Abstracts archive

The example of the project #OurWords shows the potential of OER for language teaching. The project will create a free database and app for language acquisition that is oriented towards the interests of the students and offers various access options so that students with a need for support can also b...

This paper deepens our understanding of affective variables in the (foreign) language class by presenting the findings of a web-based survey study on perceived enjoyment of English (foreign language) and German (first language) classes. Data from 754 secondary- and tertiary-level students in the Ger...

I report on how teacher candidates used cultural excavation activities to reflect upon a study abroad experience in Peru and the role of these activities in developing intercultural competence. Findings show movement towards more ethnorelative stances, demonstrating cultural excavation as a powerful...

In this presentation we argue that teacher-researcher collaborations hold the promise of embracing translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework to call for both parties to develop translanguaging co-stances, and make translanguaging co-designs and co-shifts. We t...

Initial results from the pre-test of a largescale longitudinal study of English and Swedish vocabulary knowledge among students in Swedish middle school are reported. The results are compared between CLIL and non-CLIL students, and between different CLIL groups as the way CLIL is implemented varies ...

The global political climate has created an unprecedented influx of refugees entering Canada and Canadian schools. This study explores the complex relationship between refugee families and their childrens’ schools, exploring both informal and formal ways to optimize parent-teacher collaboration, a...

In this session we will describe a service-learning experience carried out by volunteer university students. The teaching of languages in higher education should contribute to the integral development of students and democratic societies. The theoretical framework, the service learning experience it...

This mixed-method project aimed at reviewing EFL teacher training policies through the analysis of 3 corpora using keywords-in-context through Nvivo12. Results suggest discrepancies in the emphases given to different areas in the curriculum while showing evidence of neoliberal ideologies through the...

While governments in Latin America position English as "the" language to learn across educational systems, the authors elaborate on a series of projects that incorporate a decolonial approach to interculturality in language teaching and learning in Colombia and intend to promote respect for sociolin...

In this paper, we would like to present Virgínia Faria Gersão and her grammar, A Gramática das Criancinhas, written in a very original way with the purpose of facilitating the students’ learning.

This linguistic ethnographic study addresses two Ugandan women living in Istanbul as skilled migrants. The analyses of the participants' everyday language practices in the city aim to show how these two women construct and negotiate their identities as skilled migrants in Istanbul through their (non...

How can writing instructors develop their learner’s syntactic complexity in the L2 classroom? The researcher used a mixed methods design to examine the effects of three types of tasks on the development of complexity. The results indicated that tasks that focus learners’ attention on syntactic a...

This paper will report the experiences of 36 trainee teacher students at a UK based University engaging with a variety of activities during an intensive telecollaboration English for Academic purposes (EAP) training course on Moodle.

The purpose of this study is to investigate a method of giving feedback on essay writing in order to focus students' attention on logicality. Students' comments on using the Question Formulation Technique (QFT) for writing an essay need to be analyzed to examine whether students are paying attention...

Insights from 468 migrants revealed the emotional attachment to the first language as intensifying their feelings of difference when using the local language in emotional conversations. Participants' self-perceptions varied from a sense of detachment to liberation depending on the emotion being expr...

The aim of the paper is to present how working with texts of migration literature in FL classes can stimulate the work towards the democratic culture through the reflection on a language as an instrument of social inclusion and exclusion, of power and prestige.

The presentation offers analyses of formulating practices in which nonnative students characterize or recast what was said in the previous turn(s) by their teacher, typically but not limited with 'so you are saying...' These practices offer insight into how students clarify lesson contents, infer wh...

This paper explores gendered ethnicities in Polynesia through discourses about overweight bodies. Various forms of compliance and of resistance turn bodies into sites of politicized conflicts, as well as into potential “spaces of otherwise” that allow an expression of indigeneity which would coi...

This paper reports the practice of a C1-level English for Science and Technology CLIL course at a Chinese university. Drawing on the pluriliteracies model, it explores the practice and efficacy of a genre-based pedagogy backed up by solid linguistic theory that integrates all the 4Cs and its implica...

This paper presents findings of a classroom-based investigation into the professional development paths of five pre-service English as a foreign language (EFL) teachers, as they learned how to translate concepts of plurilingualism and plurilingual education studied at University into their situated ...

Scientific abstracts written by Japanese EFL science majors were compared with the abstracts appeared in published research articles, and we found that EFL students used metadiscourse markers to connect concrete ideas more often and that they were hesitant to use metadiscourse markers to connect abs...

This action research reflects the teacher-researcher’s curriculum of Workplace English and reconstructs a pedagogy for English for Occupational Purposes. Data was gathered from 17 interviews, teaching logs, and teaching evaluation. The findings are hoped to shed light on the learner-centered appro...

How did women learn Ancient Greek in the Renaissance? My paper will address this question by discussing two Greek grammar books written for Ippolita Sforza, the eldest daughter of the Duke of Milan Francesco I Sforza and a highly intelligent woman who produced numerous Latin letters, orations, and p...

This talk presents the Holi-Frysk 2.0 project, in which an intervention is developed, aiming to create more positive attitudes from teachers and pupils in secondary education towards Frisian and multilingualism. We will present examples of activities, teachers' experiences and a first look at the ef...

This presentation addresses a longitudinal study on the pedagogy of augmented reality (AR) implementation in English second-language (ESL) classrooms. The presenter discusses the unique attributes of AR technology that support ESL teacher instruction and students’ learning. Study findings help rev...

Graduates from Chinese-medium schools in Hong Kong often have lower competence in English and are disadvantaged in schooling and the labour market. This narrative inquiry traces the socio-academic trajectory of a CMI school graduate in local and overseas EMI higher education and relevant consequence...

How can we make plurilingual competence more tangible and empower learners as participants in ‘glocal’ communities? This talk discusses the development and piloting of an E-portfolio and platform for plurilingual action-oriented learning, as a feature of LINCDIRE (LINguistic and Cultural DIversi...

Reflexivity is approached though a model of metadiscourse, focusing on the discourse itself (metalinguistic function), the writer-speaker (expressive function) and the real or imagined audience (directive function). The model is applied to a net-based teaching context and students’ synchronous (N=...

This presentation describes the CLIL approach taken in undergraduate English for Academic Purposes (EAP) courses at a Sino-US joint venture university in China. Language serves as the content in a course designed to help freshmen meet the challenges of EMI in the liberal arts curriculum.

Without taking the linguistic reality of named languages for granted, what does 'English' mean in the context of adult ESOL? This project seeks to interrogate this issue by analyzing recurrent discourse patterns and meta-linguistic/pragmatic commentary in two classrooms, exploring teachers' linguist...

This paper focuses on the agentive meaning-making role that teachers hold in enacting language policies in Maldivian schools. Drawing on data from curriculum documents, teacher surveys and interviews, I present how teachers’ ideologies about language and language teaching impact how they interpret...

The paper argues for the need to include an increased focus on language variation and Critical Language Awareness in Mother Tongue Instruction in Sweden, using an additive expansion-oriented pedagogy (Leeman 2018). Currently, these perspectives are largely lacking in MTI. The aim is to expand studen...

In a well-known study of adult ESL learners, Goh (2000) found that most L2 listening problems were related to the ‘perception’ stage of the process. With a different population – UK lower-intermediate school children learning French and Spanish – the findings of a pilot replication study sho...

This 3-year longitudinal study tracked 3 Chinese EFL undergraduates and analyzed the collected data through CDST techniques, including min-max graphs and Monte-Carlo analyses. Our results confirm flux developmental processes of L2 listening, depict divergent patterns of intra-individual variability ...

The verbal materials consider as mainstream of communication for a long time. However, non-verbal communication starts to speak eloquently in our life. This study examines the potential of multimodal teaching methods and materials in classroom. That provides us a clue to make more useful strategy fo...

A genre-based pedagogy that exploits the connections between reading and writing is likely to improve aforementioned skills, and genre knowledge and awareness. This is tested by randomly assigning 12 grade 10 classes to either column or news article lesson series and subsequently assess reading and ...

We present a person-centred approach to informal mobile language learning. After explicating theoretical principles and methodological decisions, we will illustrate with an empirical study that examined L2 learners’ learning experiences afforded by their selective use of varied mobile technologies...

This paper reports on a longitudinal study on the effects of reading-while-listening, reading with textual input enhancement (i.e. underlining), and reading-while-listening plus textual input enhancement on Vietnamese pre-intermediate EFL learners' acquisition of collocations.

This presentation explores educational change by examining how a group of language teachers implemented blended learning at a Colombian university. I discuss, in particular, the experiences of four teacher leaders responsible for implementing the change and suggest implications for the professional ...

To support preschool teachers with applying the new law that declared multilingual early education mandatory in Luxembourg, we offered a professional development course in translanguaging pedagogy over the course of 6 months. The results from teacher questionnaires and focus groups show that there h...