Abstracts archive

This paper illustrates how parents can use technology and digital platforms to support their language ideologies and desired language practices within the home with their children. The data shows that technology can be recruited as a virtual partner of parental policies and that children embrace it ...

Developing CLIL programmes requires educators to consider a multitude of aspects in order to design a curriculum that furthers both content knowledge and language skills. The talk introduces a CLIL science subject at an Austrian upper-secondary school that uses Dalton-Puffer’s (2013) cognitive dis...

This presentation deals with the intergenerational transmission of memory of apartheid South Africa by drawing on Mikhail Bakhtin's essay 'The Chronotope'. My aim is to provide a framework to think about agency in narrative which can be fruitfully linked to the exploration of (linguistic) biographie...

Teachers’ beliefs about the place of non-dominant languages in education impacts on whether children’s complete linguistic repertoires are welcomed or inhibited in school contexts. This talk will discuss the themes and contradictions which emerged from c.50 semi-structured teacher interviews in ...

A new wave of interest in immersion education is currently sweeping Europe, responding to gaps in the EFL market for experiential learning “packages”. No longer simply a practice of affluent Spanish families, these new, highly customizable immersion experiences (re)create social inequality, whic...

This case study aims at exploring how teachers conceptualize integration in CLIL and understand their role as content and language facilitators in schools in the Basque Autonomous Community (Spain). It describes classroom realities while analyzing the needs for specific teacher training programs.

This project addresses the use of the first (or school) language in bilingual science teaching in primary school and attempts to shed light on “effective” lesson practices in order to foster dual-subject literacy.

This study analyses one specific form of display questions (“Was heißt x/What does x mean?”) as a contingent resource in non-topic-initial positions in L2 German classroom interaction. Using conversation analysis to closely examine video-recordings in oral communication classes, we provide theo...

This paper looks into the complexity of claiming professional roles and shows how employees use linguistic ‘competence’ to claim situated positions of power. We draw on data from a multilingual kitchen and close the paper by proposing a model for the study of multilingualism in the workplace.