This conference taking place on February 19, 2016, at Aston University was organised by the Department of Languages and Translation Studies (LTS) , with the support of the Centre for Language Research at Aston (CLaRA), and brought together international scholars from varied disciplines to talk about a wide range of topics, including “Rethinking the Translation Continuum”, “Official multilingualism and translation in NGOs” and “Legal Translation and Multilingual Lawmaking in the EU”.
On Friday, February 26, Bordesley Green Girls’ School is hosting an Educational Conference focussing on CPD at primary and secondary level where CLaRA member Prof Urszula Clark will be the keynote speaker and will also present a session and a workshop on Language Based Pedagogy.
For more detailed information about the programme, please go to the website.
BAAL LANGUAGE IN AFRICA SIG ANNUAL MEETING
Friday 22nd May 2015
Theme: “Developing languages in Africa: social and educational perspectives”
Venue: School of Languages and Social Sciences, Aston University, Birmingham
The objective of this BAAL Language in Africa (LiA) meeting is to enable LiA SIG members and others to get together, present their research, and discuss current issues with a focus on the impact of ideologies on sociolinguistic and sociocultural contexts of language use in Africa, including areas such as language in education, language in development, and language maintenance and shift.
Keynote speaker: Prof.Lutz Marten, SOAS.
‘Three contexts of language development in Africa’
Lutz Marten is Professor of General and African Linguistics at SOAS, University of London. Lutz has conducted extensive fieldwork in East, Central and Southern Africa, working on Swahili, Luguru, Bemba, Herero and other Bantu languages. Focusing on language in context, his work gives attention to local and transnational forces acting on languages. Besides pioneering work on ‘Dynamic Syntax’, his publications include studies of language contact and comparative Bantu grammar, and a co-authored textbook, ‘Colloquial Swahili’.
CALL FOR ABSTRACTS
Presentations can focus on any theme-related topic.
Abstracts written in English of max 300 words (with bibliographical references) for a 30 minute paper should be sent by 10th April 2015 to Dr. Ross Graham: firstname.lastname@example.org. The preferred file formats are .doc and .pdf. Authors of accepted abstracts will be notified by 17th April 2015.
REGISTRATION: The Meeting fee is £20.00 for BAAL members, £30.00 for non-members and £15 for students. For online registration and further details of the event on the website when available, see www.liasig.wordpress.com.
The theme of this year’s conference is: “Researching Language and Linguistics: Bridging Gaps”
The organisers invite contributions from postgraduate researchers from any institution who would like to share which research gaps are being narrowed through their research. They are particularly interested in topics which try to bridge gaps between two (or more) branches of linguistic research, such as discourse analysis, pragmatics, corpus linguistics and multi-modality or any other areas in language research.
2 February – deadline for abstract submission
21 February – notification of submission outcome
7 March – conference day
For more information, please go to the conference website.
On Sept 7, 2013, Dr Fiona Copland convened a colloquium titled “New kids on the block: issues and challenges in teaching English to young learners” at the 46th Annual Meeting and Conference of BAAL, held 5-7 Sept at Heriot-Watt University, Edinburgh.
Among the five papers of the session, one was given by Fiona and Dr Sue Garton, Co-Director of CLERA, on “How to make children love English: identifying global challenges in teaching English to young learners”, and another by Aston postgraduate researcher Brian Gaynor, titled “Foreign language activities for young learners: policy and practice in the introduction of a new early language learning curriculum”.
New kids on the block: issues and challenges in teaching English to young learners
The widespread introduction of English in primary schools is part of what Johnstone (2009) has described as ‘possibly the world’s biggest policy development in education’ (p. 33). This is as a result of social, cultural and linguistic changes which have led to a new group of English speakers – the young and the very young.
The value of English for these speakers is increasingly being questioned. A number of researchers have challenged understandings of the place of English, how it has reached its current level of popularity, whose interests the rise of English serves and if learning English enhances children’s life chances. Moreover, the way English is taught in the primary sector has attracted attention and a number of issues in its practical implementation have been identified. These debates call into question the underlying premises on which the introduction of learning English at an early age are predicated.
This colloquium will take a critical perspective on the introduction of Early Language Learning and Teaching (ELLT), bringing together researchers from around the world who are investigating the policy and practice nexus. The colloquium will hear voices often marginalised in the policy and practice discussions, namely teachers and their young learners.
Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J. Enever, J. Moon & U. Raman (Eds), Young learner English language policy and implementation: International perspectives (pp. 31-41). Reading: Garnet Education.
Paper 1 – ‘How to make children love English’: identifying global challenges in teaching English to young learners
Fiona Copland and Sue Garton, CLERA, Aston University, UK.
This paper focuses on the challenges teachers face as a result of new ELLT policies, the global and local nature of these challenges and teachers’ responses to them.
Paper 2 – Socio-economic factors and their effect on young learners’ English learning
Yuko Butler, University of Pennsylvania, USA.
This paper focuses on parental factors – including socio-economic status – and their influence on motivation and early language learning in China.
Paper 3 – ‘Foreign language activities’ for young learners: policy and practice in the introduction of a new early language learning curriculum
Brian Gaynor, University of Muroran, Japan.
This paper presents the interim results of a study of four elementary schools in Japan examining the interpretation and implementation of national language policy by local teachers.
Paper 4 – The young language learner as informant: children’s insights into language learning
Jelena Mihaljevic Djigunovic, University of Zagreb, Croatia
Drawing on innovative research methodology in the Early Language Learning in Europe project, this presentation shows how learners can contribute to deeper insights into ELLT.
Paper 5 – From researching children to child researchers
Annamaria Pinter and Sameneh Zandia, University of Warwick, UK.
This presentation illustrates the benefits and the challenges of ‘participatory approaches’ with children whose perspectives about language learning are valuable, and complement adult views.
The 6th edition of the Conference ICT for Language Learning will take place in Florence (Italy) on 14 – 15 November 2013.
The objective of the conference is to promote the sharing of good practice and transnational cooperation in the field of the application of Information and Communication Technologies (ICT) to Language Learning and Teaching. The conference is also an excellent opportunity for the presentation of previous and current language learning projects.
The Call for Papers is addressed to language teachers and experts as well as to coordinators of language projects and initiatives.
For more information and to download the CfP template, go to the conference website.
The Rey Juan Carlos University of Madrid and the Department of Education, Youth and Sports of the Madrid Regional Government will host the III International Conference on Bilingual Teaching in Educational Institutions to be held at the Rey Juan Carlos University (Vicálvaro Campus) in Madrid on the 18th and 19th of October, 2013.
Bilingual education is growing in different educational systems across Europe. In the multilingual society in which we live, preparing our young people for their future studies and professional life is a decisive issue. Content and Language Integrated Learning (CLIL) has become a necessary instrument for confronting this challenge.
The III International Conference on Bilingual Teaching in Educational Institutions titled: “Bilingual Education: Consolidation and Perspectives for the XXI Century” aims to go deeper into and move forward in the analysis of bilingual education. The conference is of special interest for primary, secondary and university teachers, researchers and policymakers committed to bilingual education.
The key themes of this Conference are the following:
CLIL and good practice
CLIL assessment in different subjects
Bilingual education: teacher training and updating
Activities and resources to support CLIL methodology
Technological tools for bilingual education in the XXI Century
The importance of literacy in the bilingual classroom
Bilingual teaching in secondary education
Future challenges in bilingual programs
Academic language in different subjects
Bilingual teaching in higher education
The registration period is currently open and available on the website www.cieb.es. Abstracts (not exceeding 400 words) should be sent before July 8th,2013.
Conference: Residence Abroad, Social Networks and Second Language Learning
10 April – 12 April, 2013 – University of Southampton
Jim Coleman, Open University, UK
Celeste Kinginger, Pennsylvania State University, USA
Ulrich Teichler, University of Kassel, Germany
Study/ residence abroad is a major and growing feature of higher education today, with an estimated 3.7million students participating annually. The European Union has set a target of 20 per cent of students undertaking some form of study/residence abroad, and some countries are already surpassing this level.
Study/ residence abroad can be a life-changing experience for participants, leading to academic, cultural, intercultural, linguistic, personal and professional gains (BA-UCML, 2012). At the same time, in the UK some student groups remain reluctant to participate, and those who do participate benefit from the experience to varying degrees. The design of programmes and support systems for students abroad can significantly affect their experience and the benefit they derive from it.
For more information and to register for the event go to the conference website.
The Applied Linguistics Association of Australia will be hosting the 2014 conference of the International Applied Linguistics Association Conference on 10-15 August, 2014 at the University of Queensland (UQ) in Brisbane, Australia. The conference theme is “One World, Many Languages”.
From the conference website:
“The program of invited plenary speakers and invited symposia aims to provide a snapshot of emerging and cutting edge trends in Applied Linguistics internationally. It will also reflect the diversity of research in the broad field of Applied Linguistics , both in its traditional heartland of second language learning and teaching, and also in more socially-oriented and / or emerging fields related to language and society, language and diversity, language policy, multilingualism, discourse analysis, communication in professional and other contexts, and forensic linguistics.
As AILA 21014 marks 50 years since the first AILA was held in Cambridge in 1964, two of the invited symposia are specifically designed to revisit the themes of AILA 1964, which were:
- Automatic Translation
- Language Teaching
- Research Cooperation in Europe
Much has changed since 1964, with a much greater diversity of research strands and research areas, also reflected in the symposia organized by the Research Networks (ReNs). However, there are also elements of continuity, which the program is designed to explore.”
AILA 2014 invites proposals for presentations that are related to policy, research, and theory in areas of applied linguistics. Proposals may be for individual papers, posters, symposia or workshops.
Please note the following important information.
- Call for proposals will close midnight on Tuesday 30 April 2013 (AEST).
- Abstracts can only be submitted online – submissions by email, post or fax cannot be accepted.
- Proposals must be submitted in English. If you wish to present your proposal at the Congress in a language other than English, you may do so, but you must advise of the language you will be presenting in at the time of submission. Please note, however, there will be no translation services at the Congress.
- You must submit your paper to a specific stream.
- Please read all the information on the abstract submission page before submitting your paper.
For more information, go to the Abstract submission website.