Events

 Call for Papers:  UNICollaboration conference in Limassol, Cyprus June 4-5 2026

The UNICollaboration organisation is organising an international research conference on the theme of “Virtual Exchange in a Changing World: Innovation and Inclusion”. Our 2026 theme acknowledges the transformative power of digital connectivity and collaborative learning in times of global complexity.

The conference will take place on June 4-5, 2026 at the Cyprus University of Technology in Limassol, Cyprus and welcomes presentations, workshops, panel discussions and posters that include both research studies and practical reports.

The deadline for submission is 15 November 2025. Details can be found in the Call for Papers HERE and the link to submit abstracts can be found on the conference website HERE.

If you have specific questions about conference logistics or travel issues, you can contact the organizers at their email address: unicollabconference2026@gmail.com; or directly to anna.nicolaou@cut.ac.cy; annanicolaou0@gmail.com

in Events / featured stories / timeline / Upcoming Other Events

2nd CFP AESLA GRANADA 2026

The Spanish Association of Applied Linguistics (AESLA) and the Organizing Committee of this edition are pleased to invite you to the 43rd International Conference of the Spanish Association of Applied Linguistics, organized by the Department of Spanish Language at the University of Granada. The conference will be held in Granada from April 15 to 17, 2026, at the School of Civil, Canal, and Port Engineering.

With the topic: ‘Language, variation and identity: linguistic dynamics for representing identity’, we want the conference to become a space for dialogue where we can reflect on how language reflects and shapes social reality and how speakers use linguistic resources to represent their identity.

The AESLA 2026 Organising Committee encourages you to participate in the conference by submitting a proposal for an oral presentation or a poster.

We remind you that each participant may submit up to two proposals, in Spanish and English, from 15 October 2025 to 20 December 2025. Proposals should be submitted via the web platform: https://matrix.aesla.org.es/aesla2026, and will be assigned to the thematic panel chosen for review (each proposal may only be submitted to one panel).

For more detailed information about the AESLA 2026 conference, please visit our website: https://wpd.ugr.es/~aesla26/

If you have any questions or suggestions, please contact us at the following email address: aesla2026@aesla.org.es

We look forward to seeing you in Granada!

Elena Fernández de Molina Ortés, Rocío Cruz Ortiz and Edyta Waluch de la Torre

Coordinators of the Organising Committee for the AESLA 2026 Conference

in EUROPE / Events / featured stories / timeline

In Conversation: Multilingual and Intercultural Perspectives in Language Learning: Essays in Honour of Claire Kramsch

 

In Conversation: 

Multilingual and Intercultural Perspectives in Language Learning: Essays in Honour of Claire Kramsch

The special issue of L2 Journal, Multilingual and Intercultural Perspectives in Language Learning: Essays in Honour of Claire Kramsch, guest edited by Drs. Simon Coffey and Zhu Hua, is now available. Join the guest editors, contributors to the special issue, and Dr. Claire Kramsch as they discuss the special issue and the substantial impact of Dr. Kramsch’s work on applied linguistics and world language education scholarship and practice.

Tuesday Oct. 7, 2025

9:00am PST/5:00pm GMT+1

Zoom

Register here

 

 

in Events

LTRC 2026 Montreal, June 2-6 Call for Proposals

The 47th Language Testing Research Colloquium (LTRC) of the International Language Testing Association will be held June 2-6, 2026, at the DoubleTree Hilton in Montreal, Quebec, Canada.

Theme: Global to Local Language Assessment

One increasing area of interest in our field is the extent to which assessment activities are situated in their relevant contexts (DeLuca et al., 2019). Contexts may refer to anything from the micro-context of a language classroom to macro-contexts of the societies where large-scale language tests operate, including pedagogical, linguistic, social, and political elements (Saville, 2012). As Jin (2017) notes, “Context is vitally important in conceptualizing the construct and specifying the content of language learning, teaching, and assessment” (p. 1). For the 47th LTRC, we invite submissions that address this tension between global and local concerns, such as the search for universal scales and models for large scale language tests vs. the drive to explore local context-bound assessment needs and practices. Given this theme, and given that the conference is being held in Quebec, presentations are welcome in English or in bilingual English/French formats.

Proposals due: September 30, 2025

Notifications sent out: December, 2025

Presentation categories

LTRC2026 invites proposals for the presentation types listed below. Except for symposia, each proposal should be no longer than 500 words and must be accompanied by a summary of 250 words. The 500-word proposal will be evaluated by the reviewers, but only the 250-word summary will be available to conference attendees.

Proposals will be evaluated according to the following criteria and weighting:

1)        Relevance to the conference theme (10%):  i.e., a consideration of the local context in the contribution, or addressing the tension between global and local concerns

2)        Conceptual framework (25%): Appropriateness and detail of the conceptual framework underlying the contribution.

3)        Argument and Methodology (30%): Appropriateness and detail of the argument (for conceptual studies) and in the research design and methodology (for empirical studies). For demos, detail of the demonstration plan. Note: for works-in-progress, the argument or methodology is planned, not completed.

4)        Clarity (15%): Linguistic and rhetorical elements of the submission. Is it easy to understand and follow without confusion or re-reading?

5)        Significance (20%): The potential of this contribution to advance knowledge in our field; potential for an innovative impact

 Paper presentations

Paper presentations can be either empirical or theoretical. Preference will be given to proposals related to the conference theme, which include details about the local context of the study being presented. Proposals not accepted as research papers may be considered as posters or works-in-progress.

Demonstrations (Demos)

Demonstrations usually show how technology has been innovatively applied in language assessment. Presenters should be prepared to showcase their work through screen shots, video recordings and/or live demonstrations. The proposal should describe the substantive goals of the presentation and outline how the demo will proceed.

Posters

Posters will be displayed during the timetabled session in the program, where presenters need to be present, discuss their work, and answer questions. Posters are a good opportunity for those involved in test development projects, new tests, and technological innovations to present their contributions to language assessment.

Works-in-Progress (WIPs)

Researchers currently working on ongoing research projects can submit them as a work-in-progress presentation. This session offers good opportunities for the presentation of research in progress or research that is being planned. Presenters discuss their projects with small groups of participants and receive comments and suggestions on how best to proceed. Proposals should include questions about the project for the attendees to consider.

Symposia (1.5h)

A symposium addresses a topic of scholarly interest and comprises multiple presentations that are clearly linked to each other and to the symposium topic. Each symposium should begin with an introduction to the topic and issues of consideration, followed by individual papers offering multiple perspectives to the topic and a synthesis by a discussant. Ample time should be allowed for an extended discussion of the theme with the audience. Each symposium proposal should include a 500-word overview of the symposium topic and 300-word descriptions of individual presentations. The entire proposal will be included in the conference program book.

*Note: Limited possibility for virtual proposals

One part of the program will be dedicated to a short series of synchronous virtual presentations. In other words, attendees will be present at LTRC in Montreal and the presenter will be projected on a screen in one of the conference rooms, through Zoom or a similar platform.

These limited virtual timeslots will be very competitive and are only available to those presenters for whom it would be impossible to come to LTRC in person. Therefore, if you wish to be considered for a virtual timeslot, you will not be considered for an in-person timeslot. You will be asked to choose the virtual option when you submit your proposal, along with an explanation for why it is impossible for you to travel to Montreal.

Proposal Deadline

September 30, 2025 at 11:59 pm anywhere on Earth, UTC-12 (This means until it is no longer September 30 no matter where you are).

Submissions for ILTA: https://www.conftool.pro/ltrc2026/

Contact
Email inquiries: ltrc@iltaonline.com 


Note for student presenters


ILTA welcomes proposals from students in master’s or doctoral programs and if the paper is accepted for a paper session or a symposium, student will be eligible for the Robert Lado Memorial Award for Best Graduate Student Paper, which is awarded at the end of the conference. Note that proposals co-authored with faculty members are not eligible, whereas proposals co-authored by several student presenters are.

in Events

Call for Special Issue Proposals on Generative AI and Multilingual Education

  1. Equity, Diversity and Inclusion in Academic Production and Dissemination in Languages other than English: Possibility or Wishful Thinking?

Cláudio França & Kyria Finardi

  1. Individual differences in English-Medium Education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates

Jennifer Ament & Mengjia Zhang

  1. Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion

Preeti Suri & Marina Orsini-Jones

  1. Language Teacher Education in Brazil and the place of Equity, Diversity and Inclusion

Juliana Cristina Salvadori,  Eduardo Henrique Diniz de Figueiredo, Bárbara Cortat Simoneli

  1. Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country.

Andrea Wehrli

  1. Internationalisation at Home through Critical Virtual Exchange

Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo

  1. Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange

Carolin Fuchs & Hannah Ferguson

  1. Virtual Exchange for English Language Teaching (VEELT): Engagement and Inclusion Challenges

Yu-Hua Chen, Sofia Di Sarno-García, Marina Orsini-Jones & Karina Guadalupe Díaz Pedroza 

in Events

Special Issue AILA Review (forthcoming)

  1. Equity, Diversity and Inclusion in Academic Production and Dissemination in Languages other than English: Possibility or Wishful Thinking?

Cláudio França & Kyria Finardi

  1. Individual differences in English-Medium Education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates

Jennifer Ament & Mengjia Zhang

  1. Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion

Preeti Suri & Marina Orsini-Jones

  1. Language Teacher Education in Brazil and the place of Equity, Diversity and Inclusion

Juliana Cristina Salvadori,  Eduardo Henrique Diniz de Figueiredo, Bárbara Cortat Simoneli

  1. Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country.

Andrea Wehrli

  1. Internationalisation at Home through Critical Virtual Exchange

Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo

  1. Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange

Carolin Fuchs & Hannah Ferguson

  1. Virtual Exchange for English Language Teaching (VEELT): Engagement and Inclusion Challenges

Yu-Hua Chen, Sofia Di Sarno-García, Marina Orsini-Jones & Karina Guadalupe Díaz Pedroza 

in Events

LTRC 2026 Montreal, June 2-6 Call for Proposals

The 47th Language Testing Research Colloquium (LTRC) of the International Language Testing Association will be held June 2-6, 2026, at the DoubleTree Hilton in Montreal, Quebec, Canada.

Theme: Global to Local Language Assessment

One increasing area of interest in our field is the extent to which assessment activities are situated in their relevant contexts (DeLuca et al., 2019). Contexts may refer to anything from the micro-context of a language classroom to macro-contexts of the societies where large-scale language tests operate, including pedagogical, linguistic, social, and political elements (Saville, 2012). As Jin (2017) notes, “Context is vitally important in conceptualizing the construct and specifying the content of language learning, teaching, and assessment” (p. 1). For the 47th LTRC, we invite submissions that address this tension between global and local concerns, such as the search for universal scales and models for large scale language tests vs. the drive to explore local context-bound assessment needs and practices. Given this theme, and given that the conference is being held in Quebec, presentations are welcome in English or in bilingual English/French formats.

Proposals due: September 30, 2025

Notifications sent out: December, 2025

Presentation categories

LTRC2026 invites proposals for the presentation types listed below. Except for symposia, each proposal should be no longer than 500 words and must be accompanied by a summary of 250 words. The 500-word proposal will be evaluated by the reviewers, but only the 250-word summary will be available to conference attendees.

Proposals will be evaluated according to the following criteria and weighting:

1)        Relevance to the conference theme (10%):  i.e., a consideration of the local context in the contribution, or addressing the tension between global and local concerns

2)        Conceptual framework (25%): Appropriateness and detail of the conceptual framework underlying the contribution.

3)        Argument and Methodology (30%): Appropriateness and detail of the argument (for conceptual studies) and in the research design and methodology (for empirical studies). For demos, detail of the demonstration plan. Note: for works-in-progress, the argument or methodology is planned, not completed.

4)        Clarity (15%): Linguistic and rhetorical elements of the submission. Is it easy to understand and follow without confusion or re-reading?

5)        Significance (20%): The potential of this contribution to advance knowledge in our field; potential for an innovative impact

 Paper presentations

Paper presentations can be either empirical or theoretical. Preference will be given to proposals related to the conference theme, which include details about the local context of the study being presented. Proposals not accepted as research papers may be considered as posters or works-in-progress.

Demonstrations (Demos)

Demonstrations usually show how technology has been innovatively applied in language assessment. Presenters should be prepared to showcase their work through screen shots, video recordings and/or live demonstrations. The proposal should describe the substantive goals of the presentation and outline how the demo will proceed.

Posters

Posters will be displayed during the timetabled session in the program, where presenters need to be present, discuss their work, and answer questions. Posters are a good opportunity for those involved in test development projects, new tests, and technological innovations to present their contributions to language assessment.

Works-in-Progress (WIPs)

Researchers currently working on ongoing research projects can submit them as a work-in-progress presentation. This session offers good opportunities for the presentation of research in progress or research that is being planned. Presenters discuss their projects with small groups of participants and receive comments and suggestions on how best to proceed. Proposals should include questions about the project for the attendees to consider.

Symposia (1.5h)

A symposium addresses a topic of scholarly interest and comprises multiple presentations that are clearly linked to each other and to the symposium topic. Each symposium should begin with an introduction to the topic and issues of consideration, followed by individual papers offering multiple perspectives to the topic and a synthesis by a discussant. Ample time should be allowed for an extended discussion of the theme with the audience. Each symposium proposal should include a 500-word overview of the symposium topic and 300-word descriptions of individual presentations. The entire proposal will be included in the conference program book.

*Note: Limited possibility for virtual proposals

One part of the program will be dedicated to a short series of synchronous virtual presentations. In other words, attendees will be present at LTRC in Montreal and the presenter will be projected on a screen in one of the conference rooms, through Zoom or a similar platform.

These limited virtual timeslots will be very competitive and are only available to those presenters for whom it would be impossible to come to LTRC in person. Therefore, if you wish to be considered for a virtual timeslot, you will not be considered for an in-person timeslot. You will be asked to choose the virtual option when you submit your proposal, along with an explanation for why it is impossible for you to travel to Montreal.

in Events

GERA Congress 2026 – Disruptions

Disruptions allow and provide opportunities for new beginnings, fundamental reconsiderations, and the conceptualization of alternative directional approaches to education and training. They form a constitutive part of growing up, socialization, and education. The basic dialectical tone and the colorful metaphors used in the context of disruptions, upheavals, breakthroughs, collapses, or new departures point, not least, to the fundamental anthropological issue of a fragile existence. Not only does the notion of the human fragment testifies to this, but so does the phenomenon of the breakthrough as an elementary gain of knowledge along the fault lines of experience. Both in individual life courses and in the context of organizational or societal developmental processes, rifts mark disruptive changes. The dynamics of such social and cultural transformations, technological innovations, political upheavals, or increasing diversifications of educational and professional careers require pedagogical actors to deal with such breaks, discontinuities, and transitions. With the topic of this congress, we aim not only to identify problems but also focus on necessary moments of transition which hold potential for innovation and the positive shaping of the future.

The GERA Congress 2026 will take place in Munich from March 22nd – March 25th 2026.

https://dgfe2026.fak11.lmu.de/en/sample-page-english/ 

in Events

AI for VE and ELT

AI for VE and ELT

Authors in alphabetical order: Asuman Asik, Barbara Simoneli, Carlos Hildeblando, Ester Quiroz Uribe, Juliana Salvadori, Kyria Finardi, Lucas Kohnke, Luciana Cabrini Calvo, Marina Orsini-Jones

Division of labor:

AI - Lucas, Ester, Asuman

Implications for ELT - Carlos, Marina, Kyria

VE - Juliana, Barbara, Luciana 

Abstract

As artificial intelligence (AI) technologies and Virtual Exchange (VE) become increasingly integrated into higher education, their implications for English Language Teaching (ELT) and other languages warrant critical examination. This chapter explores how AI—particularly generative AI like ChatGPT—shapes language learning dynamics, intercultural communication, and linguistic equity within VE contexts. By examining the intersection of AI, language, and culture, the study investigates how AI tools can both facilitate and hinder meaningful cross-cultural exchange, language acquisition, and the production and dissemination of knowledge, particularly for underrepresented linguistic and cultural groups. Drawing on recent scholarship that addresses digital inequality, linguistic hegemony, and epistemic exclusion, the chapter reports on the authors’ experience with AI, VE, and ELT to uncover how AI can be leveraged to promote inclusive, multilingual, and culturally responsive VE initiatives. It also identifies potential risks of reinforcing existing power asymmetries and linguistic dominance in global academic interactions. Additionally, the chapter considers how AI-mediated VE projects can serve as a platform for exploring the complexities of language use in diverse cultural contexts, fostering more nuanced understandings of language learning and intercultural communication. Through targeted VE projects, the study aims to amplify marginalized voices, promote diverse linguistic representations, and inform pedagogical strategies that align AI use with equitable and inclusive ELT practices. By critically engaging with AI applications in language education, the chapter contributes to ongoing discussions about the ethical, cultural, and pedagogical implications of AI in the evolving landscape of Computer-Assisted Language Learning (CALL). It underscores the potential for AI to act as both a bridge and a barrier in the pursuit of more inclusive and accessible global academic networks, urging educators and researchers to consider how AI can be harnessed to foster greater linguistic diversity and cultural understanding in VE, ELT and education in general.

Introduction

The integration of Artificial Intelligence (AI) technologies into educational contexts is rapidly transforming the landscape of higher education. As AI becomes increasingly integrated into education in general and in higher education in particular, the ability to effectively and critically engage with AI tools is becoming a crucial skill for teachers, students and researchers (Pessin & Finardi, 2025).

Notwithstanding the potential of AI for global development, there is a serious language and digital divide that must be addressed first.

The language divide refers to those who have access to English and other strong languages whereas the digital gap refers to access to technologies and digital literacy. AI works very well for certain languages but it may increase the language and digital divide for languages other than English (Zhu & Wang, 2025).

According to Zhu and Wang (2025), AI requires initiatives that address diversity, equity, and inclusion (DEI) in education in general and in language education in particular, especially considering that Large Language Models (LLMs) may work very well for English but not necessary for low-resource languages. Zhu and Wang (2025) found that research on AI for language education has predominantly favored quantitative and mixed methods with a noticeable shortfall in qualitative research efforts. More qualitative studies are needed to shed light on the socio-cultural aspects of AI-assisted language learning to provide richer and deeper insights into the specific and individual learning processes and differences.

Results of Zhu and Wang (2025) showed that scholars have used different perspectives to investigate the role of teachers in AI-integrated language teaching and although there is an extensive discussion on the benefits of AI-integrated classrooms, there remains a notable paucity of empirical evidence outlining specific strategies for leveraging AI-human teacher collaboration to support teachers in enhancing their teaching efficiency. So as to address this gap, this paper argues that Virtual Exchange (VE) is one way to stimulate teacher collaboration across different contexts both for research and teacher education purposes.

According to O’Dowd (2018) VE refers to a range of online intercultural exchange and interaction activities that promote intercultural learning, language development, and global citizenship education among students from different countries and cultures. VE has a considerable potential for teacher education and intercultural development. During the COVID19 pandemic, VE was also used as a substitute to international academic mobility (Finardi & Guimarães, 2020) and it has been used since then as a strategy to calibrate relationships between the Global South and the Global North (Guimarães, Finardi & Amorim, 2021), as a way to develop Global Citizenship (Guimarães & Finardi, 2021, Finardi, Salvadori & Werhli, 2024), so as to promote Internationalization at Home (Finardi & Asik, 2024), as a way to promote digital critical literacy and intercultural development in teacher education (Orsini-Jones, Cerveró-Carrascosa & Finardi, 2021), as a Third Space to promote alternative ways of knowing, being and relating (Wimpenny et al., 2022), as a way to promote reflection and change in habitus in teacher education (Simoneli, Finardi, 2023), as a more cooperative and inclusive  internationalization (Mendes & Finardi, 2023) and as a postdigital, connected, embodied, relational socio material Third Space (Orsini-Jones et al. 2025).

Since the pandemic, VE is gaining momentum as a scalable, cost-effective, and inclusive alternative to traditional physical mobility and also as a relevant space for teacher and researcher collaboration. At the intersection of these trends the growing use of AI and VE in higher education lies both an opportunity and a challenge: how can AI be meaningfully leveraged to enhance VE experiences while promoting linguistic diversity, intercultural understanding, and equity? Following this intersection there are also important considerations for teacher education in general and English language teaching (ELT) in particular.

Generative AI tools like ChatGPT have shown promise in facilitating language learning and intercultural communication, offering immediate feedback, customized practice, and simulated dialogues. However, their deployment in VE settings also raises critical concerns regarding linguistic hegemony, epistemic exclusion, and digital inequity. AI is often shaped by dominant linguistic and cultural norms, which may marginalize underrepresented voices and languages reinforcing global power asymmetries.

This paper examines the dynamic interplay between AI, language, and culture in the context of VE, focusing on the affordances and limitations of AI for fostering inclusive and culturally responsive ELT practices. Drawing from current scholarship in teacher education and informed by the authors’ experiences with VE projects and ELT, this study aims to contribute to the ethical and pedagogical discourse surrounding AI use in language education in general and in ELT in particular. It argues that, if critically and creatively harnessed, AI can act not only as a pedagogical tool but also as a transformative agent for inclusion and intercultural development in global academic collaborations.

AI - Lucas, Ester, Asuman

Implications for ELT - Carlos, Marina, Kyria

VE - Juliana, Barbara, Luciana

References

Finardi, K. R., & Guimarães, F. F. (2020). Internationalization and the Covid-19 pandemic: challenges and opportunities for the global south. Journal of Education, Teaching and Social Studies, 2(4), 1-15.

Finardi, K., & Aşık, A. (2024). Possibilities of virtual exchange for Internationalization at Home: Insights from the Global South. Journal of Virtual Exchange, 7, 1-22.

Guimarães, F. F., Finardi, K. R., & Amorim, G. B. (2021). From pandemic to paradigm shift: recalibrating Brazil’s relationships with the Global North. In EAIE Forum Magazine (Vol. 1, No. 1, pp. 28-29).

Guimarães, F. F., & Finardi, K. R. (2021). Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace. Globalisation, Societies and Education, 19(5), 641-657.

Guimarães, F. F., Mendes, A. R. M., Rodrigues, L. M., dos Santos Paiva, R. S., & Finardi, K. R. (2019). Internationalization at home, COIL and intercomprehension: for more inclusive activities in the global south. SFU Educational Review, 12(3), 90-109.

O'Dowd, R. (2018). From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in promoting research and practice. Journal of Virtual Exchange, 1, 1-23.

Orsini-Jones, M., Jacobs, L., Finardi, K., & Wimpenny, K. (2025). Collaborative online international learning as a postdigital connected, embodied, relational & (socio) material Third Space: female voices. Higher Education Research & Development, 44(1), 237-252.

Wang, C., & Canagarajah, S. (2024). Postdigital ethnography in applied linguistics: Beyond the online and offline in language learning. Research Methods in Applied Linguistics, 3(2), 100111.

Wimpenny, K., Finardi, K. R., Orsini-Jones, M., & Jacobs, L. (2022). Knowing, being, relating and expressing through third space global South-North COIL: Digital inclusion and equity in international higher education. Journal of Studies in International Education, 26(2), 279-296.

Zhu, M., & Wang, C. (2025). A systematic review of artificial intelligence in language education: Current status and future implications. Language Learning & Technology, 29(1), 1–29.

https://hdl.handle.net/10125/73606

in Past Events / Uncategorized

Introduction to the Editors’ Group and today’s presentations: GRAEME PORTE

Introduction to the Editors' Group and today's presentations: GRAEME PORTE

 1 MARTA ANTON PRESENTING:  CRITERIA FOR EVALUATING A JOURNAL

  (to include getting to know what journals are most pertinent to the enquiry, Open Access journals, Scientific Rigor. A key indicator of journal quality is the scientific rigor of the publications published in the journal. ... Editorial Quality. ... Peer Review Process. ... Ethics. ... Editorial Board Members. ...Journal Reputation/Business Model. ...Author Rights and Copyright. ... Indexing Status.

 2 MARTIN EAST PRESENTING:  WRITING FOR A SPECIFIC JOURNAL OR SECTION IN THE JOURNAL

 (to include doing your homework on what typically gets accepted; tergetting tha readership specifically; examples of how certain journal strands require different approaches to presentation/style etc.) 

 3: WAYNE WRIGHT PRESENTING:  COMMON MISTAKES THAT CAN LEAD TO REJECTION

(to include Editorial (form and preparation) mistakes: Not paying attention to/ following guidelines in Information for Authors (IFA); Not using good grammar/proper English; Including poor quality tables/figures/illustrations; Submitting a topic that is outside the journal’s scope; Submitting a manuscript that lacks novelty/scientific significance; Using poor methodology and making poor/inappropriate statistical analysis; Ethical mistakes: Submitting your manuscript to more than one journal at once; Submitting a paper partially published elsewhere, etc.  REASONABLE USE OF AI. 

 4: JIM McKINLEY PRESENTING: REVIEWING FOR A JOURNAL. 

Based around Masatoshi's original request that “We could talk about the importance of peer reviews (academic citizenship?) so as to raise people’s awareness of and contribution to the academic publishing practices? I say this partly because I am aware that some universities bluntly discourage faculty members from reviewing papers (and instead encourage spending time on publishing, of course).” 

 5. MASATOSHI SATO PRESENTING: UNDERSTANDING JOURNAL DECISIONS (to include understanding how to re-submit and what to write in a cover letter, understanding rejection, resubmission and replying to feedback and SUBMISSION DANGERS/"WARNINGS" (to include similarity indices, ChatGPT attitude to, use of paper mills etc.). 

in Past Events / Uncategorized

Women and Female Voices in March

Call for participants for a research project

Are you a female student or academic (staff/faculty) who has taken part in a South-North Collaborative Online International Learning/Virtual Exchange project?

Would you be interested in being interviewed about your experience?

If so, please register at this link to provide informed consent to take part (more information at: Female Voices in the Third Space: Researching Equality, Diversity and Inclusion in South-North Collaborative Online International Learning-Virtual Exchange

The interview will last 35-40 minutes and will be on Teams and we will provide you with the questions in advance once you have enrolled.

The participant information sheet and the consent form are  included in the online enrolment survey at the links below.

Registration for female students:

https://app.onlinesurveys.jisc.ac.uk/s/coventry/female-voices-in-the-third-space-researching-equality-diversity

Registration for female academic staff/faculty:

https://app.onlinesurveys.jisc.ac.uk/s/coventry/female-voices-in-the-third-space-staff

The coordinators of this British Academy/Leverhulme-funded  project, Kyria Finardi (Universidade Federal Do Espírito Santo, Brazil), Lynette Jacobs (University of the Free State, South Africa), Marina Orsini-Jones and Katherine Wimpenny (Coventry University, UK), would also like to invite you to a free webinar on their latest findings from interviews with staff involved in COIL-VE, that builds on their previous paper reporting of interviews carried out with female students from four different continents  - Collaborative Online International Learning in a Postdigital Connected, Embodied, Relational & (Socio) Material Third Space: Female Voices – on March 28th, 2-4 UK time (GMT) here is the Zoom link:

https://zoom.us/j/92219829201?pwd=jQDoeiEKvXBlUwWpYF0bT6bF7r5AGz.1

Meeting ID: 922 1982 9201
Passcode: 070882

in Events / Past Events

British Association of Applied Linguistics – BAAL

BAAL 2025 will be hosted by the University of Glasgow on the 4th, 5th and 6th September 2024. The conference theme is Applied linguistics in the face of global challenges and local needs, inviting scholars to reflect on the role of applied linguistics in the changing world, with fast technological advances and more interconnected societies on the one hand and challenges, such as the climate crisis or the rise of isolationistic politics worldwide, on the other. The theme is an opportunity for scholars to consider the implications of the changing conditions on individuals and communities. BAAL encourages submissions that engage with a range of applied linguistic issues and a variety of social and professional contexts.

Keynote speakers are:

  • Dr Lucy Jones
  • Dr Spencer Hazel
  • Dr Kamran Khan
  • Professor Angel Lin

Abstracts can be submitted for:

  • Poster presentations
  • Individual presentations for parallel sessions (25 minutes including questions)
  • Individual presentations for a Special Interest Group (SIG) track (25 minutes including questions)
  • Proposed Colloquia (120 minutes)

Deadline for receipt of Abstracts: 31 March 2025, 11.59pm UK time

To submit your abstract for individual presentations (300 words maximum), please use Oxford Abstracts using the following link:

If it is your first time to use Oxford Abstracts, please note that you will need to register to submit your abstract.

If you would like to propose a colloquium, please submit your proposal to the conference email address (baal2025@glasgow.ac.uk) by the same deadline. There is no fixed format for colloquia, and BAAL encourages organisers to think how to best use the allotted time. The colloquium slot may consist of thematically related conventional presentations, shorter flash-talks, discussion sessions. Please only submit one abstract (500 words) per colloquium.

BAAL Currently has 21 Special Interest Groups (SIGS):

  • Asian Language Education in Global Contexts
  • Corpus Linguistics
  • Health and Science Communication
  • Humans, Machines, Language (HuMaLa)
  • Intercultural communication
  • Language and Education for Social Justice (LESJ)
  • Language and New Media
  • Language and Race
  •  Language Curriculum
  • Language in Africa
  • Language Policy
  • Language, Gender and Sexuality
  • Language, Learning and Teaching
  • LEF (Linguistic Ethnography Forum)
  • LKALE (Linguistics and Knowledge about Language in Education)
  • Multilingualism
  • Literacies (formerly PAWBL Professional, Academic and Work-based Literacies)
  • Research Involving Children
  • Research Synthesis in Applied Linguistics
  • Social Justice for Language Education
  • Testing, Evaluation and Assessment (TEA)
  • Vocabulary

If you have any queries, please contact the Local Organising Committee: baal2025@glasgow.ac.uk

Conference website here

Notifications of submission outcomes by 5 May

in Events / Past Events

European Centre for Modern Languages (ECML)

AILA cooperates with the European Centre for Modern Languages (ECML), which is delighted to announce the launch of the new bilingual website “CLIL in languages other than English – Successful transitions across educational stages”, now available in English and French at www.ecml.at/CLILLOTEtransitions.

The website is an output of the ECML programme “Inspiring innovation in language education: changing contexts, evolving competences” (2020-23). It illustrates how the professional community can promote continuity and deal with discontinuities in Content and Language Integrated Learning (CLIL) from primary to secondary and tertiary education.

What you will find and who can benefit

The website provides approaches and recommendations to support CLIL in general, and especially in languages other than English (CLIL-LOTE). It examines ways of doing so across educational levels, in the language classroom and in other subjects.
The recommendations are underpinned by guiding principles for CLIL and illustrated through examples of practice from various contexts offering a holistic view on curricula, teacher education, professional collaborations, teaching materials and formative assessment.

The website is structured according to the five thematic areas of the recommendations addressing different target groups concerned:

  • Curriculum – for curriculum designers and decision-makers
  • Teacher education – for teacher educators and decision-makers
  • Collaboration between institutions, teachers and/or students of different educational levels – for teachers and head of schools
  • Teaching materials – for teachers and teaching material designers
  • Portfolios and formative assessment – for teachers and teaching material designers

 

in Events / Past Events

Call For Papers: Language Use and Language Teaching in the Age of Artificial Intelligence, April 14-5, 2025

The Hungarian Association of Hungarian Applied Linguists and Language Teachers (HAALLT) 

and the Department of Hungarian Language and Literature, Faculty of Humanities and Social  Sciences of the Josip Juraj Strossmayer University of Osijek 

are organising the 

30th CONGRESS OF HUNGARIAN APPLIED LINGUISTICS, 

with the main topic as follows: 

Language Use and Language Teaching in the Age of Artificial Intelligence on April 14-15, 2025 

at the Faculty of Humanities and Social Sciences of the Josip Juraj Strossmayer University of  Osijek 

(31000 Osijek, Jagerova ulica 9)  

Website of the congress: 

https://www.ffos.unios.hr/katedra-za-madarski-jezik-i-knjizevnost/xxx-manye/ 

PROGRAM COMMITTEE 

Ágota Fóris (Chair), Anna Lehocki-Samardzic (Secretary), Edita Andrić, Szilvia Bátyi, Attila Benő,  Judit Bóna, István Csernicskó, Nóra Csontos, Katalin Doró, Réka Eszenyi, Kinga Klaudy, Anna  Kolláth, Ágnes Kuna, János Péntek, Gábor Prószéky, Robin Edina, Csilla Sárdi, Olívia Seidl-Péch, Eszter Sermann, Réka Sólyom, Gizella Szabómihály, Orsolya Szentesi-Žagar, Szilvia Szoták, Eszter Tamaskó, Éva Vukov Raffai  

ORGANIZING COMMITTEE 

Anna Lehocki-Samardzic (Chair), Tímea Bockovac (Co-Chair), Ádám Walkó (Secretary), János  Andócsi, Tünde Angszter Barač, Nándor Csapó, Diana Dorkić, Sonja Đelatović, Viktória Kelemen, Marko Kolić, Mónika Molnár, Andor Pajrok, Ilonka Ruzsicska, Kinga Samu-Koncsos,  Emma Sesvečan, Rea Tordi, Ivan Trojan, Erna Varga, Mario Varga 

REGISTRATION 

You can submit your application at 

https://docs.google.com/forms/d/1vMv3mwZs8dy_t5kdFtm_qKT190iD8sZeqQeD4OLPxKo/view form?pli=1&pli=1&edit_requested=true 

- as a presenter in Hungarian or English by: (1) filling out the Google form (registration and  abstract submission) and (2) paying the participation fee, or 

- as a participant by: (1) filling out the Google form (registration) and (2) paying the participation  fee. 

Detailed information about the registration steps and the abstract submission process will be  provided on the congress website:  

https://easychair.org/my/conference?conf=30manye 

PROGRAM (PRESENTATIONS, ABSTRACTS) 

The congress aims to discuss the latest research findings in applied linguistics. We welcome  papers relevant to the topics of the congress: “Language Use and Language Teaching in the Age  of Artificial Intelligence” from all fields of applied linguistics. We welcome applications from  those wishing to participate in the congress from all fields of applied linguistics, with  presentations, posters, or workshops in Hungarian or English related to the theme of the  congress. 

The planned topics of the congress: 

  • Hungarian as a mother tongue,
  • Hungarian as a foreign language, 
  • Applied onomastics, 
  • Mother tongue pedagogy, speech  research, 
  • Discourse analysis, 
  • Finno-Ugric studies, 
  • Translation studies, 
  • Intercultural communication,
  • Bilingualism and multilingualism,
  • Minority languages, linguistic  minorities, 
  • Communication, 
  • Contrastive linguistics, 
  • Lexicology and lexicography,
  • Language pedagogy, 
  • Language policy, language planning,  linguistic rights, 
  • Pragmatics, 
  • Psycholinguistics, 
  • Specialized languages, 
  • Computational linguistics and  language technology, 
  • Sociolinguistics, 
  • Text linguistics, 
  • Terminology and terminography.

At the congress, plenary lectures will be presented, and participants will also have the  opportunity to hear the most recent recipient of the Brassai Sámuel Award. 

Plenary speakers:  

Prof. dr. Judit Bóna, full professor 

Eötvös Loránd University, Faculty of Humanities, Department of Applied Linguistics and  Phonetics 

Prof. dr. Csaba Pléh, professor emeritus 

Central European University, Department of Cognitive Science 

Prof. dr. Gábor Prószéky, Director-General 

HUN-REN Hungarian Research Centre for Linguistics 

Brassai presentation: Dr. habil. Orsolya Nádor, associate professor 

Károli Gáspár University of the Reformed Church in Hungary, Faculty of Humanities, Department  of Hungarian Linguistics 

Abstract submission: 

- Abstracts can be submitted for section presentations or poster presentations. Section  presentations will be in 20-minute slots (15-minute presentation + 5-minute discussion).  

  • The length of the abstract should be a minimum of 200 and a maximum of 250 words.  (This does not include the list of cited literature.) 
  • The abstract should include: the theoretical background, objectives, methods of the  research, and a summary of the expected or obtained results. 
  • At the end of the abstract, five keywords should be listed. 
  • The abstract should include 2-5 references. Their bibliographic data should be listed in  the “References” section following the abstract. 
  • Images, tables, and quotes should not be included in the abstract. 
  • The formal requirements for references in the abstract are the same as the formal  requirements of the HAALLT Congress Publications series  (https://manye.hu/kongresszusi-kiadvanyok/). 

- Abstracts can be uploaded via https://easychair.org/my/conference?conf=30manye between  December 6, 2024, and February 28, 2025. Applicants will be notified about the acceptance of  their abstracts by March 17, 2025. The program committee reserves the right to decide on  allocating abstracts into section presentations.

REGISTRATION FEES AND DEADLINES 

HAALLT members  

The membership fee is 5000 HUF/year. The membership form can be downloaded from the  following website: https://manye.hu/szervezet/tagsagi-informaciok/ 

HAALLT membership entitles members to a discounted participation fee at the congress. The membership fee must be paid to the central account of HAALLT by February 15 of each  calendar year. 

PAYMENT OF THE PARTICIPATION FEE 

Registration fees should be paid by bank transfer. 

IMPORTANT! The congress bank account number is not the same as the HAALLT bank account  number. 

Congress Bank Account Details: 

  • Bank: ZAGREBAČKA BANKA d.d. Zagreb 
  • Congress Bank Account Number (IBAN): HR8423600001102484368, SWIFT Code:  ZABAHR2X 
  • Payment Instructions: When making the transfer, please indicate the participant's  name in the “Payment Reference” field. 

Cancellation: For cancellations made before March 14, 2025, 50% of the paid amount will be  refunded. For cancellations after this date, unfortunately, no refund can be provided. 

Invoice Request: Please indicate your invoice request during registration. If you require an  invoice before payment, please request a proforma (advance) invoice by emailing  manye.eszek2025@gmail.com. 

PARTICIPATION FEE 

HAALLT and AILA  members1 

PhD Students,  University students with HAALLT 

membership 

Non-members 

Early Until  

March 14,  

2025 

Regular Until  

March 21,  

2025 

75 EUR 55 EUR 87 EUR 85 EUR 75 EUR 97 EUR  

1 The discount is available to HAALLT members who pay their membership fee for 2025. Entry options and  membership fee payment: see the HAALLT website: https://manye.hu/szervezet/tagsagi-informaciok/.

University BA and MA students can participate in the conference for free. 

The registration fee includes the following: 

  • opportunity to present and participate in the congress, 
  • congress package and reception (first evening), 
  • coffee, refreshments, and pastries (during coffee breaks), 
  • publication of the written version of the presented lecture in the congress proceedings  (subject to positive review), 
  • an electronic version of the congress proceedings, including plenary, poster, workshop,  and section presentations. 

Information about the congress proceedings: 

The lectures given at the congress will be published in the book series “A MANYE Kongresszusok  Előadásai” (“HAALLT Congress Publications”) in the online system of the Akadémiai Kiadó  (https://mersz.hu/a-manye-kongresszusok-eloadasai) in the year following the congress. The  series has an ISSN number, and the volumes are assigned a DOI identifier.  

The written version of the presentations given at the congress must be prepared and submitted  in accordance with the editorial guidelines. The submitted papers will be reviewed, and only  those papers that meet the formal and content requirements and are supported by the reviewers  will be included in the editorial process and may appear in the volume of papers. Information and  editorial guidelines: https://manye.hu/kongresszusi-kiadvanyok/ 

Osijek, January 21, 2025 

Prof. dr. Gábor Prószéky 

President of HAALLT, 

HUN-REN Hungarian Research Centre for Linguistics 

Prof. dr. Ágota Fóris 

Chair of Program Committee, 

Vice-President of HAALLT,  

Károli Gáspár University of the Reformed  Church in Hungary 

izv. prof. dr. sc. Anna Lehocki-Samardzic Chair of Organizing Committee, J. J. Strossmayer University

in AILA National Events / Events / Past Events

RECAL – Research & Educational Cultures in Applied Linguistics

Convenors:

  • Paola GAMBOA, Sorbonne Nouvelle, France, AFLA
  • Claire KRAMSCH, USA, AAAL

Scope:

The scope of this AILA Research Network RECAL - Research & Educational Cultures in Applied Linguistics, is to examine the cultural, political, epistemological and methodological diversity of applied linguistics research in various countries; as well as the diversity of institutional conditions in which the research is conducted. 

Adopting an interdisciplinary approach (applied linguistics, educational sciences, sociology), research in this ReN focuses on:

  1. Scientific culture. In order to know, how theories from Global North and Global South countries have been received, interpreted and put into practice in different countries with different intellectual, scientific and educational traditions.
  2. Educational culture. Education systems, history and heritage. Coloniality and decolonial perspectives.
  3. Editorial culture. To determine the opportunities and constraints of publishing in English. In particular, how to publish in English without losing the conceptual, epistemological and pedagogical specificity of a research often conceived in a language different from English.
  4. Didactic and pedagogical cultures. To find out, what are the socio-political bases, realities and constraints in language teaching and learning (bilingualism / multilingualism / plurilingualism) in different education systems.
  5. Pre-service and In-service teacher’s development. To understand the difficulties researchers and teachers have to face in order to adapt diversity policies into inclusive practices, but also to what extent they have been trained to reflect on identifying problems of diversity and inclusion.

This REN wants to feature both research and educational projects showing the challenges to overcome in: 

  • analyzing, understanding and questioning the colonial heritage, the systemic coloniality and the decolonial needs.
  • adopting transnational (such UNESCO) and national (specific to a country) policies and guidelines to implement diversity and inclusion.
  • promoting language value (equality and equity), maintenance or revitalization. 
  • implementing appropriate working conditions for researchers and teachers in order to meet the learners’ needs.

 

This REN welcomes projects describing the challenges mentioned above, but also the designing of educational solutions representative of social challenges, connecting classrooms with life experiences and recognizing the experiences and abilities of every student, in particular, those historically marginalized.

Keywords

Epistemological, research and educational cultures | Diversity & Inclusion | Teacher’s development, practices and social impact | Critical intercultural dimensions | Decolonial perspectives | Education policies.

If your research and teaching interests meet those of our network, do not hesitate to contact us in order to join us.

 

Highlight of 3 scientific ReN works during the previous period:

  • 2021: INVITED SYMPOSIUM - AILA INTERNATIONAL CONGRESS 2022

Groningen. Netherlands, August, 2021. The dynamics of language, communication and culture in applied linguistic research in Latin America. Participants: English researchers and teachers in various Latin American countries. Objectif: To respond to changes due to globalization: inequalities and social justice; epistemological and ideological sequels of colonialism; deconstruction and postmodern theories concerning the language-identity-culture relationship; and the didactic foundations of language teaching. Coordinators: Claire KRAMSCH, Harold CASTAÑEDA PENA & Paola GAMBOA.

REN RECAL EDITED VOLUME

As organizers of the 2021 ReCAL symposium Claire KRAMSCH (Emerita Professor at Berkeley University), Harold CASTEÑEDA (PhD Professor at Universidad Distritital Francisco José de Caldas) and Paola GAMBOA (PhD Lecturer at Sorbonne Nouvelle University) have decided to coordinate a volume on the decolonization of research in applied linguistics in Latin America. In this volume, researchers from Colombia, Argentina, Brazil and the United States of America, were invited to report on their work, adopting as much as possible a reflexive stance, but also to offer a critical analysis of their efforts to decolonize their research projects. In particular, they would analyze, using Spanish or Portuguese and English, their own locus of enunciation / lugar de enunciación / lugar de fala.

Castañeda-Peña, H., Gamboa, P., & Kramsch, C. (Eds.). (2023). Decolonizing Applied Linguistics Research in Latin America: Moving to a Multilingual Mindset (1st ed.). Routledge. https://doi.org/10.4324/9781003326748 

  • 2024: CONPLA MULTILINGUAL SYMPOSIUM MARCH 2024

In the frame of the 5th Congreso Paraguayo de Lingüística Aplicada (CONPLA) preparation, Claire KRAMSCH, Kyria FINARDI and Paola GAMBOA were invited to held a conference on the edited volume Decolonizing Applied Linguistics Research in Latin America: Moving to a Multilingual Mindset. The invitation was made by Professor Valentina CANESE. Directora del Instituto Superior de Lenguas. Universidad Nacional de Asunción.

AILA INTERNATIONAL CONGRESS AUGUST 2024

Kuala Lumpur. Malaysia, August, 2024. Hybrid symposium. Diversity and inclusion: from transnational and national policies to classroom realities, constraints and implementations. Objectif: To understand what is meant by diversity and inclusion (clearly identified typologies and the adoption of anticipatory and accurate responses). Coordinators: Claire KRAMSCH & Paola GAMBOA.

 

Some members: 

  • Maure AGUIRRE ORTEGA. Universidad de Antioquia. Colombia
  • Paula Tatianne CARRERA SZUNDY. Universidade Federal do Rio de Janeiro. Brazil
  • Harold CASTAÑEDA PEÑA. Universidad Distrital Francisco José de Caldas Colombia
  • Erica COACHMAN. Universidade Federal do Rio de Janeiro. Brazil
  • Fotini DIAMANTIDAKI. University College London. United Kingdom
  • Haley DE KORNE. University of Oslo. Norway
  • Carina FERNANDEZ. Universidad Nacional del Comahue. Argentina
  • Jorge FROZZINI. Université de Québec à Chicoutimi. Canada
  • Carmen Helena GUERRERO NIETO. Universidad Distrital Francisco José de Caldas. Colombia
  • Irene HEIDT. Universität Potsdam. Germany
  • Lane IGOUDIN. Los Angeles City College. United States of America
  • Tiechneg LI. Chinese University of Hong Kong. Hong Kong
  • Mario LÓPEZ GOPAR. Universidad Autónoma Benito Juárez de Oaxaca. Mexico
  • Yecid ORTEGA. Queen's University Belfast. United Kingdom
  • Janeth ORTIZ. Universidad de Antioquia. Colombia
  • Beatriz PEÑA DIX. Universidad de los Andes. Colombia
  • Nara TAKAKI. Universidade Federal de Mato Grosso do Sul. Brazil
  • Gabriela TAVELA. Universidad Nacional del Comahue. Argentina
  • Rogerio TILIO. Universidade Federal do Rio de Janeiro. Brazil
  • Diego UBAQUE CASALLAS. Universidad Distrital Francisco José de Caldas. Colombia
in Past Events / ReN: English as a Medium of Education

Newsletter December

What's on in Applied Linguistics ...
AILA logo - with text

Newsletter

December 2024
Welcome to the December 2024 AILA Newsletter. Considering the current global scenario of enduring wars and crises, I would like to finish this year with a message of hope and an invitation to think together about ways in which we, applied linguists, can make a difference for a better world.
As part of its strategic collaborations, AILA has a longstanding relationship with UNESCO having endorsed its Sustainable Development Agenda https://aila.info/about/endorsements/policies-guidelines/un-2030-sustainable-development/. Moreover, we share an interest in the role of languages and intercultural competence for a more peaceful world. So as to stay tuned with the latest news by UNESCO, in this issue we share some highlights from the UNESCO Chair on Intercultural Competences newsletter published recently by Dr. Darla K. Deardorff, UNESCO Chairholder. For those who would like to read the news in full or subscribe to its quarterly newsletter, please write to: unesco-icc@sun.ac.za

Highlights UNESCO Chair Intercultural Competences Newsletter

The newsletter highlights the UN Summit of the Future, emphasizing peacebuilding through intercultural dialogue, human rights, governance reform, and the role of multilingualism in global cooperation. The role of applied linguists is vital in fostering inclusivity, language accessibility, and ethical use of technology.

Read More

AILA Research Networks (ReNs)

AILA Research Networks (ReNs) https://aila.info/research/list-of-rens/ aim to tackle important matters and advance research on specific topics of applied linguistics through the collaborative effort of scholars working on innovative research perspectives. ReNs also synthesize knowledge, examine the state of art, stimulate collaborations and identify promising directions in research areas of worldwide significance for applied linguistics.
Currently AILA has 22 ReNs that tackle important issues for the aforementioned UN agenda and that include, but are not limited to: the role of English and other languages in education and implications for multilingualism, the importance of multilingual education, Equity, Diversity, Inclusion, Language Policy and Planning, open scholarship, migration, content and language integrated learning, academic publishing, inclusive education, English as a lingua Franca and Virtual Exchange, to name but a few.
With an eye to further develop intra and inter-regional collaborations through AILA, we take this opportunity to share a report of submissions to AILA Research Networks for the period of 2024-2027. AILA Research Networks (ReNs) promote research and its dissemination in all academic areas of Applied Linguistics with a particular focus on areas that have the potential for new cross-disciplinary research. Typically, ReNs involve at least five members from at least three countries. Results of the application for ReNs will be out in January and a report can be seen here

Highlights Events and Call for Papers

BAAL

The 58th annual British Association for Applied Linguistics conference will be hosted by the University of Glasgow, between 4th and 6th September 2025. The conference theme is "Applied linguistics in the face of global challenges and local needs". Please look out for an official call for papers in January, with a deadline for proposals on 31 March. The conference team can be contacted on baal2025@glasgow.ac.uk.

LSPIC

The Linguistic Society of the Philippines has recently announced the Call for Papers for their upcoming international conference to be held on April 24-26, 2025.
Details can be found here: https://www.lsphil.net/post/536b624c

AESLA

The Spanish Association of Applied Linguistics (AESLA) and the Organizing Committee of this edition of the Association’s annual conference are pleased to invite you to the 42nd International Conference of the Spanish Association of Applied Linguistics (AESLA), organized by the Department of Spanish, Modern, and Classical Philology (English Philology), which will take place from April 2 to 4, 2025, at the University of the Balearic Islands (UIB, Palma, Mallorca) on the UIB Campus (Spain).
The two cornerstones of this conference will be language acquisition and teaching and intercultural and multilingual communication in the digital age.
Each participant may submit a maximum of two proposals, in Spanish, English, or Catalan, from October 31, 2024, until the submission deadline of proposals on December 20, 2024 through the conference website platform (https://evaluaciones.aesla.org.es/). For more detailed information about the organization of AESLA 2025, visit https://aesla.uib.eu or contact aesla2025@uib.es

TAML2

Next edition of the Tense, Aspect and Modality in L2 (TAML2) conference, which we'll be hosting at the Complutense University of Madrid between November 27 - 28, 2025. Deadline for abstract submission: 19 January, 2025, by email to taml2ucm@gmail.com or visit their Website: https://eventos.ucm.es/122980/detail/tense-aspect-and-modality-in-l2-taml2.html

CELEA

The 2025 Annual Conference of the China English Language Education Association (CELEA) will be held in Chongqing on October 17-19, 2025. For a report of the 2024 event and other activities by CELEA in 2024, click here

ICLHE

The Organizing Committee of the International Conference on Language and Higher Education - ICLHE - invites you to their 8th edition, the ICLHE 2025 Conference themed "EMInclusion: Integrating Language and Content for Egalitarian Higher Education" that will take place from September 24 to 27, 2025, at the Federal University of Health Sciences of Porto Alegre (UFCSPA), in Porto Alegre, Brazil. The conference focuses on the complexities of English-Medium Instruction (EMI) and Other Languages as a Medium of Instruction (OLMI), promoting dialogue on fostering inclusivity and linguistic diversity in higher education. Participants are invited to submit proposals in one of seven tracks, exploring themes such as linguistic inclusion, identity, language policies, and the role of languages in higher education. Contributions may take the form of papers, experience reports, posters, workshops, or colloquia. Submissions will be accepted from December 10th, 2024, to January 19, 2025, via https://www.even3.com.br/8thiclhe/ For detailed information about the conference, visit ICLHE 2025 or contact the Organizing Committee at iclhe2025@ufcspa.edu.br or on Instagram @iclhe2025conference.

Local Voices, Global Impact: Examining the role of English in Multilingual and Multicultural Contexts of the Global South

This edited volume, "Local Voices, Global Impact," invites researchers from the Global South to explore the role of English in multilingual and multicultural education. It aims to decolonize educational practices by centering local knowledge and experiences while navigating the rise of English Medium Instruction (EMI) in higher education. The book welcomes diverse perspectives on theoretical frameworks, practical approaches, and policy analyses that address themes like decolonization, multilingualism, and equity in education.

Submissions are due by January 15th, 2025.

Further details click here

Obituary

GAL / AILA

Prof. Dr. Wolfgang Kühlwein
April 20, 1940 - September 23, 2024

Forthcoming Affiliates’ Conferences and Other Events

--
Dec 14-15, 2024 Linguapax Asia 2024 Hiroshima, Japan
Dec 17-19, 2024 14th International and Interdisciplinary Conference on Applied Linguistics and Professional Practice (ALAPP) Kowloon, Hong Kong
Jan 31, 2025 ANELA 2025 | Conference Jan 31 | Utrecht Utrecht, Netherlands
Feb 19-21, 2025 The 25th International Congress of the Italian Association of Applied Linguistics (AItLA 2025) Macerata, Italy
Mar 20-21, 2025 Conference Academia on Screen: The World of Higher Education in Film and TV Series Across Cultures Passau, Germany
Mar 22-25, 2025 AAAL 2025 Conference Denver, USA
Jun 9-13, 2025 The 15th International Symposium on Bilingualism (ISB15) Donostia-San Sebastián, Spain
Jun 19-20, 2025 Advances in Teaching Foreign Languages to Young Learners (ATFLY) 2025 Online
Jun 19-20, 2025 CILIDI 3th International Conference on Digital Linguistics | June 26 and 27 | Valencia Valencia, Spain
Jul 2-4, 2025 AFLA 2025 Conference - The Natural and the Artificial in Applied Linguistics Nancy, France
Jul 14-18, 2025 14º Brazilian Conference Of Applied Linguistics Aracaju, Brazil

Holiday Greetings

Inspired by the words of the UNESCO Intercultural Chair and thinking about the wishes we had for 2025, the AILA Secretary General, Glenda El Gamal, created a message written in the languages spoken by our affiliates

Stay Tuned

 

To receive the AILA newsletter, register at https://aila.info/members/welcome/newsletter/ and please share it widely, keeping us up to date about relevant actions and events to be announced in the upcoming issues. We plan to publish newsletters in March, June, September and December every year and invite all affiliates to send us updates and news to include in them. To keep us up to date with news from your affiliate, please write to president@aila.info and to update us on your affiliate contacts please write to secretariat@aila.info
 

Wishing you all a joyous holiday season and a peaceful 2025, we bid farewell with an image created with the languages of our affiliates, expressing our hope that these languages can contribute to the peace we all aspire to in the world.
Best wishes,
Kyria
Professor Kyria Finardi
President, AILA International Association of Applied Linguistics

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in Newsletter / Past Events