Abstracts archive

We present an analysis of alignment from a multimodal perspective in two telecollaborative settings. Our aim is first to establish an annotation scheme for conversational alignment to deal with the multimodality of desktop videoconferencing environments, and second to explore the possible difference...

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This paper applies concepts and ideas of Conversation Analysis (CA) to describe the multimodal nature of Facebook interactions. After describing the different types of messages that made up Facebook interactions, this study will demonstrate that the nature of these contributions does not affect the ...

The paper aims to examine the syllabus for English, classroom activities at primary school level, and out of school exposure to English in different cultural contexts to see if there are any impact on learner outcomes. Based on all findings (Son, 2018), the author will discuss the multiple factors a...

Two concepts of multilingualism relate to the selves aspect of Dörnyei’s (2009) L2MSS: Thompson’s concept of Perceived Positive Language Interaction (PPLI) and Henry’s notion of the ideal multilingual self. Using multiple data sources, this paper explores the dynamicity of multilingual learne...

The project aims to improve the employability of immigrants offering customized working paths. The language teacher gives them guidance that combines work and Finnish language education. We enhance and strengthen the Finnish language skills of immigrants by using the Nao robot at working places, uti...

By failing to address the important cultural and political functions that dialectal diversity serves between Indigenous communities this presentation discusses the effects of centralised language planning on Inuit in Nunavut, Canada. This includes a discussion of the current state of language politi...

This study investigated the relationship between self-regulatory reading strategies and self-efficacy for reading among beginner learners of French, experiencing either: (a) phonics instruction (b) strategy-based instruction, or (c) no explicit reading instruction. Findings will be discussed in rela...

By reporting findings of a multimodal-ethnographic study in a beginner EFL class in Montevideo, Uruguay, this presentation discusses how a locally-adapted EFL textbook is negotiated in the classroom. It shows how students negotiate ‘their own culture’ with the textbook by appropriating and trans...

This presentation will be dedicated to an underexplored form of disciplinary literacy practice: classroom work with literature in adult second-language instruction. I will show how the teachers and the intermediate language learners use linguistic resources while negotiating content knowledge about ...

This paper describes classroom feedback from a multimodal perspective, which does not only analyze teacher-student verbal interaction but gesture, gaze, and intonation.

This study analyzes how BELF customer interactions on Instagram are used to engage customers and create rapport. Instagram communication showcases a distinct company tone and media-specific content. Multimodal BELF strategies include plurilingual framing and intercultural prompts in the initial post...

This paper presents how drama was used during a participatory action research project conducted with teachers at a Francophone school in Saskatchewan, Canada. Drawing on student interviews, ethnographic fieldnotes, photographs, and audio-recorded research conversations, the paper analyzes reader eng...

The study investigates the intersectionality of race, gender, and language learning by focusing on three multiracial women in China. Interviews and recorded conversations show complex strategies to negotiate identity. By asserting their Chinese-ness but rejecting the Chinese discourse about gender, ...

This presentation links the concept of vicarious participation to current research into older language learners. Older learner are shown to be significantly more likely to listen to recorded tutorial interaction than younger learners. They report highly agentive learning behaviours and perceived ben...

By analyzing narratives told in demonstrations, this study aims to understand how mothers who have lost their children in police violence organize their suffering by narrating such death. This study aligns itself with interpretative qualitative research methodology. The analysis was guided by Narrat...

Wafa Zoghbor is an Associate Professor at the Department of Languages, College of Humanities and Social Sciences in Zayed University, UAE. She presented and published widely about the Phonology of English as a Lingua Franca and teaching the Pronunciation of ELF.

This paper describes how academics in UK universities navigate the changes they experience in language and literacy demands, driven by changes in the higher education environment such as managerialism and digitisation. It explores the tensions generated by these changes and reflects on their impact ...

By drawing on the method of conversation analysis, we illustrate how participants in multinational crisis management training attend to language related troubles during their tasks. Our findings show that the participants organise their verbal and embodied conduct in recipient-designed ways to colla...

Drawing on language-biographical interviews conducted with the use of language portraits with secondary school students in South Tyrol, Italy, I will show how the latter position themselves to ideologies that link ‘having’ a specific ‘mother tongue’ to nationality and ethnicity, using them a...

This multimodal conversation analytic study focuses on the performance of listening in an ESL classroom to examine how students display their (non)participation and (dis)engagement during extended teacher and student turns. Implications for teacher interactional awareness and reflective practice are...

This study addresses the interrelationship of multimodalities and contingent interactions during classroom literacy activities, for elementary-aged second language learners. Using McNeill’s (1992) co-speech gesture and gesture coding, multimodalities such as prosodics, facial expressions, drawings...

This paper reports on a linguistic ethnographic study focusing on multilingual German professionals living in Istanbul. Taking a scalar perspective, the paper seeks to address linguistic inequality as reflected in discourse, and how it relates to the constellation of German-Turkish-English in the mu...

This study is a report for teaching through collaborative writing, a method of teaching the Japanese as a second language writing class where multiple learners are instructed to write a story together. This teaching technique through collaborative work between native speakers of a particular languag...

Based on an ethnographic study of educational activities for language revitalisation aiming at teaching Hungarian to children in North-East Romania, I argue that the practice of education can be better understood by invoking the perspectives of local speakers than by enacting the concept of named la...

A news story comes into being through a succession of narrative situations, which are related to narrative ideologies, cultural conceptions pertaining to the telling of stories. This contribution uncovers three pillars that underlie the journalists’ narrative ideologies: contextually appropriatene...

This study documented the nature of university learners’ self-initiated and self-directed use of technology for vocabulary learning in the informal learning contexts and explored the relationship between different types of technological experiences and different aspects of vocabulary knowledge

This presentation outlines a course taught to Japanese EFL students that sought to develop interactional competence. Video data of student interactions revealed commonalities in such areas as discourse marker usage, repair, backchanneling and the like. Focused instruction addressed these issues and ...

Grounded in poststructuralist theory of language and identity, this paper explores language and literacy perceptions, ideologies, and practices of refugee-background Bhutanese and Karen families before- and after-resettlement.

Drawing on language-biographical interviews conducted with the use of language portraits with secondary school students in South Tyrol, Italy, I will show how the latter position themselves to ideologies that link ‘having’ a specific ‘mother tongue’ to nationality and ethnicity, using them a...