Abstracts archive

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...

In our paper, we focus on literacy practices in a transitional mathematics classroom in a secondary school in southern Finland. We aim to build towards a frame of reference that would help mathematics teachers to understand what supporting emerging literacies means in relation to their own subject.

This paper presents the outcomes of a British Council funded project (2018-2019), which researched the ‘sustainability’ of the core principles and central notions of Exploratory Practice, a form of practitioner research that inspired the language teacher education curricula experienced by 44 Bra...

This paper presents the results of an activity theoretical study of the breakdowns that emerged during a videoconferencing exchange between teacher-trainees from a French university and undergraduate students of French from an Irish university. Systemic tensions and breakdowns that are characteristi...

Talking plays a central role in dealing with mental illness and is yet fraught with challenges. In our study, we combine linguistic and psychiatric perspectives with a view to identifying communicative resources used to meet these challenges. Furthermore, we ask how linguistic strategies and illness...

This poster presents an instrument to determine whether foreign language (FL) teaching materials integrate scientific insights regarding targeted language use. Subsequently, we demonstrate the application of the instrument by exploring course books used in the neighbor language classroom. We compare...

Examining the role of feedback, learner self-assessment and teacher’s guidance on repeated L2 task performance, this study shows important effects for task repetition and feedback and that technology allows for a repeated examination of learner performance and to determine the effects of self-asse...

As a learner-centred and experiential pedagogy, Task-Based Language Teaching (TBLT) stands in contrast to more established teacher-led and grammar-focused approaches. This presents challenges for implementation. This presentation draws on key findings from a longitudinal study to consider the role o...

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 ...

This study uses academic discourse socialization (Duff, 2010) to examine supervisory feedback provided on three drafts PhD theses with particular focus on how the feedback helped the student construct and negotiate voice, agency, and identity in doctoral writing.

Presenters provide a research-informed model for creating OER materials that support teachers in implementing multiliteracies pedagogy across various teaching contexts. We first outline the process of creating this model, and then exemplify with a resource for analyzing and adapting text-based activ...

Based on my pedagogical and research practices, I understand that Exploratory Practice (EP) is indeed sustainable. Searching for understandings maintains the exploratory process alive, generating new puzzles. In this presentation, based on the EP principles, I analyze some in-service teachers’ nar...

The paper focuses on students’ multimodal negotiations between peers when taking notes in science class. We demonstrate the ways in which processes of reading, writing and manipulating curriculum material intertwine. At the same time, the students also display epistemic positions and balance on a ...

The conventional arrangement of participants during video-mediated interaction stimulates dyadic interaction. This has implications for video consultations, as older patients in particular often rely on family members and/or caregivers who may now be excluded. We demonstrate how technology provides ...

This meta-analysis of genre differences in writing compares the findings to studies conducted within a task complexity framework. One of the goals is to determine whether or not theoretical frameworks for oral tasks can apply to written tasks or if written tasks are best explained in terms of commun...

In this study, speech samples elicited by native and nonnative learners of Japanese on the argumentative  monologue tasks were analyzed in terms of complexity, accuracy, fluency, and functional adequacy. The results showed the complexity was the most significant factor that separated different ...

The current paper has two prime aims: a) to introduce and discuss the theoretical principles informing research investigating task modality effects, and b) to examine the extent to which task modality research findings can be implemented in L2 teaching and assessment practices.

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...

This presentation offers an innovative methodological and pedagogical approach to translanguaging developed with TESOL student-teachers. Building on metaphor theory and analysis, the presenters will share practical ideas on how to help student-teachers develop new metaphors for their teaching classr...

We argue for the importance of sustainability in practitioner research, with reference to our experiences of facilitating and researching English language teacher action research in Australia. We draw on a sociocultural ecological theoretical framework to propose ways in which sustainability can be ...

A corpus based contrastive study of tea tasting notes in Chinese and French highlighted a strong cultural imprint regarding both the organoleptic perception and its description.

This paper will report on some insights gained from sequential analyses of L2 peer interactions in French-as-a-foreign-language classrooms and suggest how these might be used to support pre- and in-service teachers in their planning and handling of peer interactions in the classroom.

This study began as a traditional Tandem Learning program, but soon evolved into a project in which learners exchanged scientific research focusing on professional rather than conversational English. The three principles which guided the research were: autonomy, reciprocity, and collaboration. Colla...

This study examines how individual differences in executive, phonological, and visuospatial working memory capacity relate to L2 learners’ grammar development and perceptions of task demands in oral and written form-focused tasks.

This presentation looks into the opportunities for authenticity and learner autonomy offered by the move of a series of task-based language tests to a digital age. For this purpose, we present the result of a needs analysis and quantitative and qualitative data gathered in piloting phases of the new...

This study investigates whether the effects of input- and output-based tasks on L2 vocabulary gains are influenced by task modality (oral vs. written). The findings demonstrate that both task types are beneficial for word learning, but their effects depend on task modality.