission
Paper presentations will consist of a 20-minute talk (in English) followed by 10 minutes for questions and discussion. Topics that are within the scope of TaLC include, but are not necessarily limited to, corpus-based approaches to language learning, teaching and assessment in the following areas:
teaching first and second languages (including data-driven learning materials and student-centred linguistic investigation)
teaching languages for specific purposes
teaching interpreting and translation
engaging with spoken data
teaching intercultural communication
developing pedagogic grammars and learner dictionaries
developing corpora/tools/resources
teacher education
research on second language acquisition and learner corpus research
teaching of corpus methods to students and researchers in linguistics
etc.
Submissions for poster presentations may be shorter. Generally, we suggest submitting an abstract for a poster rather than a paper presentation for: (a) reports on research in its very early phases with no intermediate or final results to report or (b) reports on new corpus data resources.
Abstracts (300–500 words) should be submitted through the online submission system by clicking on the following link: https://easychair.org/cfp/talc2020. Deadline for abstract submission: 15 January 2020.
Workshops
If you are interested in organising one of the workshops (Wednesday 15 July), please contact the organisers () with a brief proposal and proposed timeline (morning, afternoon or all-day workshop). Once the conference website indicates that the maximum number of workshops has been reached, no further proposals can be accommodated.
Conference Theme: The issue of specialised varieties of language in Applied Languages: the case of English and other languages
Université de Nantes, France
March 19–21, 2020
Call for Papers
English for Specific Purposes (ESP) and LEA (Applied Languages) have been linked for many decades. Indeed, many ESP colleagues teach in Applied Languages and Applied Languages departments look to recruit ESP profiles as much as LANSOD (Languages for Students of Other Disciplines) departments do. However, this tangible professional convergence has not yet resulted in a scientific dialogue between the two types of foreign language training programmes, despite the many attempts made by colleagues involved in both areas.
The 41st GERAS International conference will take place in 2020 at the University of Nantes, which has a strong and vibrant LEA department. The scientific committee sees this as an excellent opportunity to reopen up the debate on the issue of specialised varieties of language in LEA in order to highlight not only the professional convergence between ESP and LEA, but also the convergence between linguistic content and pedagogical approaches.
In this context, the first issue that arises concerns the scientific divergences and convergences between the terms “applied language” and “specialised language”. Apparently, ESP and LEA are not exempt from the “contradiction” highlighted by Elisabeth Crosnier, who observed that the professional world and the academic context are “two culturally opposed worlds” (2002: 158–159). On the contrary, “specialisation” and “application” both refer to dimensions outside of the language, which are professionalising and/or disciplinary in nature and thus seem to belong to the same “functional” cultural world. What theoretical and practical differences differentiate them? What factors oppose them and/or place them in a position of complementarity? In this regard, Applied Linguistics approaches can offer insights for exploring possible answers.
A second issue concerns the role that language specialisation can play in LEA. This issue can be approached from many different perspectives, but three in particular come to mind. The first is driven by the increasingly widespread trend to steer the LEA cursus from a multidisciplinary approach towards greater specialisation and professional training. In other words, from a multidisciplinary base of subjects at the undergraduate level including economics, law and management, the courses lead to a wide range of specialisations at master’s level covering: international marketing, international logistics, international business, management of humanitarian, cultural or international projects, sustainable development design and planning, corporate social responsibility, fair trade, digital documentation, catering and tourism, wine economics, oenology and gastronomy among others… These specialisations seem difficult to implement without a parallel specialisation of language skills. So how should we go about this? What lessons have been learned in this area? These questions renew the recurring debate about the absence of relations between languages and vocational subjects, as summed up by E. Crosnier – “the notion of ‘applied language’ has not been widely implemented”. She went on to say “with this general training, students have perfected their knowledge of the language, but without really having access to specialised fields with a view to applying them” (2002: 160). However, this view has been challenged in recent years by a growing number of LEA courses, which place language learning and their application to specialist subjects at the heart of their curriculum.
One way to approach the problem could be to look at the different specialised genres whether they be open, hybrid, evolutionary, transversal or hyper-genre in nature etc. The aim would be to make LEA students aware that genres reflect messages specific to a professional culture and setting and help them to achieve particular goals in particular situations. Genre analysis – particularly contrastive genre analysis – could make LEA students more aware of the notion of specialisation and the tools it provides to serve its purposes.
A second approach is specialised translation, which is included in many LEA courses and can take various forms (professional, business, legal, corporate, scientific and technical translation, etc.). It questions the relationship between language and a specialty and the optimal degree of specialisation that can be offered according to the nature of the course (Crosnier 2002: 161–162). This offers the opportunity to examine the extent to which Languages for Specific Purposes (LSP), designed as complex “language-discourse-culture” sets, can go beyond a level of specialised granularity limited to the lexicon or terminology.
A third way to address the problem is through civilisation classes. These modules generally account for many hours in LEA course schedules. Gilles Leydier points out that “the multidisciplinary and vocational nature [of LEA] with its multiple career opportunities” places heavy demands on civilisation courses, but that “civilisation programmes in LEA often resemble an endless inventory” (2004b : 136). In fact, very generalist modules, often directly imported from the LLCE (Languages and Literature) department, can often be found alongside more vocationally oriented modules. The author also highlights the convergence between LSPs and civilisation since “it is difficult to design studies on specialised language without taking into account the surrounding civilisational and cultural context” (2004a: 18–19). With this in mind, Michel Van der Yeught examines the conditions under which specialised language can serve civilisation in LEA: “specialist domains and languages are an important vector for promoting and studying civilisation” (2006: 258). There are, therefore, a number of avenues to explore in LEA between civilisation and LSP.
The need to ensure consistency between the aforementioned specialist linguistic content and the professional skills that LEA students need for their future career raises questions about pedagogical methods. As Marie-Françoise Narcy-Combes (2008: 133) points out, LEA students must “be able to carry out a project as part of a team, conduct research and report on it in one or more languages, be able to be autonomous and take responsibility”. In this regard, action-oriented approaches such as task-based language learning and teaching, project-based learning and other innovative pedagogical methods including technology mediated learning help to reduce the distance between the academic context and the business world.
A third issue concerns the relationship between English and the other languages taught in LEA (often referred to as “Language B”). LEA programmes are bilingual with English often designated as the compulsory Language A combined with a varying selection of Languages B, ranging from four to twelve depending on the university. Even though GERAS conferences focus on issues related to English, it is difficult to imagine discussing specialisation in terms of English in LEA without taking into account its impact on other languages. Even if ESP were to become fully integrated into LEA, would it make sense to include it as the only specialised language in the programme? It seems not and in any case ESP would certainly benefit from a general increase in linguistic specialisation, which would act as a unifying force to the benefit of all LSPs.
In a sense, the rapid development of LEA challenges traditional monolingual perspectives and suggests that there is an urgent need to open up the debate. The rapid growth and increasing success of trilingual programmes (which often include specialist translation modules), as well as the emergence of quadrilingual and multilingual programmes, offer a clear demonstration of this trend. To ensure the inner consistency of these types of programmes, linguistic specialisation cannot be limited to one or two languages, but rather should apply to all languages. In this respect, GERAS has a wealth of experience in exchanging with the members of other research groups like GERES (Groupe d’étude et de recherche en espagnol de spécialité) and GERALS (Groupe d’étude et de recherche en allemand de spécialité). This could be used to develop greater specialisation of other languages frequently offered in LEA including Italian, Portuguese, Arabe, Russian… Colleagues teaching these languages could help guide the overall thinking on these issues in ways that the organising committee will have to determine. This last set of questions clearly paves the way for contrastive approaches between languages and proposals in contrastive linguistics are likely to advance reflection within the wider community of linguists.
There is every indication that the issues surrounding the specialisation of languages in LEA touch on a considerable number of subjects which are vital to the ESP field of research: culture and civilisation (and therefore diachrony and specialised communities), translation (and therefore lexicology, terminology, discourse and genre analysis, work on corpora), didactics, dialogue with other LSPs and their culture...We welcome papers on any of these topics and on related subjects.
Submission guidelines
Please submit your abstract according to the guidelines below.
Languages: French or English Word limit: 300 Deadline: 10 January 2020
What does social justice have to do with language education? Why do we need to talk about social justice as language teachers, teacher educators, and researchers?
Nordic countries are often associated with social welfare and strive for egalitarianism. However, linguistic injustice prevail also there, and not all languages and linguistic practices are equal and associated with the same opportunities and privileges in and beyond educational contexts. In addition, linguistic injustices are never just about language. Factors such as race, ethnicity, gender, social class, ability, and sexual orientation are intrinsically linked to language and shape local, national, and international language attitudes, ideologies, and policies. What can researchers and educators do in order to take steps towards a more just field of language education? If the goal of education is to diminish social inequalities and support students in becoming socially conscious, critical, and engaged members of society, what kind of resources, skills, and teacher support is needed to achieve this?
Social justice is not something that can be brought about by an individual, it needs a community, a movement, institutions, and gatherings like this conference. This year, we particularly invite teachers, teacher educators, and researchers interested in language and education to join us in thinking about how to improve language education for all. We hope that as part of this conference, we will discuss questions including but not limited to:
How can language education be a space where students and teachers learn together to see and challenge existing patterns of privilege and injustice?
What is needed to support teachers in promoting linguistic and cultural equity and equip them to support each other in developing/implementing respective pedagogies?
How can research look at and beyond language in education with the goal of being a catalyst for critical thinking, democracy, equity, and peace?
How can language education and research support, respect, and better understand each other with the goal of making language education more equal and accessible for all learners?
How can both education and research turn a critical eye on themselves to recognize their complicity in perpetuating injustices and learn to do better?
Keynote speakers
Sonia Nieto, University of Massachusetts, Amherst
Lou Harvey, University of Leeds
Birgul Yilmaz, University of Westminster
N.N. (invited)
Invited workshops
In addition to keynotes, we are organising invited workshops with plenarists and other invited researchers and practitioners
Submissions
We warmly invite teachers, researchers, teacher educators, and everyone interested in language education for social justice to submit their proposals. We particularly encourage teachers to submit their contributions of classroom-, school-based, academic and otherwise teaching/learning-related work. Topics can address the conference topic in a multiplicity of ways, for instance as introduction of an urgent issue/question, as project idea or report, as story about school life and experiences, personal review of teaching and learning materials, or observations and opinions about recent developments in schools and education.
We hope for submissions in a variety of formats, and welcome multimodal and/or multilingual submissions:
Workshops and colloquia for practitioners and/or researchers
Multimodal formats such as performances and visual representations (e.g., vimeos ...)
Small group discussions (e.g., fish bowl, debates, dialogues …)
Short speeches and rants (e.g. speaker’s corner, TED-like talks …)
Papers
First call for papers will be sent out later in September, and the submissions platform will open in October. Stay tuned!
On behalf of the organizing committee
Johanna Ennser-Kananen and Sari Pöyhönen, co-chairs
The AILA 2020 World Congress in Groningen, August 9–14, offers novel interactive formats. There are almost 200 symposia to choose from. Researchers submit their paper to one of these symposia by September 16, 2019. This is how to proceed:
You can scan the list of symposia here
You can search here for a specific symposium by title, keyword, organiser or featured speaker.
Once you know to which symposium you want to submit, press submit a proposal. A drop-down menu will ask which symposium you want to contribute to.
Submissions need to include the following:
Author(s) and affiliation(s)
Title: max. 20 Words
Abstract: max. 300 Words
Summary for in program: max. 50 Words
There are three types of presentation supported at AILA 2020 :
Featured multimodal presentations (BY INVITATION ONLY): 30 minutes or so of a ppt presentation, 10 minutes for discussion. These will take place at the beginning of each half-day slot and will set the tone for the symposium. You must have been explicitly invited by the symposium organiser(s) to submit to this format.
Standard multimodal presentations: What we are most used to seeing at conferences: 12-20 minute presentations with a ppt. The exact amount of time for each of these presentations is up to the symposium organizers and depends on the number of abstracts accepted.
Focused multimodal presentations:The most innovative presentations at AILA 2020! In pitches of 2-5 minutes, speakers advertise the presentations that take place over lunch in the dedicated focused presentation space where the symposia attendants meet. All the focused multimodal presentations include a poster . Additionally, these presenters will have the opportunity to upload a full 12-minute version of their paper (video/audio ppt) to the AILA website for exposure for a full year after presenting at AILA 2020.
By November 18th presenters will be notified. If accepted, the following wording will be used no matter whether it concerns a standard or focused multimodal presentation:
“Congratulations! Your paper has been accepted as a multimodal presentation at the AILA 2020 World Congress….”.
Please note the following policies:
Individuals may submit a maximum of one abstract as first author. This means that an individual can only appear once as a first author on the program.
An individual may take on an additional role: as a symposium organizer and/or as featured speaker.
An individual may also appear as a co-author/co-presenter of another paper, provided they are not first author.
All proposals must represent original and unpublished work that is not yet available to the AILA membership.
Proposals will be double-blind peer reviewed. Please ensure that any reference made to your previous work within the proposal does not include self-reference information that clearly identifies you or one of your co-authors.
Individuals who will not be attending the conference are discouraged from submitting proposals.
The author's confirmation of attendance and presentation signifies that the author will present the paper on the day and time assigned by the conference program committee. The AILA 2020 organizers will not respond to or consider requests for a specific time slot.
Following the growth of The Global Network for Linguistic Anthropology, we announce The COMELA 2020, The Conference on Mediterranean and European Linguistic Anthropology 2020.
Purpose and Structure - Over 500 scholars globally will gather to present papers and engage in progressive discussion on the Linguistic Anthropology, Language and Society, and related fields, of The Mediterranean and Europe. The COMELA is fully Non-Profit, where all publishing with the JOMELA (its scholarly journal) is free, as the COMELA refuses to implement a pay to publish system. The COMELA sources funding/grants to assist people in impeded economic positions, who require funding to access the COMELA Conference, and display strong ability in their work. COMELA proceedings will be indexed with SCOPUS and will contribute to ranked and cited publications for all those accepted to present, as well as publishing papers in Top Tier Journal Publication Special Issues.
Theme
Bounded languages ... Unbounded, a theme highly pertinent to Mediterranean and European regions and countries in the current climate of transnationalism. The COMELA 2020 theme, “Bounded languages … Unbounded,” encapsulates the ongoing struggle throughout Mediterranean and European regions. The tension between demarcation and legitimization of languages, language ideologies, and language identities, is entering an era where new modes of interactivity require language communities with roles superordinate to the past. Flexible citizenship now operates within, and not only across, language communities, to unbind languages, yet to create new boundaries never seen throughout history. The COMELA 2020 invites work on shifting boundedness of Language Communities of the Mediterranean and Europe. Submissions should acknowledge and describe processes of language shape, change, and ideology, pertinent to social, cultural, and political histories and futures, of Mediterranean and European regions, or work by those working in Mediterranean and European regions.
Keynote and Plenary Speakers
Jan Blommaert and other prominent Keynote Speakers
Official Partners
Taylor and Francis Global Publishers (Official Partners)
SOAS, University of London
University College London
Over 120 academic institutions globally (University of Hawai'i, Temple University, University of Illinois University, Montclair State University, Ohio State University, University College Dublin, Stockholm University, and so forth)
Scientific Committee of over 120 academics globally prominent in Linguistic Anthropology and related fields
CALL FOR ABSTRACTS OPENS - June 1, 2019
Publications - Several Special (Top-Tier/Scopus/ISI/ACHI/SSCI) Journal issues and monographs are planned with well ranked publications and publishers only, from papers submitted to the COMELA 2020 that meet review requirements. Ample assistance is provided to revise papers.
Abstract Submissions - The Call for Abstracts is now open, at the following link, with all information. https://comela2020.acg.edu Anthropological Excursion - Attica, Greece (final day) - Several options to select from.
Theme: Interweaving Theory and Practice in ELT in Asia: Creating New Prospects for the Future
June 25–27, 2020
KINTEX, Goyang, South Korea
http://asiatefl2020.org/
The AsiaTEFL International Conference is the premier platform for English language teaching (ELT) practitioners, administrators, and researchers in Asia. At the conference, participants from Asia and all over the world convene to engage in dialogue on a wide range of topics on how to advance and impact the field of English teaching and learning. The conference offers opportunities to interact with people from all walks of ELT, learn about current trends, and contribute to this unique venue for the Asian ELT community.
Important Dates
Proposal submission: November 20, 2019 – January 15, 2020
Notification of acceptance: March 1, 2020
Conference dates: June 25-27, 2020
Presentation Topics
Proposals on the following topics are welcome:
Language planning and language policy
Methodologies and teaching approaches
Curriculum, syllabus design and materials design
Assessment and evaluation
Second language acquisition and literacy development
English for academic/specific purposes
Teacher education and professional development
Program management and leadership development
Digital literacies/language learning and technology
Intercultural communication and global competencies
Pluralingualism, translanguaging and multilingual education
World Englishes/English as a lingua franca
Identity and learner autonomy
Discourse/genre analysis
Creativity and critical literacies
Teaching younger learners
Other ELT related topics
Presentation Types
Paper (oral) presentation (30 minutes = 25 minutes 5 minutes Q&A): An oral report of recent research, issues, or practices.
Poster presentation (60 minutes): Poster must be presented on an A0-sized poster (approximately 841 x 1189 mm or 33.1 x 66.8 in) to be displayed in a provided area. Presenters must be present at a designated time and discuss their work with conference participants.
Workshop (90 minutes): Hands-on session for professional development focusing on a specific teaching or research technique.
Symposium (90 minutes): Session with a clear theme and multiple, short presentations on issues, practice or research. Presenters should be recruited prior to proposal submission.
ReN symposium (60 minutes): Session for an Asia TEFL Research Network (ReN) to discuss a topic of interest. There can be as many as 3 speakers in each symposium.
Please note that the language of presentations is English.
The Hague University of Applied Sciences in The Hague, The Netherlands
February 20–21, 2020
https://liemc2020.wordpress.com
The conference considers all aspects of the linguistic and sociolinguistic competences and practices of bi-/multilingual speakers who cross existing social and linguistic boundaries, adopting or adapting themselves to new and overlapping linguistic spaces.
We invite papers in all areas of research in bi-/multilingualism, whether or not linked directly to the overarching conference theme, including, but not limited to, linguistics, sociolinguistics, psycholinguistics, neurolinguistics, clinical linguistics, education, bi-/multilingual societies.
Topics will include but are not limited to: (multiple) language acquisition and learning (L3, L4, Lx); psycho- and neurolinguistics of multilingualism; translanguaging; early bilingualism and heritage language development; speech processing in bi-/multilinguals; trans/multilingual language use in different contexts; multilingual education; bi-/multiculturalism; bi-/multilingual language policies; literacy in multiple languages (pluriliteracy); intercultural and globalisation issues related to multilingualism; multilingual issues in literature and translation.
Confirmed keynote speakers are:
Xiao Lan Curdt-Christiansen, University of Bath, UK
Roy Lyster, McGill University, Canada
Tommaso Milani, Gothenburg University, Sweden
Jos Beelen, The Hague University of Applied Sciences, The Netherlands
Conference venue: The Hague University of Applied Sciences, The Netherlands
The two categories of proposals are: individual papers and posters. Submission is already open and will close on 15 December 2019. Presenters are requested to submit their abstracts of up to 300 words and include their name, affiliation, email address and 2–3 references in an MS-Word document. All proposals should be sent to:
The conference website: https://liemc2020.wordpress.com
The Department of Asian Studies at the University College Cork is pleased to announce the Third International Symposium on Chinese Theoretical and Applied Linguistics (ISOCTAL-3) to be held at Cork on 12th – 14th December, 2019.
The Symposium aims to promote worldwide collaboration on Chinese theoretical and applied linguistics by giving researchers an opportunity to share their work.
Papers are invited for ISOCTAL on any topics in Chinese linguistics – understood broadly as covering all Sinitic languages, e.g. Mandarin, Cantonese and all regional varieties – including syntax, morphology, phonetics and phonology, semantics, language variation and sociolinguistic studies, diachronic change, language contact, typology and comparative studies, child language acquisition, second language acquisition and teaching, applications of translation and code-switching to pedagogy.
Conference theme: Innovative teaching and research in English language education
The University of Hong Kong
June 10–12, 2020
https://hkcpdhub.hku.hk/conference2020/
Organised by 5 leading universities in Hong Kong, this conference is an excellent opportunity for English teaching professionals to meet, network, discuss, learn from each other and explore opportunities for greater collaboration to encourage and sustain interactive communities of practice.
Five international speakers are confirmed as keynote speakers.
Professor David Boud - Deakin University and University of Technology Sydney, Australia
Associate Professor Averil Coxhead - Victoria University of Wellington, New Zealand
Professor Alister Cumming - University of Toronto, Canada
Professor Mike Levy - University of Queensland, Australia
Professor Lourdes Ortega - Georgetown University, The United States
Pre-conference workshops and events: 8-9 June 2020 at City University of Hong Kong and The Hong Kong Polytechnic University
Call for Proposals: https://hkcpdhub.hku.hk/proposalsystem/create
Conference Website: https://hkcpdhub.hku.hk/conference2020/
The A.S Hornby Educational Trust (ASHET) is pleased to announce a call for research proposals under the A.S.Hornby Dictionary Research Awards scheme (ASHDRA).
Through this annual award scheme we aim to facilitate innovative research into areas of lexicography that will feed into practical benefits for learners of English.
We would be grateful if you could draw this to the attention of your members. Details can be found on the ASHET website http://www.hornby-trust.org.uk/newpage#Projects
L’université Nebrija de Madrid (Espagne) a le plaisir de vous inviter au IVe Congrès International Nebrijade Linguistique Appliquée à l’Enseignement des Langues, qui aura lieu du 27 au 29 juin2019 à Madrid.
Suite au succès de la participation et à l'accueil réservé au trois premier Congrès, nous avons le plaisir de vous annoncer et de vous convier a ce IVe Congrès qui se tiendra dans notre nouveau campus au cœur de Madrid du 27 au 29 juin 2019. Comme les années précédentes, il sera divisé en 4 sections : ESPAGNOL / FRANÇAIS / ANGLAIS / ALLEMAND et pour cette édition les deux langues invitées seront le galicien et l´arabe.
Avec la devise « en route vers le multilinguisme » comme fil conducteur, les représentants des institutions des six communautés idiomatiques débattront sur les défis d´une société multilingue et sur les aspects plus actuels de l’enseignement et l’évaluation de la compétence linguistique communicative en langues étrangères.
Participations ouvertes pour chaque section linguistique (Allemand, Anglais, Espagnol, Francais, Arabe et Galicien)
Communications orales: contenu fondamentalement théorique, pour présenter les résultats des recherches en relation avec la thématique du congrès. (20 min +10)
Ateliers: à vocation pratique, pour présenter les expériences de l’enseignant, les propositions didactiques et les nouveaux projets pour l’enseignement. (60 min)
Posters: sur les résultats des recherches ou pour montrer des expériences d’enseignement réussies.
Chercheurs débutants: espace dédié à la présentation de mémoire de Fin d’Études des étudiants souhaitant se diriger vers l’enseignement des langues étrangères et continuer leurs recherches ainsi que leur formation académique.
Tables rondes: la table ronde sera organisée autour de prestigieux invités, de renommée internationale, et des représentants des institutions des 6 communautés idiomatiques
Dates importantes :
Date limite pour l’envoi des propositions de communication : dimanche 7 avril 2019
Réponse du comité scientifique : vendredi 10 mai 2019
Publication du programme définitif : vendredi 31 mai 2019
Clôture des inscriptions :
Participants au congrès : lundi 24 juin 2019
Intervenants qui présentent des communications, ateliers ou posters : vendredi 24 mai 2019
Nous vous encourageons également à consulter notre page http://www.congresolenguasnebrija.es pour plus d’information.
Contact:
C'est avec impatience que nous vous attendons à Madrid le 27 juin.
Globally relevant organizations such as UNESCO could benefit from systematic collaboration with AILA – and vice versa. This is all the more the case since the strategic goals of AILA and such organizations can considerably overlap, as the example of the UNESCO strategic goals shows. An AILA workgroup takes action in addressing such strategic overlap and evaluating ways of inter-institutional collaboration.
in Action / AILA Long-term Activities / featured stories
défis méthodologiques, enjeux sociétaux et perspectives d’intervention
June 24-26, 2019
Ecole Normale Supérieure de Lyon, France
[ENGLISH BELOW]
Chères toutes et chers tous,
Veuillez trouver ci-joint l'appel à communications pour le colloque international de l'AFLA 2019 qui se tiendra du 24 au 26 juin 2019 à l'Ecole Normale Supérieure de Lyon : PRELA 2019 "Professionnel·le·s et Recherche en Linguistique Appliquée : défis méthodologiques, enjeux sociétaux et perspectives d’intervention".
Dans la continuité des deux précédents colloques de l’Association Française de Linguistique Appliquée : CRELA 2013 & TRELA 2015 , le colloque PRELA 2019 - Professionnel·le·s et REcherche en Linguistique Appliquée a pour but de questionner les défis méthodologiques, les enjeux sociétaux et les perspectives d’intervention du domaine. Le colloque permettra d’aborder une diversité de situations et d’interrogations. Les études de linguistiques appliquées peuvent-elles participer à une éducation plus inclusive face à la diversité des apprenant·e·s ? Qu’apporte la linguistique appliquée à la compréhension des interactions médiées par les technologies ? Pourquoi faire intervenir des chercheur·e·s en linguistique appliquée pour améliorer l’ergonomie et la communication au travail (milieu hospitalier, aviation, gendarmerie criminelle, etc.) ?
Date limite de soumission : vendredi 7 décembre 2018.
Retrouvez l'ensemble des informations concernant la procédure de soumission sur : https://prela2019.sciencesconf.org/
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CALL FOR PAPERS
Following on from AFLA’s (the French Association of Applied Linguistics) two previous conferences: CRELA 2013 (Research Cultures in Applied Linguistics) & TRELA (Research fields in Applied Linguistics), the PRELA conference (Professionals and Research in Applied Linguistics) aims to question the methodological challenges, social implications and perspectives for action in the field of Applied Linguistics. The conference will address a variety of situations and questions, such as: Can studies in applied linguistics contribute to more inclusive education to better respond to the diversity of learners? What can applied linguistics bring to the understanding of technology mediated interactions? How can research in applied linguistics contribute to improving ergonomics and communication in the workplace (in hospital, aviation, police settings, etc.)?
Deadline: Friday 7 December 2018.
More information is available on our website and paper proposals should be sent via https://prela2019.sciencesconf.org/
Isabel Colón de Carvajal Nathalie Blanc Grégory Miras
Pour le comité d'organisation / For the steering committee
European Journal of Applied Linguistics
Editor-in-Chief: Bührig, Kristin / García Mayo, María del Pilar / ten Thije, Jan D.
The European Journal of Applied Linguistics (EuJAL) focuses on the particular concerns of applied linguistics in European contexts, both by addressing problems that are typically relevant for the linguistic situation in Europe, from those on the level of the EU as a pan-national body down to the level of the individual, and by examining topics broached by or discussed in European applied linguistics in particular. In addition to resulting from an epistemological stance, EuJAL is a logical outcome of the regionalization policy of the Association Internationale de Linguistique Appliquée (AILA), supporting the societies' commitment to regionalization by focusing on the European language space and by giving applied linguists from this regional context an adequate forum. EuJAL is part of the joint activities of the European AILA affiliates.
AILA Review is the official scholarly journal of AILA. Its first issue appeared in 1984, and from 1989, all volumes are guest-edited and thematically oriented. They include original unpublished contributions dealing with topics relevant to the scope of Applied Linguistics.
Up to Volume 16, the journal was published by AILA itself. From Volume 16 onwards, AILA Review is published by John Benjamins.
The most recent digital issues of the AILA Review can be accessed online at the John Benjamins website.
The Applied Linguistics Research Group at the Department of Education at Oxford is currently working on a Rapid Evidence Assessment, funded by the Education Endowment Foundation, of research into languages in education and foreign language teaching and learning.
Our specific review questions are:
What approaches to teaching a foreign language have been used, and what is the evidence on their effectiveness?
What is the impact of learning a foreign language on students’ wider academic outcomes?
What practitioner skills or programme characteristics contribute to effective language learning among students?
What is the impact of using a non-native language as the medium of instruction in academic subjects on students’ academic outcomes?
Are there implementation factors that lead to a positive impact on attainment of using a non-native language as the medium of instruction?
What is the impact of delaying or accelerating the introduction of a new ‘local’ language as a medium of instruction for new arrivals (e.g., refugees, immigrants) who are not yet proficient in their native language?
We are looking for details of any research of which you are aware, either published via traditional channels or constituting ‘grey literature’ (e.g., working papers; PhD theses), that fits the following criteria:
Research which was
Published / distributed / released in or after 2000
AND which is a
Systematic review;
Meta-analysis;
Narrative review
State-of-the-art article/review; or
Rapid evidence assessment
AND which focuses on
Language(s) in education;
Second / foreign / additional language learning; and/or
Second / foreign / additional language teaching
In addition, if you know of any individual studies that speak directly to our review questions, we would be grateful for details of these. Please kindly email references (or weblinks, full text documents etc.) of any relevant studies to Henriette Arndt () at your earliest convenience, and thank you for your help!
Officially endorsing empirically grounded and theoretically sound polices on language use can foster the language awareness of decision-makers. By doing so, it may impact decisions, for example, in education management, courtrooms, and politics, for the sustainable benefit of society at large. In order to strengthen the connection between linguistic knowledge and action, AILA has established a workgroup that scouts policies already (or not yet) endorsed by our national affiliates and makes suggestions for global endorsements to the AILA Executive Board and International Committee.
in Action / AILA Long-term Activities / featured stories
