défis méthodologiques, enjeux sociétaux et perspectives d’intervention
June 24-26, 2019
Ecole Normale Supérieure de Lyon, France
[ENGLISH BELOW]
Chères toutes et chers tous,
Veuillez trouver ci-joint l'appel à communications pour le colloque international de l'AFLA 2019 qui se tiendra du 24 au 26 juin 2019 à l'Ecole Normale Supérieure de Lyon : PRELA 2019 "Professionnel·le·s et Recherche en Linguistique Appliquée : défis méthodologiques, enjeux sociétaux et perspectives d’intervention".
Dans la continuité des deux précédents colloques de l’Association Française de Linguistique Appliquée : CRELA 2013 & TRELA 2015 , le colloque PRELA 2019 - Professionnel·le·s et REcherche en Linguistique Appliquée a pour but de questionner les défis méthodologiques, les enjeux sociétaux et les perspectives d’intervention du domaine. Le colloque permettra d’aborder une diversité de situations et d’interrogations. Les études de linguistiques appliquées peuvent-elles participer à une éducation plus inclusive face à la diversité des apprenant·e·s ? Qu’apporte la linguistique appliquée à la compréhension des interactions médiées par les technologies ? Pourquoi faire intervenir des chercheur·e·s en linguistique appliquée pour améliorer l’ergonomie et la communication au travail (milieu hospitalier, aviation, gendarmerie criminelle, etc.) ?
Date limite de soumission : vendredi 7 décembre 2018.
Retrouvez l'ensemble des informations concernant la procédure de soumission sur : https://prela2019.sciencesconf.org/
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CALL FOR PAPERS
Following on from AFLA’s (the French Association of Applied Linguistics) two previous conferences: CRELA 2013 (Research Cultures in Applied Linguistics) & TRELA (Research fields in Applied Linguistics), the PRELA conference (Professionals and Research in Applied Linguistics) aims to question the methodological challenges, social implications and perspectives for action in the field of Applied Linguistics. The conference will address a variety of situations and questions, such as: Can studies in applied linguistics contribute to more inclusive education to better respond to the diversity of learners? What can applied linguistics bring to the understanding of technology mediated interactions? How can research in applied linguistics contribute to improving ergonomics and communication in the workplace (in hospital, aviation, police settings, etc.)?
Deadline: Friday 7 December 2018.
More information is available on our website and paper proposals should be sent via https://prela2019.sciencesconf.org/
Isabel Colón de Carvajal Nathalie Blanc Grégory Miras
Pour le comité d'organisation / For the steering committee
The Ibero-American Association of Applied Linguistics (AIALA, by its abbreviations in both Spanish– Asociación Iberoamericana de Lingüística Aplicada – and Portuguese: Associação Ibero-Americana de Linguística Aplicada) was created in 2020 to better reflect the global linguistic diversity within the International Association of Applied Linguists (AILA). Recent sociopolitical events have demonstrated the critical importance for regional/global collaboration and multilingual perspectives in all areas of science, including applied linguistics, and making sure that this science is available and accessible to all. In creating AIALA, we have reconceptualized AILA “regional” membership beyond physical residence/ geographical location, focusing instead on linguistic bonds to promote regional languages such as Spanish, Portuguese, and affiliated minoritized language(s) spoken and researched by applied linguists worldwide. Currently, AIALA is a collaboration between AAAL (United States), AMLA (Mexico), ALAB (Brazil), and AESLA (Spain), with additional opportunity for membership by AILA members-at-large where there are no national affiliates (yet). Thus, members of AAAL, AMLA, ALAB, and AESLA are automatically members of AIALA.
After initial presentations introducing AIALA at AAAL 2021, ALAB 2021, and the 2021 AILA World Congress, this upcoming year will be focused on engaging directly with applied linguists who speak and/or research the affiliated languages. Additionally, we are in active recruitment of facilitating the formation of AILA affiliates where the languages celebrated by AIALA are present, including Chile, Paraguay, Colombia, and Argentina as well as with applied linguists in Peru, Portugal, and outside the geographical boundaries of Ibero-America in Goa, India, Malaysia, Mozambique, and Angola.
AIALA will be present at all the national meetings of the AIALA founding members (AAAL, AESLA, AMLA, and ALAB) and our organizing questions for these meetings will include: (1) How do we provide more visibility to the existing and ongoing research of the AIALA membership, especially the research produced in minoritized languages or that of colleagues of historically underrepresented and marginalized and/or racialized backgrounds?; (2) How do we facilitate connections between AIALA researchers across the globe to learn from and work with each other?; (3) How do we conduct collaborative research that has impact beyond academia?; and (4) How do we do this taking particular care to ensure that all of AIALA’s actions demonstrate our commitment to DEIA (diversity, equity, inclusion, and access)? Before our in-person meetings in 2022, the founding national members will determine the organizing governance of AIALA.
We invite you to join the conversation at https://aila.info/about/regionalization/aila-ibero-america/ or by emailing one of the co-organizers.
Very best,
Kyria y Laura
Laura Gurzynski-Weiss, Indiana University, Estados Unidos () &
Kyria Finardi, Universidad Federal de Espírito Santo, Brasil ()
The rapid advancement of digital technologies and artificial intelligence (AI) has opened up new horizons in language pedagogy and is significantly impacting language teaching and learning. Technologies such as AI-powered language tutors, adaptive learning platforms, Natural Language Processing (NLP) applications, extended reality (XR) technologies, and gamified learning systems illustrate the transformative potential of these innovations and, at the same time, present challenges that warrant thorough examination and critical discussion.
The proposed Research Network (ReN) aims to establish a collaborative platform for exploring the cognitive, ethical, and pedagogical effects of integrating digital technologies in language education. The network recognises the interdisciplinary nature of this field and has as its central goal the discussion on theories and methodologies for understanding and addressing the challenges posed by these technologies, while maximizing their potential benefits for language learning.
Key areas of focus for the ReN are: Extended Reality (XR) technologies (MR/VR/AR) and Artificial Intelligent (AI). Research on XR technologies will look into how these extend the boundaries of traditional learning by blending physical and virtual elements, offering new ways for learners to interact with content, instructors, and peers. Research on AI will explore its pedagogical applications, potential, and challenges. For example, AI-driven applications such as intelligent writing assistants, real-time language tutors, and conversational agents powered by (NLP) can be investigated for their ability to enhance language learning outcomes. Further, gamification strategies, another priority, will be explored for their potential to increase learner motivation and engagement through interactive and adaptive challenges.
Beyond technological innovation, the ReN will prioritise the ethical considerations surrounding the use of AI in education. This includes addressing concerns about data privacy, biases in AI systems, and the potential implications of AI-assisted learning on creativity, autonomy, language production and societal communication norms. By fostering a global exchange of ideas and best practices, the ReN seeks to shape the future of language education, ensuring that digital technologies are employed responsibly and inclusively.
In sum, the ReN envisions a comprehensive approach to understanding and leveraging digital innovations in language learning, thereby contributing to the development of effective, equitable, and ethical language education practices.
Highlight of 3 scientific works by ReN members:
Alizadeh, M. & Cowie, N. (2024). Investigating the impact of online learning platforms on student engagement and learning outcomes: Comparing Zoom with VR. doi: 10.14742/apubs.2024.1180 https://publications.ascilite.org/index.php/APUB/article/view/1180
A. Ciupe et al. (Nocchi, S.), (2023) "From Speaking Skills to Virtual Mobilities: Challenges of VR Technologies in Communication from the European University of Technology," in 2023 IEEE Global Engineering Education Conference (EDUCON), Kuwait, Kuwait, pp. 1-4, doi: 10.1109/EDUCON54358.2023.10125174.
Birt, J. et al. (Alizadeh, M.) (2024) (Re)defining Mobile Learning in the Post COVID-19 and GenAI Era. doi: 10.14742/apubs.2024.1336 http://publications.ascilite.org/index.php/APUB/article/view/1336/1519
Some members:
Marlies WHITEHOUSE, Zurich University of Applied Sciences, Switze
Susanna NOCCHI, Technological University Dublin, Dublin, Ireland
Glenda EL GAMAL, Khalifa University of Science and Technology, Abu Dhabi, UAE
Mehrasa ALIZADEH, Otemon Gakuin University, Osaka, Japan
Christina GITSAKI, Zayed University, United Arab Emirates
Matthew ANDREW, Khalifa University, Abu Dhabi, UAE
Outi VEIVO, University of Turku, Finland
Maria Cristina GATTI, Università di Bolzano, Italy
International Inter-association (History of Language Teaching) Conference University of the Algarve, Faro, Portugal, 28-30 June 2023
Language teachers, methodologies and teacher training in historical perspective
This international conference will be held under the auspices of a network linking the following partner associations in the field of History of Language Teaching …
APHELLE (Portuguese Association for the History of Teaching Foreign Languages and Literatures)
CIRSIL (Italian Inter-university Research Network for the History of Language Education)
The Henry Sweet Society for the History of Linguistics Ideas
SEHL (Spanish Society for Linguistic Historiography)
SIHFLES (International Society for the History of French as a Foreign or Second Language)
… with the support of:
APEF (Portuguese Association of French Studies)
APROLINGUAS (Portuguese Association of Teachers of Foreign Languages in Higher Education)
net (AILA Research Network on History of Language Learning and Teaching).
This network held its first joint conference in 2008 at the University of Granada and this conference will be the second to be held at the University of the Algarve, following on from the one in 2016.
Today, at a time when, in some countries (including in Portugal), schools and universities are dealing with the issue of an ageing teaching force approaching retirement, questions of recruitment, status and profile of language teachers have become urgent. This conference aims to highlight the legacy of the past in this area and to shed new light, from historical, historicising and comparative perspectives, on the practices of those who have been responsible for teaching second/foreign languages and doing teacher training in this area. The conference will extend knowledge of pedagogical practices associated with actors (language tutors, teachers etc.) who have received different kinds of training and who have had different kinds of achievement in the course of their careers. Investigating the status and profile of these educational actors will also involve taking into account different forms of teacher training and other kinds of pedagogical support, as well as mechanisms/processes for disseminating educational innovations, reforms and policies (including via specialist journals, official regulatory texts and institutional guidelines). In this connection, it might be of value to shed light on intercultural aspects whereby teachers cross borders and adapt pedagogical methods and tools from ‘elsewhere’. Equally, it could be revealing to explore links between theories and pedagogies in re-examining the role of institutions and methodologies in the training of language teachers.
In line with these emphases, we particularly encourage submission of proposals for papers and thematic panels in the following areas:
Language teacher profiles and teaching / teacher training methodologies
Who have the language teachers been, and what was their biographical background and national and/or international educational and teaching experience?
Who were the teachers/methodologists who have written textbooks or other teaching materials? How were these teaching tools developed, imported and/or circulated?
Who have the teacher trainers for second/foreign languages been and what was their expected profile?
Language teacher training institutions
What language teaching/learning institutions have hosted trainee teachers?
What were the training programmes and models in these institutions?
What place should the reports of the directors of institutions and the accounts of teachers have in the history of second/foreign language teaching/learning? How important are such sources?
Legislation, training models and adaptation to reforms
How have legislation and ministerial guidelines incorporated models of language teacher education in different countries and what external influences are experienced (import and circulation of models and profiles, etc.)?
How have educational reforms and pedagogical innovations in the service of training taken shape through the original creation and/or adaptation of teaching tools?
How have mechanisms/processes for disseminating educational ideas to teachers (e.g. print media and journals, training courses abroad) contributed to innovation in educational policies?
Conference Chair: Prof. Ana Clara Santos (University of the Algarve)
Submission of proposals or thematic panels: Deadline for submission of abstracts (200–300 words), plus references and biographical information: 25 February 2023 Response from scientific committee: 15 March 2023 Programme announced: 10 April 2023
Publication: Papers will be evaluated by the scientific committee and those receiving a favourable opinion from two blind reviewers will be published in an indexed journal or a book.
Languages of communication and publication: English, French, Spanish, Portuguese
Email address for proposals and queries:
Registration fee: Members of partner associations: 60 Euros Doctoral students: 30 Euros
The founders of the research network EMEVEDI https://aila.info/research/list-of-rens/english-as-a-medium-of-education-multilingualism-and-the-sdgs-equity-diversity-and-inclusion/ organized a themed issue to explore approaches to equity, diversity and inclusion (EDI) in applied linguistics focusing in particular on unequal relations of power manifested in language ideologies and practices in diverse educational and social contexts. The papers in the 38(2) special issue discuss the hegemony of English and Eurocentric norms from a decolonial perspective, providing examples of inclusive language education. The role of researchers, applied linguists and language educators in promoting a more critically informed, plural, and culturally rich environment for knowledge production and language teaching, learning and use is also discussed. In this issue the authors explore how applied linguistics can foster the development of EDI in multilingual approaches and contexts identifying, interrogating and/or interrupting the legacy of coloniality in language practices and views. The special issue titled Decolonial approaches to Equity, Diversity and Inclusion in Applied Linguistics – addressing local and global EDI challenges is guest edited by professors Kyria Finardi, Marina Orsini-Jones and Azirah Hashim.
Equity, Diversity and Inclusion in Academic Production and Dissemination in Languages other than English: Possibility or Wishful Thinking?
Cláudio França & Kyria Finardi
Individual differences in English-Medium Education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates
Jennifer Ament & Mengjia Zhang
Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion
Preeti Suri & Marina Orsini-Jones
Language Teacher Education in Brazil and the place of Equity, Diversity and Inclusion
What makes Applied Linguistics matter nowadays? How much do AILA officers earn? And who selects the venues for the AILA World Congresses? Concise answers to questions that AILA representatives have been asked regularly can be found in the new Q&A on the AILA website.
Presidents' Forum of the Global Alliance of Foreign Studies Universities held in Hangzhou
Themed "Future Solutions, AI Empowerment, Integrated Development", the Fifth Presidents' Forum of the Global Alliance of Foreign Studies Universities (GAFSU), hosted by Beijing Foreign Studies University (BFSU) and organized by Zhejiang International Studies University, was held in Hangzhou on Oct 24.
The forum was attended by leaders from 24 member institutions of the alliance, and over 170 global experts and scholars from more than 60 universities and institutions.
The Fifth Presidents' Forum of the GAFSU is held in Hangzhou. [Photo/bfsu.edu.cn]
During the forum, Liu Limin, president of the China Education Association for International Exchange, vice president of the Western Returned Scholars Association, and China's former vice minister of education, highlighted the importance of strengthening the collaboration between foreign language universities and research institutions. Liu emphasized leveraging the "intelligence" and "inclusive" advantages of digital technology to promote the deep integration of cutting-edge technology and foreign language education.
Liu Limin delivers a speech during the forum. [Photo/bfsu.edu.cn]
In his address, Jia Wenjian, chairman of the GAFSU, BFSU's president and deputy secretary of the CPC BFSU Committee, offered future-oriented suggestions: deepen the integration of digital intelligence in language education; enhance the interdisciplinary integration of academic disciplines and specialties; and strengthen the resource integration in the development of the alliance.
Jia Wenjian offers future-oriented suggestions for the development of the GAFSU. [Photo/bfsu.edu.cn]
Zhang Huanzhou, board member of the GAFSU and president of Zhejiang International Studies University, noted that the forum has created a platform for an exchange matrix within the intercultural education community for members of the alliance.
Zhang Huanzhou highlights the importance of the forum. [Photo/bfsu.edu.cn]
The forum released the "Initiative for Collaborative Advancement of Innovation in Language Education and Research in the Digital Intelligence Era," calling on member universities to jointly plan new approaches for digitally empowered education and teaching, explore new global pathways for language education, create new global hubs for knowledge innovation, and build a new ecosystem with diverse stakeholder participation.
The GAFSU was initiated in 2015 by BFSU and is currently composed of 39 universities from 20 countries, all distinguished in foreign language teaching and area studies.
in AILA International Events / Events / Past Events
Beijing Foreign Studies University held a Series of Talent Exchange Activities for the 23rd Conference on International Exchange of Professionals
The 23rd Conference on International Exchange of Professionals was held at the Shanghai World Expo Center from October 21st to 22nd. During the conference, Beijing Foreign Studies University held two talent exchange activities with the themes of " Interdisciplinarity and Innovation in Country and Area Studies " and "Artificial Intelligence and International Education". Jia Wenjian, president of Beijing Foreign Studies University, and Zhao Gang, vice president, attended the event.
Interdisciplinarity and Innovation in Country and Area Studies attracts Global Scholars to discuss the Development Path of the Discipline
The talent exchange event on " Interdisciplinarity and Innovation in Country and Area Studies" is hosted by the Country and Area Studies Academy. The event brought together over 50 experts and scholars from UNESCO, the Australian Academy of Humanities, and dozens of top universities and research institutions around the world. The opening ceremony was presided over by Zhao Gang.
The Unveiling of International Collaborative Platform for Cross-Disciplinary and Innovative Country and Area Studies was held at the event. Jia Wenjian, Irina Bokova, the former Director-General of UNESCO, Marakkale Manage Pathmalal, the president of the University of Sri Jayewardenepura, and Barnabas Nawangwe, the president of Makerere University in Uganda, delivered speeches and jointly unveiled the plaque for the "International Collaborative Platform for Cross-Disciplinary and Innovative Country and Area Studies" of Beijing Foreign Studies University. They stated that against the backdrop of profound changes in the current world order, deepening interdisciplinary and cross-cultural regional and country studies holds irreplaceable strategic value for promoting global governance and enhancing mutual learning among civilizations.
The event focused on in-depth discussions on the theoretical frontiers and practical exploration of regional and country studies. David Carter, an academician of the Australian Academy of Humanities, expounded on the significant role of regional studies as a cross-disciplinary platform. Chih-Ping Chou, a retired professor from Princeton University, analyzed the development trends of global Chinese education. Professor Sheriff Ghali Ibrahim from the University of Abuja explored the academic connotations of China-Africa cooperation from a cross-disciplinary perspective. Professor Ren Xiao from the Institute of Regional and Global Governance, BFSU summarized the latest progress in China's regional and country studies. Scholars from countries such as Algeria, Germany, France, Argentina, and Ethiopia respectively shared their research findings on topics such as China-Africa relations, African language standardization, multilingual learning, and global public health, fully demonstrating the diverse and cross-disciplinary characteristics of regional and country studies. In the "At the Crossroads of Regional Studies" roundtable discussion, dozens of guests conducted a heated discussion on how to transcend traditional research paradigms and build a more equal and inclusive global knowledge system, providing insightful ideas for future disciplinary development.
Artificial Intelligence and International Education Jointly Explore a New Chapter in the Future of Education
The "Artificial Intelligence and International Education" talent exchange event was organized by the School of Education, the BFSU Artificial Intelligence and Human Language Lab, and the Institute of Online Education of Beijing Foreign Studies University. The event brought together over 50 high-level experts and scholars from nearly 30 countries and regions, as well as more than 10 heads of overseas universities and research institutions. The opening ceremony of the event was presided over by Zhao Gang.
Meanwhile, a roadshow and exhibition of "Artificial Intelligence + Foreign Language Education Products and Periodicals" was held on the event. Li Zuowen, director of the BFSU Artificial Intelligence and Human Language Lab, and Tang Jinlan, dean of the Institute of Online Education, respectively introduced two academic journals, "Language and Intelligence" and "Journal of China Computer-Assisted Language Learning". Dr. Li Lingxiao from the Artificial Intelligence and Human Language Lab demonstrated the innovative applications of artificial intelligence in areas such as language learning, teaching evaluation, and course resource development, presenting the latest achievements and research progress in this field.
During the event, experts and scholars from all over the world delivered 18 specialized academic reports on the theme of "Artificial Intelligence and International Education". The research areas covered educational technology, artificial intelligence and language learning, language teaching, and other fields, fully demonstrating an international perspective of interdisciplinary cooperation. The keynote speeches on the first day were hosted by Li Zuowen, with key topics including LingTutor and inquiry-based learning, key issues of AI as high-quality educational resources, the definition of AI literacy and the application of AI in English teaching, and the challenges of generative AI and higher education. The keynote speeches on the second day were hosted by Tang Jinlan, mainly focusing on ethical guidelines for the application of AI in education, the future transformation of language education with AI, the challenges of AI in the cultivation of translation talents, the digital transformation of global education with AI, and the challenges of cooperation and collusion with generative AI.
The event featured two roundtable discussions, themed "Opportunities and Challenges in the Digital Transformation of International Education " and "Innovative Applications of Artificial Intelligence in Multilingual Teaching". These discussions were hosted by Professor Kong Lei from the Artificial Intelligence and Human Language Lab and Dr. Tu Xiliang from the Institute of Online Education. Experts and scholars from universities such as Hankuk University of Foreign Studies, Makerere University, Sofia University, Federal University of Espírito Santo, Universidad Bolivariana del Ecuador, University of Nairobi and Australian National University participated in the discussions. They engaged in lively exchanges on topics such as the path of digital education transformation and the practical application of AI technology in cross-cultural language teaching, providing valuable and diverse perspectives for the development of international education.
This event effectively promoted academic dialogue and knowledge sharing in the field of artificial intelligence and international education research through keynote speeches, roundtable discussions, and achievement displays. It provided an important platform for promoting the digital transformation of international education and facilitating interdisciplinary innovation research. This event not only showcased the latest research achievements in this field but also offered a valuable opportunity for global educators to learn from each other and develop together. The experts attending the event unanimously agreed that artificial intelligence technology is profoundly changing the global education ecosystem, and international cooperation and cross-cultural exchanges are crucial in this process.
The Conference on International Exchange of Professionals is the largest and most prestigious international talent platform in China. Based on this platform, Beijing Foreign Studies University has gathered top experts and scholars from around the world to hold a series of activities such as academic discussions, project signing, cooperation negotiations, and roadshow exhibitions, aiming to deepen international understanding, promote global dialogue, actively build a new pattern of international academic cooperation and talent exchange, and actively contribute the wisdom of Beijing Foreign Studies University to strengthening international cooperation and mutual learning among civilizations, as well as promoting the common development of global talents.
in AILA International Events / Events / Past Events
The 2025 Annual Conference of China English Language Education Association was held in Chongqing on October 17-19, 2025. It was hosted by Southwest University. The theme of the conference is English Teaching in the New Era: New Approaches for Intercultural Communication and Mutual Learning. Prof. Prof. Peter I. De Costa from Michigan State University, Prof. Cheng Xiaotang from Beijing Normal University, Prof. Yin Yungong from Chinese Academy of Social Sciences, Prof. Dong Hongchuan from Sichuan International Studies University and Prof. Wen Xu from Southwest University gave plenary speeches at the conference. During the conference, 17 symposia, 1 editor-in-chief forum were held and 15 groups of individual papers were presented. About 300 EFL scholars and teachers attended the conference on site and 32,000 people watched the plenary sessions on-line.
The next Conference of CELEA, the 11th International Conference on ELT in China will be held jointly with the 24th AsiaTEFL International Conference (AsiaTEFL 2026) in Xi’an city on May 28-31, 2026.
Prof. Sun Youzhong, the CELEA president and Prof. Gao Yang from Xi’an Jiaotong University attended the 23nd AsiaTEFL International Conference held in Hong Kong, China on July 10-13, 2025. Prof. Gao Yang spoke as the representative of the host organization of the next AsiaTEFL Conference.
Prof. Kyria Finardi had a meeting with the representatives of CELEA, Prof. Sun Youzhong, Prof. Jin Limin, Prof. Zhang Hong, Ms Duan Changcheng and Ms Hou Hui on October 28, 2025 to discuss possibilities of academic exchanges and a global talents nurturing program.
During her visit to Beijing, professor Kyria Finardi also met Prof. Xu Jiajin https://corpus.bfsu.edu.cn/info/1067/1988.htm from the National Research Centre for Foreign Language Education, BFSU. Professor Xu is also involved in a recently approved project focused on the role of AI in the geopolitics of knowledge production coordinated by Professor Kyria Finardi in Brazil. The project involves various AILA members from 12 other countries besides China and has recently received approval and support from the Brazilian Research Foundation FAPES.
in AILA International Events / Events / Past Events
Malang, Indonesia – On 8–10 October 2025, The Asosiasi Linguistik Terapan Indonesia (ALTI) – Indonesian Association of Applied Linguistics (IAAL), conducted the 2nd International Seminar of Applied Linguistics (ISIALing) in collaboration with the 71st TEFLIN International Conference, hosted by Fakultas Ilmu Budaya Universitas Brawijaya. The conference, also in conjunction with The 5th ICE and The 5th ICOLLEC, brought together more than 650 scholars, practitioners, and linguistics professionals from Indonesia and 13 other countries. The conference invited very special keynote speaker, Prof. Kyria Rebeca Finardi, President of AILA, among other keynote speakers, namely keynote speech dari Prof. Gary Barkhuizen (University of Auckland, New Zealand) dan Prof. Ju Seong Lee (University of Hong Kong), Assoc. Prof. Dennis Alonzo (University of New South Wales) and Assoc. Prof. Hamamah, who is the coordinator of Cooperation Department of ALTI.
President of ALTI, Dr. Meinarni Susilowati expressed her deep gratitude for continuous support from AILA for ISIALing, which always had the President AILA as the keynote speaker. The former President of AILA, Prof. Dr. Azirah Hashim delivered the keynote speech on the first ISIALing in online platform. The presence of AILA President on the 2nd ISIALing showed greater support for ALTI to be more widely recognized.
ALTI Executive Board Meeting
Within this international forum, ALTI also conducted Executive ALTI Board Meeting, together with the delegates from different parts of Indonesia. The meeting was very important to equalize perspectives so that each delegate can disseminate the results of the meeting into programs and activities that can provide benefits for their community. President of AILA also attended the meeting and discussed how ALTI might participate on AILA programs both for organizational development and personal growth. This year Executive ALTI Board Meeting signified potential collaborations among applied linguistics association across countries and institutional alignment with AILA’s sustainability-driven global agenda.
In the collaborative conference, ALTI also carried out a workshop under the theme “Translation and Interpretation Teaching in Indonesia,” which explored the status quo of teaching translation and interpretation in Indonesia. This workshop was done with the collaboration of ALTI and Persatuan Penterjemah Malaysia (Malaysia Translator Association). The theme was purposively selected by considering the fact that translation teachers faced conflicting situation due to vast development translation technology. ALTI invited Dr. Sugeng Hariyanto (Himpunan Penerjemah Indonesia/Indonesia Translator Association) and Dr. Noor Ida Ramli (Malaysia Translator Association) as the resource persons. The activities were conducted through interactive presentations, group discussions on translation. As the outcome of this workshop is a book chapter on teaching translation in Indonesia.
Institutional Significance and Sustainability Orientation
As an affiliate of AILA, ALTI occupies a strategic position in Indonesia’s applied linguistics landscape. AILA describes itself as “a federation of national and regional associations of Applied Linguistics” which aims to promote research and practice in applied linguistics globally. Among AILA’s key policy priorities is linguistic diversity, inclusion, and sustainability, particularly recognising language’s role in achieving the Sustainable Development Goals (SDGs).
By hosting this workshop and board meeting within an international conference framework, ALTI signals its intention to:
Strengthen its internal governance and member services so that it can provide robust platforms for research, publication, professional development, and networking in applied linguistics and translation in Indonesia.
Enhance its visibility and connection to international networks via AILA, thereby opening opportunities for collaborative research, global dissemination, and cross‐national partnerships.
Embed sustainability thinking into its translation and applied linguistics agenda e.g., how translation practices can support multilingualism, language rights, inclusive education, indigenous/minority languages, and sustainable language communities, in line with AILA’s orientation.
Foster translation scholarship not only as an academic endeavour but as a means of sustaining knowledge exchange, linguistic equity, and professional practice, thereby linking the micro (individual translators/researchers) with the macro (institutional and societal sustainability) levels.
Outcomes & Next Steps
The workshop and general board meeting at the TEFLIN International Conference 2025 in conjunction with the 2nd ISIALing in Malang, mark a significant milestone for ALTI in its journey from a national organisation to a globally‐connected affiliate of AILA with a sustainability‐informed institutional strategy. As Professor Kyria underscores, “This is an excellent opportunity for members to participate in research, exchange their best practices, and participate in the national events held by other affiliates in Asia, Europe, Africa, and America.” By aligning translation studies and applied linguistics practice with the broader themes of linguistic diversity, inclusion, and sustainability, ALTI reinforces its institutional capacity and relevance in a changing global research ecosystem. As applied linguistics continues to engage with pressing societal issues, such as multilingualism to environmental communication, and inclusive education ALTI promises to contribute meaningfully to Indonesia’s scholarship and practice in the field.
ALTI JAYA, INDONESIA MAJU
in AILA International Events / Events / Past Events
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
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
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.
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:
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 () 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:
Conference website here
Notifications of submission outcomes by 5 May
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
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
- 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 .
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
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:
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.
Educational culture. Education systems, history and heritage. Coloniality and decolonial perspectives.
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.
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.
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
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:
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) 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
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 .
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
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
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
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 or on Instagram @iclhe2025conference.
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
GAL / AILA
Prof. Dr. Wolfgang Kühlwein April 20, 1940 - September 23, 2024
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
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
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 and to update us on your affiliate contacts please write to
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.
President, AILA International Association of Applied Linguistics
in Newsletter / Past Events
It is with great sadness that we announce the passing of our colleague Wolfgang Kuehlwein on September 23, 2024, at the age of 84. We would like to express our sincere condolences to his family. Professor Kuehlwein was president of GAL, the German affiliate of AILA, from 1977 to 1986, and Vice President of AILA from 1981 to 1987. GAL and AILA are grateful for his service to the field of Applied Linguistics and will honor his memory!
A full obituary (in German) can be found by clicking here:
We are pleased to invite researchers, educators, and advocates to contribute chapters to an upcoming edited volume titled “Local Voices, Global Impact: Examining the role of English in Multilingual and Multicultural Contexts of the Global South”, for submission as an edited volume to Routledge. This volume is edited by Dr. Mona Nishizaki (University of Genoa), Dr. Rafael Timmermann (Federal University of Pará), and Prof. Dr. Kyria Finardi (Federal University of Espírito Santo) and aims to identify, interrogate and hopefully interrupt the ongoing legacies of colonialism that continue to shape education systems across the Global South, with particular focus on whose knowledge, experiences, and perspectives are centered and whose are marginalized. At the same time, as we observe a growth in English Medium Instruction (EMI) as the internationalization of higher education accelerates, we seek to highlight how the Global South can carve its own place in this evolving landscape while promoting multilingualism in situated, decolonized educational practices. This book will showcase local voices and experiences that connect to global trends, emphasizing the importance of multilingualism and decolonization in shaping more inclusive and equitable educational futures. We welcome contributions that explore both theoretical frameworks and practical approaches from diverse contexts within the Global South. Submissions may include but are not limited to:
Original research studies
Conceptual/theoretical papers
Case studies of best practices
Policy analyses
Reflections on grassroots initiatives
We are particularly interested in chapters addressing one or more of the following broad themes:
Decolonizing Education: Reclaiming Knowledge and Epistemologies in the Global South
Multilingualism and Linguistic Justice in Postcolonial Contexts
English as a Global Language: Opportunities and Challenges for the Global South
Navigating Globalization: The Global South in the Internationalized Higher Education Landscape
Pedagogical Innovations: Bridging Local and Global Contexts in Multilingual Classrooms
Language, Power, and Identity in Higher Education: Whose Voices Are Heard?
Policy, Equity, and Access in Education in and for the Global South
English Medium Instruction (EMI) and Its Impact on Diversity, Equity and Inclusion
Grassroots Educational Movements: possibilities and challenges for Local Voices and Global Advocacy
Technology in Education: exploring affordances and challenges in a Multilingual-Interconnected World
We invite contributions that critically engage with these topics from local perspectives, emphasizing the ways in which educational practices in the Global South can influence and reshape global discourses. Contributors are encouraged to provide contextually grounded insights that reflect the realities of multilingualism, colonial legacies, and the push for decolonization in educational settings.
Submission Guidelines:
Please submit an abstract (300–500 words) that clearly outlines your chapter's focus, methodology (if applicable), and how it relates to the overarching themes of the volume. Please submit your abstract and biography to
Key Dates:
Abstract submission deadline: 15 January 2025
Notification of acceptance: 15 February 2025
Full chapter submission deadline: 15 August 2025
For inquiries, please contact the editors at
The 2024 Annual Conference of China English Language Education Association was held in Dalian on October 18-20, 2024. It was hosted by Dalian University of Foreign Languages. The theme of the conference is Interdisciplinary Integration and Collaborative Innovation: Enhancing the Overall Quality of Talent Cultivation. Prof. Azirah Binti Hashim, Prof. Wen Qiufang, Prof. Chang Junyue, Prof. Xu Jinfen, and Prof. Liu Fengguang gave plenary speeches at the conference. Eleven symposia, one workshop and one editor-in-chief forum were held. Sixteen groups of individual papers were presented during the conference. More than 200 EFL scholars and teachers attended the conference on site and 30,000 people watched the plenary sessions on-line.
The 2025 Annual Conference of China English Language Education Association will be held in Chongqing on October 17-19, 2025.
CELEA delegates attended the 22nd AsiaTEFL International Conference held in Chiang Rai, Thailand on November 14-17, 2024. CELEA President Prof. Sun Youzhong was elected as the Vice President of AsiaTEFL, the Asian Association of Teachers of English as a Foreign Language. Some CELEA council members, including Prof. Sun Youzhong, Wen Qiufang, Jiang Jinlin, Duan Changcheng, as well as other CELEA members organized 3 symposia on the following topics:a) Language and Critical Thinking Integrated Teaching: Task Design, Pedagogies and Assessment b) Developing and Applying an Evaluation Framework for the Development of Learning Outcomes in a Cloud Community
c) Examining Foreign Language Textbooks at Schools in China: Content, Utilization and Database
The AILA Research Networks (ReNs) are enshrined in the statutes and by-laws of the Association Internationale de Linguistique Appliquée - AILA as a lever for promoting research on burning issues in applied linguistics arising from real-world problems.
Although the statutes specify a number of 15 ReNs for periods of 3 years, the wording was changed in 2012 to allow greater flexibility according to needs. For the previous period 2021-23, there were 20 ReNs plus a special ReCAL on Research Cultures in Applied Linguistics. During this special period, ReN convenors had the opportunity to organise symposia at the two jubilee congresses, AILA 2023 (Lyon, FRANCE) and AILA 2024 (Kuala Lumpur, MALAYSIA).
With the return to a three-year cycle, the call for ReNs for the period 2024-27 has focused on finding a balance between renewing ReNs that have demonstrated their impact on the scientific field and allowing new ones to emerge. The idea is to come close to the numbers of ReNs set out in the By-laws, while at the same time proposing a framework that will allow us to build on existing promotional tools (for example, the publication of news in the International Journal of Applied Linguistics) and also to propose new formats (a focus in the President's Newsletter).
The call for proposals was sent out on 9 September, with a deadline of 13 October 24, and projects could be submitted until 16 October, in accordance to the AILA statutes, which stipulate a deadline for submissions up to two months after the end of the AILA Congress, which took place from 11 to 16 August 2024. The submission consisted of filling in a template describing the ReN project.
The ReN Committee is made up of 4 members, one of whom is a member of the Executive Committee and three of whom are members of the International Committee:
Prof. Dr. María Luisa Carrió-Pastor, Universitat Politècnica de València, Spain
Dr. Anitha Devi Pillai, Nanyang Technological University, Singapore
Dr. Doris Cristina Vicente da Silva Matos, Universidade Federal de Sergipe, Brazil
Dr. Caroline Tagg, The Open University, United Kingdom
The Committee met on 19 November 24 to consider each application according to the following criteria, as defined in the AILA by-laws:
at least 5 members
at least 1 new scholar
international team
produce a report on the previous year for renewals
but also on items such as :
the contribution of the topic to applied linguistics
a clear work programme for the period in question
the strategic dimension of the theme for Applied Linguistics
In the end, 16 ReN proposals were accepted including 4 new projects and 12 renewals. They all present the diversity of approaches in applied linguistics.
in Past Events / ReN: Applications Report / Research
The newsletter reports on the UN Summit of the Future which happened in September in New York City, USA, with the theme “Multilateral Solutions for a Better Tomorrow” where member states agreed on working on seven pillars: governance reform, climate action, technology for the common good, human rights, peace and security, and strengthened multilateral partnerships prioritizing the interests of future generations in global decision-making. UN Secretary-General António Guterres emphasized that while war is a choice, so is peace.
In what regards the role of applied linguists in the creation of conditions for this peace, we highlight some of the issues that were addressed in the summit that are of special relevance to us:
Emphasis on Intercultural Dialogue:
The summit stressed the importance of intercultural and intergenerational dialogue in peacebuilding and global cooperation, highlighting the role of language in fostering understanding across cultures.
Focus on Human Rights:
Discussions around human rights included the protection of marginalized populations, emphasizing the need for linguistic accessibility in education and healthcare to ensure universal rights.
Global Governance and Communication:
The call for global governance reform includes improving communication strategies within international frameworks, which is critical for effective collaboration among diverse language groups and populations.
Educational Initiatives:
The summit’s focus on education aligns with our endorsed goal of promoting language education that supports sustainable development, diversity and inclusion.
Technological Impact on Language:
The discussions on the use of technology for the common good, especially regarding AI, raised important questions about language representation, ethics, and the need for multilingual capabilities in technological solutions. It also stressed the need for global ethical guidelines and reinforced cybersecurity.
Multilingualism and Global Identity:
The summit highlighted the idea of a global identity which recognizes multilingualism, and we underscore the role of applied linguists in promoting language diversity, inclusion and equity. Noting that this is the most fraught time since World War II, themes from the Interactive Dialogue on Peace and Security included the importance of focusing on shared values, particularly around human rights, the need to embrace inclusivity in peacebuilding efforts and the role of solidarity to address causes of conflict. The importance of intercultural and intergenerational dialogue was also stressed.
Partnerships and Collaborations:
The emphasis on partnerships and collaborations suggests opportunities to engage in projects that contribute to global initiatives and dialogue that promote diversity in addressing these pressing global challenges.
The newsletter also reports on the UNESCO Chair Forum which took place in Ethiopia with the theme "Transforming Knowledge for Africa's Future," convening over 500 scholars, policymakers, educators, and stakeholders from 90 countries to discuss pivotal issues in education, culture, science, and sustainable development. The forum aligned with Agenda 2063 and the 2030 Agenda for Sustainable Development, including discussions related to the recent Pact of the Future from the UN Summit. It emphasized the need for inclusive and principled dialogue to co-create visions for Africa’s future.
UNESCO Co-Chair Dr Divinia Jithoo also contributed with a report outlining her recent experiences and insights to international education, focusing on the importance of intercultural competence and equitable practices in higher education internationalization focusing on decolonial approaches. Her highlights include the need to address power dynamics in international partnerships and a discussion on the importance of languages, access to technology and virtual exchange for a more inclusive internationalization.
Elena NICOLADIS, The University of British Columbia, Okanagan Campus, Canada
Scope:
Gesture and multimodality play an integral role in second language acquisition, and the number of studies which incorporate these features have been increasing (see Stam, 2013; Stam & Buescher, 2018; Stam & Urbanski, 2023). Numerous studies have demonstrated that examining both speech and gesture provides a clearer picture of both learners’ and teachers’ conceptualizations (for reviews, see, Gullberg 2006; Gullberg & McCafferty, 2008;Gullberg, de Bot & Volterra, 2008; Stam, 2006; Stam, 2013, Stam & McCafferty, 2008; Urbanski & Stam, 2023). Because gesture and multimodality tend to be studied in an interdisciplinary manner in diverse fields such as education, psychology, and linguistics, there is no specific venue for applied linguists to collaborate to examine how gestures and multimodality function in SLA and discuss their most recent studies other than the AILA ReN: Gesture, Multimodality, and SLA. Therefore, we are reapplying for a ReN entitled “Gesture, Multimodality, and SLA” for the 2024-2027 cycle to promote multimodal SLA studies with both a strong theoretical framework and strong methodology.
The goal of the Gesture, Multimodality, and SLA ReN is to provide a venue where applied linguists of different backgrounds can share their ongoing studies, get feedback, continue developing their projects, participate in AILA and other organization symposia and edited volumes, collaborate on new projects beyond their institutions to advance the field of SLA.
Highlight of 3 scientific ReN works during the previous period:
A research guide co-edited by Gale Stam and Kimberly Urbanski with chapters authored by members of the ReN entitled Gesture and multimodality in second language teaching and learning: A research guide was published by Routledge in 2022
Laura Morett chaired a symposium with presentations by ReN members entitled "The Impact of Teachers’ and Learners’ Gestures on L2 Acquisition" at AILA 2024 (Kuala Lumpur) in July 2024.
A volume co-edited by Amanda Brown and Søren Wind Eskildsen with chapters authors by ReN members entitled Multimodality across Epistemologies in Second Language Research was published by Routledge in 2024
Some members:
Francisca AGUILO-MORA,Columbia University (USA)
Brahim AZAOUI,University of Montpellier (France)
Jana BRESSEM,Technische Universität Chemnitz (Germany)
Heather BROOKES,Stellenbosch University (South Africa)
Amanda BROWN,Syracuse University (USA)
Marco CAPPELLINI,University of Lyon (France)
Søren Wind ESKILDSEN,Southern Denmark University (Denmark)
Farbod FARAHANDOUZ,Université Sorbonne Nouvelle (France)
Marianne GULLBERG,Lund University (Sweden)
Simon HARRISON,City University of Hong Kong (Hong Kong)
Yukari HIRATA,Colgate University (USA)
Benjamin HOLT,Université de Lille (France)
Solène INCEOGLU,Australian National University (Australia)
Masaaki KAMIYA,Hamilton College (USA)
Nobuhiro KAMIYA,Gunma Prefectural Women’s University (Japan)
Hyeonah KANG,University of Arizona (USA)
Spencer KELLY,Colgate University (USA)
Chelsea KRAJCIK,N/A
Silva LADEWIG,Georg-August University of Göttingen (Germany)
Maarten LEMMENS,University of Lille (France)
Yen-Liang LIN,National Taipei University of Technology (Taiwan)
Niina LILJA,Tampere University (Finland)
Renia LOPEZ-OZIEBLO,Hong Kong Polytechnic University (Hong Kong)
Ana Paula LOURES-ELIAS,N/A
Taiane MALABARBA,University of Potsdam (Germany)
Paula MARENTETTE,University of Alberta (Canada)
Yumi MATSUMOTO,University of Pennsylvania (USA)
Steven MCCAFFERTY,University of Nevada, Las Vegas (USA)
Francisco MEIZOSO,Defense Language Institute (USA)
Juan Pablo MORA GUTIERREZ,Universidad de Sevilla (Spain)
Laura MORETT,University of Missouri (USA)
Eduardo NEGUERUELA-AZAROLA,Princeton University (USA)
Minh NGHIA-NGUYEN,University of Massachusetts, Boston (USA)
Janet NICOL,University of Arizona (USA)
Elena NICOLADIS,University of British Columbia (Canada)
Gabriele NERI DA SILVA,Universidade de São Paulo (Brazil)
The founders of the research network EMEVEDI https://aila.info/research/list-of-rens/english-as-a-medium-of-education-multilingualism-and-the-sdgs-equity-diversity-and-inclusion/ organized a themed issue to explore approaches to equity, diversity and inclusion (EDI) in applied linguistics focusing in particular on unequal relations of power manifested in language ideologies and practices in diverse educational and social contexts. The papers in the 38(2) special issue discuss the hegemony of English and Eurocentric norms from a decolonial perspective, providing examples of inclusive language education. The role of researchers, applied linguists and language educators in promoting a more critically informed, plural, and culturally rich environment for knowledge production and language teaching, learning and use is also discussed. In this issue the authors explore how applied linguistics can foster the development of EDI in multilingual approaches and contexts identifying, interrogating and/or interrupting the legacy of coloniality in language practices and views. The special issue titled Decolonial approaches to Equity, Diversity and Inclusion in Applied Linguistics – addressing local and global EDI challenges is guest edited by professors Kyria Finardi, Marina Orsini-Jones and Azirah Hashim.
Equity, Diversity and Inclusion in Academic Production and Dissemination in Languages other than English: Possibility or Wishful Thinking?
Cláudio França & Kyria Finardi
Individual differences in English-Medium Education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese undergraduates
Jennifer Ament & Mengjia Zhang
Redefining English Language Teaching in Punjab: Embracing Translanguaging and Plurilingual Competence for Equity, Diversity and Inclusion
Preeti Suri & Marina Orsini-Jones
Language Teacher Education in Brazil and the place of Equity, Diversity and Inclusion
Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country.
Andrea Wehrli
Internationalisation at Home through Critical Virtual Exchange
Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo
Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
Carolin Fuchs & Hannah Ferguson
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 Action / Uncategorized / Visibility
BILCE is pleased to share the Call of Papers for the 11th Biennial International Conference on the Linguistics of Contemporary English (BICLCE), to be held from 3rd to 5th July 2026 in Austria, at the University of Klagenfurt.
For over two decades, the BICLCE conference series has been a forum for researchers who are interested in the linguistics of contemporary English. It is open to different theoretical and methodological perspectives. Previous conferences were held in Edinburgh (2005), Toulouse (2007), London (2009), Osnabrück (2011), Austin TX (2013), Madison WI (2015), Vigo (2017), Bamberg (2019), Ljubljana (2022) and Alicante (2024). BICLCE 2026 wishes to continue this long-standing tradition of exploring contemporary English.
We are pleased to announce the following keynote speakers: Daniel Davis, Maria Kuteeva, Marc Xu, Barbara Seidlhofer, and José Fajardo.
This time, BICLCE11 comes with an additional thematic focus on “English in a geopolitically changing world”, motivated by the major changes the world has experienced in the last several years which may potentially influence how English is used and perceived internationally. Therefore, we are happy to invite researchers to submit proposals addressing this topic in particular. Beyond this special theme, contributions related to English are also welcome in any of the following fields/areas: syntax, morphology, sociolinguistics, semantics, pragmatics, discourse analysis, cognitive linguistics, phonetics/phonology, applied linguistics, and more.
We invite proposals for contributions to the conference, either for the General Sessionsor for one of seven Thematic Sessions:
For all sessions, we invite proposals for individual papers consisting of a 20-minute presentation followed by 10 minutes of discussion.
Abstracts should clearly indicate the theoretical framework, the research question(s), elaborate data and methodology and discuss (expected) findings. The abstract should not exceed 300 words (excluding references). The abstract should be adapted to the Chicago Manual of Style (18th edition), and be anonymized before its submission as they will undergo anonymous peer-review.
The abstracts should be submitted electronically and as either docx or pdf files, using the following template: https://conference3.aau.at/event/156/attachments/116/305/Template_BICLCE11.docx.
The author(s) should submit their abstract via https://conference3.aau.at/event/156/abstracts/.
The deadline is January 15th, 2026. Notifications will be sent out by 15th March.
Please forward this information (and the CfP attached) to your colleagues, students and interested parties.
We look forward to welcoming you in Klagenfurt!
All the very best,
Nikola, for the BICLCE11 organization team
in Action / Uncategorized / Visibility
AESLA is pleased to present the 43rd International Congress of the Association of Applied Linguistics (AESLA), which will be held from 15 to 17 April 2026 in Granada.
The theme of the conference will be: ‘Language, variation and identity: linguistic dynamics to represent society’. This title suggests a reflection on how linguistic changes influence the configuration of societies given that, in an increasingly diverse, global and interconnected world, language is an essential tool for representing social complexity. In this case, applied linguistics can provide new interpretations of patterns of linguistic change and variation, as well as explain the role that language plays in the articulation of social identities and in the creation and/or modification of linguistic communities. This conference aims to be a space for dialogue to reflect on how language reflects and shapes social diversity.
For more information visit https://wpd.ugr.es/~aesla26/important-dates/
Submission of proposals: October 15 to December 20, 2025
Notification of acceptance: no later than February 8, 2026
Registration of speakers: December 2, 2025 to March 15, 2026
Attendee registration: December 2, 2025 to April 1, 2026
Conference dates: April 15 to 17, 2026
in Action / Uncategorized / Visibility
The 24th AsiaTEFL International Conference & The 11th International Conference on ELT in China(AsiaTEFL 2026) will be held at Xi’an Jiaotong University of China from May 28 to 31, 2026. AsiaTEFL 2026 invites proposals for presentations from practitioners, researchers, and policymakers as well as graduate students from across Asia and beyond to share insights, foster collaboration, and explore the emerging theories and methods in the evolving field of ELT. Proposals may be for individual papers, posters, symposia, colloquia or workshops sessions.
Time: May 28 to 31, 2026
Venue: Xi’an Jiaotong University, China
Organized by:
AsiaTEFL
Hosted by:
China English Language Education Association
School of Foreign Studies, Xi’an Jiaotong University
Sponsored by:
Foreign Language Teaching and Research Press
Center for Teaching and Learning Development, Xi'an Jiaotong University
National Research Institute for Foreign Language Teaching Materials, Beijing Foreign Studies University
The AsiaTEFL International Conference is a large-scale international academic event that has consistently advanced foreign language education and research across Asia while strengthening academic exchange among teachers and scholars in linguistics and applied linguistics throughout the region. Besides engaging parallel sessions, the program will feature inspiring keynote, plenary, and featured presentations, outstanding book exhibits, and ample opportunities for professional networking and collaboration.
The conference theme of AsiaTEFL 2026, “ELT in a Changing World: Global Challenges and New Opportunities”,examines how English Language Teaching is adapting to address urgent global needs by leveraging AI, innovation, and sustainable practices to generate significant social impact.
Conference Theme
ELT in a Changing World: Global Challenges and New Opportunities
Strands
Language Policy, Planning, and Sociolinguistics
Language Planning and Policy
Plurilingualism and Translanguaging
World Englishes and English as a Lingua Franca
Multilingual and Multicultural Education
The Relationship Between Native Culture and Foreign Culture in ELT
Teaching Methodologies and Curriculum Design
Methodologies and Teaching Approaches
Curriculum and Syllabus Design
EFL Materials Design
English for Academic and Specific Purposes
Teaching Younger Learners
Language Assessment and Evaluation
Language Learning and Development
Second Language Acquisition and Literacy Development
Intercultural Communication and Global Competencies
Creativity and Critical Literacies
Intercultural Critical Thinking Competence
Inclusivity and Well-Being in Education
Working with Special Needs Students
Inclusivity in the Classroom
Teacher and Student Well-Being and Mental Health
Social and Emotional Learning
Teacher Education and Professional Development
Teacher Education and Professional Development
Language Teacher Beliefs and Teaching Practices
Sustainable Professional Practices
Technology and Digital Innovations in Language Education
Digital Literacies and Language Learning Technology
AI in Language Teaching and Learning
Ethics of AI application in Language Education
Equity and Access in Digital Language Learning
Keynote and Plenary Speakers
Markus Bieswanger (University of Bayreuth, Germany)
Shawn Loewen (Michigan State University, USA)
Hossein Nassaji (University of Victoria, Canada)
Glenn Stockwell (Waseda University, Japan)
Wang Chuming (Guangdong University of Foreign Studies, China)
Xu Jinfen (Huazhong University of Science and Technology, China)
Isaiah WonHo Yoo (Sogang University, Republic of Korea)
Forms of Presentation
Detailed presentations sharing research findings.
Includes time for Q&A.
Interactive sessions with hands-on activities.
Designed for skill-building and practical learning.
Includes time for Q&A.
Colloquia/Symposia (90 minutes):
Extended sessions with multiple talks on a common theme.
Followed by a discussion period.
Includes time for Q&A.
Multimodal Posters (90 minutes):
Visual presentations combining text, images, and other media.
Presenters discuss their work with attendees.
Includes time for Q&A.
Proposal Submission
Abstracts should be no more than 250 words. All proposals should be submitted online via the submission system at the AsiaTEFL 2026 official website: http://www.asiatefl2026.org
Please submit your proposals as soon as possible. Proposals will be reviewed on a rolling basis. This will allow colleagues more time to secure local funding and obtain the necessary international travel documents.
Proposal submission deadline: December 31, 2025
Proposal acceptance notification: No later than January 31, 2026
Working Language: English
Registration & Payment Dates
Early-Bird/Presenter Registration: February 1-March 31, 2026
Regular Registration: April 1-May 15, 2026
On-site Registration (CNY only): May 28, 2026
Conference Website
http://www.asiatefl2026.org
Organizing Committee
The 24th AsiaTEFL International Conference
in Action / Uncategorized / Visibility
AILA Ibero-America Symposium at a Premier Research Forum — the Brazilian Conference of Applied Linguistics
Anne Marie Guerrettaz, PhD, Associate Professor of Multilingual Education, Washington State University,
In my 25-year career, I have lived and worked in seven different countries outside my home country (U.S.A.)—including five in Latin America—and have visited dozens of others. All are remarkable in their own unique ways. Still, based on my experiences at the Brazilian Conference of Applied Linguistics (Congresso Brasileiro de Linguística Aplicada, CBLA) this academic community stands apart. The conference occurred July 14-18, 2025 in Aracaju, Brazil. My conference and cultural experiences at CBLA are among the most invigorating that I have had the pleasure of participating in; and, the Brazilian Association of Applied Linguistics (Associação de Linguística Aplicada do Brasil, ALAB) is clearly a leader in Latin American and international applied linguistics scholarship.
English-language scholarship still dominates our discipline, yet more fully engaging with multilingual applied linguistics communities, such as those in Brazil, other parts of Latin America, and beyond, is critical to the advancement of the entire field of applied linguistics. While this goes without saying for many scholars in our field, multilingual inclusiveness among applied linguists, in terms of the languages of publishing for example, is not yet a reality. Thus, we continue the call for more inclusive multilingual applied linguistics scholarship.
This is precisely one of the main goals of AILA Ibero-America, AILA’s newest global regionalization effort (est. 2020), known as AIALA for its name in Spanish and Portuguese (Asociación Iberoamericana de Lingüística Aplicada / Associação Ibero-Americana de Linguística Aplicada). Indeed, AIALA operates almost exclusively in Spanish and Portuguese. AIALA organized a symposium for the 2025 14th CBLA conference in Aracaju, Brazil, marking the 14th national congress of the Brazilian Association of Applied Linguistics (ALAB), a semi-annual event that began in 1990. The AIALA symposium, organized by AIALA Coordinator, Kyria Finardi, and ALAB President, Doris Matos, welcomed applied linguists from Brazil, Spain, Colombia, Chile, Mexico, Paraguay, United States and Switzerland. It showcased 12 presentations in Spanish, Portuguese and English, the working languages of AIALA, focusing heavily on original empirical research, some funded by important Latin American research agencies. The presentations appear below:
"Equidade, diversidade, inclusão e justiça social na e por meio da Linguística Aplicada: o papel da AIALA" — Kyria Finardi (UFES)
"Nivel educativo del colectivo migratorio no hispanohablante en Chile" — Valeria Sumonte Rojas and Lidia Fuentealba Fuentealba (Universidad Catolica del Maule, Chile)
"(Re)defining 'language pedagogy activity': a sociomaterial perspective" — Anne Marie Guerrettaz (Washington State University, U.S.A.)
"Linguagem e práticas identitárias na educação bi/multilíngue dos 'brasileirinhos' no exterior - relatos de uma falante e de uma professora de português como língua de herança" — Andrea Wehrli (Universidade de Ciências Aplicadas de Berna – BFH, Swizerland) and Jessika Rabello (Rede de Escolas de Português como Língua de Herança no UK - POLH-UK, England)
"Construyendo pedagogías situadas de L2: materiales didácticos para prácticas educativas desracializantes" — Ferney Cruz Arcila (Universidad Pedagógica Nacional, Colombia), Vanessa Solano Cohen (Universidad Javeriana, Colombia) and Sandra Ximena Bonilla Medina (Universidad Distrital Francisco José de Caldas, Colombia)
"Un estudio de caso múltiple sobre intérpretes de servicios públicos y comunitarios en la Sierra Del Totonacapan" — Jesús Alberto Martell León (Universidad Veracruzana Intercultural)
"Perspectivas plurilíngues em contexto mexicano: interculturalidade e a educação superior indígena" — Doris Cristina Vicente da Silva Matos (UFS/ALAB/AIALA)
"Paisajes lingüístico y sonoro de la realidad multilingüe de la ciudad de Santa Rita, Paraguay" — Luis Eduardo Wexell Machado and Valentina Canese (Universidad Nacional de Asunción, Paraguay)
"(Re)conceptualizaciones e intentos que le dan forma a las prácticas de formación investigativa con educadores en una universidad pública de Colombia" — Yolanda Samacá-Bohórquez and Sandra Ximena Bonilla Medina (Universidad Distrital Francisco José de Caldas, Colombia)
"English language teaching issues: A call from TESOL Quarterly Journal to Latin American Applied Linguists" — Anne Marie Guerrettaz (Washington State University, U.S.A.) and Luciana de Oliveira (Virginia Common Wealth University)
"O papel das línguas na internacionalização do ensino superior como cooperação internacional" — Kyria Finardi (UFES), Gabriel Amorim (UFG), Simone Sarmento (UFRGS)
This AIALA symposium in Brazil (CBLA) advanced a diversity of cutting-edge topics in Latin American and international applied linguistics—including Indigenous language education, language teacher education, English as an international language, raciolinguistics, Latin American diasporans in Switzerland, and more. Readers of this AILA Newsletter are encouraged to find many of these authors related works in a diversity of journals online, published in English, Spanish, Portuguese, and other languages.
This recent July 2025 conference in Brazil revealed for me personally the extent to which the Brazilian academic community (ALAB) is a jewel in AILA’s metaphorical crown. Faculty and student participants in this conference clearly and strongly conveyed not only a robust and rigorous applied linguistics research community and scholarly outputs, but also a highly collaborative and welcoming academic culture. The future of linguistics shines bright in ALAB’s affiliated university students. The Universidade Federal de Sergipe was the conference location, and its students were a constant, energetic, and welcoming force. They acted as expert interpreters for foreign faculty attendees, and engaged eagerly and professionally in diverse aspects of conference life.
One need not travel to Brazil to see evidence of this regional academic contingency’s leadership in applied linguistics (though I highly recommend the trip). For instance, Brazilian applied linguists seem to have helped lead the way in written scholarship on Latin America and the Global South (e.g., Jordão, Figueiredo & Martinez, 2020), and on Latin American (critical) linguistics (Rajagopalan, 2005), among other topics. Notably AILA President Kyria Finardi is also Brazilian, and one of the very few Global South women scholars to assume leadership in AILA. Google Scholar reports Dr. Finardi’s 3,026 citations (as of August 2025), and an h-index of 30 (i10-index 87). These numbers surpass some full professors at R1 (research intensive) U.S. institutions, as just one of many examples of the great impact that Brazilian scholars are having on the field—often underrecognized in international English-centric applied linguistics, in my experience.
What’s more, the CBLA AIALA symposium was just one example of how many applied linguists from across Latin America contribute eagerly and regularly to AIALA events. For instance, CBLA drew a large contingency of applied linguists from across the continent. Many whose home countries do not currently have a formal applied linguistics association (e.g., Colombia, Chile, Paraguay) are working diligently to create these as part of AIALA’s expansion. This is a testament to the positive impacts and draw that AIALA has had in the region, even as a young organization.
To conclude on a personal note: Based on my experience at CBLA and through interactions with locals, Aracaju (Brazil) struck me as one of the warmest, genuinely caring, and vibrant cultural groups that I have ever had the honor of visiting. Taxi drivers altruistically went out of their way to help me when I was lost, restaurant servers treated me as though I were a friend and honored personal guest, museum guides made genuine personal connections with visitors such as myself, and countless other welcoming and bright experiences were constant throughout my visit. Professionally speaking, Brazilian applied linguistics is perhaps one of our international discipline’s best kept secrets, so to speak. I look forward with genuine excitement to seeing what more exciting and impactful work AIALA will generate.
References
Jordão, C. M., Figueiredo, E H. D. & Martinez, J. Z. . (2020). Trickstering Applied Linguistics
with Pennycook and Makoni: Transglobalizing North and South. Trabalhos em
Rajagopalan, K. (2005). Language politics in Latin America. AILA Review, 18(1), 76-93.
Data collection for the research presented was generously funded by the Spencer Foundation.
I undoubtedly have inadvertently omitted influential Brazilian applied linguists from this brief list, for which I offer my apologies and commit to continue learning about from Brazilian colleagues and mentors.
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
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.).
Twitter Conference (Organized by: The Brazilian Linguistics Association)
https://www.linguistweets.org/en/
The Brazilian Linguistics Association has just released a call for paper for The First International Twitter Conference on Linguistics: Linguistweets.
Linguistweets will feature research presentations on Twitter delivered via a series of tweets, presented during a 15 min time slot, under the hashtag #linguistweets.
Besides removing the hassle of travelling, specially during the pandemics, Twitter conferences promote open science: everyone can follow the presentations, ask questions, and take part in the discussions.
In order to present your research at Linguistweets, please submit an abstract for review here: https://www.linguistweets.org/en/. The abstract can be written in Portuguese or English and should be no more than 3.000 characters long. Abstract should be submitted by 15 Oct 2020, 23:59 (UTC+0).
Issue: Language Teacher Education and Plurilingualism in Digital Learning Environments
https://edoc.hu-berlin.de/handle/18452/19672
Technology has both revolutionized the way we teach and learn languages and created a sense of urgency in the need to modernize the initial and ongoing training of foreign language teachers: in a globalized world – which is for instance characterized by an exponential growth in international student mobility (Molinié 2007) and easy access to authentic language input (Whyte 2014) – teachers are led to take on new roles (tutor, mediator, facilitator, etc.); technology has also impacted communication through the proliferation of various media initiatives and communication channels which not only use sound and speech but also a rich variety of other media- which include aesthetic (creative video clips, for example) or non-verbal (virtual reality glasses) means of communication – to convey information, images, thoughts, ideas and feelings.
The advent of the Internet and the growth of digital technologies therefore raise questions about their educational affordances (Gibson 1979) and their potential to transform language teaching practices and student learning (Chun, Smith & Kern 2016), to foster digital literacy, language learning and intercultural dialogue and to contribute to student identity development.
Tandem learning in particular – by bringing together and fostering cooperation between language learners and teachers from different national, cultural and linguistic contexts – has inspired researchers to take a keen interest in different issues relating to plurilingual and pluricultural awareness in language learning and teacher education: for example, learning from each others' experience, engaging multilingual learners, resorting to translanguaging practices (García & Wei 2014) or teaching through various multilingual approaches (Narcy-Combes et al. 2019).
As learning specialists, teachers have both an 'epistemic responsibility' and a responsibility towards students, practitioners and the wider society alike (Narcy-Combes 2005). However, in the digital age, seeking to impart academic skills or methodological strategies no longer meets current needs. That is why it is crucial to support language teacher training by helping teachers gain a greater awareness of their skills, attitudes, beliefs and emotional behaviours and to promote research-informed practice in teacher education. This justifies the need to set up multidimensional professional development programmes that operationalise the concept of mediation in L2 teacher education (Brudermann et al. 2018).
Besides, the current state of empirical research in teaching and learning encourages pre-service teachers to explore their “teaching actions“ (Cicurel, 2011), so as to better understand both their inner selves and their teaching practices and to further make concrete proposals for the effective implementation of initial training schemes based on experiential learning. In this respect, implementing initiatives supporting and promoting teachers’ (continuing) professional development through reflective approaches (Fallell 2016; Korthagen/Hoekstra/Meijer 2014) and the transfer of knowledge from the training to the teachers‘ classroom environments is of paramount importance (Abendroth-Timmer 2017 ; Caspari 2014 ; Schädlich 2014).
To do so, using online collaboration tools to engage (would-be) teachers in teamwork can help them gain critical distance from the particularities of their profession and their prior knowledge. However, as digital education is rapidly transforming teaching and impacting student learning, students and teachers alike are bound to run into barriers of resistance. Support therefore has to be provided to deal with resistance to change (Duclos 2015 ; Burrows & Miras, forthcoming).
All in all, these pedagogical initiatives raise questions about the sustainability of the different research methodologies that have been applied until now to train teachers; they also emphasise the need to pay particular attention to harnessing the digital revolution to collect and process data, with a view to fostering teacher development.
Topics
Key thematic strands include:
1. Epistemological/educational basis in the digital age How can pluricultural and plurilingual communication, co-construction of knowledge and identity formation in the digital age be described and modelled? Is the construction of models conceivable at all?
2. Concepts for foreign language teacher education
Which (experimental and multimodal) educational settings in foreign language teacher education promote collaborative, pluricultural and plurilingual learning processes? How does instructional design need to be intertwined with the professional field? How can these processes be transferred to the learning environments?
3. Research practices in foreign language teacher education in the digital age
How do digital learning environments impact the reflection, self-confrontation and the consciousness of teachers? How can the impact on collected data in these environments be described? Do learning environments in the digital age require new research methods?
4. Plurilingualism/pluriculturalism as practice and/or aim in the digital age
How can interactions between plurilingual learners in plurilingual/pluricultural digital learning environments be described? Which translanguaging practices (García & Wie, 2014) can be observed? Plurilingualism as a precondition or aim of language learning and teaching in the digital age?
References
Abendroth-Timmer, D. (2017). Reflexive Lehrerbildung und Lehrerforschung in der Fremdsprachendidaktik: Ein Modell zur Definition und Rahmung von Reflexion. Zeitschrift für Fremdsprachenforschung. 28 (1), 101-126.
Brudermann, C., Aguilar, J., Miras, G., Abendroth-Timmer, D., Schneider, R. & Xue, L. (2018). Caractériser la notion de médiation en didactique des langues à l’ère du numérique: apports d’une réflexion plurielle en ingénierie(s). Recherches en didactique des langues et des cultures: Les Cahiers de l’Acedle, 15 (3).
Burrow, A. & Miras, G. (2019, à paraître). Pratiques numériques en langues : prendre en compte les préoccupations pour envisager un accompagnement des enseignants. Alsic.
Caspari, D. (2014). Was in den Köpfen von Fremdsprachenlehrer(inne)n vorgeht, und wie wir versuchen, es herauszufinden. Eine Übersicht über Forschungsarbeiten zu subjektiven Sichtweisen von Fremdsprachenlehrkräften (2000-2013). Fremdsprachen Lehren und Lernen, 43 (1), 20-35.
Cicurel, F. (2011). Les interactions dans l’enseignement des langues: Agir professoral et pratiques de classe interlangues. Paris: Didier.
Chun, D., Smith, B. & Kern, R. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100, 64-80.
Duclos, A. M. (2015). La résistance au changement: un concept désuet et inapproprié en éducation. Psychologie & Éducation, 2015-1, 33-45.
Farrell, Thomas S.C. (2016). Anniversary article. The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research 20 (2), 223-247.
García, Ofelia/Wei, Li (2014). Translanguaging: Language, Bilingualism, and Education: Basingstroke: Palgrave Macmillan.
Gibson, J. J. (1979). The ecological approach to virtual perception. Hillsdale: Lawrence Erlbaum.
Korthagen, F. A. J.; Hoekstra, A. & Meijer, P. C. (2014). Promoting Presence in Professional Practice: A Core Reflection Approach for Moving through the U. In. Gunnlaugson, Olen; Baron, Charles & Cayer, Mario (Hrsg.) (2014). Perspectives on Theory U - Insights from the Field. Hershley, PA: Business science, 77-96.
Molinié, M. (2007). Mobilité internationale et activité formatrice du sujet plurilingue . Revue de la Société japonaise de didactique du français (SJDF), 2007, Etudes didactiques, 2 (2).
Schädlich, B. (2014). The Language Teacher. In Fäcke, Christiane (ed.). Manual of Language Acquisition. Berlin/Boston: De Gruyter Mouton, 274-290.
Narcy-Combes, J.-P. (2005). Didactique des langues et TIC: vers une recherche-action responsable. Paris: Ophrys.
Narcy-Combes, M.-F., Narcy-Combes, J.-P., MacAllister, J., Leclerc M., Miras, G. (2019). Language Learning and Teaching in a Multilingual World. Bristol: Multilingual Matters.
Whyte, S. (2014). Contextes pour l’enseignement-apprentissage des langues: le domaine la tâche et les technologies. Linguistique. Université du Havre.
Editorial staff
Prof. Dr. Dagmar Abendroth-Timmer (Universität Siegen), Dr. José Ignacio Aguilar Río (MCF, Université Sorbonne Nouvelle), Dr. Cédric Brudermann (MCF, Sorbonne Université – faculté des sciences et d’ingénierie), Dr. Grégory Miras (MCF, Université de Rouen Normandie),
The Linguacuisine comic book is now available in the pdf attachment.
This comic explains the app concept in graphical format: please send to anyone who might be interested.
Linguacuisine_Comic_ALL-PAGES
The free Linguacuisine web app helps you learn a language while you’re cooking a meal. Choose a foreign language and a delicious recipe from that country. Then your own smartphone or tablet will speak to you in the foreign language and talk you through all of the stages of cooking the recipe in your own kitchen. If you can’t understand, just press a button to get a photo or video explaining what to do. When you’ve finished, eat the food you’ve cooked and learn something about the culture of the country. Linguacuisine has a range of recipes now available for language learning from around the world at https://linguacuisine.com/app/
We now have recipes available in: English, Greek, Italian, French, Spanish, German, Arabic, Quechua, Chinese, Turkish and Korean.
You can also use the free recipe builder app on the website so that you can upload your own favourite recipe in your own language. That means that anyone anywhere in the world will be able to watch videos and listen to audios of you guiding them through cooking your recipe and learning your language! Use your own smartphone or tablet to make recordings of yourself and upload them using our user-friendly software to create your own recipe.
You can also join our worldwide online community so you can rate and discuss other people’s recipes and post information, stories and photos. They can do the same for your recipe, so it’s a good way to make friends in other countries.
So Linguacuisine is a really fun way to learn about foreign languages, cultures and cuisines and you get to eat what you produce. You can also tell other people around the world about your own cooking, language and way of life. You learn foreign words better when you are physically touching food and cooking utensils and using them to prepare food. When you are cooking, you involve all of your senses in the learning experience – touch, smell and taste as well as hearing and seeing. So this is multi-modal and multi-sensory language learning. This is task-based language learning with a real product at the end of it and is intended to improve international understanding and communication.
Linguacuisine is available now for all devices, smartphones, tablets and computers from our website, where the online community is also located https://linguacuisine.com/ as well as for free download from the android Google Play and Apple App stores.
The Linguacuisine app is the end result of a 10-year collaboration between computing scientists and linguists at Newcastle University. The Linguacuisine project is a collaboration between Newcastle University, Action Foundation (UK), Hellenic Open University (Greece), Università degli Studi di Modena e Reggio Emilia (Italy) and the Workers’ Educational Association (UK). It is funded by an Erasmus+ KA2 Strategic Partnership grant of €324K.
For Teachers
The Linguacuisine app can be used for foreign language lessons, but also for cookery lessons and cross-curriculum projects. Students can use the app to cook and learn in the kitchen at home as well as at school.
The app is a good way of preparing students for a foreign trip as it helps engage them with the cuisine, culture and language in advance. Students can also write their own recipes in their own language, informing people abroad about their culture and cuisine.
It is also an excellent way of getting learners to communicate with learners in other countries. Video links have been available for some time, but Linguacuisine means that learners in different countries can do enjoyable shared activities together, cooking recipes from the other countries whilst learning about the other language and culture.
Digital skills can also be developed by using the ‘recipe builder’ authoring software. This was co-authored with learners and designed to develop a wide range of digital skills using the DIGCOMP 2.1 framework; it has been shown to be successful in improving learner competence.
For Professionals working with Migrants, Refugees and Asylum Seekers
The Linguacuisine app was co-designed with a group of migrants, refugees and asylum seekers from Action Foundation, Newcastle, UK and seeks to help them in two ways. Firstly, immigrants to a country can cook the recipes to learn about the language, cuisine and culture of their host country and help their integration. Secondly, immigrants can produce their own recipes in their own language using the recipe builder software, so they are able to have a voice and so people in their host country are able to learn something about their life prior to arrival here. A number of recipes currently on Linguacuisine have been produced by migrants in the UK.
Try out the app, cook a recipe and learn a new language!
The Nebrija Journal of Linguistics Applied to Language Teaching publishes blind peer-reviewed contributions in French, English, Italian, Portuguese and Spanish. The next issue will have a special section on Emotion, emotional intelligence and languageand will be published by Kris Buyse (University of Leuven / Nebrija University) and Jean-Marc Dewaele (University of London) in November 2018. We ask that you communicate to your fellow associates the call for research papers as reported in https://revistas.nebrija.com/revista-linguistica/announcement.
Conference theme: Discourse genres, corpus and translation in professional and academic contexts. Challenges and opportunities in the digital age
May 13–14, 2021
University of Alicante, Spain
http://www.entretextos.es/
The IULMA (Interuniversity Institute of Applied Modern Languages) Research Institute is pleased to announce the forthcoming 3rd International Conference EnTRetextos, to be held online on May 13–14, 2021.
The previous EnTRetextos Conferences have undertaken the analysis of the translation of specialized discourses (Valencia, 2016) and the multidisciplinary quality of the research in specialized discourses, as well as the global vision towards these discourses (Castellón, 2018).
We are grateful to the following keynote speakers who kindly accepted our invitation:
Carmen Sancho Guida, Technical University of Madrid
Jan Chovanec, Masaryk University
Dorothy Kenny, Dublin City University
Mª Ángeles Orts Llopis, University of Murcia
Conference Topics
The EnTRetextos 2021 Organizing Committee invites and encourages researchers to send proposals related to the three aforementioned EnTRetextos topics and/or dealing with any of the following panels:
New technologies applied to the study of genres, corpus and specialized
Corpus linguistics and its application in professional and academic
Teaching professional and academic
Terminology and
Paper Catecories
The following paper categories are welcome:
Papers: dealing with some of the topics listed above or any topic related to them;
Research in progress. Researchers are invited to submit current projects which are either at the proposal stage or are work in progress; and
Roundtables. The Programme Committee invites topical subjects to be proposed for discussion. In the first instance, an abstract describing the proposed topic and participants should be submitted.
Each participant can propose up to a maximum of two proposals in English, French, Spanish or Valencian from December 15 to February 28, 2021 (deadline). Guidelines for the submission of proposals are available at:
https://tinyurl.com/v3xqkq4
Proposals must be submitted through the EasyChair platform:
https://easychair.org/conferences/?conf=entretextos2020
Please make sure you select the topic that best suits your proposal. The notification of acceptance will be sent on March 20, 2021.
Publication
A selection of the papers presented at the EnTRetextos 2021 Conference will be published as a special issue in a prestigious journal and a compilation of chapters in a book format. Papers are expected to be reviewed through double-blind refereeing, and their contribution should comply with the interests of publishers and the specific topics of the Conference, and need to be agreed in consultation with the publishers. Further information will be provided in due course.
Any questions, doubts and suggestions can be addressed to or by visiting the official Conference website: http://www.entretextos.es
AILA Ibero-America Symposium at a Premier Research Forum — the Brazilian Conference of Applied Linguistics
Anne Marie Guerrettaz, PhD, Associate Professor of Multilingual Education, Washington State University,
In my 25-year career, I have lived and worked in seven different countries outside my home country (U.S.A.)—including five in Latin America—and have visited dozens of others. All are remarkable in their own unique ways. Still, based on my experiences at the Brazilian Conference of Applied Linguistics (Congresso Brasileiro de Linguística Aplicada, CBLA) this academic community stands apart. The conference occurred July 14-18, 2025 in Aracaju, Brazil. My conference and cultural experiences at CBLA are among the most invigorating that I have had the pleasure of participating in; and, the Brazilian Association of Applied Linguistics (Associação de Linguística Aplicada do Brasil, ALAB) is clearly a leader in Latin American and international applied linguistics scholarship.
English-language scholarship still dominates our discipline, yet more fully engaging with multilingual applied linguistics communities, such as those in Brazil, other parts of Latin America, and beyond, is critical to the advancement of the entire field of applied linguistics. While this goes without saying for many scholars in our field, multilingual inclusiveness among applied linguists, in terms of the languages of publishing for example, is not yet a reality. Thus, we continue the call for more inclusive multilingual applied linguistics scholarship.
This is precisely one of the main goals of AILA Ibero-America, AILA’s newest global regionalization effort (est. 2020), known as AIALA for its name in Spanish and Portuguese (Asociación Iberoamericana de Lingüística Aplicada / Associação Ibero-Americana de Linguística Aplicada). Indeed, AIALA operates almost exclusively in Spanish and Portuguese. AIALA organized a symposium for the 2025 14th CBLA conference in Aracaju, Brazil, marking the 14th national congress of the Brazilian Association of Applied Linguistics (ALAB), a semi-annual event that began in 1990. The AIALA symposium, organized by AIALA Coordinator, Kyria Finardi, and ALAB President, Doris Matos, welcomed applied linguists from Brazil, Spain, Colombia, Chile, Mexico, Paraguay, United States and Switzerland. It showcased 12 presentations in Spanish, Portuguese and English, the working languages of AIALA, focusing heavily on original empirical research, some funded by important Latin American research agencies. The presentations appear below:
"Equidade, diversidade, inclusão e justiça social na e por meio da Linguística Aplicada: o papel da AIALA" — Kyria Finardi (UFES)
"Nivel educativo del colectivo migratorio no hispanohablante en Chile" — Valeria Sumonte Rojas and Lidia Fuentealba Fuentealba (Universidad Catolica del Maule, Chile)
"(Re)defining 'language pedagogy activity': a sociomaterial perspective" — Anne Marie Guerrettaz (Washington State University, U.S.A.)
"Linguagem e práticas identitárias na educação bi/multilíngue dos 'brasileirinhos' no exterior - relatos de uma falante e de uma professora de português como língua de herança" — Andrea Wehrli (Universidade de Ciências Aplicadas de Berna – BFH, Swizerland) and Jessika Rabello (Rede de Escolas de Português como Língua de Herança no UK - POLH-UK, England)
"Construyendo pedagogías situadas de L2: materiales didácticos para prácticas educativas desracializantes" — Ferney Cruz Arcila (Universidad Pedagógica Nacional, Colombia), Vanessa Solano Cohen (Universidad Javeriana, Colombia) and Sandra Ximena Bonilla Medina (Universidad Distrital Francisco José de Caldas, Colombia)
"Un estudio de caso múltiple sobre intérpretes de servicios públicos y comunitarios en la Sierra Del Totonacapan" — Jesús Alberto Martell León (Universidad Veracruzana Intercultural)
"Perspectivas plurilíngues em contexto mexicano: interculturalidade e a educação superior indígena" — Doris Cristina Vicente da Silva Matos (UFS/ALAB/AIALA)
"Paisajes lingüístico y sonoro de la realidad multilingüe de la ciudad de Santa Rita, Paraguay" — Luis Eduardo Wexell Machado and Valentina Canese (Universidad Nacional de Asunción, Paraguay)
"(Re)conceptualizaciones e intentos que le dan forma a las prácticas de formación investigativa con educadores en una universidad pública de Colombia" — Yolanda Samacá-Bohórquez and Sandra Ximena Bonilla Medina (Universidad Distrital Francisco José de Caldas, Colombia)
"English language teaching issues: A call from TESOL Quarterly Journal to Latin American Applied Linguists" — Anne Marie Guerrettaz (Washington State University, U.S.A.) and Luciana de Oliveira (Virginia Common Wealth University)
"O papel das línguas na internacionalização do ensino superior como cooperação internacional" — Kyria Finardi (UFES), Gabriel Amorim (UFG), Simone Sarmento (UFRGS)
This AIALA symposium in Brazil (CBLA) advanced a diversity of cutting-edge topics in Latin American and international applied linguistics—including Indigenous language education, language teacher education, English as an international language, raciolinguistics, Latin American diasporans in Switzerland, and more. Readers of this AILA Newsletter are encouraged to find many of these authors related works in a diversity of journals online, published in English, Spanish, Portuguese, and other languages.
This recent July 2025 conference in Brazil revealed for me personally the extent to which the Brazilian academic community (ALAB) is a jewel in AILA’s metaphorical crown. Faculty and student participants in this conference clearly and strongly conveyed not only a robust and rigorous applied linguistics research community and scholarly outputs, but also a highly collaborative and welcoming academic culture. The future of linguistics shines bright in ALAB’s affiliated university students. The Universidade Federal de Sergipe was the conference location, and its students were a constant, energetic, and welcoming force. They acted as expert interpreters for foreign faculty attendees, and engaged eagerly and professionally in diverse aspects of conference life.
One need not travel to Brazil to see evidence of this regional academic contingency’s leadership in applied linguistics (though I highly recommend the trip). For instance, Brazilian applied linguists seem to have helped lead the way in written scholarship on Latin America and the Global South (e.g., Jordão, Figueiredo & Martinez, 2020), and on Latin American (critical) linguistics (Rajagopalan, 2005), among other topics. Notably AILA President Kyria Finardi is also Brazilian, and one of the very few Global South women scholars to assume leadership in AILA. Google Scholar reports Dr. Finardi’s 3,026 citations (as of August 2025), and an h-index of 30 (i10-index 87). These numbers surpass some full professors at R1 (research intensive) U.S. institutions, as just one of many examples of the great impact that Brazilian scholars are having on the field—often underrecognized in international English-centric applied linguistics, in my experience.
What’s more, the CBLA AIALA symposium was just one example of how many applied linguists from across Latin America contribute eagerly and regularly to AIALA events. For instance, CBLA drew a large contingency of applied linguists from across the continent. Many whose home countries do not currently have a formal applied linguistics association (e.g., Colombia, Chile, Paraguay) are working diligently to create these as part of AIALA’s expansion. This is a testament to the positive impacts and draw that AIALA has had in the region, even as a young organization.
To conclude on a personal note: Based on my experience at CBLA and through interactions with locals, Aracaju (Brazil) struck me as one of the warmest, genuinely caring, and vibrant cultural groups that I have ever had the honor of visiting. Taxi drivers altruistically went out of their way to help me when I was lost, restaurant servers treated me as though I were a friend and honored personal guest, museum guides made genuine personal connections with visitors such as myself, and countless other welcoming and bright experiences were constant throughout my visit. Professionally speaking, Brazilian applied linguistics is perhaps one of our international discipline’s best kept secrets, so to speak. I look forward with genuine excitement to seeing what more exciting and impactful work AIALA will generate.
References
Jordão, C. M., Figueiredo, E H. D. & Martinez, J. Z. . (2020). Trickstering Applied Linguistics
with Pennycook and Makoni: Transglobalizing North and South. Trabalhos em
Rajagopalan, K. (2005). Language politics in Latin America. AILA Review, 18(1), 76-93.
Data collection for the research presented was generously funded by the Spencer Foundation.
I undoubtedly have inadvertently omitted influential Brazilian applied linguists from this brief list, for which I offer my apologies and commit to continue learning about from Brazilian colleagues and mentors.
The Department of Theoretical and Applied Linguistics of the School of English, Aristotle University of Thessaloniki, is pleased to announce the 25th International Symposium on Theoretical and Applied Linguistics to be held on 13-15 May 2022. We are delighted to welcome as invited speakers the following scholars:
Eulàlia Bonet, Universitat Autònoma de Barcelona
Janet Enever, Umeå University
Martin Hilpert, Université de Neuchâtel
Sandie Mourão, Universidade Nova de Lisboa
Sharon Unsworth, Radboud University in Nijmegen
We are now accepting submissions for talks or posters on any aspect of theoretical and applied linguistics. Abstracts should meet the following submission guidelines:
Abstracts must be completely anonymous and written in either English or Greek.
Abstracts are limited to one page using 2.5cm margins on all sides and 12pt Times New Roman font size. The one-page limit includes any examples, tables, graphs, references (if needed), etc.
The submission type field must be entered by indicating whether your submission should be considered for a talk, a poster, or both.
Only abstracts submitted as PDF files through EasyChair will be considered. Visit https://easychair.org/cfp/ISTAL25 for further details and the submission link.
Deadline for submissions: December 27, 2021
Notification of acceptance / rejection: February 20, 2022
Speakers’ subscription deadline: March 31, 2022
Note that all talks will be 20 minutes, followed by 10 minutes of discussion.
For more information visit the conference site http://www.enl.auth.gr/ISTAL25/index.html or contact us at the symposium’s email: .
Organising Committee Thomai Alexiou (Chair) Eleni Agathopoulou Maria Dimitrakopoulou Thanasis Georgakopoulos Maria Moumtzi
On behalf of the organizing committeed, we are happy to announce a CFP for the 3rd 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
The goal of the Solidarity Award Fund (SAF) is to raise an endowment fund to support scholars to attend AILA meetings (held every three years). These awards are for scholars whose papers are accepted for presentation at the conference, but who are from parts of the world where economies make it difficult, if not prohibitive, for them to travel to the conference. These individuals are the future of our profession and will be the leaders in Applied Linguistics in their countries. The goal of $50,000 for this fundraising campaign would provide funds for this purpose.
Fund-Raising Plan
SAF giving will be solicited in five recognized categories. In all instances gifts can be made in a single contribution or as a pledge over three years.
1. Foundation Donors:
Individuals, groups, and organizations that donate a minimum of $1,000 will be recognized as providing major gifts for the fund. These gifts will be mentioned in all publicity announcements for the fund (through the end of fund-raising campaign) and on the AILA website.
2. Scholarship Donors:
Individuals, groups, and organizations that donate a minimum of $800 will also be recognized in all publicity announcements for the fund (through the end of fund-raising campaign) and on the AILA website.
3. Charter Donors:
Individuals, groups, and organizations that donate a minimum of $500 will also be recognized in all publicity announcements for the fund (through the end of fund-raising campaign) and on the AILA website.
4. Honoraria Donors:
Individuals in this category provide honoraria they have received for the purposes of the endowment fund ($200 minimum, without specific amount noted). These individuals will be recognized during the 12 month period following receipt of their honoraria gift.
5. Fund Donors:
Individuals responding to the fund raising request will be listed in the next issue of AILA News and at the next Congress. (Standard donations amounts include $150, $100, $75, $50, $35, $25; Student donation amounts of $20, $15, and $ 10 will also be accepted and recognized). Of course, any donation of any size will be appreciated.
6. Special Gift Donors:
Any individual, group, or organization wishing to consider a special gift well beyond the categories noted above will be given special recognition. Interest in making a special gift can be discussed with Prof. Dr. Laura Gurzynski-Weiss (AILA Secretary-General) or Prof. Dr. Azirah Hashim (AILA President).
7. Pledge Form
The pledge form is available in Word or in PDF format. Fill in the form, print it out, and return your contribution to:
Prof. Dr. Marlies Whitehouse (Treasurer) ZHAW Zurich University of Applied Sciences School of Applied Science Theaterstr. 15 CH-8401 Winterthur
CILIDI3th International Conference on Digital Linguistics
3rd International Conference of Digital Linguistics, co-organized by the University of Alicante, the University of Granada and the Polytechnic University of Valencia, which will be held at the Polytechnic University of Valencia (Spain) on June 26 and 27, 2025.
