Abstracts archive

This paper explores moments of improvisation in creative writing workshops with 11-12 year old children by using ethnographic fieldnotes, audio recordings, creative texts, and research interviews to consider the coming together of the material, affective, social, modal, cultural, and environmental elements on which writing activity is provisionally...

AILA SymposiumFocused

Diagnostic tests show deficiencies in the basic decoding and coding abilities of new arrivals, even after years of learning Swedish. The traditional view on pronunciation training needs to be expanded towards development of the code level abilities in reading, writing, listening and speaking.

AILA SymposiumFocused

This paper presents a case study of linguistic identities within a Korean / Gaelic / English-speaking family, drawn from a larger study of isolated intermarried families in regional areas of NSW, Australia. The connection between parental linguistic identity and family language policy is explored.

AILA SymposiumFocused

In this paper I analyze a group of first graders' multimodal texts about spring. In their learning to read they use the STL+ program where writing on iPads is the starting point for reading. My main interest is to analyze the students’ verbal and visual texts – what does the verbal text communicate and what does the visual text portray?

AILA SymposiumFocused

Affect is a highly contested term extending beyond “emotions”. This talk focuses on affective dimensions experienced by, and subsequently managed by multilingual students. The premise is that with knowledge of affective learning strategies, stakeholders from policy developers to teachers can tailor EMI courses to better meet student needs.

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This paper investigates EFL teachers’ beliefs about learner autonomy in art colleges, reveals the status quo of their learner autonomy beliefs and puts forward feasible suggestions in order to provide evidence for the reform and development of English teaching in art colleges.

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This study explores the interaction between Japanese EFL learners' use of classroom silence and teacher talk in Japanese EFL contexts. Adopting conversational analysis, it specifically examines the extent to which learner silence can be utilised as an interactional space scaffolded by teacher talk in L2 learning.

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This study investigates the effect of L1 Tamazight literacy on additional language acquisition by Tamazight-Arabic bilinguals in Morocco. It was found that biliterate bilinguals acquire additional languages differently from bilinguals with no L1 literacy. The results suggest the existence of a biliterate advantage in terms of semantic and phonemic ...

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With multilingualism as the backdrop, this study was based on pre-service teachers who are studying to become English teachers in South Africa and Brazil. A comparison on the similarities and differences to the answers given by the students from Brazil and South Africa was conducted.

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Given the importance of chunks in language processing, the present paper investigates the 'chunking behaviour' of verbal periphrases in Romance. To this end, offline data from corpus research will be related to online data from reading behaviour, exploring the relationship between patterns of chunking in production and comprehension.

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We will be describing the added value of CLIL experiences from a university that has the mission to provide international and professional education in areas of critical importance to a rapidly changing world. We will address practice in this particular context (programmatic synergies, different stakeholders, etc.)

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This study aims to reveal how the participant accommodates his speech, interactional resources he deploys, and his motives for exhibiting (non-)accommodative behavior. First, 5 hours of naturally-occurring dyadic interaction was transcribed and analyzed. Then, a semi-structured interview was conducted to deepen the knowledge about the motivation be...

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The aim of the presentation is to bring to the foreground the messages students want to put forward. After gathering and intepreting them several conclusions on school culture and socioeconomic factors will be presented and discussed.

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The current study investigates access patterns to English media, particularly audiovisual input, among Italian university students. It is based on a questionnaire responded to by 572 participants and is the follow-up of a previous survey carried out in 2016 (Pavesi, Ghia 2020). Results point to a strong orientation to online media and a preference ...

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Bridging the gap between language learning in the classroom and at the museum

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In this presentation, we ask what might be involved in undertaking an analysis of the language assemblage. 

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In this paper we consider the theoretical affordances of producing collaborative research into language diversity with young people using the creative arts. We consider a project, 'Multilingual Streets', which focuses on linguistic landscapes. We suggest that the arts offer new lenses to understand the lived experience of multilingualism.

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When conducting two partial replication and a larger scale needs assessment studies with students with limited or interrupted formal education (SLIFE), challenges were met at every step, from the informed consent procedures to data analysis. We will discuss these challenges as well as the benefits from working with non-WEIRD populations.

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The aim of this study was to investigate pupils' experiences of learning the Irish language in English-medium primary schools in Ireland. This presentation will give an overview of the research, where children in first class (7 yrs) and fifth class (11 yrs) were given an opportunity to share their views and experiences using a child-centred methodo...

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The present study investigates the impact of the implementation of a critical approach - i.e. Content and Language Integrated Learning (CLIL) - to English language teaching in primary school language classrooms. The significance of teachers’ awareness of methodological principles of CLIL is discussed in connection with curricular and contextual f...

AILA SymposiumFocused

This study presents a qualitative study on the argumentative strategies that both students and the teacher employ to justify, legitimise or contest the use of plurilingual teaching and learning practices during the implementation of a course in English for Specific Purposes (ESP).

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In this study we address two questions: 1. What knowledge is used by students in L1 (Dutch) grammar tasks and 2. To what extent is their L1 knowledge transferable to their L2 (English and German)?

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English as a lingua franca (ELF), syntactic alignment, lexical alignment, corpus study

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This paper focuses on HL speakers’ academic writing and will discuss measures of literacy as a function of cross-linguistic influence and educational background. The need to write academic texts in Spanish is growing as a part of higher education (e.g. Teacher education). The results highlight the need of measures which reflect the genre.

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This study investigates the implementation of an intensive English program. The data obtained through semi-structured interviews and focus group studies reveal the way the program is implemented, its weaknesses and strengths. The data reveals the way that the program is received by the students. Several improvements are suggested.

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This study adopts the Teaching and Learning Cycle for L2 writing classes to influence learners’ understanding of the target texts’ social and communicative purposes. I will summarise the functions of the original TLC. Then, I will explore how EFL learners’ writing skills change through the modified TLC writing teaching method.

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This narrative inquiry accompanied one Chinese teacher as she reflected on her experience quitting her normal teaching job and participating full-time as a member of a language-teaching YouTuber team for a period of three years.

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The quality of transmission of prosody-related acoustic cues through a cochlear implant (CI; an auditory prosthesis that can partially restore hearing in individuals with sensorineural hearing loss) and the linguistic experience of listeners impose challenges on the identification of native and non-native prosody in CI users and vocoder simulations...

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The current research suggests that L2 learning does affect L2 learners' cognition of color and color-related emotional expressions.

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This paper examines teachers’ code-switching in the non-immersion language classroom as a means of further understanding teacher language use. I consider how the processes and practices of code-switching in this context differ from those observable in general language use, and argue that code-switching may have educational benefits nonetheless.

AILA SymposiumFocused