Abstracts archive

This paper explores how a poc rapper / entertainer 'talks back' in his social performances. The focus is on racist comments and themes and how particular language resources are considered a key to Finnishness. I will show how he ends up reversing the hierarchical roles between 'us' and 'them' and ho...

Using the specific blog corpus 22months, patterns of sayability are elicited.

This study traced the perceptual development of 13 multilinguals over the first year of L3 instructed learning. The overall results point to a non-linear development of foreign language phonology, diverse, feature-dependent CLI patterns and differential learnability of phonetic features.

This paper takes the point of view of the performance in order to i) question the nature and the mechanisms of chunks and chunking while writing; ii) describe what we call here 'performance units', i.e. text sequences spontaneously produced between two pauses, in terms of constructional regularities

This paper will expound on a qualitative analysis with students and teachers in Spain aiming at identifying difficulties and best practices in catering for diversity in intercultural and content integrated language learning and teaching. It is comprised within the KA201 Erasmus+ project "CLIL for al...

The study examines how student teachers participating in a pre-service immersion teacher training program in Finland discuss and reflect on implications arisen from their own experiences of teaching in Swedish immersion classes during their fourth and final practice period. The analysis focusses on ...

Education systems commonly erase students’ plurilingual skills and their intimate living experience of plurilingualism. We will highlight how students’ multilingual repertoires may be used as resources for teaching and learning in French Guiana, including in FL classrooms, and how plurilingual a...

This qualitative research investigated what secondary students in an EFL context said about the process of learning English in school and beyond. I was interested in understanding why (and how) some students outperformed others in their L2 knowledge while sharing the same learning path in school.

Generally using machine translation(MT) services has not been welcomed in language classrooms as for its potential plagiarism. However, this presentation suggests effective adoption of MT post-editing tasks replacing traditional peer feedback can improve learners’ language competence and accuracy ...

On the basis of a comparative corpus of authentic German and Russian therapy-planning talks, it will be asked how German and Russian patients cope with the emotional stress caused by that severe illness. The focus will be on subjective theories of illness as well as on how, when and regarding which ...

Our study measured the correlation between socioeconomic status and performance in CLIL and non-CLIL education in Andalusia, southern Spain. Unlike in other educational contexts, CLIL seems to contribute to greater equity, as it eliminates the weight that socioeconomic status has on student performa...

Based on the language biographic data of speakers of Albanian heritage language in two different settings, Switzerland and Germany, this paper will demonstrate how speakers’ strategies of language-choice relate to individual experiences of inclusion and exclusion as well as self-positioning and po...

Recently, Web 2.0 and mobile applications have become an endless source of new technological tools that integrate Automatic Speech Recognition (ASR). Their use in learning environments has led to a growing interest by researchers whose studies demonstrate the effectiveness of these tools in relation...

This multimodal presentation will document the findings of a study concerning the perspectives on catering to diversity in Content and Language Integrated Learning (CLIL) programs in the context of Morocco encased within a larger-scale European project

Case study data of one central document from the university support system is analysed to demonstrate how it is influenced by both academic and healthcare institutional practices and contexts, demonstrating the blurred boundaries of institutions and discussing the experiences of the students with th...

Successfully aligning instruction with proficiency-based standards necessitates buy-in from students, a traditionally overlooked stakeholder in language program evaluation. This presentation explores students' perspectives of the Proficiency Initiative at the University of Rhode Island, an initiativ...

Giving room to the voices of learners as the most important stakeholders in informal language learning processes, this paper provides insights into Austrian teenagers’ perceptions of extramural English, informal learning outside school, and the link between out-of-school English practices and Engl...

This paper sheds light on (1) the diversity of Erasmus students’ discourses about their second language acquisition experiences; (2) the way(s) in which this diversity is influenced mainly by their (lack of) social networks abroad; and (3) other intervening factors that ultimately affect the stude...

2017 saw the start of an intervention study about teaching grammar for writing (secondary school). We teach eight experienced teachers in (re)designing innovative, meaningful and playful lessons which teachers are happy to give. In this paper, I will present these lessons and experiences of teachers...

Research on L2 summarizing skills at different proficiency levels is limited. The presentation reports a study which aimed to, from the perspective of raters, identify the features of summary at five proficiency levels on two integrated task types. The presentation will also discuss how task feature...

Our research investigates how parenting style, home enrichment, and L1 proficiency impact primary school students’ L2 development in EFL and immersion contexts. Our results showed that bilingual (immersion) educational programs may potentially reduce the impact of parenting style and home enrichme...

Drawing on a nationally representative survey in 2010, this study provides the first quantitative analysis of Mandarin and dialect language use and its determinants both at home and in schools for children with the ages of 6-15 in contemporary China.

This presentation discusses the methodological issues involved in finding a satisfactory compromise between common conventions of transcription and annotation in spoken learner corpora and the specific requirements of compiling corpora in different settings – primary, secondary and higher educatio...

Should stories be part of EFL classes at the elementary school level? Yes! This study showed that narratives aid in developing vocabulary and retell skills. Third to sixth graders (N=167) in a Mexican public school received a narrative intervention and were assessed at three times for vocabulary and...

This study focuses on emotions and beliefs Finnish and Brazilian student teachers attach to their future professional identities. The two contexts make visible the ways in which multilingual experiences are situated and embodied. Particularly, the participants envisioned the multilingual professiona...

During their educational program, interpreting students develop their characteristics as interpreters for deafblind individuals while going through a process of self-transformation. Students process of becoming professionals is evident in how they develop their professional identity.

This study examines how a key discourse function in the construction of specialist knowledge - CATEGORIZE - is realized in the writing of CLIL history learners whose L1 is Spanish. This is a longitudinal study with data from grades 6, 8 and 10. Initial findings reveal a low presence of classificatio...

This paper argues that ‘stuff’ and cultural artefacts can be seen as a way of making sense of multicultural worlds and subjectivities. It reports on a visual ethnographic study that analyses the personal collections of 5 multilingual speakers and their unpredictable and self-conscious ways of be...

This presentation examines how three analytical sociolinguistic frameworks – superdiversity, linguistic citizenship (LC) and language rights (LR) – might usefully inform the ongoing development of national language policies in relation to both their increasingly diversified/multilingual constitu...