Abstracts archive

This study aimed to develop an intelligibility-oriented approach to teaching L2 pronunciation. It investigated variations in features of Hong Kong English pronunciation and prioritised them with reference to studies on international intelligibility. The paper argues that a feature-based pedagogy off...

This paper presents data from teachers who have traversed the implementation of CLIL programs with limited professional learning opportunities. We discuss the relationship between professional learning specific to content and language integration, and the teacher identity as a bilingual/CLIL teacher...

This study explores how the concept of Cognitive Discourse Functions can be used to improve competency-based history education in the context of Austrian upper-secondary CLIL history programmes. Following design-based research methodology, CDF-based history materials were designed, continuously deve...

In this presentation, we discuss a model to train graduate students in distance language teaching. The program offers hands-on practice with synchronous and asynchronous technologies, familiarizes participants with current CALL research, and connects them to a wider community of educators involved i...

This presentation discusses the longitudinal work of a team of teachers collaborating with a researcher with the aim of gaining new knowledge about effective ways of teaching Swedish Sign Language as an L2 primarily through formal classroom instruction.

This study investigates the influence of monolingual vs. bilingual education settings on written language development  in Turkish-German bilingual pupils with a focus on the pupils' syntactic complexity development in both languages.

The EVOLVE project (www.evolve-erasmus.eu) has conducted research on Virtual Exchange across disciplines to measure and interpret (through quantitative and qualitative analysis) its potential impact on foreign language proficiency, intercultural competence and critical digital literacy. The outcomes...

This presentation proposes to introduce an innovative project which will focus on human interaction with artificial intelligence, in order to provide standardized diagnostic assessment, evaluation, and training for language learners. This project which focuses on tertiary level students can also be ...

In comparing the effectiveness of language modes in dyadic, computer-mediated communication, van Mulken & Hendriks (2014) found that L1–L2 interactions in (neighbor) German and Dutch were more effective in realising communicative goals (spot-the-ten-differences) than the ELF interactions. Besides ...

This ethnographic, qualitative case-study empirically explores possibilities for language learning through digital multimodal composing in popular new media genres among emergent bi/multilingual newcomer youth in school. Given the increasing numbers of newcomers in Canadian classrooms, there is a gr...

This qualitative study investigates ten Chinese programs, including Chinese as additional language, transitional, CLIL, immersion, and dual language programs, in Australia and the US. This study discusses the role of Chinese as a subject and for learning in a bilingual and biliteracy curriculum in e...

This paper introduces the development and validation of a diagnostic English language assessment system for high-school English language teaching and learning in China. The analysis of the case is aimed at demonstrating the value of diagnostic assessment in bridging the gap between the curriculum re...

This presentation introduces a place-based game, developed using the Augmented Reality for Interactive Storytelling (ARIS) platform, designed for L2 French learners and targeting the development of sociolinguistic competence in French. We will report the results of a mixed-method study conducted at ...

Conceptualizing research writing as a form of research literacy, in this paper we explore how a group of Lithuanian scholars, collaborating with international researchers, engaged in developing research literacies for conducting a complex longitudinal research project guided by interactional ethnogr...

This paper explores what kind of translanguaging pedagogies teachers and students in bilingual learning situations at the University of Helsinki would benefit from and how these could be implemented and supported in practice. We focus on qualitative and quantitative analysis of data gathered through...

This qualitative study explores the learning trajectories of four language students (L2 German) during a semester abroad: two of them stayed in a German-speaking country, two in a non-German-speaking country. The effect of learners' social interaction on their L2 formulaic development will be discus...

The findings of this study offer empirical resource for the developmental change of non-native English speakers' interactional competence over time.

This paper endeavors to delineate upon some of the ontological and epistemological undercurrents of dialectical dynamic systems theory (D-DST) by drawing upon Pepper’s root metaphor theory. Specifically, it purports to shed light on D-DST by invoking organicism and contextualism worldviews and dis...

Teacher professional development programs are launched in Sweden to meet the needs of migrant students' learning. Based on longitudinal linguistic ethnographic data, this paper investigates such a program in secondary school from two teachers' perspective, i.e. affordances and constraints regarding ...

Our study reports on an ethnographic case study using digital storytelling with refugee background youth in a secondary school. It addressed the dynamic and productive ways in which digital storytelling can leverage refugee background learners’ communicative resources to make visible their literac...

This design based research study drew on the Multimodalities Entextualization Cycle (MEC) to help a teacher develop translanguaging pedagogy to teach English for academic purposes to students in a Master of Public Health program. Findings have shown some changes in the teacher's perceptions and prac...

Osservare l’Interlingua is a teacher training and action-research initiative aiming to produce, implement and assess activities for observing pupils' language development and devising relevant educational interventions based on the interlanguage approach. Teachers and researchers collaborate along...

This study reports a 12-week (two phases of 4/8 weeks) project to improve the listening skills of Japanese college students by exploring the best-fit strategy. We will discuss which strategies students found were most effective, motivating and useful.

This paper presents an original blended-learning Continuous Professional Development Course developed and implemented in the framework of the ENRICH EU-funded Project. The Course focuses on empowering EFL teachers to integrate the role of English as a lingua franca (ELF) in multilingual classrooms t...

In exploratory practice, teachers are encouraged to adapt familiar classroom routines (known as ‘potentially exploitable pedagogic activities’) as investigative tools to explore their practice. This presentation describes a recent crowd-sourcing initiative in which language teachers world-wide s...

This study examined the effects of extensive reading on the development of L2 reading attitude. A total of 92 Japanese EFL university students read SRA reading laboratory for 12 weeks and completed a reading attitude questionnaire twice. The major finding was that cognitive components were easier to...

This presentation focuses on the use of computerized dynamic assessment as a means of diagnosing learners' responsiveness to pedagogical intervention. We discuss two recent studies of Chinese pragmatic comprehension to illustrate how different administration formats highlight different aspects of re...

The dialogical meanings do not incorporate as literary and musical arts in relation to the daily life of the city of Rio de Janeiro. Work as reverberations enunciated in a language construction from the Bakhtin Circle.

The present study examines the cross-language transfer of lower-level reading processes (reading fluency and comprehension, morphological awareness) in L1 German to L2 French across different learner groups in primary school. To investigate measurement validity and then low-achieving readers, differ...

In this paper, we describe Me Mapping, present a content analysis of the Me Maps created by newcomer students and their future teachers, share the perspectives of those who created their own Me Maps and those who facilitated their creation, and explore the implications for mainstream classrooms and ...