Zahadin Omar

The Nebrija Journal of Linguistics Applied to Language Teaching publishes blind peer-reviewed contributions in French, English, Italian, Portuguese and Spanish.  The next issue will have a special section on Emotion, emotional intelligence and language and will be published by Kris Buyse (University of Leuven / Nebrija University) and Jean-Marc Dewaele (University of London) in November 2018. We ask that you communicate to your fellow associates the call for research papers as reported in https://revistas.nebrija.com/revista-linguistica/announcement.

Important dates:

• Paper Submission Due: August 20, 2018
• Review Notification: September 30, 2018
• Publication Date: November 2018

Issue: Language Teacher Education and Plurilingualism in Digital Learning Environments

https://edoc.hu-berlin.de/handle/18452/19672

Technology has both revolutionized the way we teach and learn languages and created a sense of urgency in the need to modernize the initial and ongoing training of foreign language teachers: in a globalized world – which is for instance characterized by an exponential growth in international student mobility (Molinié 2007) and easy access to authentic language input (Whyte 2014) – teachers are led to take on new roles (tutor, mediator, facilitator, etc.); technology has also impacted communication through the proliferation of various media initiatives and communication channels which not only use sound and speech but also a rich variety of other media- which include aesthetic (creative video clips, for example) or non-verbal (virtual reality glasses) means of communication – to convey information, images, thoughts, ideas and feelings.

The advent of the Internet and the growth of digital technologies therefore raise questions about their educational affordances (Gibson 1979) and their potential to transform language teaching practices and student learning (Chun, Smith & Kern 2016), to foster digital literacy, language learning and intercultural dialogue and to contribute to student identity development.

Tandem learning in particular – by bringing together and fostering cooperation between language learners and teachers from different national, cultural and linguistic contexts – has inspired researchers to take a keen interest in different issues relating to plurilingual and pluricultural awareness in language learning and teacher education: for example, learning from each others' experience, engaging multilingual learners, resorting to translanguaging practices (García & Wei 2014) or teaching through various multilingual approaches (Narcy-Combes et al. 2019).

As learning specialists, teachers have both an 'epistemic responsibility' and a responsibility towards students, practitioners and the wider society alike (Narcy-Combes 2005). However, in the digital age, seeking to impart academic skills or methodological strategies no longer meets current needs. That is why it is crucial to support language teacher training by helping teachers gain a greater awareness of their skills, attitudes, beliefs and emotional behaviours and to promote research-informed practice in teacher education. This justifies the need to set up multidimensional professional development programmes that operationalise the concept of mediation in L2 teacher education (Brudermann et al. 2018).

Besides, the current state of empirical research in teaching and learning encourages pre-service teachers to explore their “teaching actions“ (Cicurel, 2011), so as to better understand both their inner selves and their teaching practices and to further make concrete proposals for the effective implementation of initial training schemes based on experiential learning. In this respect, implementing initiatives supporting and promoting teachers’ (continuing) professional development through reflective approaches (Fallell 2016; Korthagen/Hoekstra/Meijer 2014) and the transfer of knowledge from the training to the teachers‘ classroom environments is of paramount importance (Abendroth-Timmer 2017 ; Caspari 2014 ; Schädlich 2014).

To do so, using online collaboration tools to engage (would-be) teachers in teamwork can help them gain critical distance from the particularities of their profession and their prior knowledge. However, as digital education is rapidly transforming teaching and impacting student learning, students and teachers alike are bound to run into barriers of resistance. Support therefore has to be provided to deal with resistance to change (Duclos 2015 ; Burrows & Miras, forthcoming).

All in all, these pedagogical initiatives raise questions about the sustainability of the different research methodologies that have been applied until now to train teachers; they also emphasise the need to pay particular attention to harnessing the digital revolution to collect and process data, with a view to fostering teacher development.

Topics

Key thematic strands include: 

1.  Epistemological/educational basis in the digital age
How can pluricultural and plurilingual communication, co-construction of knowledge and identity formation in the digital age be described and modelled? Is the construction of models conceivable at all?

2. Concepts for foreign language teacher education

Which (experimental and multimodal) educational settings in foreign language teacher education promote collaborative, pluricultural and plurilingual learning processes? How does instructional design need to be intertwined with the professional field? How can these processes be transferred to the learning environments?

3. Research practices in foreign language teacher education in the digital age

How do digital learning environments impact the reflection, self-confrontation and the consciousness of teachers? How can the impact on collected data in these environments be described? Do learning environments in the digital age require new research methods?

4. Plurilingualism/pluriculturalism as practice and/or aim in the digital age

How can interactions between plurilingual learners in plurilingual/pluricultural digital learning environments be described? Which translanguaging practices (García & Wie, 2014) can be observed? Plurilingualism as a precondition or aim of language learning and teaching in the digital age?

References

Abendroth-Timmer, D. (2017). Reflexive Lehrerbildung und Lehrerforschung in der Fremdsprachendidaktik: Ein Modell zur Definition und Rahmung von Reflexion. Zeitschrift für Fremdsprachenforschung. 28 (1), 101-126.

Brudermann, C., Aguilar, J., Miras, G., Abendroth-Timmer, D., Schneider, R. & Xue, L. (2018). Caractériser la notion de médiation en didactique des langues à l’ère du numérique: apports d’une réflexion plurielle en ingénierie(s). Recherches en didactique des langues et des cultures: Les Cahiers de l’Acedle, 15 (3).

Burrow, A. & Miras, G. (2019, à paraître). Pratiques numériques en langues : prendre en compte les préoccupations pour envisager un accompagnement des enseignants. Alsic.

Caspari, D. (2014). Was in den Köpfen von Fremdsprachenlehrer(inne)n vorgeht, und wie wir versuchen, es herauszufinden. Eine Übersicht über Forschungsarbeiten zu subjektiven Sichtweisen von Fremdsprachenlehrkräften (2000-2013). Fremdsprachen Lehren und Lernen, 43 (1), 20-35.

Cicurel, F. (2011). Les interactions dans l’enseignement des langues: Agir professoral et pratiques de classe interlangues. Paris: Didier.

Chun, D., Smith, B. & Kern, R. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100, 64-80.

Duclos, A. M. (2015). La résistance au changement: un concept désuet et inapproprié en éducation. Psychologie & Éducation, 2015-1, 33-45.

Farrell, Thomas S.C. (2016). Anniversary article. The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research 20 (2), 223-247.

García, Ofelia/Wei, Li (2014). Translanguaging: Language, Bilingualism, and Education: Basingstroke: Palgrave Macmillan.

Gibson, J. J. (1979). The ecological approach to virtual perception. Hillsdale: Lawrence Erlbaum.

Korthagen, F. A. J.; Hoekstra, A. & Meijer, P. C. (2014). Promoting Presence in Professional Practice: A Core Reflection Approach for Moving through the U. In. Gunnlaugson, Olen; Baron, Charles & Cayer, Mario (Hrsg.) (2014). Perspectives on Theory U - Insights from the Field. Hershley, PA: Business science, 77-96.

Molinié, M. (2007). Mobilité internationale et activité formatrice du sujet plurilingue . Revue de la Société japonaise de didactique du français (SJDF), 2007, Etudes didactiques, 2 (2).

Schädlich, B. (2014). The Language Teacher. In Fäcke, Christiane (ed.). Manual of Language Acquisition. Berlin/Boston: De Gruyter Mouton, 274-290.

Narcy-Combes, J.-P. (2005). Didactique des langues et TIC: vers une recherche-action responsable. Paris: Ophrys.

Narcy-Combes, M.-F., Narcy-Combes, J.-P., MacAllister, J., Leclerc M., Miras, G. (2019). Language Learning and Teaching in a Multilingual World. Bristol: Multilingual Matters.

Whyte, S. (2014). Contextes pour l’enseignement-apprentissage des langues: le domaine la tâche et les technologies. Linguistique. Université du Havre.

Editorial staff

Prof. Dr. Dagmar Abendroth-Timmer (Universität Siegen), Dr. José Ignacio Aguilar Río (MCF, Université Sorbonne Nouvelle), Dr. Cédric Brudermann (MCF, Sorbonne Université – faculté des sciences et d’ingénierie), Dr. Grégory Miras (MCF, Université de Rouen Normandie),

Ramona Schneider (Rheinische Friedrich-Wilhelms-Universität Bonn)

The University of Glasgow will once again be offering scholarships for the MSc in Applied Linguistics.  The awards for 2020–2021 are £12k for international students and £6k for Home/EU students.

We will be offering specialist courses in Systemic Functional Linguistics and its Applications, Applying Linguistics in Social and Professional Life, Critical Approaches to Language and Communication, The Global Campus, Social and Individual Variables in Language Learning and Teaching, and Forensic Linguistics.  Students can also take courses from a wider range of options within the TESOL and English Language and Linguistics MSc programmes.

See details of the programme and the awards via the following link:
https://www.gla.ac.uk/postgraduate/taught/appliedlinguistics/

Please feel free to contact me at

Hot topics in research, such as literacy, tend to be addressed by fast-growing networks of globally connected researchers. Network participants bring in enthusiasm and commitment to their specific topic, which they address from various angles of traditional and new disciplines. Similar to AILA, these networks address linguistically and socially relevant issues, but often without the institutional stability and constant reach of AILA. Collaborating on global or regional levels with such networks, such as the European Literacy Network, benefits all parties involved. To join the workgroup please contact: Interweaving

in AILA Long-term Activities / featured stories / Research

July 2–6, 2018

Cape Town, South Africa

A warm welcome to the website of ICL 20, the 20th International Congress of Linguists. The congress is to be held at the Cape Town International Convention Centre between the 2nd to the 6th of July 2018. The hosts are CIPL (Comité International Permanent des Linguistes), the LSSA (Linguistics Society of Southern Africa) and UCT (the University of Cape Town). Our partner organisations are given below. Please follow the links to find out more about these dynamic organisations.

The Congress is held every five years, and is meant to showcase current developments in Linguistics. The Congress will run over five days, have a plenary panel on linguistics in South Africa, nine plenary speakers covering a range of major sub-fields, 10 paper sessions each with its own focus speaker, up to 30 workshops, and several poster sessions. While speakers and topics are drawn from a wide international pool, ICL 20 will take the additional opportunity of showcasing African language research. It will also cover applied linguistic areas of research of vital importance to the African continent and the 21st century at large, with a special extended session on Multilingualism, Education, Policy and Development.

Please take a look at the pages on our Scientific Committee, our invited plenary speakers, session topics and call for workshop proposals and abstracts. If you haven’t visited Cape Town before, please also have a look at some of the images of a beautiful and diverse city. We look forward to welcoming you at the tip of Africa in July 2018.

Prof. Rajend Mesthrie
President ICL 20.

Multilingual Awareness and Multilingual Practices MAMP19

October 28-30, 2019

Thomas More University of Applied Sciences in Antwerp, Belgium

2nd INTERNATIONAL CONFERENCE ON MULTILINGUAL AWARENESS AND MULTILINGUAL PRACTICES (MAMP2019) is to be held at Thomas More University of Applied Sciences in Antwerp, Belgium from 28 to 30 October 2019.

Confirmed keynote speakers are: Prof. Antonella Sorace (University of Edinburgh, UK) Prof. Åsa Palviainen (University of Jyväskylä, Finland)

Prof. Piet Van Avermaet (Ghent University, Belgium)

The two categories of proposals are: individual papers and posters. Submission is already open and will close on 31 August 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://mamp2019.wordpress.com/

The Linguacuisine comic book is now available in the pdf attachment.
This comic explains the app concept in graphical format: please send to anyone who might be interested.

Linguacuisine_Comic_ALL-PAGES

The free Linguacuisine web app helps you learn a language while you’re cooking a meal. Choose a foreign language and a delicious recipe from that country. Then your own smartphone or tablet will speak to you in the foreign language and talk you through all of the stages of cooking the recipe in your own kitchen. If you can’t understand, just press a button to get a photo or video explaining what to do. When you’ve finished, eat the food you’ve cooked and learn something about the culture of the country. Linguacuisine has a range of recipes now available for language learning from around the world at https://linguacuisine.com/app/

We now have recipes available in: English, Greek, Italian, French, Spanish, German, Arabic, Quechua, Chinese, Turkish and Korean.

You can also use the free recipe builder app on the website so that you can upload your own favourite recipe in your own language. That means that anyone anywhere in the world will be able to watch videos and listen to audios of you guiding them through cooking your recipe and learning your language! Use your own smartphone or tablet to make recordings of yourself and upload them using our user-friendly software to create your own recipe.

You can also join our worldwide online community so you can rate and discuss other people’s recipes and post information, stories and photos. They can do the same for your recipe, so it’s a good way to make friends in other countries.

So Linguacuisine is a really fun way to learn about foreign languages, cultures and cuisines and you get to eat what you produce. You can also tell other people around the world about your own cooking, language and way of life. You learn foreign words better when you are physically touching food and cooking utensils and using them to prepare food. When you are cooking, you involve all of your senses in the learning experience – touch, smell and taste as well as hearing and seeing. So this is multi-modal and multi-sensory language learning. This is task-based language learning with a real product at the end of it and is intended to improve international understanding and communication.

Linguacuisine is available now for all devices, smartphones, tablets and computers from our website, where the online community is also located https://linguacuisine.com/ as well as for free download from the android Google Play and Apple App stores.

The Linguacuisine app is the end result of a 10-year collaboration between computing scientists and linguists at Newcastle University. The Linguacuisine project is a collaboration between Newcastle University, Action Foundation (UK), Hellenic Open University (Greece), Università degli Studi di Modena e Reggio Emilia (Italy) and the Workers’ Educational Association (UK). It is funded by an Erasmus+ KA2 Strategic Partnership grant of €324K.

For Teachers

The Linguacuisine app can be used for foreign language lessons, but also for cookery lessons and cross-curriculum projects. Students can use the app to cook and learn in the kitchen at home as well as at school.

The app is a good way of preparing students for a foreign trip as it helps engage them with the cuisine, culture and language in advance. Students can also write their own recipes in their own language, informing people abroad about their culture and cuisine.

It is also an excellent way of getting learners to communicate with learners in other countries. Video links have been available for some time, but Linguacuisine means that learners in different countries can do enjoyable shared activities together, cooking recipes from the other countries whilst learning about the other language and culture.

Digital skills can also be developed by using the ‘recipe builder’ authoring software.  This was co-authored with learners and designed to develop a wide range of digital skills using the DIGCOMP 2.1 framework; it has been shown to be successful in improving learner competence.

For Professionals working with Migrants, Refugees and Asylum Seekers

The Linguacuisine app was co-designed with a group of migrants, refugees and asylum seekers from Action Foundation, Newcastle, UK and seeks to help them in two ways. Firstly, immigrants to a country can cook the recipes to learn about the language, cuisine and culture of their host country and help their integration. Secondly, immigrants can produce their own recipes in their own language using the recipe builder software, so they are able to have a voice and so people in their host country are able to learn something about their life prior to arrival here. A number of recipes currently on Linguacuisine have been produced by migrants in the UK.

Try out the app, cook a recipe and learn a new language!

Contact us at or email

Beyond ‘Borderless’: English Education in a Changing Society

August 28-30, 2019

Nagoya Institute of Technology, Japan

Research areas

Convention Theme, CLIL, Corpus, Curriculum (Pedagogy), ESP/EAP, Grammar (Syntax), ICT/CALL, Language Policy (ELF, WE), Learner Development (Motivation, Strategies, Autonomy, Learner Beliefs), Linguistics, Listening, Psycholinguistics, Reading, SLA (Child Language Acquisition, Bilingualism, Immersion, Interlanguage), Sociolinguistics (Pragmatics), Speaking (Phonetics, Phonology, Pronunciation, Conversation Analysis), Teacher Education, Testing and Assessment, Vocabulary (Lexicography), Writing, other areas related to language teaching and learning

Call for Papers

Call for Papers

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.

MSc in Applied Linguistics

Glasgow's Masters in Applied Linguistics focuses on how linguistic research can help solve language-related problems in professional practice and public life. It is designed for you to become a research-led specialist in areas such as language & education, intercultural communication, language & politics and professional discourse. You will design and undertake your own applied research project as part of this degree.

For more information visit https://www.gla.ac.uk/postgraduate/taught/appliedlinguistics/
or contact

Applied Linguistics Awards

The School of Critical Studies at Glasgow University is offering a number of scholarships exclusively for study on our exciting new MSc in Applied Linguistics for academic years 2019-2020 and 2020-2021.

The Applied Linguistics Awards are £10k for international students and £5k for UK/EU students.
All awards are for tuition fee discount.

For full details of the Applied Linguistics Awards visit:
https://www.gla.ac.uk/scholarships/appliedlinguisticsaward/

Closing date for applications for entry in September 2019 is 17th June 2019

We are also pleased to announce that we have added Forensic Linguistics to the range of available courses on the MSc in Applied Linguistics (subject to final approval).

This will complement our wide range of optional courses, including the following:

• Applying Linguistics in Social and Professional Life 
• Systemic Functional Linguistics and its Applications
• Critical Approaches to Language and Communication
• Language and the Global Campus: Linguistic Issues in the Internationalisation of Higher Education
• Social and Individual Variables in Language Learning and Teaching
• Narrative and Cognitive Stylistics 

For full details of the programme visit: https://www.gla.ac.uk/postgraduate/taught/appliedlinguistics/?gclid=EAIaIQobChMIoZ-Pm9KI4gIV6LvtCh21HwfZEAAYASAAEgKQPPD_BwE&gclsrc=aw.ds#/appliedlinguisticsaward

Please feel free to get in touch if you would like any further information.

At the 2018 annual meeting on June 3 and 4, AILA will launch the new website. The joint development process of the website started on February 1. Members of the AILA Board and AILA International Committee are welcome to comment on the website in progress, to make suggestions for additional features, and to evaluate the site’s usability. Please contact:

in featured stories / Visibility

Stretching Boundaries

June 7-10, 2018

Waseda University, Tokyo, Japan

The 3rd International Psychology of Language Learning conference (PLL3) will be held at Waseda University, Tokyo, June 7-10, 2018. The theme of the conference is “Stretching Boundaries” and the aim is to bring together people from all over the world to share their interest in the role of psychology in the learning and teaching of languages.

Plenary speakers are Mimi Bong, Zoltán Dörnyei, Lourdes Ortega, Richard Ryan, and Ema Ushioda — all internationally respected pioneers in their fields, bringing not only cutting-edge scholarship to the conference but also a diverse range of perspectives.

Proposals are invited for papers, symposia, work-in-progress, and posters.

Online proposals open on September 1st, 2017, and close on December 11th, 2017.

Please go to PPL3 http://www.pll3-tokyo2018.com/call-for-proposals/ for details.

Rieko Nishida

Opportunities, Challenges and Directions: Celebrating 40 Years of ALAK

October 13, 2018

​Sogang University, Seoul, Korea

Online registration

https://goo.gl/forms/HMTJarQ5vYaR81Ef1

1. Due September 30, 2018
2. Registration types and fee
   Regular: 30,000 KRW
   Student (Master’s program and below): 20,000 KRW

For more information: https://alak.jams.or.kr or www.alak.or.kr

Plenary speeches and colloquia

Plenary Speech I
Andrea Révész (University College London, U.K.)
Investigating second language writing processes: Advances and challenges

The last three decades have seen a significant advancement in describing and understanding the cognitive processes and behaviours involved in second language (L2) writing, and how writing processes and behaviours may relate to the quality of the text produced. A variety of methods have been employed by researchers, with a view to informing models of L2 writing and generating insights for L2 instruction and assessment. In this talk, I will highlight methodological innovations in the field, and demonstrate how adopting more novel data collection technologies (e.g., keystroke-logging, eye-tracking) and combining these with traditional techniques (e.g., verbal protocols) can generate new and more valid information about the L2 writing process and its link to the writing product. I will also discuss challenges in triangulating and interpreting results obtained from various data sources. In doing so, I will draw on my own and colleagues' recent work investigating the effects of task-related variables and level of proficiency on L2 writing processes and behaviours and their relationships to text quality.

Plenary Speech II
Joan Kelly Hall (Pennsylvania State University, U.S.A)
A transdisciplinary framework of SLA: Essential understandings for L2 teachers

Modern-day forces of globalization, technologization and large-scale migration have brought about significant changes in the real-world experiences of L2 learners around the world. Recognizing the challenges these ever-changing conditions present to L2 teaching, a group of 15 international scholars, the Douglas Fir Group (2016), proposed a new intellectual framework – a transdisciplinary framework - for understanding the processes and outcome of L2 learning. The framework is guided by two goals:

• To foster innovative research agendas that further understandings of the conditions enabling and constraining opportunities for and outcomes of L2 learning across all contexts of social action

• To promote the development of practical, innovative, and sustainable solutions that are responsive to the challenges of L2 teaching and learning in our increasingly networked, technologized, and mobile worlds

My objectives in this presentation are first, to provide an overview of the transdisciplinary framework, second, to lay out eight fundamental themes on language and learning deriving from the framework, and finally to draw transformative implications arising from the themes for L2 teaching.

Plenary Speech III
Sungmook Choi (Kyungpook National University, Korea)
Using eye tracking to investigate incidental vocabulary learning

Eye-trackers register information on where and how long readers pay attention to during reading. It has been used in a host of different disciplines, and these include cognitive psychologists, psycholinguists, neuroscientists, sports scientists, and marketing, to name a few. Although eye tracking is now more accessible to L2 researchers than ever before, still a lot more L2 researchers have limited access to eye tracking. In the current presentation, I will discuss how eye tracking has been utilized by me as well as other second language researchers in the context of incidental vocabulary acquisition. I will also talk about the promises and potential pitfalls of eye tracking in incidental vocabulary acquisition research. Some of my talk may focus on the history of eye-tracking, eye-tracking technology, data recording and analysis, and choosing eye-tracker hardwares and recording/analysis softwares that may fit your needs.

Invited Colloquium I: SLA Research in Korea

Junkyu Lee (Hankuk University of Foreign Studies)
Doing L2 quantitative research well: L2 theory, quantifying L2 data, and analysis

To date, there have been numerous L2 theories and hypotheses. Despite the diversity of L2 theories, what is common is that L2 research is based on empirical evidence. By targeting beginning and intermediate researchers, in this colloquia, I will talk about how we can do L2 quantitative research well. From a practical perspective of research method, I will overview how various L2 theories have taken L2 data to support their theories with a special reference to quantitative L2 study. The overview will cover elicitation methods, the quantifying methods of elicited data, and the presentations of quantitative results. The interconnectedness of quantitative research components will be emphasized by providing hands-on sample cases. Also, the expectation of high standard research journals will be highlighted.

Jaemyung Goo (Gwangju National University of Education)
L2 research on recasts

As interaction research has matured and expanded in scope, with enough evidence of its positive impact on L2 development, researchers have shown a keen interest in specific features of interaction (e.g., noticing, type of corrective feedback, modified output, cognitive capacities etc.) that likely influence the interaction-learning relationship. Corrective feedback (CF), inter alia, has been considered to serve as an effective tool for drawing learners’ focal attention to L2 code features, and as such, has generated much discussion and numerous empirical studies on its potential relation to L2 development. Within the purview of interaction and CF research in general, a great amount of scholarly attention has been drawn to one specific type of CF in particular, (oral) recasts, in terms of, first and foremost, whether recasts promote L2 learning, whether recasts are relatively more/less effective than other CF moves, what characteristics of recasts contribute to maximizing or lessening the effectiveness of recasts, and whether other factors affect the extent to which L2 learners can benefit from recasts. Research findings to date have shown a range of outcomes, depending upon such variables as research contexts, target type, task type, outcome measures, learner proficiency, and so on. This review discusses findings in relation to those variables and other newly-explored ones as to their potential mediating roles in the efficacy of recasts on L2 learning.

Eun Sung Park (Sogang University)
The utility of indirect written corrective feedback

Most studies on written corrective feedback have examined the efficacy of different types of feedback—namely direct and indirect feedback. This presentation introduces two studies that focused solely on indirect feedback to examine whether the provision of indirect feedback is useful, and if so, for which features, and under what conditions. The participants comprised 40 Korean (KFL) learners with different proficiency levels and L2-learning backgrounds. They were provided with indirect feedback on their written errors via means of underlining and asked to self-correct their errors. The distribution of error types and self-correction results were compared across learners’ proficiency levels and their prior language exposure/learning experiences (i.e., heritage language vs. non-heritage language learners). The results showed that the learners in general were able to self-correct more than a third of their errors, and that higher proficiency and non-heritage language learners were significantly better at self-correcting their errors, especially ‘treatable’ errors. A follow-up study conducted in a KSL environment, which incorporated think-aloud protocols to tap into learners’ attentional processes showed that learners’ awareness of the target error type was crucial in accurately self-correcting their errors. Results are discussed with pedagogical implications and avenues for further research.

Invited Colloquium II: Discourse Analysis in Korea

Seung-Hee Lee (Yonsei University) Medical Discourse

Talk and body: Problem presentation of injury in emergency care

This paper examines problem presentations of injury in emergency care. Based on video-recordings of triage interactions between providers and injured patients at an academic emergency department in Korea, this paper shows three main types of problem presentation. First, patients may present physical conditions with nonverbal conduct of showing the injury. Injuries typically have visible signs such as lacerations, bleedings, etc., and patients establish their problem by reference to such visibility. In so doing, patients may use verbal practices of producing the injured body part (e.g., ‘here’, ‘arm’), or their physical condition (e.g. ‘It’s lacerated’). Second, patients may present causes of their injury. In this type, patients verbally describe what caused the injury (e.g. ‘I fell’), often without orienting to visible signs of injury. Both providers and patients treat the cause of injury alone as adequate. Finally, patients may provide both physical conditions and causes of their injury. This type of presentation is used when patients seek emergency care because they have developed some symptoms after they had been injured in the recent past. Their reason for visit is thus different from other cases in that it concerns medical conditions that developed, rather than the acute incidence of injury.

Krisda Chaemsaithong (Hanyang University) Legal Discourse

“This man...abducted, raped, and strangled to death of an innocent 18-year-old girl”: Reference terms, identities and linguistic violence in the closing statement of death penalty trials”

The closing argument of the penalty phase of capital trials constitutes the last opportunity for lawyers of both sides to persuade the jurors whether the defendant deserves death or life imprisonment without parole. In the closing, the State has to present relevant aggravating factors that necessitate the death penalty, while the Defense has to do their best to deliver mitigating factors for a verdict of lifetime imprisonment. That this goal-oriented and interest-motivated discourse is mediated solely by language makes it an ideal site for observing how speakers’ conflicting goals and ideologies are strategically negotiated in the discourse they create.

It has been suggested that the discourse of death penalty trials involves a form of “linguistic violence” (Conley 2016: 10) due to the construction of an “empathic divide”, that is, jurors’ relative inability to perceive capital defendants as enough like themselves (Haney 200: 1558). The current paper proposes to examines the lawyers’ use of reference terms to represent the defendant and victims in their cases, and the ways in which these terms function to manage degrees of proximity and distance between the presenting lawyers, sentencing juries, and defendants.

Drawing upon ten criminal trials (hence 20 closing statements in total), the quantitative and qualitative analysis reveals systematic differences in the use of reference terms by the two sides. Notably, the prosecution tends to eclipse the individuality and human quality of the defendant, while the defense personalizes him or her to a high degree. The pattern is reversed in the case of the victim. It is argued that reference terms constitute a prime mechanism that aids in the construction and ascription of polarized identities of social actors in the closing argument.

Josephine Lee (Ewha Womans University) Nonnative Discourse

“I’m loud, pwuthessta! ”: L2 emotion in interaction

This study takes a conversation analytic account to L2 emotion by examining interactional data obtained from Korean EFL learners of various proficiency levels. Whereas previous studies on L2 emotion primarily relied on self-reported data and restricted analytic attention to the L2 emotional lexicon, recent research have analyzed emotion as it is constructed in and through spontaneous interaction (Prior, 2016; Prior & Kasper, 2016). This study, therefore, investigates how L2 speakers produce emotion in situ, documenting the varying multisemiotic resources and situated practices that L2 speakers of different proficiency levels use to manage emotional talk.

The participants were 20 low-intermediate, 20 intermediate, and 20 advanced-level college students that engaged in storytelling tasks. Focusing on the participants’ emotion displays and formulations, the analysis reveals that the lower-level students lack syntactic and lexical resources, but employ ideophonic vocalizations, prosody, and iconic gestures to deliver their emotional displays. The more proficient students display not only more elaborate lexis and syntax, but the recipient’s role is also more active, aligning with the storyteller’s affective valence via upgraded emotive responses, lexical assessments, and candidate (co-)completions. This study sheds light on the interactional competencies involved in L2 emotion talk and concludes with pedagogical implications.

March 25-28, 2019

Ludwig-Maximilians-Universität, Munich, Germany

Scope of the conference

In times of rapid and unprecedented global sociocultural change, urgent calls are being made for salient educational responses to current global and digital challenges. Such calls are being met in (re)formulations of global (citizenship) education, sustainability education, and service learning, which endeavor to promote a democratic and human rights culture in schools and the larger community.

Foreign language education is increasingly responding to these developments by updating and transforming FL pedagogies. In support of this nascent trajectory, this conference will engage with the epistemological and critical foundations of educating future global citizens across varied contexts. Accordingly, our aim is to explore citizenship and sustainability education from a wide range of perspectives, also interdisciplinary in scope, as regards developing theories, research and practice in FL education. We are additionally interested in how global education performs on a local level as well as in increasingly interconnected environments, and how digital settings, practices and methodologies are consequently implicated.

In light of these trajectories, we welcome contributions that discuss, (re)negotiate and reflect on global (citizenship) education in theory and practice from an international perspective.

Confirmed Keynote Speakers (in alphabetical order)

• Michael Byram, Durham University, UK & Université de Luxembourg, Luxemburg
• William Gaudelli, Columbia University, USA
• Glynda Hull, University of Berkeley, USA
• Liz Jackson, University of Hong Kong, China
• Claire Kramsch, University of Berkeley, USA
• Greg Misiaszek, Beijing Normal University, China
• Hugh Starkey, University College London, England

Call for Papers

We welcome abstracts related to theoretical, conceptual, methodological and empirical sub-themes, regarding the concept of the Global Citizen in foreign language education in the digital age including, but not limited to:

• Global education and transcultural learning in foreign language education,
• Education for human rights and democratic citizenship in foreign language education (including critical citizenship education),
• Ecopedagogy, sustainability education, critical environmental teaching,
• Literature and films in global citizenship and sustainability education (e.g. children´s literature and young adult fiction),
• Global digital citizenship,
• Social media and democratic education in the foreign language classroom,
• Virtual exchanges, telecollaboration and global projects and initiatives,
• Citizenship learning for inclusion, sociocultural diversity and gender; global schools and cosmopolitan literacies,
• Civic and moral education, multicultural/cross-cultural education (e.g. regarding migration and refugees),
• Service Learning and peace education in Foreign Language Teacher Education,
• Innovations in teacher education, educational policies and curricula with regard to globally relevant topics,
  Classroom technology and materials: i.e. mobile apps, interactive whiteboards, educational software, textbooks with a focus on global issues,
• Implications, perspectives, and challenges regarding the question of what it entails to educate (digital) global citizens within foreign language education – now and in the future

Deadline for submissions: November 30th, 2018

Call for Papers with submission guidelines available here
All abstract submissions should use the submission template available here

Homepage: https://www.tefl.anglistik.uni-muenchen.de/conference-global-education/index.html

Contact:

Venue address: Hauptgebäude LMU Geschwister-Scholl-Platz 1

80539 München

In 2010, Multilingual Matters (MM) contributed 90,000 GBP to the AILA solidarity fund. As part of this donation, it was agreed that AILA would set up a Library Award, and special MM solidarity awards at the triennial AILA congresses. In an effort to increase communication and transparency among its members and after discussions with the EB/IC, AILA decided to embark on the development of a database and communication tool through an online platform and a dedicated AILA app which will be made available for free to all members of the AILA Affiliates. First versions of the tool will be evaluated and presented at the AILA EB/IC meeting 2018.

in featured stories / Identity

Introduction

Decades of interdisciplinary work have indicated how Language, Gender and Sexualities are co-constructed. This intersection constitutes a highly interdisciplinary field, thus drawing on a variety of pertinent fields, such as Sociolinguistics, Cultural and Political Anthropology, Discourse Analysis, Feminism, Critical Theory, and Media studies, to name a few. Currently, research on Language, Gender and Sexualities acknowledges the junctures among these fields, focusing on the complexities and hybridities that may emerge from their interactions. This dynamic has influenced academic work, and more broadly larger society, the professional sector, and politics.

However, diverse linguistic and discursive practices of gender and sexualities have been under unequal scrutiny, with most work concerning English or Romance languages. It is therefore necessary to bring analysis on the co-construction of Gender, Sexualities and Language to a larger variety of social contexts. Focusing on Asian language communities allows scholarship not only to enrich the knowledge of Gender and Sexualities, but also to discuss how systems, assignations and identities intertwine in various political, historical, social and cultural contexts. Asian linguistic and discursive landscapes offer a unique vantage point from which to view this intertwinement, and to develop new models of gender and sexuality which lie beyond our current knowledge.

To encourage further exploration of links between these fields, and of these fields in Asian society, we are seeking proposals for contributions for a special issue.

Call for papers

We invite proposals for papers for a Special Issue themed “Negotiating Gender and Sexualities in Asian Language Communities.” The Special Issue will be published in a highly tiered journal publication, positioning these fields within the context of Asian Society, conceived broadly. We welcome empirical research studies, as well as theoretical and methodological articles. Potential topics include, but are not limited to:

• The role of sexuality and sexualities in Asian social communities
• Queer identities in Asia and the negotiating of these personas
• Asian Masculiniites, Asian Feminities
• Asian Heterosexualities
• Racism, Gender and Sexuality
• Transnational representations of gender and sexualities
• Insults, Disgrace, Praise
• The changing role of women and men in Asian societies vis-a-vis western society
• Asian professional / socio-economic contexts and linguistic performance
• Gender and Sexualities in Asian Social Movements and Mobilisations
• Critical and theoretical perspectives on language in Asian communities, through a gender and sexuality framework
• Embodied approaches to Language, Gender, and sexuality, in Asian communities

Proposal Format & Submission

Submit a half-page abstract, of approximately 500 words + references, for a proposed article to the following:

Special Issue Editor

Professor Julie Abbou

, and/or

Include your full contact information and a draft title. For empirical studies, the abstract should introduce the topic and methodology, the data to be analyzed, and a summary of the results. Abstracts for theoretical and methodological articles should introduce the theme, and the structure of the article. All abstracts must precisely state and focus on the works and debates of their (sub)fields. Upon acceptance, all necessary style information will be forwarded to authors.

Peer Review

All manuscripts will undergo double-blind peer review following the journal’s standard process.

Important Dates

Deadline for proposals: November 10^th, 2019

Invitations to submit a manuscript: December 1, 2019

Initial manuscripts due: February 1, 2020

Notification of review outcome: March 1, 2020

Final manuscripts due: September 1, 2020

Special issue publication Spring 2021

Applied Linguistics and Language Teaching: Making Connections

November 25-27, 2019

Curtin University, Perth, Western Australia

Although Applied Linguistics and Language teaching are distinct, they are also interrelated with each informing the other in terms of research and pedagogy.  Therefore, the theme of the conference "Applied Linguistics and Language teaching:  Making connections" provides an opportunity for discussion about how links can be made between the two areas within Australia and internationally.

Join researchers, language professionals, and interested community members in the 2019 biannual combined Applied Linguistics Association of Australia and the Applied Linguistic Association of New Zealand conference to be held at Curtin University in Perth, Australia.

Conference website: http://www.alaa-alanz2019conference.com/

Applied Linguistics and the Sustainable Development Goals (SDGs): Language, Communication and the Professions

December 3-4, 2018

University of Malaya, Kuala Lumpur, Malaysia

The conference aims:

• To raise interest in practical and policy-engaged linguistic efforts across different sectors (e.g. business, diplomacy, economics, health, technology) and communities;
• To discuss how language enables and disables individuals in different professions and communities;
• To explore the role of languages and skills in equipping the workforce and industry to deal with emerging issues and future challenges in the workplace;
• To deliberate on the language needs of vulnerable groups and how to manage this challenge within the SDG ecosystem.

Keynote speakers are:

• Professor Tan Sri Dato' Dzulkifli Abdul Razak, Rector, International Islamic
• University Malaysia; Senior Advisor, Asia-Europe Institute, University of Malaya
• Professor Vijay Bhatia, Visiting Professor, Hellenic American University, Athens (Greece) and Adjunct Professor, Chinese University of Hong Kong
• Professor Daniel Perrin, President, International Association of Applied Linguistics (AILA), Zurich University of Applied Sciences, Switzerland
• Marlies Whitehouse, Treasurer, International Association of Applied Linguistics (AILA), Zurich University of Applied Sciences, Switzerland

Highlights of the conference include a panel on Applied Linguistics in ASEAN and the MAAL-SAAL-TAAL symposium, a joint effort between the Malaysian, Singapore and Thailand Applied Linguistics associations.

The new AILA ASEAN will be launched during the conference with seven of the ten ASEAN countries represented in this new network: Malaysia, Singapore, Indonesia, Brunei, Thailand, Philippines and Laos. The setting up of AILA ASEAN is part of the regionalization efforts of AILA which has seen a number of regional networks set up over the years. The new AILA ASEAN is also aligned with the Master Plan on ASEAN Connectivity 2025, a strategic plan to improve connectivity in the region. In this case, AILA ASEAN will assist with people-to-people connectivity bringing together applied linguists from the region thereby promoting inclusiveness and a greater sense of community. Given the common issues in Applied Linguistics in the region and across regions, AILA ASEAN will strengthen collaboration in regional and inter-regional activities including mobility of applied linguists.

Given the diversity in the region and Asian, European and other initiatives on narrowing the development gap, it is hoped that there will be an increase in mobility and research collaboration within ASEAN, in the ASEAN+3 framework and with other regions eg. Europe. AILA ASEAN can serve as a platform for applied linguists to discuss regional and global issues through a trans-disciplinary approach to tackle shared problems.  It can work with other affiliates to take a transnational approach to examining common challenges shared beyond national boundaries and  promote regional cooperation in establishing sustainable solutions.

Prof. Dr. Azirah Hashim President, MAAL

Vice-President, AILA

8 October 2018

.

AILA national affiliates embody traditions and represent cultures of doing, promoting, and supporting research and teaching, for example by the way they organize conferences, award academic leadership, and interact with their individual members. Experiencing these traditions and cultures across affiliates’ biotopes and boundaries can challenge routines, inspire us to think out of the box and foster mutual learning.

in AILA Long-term Activities / featured stories

In January 2018, the AILA Research Networks committee unanimously approved 27 applications for acceptance. Research Networks (ReN) convenors have been invited to share information regarding their ReN with the larger Applied Linguistics community via the next AILA Matters section of the International Journal of Applied Linguistics, and via the AILA website, where the list of ReNs is published.

in featured stories / Research

Usage based perspectives on second language learning

June 17-19, 2019

University of Jyväskylä, Finland

Second Call for Papers

The 4^th international conference Thinking, doing, learning: Usage based perspectives on second language learning will be held in the University of Jyväskylä, Finland, on June 17-19, 2019.

The aim of TDL is to advance our understanding of what it means to take a usage-based approach to L2 learning and L2 research. We invite researchers to explore a wide variety of topics related to language usage, language learning, and cognition. These include questions such as what it means to interact in L2 in different social contexts, how speakers accomplish social actions in moment-to-moment sense-making activities, and what is the nature of language use environments as well as sediments of usage events left as “acquired linguistic constructions” in the individual language learner. This variety of questions involves strong, empirical and theoretical considerations of language, learning, and cognition:

• what is language – constructions or interactional competence?
• what is learning – social action or long-term portability?
• what is cognition – an individual property or a socially distributed phenomenon?, and
• what are the implications for L2 teaching?

The following keynote speakers will address the conference themes from their respective viewpoints:

• Ewa Dąbrowska – Between productivity and fluency: The fundamental similarity of L1 and L2 learning
• Hannele Dufva – Interactivity, time and space: Distributed perspectives on language learning
• Søren Eskildsen – Building a semiotic repertoire for social action: Towards an interactional usage-based approach to L2 research
• Tim Greer – The Ecology of Explaining

The conference programme will also include an invited symposium Dynamic usage-based approaches to teaching organized by Marjolijn Verspoor. In addition, participants can register to one of the two pre-conference workshops (placed filled on a first-come first-served basis): (1) Marjolijn Verspoor – Dynamic analysis of longitudinal data: A toolkit or (2) Niina Lilja & Leila Kääntä – Multimodal approach to language learning in social interaction.

We now invite regular contributions that draw on epistemologies, theories, and methods from across the spectrum of usage-based language learning research, including data-driven and theory driven empirical investigations of the relation between cognition, context, interaction, and language learning. We are particularly, but not exclusively, interested in research that tackles (aspects of) the above-mentioned questions about the nature of language, learning, and cognition.

We welcome abstracts for paper or poster presentations addressing these aspects of L2 learning research. Research perspectives include, but are not limited to:

• Construction-based language learning
• Conversation Analytic approaches to L2 learning and interactional competence
• Embodiment, gestures and language learning
• Dynamic Systems / Chaos-Complexity-based language learning
• Linguistic relativity, thinking-for-speaking and language learning
• Language socialization
• Socio-cognitive, socio-cultural, ecological language learning
• Pedagogical implications of the above-mentioned strands

Talks will be allocated 20 minutes, plus 10 minutes for questions. Posters will be put up on the first day of the conference and remain up for the duration of the conference. The language of the conference is English.

Abstract submission is now open. Abstracts of no more than 300 words (excluding references) should be submitted via the electronic abstract submission system at https://congress.cc.jyu.fi/tdl2019/cgi-bin/contact.cgi.

All abstracts will be subject to double-blind peer review by the international Scientific Committee. The deadline for abstract submission is 5 November 2018. Notification of acceptance will be given by 10 December 2018.

For further information:
https://www.jyu.fi/tdl2019/
https://www.facebook.com/TDL2019/

We look forward to your submissions!
The local organizing committee

Local organizing committee: Arja Piirainen-Marsh, chair Teppo Jakonen, scientific secretary Hannele Dufva Minna Suni Katja Mäntylä Leila Kääntä Anna Puupponen Sirkku Lesonen Taru-Maija Heilala-Rasimov, conference coordinator (JYU)

Mika Tompuri, secretary