Abstracts archive

This study examines learners’ metapragmatic awareness when following a TSLT approach. 25 Spanish-Catalan B2 EFL learners (aged 13) were tested through a DCT and a pragmatic awareness test. Findings show signs of L2 acquisition in the DCT, but such changes do not correlate with the students’ perception of pragmatic appropriateness.

This study examines teacher discourse around “gender-traditional” representations in Dutch foreign language learning classes. By studying teachers´ own perspectives it becomes clear that considerable mismatches between self-articulated gender ideologies and speech acts exist (e.g., gender equality is deemed highly important, but classroom beha...

By examining the data of romantic dyads with different linguacultural backgrounds who use English (as a lingua franca) which is a mother tongue for neither partner; the paper explores how far the couples are emotionally detached from their LX and how far this affects the accomplishment of their ‘coupleness’.

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 creatively and develop their heritage language ski...

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 discourse functions as a vital planning principle.

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) biographies through the lens of embodiment.

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.

This presentation explores an affective practice approach (Wetherell, 2012) to analyse language portraits (Busch, 2018). This approach can be useful to theorise the lived experience of language of multilingual children at school and contribute to wider discussions on language teaching and (in)equality. The data presented is part of a larger ethnogr...

On the basis of a two-year longitudinal study, the present paper explores code-mixing processes in naturally occurring Virtual English as a Lingua Franca (VELF) exchanges on a private Facebook group. It is suggested that code-mixing may be triggered either by the VELF users' L1s or the habitat factor, and that the hybrid forms so produced may, over...

This ethnographic case study describes efforts by children and adults to hide or acknowledge Indigenous languages in the context of dual language immersion schooling. I explore how Indigenous multilingual children from Guatemala and Mexico navigate linguistic and ideological constraints in a Spanish/English dual language elementary school in the U....

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 England and France about attitudes, knowledge and ...

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, which we will critically analyse from an ethnographic ...

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.

Expertise is a deciding factor with regard to creating identities in video-mediated food discourse. I analyze the negotiation of expert identities in intercultural Skype conversations and find that two types of expert identities are negotiated: culinary and cultural experts. My results illustrate the complex interrelations between food and expert i...

This study presents an intervention reframing teaching language analysis skills (lexicon, inflection, grammar, pronunciation, discourse) within a “language as hospitality” framework (Smith & Carvill, 2000). Teacher trainees connected key analytical skills to their desire to extend linguistic hospitality, with implications for re-designing a...

This session aims to show how difficult can be for return migrants to access job opportunities as English teachers, as they face barriers such as discrimination, otherization and exclusion. We provide an argument for recruiting more return migrants as a manner to provide educational and job opportunities for them.

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 theoretical and practical implications for L2 German c...

Based on the Exploratory Practice principles, I seek to understand why I was so happy teaching at Nexus, a Brazilian public school. My students’ written responses helped me understand, among other aspects, that I trust my students’ perceptions of me and of our relationship based on love, affection, and respect.