Abstracts archive

The verbal scaffolding within the classroom discourse does not go in a linear way. Teacher questions are a powerful tool for scaffolding. They allow monitoring learners' level of knowledge, directing and controlling the discourse development. They may indicate the change occurring in the learners' c...

The main objective of this study is to shed light on three works that show the influence of women in the history of French language learning and teaching in the 17th-18th centuries.

This paper makes use of drawings to examine how Brazilian student teachers imagine EFL teaching before implementing language materials for the first time. By adopting a narrative perspective on teacher identity, it explores how the interplay between their past as pupils and present as student teache...

It is not yet clear whether third-age language learning is more effective and enjoyable in mixed-age or homogenous classes. Our results suggest that mixed-age classes are well tolerated by both students and teachers, although they do pose higher demands on teacher flexibility in teaching approaches ...

The aim of this paper is to investigate ways that a group of teachers interpret and explain their role in relation to establish continuity between communicative registers in grade 4-9 science classrooms. Five themes were discerned: no recognition, dichotomy, complementary relations, continuum and es...

Our study examines video-mediated post-observation conferences emerging as a fundamental support for evidence-based reflective practices in teacher education. The analysis reveals that fluctuations in epistemic (a)symmetries between mentor and trainees serve as a catalyst for the progression of refl...

The authors investigated the e-Learning strategies used by Japanese university students. The results showed that students' use of strategies was not necessarily self-regulated, but rather other-regulated. The authors then argue that some forms of other-regulation to scaffold their strategy use is re...

This paper presents a framework for analysing the ‘how’ of folklinguistic discourse. It describes mention in contrast to voicing and then subcategories based on speaker role, type of double voicing, interactional details, and language ideologies. It allows for detailed classification of talk abo...

The study investigates how oral feedback exchange on writing, an often-used classroom pedagogy, can facilitate dialogic voice construction. The participants were twelve graduate students attending group writing conferences for thesis writing. The findings highlight the role that dialogic interaction...

This paper presents a data-led interdisciplinary action research project set in a multilingual second level mathematics classroom in Ireland. The implementation of pedagogical interventions saw classroom interaction diversify with CL/DA methodologies used to trace the changes. Moreover, post-lessons...

This study examined beliefs about the research-pedagogy link by graduate students, full-time L2 instructors, and language program directors at Ivy League universities. Results indicated that participants held different beliefs depending on their roles, with language program directors holding the mos...

This presentation addresses the interpretational strengths of three phenomenological theories (AT, CDST, TEA) for illuminating data collected during a teacher motivation study at a high school EFL classroom in Beijing. By focusing on mediation (AT), system changes (CDST), and bifurcation points (TEA...

This paper will present lessons learned and recommendations from the Shared Course Initiative, a distance collaboration at Columbia, Cornell, and Yale Universities in the United States that stabilizes and strengthens LCTL offerings and fosters pedagogical innovation in a 3-site community of practice...

This talk discusses SA experiences of studying in China during and post-SA.

On the basis of a sociolinguistically oriented and ecolinguistically inspired approach, the talk presents webinars on the teaching of Low German. We assume that, in addition to school lessons, a holistically oriented teaching of the regional language adressing various New Speakers (Jaffe 2015) with ...

In discussions in English as a lingua franca, maybe spoken by Japanese users of English to mitigate a speaker's assertiveness and fill the linguistic gap was found to serve in the process of enhancing hearers' understanding and clarifying what is said by participants to co-construct discourse and ac...

The ‘International Classification of Functioning, Disability and Health’ is a framework, often used in healthcare, that focuses on functioning and participation, taking into account personal and environmental factors. It assists in: identifying influencing factors, providing input to enable appr...

This paper presents data excerpts and findings of a case study that explores legal and transnational literacy among female participants from Thailand yet residing in the U.S. as recently-naturalized citizens.

Research inevitably shows how students benefit from integrative and blending linguistic practices, compared with keeping to one language within one textual event in classroom. Still, the norms that steer practices are belief-based and change slowly. Teachers are also in need of practical tools for i...

The study examined Jewish and Arab school children in Israel - 6th- and 7th graders - who met to learn English together, based on the 'Shared Education' model. Analysis of the lessons' transcripts revealed a complex set of translanguaging between the three languages that serve both educational and s...

This paper presents a quantitative and qualitative analysis of technicality in CLIL and non-CLIL biology lessons. It aims to demonstrate that even in languages as closely related as English and German, technicality can be an issue, and has implications for how we teach biology in English and German.

This presentation discusses how different policies on EMI result in differing educational practices and environments, which impact on students’ perceptions of the nature of the shared medium, English, and their beliefs in monolingual NES norms and constraints of them as well as their understanding...

In this presentation, I suggest that strict language allocation in bilingual programs may – perhaps unwittingly – encourage transmissive, rather than student-centred learning. Data are drawn from a longitudinal study investigating a whole-school Japanese-English primary bilingual program in Aust...

In the «fide» system, the teachers are asked to negotiate the course contents with their participant groups, responding to their current language needs. The approach is scenario-based, and one of the teachers’ resources is a database of about 120 scenarios with detailed competence descriptors.

This presentation aims at describing and discussing a virtual exchange environment designed through three continents to support the learning and collaborative activities of student-teachers from Brazil, Spain, France and Taiwan. Content analysis of the students’ experience journals will be present...

Through a multiple case study approach, this study reports findings on newly arrived international undergraduates' use of pragmatic strategies for communication effectiveness in ELF academic group discussion in an internationalized university. The presentation will bring up discussion on incorporati...

Public interest in criminal offenders and the techniques used to apprehend them has grown dramatically. No area of criminal scientific investigation is exempt, including forensic linguistics (FL). Using official guidelines of FL societies and interview material from FL police consultants, this talk ...

This paper proposes that language teachers need not rely on ‘borrowed’ content – when a wealth of culturally-relevant content already exists through the language being taught. Taking a trans-disciplinary approach through the lens of the language’s culture can provide rich, engaging and impor...

This presentation reports on a 2.5 auto-ethnographic study where mother and son (aged 6.6-9 throughout the study) jointly researched their language practices and attitudes towards German and English in the home. The session will be co-presented by both parent and child (aged 13 at time of conference...

This presentation will shed light on study abroad students' monolingually or multilingually oriented language attitudes at the outset and the end of their stay abroad. Moreover, it will outline students’ (potentially multilingual) language practices during the stay and explore how these can be rel...