Abstracts archive

Mother tongue-based multilingual education (MTBMLE) was institutionalized in the Philippines to improve education, make it more accessible and inclusive, and promote and safeguard Philippine languages. The policy today remains strong, despite challenges it faces. In this presentation, I give an over...

This paper focuses on the academic literacies of two multilingual, refugee-background students who took a university course in their L2 Finnish in Finland. Drawing on nexus analysis and multiple data sources, the study explores how the students negotiate their course assignments.

The notion “hidden curriculum” (Jackson, 1968) will be discussed as a potential tool to visualize discrepancies between curriculum rhetoric and teaching practice regarding multilingualism in the Norwegian L1-subject. To maximise the multilingual potential in schools it is important to reveal eve...

By failing to address the important cultural and political functions that dialectal diversity serves between Indigenous communities this presentation discusses the effects of centralised language planning on Inuit in Nunavut, Canada. This includes a discussion of the current state of language politi...

The paper explores how Chinese international students, studying in a postgraduate programme in the UK, perceive national identity and identify negotiation. It illustrates the impact of languages, cultures and power relations in multilingual and multicultural context on individuals’ identity negoti...

This talk topicalizes methodological challenges in the (multimodal) analysis of gender and gendered discourse in EFL textbooks. While most research engages in top-down approaches, this project presents a bottom-up version, discusses its challenges and calls for a combined perspective in analysing ge...

This study investigated family language policy (FLP) practices at home among Russian heritage and majority language speakers and their children in Cyprus, Estonia and Sweden. We connect the analysis of top-down discourses on Russian at the national level with an analysis of bottom-up reactions to th...

Through study abroad pre-service teachers can learn a new language, experience another culture, and develop teaching practices. We studied the long-term influence these pre-service sojourns have on sojourners once they are practicing teachers by interviewing 10 alumni who then reflected on their per...

This paper illustrates plurilingual identities of Denisa, a female Slovak student, who has extensive study abroad experiences, focusing her lived experience of language (Busch, 2017). Changes to her repertoire are nuanced, having to prioritise some components for her career, while minimising others ...

Podcasting technology, though little known to the majority of Japanese, may represent an as yet untapped resource for providing English language learners in Japan with the opportunity to engage with English outside the classroom. Technologies such as this can be utilised to provide students with opp...

This study examines interlocutors’ orientations to, and use of, multidialectal and multilingual practices during L2 Arabic conversations-for-learning beyond the classroom in a study abroad program. Recorded interactions show such practices can work as a valuable interactional resource that multili...

In Switzerland and Hong Kong respectively, neither Swiss German nor Cantonese are considered to be academic languages. Drawing on two university sites, the University of Fribourg in Switzerland and the Hong Kong Education University, we shall argue that both should be taught as languages for academi...

This study addresses the interrelationship of multimodalities and contingent interactions during classroom literacy activities, for elementary-aged second language learners. Using McNeill’s (1992) co-speech gesture and gesture coding, multimodalities such as prosodics, facial expressions, drawings...

Wafa Zoghbor is an Associate Professor at the Department of Languages, College of Humanities and Social Sciences in Zayed University, UAE. She presented and published widely about the Phonology of English as a Lingua Franca and teaching the Pronunciation of ELF.

We seek to recognize aspects of academic writing constructed dialogically by a Brazilian high school students and their advisors. We analyze orientation sessions and text editing versions produced on a digital platform. Academic writing in this context is constituted from the construction of the ima...

The study tested vocabulary acquisition of a pseudo-language in Swedish–English bilinguals. A computerized paired-associate learning task was used to teach form-meaning mappings. A learning assessment task was administered after each block. The primary research question was whether subjective typo...

With recent interest in forms of assessment that support learning and should empower teachers to adapt their teaching practice, the Slovenian National Examinations Centre has developed a software program called OrKa that provides reliable data to Slovenian primary schools about their students’ ach...

This research focuses on the reading process in which children get engaged when working with picturebooks. We aim to analyze the inferential online reading that occurs while students interpret the meaning of the text and how this process triggers a series of aesthetic experiences that develop in tur...

This paper reports on an ongoing longitudinal case study of university students completing their programs in multiple languages at a large bilingual university. Screen capture recordings are analyzed to document students’ plurilingual writing processes, strategies, and resources. Implications focu...

This study investigates how the popular science fiction television anthology series ‘Black Mirror’ can be used to introduce first year university undergraduates in a CLIL-motivated classroom to threshold concepts associated with neoliberalism. A multimodal social semiotic approach is utilized an...

Hypothesis of the paper, based on 7th grade Maths classes of bilingual German-Turkish students, is that the employment of home languages in professional instruction enhances the students’ cognitive abilities. The transcripts reflect the verbalization of the ”language of thinking“ in L1 as oppo...

This study investigates questions raised in our earlier study dealing with multilingual awareness of advanced university students of LOTEs. Using a semi-open questionnaire, we will examine how students define multilingualism, and what the relatively common lack of awareness of being multilingual mig...

This paper presents how drama was used during a participatory action research project conducted with teachers at a Francophone school in Saskatchewan, Canada. Drawing on student interviews, ethnographic fieldnotes, photographs, and audio-recorded research conversations, the paper analyzes reader eng...

Grounded in poststructuralist theory of language and identity, this paper explores language and literacy perceptions, ideologies, and practices of refugee-background Bhutanese and Karen families before- and after-resettlement.

The study follows the individual learning trajectories of two language students who watched L2 Netflix TV-series prior and during a university language course. Through self-reflection and discussion with peers, participants adjusted their viewing behaviour during and again after the completion of th...

This paper, based on an extensive corpus of Danish and German data from social media, analyses dehumanising metaphors in xenophobic on-line hate speech from different angles (e.g. source domains, target groups, preferred co-occurrence patterns) to uncover the conceptualisation of certain “foreign�...

This study analyzes Business Students’ perceptions on languages in the multilingual context of the Basque Autonomous Community. The study takes into account as a variable not only the L1 of the students, but their whole linguistic repertoire by defining them on different levels of multilingualism ...

Thanks to plurilingual and multimodal inputs in plurilingual TBLL, the use of all languages present in the plurilingual repertoire of learners are activated during the taks-solving processes. They are involved in real-world discourse, which, triggers translanguaging practices and mediation and, by d...

Dr Ali Alsaawi is an Assistant Professor at Majmaah University, Saudi Arabia. He holds a PhD in Applied Linguistics from Newcastle University in the UK. His research interests include sociolinguistics, bilingualism and second language acquisition.

This paper explores how student-student interaction in a Brazilian multicultural classroom of Portuguese as a foreign language echoes the teacher-student participation structure. Attendees will analyze the emergence of power relations, social and institutional dimensions as well as how those foster ...