Zahadin Omar

Call for Papers | AILA World Congress | Groningen | August 9–14, 2020 | AILA Research Network on Media Linguistics

If research wishes to both describe and explain real-life activities, it needs to ask both what- and why-questions. These questions can be answered by combining complementary, etic and emic, perspectives. Whereas outsiders’ (etic) perspectives tend to capture observable activities, insiders’ (emic) perspectives foreground practitioners’ sense-making practices.

Conventionally, emic data sets have been gathered through interviews. This entails a methodological problem: Exploring routinized processes by asking general questions is as if the researcher was outsourcing the task of generalisation to the informant. However, informants cannot be expected to apply methodological rigour when explaining why they actually do what they do. To mitigate this inherent dilemma of emic perspectives, real-life research can be supported by etic data.

In our symposium, we welcome contributions discussing the interplay of researcher-analysts’ etic and practitioner-informants’ emic perspectives, as well as the challenges of integrating them. Besides theoretical discussions, the symposium presents illustrative solutions from the field of media linguistics. By doing so, the contributions highlight the value of methodologically integrative approaches, despite their demanding nature – especially when it comes to investigating new phenomena such as language users’ appropriation of the most recent dynamics in digital media.

Please check the conference website for presentation formats and submit your proposal by September 16:

https://www.aila2020.nl/call-for-papers

https://www.igi-global.com/publish/call-for-papers/call-details/4239

Proposals Submission Deadline: October 2, 2019 Full Chapters Due: November 15, 2019

Submission Date: February 23, 2020

Introduction

Nowadays, in the era of communication, technology and globalisation, English, rather than a complementary subject has become in the last decades a key determinant towards success present in all curricula, studied by learners and people of all ages all around the world. With the passage of time, teachers’ position as simple and arbitrary dispensers of knowledge of a second language – in this case English – has changed, and with this, also the methodologies applied to transmit suitable and valuable pieces of information in the classroom. Innovation has replaced stereotypical and old methods as an attempt to make English language teaching and learning appealing, effective and simple.

O’Sullivan claims that “the teaching of literature has recently been resurrected as a vital component of English language teaching” (2017: 1). Teaching a second language through literature might be a paramount tool to consolidate not only students’ lexical and grammatical competences, but also for the development of their cultural awareness and broadening of their knowledge through interaction and collaboration that foster collective learning. Besides, reading ignites students’ imagination and their critical thinking due to the interpretation, discussion and expression of their opinions on universal themes which might relate to their personal ones.

But precisely these strengths, according to the experts on the field, are transformed into serious difficulties that make the method totter. Language pedagogy using authentic literary texts is definitely not an innovative instrument as it counts with years of tradition; Spack (1985) talked about “bridging the gaps” between the use of literature and the teaching of reading and writing. Already in the 1970s, the methodology of teaching English through literature was displaced and substituted by the so called task-based and content-based approaches. Among the reasons alleged for this exclusion is, on the one hand, the long-standing disassociation of the fields of language teaching and learning to literature and, on the other, the possible frustration caused by literary corpus. The text might present a complex range of vocabulary that might be unknown to the learner, with parts scattered with metaphors and charged with symbolism and motifs which might hinder and obscure the comprehension of the text.

Nonetheless, all seems a problem of focus on the method and on the teaching/schema. According to Sanju Choudhary “literature plays a vital role in teaching the four basic skills of reading, writing, listening, and speaking” (2016), and oral and written abilities must be taught and learnt as being complementary to each other and not isolated units whichever might be the education level or the stage in the learning process. The progression in the acquisition of a foreign language must be perceived as an ensemble, rather than a four-part separate project, but also the adaptation of authentic texts to learners’ educational level. Several have been the studies which tackle the link between teaching methodology and literature, employing not only fiction (Sage, 1987; Collie and Slater, 1990; Stern, 1991; Custodio and Sutton, 1998), but also drama (Lenore, 1993) and poetry (Hiller, 1983; Çubukçu, 2001). In spite of the extensive scholarship on the literary approach to teach English as a second language, the influx of innovative methodologies strongly favour ground-breaking orientations regarding new technologies, gamification, flipped classroom, design thinking, to name a few.

Objective

The overall goal of this book is to give a comprehensive picture of the current landscape of learning English across different educational settings, from kindergarten to higher education, placing special emphasis on the latter . In view of the above, then, the main purpose of this book is to expose the current state of this methodological approach nowadays, and to observe its reverberations, usefulness, strengths and weaknesses when used in a classroom where English is taught as a second language. In this way, this book will provide updated tools to explore another way of teaching and learning through the most creative and enriching manifestations of one language, literature. This is how literature’s position in relation to language teaching is revindicated and revalued.

Target Audience

Books such as this one are especially important for compiling high-quality, up-to-date, scholarly cases that can support and enhance the effective design of online courses incorporating current and emerging digital tools to meet the evolving needs of diverse learners in a variety of sectors. The cases will be valuable for teachers, higher education faculty and teacher educators as well as educational designers in educational settings.

Thus, this book is intended for: ● ESL teachers, instructors, university professors ● Educational designers and developers ● Instructional technology faculty

● Distance learning instructional designers and faculty

Recommended Topics

Recommended Topics include but are not limited to the following:

• Theoretical review of the use of literature for ESL. The state of the art.
• New technologies and literature in ESL.
• Distance learning / Online learning and literature in ESL.
• Flipped classroom and literature in ESL.
• What is thematically acceptable? Adapted materials, how to know that a material is suitable to the class’s level? The selection of texts. Should these texts be culturally universal?
• Creative thinking in ESL classroom.
• Are all the literary genres (poetry, science fiction, drama, and novel) suitable for teaching English? The benefits of using each genre, pursuing different objectives according to the age of the learner.
• Possible problems and/or challenges of this approach, among them the preparation of the teacher or professor in the area of literature – do teachers need a solid background in literature in order to use the method? – , the importance of tested-designed materials, the need to establish clear-cut objectives etc.
• When, why or how literature should be incorporated during the learning process? The importance of pre-reading. The steps to be followed when this method is used.

Submission Procedure

Researchers and practitioners are invited to submit on or before October, 2, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by October 7, 2019 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by November 15, 2019, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Trust in Knowledge Management and Systems in Organizations. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery®TM online submission manager.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2020.

Important Dates

September 2, 2019: 1st Proposal Submission Deadline September 6, 2019: Notification of Acceptance October 2, 2019: 2nd Proposal Submission Deadline October 7, 2019: Notification of Acceptance November 15, 2019: Full Chapter Submission December 29, 2019: Review Results Returned February 9, 2020: Final Acceptance Notification

February 23, 2020: Final Chapter Submission

October 10-12, 2019

Topic: Integrating textbooks into a task-based approach

University of Göttingen, Germany

The sixth workshop on language learning and testing at universities on the topic “Integrating textbooks into a task-based approach” will take place at the Centre for Languages and Transferable Skills (ZESS) at the University of Göttingen on the 10th to 12th of October 2019. On Thursday, 10th we will start with workshops organised by publishing houses and continue with a keynote by Prof. Dr. Bernd Rüschoff on the CEFR Companion followed by workshops. On Friday 11th and Saturday 12th, we will work in language specific groups on the question how to combine project work and textbooks. For more information, please see the files attached.

We are looking forward to welcoming you in Göttingen. The latest date for registration is August 15, 2019 by email at .

“TAAL being a member of AILA provides great opportunities for Thai applied linguistics researchers to become active participants in the international research community – for example with the help of AILA Research Networks”, says Sonthida Keyuravong, President, Thailand Association for Applied Linguistics (TAAL).

TAAL hopes to benefit from the experiences of other AILA affiliates in raising the profile of applied linguistics in Thailand. In a next step, TAAL will co-host the 4th Doing Research in Applied Linguistics (DRAL) Conference, which focuses on the interplay of research methodology and the investigation of language use. The conference will be held at King Mongkut‘s University of Technology Thonburi.

In organizing the DRAL conference, TAAL collaborateswith the Malaysian Association of Applied Linguistics (MAAL) and the Singapore Association for Applied Linguistics (SAAL). MAAL, SAAL, and TAAL are the founding members of the regional AILA network in the ASEAN (Association of Southeast Asian Nations) region.

Guest-authored by Merima Osmankadic, President of SAALinBiH

The Society for the Advancement of Applied Linguistics in Bosnia and Herzegovina (SAALinBiH) may be a young association of applied linguistics, but it follows in the footsteps of a long and rich tradition of doing research in the broad field of applied linguistics, which started at an institutional level in 1973 in the once common state of South Slavic nations – former Yugoslavia, under the name of the Yugoslav Society of Applied Linguistics (transformed into an Association of Yugoslav Societies of Applied Linguistics in 1976).

The Association of Yugoslav Societies of Applied Linguistics broke up with the split of Yugoslavia in 1990-1991, which was followed by a brutal war in Bosnia and Herzegovina. After several failed attempts to form an association of applied linguistics at the state level, SAALinBiH was eventually founded in September 2018.

Bearing in mind that the Bosnian-Herzegovinian Society of Applied Linguistics had once been one of the active societies within the Association of Yugoslav Societies of Applied Linguistics (its first President, distinguished Professor Ranko Bugarski, was Vice President of AILA in the period 1981-1984), it felt only natural for SAALinBiH to reunite with its global family of AILA and join AILA as a now new national affiliate.

We are grateful to our friends in AILA for all their support and encouragement, and for giving us a nudge in the right direction, most notably Professor Daniel Perrin, President of AILA, Professor Claire Kramsch, Past President of AILA, and Professor Bernd Rüschoff.[i]

As a new AILA national affiliate, SAALinBiH hopes to continue where its predecessor stopped many years ago, networking and collaborating with other national affiliates in trying to tackle the most current language and communication-related social issues and being socially responsible in doing academic research.

The world’s nations and their languages have never been closer in a global world as we know it today, and yet it seems as if there have never been more stereotypes and prejudices against those who are different and who speak a different language. It is therefore of pivotal importance for us as applied linguists to use our expertise and our research to challenge these stereotypes and prejudices.

The first activity of SAALinBiH is the organization of the 11^th AILA-Europe Junior Researcher Meeting (JRM) at the Faculty of Philosophy, University of Sarajevo, on 26-28 September 2019. JRM 2019, under the title Multiperspectivity in Applied Linguistics, has invited early career applied linguists to Sarajevo to present and discuss their research findings, ongoing studies and projects in an interactive environment and exchange experience with other young scholars from all around Europe.

[i] On a more personal note, I want to use this opportunity and pay tribute to Professor Ranko Bugarski, the first President of the Association of Yugoslav Societies of Applied Linguistics, who sent me his paper Applied Linguistics in Yugoslavia: A Veteran’s Recollections, published in Jezik u upotrebi/Language in Use: primenjena lingvistika u čast Ranku Bugarskom, ed. by Vera Vasić, Novi Sad: Društvo za primenjenu lingvistiku Srbije, 2011, pp. 45-51, as his contribution to the upcoming 11^th AILA-Europe JRM in Applied Linguistics, which is to take place in Sarajevo in September 2019.  In his personal communication with me he generously offered us to use the above mentioned text in any way we find appropriate for the purposes of the JRM 2019. It was this text that served as the main source of inspiration for the present text and of relevant information regarding the tradition of institutionalized research in the field of applied linguistics in the former Yugoslavia, of which Bosnia and Herzegovina was an integral part.

Guest-authored by Eri Kurniawan, President of IAAL

As a fairly young association in Indonesia, the Indonesian Association of Applied Linguistics (IAAL) is keen to be part of AILA primarily because we would very much like to strengthen international connections that will assist our members in a number of areas including international research networks, international publications and other initiatives in advancing applied linguistics. What we look forward to as a new affiliate is support, direction, and constructive feedback to facilitate the development of our association.

Click here for the complete job description

You are invited to apply for a 4 year PhD position in the project “LIMES – the hardening and softening of borders”. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 847596.

Linguistic and cultural borders: transparent or not

In this project, the focus will be on how coal miners’ languages and cultures in the former mining region north of Aachen in Germany (Low German/German speaking) and the Eastern Mine District with Heerlen as its centre in the Netherlands (Dutch/dialect speaking) are taken up in new contexts with new actors, how they are authenticated and legitimated during public events that are considered unique for the region. These two neighbouring areas are separated by a national border but share a common coal mining past and a common linguistic past. The area is still a multilingual one.

Questions that will be addressed in this project are:

How is the national border between Germany (Aachen district) and the Netherlands (south-eastern Limburg) softened or hardened as a linguistic and cultural border through revitalization practices of the linguistic and cultural coalmining past in both areas?

a. What language(s)/linguistic features are used in the revitalization practices and how are they reproduced in mediatizations (songs, poetry, linguistic landscapes and soundscapes, reminiscence practices, commodities, spoken and written texts in mining museums, parodies, carnival practices )?

b. Do these practices confirm old stereotypes or do they create new ones?

The researcher will be based at Maastricht University, Faculty of Arts and Social Sciences, and undertake a 6-month secondment at the University of Duisburg-Essen, Institute for German Studies.

October 11-12, 2019

Nicosia, Cyprus

http://www.pi.ac.cy/literacy

On behalf of the organizing committeed, we are happy to announce a CFP for the 3^rd International Conference “Literacy and Contemporary Society: Identities, Texts, and Institutions” to be held in Nicosia, Cyprus on 11-12 October 2019. The conference addresses teachers, undergraduate, postgraduate and doctoral students, academics, researchers, non-governmental organizations (NGOs), as well as other stakeholders interested in the promotion of language and literacy, as well as literacy education; and features key note speeches by (in alphabetical order) Mike Baynham, Bill Cope, Alexandra Georgakopoulou, and Mary Kalantzis.

For further information, please refer to: http://www.pi.ac.cy/literacy and or https://www.facebook.com/events/461012687975646/.
Please don’t hesitate to contact conference organizers at  for clarifications and or other questions.

Sincerely, On behalf of the Organizing Committee, Spyros Sofokleous Cyprus Pedagogical Institute 40 Macedonia Avenue, 2238 Latsia P.O.Box 12720, 2252 Nicosia Tel: +35722402485 Fax: 22560118,22402398

http://www.pi.ac.cy/literacy

email:

Book details: “Forensic Linguistics” by Iman Nick

ISBN: 978-1-62273-128-2

https://vernonpress.com/book/74

According to international statistics, the world is currently undergoing one of the largest refugee catastrophes in modern history. This humanitarian crisis has stimulated the mobilization of countless private and public rescue and relief efforts. Yet, deep-seated concerns over potential breaches of national security and wide-spread fears over uncontrolled mass immigration have prompted many policy-makers to caution against the unregulated entry of foreigners with little or no identity documentation. In an effort to strike a balance between addressing the needs of these two competing sets of concerns, an increasing number of governments have instituted policies and procedures for identity verification.

In this multi-authored work, the focus is placed upon the widespread governmental use of language analyses to investigate displaced persons’ registered origins. This dynamic collection of writings provides readers with a thought-provoking, politically-stimulating, intellectually challenging examination of the pitfalls and promise of these practices across differing sociopolitical, legal, linguistic, and geographical contexts. This contextual diversity reflects the unique strength of this reference work. Unlike so many other publications on the market that focus rigidly upon a single vantage point, this work offers a dynamic exploration of the theory and practice of language analysis for governmentally-mandated identification procedures.

From the linguistic scholar to the human rights activist, the agency worker to the asylum-seeking applicant, this collection offers a complex and rich cross-section of professional and personal experiences. The multiplicity of perspectives is powerfully complemented by the heterogeneity of disciplines represented in this work. From sociology, psychology, demography, and language policy to linguistics, ethics, international affairs, government and politics, this work will satisfy a wide variety of readers’ scholarly interests and commensurately serves as an excellent reference work for researchers and practitioners as well as a valuable teaching resource for graduate and undergraduate courses.

November 30, 2019

National University of Ireland, Galway

 https://iraal2019nuigalway.home.blog/

The Irish Association of Applied Linguistics (IRAAL) annual conference brings together researchers in all areas of applied linguistics, working in Ireland or internationally.

The theme of this year’s conference is ‘Threatening’ Languages in a Global World.

Our keynote speaker will be Prof. Bettina Migge, who is the Head of the School of Languages, Cultures and Linguistics and a Professor of Linguistics at University College Dublin. Prof. Bettina Migge’s initial research concentrated on historical language contact and creole genesis. Her recent research and publications range from issues and methods in synchronic language contact focusing on multilingual contexts, the role of sociolinguistic methods and approaches to language documentation, migration and education related to lesser-used languages and sociolinguistic research on Irish English. She has been involved in several research projects through the French research unit SeDyL (CNRS, IRD, INALCO) funded by DGLFLF, ANR AIRD, and participated in local minority language training initiatives. Since 2013 she has been supporting a participatory project (DicoGuy) in French Guiana which aims to create dictionaries for several local languages including Businenge(e) Tongo. She has also engaged in funded research projects on migration to Ireland with researchers at UCD (Immigrant Council Ireland) and NUI Maynooth (IRCHSS) and has supervised a number of research projects on Irish English. https://people.ucd.ie/bettinamigge

The broad topic chosen for the conference this year focuses attention on the multilingual spaces that we share; the enriched - and at the same time threatening - multicultural global world in which we operate. The historical moment that this new decade brings is highlighting issues such as language death, linguistic and cultural diversity and other ecopolitical issues relevant to our research. Repeatedly language teaching/learning and language policy succeed and fail in a varied range of educational and linguistic contexts. In light of these developments, and the presumed decline in language learning in the Global World, this year’s conference invites a dialogue that reflects on these successful and not-so successful endeavours. This year’s theme focuses on the challenges and opportunities that this new era in applied linguistics research involves.

Topics may include, but are not limited to, first and second language acquisition; second and foreign language learning; bilingualism, multilingualism and translanguaging; language strategy and language policy; minority languages; contrastive linguistics; corpus linguistics; computational linguistics; lexicology and lexicography; discourse analysis; forensic linguistics; psycholinguistics; sociolinguistics; language for specific purposes; language and (new) media; language, identity and discourse; translation and language acquisition/learning; e-learning and critical literacy; language testing and assessment and, language and technology.

Submissions from postgraduate students and early career researchers are particularly welcomed.

The languages of the conference are English and Irish.

We invite submissions for three types of presentation:

• INDIVIDUAL PAPERS: Oral presentations on original research by one or more authors within a 20-minute period with 10 minutes for questions.
• WORKSHOPS: Workshops on original research by one or more authors within a 50 minute period with 10 minutes for questions and discussion.
• POSTERS: Posters will be displayed during a dedicated poster session. Posters of standard A0 size should be submitted to the registration desk on the morning of the conference.

IRAAL Postgraduate Award 2019

IRAAL is offering postgraduate awards to research students based in third level institutions on the island of Ireland who are currently conducting research in Applied Linguistics. Awards will be offered to one Master’s student and one PhD student. Full details of the award and application process will shortly become available on the conference website.

Key Dates Call for Contributions: Please submit an abstract of no more than 200 words in either Irish or English including a title of no more than 15 words, by 5pm, on 14th of June, 2019 to e-mail:
Please indicate the presentation category (paper, workshop, or poster) in your submission.

Please visit www.iraal.ie/membership to become an IRAAL member.

August 9-14, 2020

University of Groningen, Netherlands

aila2020.nl

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.

1st Call for Papers

October 18-20, 2019

Jilin University, Chang Chun, China

With metadiscourse gaining importance in discourse analysis and language teaching, we are pleased to announce that Metadiscourse across Languages and Contexts will take place 18-20 October, 2019, at Jilin University, China. This international conference aims to bring together academics, researchers, practitioners and research students from around the world to discuss the latest developments in the field and to share perspectives on related issues with various
qualitative and quantitative approaches You are invited to submit proposals for individual papers, colloquia, demonstration sessions and poster displays that address any topic relevant to metadiscourse which include

• Contrastive studies
• Discourse/genre analysis
• Pragmatics and stylistics
• Writing and reading
• Rhetoric and argumentation
• Language learning and assessment
• Identity
• EAP / ESP
• Translation

The Confirmed Speakers:

• Vijay Bhatia, Chinese University of Hong Kong, China
• Guangwei Hu, Hong Kong Polytechnic University, China
• Zhanzi Li, National University of Defense Technology, China
• Anna Mauranen, University of Helsinki, Finland
• Hilary Nesi, University of Coventry, UK
• Ulla Connor, IUPU, USA
• Ken Hyland, University of East Anglia, UK
• Maocheng Liang, Beihang University, China
• Xingwei Miao, Beijing Normal University, China
• Brian Paltridge, University of Sydney, Australia

Key Dates (China Time, UTC+8):

• Call for Papers: November 1, 2018
• Proposal Submission Deadline: May 18, 2019
• Notification of Acceptance: July 1, 2019
• Early Registration: July 1 - August 31, 2019

Website: http://metadiscourse.jlu.edu.cn
Email:

Research(ing) Cultures in Applied Linguistics

September 10-11, 2018

University of Duisburg-Essen, Campus Essen, Germany

The 10th AILA-Europe Junior Researchers' Meeting in Applied Linguistics will be hosted by the University of Duisburg-Essen, Germany, September 10th to 11th. This year’s conference focuses on Research(ing) Cultures in Applied Linguistics.

The two-day Junior Researcher Meeting will allow early career applied linguists to present their research as well as network in an interactive and informal international environment. This year, 37 young researchers will be presenting their work in German and English.

The conference programme will be supplemented by keynotes that are tailored to the needs of young researchers:
Assoc. Prof. Dr. Gene Thompson (Rikkyo University, Japan) and
Jun. Prof. Dr. Dominik Rumlich (University of Münster, Germany)
will be talking about first career steps in research and about methodology.

Conference Website: https://www.uni-due.de/jrm2018/index_en.shtml

AILA World Congress | Groningen | August 9–14, 2020 | The dynamics of language, communication and culture in a changing world

Symposium: Research Network Financial Communication
Communicating figures with the language of numbers

Convenors

Marlies Whitehouse, Zurich University of Applied Sciences,

Alexander Laskin, Quinnipiac University,

Symposium abstract

Successful communication of figures is key in finance and, thus, affects us all. In our symposium, we intend to contribute to an enhanced understanding of the pivotal role that language and communication play in the financial sector and in society-at-large. Key research questions include which communication strategies the stakeholders use, why they make their decisions as they do, and how the resulting practices are received in public discourse. By creating the opportunity for close interdisciplinary dialogue between complementary disciplines, the symposium aims at developing a common agenda of joint research on communication in finance as a key to an economically shaped world.

In our symposium, we address theoretical, methodological, and practical challenges of investigating the intertextual and interdiscursive dynamics and linguistic strategies at the interface of verbal, visual, and numerical languages and their macro-structural context. Research frameworks combine innovative questions with inter- and transdisciplinary approaches (Laskin, 2017; Palmieri, Perrin, Whitehouse, 2018) that enable researchers to capture and understand the field’s complexity and dynamics. Methods and methodologies emanate from or are combined from e.g. text analysis, genre analysis, multimodal genre analysis, critical genre analysis, discourse analysis, critical discourse analysis, corpus analysis and writing research.

Laskin, A. V. (Ed.) (2018). Handbook of Financial Communication and Investor Relations. New York: Wiley.

Palmieri, R., Perrin, D., & Whitehouse, M. (Eds.). (2018). The pragmatics of financial communication.
Part 1: from sources to the public sphere (Vol. 55/2): Sage.

Key words

linguistic strategies, interdiscursive dynamics, language of numbers, financial communication

 Description Research Network of Financial Communication

The AILA Research Network (ReN) of Financial Communication brings together applied linguists who investigate the interplay between text production, markets, and changes in the domain of finance in general and financial communication and literacy in particular. In order to obtain deeper insights into this multi-dimensional research field, we are interested in establishing both spontaneous and stable institutionalized connections between scholars who address the highly complex and dynamic interplay of language use in organizations, domains such as economics and politics, as well as society-at-large.

The 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!

English as a lingua franca (ELF) is a thriving field of research which has found its place in applied linguistics in the last decade. During this time we have seen an increasing number of publications and research projects on ELF, such as the Vienna-Oxford International Corpus of English (VOICE) and the corpus of English as a Lingua Franca in Academic Settings (ELFA), the foundation of annual ELF conferences  and most recently the creation of a dedicated journal (Journal of English as a Lingua Franca, issue 1.1 published in March 2012) and an ELF book series (Developments in English as a Lingua Franca).

ELF research focuses on the use of English in intercultural situations where speakers with different linguacultural backgrounds share English as their common means of communication and as a dynamic and co-constructed linguistic resource. ELF research has been conducted on different linguistic levels, such as phonology, lexicogrammar, pragmatics and the intersections of these. In addition, studies on ELF have explored various domains, including business and academic settings, and have expanded in different dimensions of investigation, including attitudes and identity, (inter)cultural aspects and pedagogical implications.

With an increasing amount of empirical descriptions available, some of the burning questions about ELF concern applied linguistic matters of language teaching and communication training, language policy, language awareness and multilingualism. Other issues concern methodological questions, which relate to qualitative and quantitative approaches as well as to technological aspects of corpus linguistic applications. An important future development of ELF as a field in applied linguistics would seem to be furthering collaborations with researchers from different disciplines, within and outside linguistics.

It is the aim of this research network to serve as forum for debate, discussion and more extensive collaboration among researchers and applied linguists who are actively involved in ELF research. The network currently includes over 65 participants (from more than 20 countries) who have various areas of expertise within ELF research. They include scholars at different stages of their careers, ranging from PhD students to very experienced academics, all of whom will help advance ELF research and applied linguistics by bringing in their different disciplinary and cultural perspectives.

If you are actively involved in ELF research and are interested in joining the network please contact the ELF-ReN convenors:

Dr. Alessia Cogo Goldsmiths, University of London

Dr. Marie-Luise Pitzl
University of Vienna

ELF-ReN Activities

The annual ELF conferences (University of Helsinki in 2008, University of Southampton in 2009, University of Vienna in 2010, Hong Kong Institute of Education in 2011, Bogaziçi University Istanbul in 2012) provide excellent opportunities for research exchange on ELF and for meeting other ELF-ReN participants. With the acceptance of this AILA ReN on ELF in February 2012, short ELF-ReN meetings will from now on be organized at each ELF conference.

The 1st ELF-ReN meeting was held at:

5^th International Conference on English as a lingua franca (ELF5), Conference Theme: Pedagogical Implications of ELF in the Expanding Circle, 24-26 May 2012, Istanbul, Turkey.

The next ELF conference and ELF-ReN meeting was:

6th International Conference on English as a lingua franca (ELF6), Conference Theme: Intercultural Communication: new perspectives from ELF, 4-7 September 2013, Roma Tre University, Rome, Italy

ELF-ReN workshops

In addition to the ELF conferences, one or two themed smaller ELF-ReN workshops will be organized per year.

The 1st ELF-ReN workshop was held at:

1st ELF-ReN Workshop, Workshop Theme: ‘Teaching (B)ELF and/or Intercultural Communication?’, initiated by Susanne Ehrenreich & Marie-Luise Pitzl, 22-23 June 2012, TU Dortmund University.

The 2^nd ELF-ReN Workshop took place at the University of Southampton in Fall 2013. For any information please contact Alessia Cogo.

Languages and People: Communication in a Multilingual World

September 26–28, 2019

Faculty of Philology, Vilnius University, Lithuania

Conference themes:

• sociolinguistics
• language policy
• discourse analysis
• translation
• language teaching and learning
• language acquisition
• language testing
• corpus linguistics
• psycholinguistics
• pragmatics

Keynote speakers:

Conference languages: Lithuanian and English
Venue: Faculty of Philology, Vilnius University, Universiteto St 5, Vilnius

Submissions are invited for the following contributions:

• full paper presentations: 30 minutes (20 minutes + 10 minutes for questions);
• poster presentations;
• thematic workshops (short: 1.5 hours with 3 presenters; long: 3 hours with 5-6 presenters).

The length of abstracts for full paper presentations and poster presentation is 300–500 words (excluding references). Workshop convenors are invited to submit a description of the workshop (500–700 words, excluding references) and a list of confirmed workshop presenters. Workshop convenors are responsible for selecting presenters and planning slots in their workshop.

Important dates:

• deadline for the submission of workshop proposals: 1 March 2019
• deadline for abstract submission (full paper presentations and posters): 18 March 2019
• notification of acceptance: 1 June 2019
• early-bird registration: 1 June – 30 June 2019
• registration closes: 31 August 2019

Abstracts should be submitted through the conference website at:
http://www.taikomojikalbotyra.flf.vu.lt/en/registration/

Registration and fees:

• regular registration for presenters: 120 euros
• early-bird registration for presenters: 100 euros
• doctoral / MA students and LITAKA members: 90 euros
• early-bird registration for doctoral / MA students and LITAKA members: 50 euros
• non-presenting participants who wish to obtain a certificate: 10 euros

Organizers:

Institute of Applied Linguistics at Vilnius University
Lithuanian Association of Applied Linguistics (LITAKA)

Contacts:

Email:
Contact person: Mrs Lina Vaškevičienė
Conference website: http://www.taikomojikalbotyra.flf.vu.lt/en/

July 9-12, 2019

Vitoria, Brazil

https://alab.org.br/xii-cbla/

On behalf of the Brazilian Association of Applied Linguistics – ALAB
we are happy to announce the 12^th edition of the Brazilian Congress of Applied Linguistics - CBLA with the theme “Transiting and Transponding Applied Linguistics” to be held in Vitoria, Brazil between 9-12 July, 2019.

The conference addresses researchers, teachers, students and academics in general interested in the promotion of language(s) in general and their relations with applied linguistics in particular.

Language Campus, University of Jyväskylä, Finland

June 1–3, 2020

http://www.jyu.fi/socialjustice2020

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

http://www.jyu.fi/socialjustice2020 (forthcoming)

June 26-28, 2019

CfP Deadline: December 20, 2018

University of South Australia, Adelaide, Australia

We are pleased to announce the call for proposals for the 17th International Conference on Communication, Medicine, and Ethics (COMET), which will be hosted by University of South Australia, Adelaide, Australia, 26-28 June 2019. The Pre-COMET Masterclass is scheduled for 25 June 2019.

The COMET conference aims to bring together scholars from different disciplinary backgrounds involving various healthcare specialties and the human and social sciences. A special emphasis is on the dissemination of ongoing research in language/discourse/communication studies in relation to healthcare education, patient participation and professional ethics.

The submission for proposals opens on Thursday September 6, 2018. All proposals must be submitted by Thursday 20 December 2018.

PLENARY SPEAKERS INCLUDE:

• Professor Phyllis Butow, School of Psychology, University of Sydney
• Professor Charlotte Rees, Monash Centre for Scholarship in Health Education, Monash University
• Professor Srikant Sarangi, Danish Institute of Humanities and Medicine, Aalborg University
• Professor Howard Waitzkin, Dept of Sociology, University of New Mexico; Dept of Medicine, University of Illinois

CONFERENCE THEMES INCLUDE:

• Client-Professional Encounters (involving doctors, counsellors, nurses, pharmacists, dentists, speech and language therapists, psychotherapists, etc.)
• Communicating Risk and Uncertainty
• Communication Skills Training
• Distributed Expertise among Professionals and Clients
• Ethics and Communication
• Evidence in Diagnosis and Non-Diagnosis
• Health and Disability
• Health, Wellbeing and the Lifespan
• Health Literacy
• Interpreter Mediated Healthcare Delivery
• Intercultural Communication in Health
• Interprofessional Communication and Hospital Management Systems
• Media and Health Communication
• Medical Education
• Narratives of Illness Experience
• Public Understanding of Health and Illness
• Quality of Life and Quality of Care
• Representation of the Body
• Research Ethics
• Health Technologies and Medical Informatics
• (Shared) Decision Making
• Tailoring Health Messages
• Telemedicine
• Values and Responsibilities in Professional Practice

SUBMISSION GUIDELINES

Proposals must be submitted via email to .

Proposals include panels, individual presentations (oral or poster) and work-in-progress roundtables.

For all submissions, please use the relevant submission template which can be downloaded from the conference website (www.2019cometconference.com.au – Call For Proposals Tab)

• Panel submission
• Individual submission (oral or poster)
• Work-in-progress roundtable

1) PANELS

Panels should address a common theme, content or methodological area, and will be scheduled for 90 minutes.

In addition to individual proposals (no more than 250 words each), please also submit an overview description of no more than 300 words highlighting the panel’s content and objectives. Provide information about the panel members and the coordinator, stating full institutional affiliations and e-mail addresses.

Download Panel Template Here

2) INDIVIDUAL PAPERS

Proposals for individual papers (no more than 250 words) must clearly indicate a preference for oral or poster presentation. Following the peer review process, the organisers will determine whether a proposal is selected for oral or poster presentation. Poster presenters must be physically present to discuss their work during the dedicated sessions. Oral presentations will typically be scheduled in sessions of 90 minutes, with 30 minutes (20 minutes for presentation + 10 minutes for discussion) allocated to each individual presentation.

Download Oral Template Here Download Poster Template Here

3) WORK-IN-PROGRESS ROUNDTABLE

Proposals for work-in-progress roundtables should be no more than 250 words targeted at oral presentation. The roundtables will be in sessions of 90 minutes, with individual presentations lasting 30 minutes (15 minutes for presentation + 15 minutes for discussion). This format is particularly suitable for early career researchers pursuing doctoral and postdoctoral studies and for experienced researchers undertaking/planning pilot projects or interested in reporting preliminary results. Please indicate clearly if your proposal falls into this category.

Download Work-In-Progress Template Here

Proposal submission deadline: Thursday 20 December 2018.

PROPOSAL SELECTION CRITERIA

All proposals undergo a double blind peer-review process.

Please note that COMET conference policy is one main oral presentation per author. You may choose to submit more than one proposal, but normally only one proposal will be accepted for oral presentation. Any additional accepted proposals may be presented as poster(s).

There is no fixed template for writing proposals but authors are urged to attend to the following criteria which will form the basis for peer review:

• originality of the topic and its relevance to the conference
• background contextualisation of the study
• relationship between title and content
• structural organisation
• theoretical/methodological appropriateness
• clarity of claims and relevance

Individual panels are reviewed in their entirety on the above criteria but also on the basis of their relevance to broader issues in communication, medicine, and ethics; the overall coherence of the proposal; and the usefulness of the panel to participants.

Decisions about acceptance/rejection will be communicated on Friday 15 February 2019. Following formal acceptance, the responsible (presenting) authors must register participation prior to the finalisation of the conference programme. Early registration opens on Tuesday 30 October 2018.

Please visit the conference website, www.2019cometconference.com.au or send an email to for further details regarding submission guidelines or our event manager, for additional information about the conference.

Jonathan Crichton On behalf of the Local Organising Committee

COMET 2019, University of South Australia