All times are in CET. 

Sunday, August 15, 2021
05:00PM - 07:00PM
Room 1
Opening ceremony & KEYNOTE Diane Larsen-Freeman
Format : Plenary
Track : Virtual Session
Speakers
Diane Larsen-Freeman, Keynote Speaker, University Of Michigan
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
Kees De Bot, AILA2021 Organizer, Mentor, AILA 2021
Wander Lowie, University Of Groningen
Thony Visser, University Of Groningen
Azirah Hashim, AILA Vice-President , University Of Malaya
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
Moderators
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
Wander Lowie, University Of Groningen
 Diane Larsen-Freeman (Diane Larsen-Freeman is a Professor Emerita in Education and in Linguistics at the University of Michigan in Ann Arbor, Michigan and a Visiting Senior Fellow at the University of Pennsylvania).  Diane has been a leading figure in the world of Applied Linguistics for many decades. Her interests range from language pedagogy to grammaring and to the role of Complex Dynamic Systems in Second Language Development. She has published widely in articles and books and is cited extensively. For the Groningen AILA2021 organizers she was the obvious choice for the opening address! 
From the 'What If's' to the 'So What's’: Updating our Understanding of Second Language Development from a Complex Dynamic Systems Perspective
06:00PM - 07:00PM
Presented by :
Diane Larsen-Freeman, Keynote Speaker, University Of Michigan
From the 'What If's' to the 'So What's': Updating our Understanding of Second Language Development from a Complex Dynamic Systems Perspective
07:00PM - 08:00PM
Q&A and discussions with keynote speaker Diane Larsen-Freeman
Meet our keynote speaker Diane Larsen-Freeman in Gather Town at the class room straight after her session scheduled for Sunday, 15 August at 18:00 – 19:00 CET.Together with Kees de Bot, she will welcome you to answer any of your questions related to her presentation From the 'What If's' to the 'So What's': Updating our Understanding of Second Language Development from a Complex Dynamic Systems Perspective and engage in discussions as of 19:00 CET. Please join us in the Gather Town class room at the Activity Center. 
07:00PM - 08:00PM
Speed-Meetings
After the opening ceremony and keynote, it may be time for you to meet and mingle with other virtual delegates. This can be done by Speed-Meetings in which you get to talk for 4 minutes with a randomly selected delegate, and you can do as many rounds as you wish. Who knows who you will meet! We will set the timer for one hour, but 30 minutes in total will be fine, too. We will repeat this activity on Wednesday and Thursday. Join us here!
07:00PM - 08:00PM
AILA Solidarity Reception in AILA Gathertown in the AULA
Please join AILA's vice president, Azirah Hashim, to congratulate this year's AILA Solidarity Awardees. Go to Gathertown!
Monday, August 16, 2021
08:30AM - 12:00 Noon
Room 1
S001 1/2 | ‘Spaces of otherwise’? South-North dialogues on languaging, race, (im)mobilities
Format : Symposium
Track : Virtual Session
Speakers
Christopher Stroud, University Of The Western Cape
Natalia Volvach, PhD Candidate, Stockholm University
Ayse Gur Geden, PhD Student, UCL Institute Of Education
Kathleen Heugh, University Of South Australia
Valelia Muni Toke, IRD
Özge Deniz, M.A. Student , Bogaziçi University
Qumrul Hasan Chowdhury, AILA Solidarity Awardee, University Of Dhaka
Jinny Choi, Associate Professor, University Of Texas At Arlington
Muchativugwa Hove, Presenter, North-West University, South Africa
Åsa Wedin, Presenter, Dalarna University
Mingdan Wu, AILA Solidarity Awardee, University College London
Mona Elsamaty, AILA Solidarity Awardee, University Of Toronto
Necia Billinghurst, University Of South Australia
Moderators
Caroline Kerfoot, Symposium Convenor And Presentor; Mentor, Stockholmsuniversitet
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
In writing of the 'economies of abandonment' of neoliberal globalization, Povinelli (2011) also points to the potential for 'spaces of otherwise', those spaces of curiosity and risk, potentiality and exhaustion which open possibilities for more ethical becoming and the emergence of new forms of social life. This symposium brings into dialogue scholars of the global South and North concerned with the material consequences of language, race, and structurally induced (im)mobility. South and North are understood here as labile signifiers whose meaning is determined by everyday material and political processes. The interaction of perspectives from the North and the South creates the opportunity to revisit the limits of representation in mainstream social sciences, reconstituting and expanding dominant theory so that it may become more productive in analysing social and linguistic realities. The symposium seeks, for example, to critically interrogate the affordances of recent concepts such as translanguaging, linguistic citizenship, and raciolinguistics for their power to critique and replace destructive institutional structures, classifications, and the technologies that sustain them. It thus seeks to enlarge knowledges of agents, practices, and processes which could lay the basis for what Papadoupolous (2011) calls 'alter-ontology' – new realities – and maximise the possibilities of hope.
Linguistic Citizenship in spaces of otherwise
08:30AM - 12:00 Noon
Presented by :
Christopher Stroud, University Of The Western Cape
In this talk, I will explore the idea of multilingualism as a technology in the conceptualization of alternative, competing futures. I build on the notion of Linguistic Citizenship as a blueprint for thinking differently about language, and multilingualism as a ‘site’ where we might relate ethically to others – and ourselves.
Breaking the silence in ‘spaces of otherwise’
08:30AM - 12:00 Noon
Presented by :
Natalia Volvach, PhD Candidate, Stockholm University
This ethnographic paper sheds light on how various agents use limited resources to create 'alternative spaces' in Crimea in the context of international isolation. The combination of a 'walking tour' technique with the analysis of linguistic landscapes demonstrates how the current state of affairs can be resisted, contested and/or disrupted.
Liminal Spaces Beyond the North and South Binary: The Case of Turkish-Speaking African Students as Bridges of Potentiality
08:30AM - 12:00 Noon
Presented by :
Ayse Gur Geden, PhD Student, UCL Institute Of Education
This presentation explores complexities and potentialities in Turkey as a liminal space occupying a fluid position between the global North and South. It draws from an ethnographic study that investigates the role of Turkish and English language learning with consequences for Sub-Saharan African students in Turkey, institutions and actors they engage with.
Shadows of coloniality and falling through the abyss: a sociolinguistics of despair or possibility?
08:30AM - 12:00 Noon
Presented by :
Kathleen Heugh, University Of South Australia
Southern thinking and intermingling cosmologies, epistemologies and ontologies of decoloniality run through deep canyons carved through millennia. Sociolinguists nurtured within the northern academy must side-step hubris lest they fall through the abyss that lies between northern and southern ways of being, and the southern canyons of relevance they desire.
(Un-)desirable bodies? Health discourses on obesity in the South Pacific and the impossible “end of exoticism”
08:30AM - 12:00 Noon
Presented by :
Valelia Muni Toke, IRD
This paper explores gendered ethnicities in Polynesia through discourses about overweight bodies. Various forms of compliance and of resistance turn bodies into sites of politicized conflicts, as well as into potential “spaces of otherwise” that allow an expression of indigeneity which would coincide with the “end of exoticism”.
A linguistic ethnographic study: Multilingual Ugandans as (de-)skilled migrants in Istanbul
08:30AM - 12:00 Noon
Presented by :
Özge Deniz, M.A. Student , Bogaziçi University
This linguistic ethnographic study addresses two Ugandan women living in Istanbul as skilled migrants. The analyses of the participants' everyday language practices in the city aim to show how these two women construct and negotiate their identities as skilled migrants in Istanbul through their (non)deployment of languages in their multilingual repertoires.
The ‘what’ and ‘how’ of Southern knowledge in applied linguistics: English in rural Bangladeshi madrasa
08:30AM - 12:00 Noon
Presented by :
Qumrul Hasan Chowdhury, AILA Solidarity Awardee, University Of Dhaka
This paper reports ethnographic research on English at a madrasa in rural Bangladesh, and argues that in applied linguistics, Southern theories need to be critically informed by empirical work, not only engaging with heterogenous experiences but also reflecting on the processes involved in accessing these realities.
Transnational Mobility, Ethnic Identity and Language of Korean Community in Argentina
08:30AM - 12:00 Noon
Presented by :
Jinny Choi, Associate Professor, University Of Texas At Arlington
The present project studies the Korean-Spanish bilingual community in Buenos Aires, Argentina. The paper investigates the history of their transnational diaspora and mobility, the complexity of their ethnic identity construction and their language profile.
Ways of becoming: postcolonial literature and the limits of mimicry and hybridity
08:30AM - 12:00 Noon
Presented by :
Muchativugwa Hove, Presenter, North-West University, South Africa
This paper questions the ways in which language education could contribute to democratic cultural spaces and configurations through the use of purposefully selected literary texts. I argue that there is something disturbingly worrisome in the incompleteness and mimicry of the postcolonial state’s language and literature curriculum that uncannily resembles the class hierarchy, authority and cultural ways of the colonial order.
08:30AM - 12:00 Noon
Room 1
S003 | A transdisciplinary look at intra-individual variation in language development and change
Format : Symposium
Track : Virtual Session
Speakers
Peter Macintyre, Cape Breton University
Carlos Rico Castillo, Friedrich Alexander University
Betül Çimenli, AILA Solidarity Awardee, Bartin University
Katarzyna Rokoszewska, Assistant Professor, Jan Dlugosz University In Czestochowa
Katharina Korecky-Kröll, Postdoc Researcher, University Of Vienna
Erik Schleef, Full Professor, University Of Salzburg
Ali Al-Hoorie
Kedi Simpson, PhD Candidate; Solidarity Awardee, University Of Oxford
Marte Nordanger, Inland Norway University Of Applied Sciences
Paulina Horbowicz, Associate Professor, Inland Norway University Of Applied Sciences/Adam Mickiewicz University In Poznan
Moderators
Simone Pfenninger, University Of Salzburg
Lars Bülow, University Of Vienna
Nelleke Jansen (AILA2021 Volunteer), AILA2021 Volunteer, University Of Groningen
The theme of this symposium is intra-individual variation, that is, observable variation within individual entities, which plays an important role in the humanities area as well as in the natural and social sciences. Fields as diverse as cognitive neuroscience (cf. Port & Van Gelder, 1995), developmental psychology (e.g., van Geert, 1991), organizational behavior (Axelrod & Cohen, 1999; Guastello, 1995), and political sociology (e.g., Axelrod, 1984) have recently being reframed in terms that allow insight into basic dynamic properties that were previously overlooked. However, while these particular fields have recognized the complexity and dynamism of human thought and behavior, intra-individual variation has received less attention in regard to language behavior. Studies on intra-individual variation over time, however, are urgently needed in applied linguistics as well as variationist linguistics to validate the outcomes from group studies and to understand the process of individuals' linguistic development (cf. Lowie, 2017; Lowie & Verspoor, 2019). The main goal of the symposium is to bring together two subdisciplines – psycholinguistics and (variationist) sociolinguistics – in juxtaposing systematic intra-individual variation discussed in sociolinguistics and non-systematic intra-individual variation discussed in psycholinguistics, thereby fostering interaction between two disciplines that have had surprisingly little connection so far.08:20 – 08:30: Welcome and introduction of our featured speaker08:30 – 09:00: Peter D. MacIntyre09:00 – 09:10: Q&A09:10 – 09:30: Phil Hiver & Ali Al-Hoorie09:30 – 09:50: Kedi Simpson09:50 – 10:00: Q&A10:00 – 10:30: Coffee break10:30 – 10:50: Katarzyna Rokoszewska10:50 – 11:10: Marte Nordanger11:10 – 11:30: Erik Schleef11:30 – 11:50: Katharina Korecky-Kröll11:50 – 12:10: Q&A12:10 – 12:20: Mini break 12:20 – 12:30: Poster pitches by Betül Çimenli and Carlos Rico Castillo 12:30 – 12:50: Live session, general discussion and Q&A12:50 – 13:30: Informal lunch and opportunity to connect
Reframing individual differences as intra-individual variability: Reconceptualising emotion, motivation and willingness to communicate.
08:30AM - 12:00 Noon
Presented by :
Peter Macintyre, Cape Breton University
Ironically, individual differences (ID) research in SLA often refers to differences within a sample, not an individual. Complex dynamic systems theory (CDST) re-imagines the meaning of individual differences in ways that complement, supplement, and challenge traditional approaches to ID variables. Specific empirical investigations in WTC, motivation, and emotion will serve as examples of intra-individual research.
Modeling co-adaptation between language development and task-specific individual differences
08:30AM - 12:00 Noon
Presented by :
Phil Hiver , Presenter, Florida State University
Ali Al-Hoorie
Co-authors :
Akira Murakami, Co-Author, University Of Birmingham
This study investigates how syntactic features of learners' interlanguage develop nonlinearly. Longitudinal data (T = 7) from Saudi learners of English (N < 90) analyzed using GAMMs and Bayesian mixed effects models showed nonlinearity and systematic variability in developmental pathways, and demonstrated the effect of task iteration in learner development.
Intra-individual variation in developmental trajectories of L2 French listening: eight case studies from a CDST perspective
08:30AM - 12:00 Noon
Presented by :
Kedi Simpson, PhD Candidate; Solidarity Awardee, University Of Oxford
Tracking L2 French listening for a period of three years, this research takes eight case studies – students at a secondary school in England – and probes the intra- and inter-individual variation in listening comprehension as well as its contributory subsystems of working memory, lexical and syntactic knowledge, strategy use and self-efficacy.
Intra-individual variation in the emergence of dynamic language subsystems at secondary school – a written corpus analysis.
08:30AM - 12:00 Noon
Presented by :
Katarzyna Rokoszewska, Assistant Professor, Jan Dlugosz University In Czestochowa
Rooted in Complex Dynamic Systems Theory, the study which is based on a learner written developmental corpus (ca. 1900 essays written by 100 learners over 3 years), indicates that intra-individual variation significantly predicts the average semester growth rates (ASGR) of most measures of complexity, accuracy, and fluency. 
Variability in the development of an epistemic repertoire in L2 Norwegian
08:30AM - 12:00 Noon
Presented by :
Marte Nordanger, Inland Norway University Of Applied Sciences
Paulina Horbowicz, Associate Professor, Inland Norway University Of Applied Sciences/Adam Mickiewicz University In Poznan
In this presentation, we present preliminary results from a longitudinal study exploring the use of epistemic constructions in L2 Norwegian. By combining perspectives from Dynamic Systems Theory and sociocultural approaches to language, the study focuses on variability in individual learner trajectories as key to development and ability to perform agency.
Individual differences in intra-speaker variation: T-glottalling in England and Scotland
08:30AM - 12:00 Noon
Presented by :
Erik Schleef, Full Professor, University Of Salzburg
Sociolinguistic theory predicts stylistic variation to be similar within a community (Labov 1972). Data from London and Edinburgh suggest that style-shifting norms from speech to reading are mostly similar in London. In Edinburgh, some speakers do not style-shift, which suggests that different speakers hold varying views towards community norms.
Variation of noun plurals in German in Austria: individual preferences in first language acquisition and adult use
08:30AM - 12:00 Noon
Presented by :
Katharina Korecky-Kröll, Postdoc Researcher, University Of Vienna
Variation of noun plurals in German in Austria is investigated on the basis of adult and child language production data in different settings, with a focus on individual preferences. Results will be discussed from a psycholinguistic as well as from a sociolinguistic perspective.
A Conversation Analysis Inspired Investigation of Stylistic Variation
08:30AM - 12:00 Noon
Presented by :
Betül Çimenli, AILA Solidarity Awardee, Bartin University
This study aims to reveal how the participant accommodates his speech, interactional resources he deploys, and his motives for exhibiting (non-)accommodative behavior. First, 5 hours of naturally-occurring dyadic interaction was transcribed and analyzed. Then, a semi-structured interview was conducted to deepen the knowledge about the motivation behind his accommodative behavior.
Variability and Complexification in L2 writing Development: A Longitudinal Case Study
08:30AM - 12:00 Noon
Presented by :
Carlos Rico Castillo, Friedrich Alexander University
This is a report of a longitudinal case study carried out in a German international school. The researcher traced the language development of two learners of English (both eleven years old at the beginning of the study) by collecting writing samples periodically (every four weeks) for 22 months.
08:30AM - 12:00 Noon
Room 1
S014 | Building on shifting sands: literacies across and between institutional spaces
Format : Symposium
Track : Virtual Session
Speakers
Bojana Petric, Birkbeck, University Of London
Laura Mccambridge, University Teacher, University Of Jyväskylä
Maria Grant, Liverpool John Moores University
Annika Shaswar, Umeå University
Emily Peach, Lancaster University
Jackie Tuck, The Open University
Theresa Lillis, The Open University
Moderators
Jackie Tuck, The Open University
Laura Mccambridge, University Teacher, University Of Jyväskylä
Theresa Lillis, The Open University
Rosmawati AILA VOLUNTEER, Postdoctoral Researcher, The University Of Sydney
Institutions play a hugely significant role in shaping literacy practices, with consequences for individuals, organisations and wider society. A concern with institutional context has enabled researchers to focus on literacies within domains of power, to substantiate a critique of the vested interests shaping policies and working practices, and to raise questions about which literacy practices are institutionally valued. At the same time, current theorisation in literacies research emphasises the need to take account of the fluid nature of literacy which follows from its fundamentally social character, particularly in times of hypermobility and rapid change. Texts, writers and readers constantly move across time and space, shifting between different study, professional and life contexts, in and out of different roles and institutions. Boundaries between these domains are increasingly blurred. This symposium explores emerging questions about how we understand the continuities and discontinuities between different institutional and professional contexts, including academic contexts. Key questions for the symposium: How do writers and readers negotiate the demands of shifting institutional contexts and practices? With what consequences? How do writers, readers and texts move between different academic and professional domains? How best can these shifts be researched and theorized, and how can our understanding be applied?
Collaborative literacy practices across institutional contexts
08:30AM - 12:00 Noon
Presented by :
Bojana Petric, Birkbeck, University Of London
The inherently social nature of literacies is the most evident in collaborative text production. However, the status of collaborative literacies, the value attached to them, and their regulation vary both across and within institutions. Drawing on data from two contrasting institutional contexts, this talk will explore institutional frames of collaborative text production and their consequences for writers.
The Role of (Inter)Disciplinarity in Thesis Writing in a Context of Institutional Mergers and Internationalisation
08:30AM - 12:00 Noon
Presented by :
Laura Mccambridge, University Teacher, University Of Jyväskylä
This paper interrogates the concept of (inter)disciplinarity and explores its role in thesis writing in a context of institutional mergers, internationalisation, and the use of English as a medium of instruction (EMI).
Writing text messages – a digital literacy practice in the borderland between the Swedish for immigrants programme and leisure
08:30AM - 12:00 Noon
Presented by :
Annika Shaswar, Umeå University
This paper explores a digital literacy practice in the borderland between formal education and leisure where an adult L2 learner and his teacher write text messages to each other. In focus are the participants’ purposes of participating and the discoursal construction of identities that takes place as they interact.
Student mental health literacy practices: blurred institutional practice boundaries
08:30AM - 12:00 Noon
Presented by :
Emily Peach, Lancaster University
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 this document. 
08:30AM - 12:00 Noon
Room 1
S015 1/2 | CDST research in the Chinese context
Format : Symposium
Track : Virtual Session
Speakers
Yongyan Zheng, Fudan University
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
Lawrence Jun Zhang, The University Of Auckland
Pengyun Chang, Chongqing University
Jihua Dong, Shandong University
Moderators
Yongyan Zheng, Fudan University
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
For the past two decades, the Complex Dynamic Systems Theory (CDST) has burgeoned in applied linguistics, especially on second language (L2) development (e.g. complexity, accuracy, fluency) and individual differences (e.g. motivation, working memory, and self-regulatory strategies). The CDST perspective sees language development taking place as individual learners mobilize their linguistic, cognitive, and affective resources to co-adapt to the learning environment, which justifies a balanced view on language learners, learner language, as well as the learning context. In addition to contribution made by U.S.-based scholars and European scholars at the University of Groningen, CDST empirical studies have also thrived in the Chinese context, a context characterized by a large language-learning population in instructed learning environment. However, due to most research is reported in Chinese, little is known to the international academia. The proposed symposium aims to bring forth Chinese scholars' voices in this regard. It opens with a featured presentation on an overview of CDST studies conducted in the Chinese context (including mainland China, Hong Kong, and Macao), followed by two sub-strands, one focusing on Chinese learners' L2 written and oral language development, and the other focusing on the individual differences of Chinese learners engaged in foreign language learning. Timeline S015 1/2 8:30-8:50 Welcome and introduction of our featured speaker8:50-9:30 Yongyan Zheng9:30-10:00 Jihua Dong, Yongyan Zheng10:00-10:30 Lawrence Jun Zhang10:30-11:00 Pengyun Chang11:00-12:00 Discussion of the first block 2/2 14:30-15:00 Yurong Zheng15:00-15:30 Saeed Karimi-Aghdam15:30-16:00 Beilei Wang16:00-17:00 Ting Huang and Discussion of the second block
A systematic review of CDST research in the Chinese context
08:30AM - 12:00 Noon
Presented by :
Yongyan Zheng, Fudan University
This featured presentation begins with a systematic review of published CDST research in the Chinese context and identifies possible future directions. Publications in both international journals and Chinese journals are compared and contrasted in terms of developmental trends, topic distribution, research methods and research design. Then I introduce two particularly promising research methods: Social Network Analysis and Q methodology, and discuss the possibilies of applying these methods in CDST research. Future directions are discussed at the end of the lecture.
The dynamic development of EFL students’ stance construction in students’ academic writing
08:30AM - 12:00 Noon
Presented by :
Jihua Dong, Shandong University
Yongyan Zheng, Fudan University
This study employs CDST approaches to investigate Chinese EFL students' stance construction in their academic writing over 20-week span. The analysis shows great fluctuations and notable trend along the developmental trajectories of students' stance construction, thus can be useful in enhancing students' stance construction and academic writing skills.
A Complex Dynamic Systems Theory perspective on the Variability in Chinese EFL learners’ Listening development
08:30AM - 12:00 Noon
Presented by :
Pengyun Chang, Chongqing University
Co-authors :
Lawrence Jun Zhang, The University Of Auckland
This 3-year longitudinal study tracked 3 Chinese EFL undergraduates and analyzed the collected data through CDST techniques, including min-max graphs and Monte-Carlo analyses. Our results confirm flux developmental processes of L2 listening, depict divergent patterns of intra-individual variability and highlights the significance of variability in SLD in the Chinese context.
Idiodynamic research into Chinese EFL learners’ listening motivation based on “Directed Motivational Currents”
08:30AM - 12:00 Noon
Presented by :
Lawrence Jun Zhang, The University Of Auckland
Co-authors :
Pengyun Chang, Chongqing University
Recent research into L2/FL motivation has entered the socio-dynamics period, characterized by a concern with the contextual interactions, the dynamics of change, and the time-scale variations. We present findings from a longitudinal study into three EFL learners’ listening development over time in relation to the “Directed Motivation Currents”.
08:30AM - 12:00 Noon
Room 1
S021 1/2 | Collaborative Research in Language Education: reciprocal benefits and challenges
Format : Symposium
Track : Virtual Session
Speakers
David Little, Trinity College Dublin
Jessica Berggren, Stockholm University/City Of Stockholm
Silvia Kunitz, Karlstad University
Malin Haglind, Teacher, Eklidens Skola
Anna Lofquist, Presenter, Järla Skola
Henrik Bøhn, University Of South-Eastern Norway
Anna-Marie Csöregh, PhD Student, Teacher, Stockholm University
Joseph Siegel, Stockholm University
Björn Kindenberg, Stockholm University
Erika Sturk, Umeå University
Gregory Sholdt, Konan University
Tanya Mccarthy, Kyoto University
Fiona Nic Fhionnlaoich, Queen's University Belfast | Maynooth University
Sara Snoder, Stockholm University
Amanda Brown, Syracuse University
Alastair Henry, University West
Batia Laufer, Professor (emerita), University Of Haifa
Camilla Bardel, Moderator S021, Stockholm University
Gabriele Pallotti, University Of Modena And Reggio Emilia
Ingela Finndahl, PhD Student, University Of Gothenburg
Marie Källkvist, Lund University
Suzanne Bogaerds-Hazenberg, Utrecht University
Leah Shepard-Carey, Drake University, Iowa
Moderators
Camilla Bardel, Moderator S021, Stockholm University
Gudrun Erickson, Moderator S021, University Of Gothenburg
Hongying Peng, AILA2021 Volunteer, University Of Groningen
Language Education (LE) at all levels benefits from research in a multitude of ways. Conversely, educational practices and experiences offer fertile ground for research into language learning, teaching and different forms of assessment of language development and use. Considering the two aspects of practice and research, and their interaction, it becomes obvious that research in LE is a reciprocal venture, with mutual benefits for all actors involved, where theory and practice meet and develop, jointly as well as individually. The proposed symposium aims to gather colleagues from different fields of LE with experiences from research that actively involves teachers, teacher educators and students of different ages and various backgrounds. We welcome proposals of presentations of results from research projects that aim at influencing theory and practice of learning, teaching and assessment in substantial and sustainable ways, as well as critical discussions of problematic aspects of collaborative research, for example research ethics. Furthermore, reflections at the conceptual and structural levels, focusing, for example, on theory development as well as on the influence of educational planning in relation to outcomes at local, national, and international levels are of great interest.S021 detailed programme, c
From practice to theory, from classroom to research
08:30AM - 12:00 Noon
Presented by :
David Little, Trinity College Dublin
This presentation will report on an Irish primary school that successfully converts extreme linguistic diversity into significant educational capital. It will argue that pupils’ learning achievement illuminates three theoretical constructs – exploratory talk, plurilingual and intercultural education, and learner autonomy – while suggesting possibilities of mutually beneficial collaboration between teachers and researchers.
From monologues to dialogues: Tasks, interaction and collaboration
08:30AM - 12:00 Noon
Presented by :
Jessica Berggren, Stockholm University/City Of Stockholm
Silvia Kunitz, Karlstad University
Malin Haglind, Teacher, Eklidens Skola
Anna Lofquist, Presenter, Järla Skola
This paper presents the project “From monologues to dialogues”, a collaboration between teachers and researchers. The project addresses the parallel interaction which often characterises pupil-pupil conversation in the language classroom by exploring task design and “good” interaction. The presentation also offers insights from the collaborative process.
Conceptualizing language assessment literacy: A collaborative approach
08:30AM - 12:00 Noon
Presented by :
Henrik Bøhn, University Of South-Eastern Norway
Co-authors :
Dina Tsagari, Professor, Oslo Metropolitan University
Language assessment literacy (LAL) has been conceptualized in different ways in the research literature. This study has used a qualitative research design to explore how teacher trainers and teachers in Norway understand the construct. The results have important implications for the way the field conceptualizes LAL and for language teaching and learning.
Fairest of them all? Novice teachers developing assessment identity in Swedish EFL classrooms
08:30AM - 12:00 Noon
Presented by :
Anna-Marie Csöregh, PhD Student, Teacher, Stockholm University
This collaborative project draws on both research and praxis when investigating novice language teachers' beliefs about assessment in English as a foreign language over a period of two years. The findings from survey and focus group data collected over 2.5 years, indicate a number of firm preconceptions related to assessor roles and different spaces for agency connected to the demand on accountability.  
Collaborative Action Research on Notetaking: Simultaneous cycles
08:30AM - 12:00 Noon
Presented by :
Joseph Siegel, Stockholm University
This presentation describes action research (AR) involving English teachers in Sweden working with a university researcher to problematize notetaking instruction and describes two simultaneous AR cycles: one involving the teachers and their students in their classrooms, and another involving the researcher and the teachers that occurred in teacher development workshops.
Writing for interpretative reading
08:30AM - 12:00 Noon
Presented by :
Björn Kindenberg, Stockholm University
This presentation of a joint teacher-researcher collaboration focuses on interpretive and reflective reading of fiction, an important part of the Swedish language subject. The aim of the study is to explore powerful pedagogical design principles (Cobb et al., 2003), grounded in teachers’ knowledge of reading instruction.
Discourses of writing across the curriculum in school years 4–6 – a collaborative study with reciprocal benefits and challenges
08:30AM - 12:00 Noon
Presented by :
Erika Sturk, Umeå University
In this collaborative study we explored the nature of discourses of writing employed in Swedish compulsory school years 4–6, drawing on observation evidence collected by teacher education students. There are benefits as well as constraints in collaborative research of this kind, and these will be discussed during the presentation.
The Quantitative Research Training Project: Professional Development through Collaborative Research
08:30AM - 12:00 Noon
Presented by :
Gregory Sholdt, Konan University
The presenter reports on a professional development project that helped language teachers in Japan gain knowledge about conducting quantitative research. Teachers conducted a small-scale study on engagement in an extensive reading activity in their own classrooms and collaborated throughout the process during the 2018 academic school year.
Tandem Learning Revisited: Autonomy, Reciprocity and Collaboration
08:30AM - 12:00 Noon
Presented by :
Tanya Mccarthy, Kyoto University
Co-authors :
Matthew Armstrong, Kyushu University
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. Collaboration through a focus on dialogue became the driving force to facilitate student progress. The researchers hope to meet and share ideas with educators in other learning contexts who are interested implementing non-traditional Tandem Learning Programs.
Children's experiences of learning the Irish language in English-medium primary schools in Ireland
08:30AM - 12:00 Noon
Presented by :
Fiona Nic Fhionnlaoich, Queen's University Belfast | Maynooth University
The aim of this study was to investigate pupils' experiences of learning the Irish language in English-medium primary schools in Ireland. This presentation will give an overview of the research, where children in first class (7 yrs) and fifth class (11 yrs) were given an opportunity to share their views and experiences using a child-centred methodology. Key findings are summarised and some implications for practice are noted.
If, when and how does multilingualism become a resource for multilingual teacher students?
08:30AM - 12:00 Noon
Presented by :
Sara Snoder, Stockholm University
"Where in your body do you feel your language?" Multilingual teachers' reflections on young pupils' language identity construction
Maximizing Collaborative Potential in Language Education Research: Opportunities and Challenges
08:30AM - 12:00 Noon
Presented by :
Amanda Brown, Syracuse University
We review differential involvement in a multi-component educational-intervention study, considering factors influencing diverse participation levels in collaborative language education research, including the impact of federal regulations around ethics. We discuss how researchers might ethically approach their often-single chance to optimize research participation by fostering collaboration across disciplinary and authority boundaries.
08:30AM - 12:00 Noon
Room 1
S028 1/2 | Conversation Analysis and Language Teacher Education
Format : Symposium
Track : Virtual Session
Speakers
Olcay Sert, Mälardalen University
Li Li, University Of Exeter
Pınar Topal, Middle East Technical University
Melike Ünal Gezer, TED University
Santoi Wagner, University Of Pennsylvania
Ufuk Balaman, Hacettepe University
Chris Carl Hale, Associate Professor, Akita International University
Carmen Konzett-Firth, University Of Innsbruck
Christine Jacknick, Borough Of Manhattan Community College
Goetz Schwab, Professor Of Applied Linguistics, Ludwigsburg University Of Education
Maaike Pulles, NHL Stenden University Of Applied Sciences
Marta García, University Of Göttingen
Silvia Kunitz, Karlstad University
Moderators
Carmen Konzett-Firth, University Of Innsbruck
Ufuk Balaman, Hacettepe University
Floor Van Den Berg (AILA2021 Volunteer), AILA2021 Volunteer, University Of Groningen
Since the late 1990s, Conversation Analysis (CA) has been used extensively to study second/foreign/additional (L2) classroom discourse, language learning in and through interaction and L2 interactional competence. In the last decade, some individual initiatives have emerged to make this body of research available for L2 teacher education, mainly from two perspectives: 1) teaching fundamental CA principles to L2 teachers so they can use this knowledge for L2 teaching (Wong & Waring 2010) and 2) analyzing teachers' interactional behavior in classrooms with a view to enhancing their "classroom interactional competence" (Walsh 2011; Sert 2015). The interest in the intersection of CA and language teacher education has recently been demonstrated by two new edited CA volumes on language teaching and learning (cf. Kunitz, Markee & Sert 2019; Salaberry & Kunitz 2019) and a special issue on language teacher education in Classroom Discourse (2019). This symposium invites scholars world-wide who have an interest in empirical CA research on L2 language learning and teaching in and beyond classrooms with transferrable outputs for language teacher education. It aims to discuss the needs and challenges of this relatively young field, to find convergences between the current approaches and suggest ways forward for the future.Welcome to Part 1 of the panel, Conversation Analysis and Language Teacher Education co-organized by Carmen Konzett-Firth and Ufuk Balaman. The panel starts with the LIVE featured talk by Olcay Sert. Subsequently, each contribution will primarily be available through the recorded talks which will be followed LIVE Q&A sessions (10 minutes each). Please see the schedule below and leave your questions to the Q&A area on the right hand side of the Dryfta page for a timely management of the Q&A session. Also note that the final 10 minutes of the Coffee Break in the Part 1 of our panel is allocated to the Q&A session for the focused presentation. Feel free to contact me via Chat box or simply e-mail me ubalaman@gmail.comS028/1 SCHEDULE (All given in Europe/Amsterdam time. Please use Dryfta for time conversion):LIVE: 08:30 - 08:40 | Carmen Konzett-Firth & Ufuk Balaman: Panel introductionLIVE: 08:40 - 09:20 | Olcay Sert (Featured): What can Conversation Analysis offer? Teacher learning and digitalization in teacher education in SwedenLIVE: 09:20 - 09:30 |Q & A with SertWATCH: 09:30 - 09:50 | Li Li: Learning to learn together: a video-based collaborative dialogic reflection between a teacher trainee and trainerLIVE: 09:50 - 10:00 | Q & A with LiWATCH: 10:00 - 10:20 | Pınar Topal & Nur Yiğitoğlu Aptoula: Emerging Opportunities for Reciprocal Reflective Practice in Post-Observation ConferencesLIVE: 10:20 - 10:30 | Q & A with Topal & Yiğitoğlu AptoulaWATCH: 10:30 - 11:00 |COFFEE BREAK with Focused Presentation: Melike Ünal Gezer: English Language Teacher Education and Development Through Critical Reflective Practice of Micro-Teaching SessionsLIVE: 10:50 - 11:00 | Focused Presentation Q&A with Ünal GezerWATCH: 11:00 - 11:20 | Santoi Wagner & Kristina Lewis: The interactional interplay between empathy and professional support in teacher-mentor post-observation meetingsLIVE: 11:20 - 11:30 | Q & A with Wagner & LewisWATCH: 11:30 - 11:50 | Chris Carl Hale: Action Research and CA in Language Teacher DevelopmentLIVE: 11:50 - 12:00 | Q & A with HaleWATCH: 12:00 - 12:20 | Ufuk Balaman, Semih Ekin & Fatma Badem-Korkmaz Conversation Analysis for Task Enhanced Virtual Exchange: Implications for Digital Language Teacher EducationLIVE: 12:20-12:30 | Q & A with Balaman, Ekin & Badem-Korkmaz
What can Conversation Analysis offer? Teacher learning and digitalization in teacher education in Sweden
08:30AM - 12:00 Noon
Presented by :
Olcay Sert, Mälardalen University
In this talk I show how Conversation Analysis contributes to teacher education (1) with its role in creating flexible digital observation tools as well as (2) its power in the analysis of pedagogical interactions. Issues related to the analysis of teacher learning and developing sustainable teacher education will be discussed.
Learning to learn together: a video-based collaborative dialogic reflection between a teacher trainee and trainer
08:30AM - 12:00 Noon
Presented by :
Li Li, University Of Exeter
This talk argues that professional learning is a dialogic process in which new understandings and intersubjectivity are mediated by language. Adopting applied CA, I examine video-based collaborative dialogic reflections between a trainee and a trainer to see how learning is facilitated and achieved, and new understanding is scaffolded and mediated.
The Tide Between Reflection and Evaluation in Video-Mediated Post-Observation Conversations
08:30AM - 12:00 Noon
Presented by :
Pınar Topal, Middle East Technical University
Co-authors :
Nur Yiğitoğlu Aptoula, Boğaziçi University
Our study examines video-mediated post-observation conferences emerging as a fundamental support for evidence-based reflective practices in teacher education. The analysis reveals that fluctuations in epistemic (a)symmetries between mentor and trainees serve as a catalyst for the progression of reflection and evaluation-oriented sequences.
English Language Teacher Education and Development Through Critical Reflective Practice of Micro-Teaching Sessions
08:30AM - 12:00 Noon
Presented by :
Melike Ünal Gezer, TED University
The present study aims to validate the function of reflections in the education of PTs and highlight the importance of multi-source reflections on microteaching practices of PTs: a tripartite reflection- from the PTs themselves, the peers, and the course instructor on ELT micro-teaching sessions.
The interactional interplay between empathy and professional support in teacher-mentor post-observation meetings
08:30AM - 12:00 Noon
Presented by :
Santoi Wagner, University Of Pennsylvania
Co-authors :
Kristina Lewis, University Of Pennsylvania
This study examines the interplay between demonstrating professional and emotional support within teacher-mentor post-observation meetings in language teacher education. Attending to these two aspects of mentoring practice can help teachers learn to navigate the emotional practice of teaching and help mentors recognize emotion as an affordance for professional development.
Action Research and CA in Language Teacher Development
08:30AM - 12:00 Noon
Presented by :
Chris Carl Hale, Associate Professor, Akita International University
This presentation will provide an intuitive and accessible framework for bridging the personal and professional benefits of action research with the illustrative power of CA.
Conversation Analysis for Task Enhanced Virtual Exchange: Implications for Digital Language Teacher Education
08:30AM - 12:00 Noon
Presented by :
Ufuk Balaman, Hacettepe University
Co-authors :
Semih Ekin, Hacettepe University
Fatma Badem-Korkmaz, Hacettepe University
We describe the procedural unfolding of the telecollaborative tasks by analyzing (i) pre-service teachers' collaborative design meetings (ii) written design reports; (iii) peer and mentor evaluation of these design ideas in whole-class feedback sessions in teacher training classrooms; (iv) written reports of redesigns after the feedback session, (v) video-mediated implementation by telecollaborative task participants, and finally (vi) pre-service teachers' written reflections based on the implementation of their own designs. We use Conversation Analysis to  examine text/audio/video data and data to present the procedural unfolding of two tasks over multiple phases, namely design, feedback, implementation, and reflection.
08:30AM - 12:00 Noon
Room 1
S043 | Embracing Plurilingual and Intercultural Education in the Arabian Peninsula and other English as a Medium of Instruction (EMI) Contexts
Format : Symposium
Track : Virtual Session
Speakers
Hanada Taha Thomure, Zayed University
Ali Alsaawi, Assistant Professor, Majmaah University
Mick King, Assistant Professor, Community College Of Qatar
Glenda El Gamal, Khalifa University
Fatma Said , Assistant Professor In Applied Linguistics , Zayed University, UAE
Telma Steinhagen, Symposium Organizer, Presenter, Zayed University
Sarah Hopkyns, Presenter And Symposium Organizer, Zayed University
Tanya Tercero, Curriculum Developer, Defense Security Cooperation University
Sara Hillman, Texas A&M University At Qatar
Melanie VandenHoven, Lead Cross Cultural Communication Specialist, Nawah
Kay Gallagher, Symposium Discussant , Zayed University
Moderators
Telma Steinhagen, Symposium Organizer, Presenter, Zayed University
Sarah Hopkyns, Presenter And Symposium Organizer, Zayed University
Kay Gallagher, Symposium Discussant , Zayed University
Joanna Porkert , AILA2021 Volunteer, University Of Groningen
This symposium, organized by Telma Steinhagen and Sarah Hopkyns, examines the dynamic and linguistically diverse context of the United Arab Emirates where English is the medium of instruction and Arabic is the official language. There is a serious concern over Arabic attrition which is regularly voiced in both scholarly and public discourse as well as the media. In a society where English is considered the language of economic advancement and Arabic a strong marker of cultural identity and heritage, there is an urgent need to support systematic plurilingualism at all levels of education. Each paper in this symposium will aim to address specific dilemmas caused by fast paced modernization and "Englishization" on the one hand and the need to promote Arabic on the other. The predominant monolingual habitus in educational institutions and strict English only policies in the region makes the implementation of any plurilingual pedagogy a challenge. Featured speaker, Hanada Taha Thomure, who is the Chair of the Arabic Department at Zayed University in the United Arab Emirates, will discuss factors contributing towards Arabic attrition and possible solutions to the many linguistic challenges faced in Gulf education. Many of the issues discussed are also relevant to other EMI contexts globally. Other presenters in this symposium will share data from empirical studies and discuss the implications for a plurilingual turn in research and education. They will suggest ways in which learners can use their linguistic repertoires to better facilitate learning and identity investment.
Choosing the Right Drivers when reforming Education
08:30AM - 12:00 Noon
Presented by :
Hanada Taha Thomure, Zayed University
The Arabian Gulf by virtue of its demographic composition is a pluralistic society, where many languages and cultures live side by side and interact. This linguistic richness, however, carries its own challenges within it. One main challenge has to do with Arabic language which is the official language of the land.  This session will discuss the UAE vision & initiatives set in place to develop Arabic language education. The initiatives are to be appluaded, however, the direction of the linguistic vision needs to be adjusted to focus more on teacher preparation and teacher and school leadership training.
Content teacher perspectives on Arabic usage in EMI environments in the UAE federal tertiary sector
08:30AM - 12:00 Noon
Presented by :
Mick King, Assistant Professor, Community College Of Qatar
This presentation considers research into content teacher views on the use of Arabic within English medium of instruction (EMI) environments in the UAE federal tertiary sector. Findings suggest that Arabic must have a place in the research context for both learning and preparation for students’ future employment.
Bridging Policy and Practice: Embracing Translingual Practice in Emirati Higher Education
08:30AM - 12:00 Noon
Presented by :
Sarah Hopkyns, Presenter And Symposium Organizer, Zayed University
Translingual practice is the norm in plurilingual contexts such as the United Arab Emirates. However, this is not reflected in educational policy. This presentation explores 100 Emirati university students’ language use, ideologies, and perspectives on English medium instruction. Ways to combat dominant ‘double monolingual’ ideologies in the region are suggested.
Exploring cultural intersections for undergraduate scientists and engineers studying at an EMI institution: a UAE perspective.
08:30AM - 12:00 Noon
Presented by :
Glenda El Gamal, Khalifa University
This study investigates the effects of a intercultural competence course that endeavours to cultivate intercultural sensitivity in Emirati engineering students at an EMI university, in the UAE. An exploratory sequential research design using multiple measurements was used. Recommendations will be made for future research with particular reference to language and identity.
English as the Medium of Instruction in UAE: A critical discourse analysis of the Media 'Debate'
08:30AM - 12:00 Noon
Presented by :
Tanya Tercero, Curriculum Developer, Defense Security Cooperation University
From 2010-Present, The National, an Emirati English-language newspaper, has published dozens of Education articles, Opinion and Comment pieces, and Letters-to-the-Editor on the ‘debate’ of Arabic versus English as a medium of instruction in its government-sponsored schools and universities. This media debate centers around the use of and attitudes towards Arabic and English not only in education, but in their roles in national identity, religion, modernization, and globalization. The aim of this paper is to present results of a critical discourse analysis that analyzes the language of the media debate in order to discover how the 'interests' of the Emiratis and foreign nationals living, working and studying in the UAE are “represented, helped, or harmed” (Gee 2014) as a result of language policies in education.
Plurilingualism and Monolingualism in Foreign Language Classrooms
08:30AM - 12:00 Noon
Presented by :
Ali Alsaawi, Assistant Professor, Majmaah University
Dr Ali Alsaawi is an Assistant Professor at Majmaah University, Saudi Arabia. He holds a PhD in Applied Linguistics from Newcastle University in the UK. His research interests include sociolinguistics, bilingualism and second language acquisition.
Fear, anxiety and confusion over the future of Arabic: Is a plurilingual education the answer?
08:30AM - 12:00 Noon
Presented by :
Fatma Said , Assistant Professor In Applied Linguistics , Zayed University, UAE
The sociolinguistic paper reports on Arabic speakers' perceptions of the future of their language in the context of the ever-growing importance of English. The paper questions whether and how effective a plurilingual education would help change perceptions and anxieties about their languages by offering students the opportunity to be proficient in both languages.
English-medium policies and linguistic repertoires in Arabic and English
08:30AM - 12:00 Noon
Presented by :
Melanie VandenHoven, Lead Cross Cultural Communication Specialist, Nawah
The use of English as a medium of instruction in the United Arab Emirates has generated debate about the place of English in an otherwise Arabic-speaking region.  This ethnographic study, conducted during the 2010-2017 era of the Abu Dhabi Educational Council with a policy of biliteracy in government schools, investigates the accounts of sixteen Emirati students from an English-medium teacher-training college to learn when and where they favoured Arabic and English. This presentation highlights findings shows fluid conversational practices which challenge assumptions that English use threatens Arabic, Islam, and the cultural identity in this Gulf context.
Emirati Students’ Perceptions on Plurilingual Education: The Discovery of New Categories
08:30AM - 12:00 Noon
Presented by :
Telma Steinhagen, Symposium Organizer, Presenter, Zayed University
Use of a Grounded Theory research method when coding data on translanguaging in class brought to light new categories that are specific to the social and educational context of the United Arab Emirates. The presenter will introduce these and make tentative suggestions about how plurilingual education can change students’ perceptions on monolingual habitus in an educational context in the UAE.
S043 | summary of the talks
08:30AM - 12:00 Noon
Presented by :
Kay Gallagher, Symposium Discussant , Zayed University
Summary of the talks 
08:30AM - 12:00 Noon
Room 1
S049 1/2 | English medium education in multilingual university settings: from research to policies
Format : Symposium
Track : Virtual Session
Speakers
Kristina Hultgren, The Open Universtity
Masakazu Iino, Waseda University
Kumiko Murata, Waseda University
Masako Kumazawa, J. F. Oberlin University
Maryna Reyneke, North-West University
Kotie Kaiser, Senior Lecturer In The School Of Language Education, NWU
Simone Stuers, Affiliated Researcher, The Open University
Amanda Wallace, PhD Candidate , Simon Fraser University
Yusuf Cengiz, PhD Student, Boğaziçi University
Yasemin Bayyurt, Bogazici Universitesi
Michelle Hunter, PhD Student, University Of York
Eun Gyong Kim, Professor, Korea Advanced Institute Of Science And Technology
Soo-Ok Kweon, Pohang Univ. Of Science & Technology
Jeongyeon Kim, Ulsan National Institute Of Science And Technology
Josefina Santana, Professor-Researcher, Univerrsidad Panamericana
Caroline Clark, President University Language Centre, University Of Padova
Camilla Falk Rønne Nissen, University Of Copenhagen
Christa Van Der Walt, Presenter, Stellenbosch University
Dogan Yuksel, Associate Professor, Kocaeli University
Antonio Jimenez-Munoz, Lecturer In English, University Of Oviedo
Michelle Mellion, English Language Consultant , Radboud University
Nils Olov Fors, Kanda University Of International Studies
Pat Moore, Pablo De Olavide University
Ute Smit, Professor, University Of Vienna
Moderators
Emma Dafouz, Symposium Co-chair, Complutense University
Ute Smit, Professor, University Of Vienna
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
With the internationalisation of higher education (HE) in full swing, a large number of HE institutions world-wide offer localised forms of English-medium education (EME) for parts of their study programmes. Given the diversity of these multilingual educational settings, such language policies are complex in themselves. Following Spolsky (2004), policies combine (a) regulations taken explicitly or implicitly at various levels from supra-national bodies to university departments, (b) language practices enacted, for instance, in classrooms or institutional meetings, and (c) the beliefs stakeholders hold about English and other relevant languages used for diverse communicational purposes. Concurrently, these multilingual educational realities have attracted a considerable amount of applied linguistic research, investigating, for instance, teaching and learning practices, participant ideas and wider institutional developments. What is still largely missing, however, is that research directly inform policy development and implementation. Despite ample studies, English-medium education policies are often still developed without benefitting to the full from situated and evidence-based findings. It is the aim of this symposium to foreground the potential that research holds for EME policy development and to place centre-stage cases where EME research has had an impact on relevant policies, whether regulation, belief or practice at a macro, meso or micro level.S049 detailed programme, click here
Conceptualising the researcher as policy adviser in a post-truth era
08:30AM - 12:00 Noon
Presented by :
Kristina Hultgren, The Open Universtity
With the rise of English Medium Education continuing, calls are being made for research to inform policy. This talk sets out to ponder some of the challenges and complexities involved in this endeavour and concludes by proposing four possible ways of conceptualising the researcher as policy adviser.
Language policies and practices of MME (Multilingual-Medium Education) in Japanese higher education
08:30AM - 12:00 Noon
Presented by :
Masakazu Iino, Waseda University
Kumiko Murata, Waseda University
This presentation introduces an EMI program, which was initially associated with “English-Only”, but has recently put more emphasis on multilingual aspects with new study plans, including study-abroad programs in non-Inner-Circle countries. It discusses both the potential of such programs for the provision of an ELF-informed LPP model and their sustainability.
Benefits and risks of EMI: Students’ perception in a university EMI program in Japan
08:30AM - 12:00 Noon
Presented by :
Masako Kumazawa, J. F. Oberlin University
English as a medium of instruction (EMI) has become a new normal at universities across the globe. This presentation reports findings from a study within the Japanese context, where various pedagogical issues have emerged concerning students' learning outcomes despite the stakeholders' unfounded assumptions about EMI's benefits. This presentation addresses the issue of the two contradictory sides of EMI, benefits and risks, by investigating how these are perceived by students through a questionnaire and interviews. A preliminary analysis of the data will present issues surrounding EMI from students' perspective and address the need to render support and guidance for them.
Making sense of living in the tower of Babel
08:30AM - 12:00 Noon
Presented by :
Maryna Reyneke, North-West University
Kotie Kaiser, Senior Lecturer In The School Of Language Education, NWU
This paper will explain how design-based research was used to design and implement the short course on training lecturers across faculties in applying multilingual pedagogies at a university in South Africa. Preliminary results on the lecturers’ awareness of and attitudes towards the application of these pedagogies will also be discussed.
Access to and experience of English-medium instruction in higher education in Germany: A study into English language entry requirements
08:30AM - 12:00 Noon
Presented by :
Simone Stuers, Affiliated Researcher, The Open University
My study investigated the usage, role and perceived relevance of English language entry requirements for English-medium programmes at higher education level in Germany. Websites of over four hundred German universities and polytechnics were analysed; students and programme leaders were surveyed as well as the relevant ministry on state level. The results were partially surprising.
Interdisciplinary collaborations in support of multilingual students at an Anglo-dominant Canadian university: Examining the implications for institutional language policies
08:30AM - 12:00 Noon
Presented by :
Amanda Wallace, PhD Candidate , Simon Fraser University
This paper focuses on the English language support practices at a Canadian university. It highlights findings related to the processes that shape interdisciplinary collaborations for the purpose of developing discipline-specific language and literacy support at the curricular core and discusses the study’s implications for language policies in Anglo-dominant university settings.
An Evaluation of a University-Based Intensive English Program: Insights of Students and Teachers
08:30AM - 12:00 Noon
Presented by :
Yusuf Cengiz, PhD Student, Boğaziçi University
Yasemin Bayyurt, Bogazici Universitesi
This study investigates the implementation of an intensive English program. The data obtained through semi-structured interviews and focus group studies reveal the way the program is implemented, its weaknesses and strengths. The data reveals the way that the program is received by the students. Several improvements are suggested.
Affect arising from English Medium Instruction: student coping strategies to inform policy development and implementation
08:30AM - 12:00 Noon
Presented by :
Michelle Hunter, PhD Student, University Of York
Affect is a highly contested term extending beyond “emotions”. This talk focuses on affective dimensions experienced by, and subsequently managed by multilingual students. The premise is that with knowledge of affective learning strategies, stakeholders from policy developers to teachers can tailor EMI courses to better meet student needs.
Future directions of EMI at Korean science and engineering schools
08:30AM - 12:00 Noon
Presented by :
Soo-Ok Kweon, Pohang Univ. Of Science & Technology
Jeongyeon Kim, Ulsan National Institute Of Science And Technology
Co-authors :
Eun Gyong Kim, Professor, Korea Advanced Institute Of Science And Technology
This study examines perceptions of professors and students on EMI policies at three Korean universities. Results show that the majorities of the professors and students were involved in EMI due to their university's policy and that they felt lower satisfaction and less interaction than in classes of Korean-medium instruction.
Establishing teacher-student rapport in an English medium instruction class
08:30AM - 12:00 Noon
Presented by :
Josefina Santana, Professor-Researcher, Univerrsidad Panamericana
One challenge in EMI courses is developing teacher-student rapport. Rapport leads to improved student engagement and academic performance. This study compared two groups where teacher and materials were the same for both groups; the only difference was the language of instruction. Findings suggest rapport is possible, regardless of the language.
08:30AM - 12:00 Noon
Room 1
S066 1/2 | International perspectives on educational models for newly immigrated (refugee) children, adolescents, and young adults: Options, challenges & best practices
Format : Symposium
Track : Virtual Session
Speakers
Nicole Marx, University Of Cologne
Mette Christensen, Senior Associate Professor, VIA University College
Line Møller Daugaard, Senior Associate Professor, VIA University College
Till Woerfel, University Of Cologne
Martha Höfler, University Of Cologne
Dorotheé Steinbock, Academic Staff, University Of Potsdam
Jana Gamper
Jinyoung Choi, Researcher, Luxembourg Multi-LEARN Institute
Moderators
Karin Madlener-Charpentier, University Of Basel, Zurich University Of Applied Sciences
Nicole Schumacher, Mentor, Humboldt University Of Berlin
Andrea Ender, University Of Salzburg
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
Educational systems all over the world face the challenges of migration, diversity, and multilingualism. How can educational needs of refugees as well as newly immigrated children, adolescents, and young adults in general be met in order to provide longer-term opportunities of integration and participation? Which types of educational models have been devised for different age groups and for newcomers with varying pre-migration schooling experiences, and how successfully? Which are the major challenges for language acquisition and content teaching? For instance, how can the teaching of subject matters be introduced such that content teaching provides opportunities for language learning even at low proficiency/literacy levels, and how can multiligualism be used as a learning/teaching resource? How can transitions to regular educational programs be scaffolded and continuous language training be ensured? This symposium brings together experts in refugee education, second language learning/teaching research, and multilingualism, focusing on educational options, challenges, best practices, and implications for linguistically diverse classrooms more generally. Strand (1): educational models and challenges, pre-migration schooling, and managing transitions (featured speaker: Prof. Martha Bigelow); strand (2): literacy, academic language proficiency, content and language learning, and heterogeneous classrooms (featured speaker: Prof. Nicole Marx).S066 detailed programme, click here.
Lethargic learners and catastrophic curricula? What SLA research has to say about education for immigrant schoolchildren
08:30AM - 12:00 Noon
Presented by :
Nicole Marx, University Of Cologne
Teaching immigrant students is no easy feat. Minimal teacher support, lack of curricular guidelines and highly diverse learner groups exacerbate the situation. In my talk, I will discuss newer research on the learning trajectories of immigrant students and then consider curricular models to support their academic language and content development.
Moving on? To what? How? Why? Education of ‘late newcomer’ youth in Denmark
08:30AM - 12:00 Noon
Presented by :
Mette Christensen, Senior Associate Professor, VIA University College
Line Møller Daugaard, Senior Associate Professor, VIA University College
This paper is based on a qualitative investigation of an educational model targeted at 16-18 year old ‘late newcomers’ designed and implemented by a large Danish municipality. The model involves interaction between basic Danish teaching in reception class and short vocational training courses in agriculture, business, health and mechanics.
Do educational models for immigrant children work? – A systematic review of content and language learning approaches
08:30AM - 12:00 Noon
Presented by :
Till Woerfel, University Of Cologne
Martha Höfler, University Of Cologne
Co-authors :
Tetyana Vasylyeva, University Of Cologne
Rebekka Wanka, University Of Cologne
Leonie Twente, University Of Cologne
Since the late 1990s, educational models that integrate language and content objectives have received much acclaim. The paper presents results of a large-scale systematic review on the effectiveness of such models in classrooms at primary and secondary school level.
Curricular guidelines for newly arrived students with little or no prior knowledge of German - a comparative overview
08:30AM - 12:00 Noon
Presented by :
Dorotheé Steinbock, Academic Staff, University Of Potsdam
Jana Gamper
We would like to present a comparative overview of the actual German federal states curricular guidelines for classes with the primary aim of teaching German as a second language (GSL) in regular schools in Germany. The focus is on the following fields i) the integration of the respective curricular guidelines into the core curricular programme of the federal states, ii) a clear specification of the target learner group, iii) formulated expectations in terms of learning objectives and competences and iv) the reflection of research outcomes of GSL in curricula.
Holistic learning activities for young migrants: the case of Luxembourg
08:30AM - 12:00 Noon
Presented by :
Jinyoung Choi, Researcher, Luxembourg Multi-LEARN Institute
Co-authors :
Natalia Durus, Researcher, Luxembourg Multi-LEARN Institute Asbl
Gudrun Ziegler, President, Luxembourg Multi-LEARN Institute - Http://multi-learn.org
As a case study, this presentation introduces Project LEILU – "Learning to be in the new environment – a holistic approach for youngsters in Luxembourg", which aimed to propose an alternative way of learning, development, and participation of young (forced) migrants by offering six modules of interconnected activities from 2016 to 2019.
08:30AM - 12:00 Noon
Room 1
S067 | International Perspectives on Social Resources in the Education of Multilingual Students
Format : Symposium
Track : Virtual Session
Speakers
Naomi Kurata, Monash University
Avary Carhill-Poza, University Of Massachusetts
Guofang Li, Professor And Canada Research Chair, University Of British Columbia
Wendong Li, University Of Macau
Crissa Stephens, Assistant Professor Of Teaching, Georgetown University
Sandra Zappa-Hollman, University Of British Columbia
Moderators
Avary Carhill-Poza, University Of Massachusetts
Sara Razaghi AILA Volunteer, AILA2021 Volunteer, University Of Groningen
This Symposium is focused on the often-overlooked role of social resources in the education of multilingual students through an international policy lens. Peers, families, community members, teachers, counselors, and others have the ability to support, transform, and extend literacy and language learning in and beyond schools, but policy and practice rarely focus on the power of significant others to drive learning. Bringing together innovative research on how social capital, social networks, and social relations are conceptualized and implemented in language and education policy for multilingual students will provide a necessary space for making connections across national contexts and between policy and practice. Research will draw on sociocultural perspectives and post-structural approaches in conjunction with theories of social networks and social capital to provide a nuanced accounting of the influences of social context on language and literacy learning. Discussion will focus on synthesizing analyses from a diversity of contexts and languages, exploring the policy applications of our research, and extending the research agenda to explicitly address the role of social resources in the education of multilingual students.
The effects of social networks on L2 experiences and motivation in home-country settings
08:30AM - 12:00 Noon
Presented by :
Naomi Kurata, Monash University
This paper explores how a university student of Japanese in Australia structures her L2 experiences in her social networks and how these experiences are related to her L2 motivation. It particularly focuses on the changes in her social networks, as well as those in her L2 identities over 3.5 years.
Through the Looking Glass: Bilingual Peers in US Language and Education Policy
08:30AM - 12:00 Noon
Presented by :
Avary Carhill-Poza, University Of Massachusetts
Crissa Stephens, Assistant Professor Of Teaching, Georgetown University
Sandra Zappa-Hollman, University Of British Columbia
An informal conversation between three researchers--Avary Carhill-Poza, Sandra Zappa-Hollman, and Crissa Stephens--about their work on social resources and language policy. Crissa describes a critical ethnography of language policy with mothers of multilingual students and their schools. Sandra talks about individual networks of practice among multilingual students studying abroad.  Avary talks about the social networks of adolescent immigrant students who are learning English in US high schools.
Resource Diversity in Asian Immigrants and Refugees in North America: Implications for Language and Literacy Education
08:30AM - 12:00 Noon
Presented by :
Guofang Li, Professor And Canada Research Chair, University Of British Columbia
The presentation addresses the disparity in language and literacy resources among Asian immigrant and refugee students and its implications for classroom instruction and policy making. Asian immigrants and refugees’ resource inequalities prior to immigration, compounded by assimilationist immigrant language and education policies, continue to shape their post-immigration resource diversity.
The role of social networks in academic socialization: Insights from multilingual students studying abroad in China
08:30AM - 12:00 Noon
Presented by :
Wendong Li, University Of Macau
This study investigates the academic socialization experience of eight multilingual students studying abroad in China. It addresses how social networks are constructed and negotiated by L2 learners and examines their impacts on academic socialization in the local community.
Mothers are Powerful: Insights on the Advocacy of Multilingual Mothers from a Critical Ethnography of Language Policy
08:30AM - 12:00 Noon
Presented by :
Crissa Stephens, Assistant Professor Of Teaching, Georgetown University
This study highlights the powerful advocacy of three Latinx mothers on behalf of their multilingual children in the US public education context. Utilizing data from a critical ethnography of language policy, it highlights the ways that the mothers attempt to advocate for equal educational opportunity for their children as well as the reasons this advocacy is not recognized by the school system. Finally, provide policy recommendations so that these powerful social resources may be recognized and centered in multilingual education.
Individual Networks of Practice: Examining the Academic Socialization of Multilingual Students as Socially-mediated Learning.
08:30AM - 12:00 Noon
Presented by :
Sandra Zappa-Hollman, University Of British Columbia
In this session I provide a historical overview of how academic literacy research has examined multilingual speakers’ experiences over the last few decades, and offer the concept of “Individual Networks of Practice” (INoP) as a powerful theoretical and methodological construct to investigate socially-mediated learning from an ecological, holistic perspective.
08:30AM - 12:00 Noon
Room 1
S091 1/4 | Learning through leisure: Informal Second Language Learning in the 21st century
Format : Symposium
Track : Virtual Session
Speakers
Geoffrey Sockett, Université De Paris
Denyze TOFFOLI, Symposium Organiser, Mentor, University Of Toulouse
Elisa Ghia, University For Foreigners Of Siena
Camilla De Riso, University Of Pavia
Artem Zadorozhnyy, Education University Of Hong Kong
Antonie Alm, University Of Otago
Lily Schofield, PhD Student, Université De Paris
Meryl Kusyk, Karlsruhe University Of Education
Andreas Bengtsson, Stockholm University
Henriette Arndt, Postdoctoral Research Fellow, Lund University
Alexandra Schurz, University Of Vienna
Anastasia Pattemore, University Of Barcelona
Andrew Moffat, University Of Nottingham
Christina Lyrigkou, The Open University
Hongying Peng, AILA2021 Volunteer, University Of Groningen
Miho Inaba, Senior Lecturer In Japanese Language , Cardiff University
Chun Lai, University Of Hong Kong
Liss Kerstin Sylvén, University Of Gothenburg
Marcus Warnby, Stockholm University
Marlene Schwarz, University Of Vienna
Mark Dressman, Khalifa University
Phil Benson, Macquarie University
Pia Sundqvist, University Of Oslo
Stefanie Cajka, University Of Vienna
Kossi Seto Yibokou, Associate Professor (MCF), University Of Lorraine | ATILF Lab
Moderators
Denyze TOFFOLI, Symposium Organiser, Mentor, University Of Toulouse
Henriette Arndt, Postdoctoral Research Fellow, Lund University
Marlene Schwarz, University Of Vienna
Meryl Kusyk, Karlsruhe University Of Education
Luisa Valesquez , AILA2021 Volunteer
The last 10 years have seen the birth of a new field within applied linguistics, embracing all sorts of language acquisition outside the classroom. With the rapid development and spread of new technologies, informal language contact has become commonplace for many L2 learners. While this can take many different forms, online contexts are a major driving force because they present L2 learners with unprecedented opportunities for exposure to and use of target language(s) regardless of their physical location. Research on this topic has emerged concurrently from diverse contexts. As a result, a variety of terms have been used to describe it (including Extramural English, Informal Digital Learning of English or Online Informal Learning of English), each of which emphasises particular aspects of the informal practices studied. Early research tended to focus on English as a target language, but more recently research on other languages is becoming more prominent. The purpose of this symposium, organized by Denyze Toffoli and colleagues, is to bring together researchers working on informal L2 practices to engage in critical dialogue about the scope of this field and to share their diverse theoretical perspectives, methodological approaches and findings. Our featured speakers are Geoffrey Sockett, Mark Dressman and Phil Benson.
The Informal Digital Learning of English: Individual Differences and Learning Outcomes
08:30AM - 12:00 Noon
Presented by :
Geoffrey Sockett, Université De Paris
Research into online learning from informal sources suggests a good deal of variability in learning outcomes. In a complex systems perspective, this paper proposes to explore the significant interactions between individual differences such as learning style and learners’ experience of the outcomes of informal exposure to L2 contents.
Learner profiles and IDLE learning trajectories
08:30AM - 12:00 Noon
Presented by :
Denyze TOFFOLI, Symposium Organiser, Mentor, University Of Toulouse
This study analyses initial learner profiles, in terms of level in English, learner autonomy, attachment and self-determination, of 35 students, then documents their contacts with IDLE and their progress in English over the 10 months of their first year in higher education, using logbook and classroom observation data.
Does informal mean implicit? Situating informal second language learning in the explicit-implicit discussion
08:30AM - 12:00 Noon
Presented by :
Meryl Kusyk, Karlsruhe University Of Education
The question of which type(s) of learning would best characterize the cognitive processes at play in an informal second language learning (ISLL) context has not yet been thoroughly explored. This talk provides an overview of four different types of learning (explicit, implicit, incidental and intentional) and subsequently aims to situate some of the main varieties of ISLL (Extramural English, Online Informal Learning of English, out-of-class language learning, et al.) amongst them. 
Measuring Language Usage Outside of the Classroom: A sufficiently precise and practical approach
08:30AM - 12:00 Noon
Presented by :
Andreas Bengtsson, Stockholm University
In this talk, I propose an approach to measuring out-of-class language use, where language usage is operationalized into fifteen different types of activities, covering all potential target language use. The purpose of this talk is to assist in the work of creating a best-practice for measuring language use, which would have a long-term beneficial effect on research quality in our field.
Informal second language learning — ‘how’ and ‘why’? Exploring the links between engagement, motivation, and attitudes
08:30AM - 12:00 Noon
Presented by :
Henriette Arndt, Postdoctoral Research Fellow, Lund University
A discussion of findings from a longitudinal mixed-methods study, which employed a framework of student engagement to (a) provide deeper insight into the nature of Informal Second Language Learning among secondary school students in Germany (b) explore the reciprocal relationships between informal language contact, motivation, and attitudes towards language learning.
08:30AM - 12:00 Noon
Room 1
S099 1/3 | Multilingual education or how to learn to teach multilingual learning
Format : Symposium
Track : Virtual Session
Speakers
Linda Fisher, University Of Cambridge
Edna Imamovic-Topcic, PhD Researcher / Presenter, University Of Vienna
Ulrike Jessner, University Of Innsbruck
Nadja Kerschhofer-Puhalo, Post-doc Researcher, PI Literacies & Multilingualism Research Group, University Of Vienna
Dina Tsagari, Professor, Oslo Metropolitan University
Mona Evelyn Flognfeldt, Oslo Metropolitan University
Lynell Chvala, Oslo Metropolitan University
Therese Tishakov, Oslo Metropolitan University
Kirstin Reed, Researcher, Oslo Metropolitan University
Margareta Strasser, Head, Language Centre, University Of Salzburg
Christina Reissner, Saarland University
Elisabeth Allgaeuer, Member Of The DyME Research Team (Dynamics Of Multilingualism With English), Innsbruck University
Orly Haim, Pedagogical Advisor, Chair Of The Council Of The Faculty Of Education (Beit Berl College), Beit Berl College; Tel Aviv University, Israel
Moderators
Eva Vetter, Mentor, University Of Vienna
Nikolay Slavkov, University Of Ottawa
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Around the world multilingual learning arrangements have evolved over several decades with the aim of enhancing equity in education. More recently a growing body of research has not only produced a myriad of concepts (plurilingualism, translanguaging, metro-, poly- and other -lingualisms) but also valuable insights into the complexities of multilingual learning and teaching, coupled with calls for continuous pedagogical, institutional, and technological innovation to address these complexities. The significant contributions, changing roles, and professional development of teachers have also recently come to the forefront. At the same time, statistics indicate that plurilingual learners face more obstacles for their academic success than those who are categorized as monolingual students (OECD, 2018). This symposium addresses multilingual teaching, learning and innovation as relevant challenges for Applied Linguistics connecting research from different fields within the discipline. Two sub-themes are proposed: 1) teaching and learning for/in multilingual contexts; and 2) teacher education. Sub-theme one raises questions about facets of multilingual learning and teaching and addresses e.g. biographical, discursive and contextual aspects. Sub-theme two focuses upon teaching competence and its development and asks how teacher beliefs, perceptions and attitudes influence learning to teach in and for multilingual contexts.S099 detailed programme, click here
Participative multilingual identity education: the influence of an identity-based pedagogy on promoting multilingual learning
08:30AM - 12:00 Noon
Presented by :
Linda Fisher, University Of Cambridge
Co-authors :
Karen Forbes, Senior Lecturer In Second Language Education, University Of Cambridge
A theorised framework for participative multilingual identity education is introduced, where the languages classroom is construed as a key site for identity development and the teacher as a change agent. Findings from empirical study in English secondary schools are presented, considering the effects on students’ identifications and perceptions of language learning.
UNDERSTANDING PATHWAYS. Multilingual Students’ Perspective on Decisions during Educational Transition
08:30AM - 12:00 Noon
Presented by :
Edna Imamovic-Topcic, PhD Researcher / Presenter, University Of Vienna
The presentation includes first findings from a grounded theory project (Charmaz 2014) which investigates experiences of multilingual adolescents living in urban Austrian areas and who find themselves in a period of educational transformation. Preliminary findings suggest that decision-processes are intertwined with multiple contextual themes.
Metacognition in multilingual learning and teaching
08:30AM - 12:00 Noon
Presented by :
Ulrike Jessner, University Of Innsbruck
Metacognition has been increasingly discussed as one of the main features of learning. In the DMM it is argued that multilinguals develop increased knowledge of languages and language learning through experience. In this presentation a DSCT perspective on multilingual learning and teaching with a focus on metacognition will be presented.
Language learning and investment between school, families, communities and peers – the child’s perspective
08:30AM - 12:00 Noon
Presented by :
Nadja Kerschhofer-Puhalo, Post-doc Researcher, PI Literacies & Multilingualism Research Group, University Of Vienna
This paper presents results of the project My Literacies on children’s attitudes and investment in language and literacy learning in school and out-of-school contexts. The interpretation of visual products (photos, drawings) and conversational data shows the children’s ambivalent emotions towards multilingualism as a result of discourse and institutional practices.
Teacher and learner beliefs and perceptions in multilingual ELF contexts as basis for continuing professional development of teachers
08:30AM - 12:00 Noon
Presented by :
Mona Evelyn Flognfeldt, Oslo Metropolitan University
Dina Tsagari, Professor, Oslo Metropolitan University
Therese Tishakov, Oslo Metropolitan University
Lynell Chvala, Oslo Metropolitan University
Kirstin Reed, Researcher, Oslo Metropolitan University
The presentation reports findings of a needs analysis study among teachers and learners of English in Norway, used to develop a high-quality international Continuing Professional Development infrastructure which promotes teacher competences in multilingual pedagogy and empower ELTs to integrate the current role of ELF in multilingual classrooms.
EVAL-IC: A framework of reference for intercomprehension competences
08:30AM - 12:00 Noon
Presented by :
Margareta Strasser, Head, Language Centre, University Of Salzburg
Christina Reissner, Saarland University
In our contribution, we will present the framework of reference for intercomprehension developed within the European project EVAL-IC (Evaluation des compétences en intercompréhension, Erasmus+). The framework provides descriptors for receptive intercomprehension, interproduction and interactive intercomprehension. 
Educating teachers towards multilingual learning: The 5 Building Blocks of Holistic (Language) Education
08:30AM - 12:00 Noon
Presented by :
Elisabeth Allgaeuer, Member Of The DyME Research Team (Dynamics Of Multilingualism With English), Innsbruck University
The contribution explains the 5 Building Blocks of Holistic (Language) Education concept developed in Vorarlberg/Austria, connecting recent research on multilingual development from a dynamic systems and complexity theory perspective with the five interconnected domains defined in this holistic teaching approach. The presentation closes with recommendations for teacher training courses.
The Induction Period of Bilingual and Multilingual EFL Teachers: A Plurilingual Lens
08:30AM - 12:00 Noon
Presented by :
Orly Haim, Pedagogical Advisor, Chair Of The Council Of The Faculty Of Education (Beit Berl College), Beit Berl College; Tel Aviv University, Israel
Co-authors :
Lily Orland , Dean Of The Graduate Programs, Haifa University
This study investigates the role EFL teachers attribute to their linguistic and cultural repertoire during induction. Thirty novice bilingual and multilingual teachers in Israeli schools were interviewed. Qualitative analyses reveal themes related to teachers’ plurilingual and cultural background as interwoven with cognitive, practical and personal dimensions of their professional role and identity construction.
08:30AM - 12:00 Noon
Room 1
S129 | ReN: CLIL Pedagogy and Greater Fairness, Equity and Inclusion
Format : Symposium
Track : Virtual Session
Speakers
Francisco Lorenzo, Speaker, Pablo De Olavide University
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Kim Bower, Professor Of Innovation In Languages Education, Sheffield Hallam University
Natalia Evnitskaya, Lecturer In TEFL, Universitat Internacional De Catalunya
Igone Arteagoitia, Center For Applied Linguistics
Xavier Martin-Rubió, University Of Lleida
Adrián Granados, Pablo De Olavide University
Elisa Ana Hidalgo Mccabe, Universidad Complutense De Madrid
Ana Llinares, Autonomous University Of Madrid
Moderators
Ana Llinares, Autonomous University Of Madrid
Letizia Cinganotto, INDIRE
Russell Cross, University Of Melbourne
For 2018-2020, the AILA CLIL ReN has focused on 'pedagogy' as research theme, including specific sub-themes that have addressed CLIL as an instructional practice (e.g., CLIL symposium at AFMLTA 2019), CLIL and instructional media (e.g. CLIL, learning technologies and innovation conference, La Tuscia University 2019), and CLIL within multilingual spaces (e.g. CLIL Conference at Sheffield Hallam 2019). This AILA symposium brings into focus the fourth related sub-theme: CLIL and Social Justice. We seek to explore and understand how CLIL might have the potential to contribute to greater equity and access to quality educational provision, with attention to the integrated learning of languages and content. In turn, we would also like to address possible cases of inequity where programs stream students on the basis of their language proficiency and where cognitive and general academic proficiency may also play a role. We understand this aim of social inclusion (or exclusion) broadly, with the potential to include both theoretical and empirical papers that engage with issues of CLIL and class, gender, sexuality, race, cultural and/or linguistic background, and/or special learning needs. Our key point is that CLIL should develop a critical awareness of its impact on its learners and contexts.
CLIL4All: integrating content and language to engage and support all learners
08:30AM - 12:00 Noon
Presented by :
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
CLIL has been claimed to be a pedagogy that supports all learners irrespective of their academic and linguistic background. I will address the pros and cons of this claim based on evidence from relevant empirical studies. Connections will be made to language-oriented content teaching and content-based language teaching in L1 and L2.
CLIL for all? Overcoming obstacles while striving for inclusion at a state-funded high-school in Catalonia
08:30AM - 12:00 Noon
Presented by :
Xavier Martin-Rubió, University Of Lleida
After initially streaming groups who would take content subject in English, the pedagogical team of ‘INS Josep Lladonosa’ decided to prioritise inclusion; they created heterogenous groups and all the them take CLIL subjects. Findings from a questionnaire suggest students with the lowest levels find the subjects challenging.
Socioeconomic status and bilingual competence in monolingual Southern Europe: egalitarian effects of Content and Language Integrated Learning
08:30AM - 12:00 Noon
Presented by :
Adrián Granados, Pablo De Olavide University
Francisco Lorenzo, Speaker, Pablo De Olavide University
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 performance.
Classroom interaction in CLIL programs: offering opportunities or fostering inequalities?
08:30AM - 12:00 Noon
Presented by :
Natalia Evnitskaya, Lecturer In TEFL, Universitat Internacional De Catalunya
Co-authors :
Ana Llinares, Autonomous University Of Madrid
This study investigates potential inequalities in CLIL programs where students are streamed into two strands based on their L2 proficiency. We compare the distribution of classroom registers, appraisal resources and pedagogical purposes when the same teachers teach the same content in both strands.
The role of streaming in CLIL: a critical examination
08:30AM - 12:00 Noon
Presented by :
Elisa Ana Hidalgo Mccabe, Universidad Complutense De Madrid
The paper outlines the potential effects of streaming on inequity in the context of bilingual education in Madrid. The study presents ethnographic data gathered mainly from interviews with key stakeholders on students’ transition from primary to secondary and their placement in one of two CLIL strands (High- or Low-Exposure).
CLIL in Anglophone contexts: applications for inclusion
08:30AM - 12:00 Noon
Presented by :
Kim Bower, Professor Of Innovation In Languages Education, Sheffield Hallam University
This presentation considers the potential of Content and Language Integrated Learning (CLIL) to contribute to the equitable provision of high-quality learning in Anglophone contexts by considering why and how the CLIL pedagogical approach might be drawn on to promote multilingual progression in EAL/D and multilingual classrooms.
Equity in Representing Literacy Growth in Dual Language Immersion for Emerging Bilingual Students
08:30AM - 12:00 Noon
Presented by :
Igone Arteagoitia, Center For Applied Linguistics
This study sheds light on how minority and majority language students in dual language immersion programs in one U.S. state are developing their biliteracy skills so that their academic needs can best be met and inequities originating from a sole focus on English assessment data can be identified and addressed.
08:30AM - 12:00 Noon
Room 1
S137 | ReN: Investigating the dynamic nature of individual differences in L2 learning
Format : Symposium
Track : Virtual Session
Speakers
Laura Gurzynski-Weiss, Indiana University
Tammy Gregersen, American University Of Sharjah
Amy Thompson, West Virginia University
Marta Del Pozo Beamud, University Of Castilla–La Mancha
Giulia Sulis, University Of Graz
Anna Mystkowska-Wiertelak, Associate Professor, Wroclaw University
Jakub Bielak, Adam Mickiewicz University
Daniel Jung, PhD Candidate, University Of Indianapolis
Moderators
Laura Gurzynski-Weiss, Indiana University
Mohamed Salama, PhD Student (Moderator), University Of Groningen
While there is remarkable agreement that some individual differences (IDs) are more dynamic than others (e.g., motivation as compared to working memory), there is a critical gap as how to investigate this important question, particularly for those who are newer to the promise of dynamic systems theory or approaching IDs as dynamic with respect to longitudinal design. This symposium will provide robust examples on how we as a field can investigate the dynamic nature of IDs. Specifically, we provide both a sound theoretical discussion of each ID in relationship to its (posited or empirically attested) role(s) in L2 learning, as well as methodological examples on how to best reveal the dynamic nature of IDs. Taken together, the talks in this symposium provide the initial steps towards a continuum of dynamicity. Each paper includes a description of the ID of study (willingness to communicate; anxiety; strategies; L2 self; multilingual self; working memory, etc.) and the role(s) the ID plays in L2 learning before moving on to the heart of the symposium: a discussion on how each ID can change, what influences this change, and, critically, concrete examples of research methods that will allow us to explore the dynamicity of each ID.
S137 | introduction by organizers
08:30AM - 12:00 Noon
Presented by :
Laura Gurzynski-Weiss, Indiana University
Investigating the dynamic nature of individual differences in L2 learningThis symposium provides robust examples on how we can investigate the dynamic nature of individual differences. We provide both a sound theoretical discussion of each ID in relationship to its role(s) in L2 learning as well as methodological examples on how to best reveal the dynamic nature of IDs.
Anxiety as a Dynamic Individual Difference: Implications for Research and Pedagogy
08:30AM - 12:00 Noon
Presented by :
Tammy Gregersen, American University Of Sharjah
Language anxiety is a dynamic individual difference forming part of an interconnected, fluctuating system that shifts unpredictably over time and multiple time scales and is effected by perturbations that create a new system based on the previous. Such dynamism implicates necessary changes in both research and pedagogy.
My many selves are still me: Motivational selves and multilingualism
08:30AM - 12:00 Noon
Presented by :
Amy Thompson, West Virginia University
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 learners’ language systems and the influences that induce change.
L2 motivation in trainee teachers: Are female undergrads more motivated?
08:30AM - 12:00 Noon
Presented by :
Marta Del Pozo Beamud, University Of Castilla–La Mancha
The main objective of the study is to determine whether female graduate students are more motivated that their male counterparts (M: 19,5). Said students completed a quantitative questionnaire in class. Results are tentative because the study is still in progress. Nonetheless, female students appear to be more motivated.
Engagement in the L2 classroom: Micro and macro perspectives
08:30AM - 12:00 Noon
Presented by :
Giulia Sulis, University Of Graz
The present study explores fluctuations in behavioural, emotional, and cognitive engagement over the course of four intact L2 lessons spread over the course of one academic year, and examines the interrelationships between these dimensions and timescales under a situated, dynamic perspective.
Learner engagement in the autonomy-supportive environment
08:30AM - 12:00 Noon
Presented by :
Anna Mystkowska-Wiertelak, Associate Professor, Wroclaw University
Jakub Bielak, Adam Mickiewicz University
Learner engagement coincides with positive learning outcomes. In this study, we sought to investigate the link between engagement and motivation over a semester. The main objective was to see if increasing learners’ autonomy could enhance their engagement. Questionnaire-based data were juxtaposed with interviews and observations to tap into reasons behind shifts in engagement intensity.
Tracking Spanish L2 learner ID profiles longitudinally: Results from the first year
08:30AM - 12:00 Noon
Presented by :
Daniel Jung, PhD Candidate, University Of Indianapolis
Laura Gurzynski-Weiss, Indiana University
This study examines the potential dynamicity of motivation, personality, learning and cognitive styles, and working memory over two semesters of Spanish study at the university level. The project contributes to the empirical question surrounding the degree of dynamicity of these learner IDs.
08:30AM - 12:00 Noon
Room 1
S147 | ReN: Rethinking language policy: the importance of the home in language maintenance and development
Format : Symposium
Track : Virtual Session
Speakers
Bernard Spolsky, Professor Emeritus, Bar-Ilan University
Ruth Kircher, Researcher, Mercator European Research Centre On Multilingualism And Language Learning / Fryske Akademy
Elanur Sönmez, Bogaziçi University
Sixuan Wang, University Of New South Wales
Andrea C. Schalley, Symposium Organiser/Moderator (S109 & S147); Presenter, Karlstad University
Susana Eisenchlas, Symposium Organiser/Moderator (S109 & 147)/ Presenter (S147), Griffith University
Sabine Little, University Of Sheffield
Elizabeth Ellis, Adjunct Associate Professor (Applied Linguistics), University Of New England
Fatma Said , Assistant Professor In Applied Linguistics , Zayed University, UAE
Meilute Ramoniene, Vilnius University
Natalia Ringblom, Stockholm University | Dalarna University
Moderators
Andrea C. Schalley, Symposium Organiser/Moderator (S109 & S147); Presenter, Karlstad University
Susana Eisenchlas, Symposium Organiser/Moderator (S109 & 147)/ Presenter (S147), Griffith University
Michelle Mattuzzi (AILA2021 Volunteer), AILA2021 Volunteer
This symposium, organized by the AILA Research Network on Social and Affective Factors in Home Language Maintenance and Development (HOLM ReN), will focus on language policy. While language policies are established and applied at all levels of society, we will pay particular attention to the home as a site where language policies are negotiated and contested, as families are the principal language managers and ultimately responsible for intergenerational language transmission or shift. Papers may examine top-down processes, e.g. how families as micro-level actors react to external macro-level forces, or they may illustrate bottom-up processes, e.g. how home language ideologies and practices might impact more generally on language policy and planning at the macro level. We are particularly interested in the role social and affective factors play in these dynamic processes.
Rethinking language policy: The home and the family
08:30AM - 12:00 Noon
Presented by :
Bernard Spolsky, Professor Emeritus, Bar-Ilan University
"Language policy became a field for research when sociolinguists tackled the language problems of nations becoming independent in the 1960s. Classical language policy focused on the nation-state. State policy is often blocked by variations in language policy at other levels,  as well as by factors such as wars, disease, poverty and corruption. Increasing attention has been paid to the home . Starting with the individual  one should consider policy in the home, school, work,  and other  levels, and only then consider national policies. The home is central, but other levels play a significant part in a complex phenomenon.
Intergenerational language transmission in Quebec: Patterns and predictors in the light of provincial language planning
08:30AM - 12:00 Noon
Presented by :
Ruth Kircher, Researcher, Mercator European Research Centre On Multilingualism And Language Learning / Fryske Akademy
This paper presents a sociolinguistic study conducted among 274 parents of different mother tongues in Quebec, to investigate the patterns and predictors of the intergenerational transmission of French. The paper discusses the implications of the findings for provincial language planning to ensure the maintenance of French in Quebec.
The Effect of Parental Agency in Home Language Policy: The Case of Iranians in Istanbul.
08:30AM - 12:00 Noon
Presented by :
Elanur Sönmez, Bogaziçi University
This paper presents a linguistic ethnographic study focusing on an Iranian lifestyle migrant family living in Istanbul. Data from microethnographic analyses will report on the family’s linguistic practices in Persian, Turkish, and English and how they approach language policy in a domestic setting.
Is the Mother Tongue Still the Mother’s Tongue in Multilingual China? – A Story of the Blang Language
08:30AM - 12:00 Noon
Presented by :
Sixuan Wang, University Of New South Wales
This work investigated the patterns of language maintenance and shift in the Blang speech community with a particular focus on the family domain. The findings contribute to the current understanding of LMS in the family domain by highlighting the interaction between different social actors in the family unit.
Back and Forth: Sojourning as an organised family language management strategy
08:30AM - 12:00 Noon
Presented by :
Andrea C. Schalley, Symposium Organiser/Moderator (S109 & S147); Presenter, Karlstad University
Susana Eisenchlas, Symposium Organiser/Moderator (S109 & 147)/ Presenter (S147), Griffith University
Co-authors :
Pei-Shu Tsai, National Changhua University Of Education
Grace Yue Qi, Lecturer , Massey University
This study investigates the experiences of Australian Taiwanese-background parents and children, who sojourn to the parents’ homeland during school holidays to improve their linguistic and cultural skills. We explore outcomes of this language management activity, focusing on the mothers’ aims and children’s linguistic development and their identity formation.
Through the child's eye: collaborative family language policy development
08:30AM - 12:00 Noon
Presented by :
Sabine Little, University Of Sheffield
Toby Little
This presentation reports on a 2.5 auto-ethnographic study where mother and son (aged 6.6-9 throughout the study) jointly researched their language practices and attitudes towards German and English in the home. The session will be co-presented by both parent and child (aged 13 at time of conference)
A hyphenated belonging: Parental linguistic identity shaping plurilingual family language policy
08:30AM - 12:00 Noon
Presented by :
Elizabeth Ellis, Adjunct Associate Professor (Applied Linguistics), University Of New England
Co-authors :
Margaret Sims, Adjunct Professor, Macquarie University
Vicki Knox, Principal Research Assistant, University Of New England
This paper presents a case study of linguistic identities within a Korean / Gaelic / English-speaking family, drawn from a larger study of isolated intermarried families in regional areas of NSW, Australia. The connection between parental linguistic identity and family language policy is explored.
Family Language Policies of Saudi Student Families in the UK: the importance of the home environment
08:30AM - 12:00 Noon
Presented by :
Fatma Said , Assistant Professor In Applied Linguistics , Zayed University, UAE
Co-authors :
Maha Othman, PhD Student, University Of York, UK
Sojourning family, family language policy, Arabic, Bilingualism, parental language ideologies
Family language policy and dialect maintenance in Lithuanian diaspora
08:30AM - 12:00 Noon
Presented by :
Meilute Ramoniene, Vilnius University
Based on the data of two large scale national research projects funded to investigate the linguistic behaviour and identity in Lithuanian diaspora the paper will deal with the issues of family language policy and dialect maintenance. The paper analyses the data of qualitative in-depth interviews.
On the Possible Interplay of Macro and Micro Level Forces in Family Language Policy: The Example from Three Different Contexts
08:30AM - 12:00 Noon
Presented by :
Natalia Ringblom, Stockholm University | Dalarna University
Co-authors :
Anastassia Zabrodskaja , Professor Of Intercultural Communication, Tallinn University
This study investigated family language policy (FLP) practices at home among Russian heritage and majority language speakers and their children in Cyprus, Estonia and Sweden. We connect the analysis of top-down discourses on Russian at the national level with an analysis of bottom-up reactions to them based on individual FLPs.
08:30AM - 12:00 Noon
Room 1
S150 1/3 | ReN: on Early Language Learning
Format : Symposium
Track : Virtual Session
Speakers
Claire Goriot, Postdoctoral Researcher, University Of Amsterdam/Wageningen University
Florence Myles, University Of Essex
Victoria Murphy, University Of Oxford
Maria Nilsson, Stockholm University
Anne-Marie Morgan, University Of New England
Claudia Seele, Project Manager, RAA Mecklenburg-Vorpommern
Claudine Kirsch, Researcher, Lecturer, University Of Luxembourg
Eva Wilden, University Of Duisburg-Essen
Heather Hilton, Convenor, Symposium 150 On Early Language Learning (AILA REN), Lumière University Lyon 2
Jana Roos, University Of Potsdam
Kaisa Hahl, University Of Helsinki
Karoline Wirbatz, TU Dortmund
Laura De Ruiter, Tufts University | PACE Research Institute
Marie-Pierre Jouannaud, University Of Grenoble
Mila Schwartz, Head Of The Research Authority , Oranim Academic College Of Education
Nils Jaekel, University Of Oulu
Outi Veivo, University Of Turku
Renata Šamo, Vice-Dean For Research And International Cooperation; Head Of The English Department, Juraj Dobrila University Of Pula, Faculty Of Humanities
Sarah Sturm, Technical University Of Braunschweig
Tanja Samulin, University Of Helsinki
Moderators
Heather Hilton, Convenor, Symposium 150 On Early Language Learning (AILA REN), Lumière University Lyon 2
Eva Wilden, University Of Duisburg-Essen
Andre Korporaal (AILA2021 Volunteer), AILA2021 Volunteer
The Early Language Learning Research Network has organized a Symposium at the past two AILA Congresses (Brisbane in 2014, Rio de Janiero in 2017), a sign of increasing scientific and political interest in language learning in the primary and preschool years. In such a context, a forum for the scientific consideration of the specificities of early language learning (ELL) is vital for teachers, materials designers and policy makers worldwide, and the objective of our AILA Symposia has always been to bring together speakers who can synthesize important work being carried out at regional and national levels, in order to inform policy and practice. The current ELL ReN has identified eight particularly important research strands, which provide the structure for our Symposium proposal: classroom practices for ELL, training teachers for ELL, ELL by multilingual and migrant learners, digital media for ELL, assessment in ELL, learning to read and write in ELL, "early years" instructed language learning (under the age of 6). The ReN strand coordinators have proposed featured speakers who will be presenting high-level studies on these themes, and the ELL Network invites similarly high-level papers to complete these perspectives.
Early language education in the Netherlands
08:30AM - 12:00 Noon
Presented by :
Claire Goriot, Postdoctoral Researcher, University Of Amsterdam/Wageningen University
Foreign language education in the Netherlands will be discussed from different viewpoints: which languages are taught, what are policy makers’ and educators’ expectations about early foreign language education and are their expectations met? Challenges in foreign language education and possible solutions to improve foreign language education will be covered, too.
Primary languages policy and practice in England: challenges and solutions
08:30AM - 12:00 Noon
Presented by :
Florence Myles, University Of Essex
A new policy introducing the teaching of a foreign language in primary schools was introduced in 2014 in England. However, the implementation of this policy has encountered major challenges which are reviewed in this paper, before proposing a series of ten research-based recommendations proposing solutions to address them.
The effectiveness of a preschool language intervention designed to promote the transfer of parents’ language supporting skills to novel contexts
08:30AM - 12:00 Noon
Presented by :
Victoria Murphy, University Of Oxford
We present the findings of a novel parent-focused language intervention aimed at increasing parents’ language supporting strategies in their speech to children. Parents in the intervention group received a programme through a shared wordless picture book activity. Comparisons between pre and post-test scores are discussed identifying its effectiveness.
Foreign language anxiety among future language teachers: dilemmas and possibilities
08:30AM - 12:00 Noon
Presented by :
Maria Nilsson, Stockholm University
Self-report questionnaire results suggests that primary school generalist teacher students in Sweden experience similar levels of foreign language anxiety as do their future learners. This presentation problematizes the educational challenges of preparing these student teachers to build a positive classroom atmosphere and boost motivation and self-confidence in early language instruction.
08:30AM - 12:00 Noon
Room 1
S151 1/2 | ReN: Whose taste matters? Authority, meaning, and culture in the linguistics of food
Format : Symposium
Track : Virtual Session
Speakers
Lorenza Mondada, University Of Basel
Sally Wiggins, Associate Professor, Linköping University
Amy Van Der Heijden, Wageningen University & Research
Ali-Reza Majlesi, Stockholm University
Cornelia Gerhardt, Saarland University
Sofia Rüdiger, University Of Bayreuth
Hanwool Choe, AILA Solidarity Awardee, University Of Hong Kong
Marie-Louise Brunner, Trier University Of Applied Sciences
Keri Matwick, Lecturer, Nanyang Technological University
Maren Runte, ZHAW Zurich University Of Applied Sciences
Moderators
Cornelia Gerhardt, Saarland University
Sally Wiggins, Associate Professor, Linköping University
Mariam Jamureli , AILA2021 Volunteer, University Of Groningen
This symposium addresses global and cultural challenges within the linguistics of food, focusing on how taste (and other senses) is not simply a property of individuals or of foods, but rather becomes a contested and negotiated concept through lexical and embodied linguistic practices. In short, 'taste' is a fluid concept and has implications not only for the field of linguistics, but also across the sensory and social sciences. The symposium will bring together researchers working in four key areas within the linguistics of food: interactional food assessments, the semantics of taste, consuming identities and global food media. For instance, how might one individual's assessment of food be shared or treated as having greater authority or expertise over another? How are the sensory semantics of taste produced in different contexts: how do linguistic practices overlap with sensory practices? How do producers and consumers negotiate taste as an individual or shared, food-based or culturally-based concept? How do linguistic practices in various forms of digital and print food media become sites in which taste is contested in a globally shifting world? The symposium aims to engage researchers from broad cultural and international backgrounds while focusing on central concepts within the linguistics of food.S151 detailed programme, click here
The intersubjectivity of taste: talk, the senses and the body
08:30AM - 12:00 Noon
Presented by :
Lorenza Mondada, University Of Basel
Referring to increasing interests in the linguistics of food and the study of sensoriality, the paper proposes an interactional embodied approach of sensory practices. Based on multimodal conversation analysis, it focuses on practices of tasting and expressing taste within activities dealing with food, in restaurants, shops, among amateurs or professionals.
Tasting on behalf of another: non-lexical vocalisations in infant mealtimes
08:30AM - 12:00 Noon
Presented by :
Sally Wiggins, Associate Professor, Linköping University
Co-authors :
Leelo Keevallik, Linköping University
This presentation will examine non-lexical vocalisations (e.g. gustatory mmms, lip smacks) as used in infant mealtimes, examining the ways in which parents use sounds to enact tasting on behalf of another person.
To like or not to like: Negotiating taste in primary school-aged children from families with a lower socioeconomic position
08:30AM - 12:00 Noon
Presented by :
Amy Van Der Heijden, Wageningen University & Research
This research shows the way in which the concepts of 'taste' and 'liking' are deployed in everyday family mealtime conversations in families with a lower socioeconomic position. The analytic focus is on how primary school-aged children produce (dis)likes of food and how these are understood and treated by their parents.
Assessment in assisted eating activities: The case of supporting people in late-stage dementia
08:30AM - 12:00 Noon
Presented by :
Ali-Reza Majlesi, Stockholm University
Co-authors :
Anna Ekström, Linköping University
Lars-Christer Hydén, Linköping University
This study deals with assessment practices in talk-in-interaction during assisted eating activities involving people who are in the late-stage of dementia.
Does taste matter? Replacing ingredients in recipes – propositions from vegan food blog commentary
08:30AM - 12:00 Noon
Presented by :
Cornelia Gerhardt, Saarland University
Food genres such as recipes increasingly contain “no-X constructions” like “no fat” or “sugar free”. This paper will analyse the comment sections of vegan food blogs with regard to such “ex-gredients” focusing on the question how taste is constructed and used as a resource in technologically mediated communication about veganism.
Where food review is the show: Communicating taste and constructing food reviewer identities in Korean and North American mukbang
08:30AM - 12:00 Noon
Presented by :
Hanwool Choe, AILA Solidarity Awardee, University Of Hong Kong
Sofia Rüdiger, University Of Bayreuth
We analyze Korean livestream and North American pre-recorded mukbang (online eating shows), to see what and how linguistic, interactional, and multimodal resources are used by hosts to evaluate food, and thereby construct their identities as food reviewers. Audience participation also contributes to creating the eaters' identities as food reviewers.
“It tastes even awesomer than it looks!” - Expert identity in computer-mediated food discourses
08:30AM - 12:00 Noon
Presented by :
Marie-Louise Brunner, Trier University Of Applied Sciences
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 identity. 
Eating Singapore: (Un) Official Discourses of a National Food Culture
08:30AM - 12:00 Noon
Presented by :
Keri Matwick, Lecturer, Nanyang Technological University
This study uses the approaches of digital ethnography and presentation of self to analyze Instagram posts of 14-day food diaries by Singaporean university students and interview data. It is inspired by research on culinary nationalism and foodways that views food as a reflection of the self and of the nation.
Semantics of Taste: A Joint Venture of Linguistics and Sensory Science
08:30AM - 12:00 Noon
Presented by :
Maren Runte, ZHAW Zurich University Of Applied Sciences
Jeannette Nuessli Guth, ETH Zürich
Talking about taste takes place in different forms depending on the prior knowledge of the speaker: e.g. sensory science and in everyday life. The talk will focus on two topics: 1. Different means to describe taste perceptions with regard to the different disciplines. 2. Critical issues in translation of sensory descriptors.
08:30AM - 12:00 Noon
Room 1
S154 | In-service Tertiary FL Teacher Professional Development: Practices & Impacts
Format : Symposium
Track : Virtual Session
Speakers
Hong Zhang, National Research Centre For Foreign Language Education
Li Li, University Of Exeter
Tao Feng, Foreign Language Teaching And Research Press
Luna Yang, China Agricultural University
Xiaomei Ma, Xi'an Jiaotong University
Changcheng Duan, Editor, Foreign Language Teaching And Research Press
Moderators
Changcheng Duan, Editor, Foreign Language Teaching And Research Press
Universities, institutions and tertiary foreign language(FL) teachers themselves have attached great importance to teacher professional development(PD). This symposium explores the practices & impacts of different types of in-service tertiary FL Teacher professional development programmes. The studies in this symposium try to answer the following questions: How to plan an FL teacher PD programme focusing on teaching methodology or research competence targeted to a specific group of in-service teachers? How to operate an on-line FL teacher PD community aiming to improve the teachers' teaching competence? And how about an on-line academic community with an objective of enhancing teachers' research competence? What are the effects of such tertiary teacher PD programmes? Both qualitative / quantitative methods are used during the analyses based on various data sources such as reflective journals, questionnaire and interview. Presentation 1 (Yue YANG): Effects of a Customized Tertiary EFL Teacher Training Programme in Central China: A Longitudinal Study Presentation 2 ( Hong ZHANG): The Mechanism of an Inter-departmental Professional Learning Community of University Foreign Language Teachers Presentation3 (Tao FENG): The Use and Impacts of Online Community in Teacher Training---A Case Study of College EFL Instructors in China Presentation 4 (Changcheng DUAN): Research Competence Development of EFL Teachers: An Exploratory Study of an Online Academic Community in China
The Mechanism of an Inter-departmental Professional Learning Community of University Foreign Language Teachers
08:30AM - 12:00 Noon
Presented by :
Hong Zhang, National Research Centre For Foreign Language Education
This symposium explores the practices & effects of in-service tertiary foreign language(FL) Teacher professional development(PD) programmes. It invites qualitative / quantitative studies that analyze and evaluate either off-line or on-line tertiary FL teacher PD programmes aiming to enhance the teaching or research competence of teachers.
The Development of the Operational Mechanism of an Online Academic Community of Foreign Language Teachers in China
08:30AM - 12:00 Noon
Presented by :
Changcheng Duan, Editor, Foreign Language Teaching And Research Press
This paper studies the development of the operational mechanism of a foreign language teachers on-line professional learning community(TOPLC) through 4 years. The study finds the upgraded mechanism of the community is more main participating member-centred, the interaction in it more social, and the learning in it more expansive. The findings provide implications for the further development of this community as well as other TOPLCs .
In-service Professional Development: Experiences from the Field
08:30AM - 12:00 Noon
Presented by :
Li Li, University Of Exeter
Drawing on the experiences of thirty teachers from a variety of contexts within China, and covering a range of career stages, this presentation will utilise semi-structured interviews to explore the provision and consider the value both Chinese and expatriate educators place on their own in-service tertiary professional development experiences.
Material development and teacher training
08:30AM - 12:00 Noon
Presented by :
Tao Feng, Foreign Language Teaching And Research Press
This lecture outlines a context of change in China in which new textbooks were introduced into some colleges. In order to prepare teachers for textbooks which were innovative in this context, three types of trainings are offered to help them adapt the textbook.
Demystifying textual competence descriptors of organizational competence
08:30AM - 12:00 Noon
Presented by :
Luna Yang, China Agricultural University
Textual competence (Purpura, 2004; Bachman & Palmer, 1996, 2010) is an indispensable component of the organizational competence verified by various research studies in language communication. This presentation reports how data were collected to validate the usefulness of the textual competence descriptors of organizational competence subscale in China’s Standards of English.
From Diagnostic Language Assessment to Tailored EFL Learning: The Effectiveness of Personalized Cognitive Diagnostic Score Report for College English Writing
08:30AM - 12:00 Noon
Presented by :
Xiaomei Ma, Xi'an Jiaotong University
This study presents how a multi-dimensional EFL writing score report is generated for college EFL learners by using cognitive diagnostic approach. The effectiveness of the report is also verified by conducting a three-month quasi-experiment. The results are accurate, reliable and effective and significant in personalized assessment and tailored learning.
08:30AM - 12:00 Noon
Room 1
S161 1/3 | Study abroad as a multilingual, intercultural and transnational experience
Format : Symposium
Track : Virtual Session
Speakers
Josep M. Cots, University Of Lleida
Ana Beaven, University Of Bologna
Sanja Marinov, Faculty Of Economics, Business And Tourism, University Of Split
Yulia Kharchenko, PhD Researcher, Supervised By Dr Phil Chappell And Prof Phil Benson, Macquarie University, Sydney, Australia
Mireia Trenchs-Parera, Professor In Applied Linguistics And Multilingualism. University's Commisioner For Language Policy. , Pompeu Fabra University
Sybille Heinzmann, Pedagogical University Of St. Gallen
Sònia Mas-Alcolea, University Of Lleida
June Eyckmans, Ghent University
Eiko Ujitani, Nagoya University Of Foreign Studies
Zeynep Köylü, University Of Basel
Noriko Iwasaki, Nanzan University
Arwa Alsufyan, Assistant Professor, Imam Muhammad Ibn Saud Islamic University
Jin Guo, University College London
Anne Marie Devlin, University College Cork
Annarita Magliacane, Lecturer In TESOL And Applied Linguistics, University Of Liverpool
Ayako Suzuki, Tamagawa University
Celeste Kinginger, Penn State University
Griet Boone, Ghent University
Judith Borràs, University Of Lleida
Khaled Al Masaeed, Carnegie Mellon University
Michele Back, University Of Connecticut
Midori Shikano, Nanzan University
Yoko Munezane, Rikkyo University
Ozge Guney, University Of South Florida
Miroslaw Pawlak, Adam Mickiewicz University, Kalisz, Poland
Roswita Dressler, Associate Professor, University Of Calgary
Rodrigo Rodriguez-Fuentes, Universidad Del Norte
Rosamond Mitchell, University Of Southampton
Saule Petroniene, Kaunas University Of Technology
Kata Csizér, Eotvos Lorand University
Yi Wang, Stony Brook University
Moderators
Rosamond Mitchell, University Of Southampton
Kata Csizér, Eotvos Lorand University
Ana Beaven, University Of Bologna
June Eyckmans, Presenter, Ghent University
Nicole Tracy-Ventura, West Virginia University
Mark Van Huizen, AILA2021 Volunteer
Study abroad is a complex educational experience, with potential to support academic, linguistic, personal and intercultural development. Traditionally, applied linguistics research has concentrated on SA as an opportunity for second language acquisition by instructed learners, with a focus on single languages (English, Spanish, Arabic, Chinese etc). However in practice study abroad today takes place in multilingual and multicultural environments, and involves students from increasingly diverse transnational backgrounds. Much less is known about the likely impact of such complex experiences on student development (e.g. whether they experience multilingualism and/ or interculturality as a series of separate linguistic and cultural encounters, or as an integrated whole). This symposium therefore invites contributions from researchers interested in the impact of contemporary study abroad experiences on: students' evolving multilingualism including development in individual languages plus interactions between home languages, local languages, English as a lingua franca students' beliefs, language attitudes and multilingual identity students' intercultural and transnational orientation students' personal development in terms of agency, self-regulation and autonomy. As well as reporting their empirical research, contributors will be asked to reflect on their theoretical contribution to the understanding of SA, and/or to the educational support frameworks which can maximise students' development in contemporary SA settings.S161 detailed programme, click here
Student mobility in Europe and its implications for plurilingual identity development
08:30AM - 12:00 Noon
Presented by :
Josep M. Cots, University Of Lleida
Ana Beaven, University Of Bologna
Sanja Marinov, Faculty Of Economics, Business And Tourism, University Of Split
This paper reports a qualitative study of language identity among mobile European students in varied higher education contexts. Participants’ language learning history, current language practices and language identifications were investigated. Findings indicate the prevalence of a relatively fluid plurilingual identity among this group; implications for language identity theory are discussed.
Learning English and more Down Under: Multilingual experiences and identity development of international English language students in Australia
08:30AM - 12:00 Noon
Presented by :
Yulia Kharchenko, PhD Researcher, Supervised By Dr Phil Chappell And Prof Phil Benson, Macquarie University, Sydney, Australia
Study abroad is a period of intensive change in both language use and identity development. This paper explores how out-of-class experiences of international English language students in Australia impact their language identity. My research findings point at study abroad as a multilingual experience, not target language immersion, and suggest re-conceptualising study abroad in terms of 'whole-person' linguistic outcomes that are broader than target language acquisition.
Cosmopolitanism and multilingualism in internationalized classrooms with full EMI: Exploring undergraduates’ intercultural sensitivity, identity self-adscription and language practices in Catalonia
08:30AM - 12:00 Noon
Presented by :
Mireia Trenchs-Parera, Professor In Applied Linguistics And Multilingualism. University's Commisioner For Language Policy. , Pompeu Fabra University
In the context of an internationalized multilingual and multicultural undergraduate classroom with full EMI in Catalonia, this mixed methods study focuses on the interaction between students' (a) self-adscription to either localist or cosmopolitan identities, (b) development of intercultural sensitivity, and (c) plurilingual practices and educational background. 
To be or not to be multilingual? Monolingual versus multilingual norms and language practices among study abroad students
08:30AM - 12:00 Noon
Presented by :
Sybille Heinzmann, Pedagogical University Of St. Gallen
Robert Hilbe, St. Gallen University Of Teacher Education
Co-authors :
Kristina Ehrsam, St. Gallen University Of Teacher Education
Lukas Bleichenbacher, St.Gallen University Of Teacher Education
This presentation will shed light on study abroad students' monolingually or multilingually oriented language attitudes at the outset and the end of their stay abroad. Moreover, it will outline students’ (potentially multilingual) language practices during the stay and explore how these can be related to their aforementioned language attitudes.
Study abroad and (the lack of) linguistic gains: understanding the students’ social networks abroad as a key factor
08:30AM - 12:00 Noon
Presented by :
Sònia Mas-Alcolea, University Of Lleida
Helena Torres-Purroy, University Of Lleida
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 students’ different socialisation patterns abroad.
Sense of agency and linguistic immersion during study abroad
08:30AM - 12:00 Noon
Presented by :
June Eyckmans, Ghent University
Co-authors :
Griet Boone, Ghent University
In this paper presentation we wish to shed light on the relationship between students’ sense of agency and their perception of language learning success and cultural integration. In the study, 34 exchange students are tracked throughout a five month compulsory study abroad programme in four different European countries.
Promoting intercultural learning without crossing a national border: An exploratory study
08:30AM - 12:00 Noon
Presented by :
Eiko Ujitani, Nagoya University Of Foreign Studies
This presentation explains the impact of a short-term international volunteer project between Japanese and Taiwanese students on their intercultural learning. Results revealed that Japanese students increased their willingness to communicate in English and their interest in learning about Taiwanese culture. How to implement an effective project will be also discussed.
Anglophone and Non-Anglophone ERASMUS for L2 English Learners: Contextual Effects of Study Abroad on L2 Gains
08:30AM - 12:00 Noon
Presented by :
Zeynep Köylü, University Of Basel
This study investigated the contextual effects of two different sojourn contexts on L2 development. The results of the qualitative analysis provided broader insights into the features of Anglophone and English as a Lingua Franca study abroad contexts, underlining issues of intercultural competence and ownership of language along with developmental findings.
Plurilingual identities of Denisa, a Slovak student: Changes to her linguistic repertoire at different stages of her life
08:30AM - 12:00 Noon
Presented by :
Noriko Iwasaki, Nanzan University
This paper illustrates plurilingual identities of Denisa, a female Slovak student, who has extensive study abroad experiences, focusing her lived experience of language (Busch, 2017). Changes to her repertoire are nuanced, having to prioritise some components for her career, while minimising others despite their emotional value.
The Identity Development of Saudi L2 Learners of English in Ireland
08:30AM - 12:00 Noon
Presented by :
Arwa Alsufyan, Assistant Professor, Imam Muhammad Ibn Saud Islamic University
This paper addresses how the intercultural experiences of L2 Saudi females were different to L2 learners of other nationalities. It sheds light on some incidents that have helped learners become interculturally competent, and concludes by proposing future directions.
Negotiation of National Identity in Multilingual and Multicultural Context: A Case Study of Chinese Postgraduate Students at a British university
08:30AM - 12:00 Noon
Presented by :
Jin Guo, University College London
The paper explores how Chinese international students, studying in a postgraduate programme in the UK, perceive national identity and identify negotiation. It illustrates the impact of languages, cultures and power relations in multilingual and multicultural context on individuals’ identity negotiation.
Is this really immersion? Social networks, diversity and intensity of language contact, and student attitudes during a short-term SA experience
08:30AM - 12:00 Noon
Presented by :
Anne Marie Devlin, University College Cork
Taking a mixed-methods approach, this study explores social network formation, intensity and diversity of language contact, and student attitudes in a short-term, island-type study abroad. It concludes that students do not expand their social networks or engage in diverse linguistic interaction. The majority express a desire for greater classroom engagement.
08:30AM - 12:00 Noon
Room 1
S167 | Technology-mediated corrective feedback and instruction in language learning
Format : Symposium
Track : Virtual Session
Speakers
Victoria Kim, Ulsan National Institute Of Science And Technology
Eva Kartchava, Carleton University
Imelda Bangun, University Of South Florida
Maria Lourdes Lira Gonzales, Université Du Québec In Abitibi-Témiscamingue, Canada
Elu Tu, Southern Connecticut State University
Matthew Pattemore, University Of Barcelona
Moderators
Eva Kartchava, Carleton University
Although the use of technology in second/additional language (L2) education is on the rise, little is known about how it can best assist the process of language learning. This is especially true for corrective feedback- information provided to language learners about the accuracy of their output- which is considered by many to play a crucial role in the development of one's linguistic knowledge and as such, can be instrumental in helping learners notice, monitor, and improve their L2 output. This symposium aims to bring together cutting-edge investigations that address the topic of computer-mediated feedback and instruction, highlighting the latest findings in this area and examining their implications for L2 acquisition and instruction. With the growing use of technology in the L2 classroom and beyond, today, more than ever, understanding the role of technology is paramount in promoting interaction that is appropriate for the development of oral and/or written language skills. This symposium is a great opportunity to share information, identify key knowledge gaps, and promote discussion and collaboration among researchers and language educators who are interested in this area. We invite papers and posters that address recent advances in theory, research, and practice in this domain.
S167 | introduction by organizers
08:30AM - 12:00 Noon
Presented by :
Eva Kartchava, Carleton University
Hossein Nassaji
A brief introduction by the symposium organizers
The effects of formative feedback delivered via a social Q&A platform in the English-medium instruction context
08:30AM - 12:00 Noon
Presented by :
Victoria Kim, Ulsan National Institute Of Science And Technology
The purpose of this study was to investigate the effects of formative feedback delivered via a social Q&A online platform on EFL writers' (n=120) performance and motivation, as well as to explore their perceptions towards the use of the platform in the English-Medium Instruction (EMI) classroom. The findings have several pedagogical implications for both the EFL and EMI contexts.
Task repetition and learner self-assessment in technology-mediated task performance
08:30AM - 12:00 Noon
Presented by :
Eva Kartchava, Carleton University
Hossein Nassaji
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-assessment, coupled with teacher feedback, on task repetition.
Fostering Peer/Teacher Corrective Feedback in Online Collaboration Academic Writing Courses
08:30AM - 12:00 Noon
Presented by :
Imelda Bangun, University Of South Florida
While online corrective feedback is proven to help English learners construct their academic knowledge and critical thinking skills, the study of its effectiveness, particularly in online writing and editing collaboration is largely absent. This paper analyzes EAP students’ perception of online peer/teacher feedback and examines their technology-mediated feedback and interaction.
The impact of blog-mediated peer feedback and peer feedback training on the accuracy and quality of L2 writing
08:30AM - 12:00 Noon
Presented by :
Maria Lourdes Lira Gonzales, Université Du Québec In Abitibi-Témiscamingue, Canada
Co-authors :
Hossein Nassaji
Jimmy Chao
This presentation reports on a study comparing the provision and efficacy of students’ peer feedback in blogs with and without previous peer feedback training. Forty L2 students registered in a French as a foreign language University program in Costa Rica participated in the study. Results will be presented and implications will be discussed.
A Review on Screencast Feedback of Second Language Writing Studies: form Standards’ Perspectives
08:30AM - 12:00 Noon
Presented by :
Elu Tu, Southern Connecticut State University
This study reviews studies between 2010 and 2020 to examine screencast second language written corrective feedback under the framework of Best Practices and the International Society for Technology in Education standards to reconceptualize the notion of e-feedback and refine the best practice in the field of second language writing studies.
Uptake of Elaborative Feedback in Serious Literacy Games
08:30AM - 12:00 Noon
Presented by :
Matthew Pattemore, University Of Barcelona
Co-authors :
Roger Gilabert Guerrero, University Of Barcelona
We examine the uptake of elaborative corrective feedback by 200 Spanish/Catalan primary school EFL learners using early reading development digital games over a year. Results will be discussed in relation to the role of corrective feedback in the context of digital games and how this may contribute to reading development.
08:30AM - 12:00 Noon
Room 1
S188 1/2 | Understanding the dynamics of language teachers’ professional development
Format : Symposium
Track : Virtual Session
Speakers
Imelda Bangun, University Of South Florida
Andrea Lypka
Siebrich De Vries, University Of Groningen
Jeannette Sanchez-Naranjo, Amherst College
Xiao Cheng, East China Normal University
Gabriela Cusen, Transilvania University Of Brasov
Kazuyoshi Sato, Nagoya University Of Foreign Studies
Chitose Asaoka, Dokkyo University
Atsuko Watanabe, Bunkyo University
Mayumi Asaba, Kyoto Sangyo University
Beatrice Dupuy, Professor Of French / Public And Applied Humanities, University Of Arizona
Vasiliki Celia Antoniou, Lecturer / Senior Teaching Fellow, University College London / University Of The West Of Scotland
Jenelle Reeves, University Of Nebraska-Lincoln
Natheeporn Keawkhong, Thammasat University
Kyoko Kasuya, Tokyo Gakugei University
Lorena Salud Gadella Kamstra, AILA Solidarity Awardee, University Of Essex
Moderators
Inge Elferink, University Of Groningen
Siebrich De Vries, University Of Groningen
Seyit Omer Gok, AILA2021 Volunteer
Because most language learning takes place in educational contexts, from an ecological perspective, it is important to understand the dynamics of language teachers' professional development. This understanding is necessary for two reasons: (1) to exchange new research insights and practical experience in a sustainable manner and (2) to generate new insights regarding the dynamic processes of the professional development of individual teachers. Within complex systems thinking, these dynamic processes are an intrinsic part of social behavior and will vary for different people and even for the same person in different contexts (Opfer & Pedder, 2011). Pedagogical content knowledge research focuses on this dual purpose via, for example, teacher professional development programs centering around language teaching pedagogy. A challenge within this field of research, however, is taking the dynamic processes and the teaching contexts of individual teachers into consideration. This symposium brings together recent research that has faced this challenge thereby aiming to obtain a deeper understanding of the dynamics of language teachers' professional development.Please click here for the detailed program.
The dynamics of jointly constructing PCK through lesson study
08:30AM - 12:00 Noon
Presented by :
Siebrich De Vries, University Of Groningen
Throughout their careers teachers individually develop their Pedagogical Content Knowledge (PCK). This PCK often remains unconscious or ‘tacit’. The lesson study professionalization approach provides a framework for becoming aware of it, discussing it in a team context, and in this way jointly constructing new practical knowledge that benefits (one's own) education. Lesson study focuses on the collective and systematic improvement of the quality of teachers’ own teaching practice and is different from other forms of collaborative and inquiry oriented teacher learning because of the explicit and detailed attention to the thinking and learning of students. For many (language) teachers lesson study is a new and exciting approach. What is lesson study and what is needed at the teacher and the school level to jointly construct new PCK in a sustainable manner?
Professional Development Matters in Ensuring Quality Language Teaching and Learning
08:30AM - 12:00 Noon
Presented by :
Jeannette Sanchez-Naranjo, Amherst College
This study reports on the outcomes of a professional development program designed for reflecting about those discrepancies resulting from instructional choices in communicative L2 Spanish classrooms. Results showed that language teachers cannot act as technicians and implement a set of behaviors in the L2 Spanish classroom.
Teacher change and school change during the transition to competence-oriented education
08:30AM - 12:00 Noon
Presented by :
Xiao Cheng, East China Normal University
XUNYI PAN
This paper explores the transitional process the English teachers going through to get adapted to the competence-oriented education with the help of a one-year teacher development programme. The results show that teacher perceptions change more easily than practice, and the pressure from exams is a major factor hindering the change.
Investigating pre-service teachers’ views of language teaching instruction
08:30AM - 12:00 Noon
Presented by :
Gabriela Cusen, Transilvania University Of Brasov
The first steps into the professional development of language teachers are usually taken at university where undergraduate students having decided to go on the path of teaching languages become ‘pre-service teachers’. This study investigates these ‘fledging’teachers views of the instruction they are exposed to at university prior to their entering real-life classrooms.
From Preservice Teacher Preparation to Inservice Teacher Development: Teacher Learning in Context
08:30AM - 12:00 Noon
Presented by :
Kazuyoshi Sato, Nagoya University Of Foreign Studies
This longitudinal study keeps track on five novice elementary school teachers who received a yearlong preservice teacher preparation program and reveal how they try to “apply the teaching methods they were trained to use” (Farrell, 2021, p. 447) in their school contexts.
Understanding the trajectory of pre-service EFL teachers’ professional development in a community of practice
08:30AM - 12:00 Noon
Presented by :
Chitose Asaoka, Dokkyo University
Atsuko Watanabe, Bunkyo University
This study attempts to explore the trajectory of pre-service EFL teachers’ professional development in a collaborative online community of practice and to delve deeper into examining how such a community facilitates their reflective skills and expertise development.
Exploring L2 Teacher Development of Expertise
08:30AM - 12:00 Noon
Presented by :
Mayumi Asaba, Kyoto Sangyo University
The presenter describes three elements critical to developing expertise based on case studies of four EFL instructors at Japanese universities. The findings supported previous studies of expertise, which claimed that reflection and problem solving are essential to teacher development, but also indicated the importance of contextual factors for fostering expertise.
08:30AM - 12:00 Noon
Room 1
S191 1/2 | Visualising multilingualism as lived
Format : Symposium
Track : Virtual Session
Speakers
Åsta Haukås, University Of Bergen
Brigitta Busch, University Of Vienna | Stellenbosch University
Sofia Stratilaki-Klein, Maître De Conférences / Associate Professor, Sorbonne Nouvelle And University Of Luxembourg
So-Yeon Ahn, Korea Advanced Institute Of Science And Technology
Siv Björklund, Åbo Akademi University
Karita Mård-Miettinen, University Of Jyväskylä
Nayr Ibrahim, Associate Professor, Nord University
Moderators
Paula Kalaja, University Of Jyväskylä, Finland
Sílvia Melo-Pfeifer, University Of Hamburg
Jelle Brouwer, AILA2021 Volunteer, University Of Groningen
This symposium focuses on multilingualism as lived or as subjectively experienced- and accessed by visual means. More specifically, it addresses aspects of becoming or being multilingual subjects in different contexts, be they learners, teachers or users of more than one language: what sense do they themselves make of aspects of their lives or worlds where they find themselves in, including identities, emotions and future aspirations. These issues are studied by collecting visual data, e.g., by asking participants in studies to produce drawings (or self-portraits) or to take photos. The pools of visual data of various kinds may be complemented by other types data and are analysed for their form and/or content. The symposium is a response to the recently launched turn in applied language studies (i.e., the multilingual turn) and to the criticism against "lingualism" in addressing multilingualism as lived- and is different in its focus from an objective approach to multilingualism and from describing linguistic landscapes or schoolscapes. Invited speakers include Professors Brigitta Busch, University of Vienna, Austria, and Sílvia Melo-Pfeifer, University of Hamburg, Germany.Click here to find the detailed program
Visualising multilingual identity trajectories: the spaciotemporal potential of language maps
08:30AM - 12:00 Noon
Presented by :
Nayr Ibrahim, Associate Professor, Nord University
Language maps help to elicit teachers’ and children’s multilingual journeys in order to acknowledge and make visible their complex language trajectories. Language maps, introduced in a teacher training programme, provided the teachers with a unique multimodal creative tool to uncover their own and their children’s invisible multilingual journeys.
“In this picture there is a Norwegian teammate, we speak Swedish or English”. Immersion students as users of multiple languages
08:30AM - 12:00 Noon
Presented by :
Karita Mård-Miettinen, University Of Jyväskylä
Siv Björklund, Åbo Akademi University
The presentation addresses Finnish second language immersion students’ use of their languages in informal spaces and is based on photographs taken by the students and on individual photo-elicitation interviews. The results showed that the majority-background immersion students’ lived a life using multiple languages flexibly while participating in everyday activities.
The Interplay of Fear and Desire in English Learner’s Imagined Identities and Communities
08:30AM - 12:00 Noon
Presented by :
So-Yeon Ahn, Korea Advanced Institute Of Science And Technology
The present study examines how the interplay of fear and desire plays a role in the imagination of English learners’ future, and in the construction of accessible and imagined communities. The study employs a multimodal analytical framework to uncover how multiple modes are orchestrated to establish symbolic and representative values.
Plurilingualism and school inclusion: crossing paths with spaces and languages
08:30AM - 12:00 Noon
Presented by :
Sofia Stratilaki-Klein, Maître De Conférences / Associate Professor, Sorbonne Nouvelle And University Of Luxembourg
The better understanding of linguistic resources of allophone learners led researches to focus attention on speakers and their situated practices in the diverse circumstances and contexts of their lives. We analyse the discourse and plurilingual competences of pupils who are learning French as a foreign/second language.
Becoming multilingual in school: Insights from pupils’ drawings
08:30AM - 12:00 Noon
Presented by :
Åsta Haukås, University Of Bergen
Inspired by previous research exploring visual learner narratives, this study explores which learning activities and emotions are represented in Norwegian pupils’ drawings of themselves in two different multilingual settings, learning L2 English and L3 French/German/Spanish.
Language portraits revisited: highlighting some theoretical and methodological aspects of visual approaches in multilingualism research
08:30AM - 12:00 Noon
Presented by :
Brigitta Busch, University Of Vienna | Stellenbosch University
Language portraits drawn and discussed during workshops in schools offer an insight into how children present their multilingual repertoires. Wittgenstein’s distinction between saying and showing and Langer’s concept of visual representation that distinguishes between discursive and presentational forms of meaning making can be helpful in developing further this multimodal approach.
08:30AM - 12:00 Noon
Room 1
S193 | What do we know and where do we go? : Emergent definitions of “materials” and “materials use” in language teaching and learning
Format : Symposium
Track : Virtual Session
Speakers
Suresh Canagarajah, Penn State University
Nigel Harwood, Sheffield University
Mel Engman, Lecturer (Education), Queen's University Belfast
Olivia Murphy Beggins
Nausica Marcos Miguel, Denison University
Minna Maijala, University Of Turku
Adon Berwick, PhD Candidate, Queensland University Of Technology
Claudia Fernández, Clinical Assistant Professor Of Spanish And Director Of The Spanish Basic Language Program, University Of Illinois-Chicago
Patrícia Costa, Member Of The English Language Team, Municipal Education Office Of Rio De Janeiro
Jéssica Carvalho, PhD Candidate, Tilburg University
Anne Marie Guerrettaz, Modertator, Washington State University
Moderators
Anne Marie Guerrettaz, Modertator, Washington State University
Nausica Marcos Miguel, Denison University
Mel Engman, Lecturer (Education), Queen's University Belfast
Scholars have recently highlighted the lack of research that examines how language learners and teachers actually use pedagogical materials (e.g., Guerrettaz & Johnston, 2013; Harwood, 2014, 2017; Jakonen, 2015; Matsumoto, 2019; Tarone, 2014). These and other studies (Canagarajah, 2018; Toohey et al., 2015) have emphasized the complexity of the materiality and polysemiotics of language teaching and learning environments. However, concepts at the heart of this area of inquiry-namely "materials" and "materials use"-have yet to be adequately conceptualized. Objects, environments, bodies, and texts function unpredictably across language learning contexts, in ways that often blur the boundaries among these. Therefore, simple definitions of "materials" and "materials use" are problematic. Nonetheless, the field needs shared terminology to unpack processes, relationships, and outcomes of materials in use. As such, the goal for this compilation of papers is to generate substantive and theoretical definitions of "materials" and "materials use." This symposium will consist of empirical studies of materials use across diverse language learning contexts as well as those that directly address conceptualization of the constructs in question (i.e., materials, materials use). Varied methodological approaches, including discourse analysis, multimodality, ethnography, corpus linguistics, and language development perspectives are needed, drawing from multiple sub-disciplines in applied linguistics. Click here for the detailed program. 
Expanding perspectives on materials use
08:30AM - 12:00 Noon
Presented by :
Suresh Canagarajah, Penn State University
This presentation is a discussion of the themes emerging in the individual paper presentations. The discussant will also identify emerging questions and directions for further study.
‘I’m really frustrated, because I just have to plan the whole lesson from scratch’: a teacher uses a problematic textbook
08:30AM - 12:00 Noon
Presented by :
Nigel Harwood, Sheffield University
This paper reports a qualitative case study featuring classroom observation-interview cycles investigating how and why Frank, an experienced English for Academic Purposes teacher at a UK university, used his TESOL textbook. Frank struggled to adapt the book to make it fit for purpose.
Materiality and land-based learning in Indigenous language reclamation
08:30AM - 12:00 Noon
Presented by :
Mel Engman, Lecturer (Education), Queen's University Belfast
Co-authors :
Mary Hermes, Co-author, University Of Minnesota
This study of materials in an Indigenous language reclamation context examines the intra-actions among Ojibwe First Speakers, immersion school youth, and land. We apply Indigenous perspectives (Simpson, 2014) and sociomateriality (Fenwick, 2015) to point-of-view videorecordings of bilingual walks in the woods to elucidate the complex relationships between land and language.
Measuring student perception on the effectiveness of authentic audiovisual materials on Spanish L2 vocabulary acquisition
08:30AM - 12:00 Noon
Presented by :
Olivia Murphy Beggins
This study examines the link between learning gains and learner perceptions of authentic audiovisual materials regarding L2 vocabulary acquisition in Spanish. In addition to a pre and post-test, a survey was administered regarding students' perception of explicit grammar teaching methodology and their resulting perceptions toward using implicit instruction and authentic materials in the classroom.
Vocabulary learning in L2 Spanish content-based courses: Opportunities from and with classroom materials
08:30AM - 12:00 Noon
Presented by :
Nausica Marcos Miguel, Denison University
Second language (L2) vocabulary is an important area of L2 learning. Nonetheless, the field knows little about vocabulary instruction in relation to materials. This study explores how materials shape vocabulary instruction in university-level, advanced L2 Spanish culture courses by analyzing sixteen recorded lessons of two courses. Connections between materials research and vocabulary research are drawn.
Pre-service language teachers’ reflections on and experiences in the use of textbooks during a one-year teacher education programme in Finland
08:30AM - 12:00 Noon
Presented by :
Minna Maijala, University Of Turku
Based on research literature and empirical data from a questionnaire and interviews conducted among FL teacher trainees during the one-year teacher training programme at a Finnish university, the presentation aims to shed light on the use of textbooks in the FL classroom from the perspectives of teacher trainees.
A sociological study of English as a Foreign Language (EFL) materials in use
08:30AM - 12:00 Noon
Presented by :
Adon Berwick, PhD Candidate, Queensland University Of Technology
EFL textbooks carry instructional content as well as principles for instruction. In this paper I present a modified version of Bernstein's model of pedagogic discourse used to interpret the underlying power and control relations during the enactment of an EFL listening textbook in a university context.
Perspectives of instructors using innovating language learning materials in collegiate US classrooms
08:30AM - 12:00 Noon
Presented by :
Claudia Fernández, Clinical Assistant Professor Of Spanish And Director Of The Spanish Basic Language Program, University Of Illinois-Chicago
This presentation reports the results of an exploratory study on the perspectives of instructors using task-based materials. It also reports the observations of two classes as instructors use and implement a final task.
Problematizing understandings of “students’ realities” in English teaching materials development for public municipal schools in Rio de Janeiro, Brazil.
08:30AM - 12:00 Noon
Presented by :
Patrícia Costa, Member Of The English Language Team, Municipal Education Office Of Rio De Janeiro
Jéssica Carvalho, PhD Candidate, Tilburg University
In the field of English language teaching materials, a fundamental part of their development is the study of the contexts in which these materials are used. For this reason, this paper investigates the notion of "students' realities" informing the English language teaching materials designed for public municipal schools in Rio de Janeiro, Brazil. 
08:30AM - 12:00 Noon
Room 1
S196 | Word of the Year initiatives: language as a mirror of dynamics in culture
Format : Symposium
Track : Virtual Session
Speakers
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
Simona Klemencic, Znanstvenoraziskovalni Center SAZU
Arkadiusz Bogucki, University Of Warsaw
Iman Nick, Germanic Society For Forensic Linguistics
Elsa Liste Lamas, Zurich University Of Applied Sciences
Marlies Whitehouse, AILA Treasurer, Zurich University Of Applied Sciences
Moderators
Elsa Liste Lamas, Zurich University Of Applied Sciences
Marlies Whitehouse, AILA Treasurer, Zurich University Of Applied Sciences
Word of the year initiatives can increase society's awareness of the role language plays in everyday life. By reflecting on the public discourse of the previous twelve months, words of the year can shed light on what issues have moved people the most and what makes a society tick. For Applied Linguists, the phenomenon is of twofold interest: First, empirically grounded selection processes of socially predominant words require sophisticated analytical tools from discourse and corpus analysis. Second, media coverage of every word of the year is an opportunity to raise both language awareness and the visibility of Applied Linguistics in society at large. The contributions in this panel define key concepts of word of the year initiatives; explain the evaluation processes for words of the year in specific-mostly national- contexts; analyze the interplay of stakeholders such as academic and non-academic institutions (e.g., publishers and media), communities (e.g., subscribed followers of initiatives), resources (e.g., linguistic databases), and processes (e.g., corpus-based evaluation methods) involved. We conclude the panel presentations by discussing the advantages and difficulties of transgressing disciplinary boundaries and combining (folk) linguistic epistemes in and beyond academia with popular word of the year initiatives.
Folk pragmatics. Combining Applied Linguistics and Word of the Year initiatives
08:30AM - 12:00 Noon
Presented by :
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
Co-authors :
Marlies Whitehouse, AILA Treasurer, Zurich University Of Applied Sciences
Word of the year initiatives can increase society-at-large’s awareness of Applied Linguistics. In this presentation, we discuss empirically based measures to raise the value that twinning word of the year initiatives and Applied Linguistics can add to both theory and practice of folk linguistics.
Word of the Year in Switzerland
08:30AM - 12:00 Noon
Presented by :
Marlies Whitehouse, AILA Treasurer, Zurich University Of Applied Sciences
Word of the year initiatives can increase society-at-large's awareness of Applied Linguistics. By reflecting the public discourse of the past twelve months, words of the year can literally show what moved people most and how a society ticks.
Beseda leta – Slovene Word of the Year
08:30AM - 12:00 Noon
Presented by :
Simona Klemencic, Znanstvenoraziskovalni Center SAZU
In Slovenia, the Word of the year poll is carried out since 2016 by the Research Centre of the Slovenian Academy of Sciences and Arts and media. A shortlist of ten words is released, chosen from a list of words, submitted by the general public at the organizers’ appeal. The word of the year is elected through a public vote.
Winning Names and Naming Winners: The American Name Society’s Word-of-the-Year Academic Initiative and its Relationship to US American Popular Culture
08:30AM - 12:00 Noon
Presented by :
Iman Nick, Germanic Society For Forensic Linguistics
Since its inception in 1951, the American Name Society has promoted the scholarly investigation of names. With this goal, the Society holds an annual word-of-the-year contest. The linguistic winners not only reflect, but may also affect national developments. The (dis)advantages of combining folk epistemes to this academic initiative are discussed.
Form and function of attributes in light verb constructions in the german sociopolitical press.
08:30AM - 12:00 Noon
Presented by :
Arkadiusz Bogucki, University Of Warsaw
A break of grammar rules or language development? This speech deals with the attribution of nouns in light verb constructions in the german press. Forms of the attribution and their possible influences on the reception of the text are described on the basis of the 50 articles from Frankfurter Allgemeine Zeitung and Die Welt.
08:30AM - 12:00 Noon
Room 1
S201 | Language and linguistic inequality
Format : Symposium
Track : Virtual Session
Speakers
Işıl Erduyan, Asst. Prof., Bogaziçi University
Phoebe Siu, Lecturer, College Of Professional And Continuing Education, The Hong Kong Polytechnic University
Deise Castro, Student PhD, Pontifical Catholic University Of Rio De Janeiro
Moderators
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
Işıl Erduyan, Asst. Prof., Bogaziçi University
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
This panel brings together papers that focus on various forms of linguistic inequality across various settings. The symposium starts with a panel session in which the following guiding questions with respect to the individual contexts are discussed:How do we investigate inequality in language? Why should we investigate inequality in relation to multilingualism or other context?How could we promote social equity through reconceptualising language/ML?08:30-09:30 | Panel Discussion09:30-10:00 | Isil Erduyan10:00-10:30 | BREAK10:30-11:30 | Phoebe Siu & Deise Castro11:30-12:00 | General Discussion
Multiple Faces of Linguistic Inequality: The German-Turkish Interface Reversed
08:30AM - 12:00 Noon
Presented by :
Işıl Erduyan, Asst. Prof., Bogaziçi University
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 multilinguals' repertoires.
Re-negotiating Symbolic Power in Critical CLIL: The Multimodalities-Entextualisation Cycle (MEC) as heuristics for boundary-making/ unmaking in Public Relations Writing
08:30AM - 12:00 Noon
Presented by :
Phoebe Siu, Lecturer, College Of Professional And Continuing Education, The Hong Kong Polytechnic University
This paper addresses symbolic inequality (Zhu & Kramsch, 2016) through investigating translanguaging pedagogy as boundary-making/ unmaking counter-discourse. This paper uses nexus analysis (Scollons, 2004) to ethnographically research on the Multimodalities-Entextualisation Cycle (MEC) (Lin, 2015; 2018) in a Critical CLIL classroom for 72 bilingual Public Relations Writing students in Hong Kong.
Entextualization in the textual trajectories of legal discourses in judicial processes of female offenders who seek house arrest in Brazil
08:30AM - 12:00 Noon
Presented by :
Deise Castro, Student PhD, Pontifical Catholic University Of Rio De Janeiro
We study the discourse employed in a judicial process dealing with women home imprisonment through article 318 of the Law 3689/41 of the Brazilian Code of Criminal Procedure. We present, in an ethnometodological perspective of the text, how entextualization is linked to the co-production of texts, their trajectories and the contexts of processes that involve such situation.
12:00 Noon - 01:30PM
New AILA honorary members reception in Gather.Town
Reception for new AILA honorary members @Gathertown AULA1Tim McNamara, Bernd Ruschdoff, Clarie Kramsch, Marjolijn Verspoor.Go to Gathertown!
12:00 Noon - 01:30PM
LUNCH
12:15PM - 01:00PM
Body-Mind-Recharge in Gather.Town Acitivity Center
During all lunch times in between symposia, we can revitalize with Iryna, an international and multilingual yoga teacher with over 10 years of experience. She will guide the 45 minutes yoga & stretching break to help you recharge and rebuild your mental and physical resources.Every session, she will start with breathing practice for a better focus, continue with yoga postures for shoulders, chest and lower back and finish with grounding meditation. This session is suitable and accessible for all levels and all you need is comfortable clothes for stretching, a mat, a towel or a chair to sit on.Go to Gathertown!
01:30PM - 02:30PM
Room 1
Keynote Carmen Munoz
Format : Plenary
Track : Virtual Session
Speakers
Marije Michel, Co-chair AILA & Mentor, Groningen University
Carmen Muñoz, University Of Barcelona
Moderators
Marije Michel, Co-chair AILA & Mentor, Groningen University
May Wu (AILA2021 Team)
Carmen Munoz (University of Barcelona, Spain)Carmen is a leading and well-respected figure in AL in the European context. Her research interests include the effects of age and context on second language acquisition, young learners in instructed settings, individual differences, and bilingual/multilingual education. Her topic will be out-of-school learning and the potential of multimodal input (i.e. captions and subtitles) for language learning.
Introduction by Marije Michel
01:30PM - 02:30PM
Presented by :
Marije Michel, Co-chair AILA & Mentor, Groningen University
Language learning through audiovisual input in and out of the classroom
01:30PM - 02:30PM
Presented by :
Carmen Muñoz, University Of Barcelona
Anecdotal accounts about language learning through audiovisual input are increasingly frequent while research on how this happens from a language acquisition perspective is leaving its infancy. In this talk I will attempt to provide an overview of this area highlighting some of the research findings that have shown the language learning potential of this multimodal input both from experimental studies measuring language gains and from qualitative studies conveying learners' voices. While doing so, the talk will engage with issues that go beyond the specific conditions under which this learning occurs and which are relevant to the field of second language acquisition. The talk ends by relating learning through audiovisual input to the more general area of informal language learning which, especially within digital contexts, may transform school language education in radical ways.
02:30PM - 06:00PM
Room 1
S001 2/2 | ‘Spaces of otherwise’? South-North dialogues on languaging, race, (im)mobilities
Format : Symposium
Track : Virtual Session
Speakers
Caroline Kerfoot, Symposium Convenor And Presentor; Mentor, Stockholmsuniversitet
Mingdan Wu, AILA Solidarity Awardee, University College London
Necia Billinghurst, University Of South Australia
Mona Elsamaty, AILA Solidarity Awardee, University Of Toronto
Moderators
Caroline Kerfoot, Symposium Convenor And Presentor; Mentor, Stockholmsuniversitet
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
In writing of the 'economies of abandonment' of neoliberal globalization, Povinelli (2011) also points to the potential for 'spaces of otherwise', those spaces of curiosity and risk, potentiality and exhaustion which open possibilities for more ethical becoming and the emergence of new forms of social life. This symposium brings into dialogue scholars of the global South and North concerned with the material consequences of language, race, and structurally induced (im)mobility. South and North are understood here as labile signifiers whose meaning is determined by everyday material and political processes. The interaction of perspectives from the North and the South creates the opportunity to revisit the limits of representation in mainstream social sciences, reconstituting and expanding dominant theory so that it may become more productive in analysing social and linguistic realities. The symposium seeks, for example, to critically interrogate the affordances of recent concepts such as translanguaging, linguistic citizenship, and raciolinguistics for their power to critique and replace destructive institutional structures, classifications, and the technologies that sustain them. It thus seeks to enlarge knowledges of agents, practices, and processes which could lay the basis for what Papadoupolous (2011) calls 'alter-ontology' – new realities – and maximise the possibilities of hope.
Constructing cosmopolitanism from below: Spaces of otherwise in South African primary schools
02:30PM - 06:00PM
Presented by :
Caroline Kerfoot, Symposium Convenor And Presentor; Mentor, Stockholmsuniversitet
This paper illuminates the construction of new social and linguistic orders in multilingual primary schools in Cape Town. It suggests that these emerging ideologies of postracial solidarity can be seen as examples of Fanon’s (1968) postcolonial cosmopolitanism ‘from below’, one that creates new terms for recognisability and ethical engagement.
Doing solidarity: language and race in spaces of otherwise
02:30PM - 06:00PM
Presented by :
Mingdan Wu, AILA Solidarity Awardee, University College London
This paper aims to examine how language both enables and prevents the practice of solidarity and the pursuit of projects of change and hope in spaces of otherwise. An ethnographic account is produced to unpack the contradictions between their racializing discourse and radical agenda, power dynamics and inequality structures.
‘We wear the mask’: Examples of strategic language play in spaces of (im)mobility
02:30PM - 06:00PM
Presented by :
Necia Billinghurst, University Of South Australia
This presentation contributes to the South-North dialogue on languaging, (im)mobilities, and colonial constructs through an exploration of how East African women of refugee-backgrounds strategically play with language ideology to assume identities and create spaces of increased mobility.
Language and identity of second-generation Arab immigrants in Montreal, Canada
02:30PM - 06:00PM
Presented by :
Mona Elsamaty, AILA Solidarity Awardee, University Of Toronto
This research explores the identities and language practices of second-generation Arab youth in Montreal, Canada. Data is collected through semi-structured interviews. Results show that almost all participants live in 'spaces of otherwise', assuming multiple identities and belongings, and showing different language practices and attitudes towards the languages they know.
02:30PM - 06:00PM
Room 1
S007 | Age as a critical factor in L2 learning – at any age or none!
Format : Symposium
Track : Virtual Session
Speakers
David Birdsong, Featured Symposium Speaker, University Of Texas At Austin
Annick De Houwer, Harmonious Bilingualism Network
Karoliina Inha, University Of Jyväskylä
Christine Pleines, Lecturer, The Open University
Dorota Záborská, Waseda University
Ramsés Ortín, University Of Texas Rio Grande Valley
Gudrun Ziegler, President, Luxembourg Multi-LEARN Institute - Http://multi-learn.org
Simone Pfenninger, University Of Salzburg
Moderators
David Singleton, Trinity College Dublin
Simone Pfenninger, University Of Salzburg
Floor Van Den Berg (AILA2021 Volunteer), AILA2021 Volunteer, University Of Groningen
This symposium will focus on the question of the extent to which age and ageing influence the manner in which additional languages are learned and the level of L2 proficiency which can be attained on the basis of different starting ages. These questions will be addressed in an across-the-lifespan perspective, starting with presentations of research and insights relating to L2 acquisition in childhood, going on to deal with the controversy regarding the role and effects of the so-called "critical age" as well as of evidence emerging from early L2 instruction, examining findings with respect to L2 learnind In young and mature adulthood, and concluding with a look what has been coming out of the swathe of recent work on "third age" language learning. Our featured speaker will be David Birdsong, who has long professed scepticism with regard to the Critical Period Hypothesis, and whose view is that no L2 user can ever perform in his/her additional language exactly like a monolingual native speaker because of the effects of multi-competence.Programme:14:30 – 14:40 Welcome and introduction of featured speaker14:40 – 15:10 Featured presentation David Birdsong 15:10 – 15:20 Q&A (David Birdsong's paper)15:20 – 15:40 Annick De Houwer15:40 – 16:00 Karoliina Inha 16:00 – 16:10 Q&A (De Houwer's and Inha's papers)16:10 – 16:30 Coffee break16:30 – 16:50 Christine Pleines16:50 – 17:10 Dorota Matsumoto17:10 – 17:20 Q&A (Pleines' and Matsumoto's papers)17:20 – 17:30 Poster pitch 1: Ramses Ortin 17:30 – 17:40 Poster pitch 2: Natalia Durus 17:40 – 17:50 Mini break17:50 – 18:15 Live session, General discussions and Q&A18:15 – 19:00 Informal drinks and opportunity to connect
Variable attainment among late L2 learners and native speakers: Conditioning factors beyond individual differences
02:30PM - 06:00PM
Presented by :
David Birdsong, Featured Symposium Speaker, University Of Texas At Austin
This presentation revisits the relationship between late L2 learning and outcome variability. Unlike most preceding work that associates performance variability with individual differences (e.g. deriving from biographical, experiential, conative, identificational, genetic, bio-chemical, aptitude, cognitive style, etc. factors), our focus is on conditioning factors in variable outcomes that are independent of the participants themselves. For judgments of acceptability, the external conditioning factors include grammatical status of items, degree of native-control-group variability, and item ordering effects, along with analytical procedures, morphosyntactic complexity and judgment type (scalar vs. binary).
Language acquisition is not easy and smooth before the end of the supposed critical period.
02:30PM - 06:00PM
Presented by :
Annick De Houwer, Harmonious Bilingualism Network
Many young children with two first languages from birth develop a good level of proficiency in only one of their languages, and not in the other. They may even show signs of language attrition before reaching primary school. Such findings contradict claims of guaranteed successful L2 learning in young children.
Exploring beliefs regarding language learning and language use in early language teaching: methodological considerations for studying young learners
02:30PM - 06:00PM
Presented by :
Karoliina Inha, University Of Jyväskylä
Co-authors :
Ari Huhta, University Of Jyväskylä
Karita Mård-Miettinen, University Of Jyväskylä
My paper presents two longitudinal studies investigating learners' beliefs, attitudes and out-of-school exposure to English in early language teaching. I will first discuss the context of the study and then focus more on the methodology of studying young learners, using our own methods as examples of attempts in developing more age-appropriate methods and tasks.
My motivation is my strength
02:30PM - 06:00PM
Presented by :
Christine Pleines, Lecturer, The Open University
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 benefits for motivation and language development.
Learning Foreign Languages in the Third Age: The Wellbeing Perspective
02:30PM - 06:00PM
Presented by :
Dorota Záborská, Waseda University
The reported investigation is into third-age foreign language learning experiences from a wellbeing perspective. Interviews with third-age learners were conducted and analysed through the lens of positive psychology, exploring the connections between the savouring of language learning and overall wellbeing, and how learners’ language-learning experiences contribute to “successful ageing”.
The encoding of stress in early and late learners of Spanish
02:30PM - 06:00PM
Presented by :
Ramsés Ortín, University Of Texas Rio Grande Valley
The present talk focuses on the development of language-specific, phonological processing abilities in L2 and early bilingualism. We test the processing of stress by L2 learners of Spanish whose first language is English, and early English-Spanish bilinguals.
Educational policies and choices on second language(s) at preschool level in the European context of Luxembourg
02:30PM - 06:00PM
Presented by :
Natalia Durus, Researcher, Luxembourg Multi-LEARN Institute Asbl
Gudrun Ziegler, President, Luxembourg Multi-LEARN Institute - Http://multi-learn.org
Co-authors :
Jinyoung Choi, Researcher, Luxembourg Multi-LEARN Institute
Philippe Blanca, Researcher, Luxembourg Multi-LEARN Institute
The project focuses on identifying policies of "second language teaching and learning" at preschool level in schools in Luxembourg (public, private, European, international), a country marked by 47% of international mobility. Moreover, it inquires how the legal representatives of these children access and perceive information for an informed decision making as to the early education of their children in the context of multilingualisms. It shows the divide between the policies and the reality of multilingual students.
02:30PM - 06:00PM
Room 1
S015 2/2 | CDST research in the Chinese context
Format : Symposium
Track : Virtual Session
Speakers
Pengyun Chang, Chongqing University
Yurong Zheng, Mentor, Harbin Engineering University
Saeed Karimi-Aghdam, Nord University
Beilei Wang, Tongji University
Lawrence Jun Zhang, The University Of Auckland
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
Moderators
Yongyan Zheng, Fudan University
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
For the past two decades, the Complex Dynamic Systems Theory (CDST) has burgeoned in applied linguistics, especially on second language (L2) development (e.g. complexity, accuracy, fluency) and individual differences (e.g. motivation, working memory, and self-regulatory strategies). The CDST perspective sees language development taking place as individual learners mobilize their linguistic, cognitive, and affective resources to co-adapt to the learning environment, which justifies a balanced view on language learners, learner language, as well as the learning context. In addition to contribution made by U.S.-based scholars and European scholars at the University of Groningen, CDST empirical studies have also thrived in the Chinese context, a context characterized by a large language-learning population in instructed learning environment. However, due to most research is reported in Chinese, little is known to the international academia. The proposed symposium aims to bring forth Chinese scholars' voices in this regard. It opens with a featured presentation on an overview of CDST studies conducted in the Chinese context (including mainland China, Hong Kong, and Macao), followed by two sub-strands, one focusing on Chinese learners' L2 written and oral language development, and the other focusing on the individual differences of Chinese learners engaged in foreign language learning.Timeline S015 1/2 8:30-8:50 Welcome and introduction of our featured speaker8:50-9:30 Yongyan Zheng9:30-10:00 Jihua Dong, Yongyan Zheng10:00-10:30 Lawrence Jun Zhang10:30-11:00 Pengyun Chang11:00-12:00 Discussion of the first block 2/2 14:30-15:00 Yurong Zheng15:00-15:30 Saeed Karimi-Aghdam15:30-16:00 Beilei Wang16:00-17:00 Ting Huang and Discussion of the second block
The Dynamic Patterns of Syntactic Complexity in Chinese EFL Learners’ Writing Based on a Longitudinal Learner Corpus
02:30PM - 06:00PM
Presented by :
Yurong Zheng, Mentor, Harbin Engineering University
8From Dynamic Systems Theory (DST) perspective, this learner corpus-based study tracks the development of syntactic complexity in EFL learners' writing in 6-semester longitudinal span. The findings offer empirical evidence for the explanatory power of DST in the explanation of the dynamic features in EFL learners' syntactic complexity development.
Dialectical Dynamic Systems Theory: A Synthesis of Organicism and Contextualism Worldviews
02:30PM - 06:00PM
Presented by :
Saeed Karimi-Aghdam, Nord University
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 discusses its metatheoretical implications for the social-cognitive problem.
Preparing teachers for optional English courses in Chinese senior high schools
02:30PM - 06:00PM
Presented by :
Beilei Wang, Tongji University
This study focuses on teacher roles in the process of developing optional English courses in Chinese senior high schools. Case studies were conducted on the two different optional courses to figure out the roles teachers played at different stages of course development.
The role of variability in L2 development
02:30PM - 06:00PM
Presented by :
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
Co-authors :
Rasmus Steinkrauss, AILA 2021 Committee - Treasurer, University Of Groningen
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
This study replicates Lowie and Verspoor (2019) with different subjects. We found that motivation, aptitude, and working memory do not predict L2 writing proficiency, but variability during development is a robust predictor for L2 writing proficiency. We concluded that variability is an important source of information in studying language development.
02:30PM - 06:00PM
Room 1
S017 | Chinese languages as mother tongues: complexity in practice and ideologies
Format : Symposium
Track : Virtual Session
Speakers
Xuesong Gao, University Of New South Wales
Yufei Guo, Sun Yat-sen University
Jing Huang, South China Agricultural University
Yi Wang, Stony Brook University
Rong Ren, Arizona State University
Sihua Liang, Sun Yat-sen University
Yingjia Zhang, University Of Toronto
Moderators
Yufei Guo, Sun Yat-sen University
In proposing a sociolinguistics of complexity, Blommaert (2014:13) argues that "the task of analysis is not to reduce complexity…but to demonstrate complexity, to unfold the complex and multifiliar features and their various different origins that are contained in synchronized moments of understanding". We take this as our theoretical and methodological point of departure in our discussion of the issue of mother tongue and related ideological complexity within the context of Chinese languages. Who defines 'mother tongue' and 'mother-tongue users' and (re)produces the mother-tongue vs. non-mother-tongue user hierarchy, ultimately, have to do with the regimentation of language use and associated values, and the dynamic interactions between groups of people, in any speech communities that have been historically constituted and imagined in contexts of linguistic, cultural and ideological change. What make this mother tongue issue more relevant today are significant increase in human mobility, the undergoing language shift and revitalization processes, and the questioning as well as reinforcement of categories such as language, old and new speakers, and ideologies of authority and authenticity. This panel aims to reveal how practices and ideologies associated with 'mother tongue' create a complex field that problematizes 'traditional' languages and their speakers and serve particular socio-political purposes.
To promote or not to promote the use of regional Chinese varieties
02:30PM - 06:00PM
Presented by :
Xuesong Gao, University Of New South Wales
This talk draws on my research on the media coverage on the ‘dialect’ crisis in mainland China. While I applaud the initiatives to preserve different regional Chinese varieties, I am critically aware of the phenomenon that ‘non-locals’ are often blamed for the ‘dialect’ crisis in the relevant media coverage.
Mapping Language Ideologies in Hong Kong today
02:30PM - 06:00PM
Presented by :
Yufei Guo, Sun Yat-sen University
Understanding the language-ideological processes associated with media effects is the centre of the current study. This study explores different kinds of language ideologies prevailing in the media space in contemporary Hong Kong society.
Linguistic authority and authenticity in relation to immigrants’ identities: what binaries cannot tell
02:30PM - 06:00PM
Presented by :
Jing Huang, South China Agricultural University
This paper examines how binary notions and ideological stances related to authenticity and mother-tongue users are (re)conceptualized and (re)contextualized in the constitution of social group differentiation.
Speaking Mandarin or Dialect: A Socio-Cultural Account of Child Language Use in Mainland China
02:30PM - 06:00PM
Presented by :
Yi Wang, Stony Brook University
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.
The innovation of online Chinese language: an empirical study on Enlgish words in an online community in China
02:30PM - 06:00PM
Presented by :
Rong Ren, Arizona State University
During the presentation, the researcher will first review the categorization of English loanwords and present how English words are integrated into Chinese in Computer Mediated Communication by showing the examples. Then, the researcher will discuss the amount of borrowing in different fields to reveal social factors that influenced language use.
The conceptualization of 'mother tongue' in multilingual China: historical, ideological perspectives and identity practices
02:30PM - 06:00PM
Presented by :
Sihua Liang, Sun Yat-sen University
This paper addresses the historical and theoretical underpinnings of the term 'mother tongue' in general and the empirical and ideological problems of using the term in the context of contemporary China in particular. The author draws on empirical data derived from an ethnographic project on language attitudes and language use in Southern China.
Rethinking the Complexity of 'Chinese Languages' and 'Mother Tongues' of Chinese Heritage Learners in Canada
02:30PM - 06:00PM
Presented by :
Yingjia Zhang, University Of Toronto
This study will use sociocultural theories through a case study to reveal the complexity of Chinese languages" and "mother tongues" through a case study of Chinese heritage learners in Canada."
02:30PM - 06:00PM
Room 1
S021 2/2 | Collaborative Research in Language Education: reciprocal benefits and challenges
Format : Symposium
Track : Virtual Session
Speakers
Batia Laufer, Professor (emerita), University Of Haifa
Roswita Dressler, Associate Professor, University Of Calgary
Suzanne Bogaerds-Hazenberg, Utrecht University
Gabriele Pallotti, University Of Modena And Reggio Emilia
Ingela Finndahl, PhD Student, University Of Gothenburg
Alastair Henry, University West
Marie Källkvist, Lund University
Leah Shepard-Carey, Drake University, Iowa
Moderators
Camilla Bardel, Moderator S021, Stockholm University
Gudrun Erickson, Moderator S021, University Of Gothenburg
Marta Maggioni, AILA2021 Volunteer
Language Education (LE) at all levels benefits from research in a multitude of ways. Conversely, educational practices and experiences offer fertile ground for research into language learning, teaching and different forms of assessment of language development and use. Considering the two aspects of practice and research, and their interaction, it becomes obvious that research in LE is a reciprocal venture, with mutual benefits for all actors involved, where theory and practice meet and develop, jointly as well as individually. The proposed symposium aims to gather colleagues from different fields of LE with experiences from research that actively involves teachers, teacher educators and students of different ages and various backgrounds. We welcome proposals of presentations of results from research projects that aim at influencing theory and practice of learning, teaching and assessment in substantial and sustainable ways, as well as critical discussions of problematic aspects of collaborative research, for example research ethics. Furthermore, reflections at the conceptual and structural levels, focusing, for example, on theory development as well as on the influence of educational planning in relation to outcomes at local, national, and international levels are of great interest.
From research to a national curriculum: The case of a lexical syllabus
02:30PM - 06:00PM
Presented by :
Batia Laufer, Professor (emerita), University Of Haifa
This presentation discusses research findings that contributed to the Lexical Syllabus construction in the Israeli schools: Optimal lexical targets, learners' vocabulary knowledge, treatment of vocabulary in textbooks, and factors that affect vocabulary learning. The project involved a collaboration of researchers with teachers, textbook writers, curriculum planners, and assessment specialists.
Improving Second Language Education through Intensive German Weeks: An Action Research Collaboration between Teachers and Researchers
02:30PM - 06:00PM
Presented by :
Roswita Dressler, Associate Professor, University Of Calgary
Second language teachers design lessons to promote oral language production. One Canadian Bilingual Program has introduced Intensive German weeks in which they study the use of strategies from the Neurolinguistic Approach. Our action research highlights collaborative learning, but also the need for mutual understandings around research design and knowledge dissemination.
Teachers as co-designers? Lessons learned from collaboration in a design-based research on reading comprehension instruction
02:30PM - 06:00PM
Presented by :
Suzanne Bogaerds-Hazenberg, Utrecht University
Insights from scientific reading research only partially resonate in curricular materials for reading comprehension instruction. Design-based research (DBR) is considered a way to bridge this research-practice gap, as it requires close teacher-researcher collaboration. We report about the collaboration difficulties and mutual benefits of engaging co-designing teachers in a DBR-project.
Developing effective language education practices in the multilingual classroom: a project combining research, teacher training and classroom activities
02:30PM - 06:00PM
Presented by :
Gabriele Pallotti, University Of Modena And Reggio Emilia
Claudia Borghetti, University Of Bologna
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 the entire process. Some empirical results on the effectiveness of this approach are presented.
Young students’ language choice in Swedish Compulsory school - expectations, learning and assessment
02:30PM - 06:00PM
Presented by :
Ingela Finndahl, PhD Student, University Of Gothenburg
In collaboration with students and teachers in three different language classrooms, this case study investigated the choice of a second foreign language in Swedish elementary school. The study explored students’ beliefs related to language learning, learning practices and language assessment at an early stage in the learning processes.
Authenticity and emotions in language teaching: A collaborative investigation
02:30PM - 06:00PM
Presented by :
Alastair Henry, University West
Authenticity is the experience of acting (or not acting) in ways that appear as ‘true to oneself’. In a professional development project, English teachers in Sweden explored authenticity experiences in teaching practice, and associated emotions. For the teachers, findings provided empowering insights. For research, they highlight need for continued investigation.
Teachers, students and teacher educators as language-policy makers: A nexus analysis of research in multilingual schools and classrooms
02:30PM - 06:00PM
Presented by :
Marie Källkvist, Lund University
Co-authors :
Pia Sundqvist, University Of Oslo
Erica Sandlund, Associate Professor, Karlstad University
Henrik Gyllstad
We present the MultiLingual Spaces research project, involving four researchers (also teacher trainers), six L2 English teachers and their students at four secondary schools in Sweden. The study is based in the ethnographic discourse-analytic framework Nexus Analysis (Scollon & Scollon, 2004), focusing on teacher and student cognition, classroom language practices and vocabulary learning in multilingual L2 English classrooms.  Over time, the researchers brought pedagogical translanguaging into the classrooms. The presentation focuses on how we met methodological challenges inherent in classroom research and on the affordances of Nexus Analysis for studying researcher, teacher and student agency.
(Re)imagining the Future of Translanguaging Pedagogies in TESOL through Teacher-Researcher Collaborations
02:30PM - 06:00PM
Presented by :
Leah Shepard-Carey, Drake University, Iowa
Zhongfeng Tian, Assistant Professor, The University Of Texas At San Antonio
In this presentation we argue that teacher-researcher collaborations hold the promise of embracing translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework to call for both parties to develop translanguaging co-stances, and make translanguaging co-designs and co-shifts. We then share our own collaborative endeavors and end with pedagogical implications.
02:30PM - 06:00PM
Room 1
S022 | Communicating emotion in a foreign language: advantages and disadvantages of the detachment effect
Format : Symposium
Track : Virtual Session
Speakers
Catherine Catherine Caldwell-Harris, Director, Psycholinguistics Laboratory, Boston University
Norbert Vanek, University Of Auckland
Li Zhou, Vrije Universiteit Brussel
Svitlana KLÖTZL, Associate Researcher, University Of Vienna
Brittany Blankinship, PhD Researcher, University Of Edinburgh
Pernelle Lorette, Postdoc, University Of Mannheim
Sally Rachel Cook, Associate Research Fellow , Birkbeck College
Louise Rolland, Associate Research Fellow, Birkbeck, University Of London
Alex Panicacci, British Academy Postdoctoral Fellow, Queen Mary University Of London & University Of Washington
Jean-Marc Dewaele, Birkbeck, University Of London
Moderators
Jean-Marc Dewaele, Birkbeck, University Of London
Louise Rolland, Associate Research Fellow, Birkbeck, University Of London
Sanne Van Eijsden, AILA2021 Volunteer, University Of Groningen
The powerful associations formed between an L1 and early memories, sensations and emotions (Harris et al, 2006; Pavlenko, 2012) are often lacking in a foreign language (LX). Even 'balanced' multilinguals tend to report a preference for their first language (L1) when verbalising emotion and for emotional inner speech (Dewaele, 2015). Indeed, emotional expression appears to be a key driver for code-switching in multilinguals (Dewaele, 2013). Empirical research also shows that multilinguals have different physiological responses to emotional stimuli in different languages (Harris et al, 2003). However, the LX detachment effect can also help speakers to regulate uncomfortable emotions (Bond & Lai, 1986). The emotionality of an LX has implications for various domains where accuracy in expression and perception is crucial. These range from romantic relationships (Dewaele & Salomidou, 2017) to health care settings. In particular, emotional detachment of the LX can hinder or facilitate psychotherapeutic work depending on the situation (Buxbaum, 1949; Marcos, 1976; Rolland et al, 2017). The symposium will contrast the advantages (e.g. the disclosure of painful memories or the expression of feelings which are taboo in an L1) and disadvantages (muting the speaker's emotion and hindering authenticity) of the detachment effect in order to appreciate its complexities.Click here for detailed program
Detachment and uncertainty effects in evaluating moral dilemmas in a native vs. foreign language
02:30PM - 06:00PM
Presented by :
Catherine Catherine Caldwell-Harris, Director, Psycholinguistics Laboratory, Boston University
Co-authors :
Ayse Aycicegi-Dinn
Two patterns emerged when diverse moral dilemmas were evaluated by bilingual speakers. A detachment effect of reduced ethical choices was obtained when two simple choices were counterposed. In more complex vignettes, evaluating in a foreign language showed an uncertainty effect. This likely reflects fewer emotional resonances available to guide integration of multiple elements.
Perception of emotional intensity by English first (L1) and foreign (LX) users in different communication modalities
02:30PM - 06:00PM
Presented by :
Pernelle Lorette, Postdoc, University Of Mannheim
This self-report study investigates how 1368 participants perceived the intensity level of a British female’s emotional experience. Overall, audiovisual stimuli yielded higher intensity ratings than audio-only stimuli. More surprisingly, L1 participants’ intensity ratings were lower than LX participants’ ratings. Moreover, proficiency was negatively correlated with intensity ratings.
“Love has no Language BUT”: emotional de-(at)tachment of LX English in romantic relationship
02:30PM - 06:00PM
Presented by :
Svitlana KLÖTZL, Associate Researcher, University Of Vienna
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’.
A sense of safety and personal freedom: the role a foreign language plays in the rehabilitation of survivors of torture.
02:30PM - 06:00PM
Presented by :
Sally Rachel Cook, Associate Research Fellow , Birkbeck College
This small-scale qualitative study explores the role multilingualism plays in in the therapeutic experience of refugee torture survivors, within a supportive community. Fifteen community members were interviewed. The findings reveal that using English, a later-learned language for all of the interviewees, had unintended consequences contributing to positive therapeutic outcomes.
Comparing the language(s) of private thoughts and talking therapy: how emotional is a foreign language?
02:30PM - 06:00PM
Presented by :
Louise Rolland, Associate Research Fellow, Birkbeck, University Of London
Multilinguals' early languages are often associated with emotional expression and inner speech, although later languages can acquire emotional depth (Dewaele, 2013; Dewaele, 2015). This paper explores to what extent psychotherapy clients who used LX as the main therapy language report that this matched their language for inner speech.
'Am I sincere about my feelings?': the gains and losses of expressing emotions in a foreign language
02:30PM - 06:00PM
Presented by :
Alex Panicacci, British Academy Postdoctoral Fellow, Queen Mary University Of London & University Of Washington
Insights from 468 migrants revealed the emotional attachment to the first language as intensifying their feelings of difference when using the local language in emotional conversations. Participants' self-perceptions varied from a sense of detachment to liberation depending on the emotion being expressed, emphasising how language choice aligns to contextual needs.
The language of encoding, cueing, and recall influences emotional intensity and valence of past autobiographical memories and imagined future events
02:30PM - 06:00PM
Presented by :
Brittany Blankinship, PhD Researcher, University Of Edinburgh
Co-authors :
Thomas Bak
Our study investigates the age profile, emotional intensity, vividness, and valence of autobiographical memories using the Galton-Crovitz cueing technique. The results suggest that our memories are profoundly shaped by the languages in which we encode, cue, and recall the events.
The emotional weight of university-related vocabulary in Russian-English bilinguals online and offline: A skin conductance response and emotionality rating study
02:30PM - 06:00PM
Presented by :
Norbert Vanek, University Of Auckland
Co-authors :
Artem Tovalovich
Russian-English bilinguals’ emotional reactivity was tested via skin conductance responses and emotionality ratings of stimuli presented in both languages. The stimuli were university-related emotionally-laden critical items and neutral control items. Critical items elicited significantly stronger reactivity than control items both online and offline, with comparable effects in Russian and English.
Foreign language peace of mind: A LX positive emotion drawn from L1 culture
02:30PM - 06:00PM
Presented by :
Li Zhou, Vrije Universiteit Brussel
Co-authors :
Jean-Marc Dewaele, Birkbeck, University Of London
Katja Lochtman, Vrije Universiteit Brussel
Yiheng Xi, Renmin University Of China
Culture shapes the ways people perceive and verbalize emotions. The study presents a new positive emotion in LX learning, drawn from emotional preferences that encompass L1 culture.
02:30PM - 06:00PM
Room 1
S028 2/2 | Conversation Analysis and Language Teacher Education
Format : Symposium
Track : Virtual Session
Speakers
Goetz Schwab, Professor Of Applied Linguistics, Ludwigsburg University Of Education
Christine Jacknick, Borough Of Manhattan Community College
Marta García, University Of Göttingen
Carmen Konzett-Firth, University Of Innsbruck
Silvia Kunitz, Karlstad University
Moderators
Carmen Konzett-Firth, University Of Innsbruck
Ufuk Balaman, Hacettepe University
Mieke Breukelman (AILA2021 Volunteer), AILA2021 Volunteer
Since the late 1990s, Conversation Analysis (CA) has been used extensively to study second/foreign/additional (L2) classroom discourse, language learning in and through interaction and L2 interactional competence. In the last decade, some individual initiatives have emerged to make this body of research available for L2 teacher education, mainly from two perspectives: 1) teaching fundamental CA principles to L2 teachers so they can use this knowledge for L2 teaching (Wong & Waring 2010) and 2) analyzing teachers' interactional behavior in classrooms with a view to enhancing their "classroom interactional competence" (Walsh 2011; Sert 2015). The interest in the intersection of CA and language teacher education has recently been demonstrated by two new edited CA volumes on language teaching and learning (cf. Kunitz, Markee & Sert 2019; Salaberry & Kunitz 2019) and a special issue on language teacher education in Classroom Discourse (2019). This symposium invites scholars world-wide who have an interest in empirical CA research on L2 language learning and teaching in and beyond classrooms with transferrable outputs for language teacher education. It aims to discuss the needs and challenges of this relatively young field, to find convergences between the current approaches and suggest ways forward for the future.Welcome to Part 2 of the panel, Conversation Analysis and Language Teacher Education co-organized by Carmen Konzett-Firth and Ufuk Balaman. Each contribution will primarily be available through the recorded talks which will be followed LIVE Q&A sessions (10 minutes each). Please see the schedule below and leave your questions to the Q&A area on the right hand side of the Dryfta page for a timely management of the Q&A session. Feel free to contact me via Chat box or simply e-mail me Carmen.Konzett@uibk.ac.atS028/2 SCHEDULE (All given in Europe/Amsterdam time. Please use Dryfta for time conversion): WATCH: 14:30 - 14:50 | Goetz Schwab: CA for VE – Online communication among future teachers of English in a Virtual Exchange project between Israel and GermanyLIVE: 14:50 - 15:00 | Q & A with Schwab WATCH: 15:00 - 15:20 | Christine Jacknick: Multimodal Listening in ESL Classrooms: Implications for Language TeachersLIVE: 15:20 - 15:30 | Q & A with Jacknick 15:30 - 16:00 -COFFEE BREAK WATCH: 16:00 - 16:20 | Marta García: Seeing and noticing: L2 Teachers' first steps in developing classroom interactional competenceLIVE: 16:20 - 16:30 | Q & A with Garcia WATCH: 16:30 - 16:50 | Carmen Konzett-Firth: Talk to each other! Practices of teaching L2 Interactional Competence and suggestions for improvementLIVE: 16:50 - 17:00 | Q & A with Konzett-Firth WATCH: 17:00 - 17:20 | Silvia Kunitz & Katharina Kley: Instructed Interactional Competence: Designing CA-inspired materials with the support of a professional development experienceLIVE: 17:20 - 17:30 | Q & A with Kunitz & Kley
CA for VE – Online communication among future teachers of English in a Virtual Exchange project between Israel and Germany
02:30PM - 06:00PM
Presented by :
Goetz Schwab, Professor Of Applied Linguistics, Ludwigsburg University Of Education
This presentation reports on the interactional practices within a telecollaborative project between pre-service teachers of English studying in their respective institutions in Israel and Germany. Drawing on Conversation Analysis, we will take a close reading of how students deploy their interactional resources to complete online tasks in Computer-Mediated Interaction (CMC).
Multimodal Listening in ESL Classrooms: Implications for Language Teachers
02:30PM - 06:00PM
Presented by :
Christine Jacknick, Borough Of Manhattan Community College
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 discussed.
Seeing and noticing: L2 Teachers’ first steps in developing classroom interactional competence
02:30PM - 06:00PM
Presented by :
Marta García, University Of Göttingen
Drawing on data from video recorded Spanish as a Foreign Language (SFL) lessons and student teachers’ reflections, this contribution focuses on the challenges and benefits experienced by a group of prospective SFL teachers when taking part in a conversation analysis informed teacher university course.
Talk to each other! Practices of teaching L2 Interactional Competence and suggestions for improvement
02:30PM - 06:00PM
Presented by :
Carmen Konzett-Firth, University Of Innsbruck
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.
Instructed Interactional Competence: Designing CA-inspired materials with the support of a professional development experience
02:30PM - 06:00PM
Presented by :
Silvia Kunitz, Karlstad University
Co-authors :
Katharina Kley, Rice University
This paper illustrates pedagogical materials targeting the development of L2 interactional competence. The teachers who designed these materials were exposed to conversation-analytic concepts and findings to help them identify teachables/learnables. The study has implications for syllabus and curriculum design, teacher education, and the diffusion of curricular innovation.
02:30PM - 06:00PM
Room 1
S029 1/2 | Critical Thinking and Language Integrated Teaching
Format : Symposium
Track : Virtual Session
Speakers
Youzhong Sun, Beijing Foreign Studies University
Yuqin Hei, Xi'an International Studies University
Yunian Xu, Presenter , Central South University
Shengkai Yin, Shanghai Jiao Tong University
Xiaoli Liu, Harbin Institute Of Technology
Subrata Bhowmik, University Of Calgary
Shuyuan Liu, Queen's University
Suhair Al-Alami, Al Ghurair University
Hyesun Cho, Associate Professor , University Of Kansas
Yanning Dong, University Of British Columbia
Michele Carilo, Coordinator For The Portuguese Language Programme/Lecturer, Ohio State University
Yan Wang, Nanjing University
Valia Spiliotopoulos, Assistant Professor Of Teaching, University Of British Columbia
Yoshio Hoso, Waseda University Honjo Senior High School
Hong Zhang, National Research Centre For Foreign Language Education
Rui Yuan, Presenter , University Of Macau
Dr. Yilin Sun, Director, Faculty Development, Seattle Colleges
Limin Jin, Beijing Foreign Studies University
Lian Zhang, Beijing Foreign Studies University
Samar Almossa, Assistant Professor, Umm Al-Qura University
Yang Liu, Beijing Institute Of Technology
Youzhong Sun, Beijing Foreign Studies University
Mansour Almalki
Sahar Alzahrani , PI, Umm Alqura University
Moderators
Youzhong Sun, Beijing Foreign Studies University
Hong Zhang, National Research Centre For Foreign Language Education
Sara Razaghi AILA Volunteer, AILA2021 Volunteer, University Of Groningen
In EFL (English as a Foreign Language) countries, conventional ELT focused on language knowledge, skills and communicative competence. However, it has been recognized by many philosophers, psychologists, and applied linguists that language has a close relationship with thinking and cognition. As critical thinking is at the heart of tertiary education, developing critical thinking simultaneously in English language teaching (ELT) becomes vital for aspiring university students, and teachers around the world are encouraged to integrate critical thinking in ELT. Till now, little is known about teachers' and policy makers' conceptions, beliefs and practice about integrating critical thinking in ELT, and how critical thinking is conceived and realized in ELT, including curriculum, teaching methods and textbooks, varies considerably. This symposium addresses this issue by discussing the following questions: What is the relationship between language competence and critical thinking? Why is it necessary to integrate critical thinking in ELT? How can critical thinking pedagogy be realized in different ways in various contexts? Are there any educational reforms which attempt to engage critical thinking in ELT? Are there any challenges encountered in the reform? The discussions will offer valuable insights for developing both content and pedagogical knowledge of teaching critical thinking skills in ELT.
Critical Thinking in the 21st Century ELT Field – Research and Praxis
02:30PM - 06:00PM
Presented by :
Dr. Yilin Sun, Director, Faculty Development, Seattle Colleges
This talk addresses some hot topics: What are the skills needed for the 21st century and beyond? What is the role of critical thinking among those essential skills? How can ELT educators help students fully utilize critical thinking in learning and real-life applications? She’ll share research-based praxis and discuss implications/adaptations.
Contextualizing Cambridge Framework for Life Competencies in the EFL Context.
02:30PM - 06:00PM
Presented by :
Samar Almossa, Assistant Professor, Umm Al-Qura University
Mansour Almalki
Sahar Alzahrani , PI, Umm Alqura University
Life competencies stand indispensable for the educated segment of any nation to guarantee its progress in the times to come. In ELT, our role, as well as our domain, expands a great deal. We are entrusted with not only teaching the language but also training our students on ways to develop their abilities and maximize their potentials.
Critical and Intercultural Pedagogies: a proposal for theoretical update within Portuguese as an Additional Language contexts
02:30PM - 06:00PM
Presented by :
Michele Carilo, Coordinator For The Portuguese Language Programme/Lecturer, Ohio State University
A presentation discussing the development process of a postgraduate course for Portuguese as an Additional Language teachers at Pontifícia Universidade Católica do Rio Grande do Sul which was informed by Critical Pedagogy and Intercultural Pedagogy rather than the traditional pedagogies shaping the Celpe-Bras examination.
Integrating Language Learning and Critical Thinking in Business Education
02:30PM - 06:00PM
Presented by :
Valia Spiliotopoulos, Assistant Professor Of Teaching, University Of British Columbia
Co-authors :
Bong-gi Sohn, Post Doctoral Fellow, Simon Fraser University
This research presents findings that examine L2 students’development of critical thinking alongside language skills within the context of business education. Quantitative data on student performance in writing and critical thinking will be compared to qualitative data from the instructional team, as well as from students in the course
Critical Thinking in Two Languages: A Comparative Study of Critical Thinking Performance in Chinese University Students’ L1 and L2 Writing
02:30PM - 06:00PM
Presented by :
Yanning Dong, University Of British Columbia
This study compares 31 Chinese university students' critical thinking (CT) performance based on their articles written in English and Chinese respectively to examine the similarities and differences in students' CT performance when writing in two different languages and to explore the roles of the two languages in their CT development.
Critical literacy in action: A case study of a Korean EFL high school classroom
02:30PM - 06:00PM
Presented by :
Hyesun Cho, Associate Professor , University Of Kansas
This study presents the process as well as the benefits and challenges of implementing critical literacy into the Korean EFL classroom. It challenges prevailing assumptions about lack of critical thinking skills among Asian EFL students due to their low English proficiency levels and cultural backgrounds. It concludes with suggestions for teachers who are interested in integrating critical literacy into their classrooms.
Integrating critical thinking with language education: Voices from pre-service language teachers
02:30PM - 06:00PM
Presented by :
Rui Yuan, Presenter , University Of Macau
This presentation demonstrates how pre-service language teachers perceived and taught critical thinking during their teaching practicum in different primary schools in Hong Kong. The findings revealed the personal and contextual challenges faced by the participants and how they overcame such challenges to integrate critical thinking with language education.
Investigating University EFL teachers’ perceptions of critical thinking and their teaching: Voices from China
02:30PM - 06:00PM
Presented by :
Hong Zhang, National Research Centre For Foreign Language Education
This study investigates university EFL teachers’ perceptions of CT and how two teachers integrated CT into language teaching. Findings indicate that CT should be an integral part of EFL curriculum, and that the opportunities for teachers to research into their practices helped their language teaching to develop students’ critical thinking.
Science Fiction films and Critical Literacies in EFL Classrooms
02:30PM - 06:00PM
Presented by :
Shuyuan Liu, Queen's University
This presentation outlines a film-based pilot study in an English as foreign language (EFL) class in China. The presenter proposes that intellectually substantive sci-fi films can develop students’ critical literacies via multiliteracy pedagogy and promote participation as global citizens. Implications regarding learners’ identities and power in class are also discussed.
Culture of writing: A critical stance proposed by multilingual EAP students
02:30PM - 06:00PM
Presented by :
Subrata Bhowmik, University Of Calgary
Anita Chaudhuri, University Of British Columbia
We explore critical thinking from the perspective of multilingual learners in EAP courses who recognize distinct academic culture of writing in a North American institution. Students are able to conceptualize their need for specific instruction. Therefore, critical inquiry must be part of writing instruction for a varied learning experience.
Critical Thinking in the EAP Classroom: A Case Study of Chinese Instructors’ Voice
02:30PM - 06:00PM
Presented by :
Xiaoli Liu, Harbin Institute Of Technology
This presentation reports on findings of a case study about how critical thinking skills were taught in an EAP class in China, through the blended learning and the project-based learning. And it offers cross-cultural explanations of Chinese EAP students’ critical thinking skills and a lack thereof from Chinese instructors’ perspectives.
02:30PM - 06:00PM
Room 1
S049 2/2 | English medium education in multilingual university settings: from research to policies
Format : Symposium
Track : Virtual Session
Speakers
Christa Van Der Walt, Presenter, Stellenbosch University
Caroline Clark, President University Language Centre, University Of Padova
Pat Moore, Pablo De Olavide University
Kyria Finardi, Professor- Researcher, Federal University Of Espirito Santo - UFES
Camilla Falk Rønne Nissen, University Of Copenhagen
Nils Olov Fors, Kanda University Of International Studies
David Rusaw, Jönköping University
Antonio Jimenez-Munoz, Lecturer In English, University Of Oviedo
Dogan Yuksel, Associate Professor, Kocaeli University
Moderators
Emma Dafouz, Symposium Co-chair, Complutense University
Ute Smit, Professor, University Of Vienna
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
With the internationalisation of higher education (HE) in full swing, a large number of HE institutions world-wide offer localised forms of English-medium education (EME) for parts of their study programmes. Given the diversity of these multilingual educational settings, such language policies are complex in themselves. Following Spolsky (2004), policies combine (a) regulations taken explicitly or implicitly at various levels from supra-national bodies to university departments, (b) language practices enacted, for instance, in classrooms or institutional meetings, and (c) the beliefs stakeholders hold about English and other relevant languages used for diverse communicational purposes. Concurrently, these multilingual educational realities have attracted a considerable amount of applied linguistic research, investigating, for instance, teaching and learning practices, participant ideas and wider institutional developments. What is still largely missing, however, is that research directly inform policy development and implementation. Despite ample studies, English-medium education policies are often still developed without benefitting to the full from situated and evidence-based findings. It is the aim of this symposium to foreground the potential that research holds for EME policy development and to place centre-stage cases where EME research has had an impact on relevant policies, whether regulation, belief or practice at a macro, meso or micro level.S049 detailed programme, click here
Translanguaging: A bridge too far in higher education?
02:30PM - 06:00PM
Presented by :
Christa Van Der Walt, Presenter, Stellenbosch University
This featured presentation focuses on academic writing policy and practice in the context of multilingual higher education. Based on student attitudes and composing strategies, it will be problematized to what extent translanguaging can be a solution to the challenges of academic writing
Language Policy as a result of EME - how linguistic research can influence governance
02:30PM - 06:00PM
Presented by :
Caroline Clark, President University Language Centre, University Of Padova
This paper discusses how a University Language Policy was devised from research into EME, and analyses the broad range of implications of the policy in University Governance
The Footprints of Research in University Language Policies
02:30PM - 06:00PM
Presented by :
Pat Moore, Pablo De Olavide University
Kyria Finardi, Professor- Researcher, Federal University Of Espirito Santo - UFES
A comparison of the language policies of two public universities (in Brazil and Spain). Both universities were prompted to draw up policies by national initiatives related to the internationalisation of higher education and we explore the extent to which these policies have been informed by research.
Blind spots of internationalization of higher education
02:30PM - 06:00PM
Presented by :
Camilla Falk Rønne Nissen, University Of Copenhagen
This paper looks at classroom practices as products of faculty level policy. It takes it outset in three different courses taught as parts of English medium programs at different faculties of the University of Copenhagen to discuss how motivations for university internationalization should be thought-about in the light of classroom realities.
Language-conscious practices: Developing training and support for students and faculty in an English-taught program at a Swedish university
02:30PM - 06:00PM
Presented by :
Nils Olov Fors, Kanda University Of International Studies
David Rusaw, Jönköping University
This paper reports on a study of the implementation of an English-taught program at a university in Sweden. The study describes the development of language-conscious courses and pedagogy, and documents and analyzes the lived experience of students and faculty members in the program.
Dissecting EMEMUS outcomes: University-wide evidence of the impact of beliefs and practices on student achievement
02:30PM - 06:00PM
Presented by :
Antonio Jimenez-Munoz, Lecturer In English, University Of Oviedo
This paper analyses nine years of anonymized student and lecturer records and backgrounds to find that while English-Medium generally outperforms L1 instruction, excellence is rarer due to linguistic factors. Such negative effect is lessened in cases where lecturers promote active learning and show awareness of linguistic and pedagogical affordances.
Comparing motivations and satisfaction levels of international and home students in an EMI context
02:30PM - 06:00PM
Presented by :
Dogan Yuksel, Associate Professor, Kocaeli University
Understanding motivation and satisfaction levels of home and international EMI students students may help understand globally growing EMI phenomenon. With these implications in mind, this study aimed to examine the motivation and satisfaction levels of international and home students in the EMI context, conveniently sampling eight Turkish universities.
02:30PM - 06:00PM
Room 1
S050 | Enhancing child first and second language development: Implications and applications of usage-based research for language teaching, training, and assessment
Format : Symposium
Track : Virtual Session
Speakers
Danielle Matthews, Reader In Cognitive Development, University Of Sheffield
Thorsten Piske, Full Professor, University Of Erlangen-Nuremberg
Boo Kyung Jung, University Of Pittsburgh
Jessica Heintges, TU Dortmund University
Alexa Okrainec, Associate Professor , Brandon University
Sirkku Lesonen, University Of Jyväskylä
Karin Madlener-Charpentier, University Of Basel, Zurich University Of Applied Sciences
Moderators
Karin Madlener-Charpentier, University Of Basel, Zurich University Of Applied Sciences
Heike Behrens, University Of Basel
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
Usage-based approaches to language have changed the way we think about learning processes: Rather than thinking of input as trigger for pre-specified linguistic representations, the current consensus is that language structure emerges gradually as an abstraction over the input, with essential roles, e.g., for formulaic language and negotiation. Research indicates huge individual differences in learning outcomes, largely depending on amounts of exposure and interaction, both in first and second languages. Moreover, the cues learners need for generalization change in the course of language development, with younger learners needing more contextualized and situated interaction than older learners. Which implications and applications do basic research insights have for options and programs of language teaching, language assessment, and special language training? For instance, how can we maximize learning opportunities and enhance learning conditions for different age groups (focusing on preschoolers/primary school) in different contexts (e.g., early foreign language learning)? What are consequences for language learning in multilingual settings (e.g., minority language students, basic/academic language and content learning in multilingual classrooms)? What are commonalities and possible synergies between usage-based research in first language acquisition and second/foreign language learning/teaching?ScheduleThis panel is planned as a live session. All talks will be given live. Please join by clicking on the „Join" button top right.The program is a as follows:2.30 pm Welcome & Intro2.35 pm Featured talk (and discussion), L1 perspective, by Danielle Matthews3.15 pm Featured talk (and discussion), L2 perspective, by Thorsten Piske4 pm coffee break4.30 pm Short inputs & discussions: 4.30 pm Alexa Okainec4.45 pm Sirkku Lesonen5.00 pm Jessica Heintges5.15 pm Boo Kyung Jung & Gyu-Ho Shin5.30 pm final discussion
The role of the caregiving environment in language learning during infancy: implications for intervention.
02:30PM - 07:00PM
Presented by :
Danielle Matthews, Reader In Cognitive Development, University Of Sheffield
This presentation reports studies of infants at risk of language delay due to low socio-economic status or deafness, and provides evidence regarding 1) the mechanisms of early language development 2) the feasibility and acceptability of caregiver interventions and 3) the efficacy of such interventions.
Implications of second language research for the foreign language classroom
02:30PM - 07:00PM
Presented by :
Thorsten Piske, Full Professor, University Of Erlangen-Nuremberg
This paper will present the results of a number of studies showing that identifying linguistic and subject variables significantly affecting immigrants’ performance in an L2 may also provide important indications as to how the effectiveness of foreign language teaching can be increased.
Revealing input-output relation in second language development: Textbook and learner writing for L2 beginners of Korean
02:30PM - 07:00PM
Presented by :
Boo Kyung Jung, University Of Pittsburgh
Gyu-Ho Shin, Assistant Professor, Palacky University Olomouc
We investigate how a textbook as input is composed and how L2 beginners' written production as output is affected by the distributional properties of the textbook. We found supportive evidence for input-output relations in L2 development, as well as cross-linguistic influences on the course of acquiring target language knowledge.
Deriving bases for a revision of L2 didacticization of the German lexeme so from children’s L1 acquisition and application process
02:30PM - 07:00PM
Presented by :
Jessica Heintges, TU Dortmund University
This study looks at German L1 pre-kindergarden children's acquisition of the lexeme so and the development of its versatile usage to revise the currently inchoate didactic path for the L2 classroom. A pragmatic, usage-based analysis provides information to teach form and function of so in spoken discourse.
Conflict Talk Exchanges and Their Role in Language Acquisition
02:30PM - 07:00PM
Presented by :
Alexa Okrainec, Associate Professor , Brandon University
The presenter advances the position that children engage in ‘conflict talk’ exchanges through which information about the meaning, structure, and usage of language become available to the child. The presenter showcases research supporting the notion that conflict may inform language learning. Assessment strategies for examining children’s conflicts will be showcased.
Developing L2 Finnish constructions in an instructional setting: a dynamic usage-based approach
02:30PM - 07:00PM
Presented by :
Sirkku Lesonen, University Of Jyväskylä
Co-authors :
Rasmus Steinkrauss, AILA 2021 Committee - Treasurer, University Of Groningen
Minna Suni, University Of Jyväskylä
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
In this paper, we show with the longitudinal data collected with four beginner learners of L2 Finnish how both bottom-up and top-down processes are used and how they interact when learners are developing their L2. We discuss how the pedagogical interventions seem to affect the interplay between these two processes.
02:30PM - 06:00PM
Room 1
S066 2/2 | International perspectives on educational models for newly immigrated (refugee) children, adolescents, and young adults: Options, challenges & best practices
Format : Symposium
Track : Virtual Session
Speakers
Martha Bigelow, University Of Minnesota
Stefanie Bredthauer, University Of Cologne
Nora Von Dewitz, University Of Cologne
Fíodhna Gardiner-Hyland, Presenter, Mary Immaculate College | Univeristy Of Limerick, Ireland
Leslie Moore, Presenter, Ohio State University
Rahat Zaidi, Professor & Chair Language & Literacy, University Of Calgary
Moderators
Karin Madlener-Charpentier, University Of Basel, Zurich University Of Applied Sciences
Nicole Schumacher, Mentor, Humboldt University Of Berlin
Andrea Ender, University Of Salzburg
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
Educational systems all over the world face the challenges of migration, diversity, and multilingualism. How can educational needs of refugees as well as newly immigrated children, adolescents, and young adults in general be met in order to provide longer-term opportunities of integration and participation? Which types of educational models have been devised for different age groups and for newcomers with varying pre-migration schooling experiences, and how successfully? Which are the major challenges for language acquisition and content teaching? For instance, how can the teaching of subject matters be introduced such that content teaching provides opportunities for language learning even at low proficiency/literacy levels, and how can multiligualism be used as a learning/teaching resource? How can transitions to regular educational programs be scaffolded and continuous language training be ensured? This symposium brings together experts in refugee education, second language learning/teaching research, and multilingualism, focusing on educational options, challenges, best practices, and implications for linguistically diverse classrooms more generally. Strand (1): educational models and challenges, pre-migration schooling, and managing transitions (featured speaker: Prof. Martha Bigelow); strand (2): literacy, academic language proficiency, content and language learning, and heterogeneous classrooms (featured speaker: Prof. Nicole Marx).S066 detailed programme, click here.
Multilingual pedagogical approaches in classes for newcomer students in Germany
02:30PM - 06:00PM
Presented by :
Stefanie Bredthauer, University Of Cologne
Nora Von Dewitz, University Of Cologne
In Germany, separate classes for newcomer students are very common. In these learning groups the diversity of multilingual resources is extremely high due to a multiplicity of heritage and foreign languages on different skill levels. How can they be used as a learning and teaching resource?
What’s Additional? Four Issues for Teachers of EAL Learners in Changing Irish Primary Schools.
02:30PM - 06:00PM
Presented by :
Fíodhna Gardiner-Hyland, Presenter, Mary Immaculate College | Univeristy Of Limerick, Ireland
Co-authors :
Maria Rydell, Stockholm University
This presentation will offer insights from research into the evolving status of language and literacy support provision for children with EAL in mainstream Irish schools and the inherent issues for primary teachers, at a time when a language curriculum and Special Education allocation model is being introduced across the country.
Informal science education for preschool dual language learners
02:30PM - 06:00PM
Presented by :
Leslie Moore, Presenter, Ohio State University
This poster reports on a multi-year, multi-institution project that explored the potential of informal science education to engage dual language learners (DLLs) and their families in multilingual early childhood educational contexts.
A Canadian perspective on the educational systems/curriculum designed to support refugees: Ways to optimize parent-teacher collaborations
02:30PM - 06:00PM
Presented by :
Rahat Zaidi, Professor & Chair Language & Literacy, University Of Calgary
The global political climate has created an unprecedented influx of refugees entering Canada and Canadian schools. This study explores the complex relationship between refugee families and their childrens’ schools, exploring both informal and formal ways to optimize parent-teacher collaboration, accessibility, and existing communications channels between all stakeholders.
Learning in English in a Djiboutian refugee camp for an uncertain English speaking future
02:30PM - 06:00PM
Presented by :
Martha Bigelow, University Of Minnesota
This talk will showcase the language policies and practices of a Djiboutian refugee camp with an eyewitness account. Instructional materials will be explored through post-colonial literature, through the lens of imagined community, and investment (Norton). These theoretical frames will help trouble the idealistic, imagined or imposed identities the children in the refugee camp must cope with in the (neo)colonial/liberal realities of today.
02:30PM - 06:00PM
Room 1
S068 | Internationalization, digitization and the changing language and literacy landscapes of universities
Format : Symposium
Track : Virtual Session
Speakers
Karin Tusting, Lancaster University
Luke Holmes, Doctoral Student, Stockholm University
Audra Skukauskaite, Klaipeda University And University Of Central Florida
Andrea Mattos, Associate Professor, Universidade Federal De Minas Gerais
Izabel Magalhães, Federal University Of Goiás | University Of Brasilia
Cloris Porto Torquato, State University Of Ponta Grossa
Marilyn Martin-Jones, Moderator, University Of Birmingham
Moderators
Marilyn Martin-Jones, Moderator, University Of Birmingham
Far-reaching changes are taking place in the language and literacy landscapes of universities, along with the current policy shifts towards internationalization of higher education and greater digitization. There is now a growing body of research into the ways in which these policy shifts are taking place in university settings beyond the anglophone world of higher education. The aim of this symposium is to take stock of the insights that have been gleaned from studies that have been conducted in different universities, in the global north and south, where languages other than English have traditionally been the main media of instruction. In particular, we will be addressing the issues raised by the increasing use and production of texts in English, online and offline, in different areas of university life: in research and knowledge-building and in teaching and learning (in different disciplines). The focus of the symposium will be on research of a critical, ethnographic nature. The first part will deal with changes in language and literacy practices and uses of texts in teaching and learning; and the second part will deal with changes related to research and knowledge-building.
Navigating the changing literacy demands of the contemporary university
02:30PM - 06:00PM
Presented by :
Karin Tusting, Lancaster University
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 on the academic workplace.
Administration, Internationalisation, and Ethics: Moving towards multilingual language policy with ‘on the ground’ acts of hospitality
02:30PM - 06:00PM
Presented by :
Luke Holmes, Doctoral Student, Stockholm University
This presentation will explore the ethical challenges faced by administrative support staff in negotiating their communicative practices at an internationalising Swedish university. The study presented promises to contribute towards debate surrounding language planning for internationalising Higher Education in Sweden and beyond.
Internationalization and the changing research literacy landscape in Lithuania
02:30PM - 06:00PM
Presented by :
Audra Skukauskaite, Klaipeda University And University Of Central Florida
Liudmila Rupsiene, Professor, Klaipeda University
Judith Green, Featured Speaker And Presenter , Klaipeda University And University Of California Santa Barbara
The paper explores opportunities and challenges internationalization in higher education has posed for Lithuanian education researchers seeking to learn new qualitative and ethnographic research approaches. The focus is learning of interactional ethnographic epistemology within a 4-year EU funded project.
Literacy and Techno-Linguistic Biographies of Academics in a Brazilian University
02:30PM - 06:00PM
Presented by :
Izabel Magalhães, Federal University Of Goiás | University Of Brasilia
With the current policy of internationalization of federal universities in Brazil, there have been far-reaching changes. Before the internationalization policy, the main academic language was Portuguese, but now there is a growing shift to English. This paper focuses on the orientation of one particular university to the global context, in relation to the language and literacy practices of academic staff. The purpose of this paper is to analyze the changing language and literacy practices, and techno-linguistic biographies of academics in Brazilian university life from a critical, ethnographic perspective. 
The linguistic landscape of two universities in the Global South in the context of internationalization
02:30PM - 06:00PM
Presented by :
Cloris Porto Torquato, State University Of Ponta Grossa
This paper presents ongoing research in two universities in the Global South, in South Africa and Brazil. The research falls in the field of Linguistic Ethnography. I focus here on the linguistic landscapes of the universities, online and offline. My analysis of the data is guided by a Bakhtinian approach.
02:30PM - 06:00PM
Room 1
S069 | Investigating complexity in L2 phraseology: methods and applications
Format : Symposium
Track : Virtual Session
Speakers
Magali Paquot, FNRS | UCLouvain
Gabriela Bruhová, Charles University
Sugene Kim, Nagoya University Of Commerce & Business
Nathan Vandeweerd, PhD Student, UCLouvain | Vrije Universiteit Brussel
Luciana Forti, Researcher And Lecturer, University For Foreigners Of Perugia
Irene Fioravanti, Post-doctoral Fellowship, University For Foreigners Of Perugia
Maria Roccaforte, Assistant Professor, Università Sapienza Of Rome
Marco S. G. Senaldi, Postdoctoral Researcher, McGill University
Suhad Sonbul, Assistant Professor , Umm Al-Qura University
Moderators
Irene Fioravanti, Post-doctoral Fellowship, University For Foreigners Of Perugia
Luciana Forti, Researcher And Lecturer, University For Foreigners Of Perugia
Maria Roccaforte, Assistant Professor, Università Sapienza Of Rome
Rosmawati AILA VOLUNTEER, Postdoctoral Researcher, The University Of Sydney
Over the past few decades, numerous studies have shed light on the key role that phraseological units play in the development of second language competence. In this respect, phraseological units have been considered not only in relation to their structural and semantic features, but also in relation to their degree of sophistication, which is commonly associated to the notion of complexity. The available empirical evidence on L2 phraseological complexity, however, stems from either learner corpus research (LCR) or psycholinguistics, with only very rare overlaps in terms of the specific phraseological unit being considered. This symposium aims to bring together specialists from number of different subfields within the discipline of Applied Linguistics, in order to reflect on the different kinds of methods that can be mixed in order to obtain a unified picture of phraseological complexity in second language learning. Specialists in LCR and psycholinguistics are particularly welcome. The symposium will be relevant not only to scholars interested in investigating phraseological complexity in the development of second language competence, but also to those working on bridging the gap between linguistic research and its application to syllabus design and test development.
Measures of phraseological complexity: reliability and validity
02:30PM - 06:00PM
Presented by :
Magali Paquot, FNRS | UCLouvain
The main aim of this study is to assess the validity of measures of phraseological complexity by exploring whether theoretically similar measures of phraseological diversity and sophistication are related to each other (convergent validity) but are very different from traditional measures of lexical and syntactic complexity (discriminant validity) in a variety of learner corpora.
Investigating frequent lexical bundles in academic writing: the onomasiological approach
02:30PM - 06:00PM
Presented by :
Gabriela Bruhová, Charles University
Co-authors :
Katerina Vasku, Charles University
The paper compares four-word lexical bundles in novice academic texts (undergraduate theses) in the field of economics written by Czech learners of English and native speakers. Our aim is to explore whether the problem of phraseological complexity measure can be tackled by the use of the onomasiological approach.
The phraseology of the linking adverbial 'besides'
02:30PM - 06:00PM
Presented by :
Sugene Kim, Nagoya University Of Commerce & Business
This study examines the phraseology of the linking adverbial “besides” to unravel why, unlike similar-meaning transitions such as “in addition,” it sounds unnatural in some contexts. Analysis of written English corpora and grammar reference materials suggests that its natural use is regulated by the negativity-conditioned nature of the preceding statement.
The longitudinal development of phraseological complexity in oral and written L2 French
02:30PM - 06:00PM
Presented by :
Nathan Vandeweerd, PhD Student, UCLouvain | Vrije Universiteit Brussel
Co-authors :
Alex Housen, Vrije Universiteit Brussel
Magali Paquot, FNRS | UCLouvain
This study compares the diversity (number of types) and sophistication (PMI) of adjectival modifier (adjective + noun) and direct object (verb + noun) relations between oral and written tasks completed over a period of 21-months. In general, written tasks were found to be more phraseologically complex than spoken tasks and productions at the end of the study period were found to be slightly more phraseologically sophisticated as compared to productions at the beginning. However the developmental trends differed across tasks, highlighting the important role that task characteristics play in measures of phraseological complexity.
Mixing data in developing phraseological complexity measures for Italian L2: from integration to application
02:30PM - 06:00PM
Presented by :
Luciana Forti, Researcher And Lecturer, University For Foreigners Of Perugia
Maria Roccaforte, Assistant Professor, Università Sapienza Of Rome
Irene Fioravanti, Post-doctoral Fellowship, University For Foreigners Of Perugia
This presentation describes the first stages of a 3-year collaborative research project aimed at integrating eye-tracking and corpus-based data in the development of phraseological complexity measures in the context of Italian L2 teaching.
Eye-tracking in the study of L2 phraseology: a state-of-the-art review of the method and findings
02:30PM - 06:00PM
Presented by :
Irene Fioravanti, Post-doctoral Fellowship, University For Foreigners Of Perugia
Maria Roccaforte, Assistant Professor, Università Sapienza Of Rome
Is the eye-tracking research methodology useful to investigate phraseological units? In this study, we analyze three studies that have employed eye tracking methodology in the context of phraseological processing in order to demonstrate that the eye-tracking paradigm can be a crucial research tool in this domain.
Lexical fixedness and compositionality in L1 and L2 speakers’ intuitions about Italian word combinations: A psycholinguistic and computational study
02:30PM - 06:00PM
Presented by :
Marco S. G. Senaldi, Postdoctoral Researcher, McGill University
Co-authors :
Irene Fioravanti, Post-doctoral Fellowship, University For Foreigners Of Perugia
The present study investigates whether lexical fixedness and compositionality play a role in L1 and L2 speakers’ intuitions about Italian word combinations. Data from an acceptability and a lexical choice task were analysed using psycholinguistic and computational indices. The present research presents new insights into L1 and L2 phraseology.
How fat is a ‘fat cat’? The processing and learning of duplex collocations
02:30PM - 06:00PM
Presented by :
Suhad Sonbul, Assistant Professor , Umm Al-Qura University
Co-authors :
Anna Siyanova-Chanturia, Senior Lecturer, Victoria University Of Wellington
Marijana Macis, Lecturer, Manchester Metropolitan University
Research on ambiguous idioms has mainly explored L1 processing. The effect of sense-specific frequency has not yet been examined in L1 or L2. This two-experiment study investigates how L1 speakers process duplex collocations (Experiment 1) and how L2 learners acquire them (Experiment 2), with implications for idiom processing theories.  
Is “keep a promise” the same as “retain a promise”? The role of lexical fixedness in word combination processing
02:30PM - 06:00PM
Presented by :
Irene Fioravanti, Post-doctoral Fellowship, University For Foreigners Of Perugia
Co-authors :
Marco Senaldi, University Of Pisa
We investigated the processing of free combinations and collocations, which differ in lexical fixedness. Eye movements of L1 and L2 speakers of Italian were recorded while they read target sequences embedded in context. The degree of lexical fixedness and leaners’ proficiency were found to affect the processing of word combinations.
02:30PM - 06:00PM
Room 1
S080 | Language learning through language content: Rediscovering our subject
Format : Symposium
Track : Virtual Session
Speakers
Wander Lowie, University Of Groningen
Ingo Feldhausen, ATILF-CNRS & Université De Lorraine (France)
Liz Dale, Senior Lecturer, Researcher And Teacher Educator, Amsterdam University Of Applied Sciences
Kevin Sprague, Duke Kunshan University
Ruth Koro, Assistant Professor In Modern Languages Education, University Of Nottingham
Tomokazu Ishikawa, Assistant Professor, Tamagawa University
Robert Walldén, Associate Professor In Language Arts Education, Malmö University
Tessa Mearns, Leiden University
Do Coyle, Chair In Language Education And Classroom Pedagogies, University Of Edinburgh
Moderators
Bert Le Bruyn, Utrecht University
Tessa Mearns, Leiden University
Niklas Abel, AILA 2021 Volunteer, University Of Groningen
In an era in which we are increasingly aware of the value of encouraging near-authentic communication in the language classroom (Lowie, 2018), we are surrounded by approaches, models and principles that propose ways in which content-driven teaching can enhance language learning. In content and language integrated learning (CLIL) and immersion approaches, teachers of other curriculum subjects take on responsibility for also supporting language acquisition, with or without the help of language teachers. In content-based language teaching (CBLT), task-based and 'soft-CLIL' approaches (Bentley, 2010), language teachers employ content as a vehicle to language learning. What the latter models do not address, however, is the question of which content this might be. Language as an academic discipline is concerned not only with communicative skills but also with the mastery of relevant language-specific specific content, for example in the form of literature, media, linguistics or (inter)cultural issues. This symposium will bring together research and practice in which content-driven language education focuses not on content from other disciplines, but on the content of language. It will address the questions of what that content might be, how it can be integrated with language learning and the potential impact of content-rich language education within the curriculum.
Content-driven language education: proposals for a new curriculum
02:30PM - 06:00PM
Presented by :
Wander Lowie, University Of Groningen
The major single focus of language pedagogy tends to be on developing language skills. Although language proficiency is an obvious objective, language pedagogy can benefit from relevant content that brings about invaluable cultural awareness and language awareness.
Teaching of the Spanish subjunctive in Germany
02:30PM - 06:00PM
Presented by :
Ingo Feldhausen, ATILF-CNRS & Université De Lorraine (France)
Co-authors :
Kim Biedebach, Goethe-Universität Frankfurt
We analyze how the linguistic phenomenon of the subjunctive is taught in the language classroom and we argue that the teaching might benefit from providing deep insights of the subjunctive accumulated in the scientific field of linguistics by means of addressing the function of the subjunctive explicitly in the classroom.
Why literature? Language teachers’ subject-specific beliefs and practices in a CLIL context
02:30PM - 06:00PM
Presented by :
Liz Dale, Senior Lecturer, Researcher And Teacher Educator, Amsterdam University Of Applied Sciences
Research into how and why language teachers use literature as content is presented to explore one aspect of various pedagogical and collaborative practices open to language teachers in CLIL contexts. Language teachers’ beliefs and practices are examined based on a literature review, focus group study, survey, and multiple-case study.
'Motivated' content integration: Reflections on developing a CLIL course with language learning motivation as the content
02:30PM - 06:00PM
Presented by :
Kevin Sprague, Duke Kunshan University
Co-authors :
Kristin Hiller, Associate Director, Language And Culture Center; Assistant Professor, Duke Kunshan University
Emmanuelle Chiocca, Assistant Professor Of Applied Linguistics And Culture, Duke Kunshan University
This presentation describes the CLIL approach taken in undergraduate English for Academic Purposes (EAP) courses at a Sino-US joint venture university in China. Language serves as the content in a course designed to help freshmen meet the challenges of EMI in the liberal arts curriculum.
There is content in language already! Redefining content and language integration through the (inter)cultural lens.
02:30PM - 06:00PM
Presented by :
Ruth Koro, Assistant Professor In Modern Languages Education, University Of Nottingham
This paper proposes that language teachers need not rely on ‘borrowed’ content – when a wealth of culturally-relevant content already exists through the language being taught. Taking a trans-disciplinary approach through the lens of the language’s culture can provide rich, engaging and importantly, relevant content, and contribute to learners’ intercultural understanding.
Disciplinary Literacies: Rethinking the role of the language teacher as a disciplinary expert and middle school learners as literary writers
02:30PM - 06:00PM
Presented by :
Do Coyle, Chair In Language Education And Classroom Pedagogies, University Of Edinburgh
Co-authors :
Mary Chopey-Paquet, University Of Namur
Experimenting with an ecological approach to Pluriliteracies Teaching for Deeper Learning, this innovative, longitudinal study charts how a language teacher radically shifted ways of working with middle school learners of French – including beginners – to develop academic literacies across languages. Being and becoming ‘expert literary writers’ resulted in unprecedented outcomes.
English as a Lingua Franca research in Japan as a ground for English Medium Instruction
02:30PM - 06:00PM
Presented by :
Tomokazu Ishikawa, Assistant Professor, Tamagawa University
The presenter discusses how English as a Lingua Franca (ELF) research informs English Medium Instruction (EMI), drawing on his research on the awareness of English-within-multilingualism and taking Tamagawa University's Center for ELF as an example. He also suggests the possibility of conjoining ELT and EMI courses as an ELF programme.
Negotiating metaphors, narrative structure and linguistic style: classroom work with literature in adult second language instruction
02:30PM - 06:00PM
Presented by :
Robert Walldén, Associate Professor In Language Arts Education, Malmö University
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 metaphors, narrative structure and linguistic style.
Exploring teacher support for a content and language integrated modern languages curriculum
02:30PM - 06:00PM
Presented by :
Tessa Mearns, Leiden University
This presentation explores the idea of integrating language-related content into the Modern Foreign Languages curriculum from the perspective of the teacher. Based on data gathered during a professional development project, teachers’ understanding of and response to the idea of MFL ‘content’ will be presented and implications discussed.
02:30PM - 06:00PM
Room 1
S091 2/4 | Learning through leisure: Informal Second Language Learning in the 21st century
Format : Symposium
Track : Virtual Session
Speakers
Mark Dressman, Khalifa University
Alexandra Schurz, University Of Vienna
Marcus Warnby, Stockholm University
Marlene Schwarz, University Of Vienna
Andrew Moffat, University Of Nottingham
Stefanie Cajka, University Of Vienna
Pia Sundqvist, University Of Oslo
Moderators
Denyze TOFFOLI, Symposium Organiser, Mentor, University Of Toulouse
Henriette Arndt, Postdoctoral Research Fellow, Lund University
Marlene Schwarz, University Of Vienna
Meryl Kusyk, Karlsruhe University Of Education
Luisa Valesquez , AILA2021 Volunteer
The last 10 years have seen the birth of a new field within applied linguistics, embracing all sorts of language acquisition outside the classroom. With the rapid development and spread of new technologies, informal language contact has become commonplace for many L2 learners. While this can take many different forms, online contexts are a major driving force because they present L2 learners with unprecedented opportunities for exposure to and use of target language(s) regardless of their physical location. Research on this topic has emerged concurrently from diverse contexts. As a result, a variety of terms have been used to describe it (including Extramural English, Informal Digital Learning of English or Online Informal Learning of English), each of which emphasises particular aspects of the informal practices studied. Early research tended to focus on English as a target language, but more recently research on other languages is becoming more prominent. The purpose of this symposium, organized by Denyze Toffoli and colleagues, is to bring together researchers working on informal L2 practices to engage in critical dialogue about the scope of this field and to share their diverse theoretical perspectives, methodological approaches and findings. Our featured speakers are Geoffrey Sockett, Mark Dressman and Phil Benson.
After TESOL: Models of Language Education for an IDLE Generation
02:30PM - 06:00PM
Presented by :
Mark Dressman, Khalifa University
IDLE-the Informal Digital Learning of English-has proven to be a very powerful practice for learning English outside of classroom instruction. What does this mean for traditional TESOL approaches, given the rise of EMI programs internationally? This presentation suggests new models of English education in EMI universities based on five principles taken from the study of IDLE.
Instructed and out-of-class English and the impact on implicit and explicit knowledge: The case of Austrian and Swedish ESL learners
02:30PM - 06:00PM
Presented by :
Alexandra Schurz, University Of Vienna
In this study, the impact of in- and out-of-class L2 English on implicit and/or automatized and explicit grammar knowledge was explored. 213 Austrian and Swedish ESL learners (age 13-14) performed measures of implicit and/or automatized and explicit knowledge (aural and written TGJT, ONT, EIT, UGJT, MKT). The type of instruction learners received and their use of spare time English was gauged through learner and teacher surveys.
Do leisure activities promote upper secondary students’ acquisition of academic vocabulary?
02:30PM - 06:00PM
Presented by :
Marcus Warnby, Stockholm University
Language driven leisure activities aid language acquisition in general, but do certain such activities promote more specific language registers, such as English for academic purposes? Using quantitative analyses, the paper investigates the relationship between upper secondary students' (N≈800) receptive academic vocabulary knowledge and their different language media activities outside school.
Students’ perspectives on extramural English and its relationship to English language teaching
02:30PM - 06:00PM
Presented by :
Marlene Schwarz, University Of Vienna
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 English teaching at school, before drawing conclusions for ‘EE-sensitive’ teaching.
On 'not spoiling the fun': integrating online L2 English use in classroom learning.
02:30PM - 06:00PM
Presented by :
Andrew Moffat, University Of Nottingham
This presentation explores English teaching practices that utilise and support learners' out-of-class English use, particularly communicative interaction enabled by the Internet. Activity theory is used to construct formal and informal learning as interlinked activity systems, with language awareness utilised as a tool to enhance noticing.
Linguistic Risk-Taking and Informal Language Learning: From Canada to Austria
02:30PM - 06:00PM
Presented by :
Stefanie Cajka, University Of Vienna
Co-authors :
Ed Griffiths
Nikolay Slavkov, University Of Ottawa
Eva Vetter, Mentor, University Of Vienna
The construct of linguistic risk-taking offers innovative informal language-learning opportunities for English/French (Linguistic Risk-Taking Passport developed in Canada) and German ('Riskier was!' Booklet developed in Austria) designed to foster authentic and autonomous language use outside the classroom. We present interview data findings pointing to considerable benefits of a digital risk-taking app.
02:30PM - 06:00PM
Room 1
S099 2/3 | Multilingual education or how to learn to teach multilingual learning
Format : Symposium
Track : Virtual Session
Speakers
James Cummins, Presenter, University Of Toronto
Julie Kerekes, University Of Toronto
Shakina Rajendram, Co-Author, OISE/University Of Toronto
Mama Adjetey-Nii Owoo, Co-Author, OISE/University Of Toronto
Yiran Zhang, Co-Author, OISE/University Of Toronto
Lukas Bleichenbacher, St.Gallen University Of Teacher Education
Wilfrid Kuster, Director Of The Institute For Language Teacher Education , St.Gallen University Of Teacher Education
Meike Wernicke, Assistant Professor, University Of British Columbia
Gabrijela Aleksic, University Of Luxembourg
Susan Ballinger, McGill University
Euline Cutrim Schmid, Professor, University Of Education Schwäbisch Gmünd
Diane Potts, Lancaster University
Lavinia Hirsu, University Of Glasgow
Sílvia Melo-Pfeifer, University Of Hamburg
Sviatlana Karpava, University Of Cyprus
Moderators
Eva Vetter, Mentor, University Of Vienna
Nikolay Slavkov, University Of Ottawa
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Around the world multilingual learning arrangements have evolved over several decades with the aim of enhancing equity in education. More recently a growing body of research has not only produced a myriad of concepts (plurilingualism, translanguaging, metro-, poly- and other -lingualisms) but also valuable insights into the complexities of multilingual learning and teaching, coupled with calls for continuous pedagogical, institutional, and technological innovation to address these complexities. The significant contributions, changing roles, and professional development of teachers have also recently come to the forefront. At the same time, statistics indicate that plurilingual learners face more obstacles for their academic success than those who are categorized as monolingual students (OECD, 2018). This symposium addresses multilingual teaching, learning and innovation as relevant challenges for Applied Linguistics connecting research from different fields within the discipline. Two sub-themes are proposed: 1) teaching and learning for/in multilingual contexts; and 2) teacher education. Sub-theme one raises questions about facets of multilingual learning and teaching and addresses e.g. biographical, discursive and contextual aspects. Sub-theme two focuses upon teaching competence and its development and asks how teacher beliefs, perceptions and attitudes influence learning to teach in and for multilingual contexts.S099 detailed programme, click here
Evaluating Theoretical Constructs in Multilingual Education: Empirical Credibility, Logical Coherence, and Consequential Validity
02:30PM - 06:00PM
Presented by :
James Cummins, Presenter, University Of Toronto
Three criteria are proposed for evaluating the legitimacy of theoretical claims in multilingual education: (a) empirical credibility--to what extent is the claim consistent with research evidence? (b) logical coherence—to what extent is the claim internally consistent? (c) consequential validity—to what extent does the claim promote effective pedagogy?
Learning to Support English Learners in Ontario: A Comparative Analysis of Teacher-Education Programs
02:30PM - 06:00PM
Presented by :
Julie Kerekes, University Of Toronto
Shakina Rajendram, Co-Author, OISE/University Of Toronto
Mama Adjetey-Nii Owoo, Co-Author, OISE/University Of Toronto
Yiran Zhang, Co-Author, OISE/University Of Toronto
Co-authors :
Antoinette Gagné, University Of Toronto
Ontario's recently instigated policy enhancing educational outcomes for diverse learners necessitates that pre-service programs provide teacher candidates with explicit instruction in supporting multilingual learners across the curriculum (Ontario College of Teachers, 2014). There is little agreement, however, about how the necessary skills and dispositions should be taught. Using documentary research methods and interviews, this presentation compares interview and website data from Ontario's 16 accredited teacher-education programs to examine how they are interpreting and implementing the policy. Findings exemplify institutions' diverse ways of responding to the policy and their growing but incomplete endeavours to adequately support multilingual learners.
Plurilingual professionalization: Insights from the implementation of an intensively plurilingual teacher education curriculum
02:30PM - 06:00PM
Presented by :
Lukas Bleichenbacher, St.Gallen University Of Teacher Education
Wilfrid Kuster, Director Of The Institute For Language Teacher Education , St.Gallen University Of Teacher Education
Co-authors :
Christof Chesini, St. Gallen University Of Teacher Education
Mara De Zanet, St. Gallen University Of Teacher Education
The presentation will present insights from the implementation of a plurilingual lower secondary teacher education curriculum characterized by intensive use of various foreign languages by lecturers and students. The aim is to equip future language teachers with intensive learning opportunities including, but not limited to plurilingual classroom methodology.
Teaching for multilingualism: Teacher identity, language ideology, and current conceptions in second language teacher education
02:30PM - 06:00PM
Presented by :
Meike Wernicke, Assistant Professor, University Of British Columbia
In this paper I consider the different ways FSL teachers understand bilingualism and translingual practices in initial and continuing teacher education and how their conceptions of bi-/multilingual identity intersect with their understandings of multilingual pedagogies and their own linguistic and professional identities.
A professional development course in translanguaging: Teachers’ beliefs and attitudes
02:30PM - 06:00PM
Presented by :
Gabrijela Aleksic, University Of Luxembourg
To support preschool teachers with applying the new law that declared multilingual early education mandatory in Luxembourg, we offered a professional development course in translanguaging pedagogy over the course of 6 months. The results from teacher questionnaires and focus groups show that there has been some positive change towards children's home languages, however, for some teachers a monolingual stance remains unchanged.
University course instructors’ perspectives and practices in working with international multilingual students
02:30PM - 06:00PM
Presented by :
Susan Ballinger, McGill University
This study measured the impact of a training intervention on subject teachers’ language awareness (TLA). Subject teachers from multilingual classrooms in France (N = 30) participated in daylong workshops and were given a month to practice the new methods. TLA was measured through questionnaires, videorecorded workshop observations, and focus groups.
Projects, tasks and ideological change: Plurilingual practice in language teacher education
02:30PM - 06:00PM
Presented by :
Diane Potts, Lancaster University
Euline Cutrim Schmid, Professor, University Of Education Schwäbisch Gmünd
Drawing on data from an innovative pedagogic project involving young learners, German student-teachers and MA students at a British university, this paper examines the interplay of identities, belief systems and ideologies as participants engaged in interlinked tasks focused on use of their plurilingual resources. Implications for teacher education are discussed.
Supporting language student-teachers to move towards a translingual approach
02:30PM - 06:00PM
Presented by :
Lavinia Hirsu, University Of Glasgow
Co-authors :
Sally Zacharias, University Of Glasgow
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 classroom practices and language ideologies in line with a translingual approach.
Who's Afraid of the Big Bad Plurilingual Wolf? Teaching anxiety among foreign language student-teachers with and without migrant background
02:30PM - 06:00PM
Presented by :
Sílvia Melo-Pfeifer, University Of Hamburg
This contribution analyses and compares teaching anxieties (self-centered, task-centered and student-centered anxiety) of non-native foreign language student-teachers, with and without migrant backgrounds. Three variables will be closely considered: the target foreign language (French or Spanish), the background (migrant or not), and the declared mother tongue(s).
Development of translanguaging pedagogical practice in Cyprus
02:30PM - 06:00PM
Presented by :
Sviatlana Karpava, University Of Cyprus
This study investigates translanguaging practices of Russian-CG bilingual children at home, school and in the society. Classroom observations showed that their children, students in bilingual Russian-Cypriot Greek classes alternate languages. Russian-speaking teachers also code-switch and use society dominant language, Greek, in order to make meaning comprehensible for Russian heritage students.
02:30PM - 06:00PM
Room 1
S120 | Promoting Less Commonly Taught Languages (LCTLs) in Higher Education through collaboration and innovation
Format : Symposium
Track : Virtual Session
Speakers
Stephane Charitos, Director Of The Language Resource Center, Columbia University
Angelika Kraemer, Cornell University
Christopher Kaiser, Columbia University
Shaheen Parveen, Main Presenter , Rutgers University
Catherine Baumann, Director, Chicago Language Center, University Of Chicago
Dianna Murphy, University Of Wisconsin-Madison
Emily Heidrich Uebel, Michigan State University
Koen Van Gorp, Michigan State University
Moderators
Emily Heidrich Uebel, Michigan State University
Felix Kronenberg, Associate Professor And Director Of The Center For Language Teaching Advancement, Michigan State University
Koen Van Gorp, Michigan State University
Both in the United States and Europe, language programs in higher education are losing students. This decline in enrollments has been especially noticeable in Less Commonly Taught Languages (LCTL) programs. An individual institution or action cannot remedy the vulnerable position of LCTLs. Actions on multiple fronts are needed to counter the falling student numbers and to create a systemic improvement for all languages. This symposium focuses on two fronts: inter-institutional collaboration and pedagogic innovation. The first action focuses on how institutions, programs, and LCTL instructors can work together rather than compete for students. By collaborating and thinking across institutional boundaries, innovative solutions for offering a wide range of languages to all students can be explored. The second action focuses on how through innovating or reforming language programs and courses in LCTLs can become more attractive to students. Creating advanced proficiency-based courses, Language for Specific Purposes courses, project-based language learning, online and distance learning, and open educational resources could be a way to address needs of students that in "traditional" language programs might be overlooked. We invite papers that address one or both actions to secure and advance the future of LCTLs across institutions of higher education.
Collaboration in support of language education
02:30PM - 06:00PM
Presented by :
Stephane Charitos, Director Of The Language Resource Center, Columbia University
This presentation will investigate how collaboration can be a crucial lever to enact fundamental change in how individual institutions think of language provision. By working collaboratively across institutional boundaries, innovative solutions for offering a wide range of languages can be explored and exploited by like-minded partners.
The Shared Course Initiative: Sustaining and strengthening LCTLs across institutional boundaries
02:30PM - 06:00PM
Presented by :
Angelika Kraemer, Cornell University
Christopher Kaiser, Columbia University
This paper will present lessons learned and recommendations from the Shared Course Initiative, a distance collaboration at Columbia, Cornell, and Yale Universities in the United States that stabilizes and strengthens LCTL offerings and fosters pedagogical innovation in a 3-site community of practice.
Collaborative Innovations in Less Commonly Taught Languages: The Case of Hindi
02:30PM - 06:00PM
Presented by :
Shaheen Parveen, Main Presenter , Rutgers University
Mithilesh Mishra, Co-author, UIUC
Syed Ali, South Asian Language Program Director , University Of Michigan
Sarah Beckham, Cp-presenter, University Of Wisconsin, Madisaon
In this paper, we discuss major collaborative efforts in developing blended, online Hindi materials as part of the Mellon-funded MSU LCTL initiative.  We address challenges and best practices, a sustainable future for LCTL instruction and materials development in higher education, particularly post-Covid, and explore linkages and adaptability across institutions.
Fostering Innovation and Agency: Impactful Curricular Realignment through Reverse Design and Proficiency Assessment
02:30PM - 06:00PM
Presented by :
Catherine Baumann, Director, Chicago Language Center, University Of Chicago
This presentation will describe projects effecting curricular innovation across multiple languages and significant instructor agency in the transformation of assessments, curricula and materials. It will draw on multiple data sources including participating language instructors, and examples of their assessments and course materials before and after participating in the project.
Why university students do and don’t study languages. An inter-institutional study to inform responses to declining enrollments in LCTLs
02:30PM - 06:00PM
Presented by :
Dianna Murphy, University Of Wisconsin-Madison
Co-authors :
Koen Van Gorp, Michigan State University
Felix Kronenberg, Associate Professor And Director Of The Center For Language Teaching Advancement, Michigan State University
Institutional responses to declining enrollments in LCTLs should be informed by empirical research on students’ reasons for (not) studying languages. This session presents findings resulting from inter-institutional collaboration on a survey of undergraduates at two large U.S. universities on the reasons students do and don’t enroll in language courses.
Collaborating and innovating across institutions of higher education in the US: Lessons from the Less Commonly Taught Languages Partnership
02:30PM - 06:00PM
Presented by :
Emily Heidrich Uebel, Michigan State University
Luca Giupponi, Michigan State University
Co-authors :
Koen Van Gorp, Michigan State University
The Big Ten Less Commonly Taught and Indigenous Languages Partnership strives to create sustainable, shared models for language instruction across institutions. This presentation focuses on the ways this partnership promotes models of inter-institutional collaboration and pedagogical innovation by developing proficiency-based teaching materials in a range of modalities in several targeted languages.
02:30PM - 06:00PM
Room 1
S125 | Reading in Japanese as a Foreign Language: Bridging the literary and non-literary
Format : Symposium
Track : Virtual Session
Speakers
Vicky A. Richings, Kobe Shoin Women's University
Satoru Nakagawa, University Of Manitoba
Moderators
Vicky A. Richings, Kobe Shoin Women's University
In this symposium, we seek to explore the dynamic relations between literary and non-literary texts in Japanese as a Foreign Language (JFL) reading instruction. Specifically, the primary goal is to bridge the gap between fiction and non-fiction in the language classroom by exploring effective reading strategies and approaches that can contribute to Japanese language acquisition. Far from being restricted to their respective definitions as a genre, both fiction and non-fiction have proved to be valuable learning tools. Whether popular novels or manga, magazine or newspaper articles, a multitude of text genres are present in everyday life, thus demonstrating the potential to be an apposite vehicle for foreign language reading instruction. The general aim of this symposium proposal is to call for innovative ideas and practices that can offer alternative approaches to traditional reading instruction in JFL - with the specific purpose of enhancing not only learners' reading comprehension, but also their language skills in general. We especially encourage submissions introducing interdisciplinary approaches using fiction and non-fiction, bringing forth cutting edge research outcomes in the sphere of reading in a foreign language that expands beyond JFL to L2 reading in general.
Japanese as a Foreign Language Education (JFL) from the perspective of literature as a learning resource
02:30PM - 06:00PM
Presented by :
Vicky A. Richings, Kobe Shoin Women's University
In this featured multimodal presentation, I will introduce the results of a long-term study on the usage of literature in the Japanese language classroom in Japan. This study reflects on an alternative approach to JFL instruction by critically examining JFL education from the perspective of literature as a learning resource.
Teaching JFL in the Canadian Classroom: Oral language and written (literary) texts
02:30PM - 06:00PM
Presented by :
Satoru Nakagawa, University Of Manitoba
This presentation examines assumptions about literacy practices, specifically speaking to the appropriateness and difficulty of using literary and non-literary texts in the teaching of Japanese in a foreign language context. While teachers focus on communicative language teaching, university testing tests prioritizes written language skills.
02:30PM - 06:00PM
Room 1
S136 | ReN: Intersectional Perspectives on the Dynamics of Language, Communication and Culture: How Language Shapes Our Ideas about Race, Gender, and Sexuality in a Changing World
Format : Symposium
Track : Virtual Session
Speakers
Naomi Orton, PUC-Rio
Joana Plaza Pinto, Federal University Of Goiás
SILVIA MOLINA, Presenter, Polytechnic University Of Madrid
Dina Maria Martins Ferreira, Reseacher, Professor, Ceará State University
Aurora Tsai, University Of Tokyo
Colin Marisela, Profesor Titular , Universidad Nacional Autónoma De México
Damon Brewster, J. F. Oberlin University
Glenda Cristina Valim De Melo, Universidade Federal Do Estado Do Rio De Janeiro
Ayanna Brown, Elmhurst College
Thais Borges, Pontifical Catholic University Of Rio De Janeiro
Etyelle Pinheiro De Araujo, Pontifical Catholic University Of Rio De Janeiro
Moderators
Glenda Cristina Valim De Melo, Federal University Of Rio De Janeiro
Anne-Marie Van Boeckel (AILA2021 Volunteer), AILA2021 Volunteer, Rijksuniversiteit Groningen
In Late Modernity we have the possibility to evidence and contest the silence or dehumanized discourses about BIPOC (Black and Indigenous People of Color), women, LGBTTQI and non-binary bodies. Within the last decade, there have been a critical mass of scholars in the growing field of raciolinguistics and gender and sexuality studies (Alim & Smitherman, 2013; Alim, Rickford, Ball, 2016; Ferreira, 2014; Flores; Rosa, 2015; Moita Lopes, 2012; Richardson, 2007) who are committed to revealing the central role that language plays in shaping our ideas about race, gender, and sexuality. We perceive an emergency in investigating these issues, especially in the social and historical west context, where hegemonic discourses about these social marks define performances and lives. Intersectional analyses of the interplay between race, gender, and sexuality are understood here as an invention that can help us to understand the social practices in the field of applied linguistics. In this symposium, we invite papers that discuss investigations that deal with language, race, gender, sexuality and its intersectionalities in a variety of contexts that help us bring together diverse theoretical frames and investigations that can contribute to the understanding of racial discourses intersected or not by other markers in Applied Linguistics.
Contemporary social movements and the discursive navigation of power dynamics: when the contestation of gendered norms begins at home
08:30AM - 06:00PM
Presented by :
Naomi Orton, PUC-Rio
This qualitative interpretive investigation scrutinizes the discursive construction of horizontality within the context of contemporary social movements. Drawing on a corpus of recorded interactions between bicycle advocates in Rio de Janeiro, narrative and identity practices are analyzed in light of gendered frameworks and their possible contestation.
Metadiscursive battles at linguistic resources borders: race, class, and colonial metaphors
08:30AM - 06:00PM
Presented by :
Joana Plaza Pinto, Federal University Of Goiás
This paper aims to discuss the multiplicity, dynamics and contingencies of textual forms that rationalize and justify the “language barrier” old colonial metaphor, in the context of contemporary migration in Brazil.
Race, gender and sexual diversity in corporate websites: a critical multimodal discourse analysis
08:30AM - 06:00PM
Presented by :
SILVIA MOLINA, Presenter, Polytechnic University Of Madrid
This paper addresses two main questions: How do companies use different modes to represent gender, race and sexual diversity issues? And how can all these modes be handled analytically? For that purpose, twenty corporate websites, selected on criteria of excellence, international scope and type of business, were examined following a multimodal critical discourse analysis perspective .
Transtphobia and transgender subject: a lexicon discursive analysis in the Brazilian funk bixa travesti
08:30AM - 06:00PM
Presented by :
Dina Maria Martins Ferreira, Reseacher, Professor, Ceará State University
It is about the social praxis and the distinct aspects of the world of a transgender subject, considering performativity, identity and gender aspects. As an analytical corpus there is the Brazilian funk Bixa Travesti which offers itself linguistic-textual and discursive conditions about representations of oneself and the world.
Racial imposter syndrome and light-skinned privilege: Mixed heritage individuals’ struggle to negotiate identity and belonging
08:30AM - 06:00PM
Presented by :
Aurora Tsai, University Of Tokyo
Co-authors :
Brenda Straka, Co-author, Duke University
Sarah Gaither, Co-author, Duke University
This study uncovers the types of raciolinguistic ideologies that mixed heritage individuals (MHIs) commonly encounter due to their racial appearance and linguistic practices. Thematic analysis of 293 MHIs primarily located in the U.S. indicate that MHIs often encounter exclusion because their racial appearance and linguistic practices do not fit listening subjects' beliefs that all people can be categorized using monoracial labels, must be native-like in their heritage languages/dialects, and that 'standard English' should be used in academic and professional settings.
Drawing on photographs in fashion magazines to study discrimination and racism from multimodal discourse analysis
08:30AM - 06:00PM
Presented by :
Colin Marisela, Profesor Titular , Universidad Nacional Autónoma De México
This paper intervenes in the discussion about the relationship between discrimination and racism in México. Moita- Lopes and Baynham (2017: vi) say that the great navigations of the 15th and 16th century give birth to the beginning of globalization and that these discourses are based on the prefiguration of 'perfect and pure 'language, race (white), gender (male), sexuality (heterosexuality), religion (Christianity). These essentialist orders related to race was re-described by a cinematography event in 2018. A set of photographs of one of the actresses circulated in well-known magazines and provoked racist reactions and comments. 
Covert racial stereotyping in the language of football: A Critical Discourse Analysis of online reporting
08:30AM - 06:00PM
Presented by :
Damon Brewster, J. F. Oberlin University
Damian Fitzpatrick, University Of The Arts, London
This study aims to ascertain to what extent racial stereotyping of footballers in the English game exists in mainstream online media reports. Using a Critical Discourse Analysis approach, the researchers explore a corpus of UK online football reports, comparing results with research by McCarthy and Jones over 20 years ago.
Race and Gender Performativity in the Advertising Campaign SUS sem Racismo
08:30AM - 06:00PM
Presented by :
Glenda Cristina Valim De Melo, Universidade Federal Do Estado Do Rio De Janeiro
This paper intends to to analyze race and gender performativity in the advertising campaign on racism and to investigate the performative effects of this campaign on comments posted on the “SUS without Racism” Facebook page. To this end, it intertwines perspectives of Indisciplinary Applied Linguistics, critical sociolinguistics, and decolonial epistemologies
Toward racially literate thinking: Investigating process within languaging race for white teacher candidates in the United States.
08:30AM - 06:00PM
Presented by :
Ayanna Brown, Elmhurst College
How might discussions of race in a teacher education course build languaging race as a means to develop racially literate thinking practices? This qualitative research study examines a seven-year period of data collection where teacher candidates’ video journals are analyzed coding language development within and across teacher candidates.
Intersectionality, whiteness and critical feeling: reflecting upon performative affective practices of critical white scholars in the academic context under a decolonial gaze
08:30AM - 06:00PM
Presented by :
Thais Borges, Pontifical Catholic University Of Rio De Janeiro
From an intersectional and decolonial perspective, I reflect upon the performativity of whiteness and affect in the academic context by looking into the discursive evaluative stances (Nóbrega, 2009) in research as performance (De Fina, 2015) and race performativity (Melo, 2019, 2020). I defend we white scholars must center race matters and work on emotions as performative impressions (Ahmed, 2004) to foster "critical feeling" (Borges, 2017) in academia as a western/colonial/racist heteronormative/neoliberal/christian institution which compels us to remain active in the constant struggle for social justice and against power regimes of whiteness, if we are to render our work critical.
Narrating police violence and death: black Brazilian mothers and their struggle for justice
08:30AM - 06:00PM
Presented by :
Etyelle Pinheiro De Araujo, Pontifical Catholic University Of Rio De Janeiro
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 Narrative Analysis and Anthropology of Emotions.
02:30PM - 06:00PM
Room 1
S150 2/3 | ReN: on Early Language Learning
Format : Symposium
Track : Virtual Session
Speakers
Mila Schwartz, Head Of The Research Authority , Oranim Academic College Of Education
Renata Šamo, Vice-Dean For Research And International Cooperation; Head Of The English Department, Juraj Dobrila University Of Pula, Faculty Of Humanities
Jana Roos, University Of Potsdam
Kaisa Hahl, University Of Helsinki
Nils Jaekel, University Of Oulu
Laura De Ruiter, Tufts University | PACE Research Institute
Marie-Pierre Jouannaud, University Of Grenoble
Anne-Marie Morgan, University Of New England
John Hajek, University Of Melbourne
Claudia Seele, Project Manager, RAA Mecklenburg-Vorpommern
Gabrijela Aleksic, University Of Luxembourg
Claudine Kirsch, Researcher, Lecturer, University Of Luxembourg
Tanja Samulin, University Of Helsinki
Moderators
Heather Hilton, Convenor, Symposium 150 On Early Language Learning (AILA REN), Lumière University Lyon 2
Eva Wilden, University Of Duisburg-Essen
Andre Korporaal (AILA2021 Volunteer), AILA2021 Volunteer
The Early Language Learning Research Network has organized a Symposium at the past two AILA Congresses (Brisbane in 2014, Rio de Janiero in 2017), a sign of increasing scientific and political interest in language learning in the primary and preschool years. In such a context, a forum for the scientific consideration of the specificities of early language learning (ELL) is vital for teachers, materials designers and policy makers worldwide, and the objective of our AILA Symposia has always been to bring together speakers who can synthesize important work being carried out at regional and national levels, in order to inform policy and practice. The current ELL ReN has identified eight particularly important research strands, which provide the structure for our Symposium proposal: classroom practices for ELL, training teachers for ELL, ELL by multilingual and migrant learners, digital media for ELL, assessment in ELL, learning to read and write in ELL, "early years" instructed language learning (under the age of 6). The ReN strand coordinators have proposed featured speakers who will be presenting high-level studies on these themes, and the ELL Network invites similarly high-level papers to complete these perspectives.
Language-conducive strategies and young language learners
02:30PM - 06:00PM
Presented by :
Mila Schwartz, Head Of The Research Authority , Oranim Academic College Of Education
I address a novel theoretical concept of language-conducive strategies. These strategies are aimed to enhance children's willingness to communicate" in L2. I present such strategies as creating a low-anxiety atmosphere, teacher and peer modeling, explicit request to use L2, elicitation strategies, teacher mediated socio-dramatic play, and creating a language area."
EFL reading strategies in the Croatian teaching context
02:30PM - 06:00PM
Presented by :
Renata Šamo, Vice-Dean For Research And International Cooperation; Head Of The English Department, Juraj Dobrila University Of Pula, Faculty Of Humanities
Marija Smuda Duric, Consultant, Internationale Forschungsstelle Für Mehrsprachigkeit, LMU
The current study is focused on reading strategies as presented in various EFL textbooks for learners in lower primary school grades (1-4) with special reference to their use by Croatian teachers and importance for enhancing good reading performance in the target graders.
Metalinguistic discovery through working with linguistic landscapes
02:30PM - 06:00PM
Presented by :
Jana Roos, University Of Potsdam
Howard Nicholas, Adjunct Professor, La Trobe University
We report on how young German EFL students engage with their local English landscapes. They photographed, commented on and compared examples of English and reflected on the usefulness of their experiences for language learning. Their comments reveal that they developed awareness of the potential of linguistic environments for EFL learning.
Class teachers, subject teachers and double qualified: Conceptions of teachers’ skills in early foreign language teaching in Finland
02:30PM - 06:00PM
Presented by :
Kaisa Hahl, University Of Helsinki
Co-authors :
Maija Pietarila, University Of Helsinki
This presentation examines teachers' conceptions of the skills and competencies, including required language skills, that are important for a teacher in early foreign language teaching. The participants of this study were 44 teachers who were either subject teachers (specialized in the foreign language), class teachers (generalists without studies in the foreign language or language education), or teachers with a dual qualification as class teacher and subject teacher. The data were gathered through essays that the teachers turned in as tasks during an in-service teacher training for early teaching of foreign languages. The essays were analyzed with content analysis. 
Bridging the gap: How self-concepts impact students’ perceptions of the transition from elementary to secondary education and their language proficiency
02:30PM - 06:00PM
Presented by :
Nils Jaekel, University Of Oulu
The transition from elementary to secondary school has been identified as a crucial juncture for early foreign language learning’s (EFLL) long-term success. This cross-sectional, quantitative study investigates students’ perception of the transition, how their self-concepts impact their perception and explains its relationship with reading and listening comprehension.
ACCE - a culturally appropriate vocabulary assessment for young Chinese learners of English
02:30PM - 06:00PM
Presented by :
Laura De Ruiter, Tufts University | PACE Research Institute
Co-authors :
Peizhi Wen, PACE Research Institute
We have developed a culturally appropriate vocabulary test specifically for young Chinese learners of English. We will discuss the development process and present the full set of results from two field tests with several hundred participants, including an analysis of the relationship proficiency level and distractor choice (phonological, semantic, unrelated).
Piloting a serious game to teach aural vocabulary in context to young L2 learners
02:30PM - 06:00PM
Presented by :
Marie-Pierre Jouannaud, University Of Grenoble
Co-authors :
Mathieu Loiseau, INSA, Lyon
We present the results of an experiment in which 6-year-old English learners played a serious game targeting 40 words and combining systematic activities promoting form-meaning pairings with contextualization through the use of a storyline. The experimental groups outperformed the control groups by a significant margin in a delayed posttest.
Starting Young: Early Years Language Learning in Australia
02:30PM - 06:00PM
Presented by :
Anne-Marie Morgan, University Of New England
John Hajek, University Of Melbourne
Co-authors :
Elizabeth Ellis, Adjunct Associate Professor (Applied Linguistics), University Of New England
We present early findings from an Australian Research Council Discovery project investigating successful languages programs in preschools and early primary years. The project explores national and international policies and practices, teacher education, and examples of successful programs, across Australia, in 'world', community and Aboriginal languages, referenced against world trends.
From language policy to educational practices: early multilingual education in Luxembourg
02:30PM - 06:00PM
Presented by :
Claudia Seele, Project Manager, RAA Mecklenburg-Vorpommern
Co-authors :
Claudine Kirsch, Researcher, Lecturer, University Of Luxembourg
This presentation outlines recent changes in language education policy in Luxembourg which call for a more inclusive and multilingual early language education in the formal and non-formal sector and examines the influence of professional development aimed to help early years practitioners appropriate the new policies and put them into practice.
Developing multiliteracies in early years education in Luxembourg
02:30PM - 06:00PM
Presented by :
Claudine Kirsch, Researcher, Lecturer, University Of Luxembourg
Gabrijela Aleksic, University Of Luxembourg
Preliteracy skills are strong predictors of literacy skills and, therefore, educators should engage children in literacy activities from an early age. Drawing on interviews and questionnaires, this paper presents the educators’ attitudes, their engagement in (multi)literacy activities and the type and frequency of such activities in day-care centres in Luxembourg.
Teachers’ conceptions and practices in teaching oral language skills in early teaching of foreign languages
02:30PM - 06:00PM
Presented by :
Tanja Samulin, University Of Helsinki
Co-authors :
Kaisa Hahl, University Of Helsinki
Early teaching of foreign languages (ETFL) in Finland is a new and topical issue. Music has been shown to be beneficial in language learning. In this paper, we focus on how songs are used in the foreign language classroom with learners in the first and second years of school in the Finnish context. 
02:30PM - 06:00PM
Room 1
S151 2/2 | ReN: Whose taste matters? Authority, meaning, and culture in the linguistics of food
Format : Symposium
Track : Virtual Session
Speakers
Stefan Diemer, Trier University Of Applied Sciences
Jonathon Coltz, Saarland University
Polly Szatrowski, Professor Of Linguistics, University Of Minnesota
Cynthia Gordon, Georgetown University
Gwynne Mapes, University Of Bern
Alla Tovares, Howard University
Kelsi Matwick, University Of Florida
Weiwei Guo, Lumière University Lyon 2
Moderators
Cornelia Gerhardt, Saarland University
Sally Wiggins, Associate Professor, Linköping University
Mariam Jamureli , AILA2021 Volunteer, University Of Groningen
This symposium addresses global and cultural challenges within the linguistics of food, focusing on how taste (and other senses) is not simply a property of individuals or of foods, but rather becomes a contested and negotiated concept through lexical and embodied linguistic practices. In short, 'taste' is a fluid concept and has implications not only for the field of linguistics, but also across the sensory and social sciences. The symposium will bring together researchers working in four key areas within the linguistics of food: interactional food assessments, the semantics of taste, consuming identities and global food media. For instance, how might one individual's assessment of food be shared or treated as having greater authority or expertise over another? How are the sensory semantics of taste produced in different contexts: how do linguistic practices overlap with sensory practices? How do producers and consumers negotiate taste as an individual or shared, food-based or culturally-based concept? How do linguistic practices in various forms of digital and print food media become sites in which taste is contested in a globally shifting world? The symposium aims to engage researchers from broad cultural and international backgrounds while focusing on central concepts within the linguistics of food.Please note that we will continue to use an external Zoom room for the afternoon session: Meeting ID: 668 9740 6244 Passcode 401539S151 detailed programme, click here
The interactive assessment of food as embodied performance
02:30PM - 06:00PM
Presented by :
Stefan Diemer, Trier University Of Applied Sciences
The paper analyzes how food items are evaluated through both verbal and nonverbal means in an interactive meal setting. Multimodal resources are employed alongside verbal descriptions, including gestures, body movements, facial expressions, and gustatory noises. Evaluations take place both multimodally and interactively, with participants using all modes at their disposal.
Embodied, interactive evaluation in focus groups on food
02:30PM - 06:00PM
Presented by :
Jonathon Coltz, Saarland University
I use a microanalytic approach to show that participant evaluations in focus groups on food are negotiated as part of an embodied, interactive process that employs multiple semiotic modalities. A cooperative semiosis is therefore at work in these evaluations, which unfold in time via verbal and gestural interaction.
Everyone’s Taste Matters!: Negotiating Japanese Food Assessments with Language and the Body
02:30PM - 06:00PM
Presented by :
Polly Szatrowski, Professor Of Linguistics, University Of Minnesota
This paper investigates how Japanese participants negotiate food assessments with their language and bodies at a Dairy Taster Brunch. The analysis focuses on 1) What triggers talk about whipped cream? 2) How do participants create, monitor, and accept/resist stances toward whipped cream, and 3) How do results shed light on the question of "Whose taste matters?".
Ratatouille with “East Indian flavors”: Constructing fusion food as “authentic” on a documentary-style reality TV cooking show
02:30PM - 06:00PM
Presented by :
Cynthia Gordon, Georgetown University
Analyzing three fusion food-centric episodes of an American documentary-style reality TV cooking show, I demonstrate how linguistic and multimodal strategies—ingredient descriptions (especially regarding taste), non-English word pronunciations, references to family members, place-centric narratives, negation, nonverbal actions, and on-screen captions—are used to construct fusion food as “authentic.”
Brooklyn foodie “insiders”: (Dis)avowing distinction over dinner
02:30PM - 06:00PM
Presented by :
Gwynne Mapes, University Of Bern
This presentation focuses on the discursive production of class status and, specifically, the management of distinction/privilege during conversations about, and around, food.
“Imitations of Italian Parmigiano taste like sawdust to me”: Authenticity, distinction, and (dis)alignment in online newspaper comments
02:30PM - 06:00PM
Presented by :
Alla Tovares, Howard University
Through the analysis of online newspaper comments posted in reaction to an article discussing “real” vs. “fake” Parmesan, this study contributes to our understanding of how class-linked distinction, masked as “good taste,” is (re)constructed in online commentary about cheese and how alignment is achieved through negative evaluative stances.
The construction of friendly authenticity on menus in Stellenbosch, South Africa
02:30PM - 06:00PM
Presented by :
Kelsi Matwick, University Of Florida
Menus are important platforms for self-presentation of restaurants. This study investigates how restaurants present their 'personality' on menus, specifically menus on walls, signs, and print. A case study of Stellenbosch, South Africa, is used, as the city has a high cluster of independently owned restaurants and is the heart of the winelands and known for its cuisine. Using Goffman's (1959) presentation of self and Ben-Rafael's (2008) sociological approach to linguistic landscape, this study examines how menus are designed and what identities are constructed. These findings reveal how humor helps create a friendly authenticity on menus, which fosters community.
Sweet and bitter: a contrastive study of tea tasting notes in Chinese and French
02:30PM - 06:00PM
Presented by :
Weiwei Guo, Lumière University Lyon 2
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.
02:30PM - 06:00PM
Room 1
S161 2/3 | Study abroad as a multilingual, intercultural and transnational experience
Format : Symposium
Track : Virtual Session
Speakers
Celeste Kinginger, Penn State University
Clare Wright, University Of Leeds
Meagan Driver, Michigan State University
Yi Wang, Stony Brook University
Michele Back, University Of Connecticut
Yi Wang, Stony Brook University
Rodrigo Rodriguez-Fuentes, Universidad Del Norte
Roswita Dressler, Associate Professor, University Of Calgary
Ozge Guney, University Of South Florida
Khaled Al Masaeed, Carnegie Mellon University
Moderators
Rosamond Mitchell, University Of Southampton
Kata Csizér, Eotvos Lorand University
Ana Beaven, University Of Bologna
June Eyckmans, Presenter, Ghent University
Nicole Tracy-Ventura, West Virginia University
Mark Van Huizen, AILA2021 Volunteer
Study abroad is a complex educational experience, with potential to support academic, linguistic, personal and intercultural development. Traditionally, applied linguistics research has concentrated on SA as an opportunity for second language acquisition by instructed learners, with a focus on single languages (English, Spanish, Arabic, Chinese etc). However in practice study abroad today takes place in multilingual and multicultural environments, and involves students from increasingly diverse transnational backgrounds. Much less is known about the likely impact of such complex experiences on student development (e.g. whether they experience multilingualism and/ or interculturality as a series of separate linguistic and cultural encounters, or as an integrated whole). This symposium therefore invites contributions from researchers interested in the impact of contemporary study abroad experiences on: students' evolving multilingualism including development in individual languages plus interactions between home languages, local languages, English as a lingua franca students' beliefs, language attitudes and multilingual identity students' intercultural and transnational orientation students' personal development in terms of agency, self-regulation and autonomy. As well as reporting their empirical research, contributors will be asked to reflect on their theoretical contribution to the understanding of SA, and/or to the educational support frameworks which can maximise students' development in contemporary SA settings.S161 detailed programme, click here
Where are they now? A comprehensive study of career pathways for U.S.-based language study abroad alumni
02:30PM - 06:00PM
Presented by :
Celeste Kinginger, Penn State University
This presentation focuses on selected findings from a comprehensive, mixed-methods study examining the careers of language study abroad alumni. The study includes a nationwide survey, with complete data from 4,868 respondents, and life history interviews with approximately 60 participants selected on the basis of a typology developed through the survey.
The student Expectation Journey from SA back home
02:30PM - 06:00PM
Presented by :
Clare Wright, University Of Leeds
Co-authors :
Ying Peng, Co-author, University Of Leeds
This talk discusses SA experiences of studying in China during and post-SA.
The development of the multilingual self during study abroad
02:30PM - 06:00PM
Presented by :
Meagan Driver, Michigan State University
The present study explores the impact of a short-term study abroad experience in a multilingual region on students’ general interest in multilingualism and the development of a multilingual self. Qualitative data reveal that students maintain only an elementary understanding of multilingualism but show increased post-program interests in third language acquisition.
'My whiteness is very prominent in Cusco:' Cultural excavation among teacher candidates studying abroad in Peru
02:30PM - 06:00PM
Presented by :
Michele Back, University Of Connecticut
I report on how teacher candidates used cultural excavation activities to reflect upon a study abroad experience in Peru and the role of these activities in developing intercultural competence. Findings show movement towards more ethnorelative stances, demonstrating cultural excavation as a powerful, albeit not sufficient, framework for scaffolding study abroad.
Multiracial Chinese American Women Studying Abroad in China: Negotiating Race and Gender in Mandarin
02:30PM - 06:00PM
Presented by :
Yi Wang, Stony Brook University
Co-authors :
Wenhao Diao, Presenter
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, they engaged in the construction of a hybrid identity.
Linguistic and Cultural Factors in Graduate School Admissions: An Examination of Latin American Students in the U.S.A.
02:30PM - 06:00PM
Presented by :
Rodrigo Rodriguez-Fuentes, Universidad Del Norte
This study establishes a baseline for understanding the linguistic and cultural complexities of the Latin American population in graduate school in the United States. Quantitative and qualitative data were gathered to explore academic experiences, cultural influences and socioeconomic patterns that influenced the requirements for admission in graduate school.
Personal and Professional Learning through Reflection on a Pre-service Teacher Study Abroad Sojourn: A Longitudinal Study of Teachers
02:30PM - 06:00PM
Presented by :
Roswita Dressler, Associate Professor, University Of Calgary
Through study abroad pre-service teachers can learn a new language, experience another culture, and develop teaching practices. We studied the long-term influence these pre-service sojourns have on sojourners once they are practicing teachers by interviewing 10 alumni who then reflected on their personal and professional learning from their short-term sojourns.
Residence abroad as social investment: Challenges and gains revealed through a longitudinal study
02:30PM - 06:00PM
Presented by :
Ozge Guney, University Of South Florida
Co-authors :
Nicole Tracy-Ventura, West Virginia University
This presentation focuses on the results of a case-study examining the long-term impact of a seemingly challenging study abroad experience and how the participant’s personal development during that time inspired her to live abroad again. A longitudinal perspective is needed in SA research to examine such long-term effects.
Multidialectal and Multilingual Practices in L2 Arabic Study Abroad Contexts
02:30PM - 06:00PM
Presented by :
Khaled Al Masaeed, Carnegie Mellon University
This study examines interlocutors’ orientations to, and use of, multidialectal and multilingual practices during L2 Arabic conversations-for-learning beyond the classroom in a study abroad program. Recorded interactions show such practices can work as a valuable interactional resource that multilinguals draw upon to enhance meaning-making, identity negotiation, and knowledge construction.
02:30PM - 06:00PM
Room 1
S188 2/2 | Understanding the dynamics of language teachers’ professional development
Format : Symposium
Track : Virtual Session
Speakers
Kyoko Kasuya, Tokyo Gakugei University
Vasiliki Celia Antoniou, Lecturer / Senior Teaching Fellow, University College London / University Of The West Of Scotland
Natheeporn Keawkhong, Thammasat University
Lorena Salud Gadella Kamstra, AILA Solidarity Awardee, University Of Essex
Jenelle Reeves, University Of Nebraska-Lincoln
Beatrice Dupuy, Professor Of French / Public And Applied Humanities, University Of Arizona
Kristen Michelson, Co-Author, Presenter, Texas Tech University
Emma Riordan, University Language Teacher, University College Cork
Imelda Bangun, University Of South Florida
Andrea Lypka
Christoph Merkelbach
Moderators
Inge Elferink, University Of Groningen
Siebrich De Vries, University Of Groningen
Seyit Omer Gok, AILA2021 Volunteer
Because most language learning takes place in educational contexts, from an ecological perspective, it is important to understand the dynamics of language teachers' professional development. This understanding is necessary for two reasons: (1) to exchange new research insights and practical experience in a sustainable manner and (2) to generate new insights regarding the dynamic processes of the professional development of individual teachers. Within complex systems thinking, these dynamic processes are an intrinsic part of social behavior and will vary for different people and even for the same person in different contexts (Opfer & Pedder, 2011). Pedagogical content knowledge research focuses on this dual purpose via, for example, teacher professional development programs centering around language teaching pedagogy. A challenge within this field of research, however, is taking the dynamic processes and the teaching contexts of individual teachers into consideration. This symposium brings together recent research that has faced this challenge thereby aiming to obtain a deeper understanding of the dynamics of language teachers' professional development. Please click herefor the detailed program.
Higher Education Language Educator Competences (HELECs): A national project for the continuing professional development of language educators in HE
02:30PM - 06:00PM
Presented by :
Emma Riordan, University Language Teacher, University College Cork
This paper outlines a nationally funded research project which examines the competences needed by language educators in Higher Education contexts. We provide background on the currently available frameworks and demonstrate how a context-specific profile of competences is crucial for languages in the HE sector.
The Newly Introduced National Core Curriculum for Pre-Service English Teacher Education in Japan: Developing Comprehensive Model Programs
02:30PM - 06:00PM
Presented by :
Kyoko Kasuya, Tokyo Gakugei University
Co-authors :
Tetsuo Baba, Tokyo Gakugei University
Ryuichi Yorozuya, Hokkaido University Of Education
Osamu Takeuchi, Kansai University
Wataru Suzuki, Miyagi University Of Education
Shunsuke Uchino, Associated Professor, Hokkaido University Of Education
Yoshiki Takayama, Tokyo Gakugei University
Motoko Abe, Tokyo Gakugei University
Misato Usukura, Tokyo Gakugei University
Tatsuya Nakano, Komazawa Women's College
Hideki Sakai, Shinshu University
The National Core Curriculum for Pre-service English Teacher Education was recently introduced in Japan. Implementing it effectively demands concrete teaching models, syllabuses, and teaching methodology. The goals of our research are to gather comprehensive information regarding best practices and propose long-awaited model programs.
A pathway to enhancing online conceptual development for trainee teachers in an L2 academic context
02:30PM - 06:00PM
Presented by :
Vasiliki Celia Antoniou, Lecturer / Senior Teaching Fellow, University College London / University Of The West Of Scotland
This paper will report the experiences of 36 trainee teacher students at a UK based University engaging with a variety of activities during an intensive telecollaboration English for Academic purposes (EAP) training course on Moodle.
Factors Influencing Teaching Profession: Listening to Teachers’ Voices
02:30PM - 06:00PM
Presented by :
Natheeporn Keawkhong, Thammasat University
This research study reveals foreign language (FL) teachers’ voices on factors affecting their teaching profession. Under the conceptual framework of Rosenholtz’s (1991) theory of teacher workplace commitment, the researchers found that the teachers themselves, the nature of students, teacher evaluation, university facilities, and the organization’s goals influence teachers’ teaching profession.
Enriching EFL Teachers’ Professional Experiences and Motivation: An Ecological Perspective
02:30PM - 06:00PM
Presented by :
Lorena Salud Gadella Kamstra, AILA Solidarity Awardee, University Of Essex
By using Bronfenbrenner’s Ecosystems theory (1979, 1993), this study offers an ecological understanding of the improvements needed in the EFL teaching profession, in which the importance of the contexts is reinforced. Possible solutions to EFL teachers’ negative professional experiences and demotivation will be examined.
Teacher, Immigrant, Teacher: A Yazidi-American English Teacher’s Identity Journey from Iraq to the United States
02:30PM - 06:00PM
Presented by :
Jenelle Reeves, University Of Nebraska-Lincoln
Daran, a Yazidi English teacher, makes investments in his teacher identity as his teaching context changes from Iraq to the United States. This study pushes teacher development research forward by examining how Daran negotiates his identity investments and how those investments endure contextual constraints.
Under construction: A longitudinal investigation of novice collegiate foreign language teachers’ professional identity development in learning multiliteracies pedagogies
02:30PM - 06:00PM
Presented by :
Beatrice Dupuy, Professor Of French / Public And Applied Humanities, University Of Arizona
Kristen Michelson, Co-Author, Presenter, Texas Tech University
This study investigated the relationships between evolving professional identities and learning-in-practice experiences of novice French language teaching assistants learning multiliteracies pedagogies over two years. Findings reveal complex relationships between professional identities and degrees of appropriation of new pedagogical content knowledge and instructional practices.
Uncovering Transnational Practitioner-Researchers’ Identity and Equity-oriented Practices: A Critical Lens
02:30PM - 06:00PM
Presented by :
Andrea Lypka
Imelda Bangun, University Of South Florida
In this duoethnography, two educators and doctoral students with dissimilar linguistic and cultural backgrounds interrogate their transnational teacher-researcher trajectories. Through this equitable partnership we juxtapose our experiences to transcend the research-practice divide, unpack the importance of a community of practice, and promote social justice in research and teaching spaces.
02:30PM - 06:00PM
Room 1
S191 2/2 | Visualising multilingualism as lived
Format : Symposium
Track : Virtual Session
Speakers
Heidi Niemelä, University Teacher / PhD Researcher, University Of Oulu
Ana Carolina Laurentiis Brandao, State University Of Mato Grosso - UNEMAT
Paula Kalaja, University Of Jyväskylä, Finland
Mireia Perez-Peitx, Faculty Of Education
Maria Ruohotie-Lyhty, University Of Jyväskylä
Sílvia Melo-Pfeifer, University Of Hamburg
Moderators
Paula Kalaja, University Of Jyväskylä, Finland
Sílvia Melo-Pfeifer, University Of Hamburg
Joanna Porkert , AILA2021 Volunteer, University Of Groningen
This symposium focuses on multilingualism as lived or as subjectively experienced- and accessed by visual means. More specifically, it addresses aspects of becoming or being multilingual subjects in different contexts, be they learners, teachers or users of more than one language: what sense do they themselves make of aspects of their lives or worlds where they find themselves in, including identities, emotions and future aspirations. These issues are studied by collecting visual data, e.g., by asking participants in studies to produce drawings (or self-portraits) or to take photos. The pools of visual data of various kinds may be complemented by other types data and are analysed for their form and/or content. The symposium is a response to the recently launched turn in applied language studies (i.e., the multilingual turn) and to the criticism against "lingualism" in addressing multilingualism as lived- and is different in its focus from an objective approach to multilingualism and from describing linguistic landscapes or schoolscapes. Invited speakers include Professors Brigitta Busch, University of Vienna, Austria, and Sílvia Melo-Pfeifer, University of Hamburg, Germany.Click here to find the detailed program
Language ideologies in primary school pupils’ and teacher trainees’ drawings on ‘Finnish language’ – Multilingualism’s influence on visual representations.
02:30PM - 06:00PM
Presented by :
Heidi Niemelä, University Teacher / PhD Researcher, University Of Oulu
The paper explores drawings on ‘Finnish language’ by primary school pupils and teacher trainees. It concentrates especially on the represented connection of language, nationality and nation as well as on the differences that the multilingualism of the participants creates in the drawings.
The shaping of a second language teacher identity in drawings
02:30PM - 06:00PM
Presented by :
Ana Carolina Laurentiis Brandao, State University Of Mato Grosso - UNEMAT
This paper makes use of drawings to examine how Brazilian student teachers imagine EFL teaching before implementing language materials for the first time. By adopting a narrative perspective on teacher identity, it explores how the interplay between their past as pupils and present as student teachers shape their professional aspirations.
Multilingualism in the L2 classes as envisioned by student teachers
02:30PM - 06:00PM
Presented by :
Paula Kalaja, University Of Jyväskylä, Finland
Co-authors :
Katja Mäntylä, University Of Jyväskylä, Finland
Considering recent developments in multilingualism, this paper reports on a study with L2 student teachers and focuses on their awareness of these developments. They were asked to envision an ideal L2 class of theirs (to be given in the future) visually and verbally. The data were subjected to content analysis.
Visualising interaction in multilingual situations: what do pre service teachers think?
02:30PM - 06:00PM
Presented by :
Mireia Perez-Peitx, Faculty Of Education
Co-authors :
Juli Palou, Faculty Of Education
Isabel Civera Lopez, Faculty Of Education
This communication reports a study examining pre service teachers' beliefs (N=75) regarding interaction in multilingual classrooms. Trainees produced two visual narratives plus a written explanatory text. Early results show a perception of multilingualism often based on stereotypes, as well as a limited vision regarding the communicative approach to language teaching.
Student teachers in Brazil and in Finland envisioning themselves as multilingual professionals
02:30PM - 06:00PM
Presented by :
Maria Ruohotie-Lyhty, University Of Jyväskylä
Co-authors :
Anne Pitkänen-Huhta, University Of Jyväskylä
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 professional experience subjectively in terms of belonging, cooperation, isolation and frustration.
Visual methods in teacher education: uncovering student-teachers’ representations of foreign language teaching and learning
02:30PM - 06:00PM
Presented by :
Sílvia Melo-Pfeifer, University Of Hamburg
This contribution reports on the multimodal analysis of 20 (professional) portraits of foreign language learners and teachers produced by French student-teachers at the University of Hamburg, based on the instructions "How did you become a (potential) French teacher?". I discuss methodological challenges and lessons learnt.
02:30PM - 06:00PM
Room 1
S200 | Introducing AIALA: AILA’s Ibero-American Association of Applied Linguistics
Format : Symposium
Track : Virtual Session
Speakers
Nukácia Meyre Araújo, Profa. Associada, Universidade Estadual Do Ceará
Francisco José Cortés Rodríguez, AESLA
Fabiola Ehlers-Zavala, Professor, Colorado State University
Karina Fascinetto Zago, Associate Professor, Benemérita Universidad Autónoma De Puebla (BUAP)
Laura Gurzynski-Weiss, Indiana University
Kyria Finardi, Professor- Researcher, Federal University Of Espirito Santo - UFES
Moderators
Kyria Finardi, Professor- Researcher, Federal University Of Espirito Santo - UFES
Laura Gurzynski-Weiss, Indiana University
Mohamed Salama, PhD Student (Moderator), University Of Groningen
The Ibero-American Association of Applied Linguists (AIALA, by its abbreviations in both Spanish and Portuguese) was created in August of 2020 to better reflect the rich linguistic diversity in the world within the global organization of AILA. In creating AIALA, we have reconceptualized the "regional" membership of AILA beyond physical residence/geographical location, focusing instead on the Spanish, Portuguese, and affiliated minority language(s) spoken and researched by applied linguists. AIALA is a collaboration between AMLA (Mexico), ALAB (Brazil), AESLA (Spain), and AAAL (North America), with additional opportunity for membership by AILA members-at-large where there are no national affiliates (yet), including but not limited to Portugal, Chile, Colombia, and Argentina. In our symposium, we begin by presenting AIALA's overarching goals and plans for short- and long-term collaboration within and beyond academia. We highlight the unique capacity for AIALA to unite research scholars around the world and provide a multilingual lens through which we can conduct research via more inclusive and just engagement and resulting impact. Following our discussion of AIALA as a whole, a representative from each founding national organization (AMLA, ALAB, AESLA, and AAAL) will share their organization's connection to the goals of AIALA demonstrating how, in collaborating via multinational membership, we are much greater than the sum of our parts. We conclude the symposium with specific opportunities to join us in supporting and amplifying Spanish, Portuguese, and affiliated minority languages, both in terms of applied linguistics research foci and in terms of supporting applied linguists who speak these languages worldwide.
S200 | introduction by organizers
02:30PM - 06:00PM
Presented by :
Laura Gurzynski-Weiss, Indiana University
Kyria Finardi, Professor- Researcher, Federal University Of Espirito Santo - UFES
Brazilian Applied Linguistics: 50 years of tradition
08:30AM - 12:00 Noon
Presented by :
Nukácia Meyre Araújo, Profa. Associada, Universidade Estadual Do Ceará
Brazilian Applied Linguistics has a 50-year tradition focusing on the articulation of language with various fields of knowledge. This presentation aims to put forward a general overview of research in Applied Linguistics in Brazil, focusing on contemporary social life and the interdisciplinary perspective discussed by Moita Lopes (2006/2016).
AESLA (Asociación Española de Lingüística Aplicada): Overview and Future Prospects
08:30AM - 12:00 Noon
Presented by :
Francisco José Cortés Rodríguez, AESLA
This presentation will offer an overview of the Spanish Society for Applied Linguistics (AESLA) activities and scientific areas of AESLA with a focus on the possible connections with the goals of AIALA, as can be the creation of collaborative research networks with scholars from the other member associations.
What’s happening at the American Association for Applied Linguistics (AAAL)?
08:30AM - 12:00 Noon
Presented by :
Fabiola Ehlers-Zavala, Professor, Colorado State University
The American Association for Applied Linguistics (AAAL), an AILA member, was launched in 1977 as a "professional organization of scholars who are interested in and actively contribute to the multi-disciplinary field of applied linguistics." The presenter will offer an update on the current state of the organization. Finally, the presenter will provide an update on its support to the Ibero-American Association of Applied Linguistics (AIALA) as a founding member to maximize access and involvement of applied linguists in the work of AILA as well.
Asociación Mexicana de Lingüística Aplicada (AMLA): development and relevance of some research projects
08:30AM - 12:00 Noon
Presented by :
Karina Fascinetto Zago, Associate Professor, Benemérita Universidad Autónoma De Puebla (BUAP)
This presentation aims to put forward a general overview of research in Applied Linguistics in Mexico. The purpose is to present the development and relevance of some research projects in Mexico, focusing on multiculturalism and multilingualism, and the importance of these studies in the various areas of socio-cultural development.
02:30PM - 06:00PM
Room 1
S202 | Multimodality: Evaluation and Application
Format : Symposium
Track : Virtual Session
Speakers
Jo Taylor, RMIT University
Adrian Yip, Queen Mary University Of London
Konatsu Tokugi, Tamagawa University | NDS Co.,Ltd.
Stephanie Schwartz, Millersville University
Richard Burns, West Chester University Of Pennsylvania
Karim Sadeghi, AILA Solidarity Awardee, Urmia University
Marijke Schipper
Suha Alansari, King Abdulaziz University
Moderators
Audrey Rousse-Malpat, Chair Of Social Program, Rijksuniversiteit Groningen
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
Nelleke Jansen (AILA2021 Volunteer), AILA2021 Volunteer, University Of Groningen
Polarisation of opinions on religious belief in YouTube comments threads on American ex-Christian deconversion narrative videos.
02:30PM - 06:00PM
Presented by :
Jo Taylor, RMIT University
Disagreement and hostile discourse are common on social media, especially when the topic under discussion is contentious or polarising. Social media activity can reinforce existing opinions, or lead individuals to radically change their views, including on religious belief. This presentation explores the problem of antagonism between ideologically opposed groups in comment threads on YouTube. The analysis focussing on multimodal aspects of negative evaluative discourse.
Gender representations of tennis players in the new media: A corpus-assisted critical discourse analytic study
02:30PM - 06:00PM
Presented by :
Adrian Yip, Queen Mary University Of London
This presentation draws examples from a sports context to illustrate the importance of multimodality in social media research.
A Critical Analysis of Language Teaching with Multimodal and Multiliteracies
02:30PM - 06:00PM
Presented by :
Konatsu Tokugi, Tamagawa University | NDS Co.,Ltd.
The verbal materials consider as mainstream of communication for a long time. However, non-verbal communication starts to speak eloquently in our life. This study examines the potential of multimodal teaching methods and materials in classroom. That provides us a clue to make more useful strategy for language leaning.
Towards Understanding the Role of Information Graphics in Multimodal Documents
02:30PM - 06:00PM
Presented by :
Stephanie Schwartz, Millersville University
Richard Burns, West Chester University Of Pennsylvania
This talk presents the results of studies that assess the ability of viewers to consistently recognize the intended message of information graphics. We then present the communicative signals that enable us to infer this intended message and explore how knowledge of these communicative signals can allow us to develop automated systems to support visually or cognitively impaired individuals and also design better information graphics.
06:30PM - 07:30PM
Cooking together in Gather.Town Activity Center | Kitchens
Do you have a (traditional) dish or drink which you would like to prepare live for and with other AILA delegates? During lunch and dinner times we have arranged some time slots, when others can join you in the virtual kitchen. We hope to have dishes/drinks from different parts of our AILA world! Doyou want to host such a cooking session? Please sign up here and let us know what dish you wish to make.Go to Gathertown!
07:00PM - 08:00PM
PubQuiz @ Gather.Town
Save the date on Monday evening at 7.00 PM (CET), 16 August for the PubQuiz when we close the first AILA day in the most informal but competitive way (Audrey and Marije are the hostesses!). Ready for one hour full of sharing fun and linguistic-related (and not only) knowledge?Go to Gathertown!
Tuesday, August 17, 2021
08:30AM - 12:00 Noon
Room 1
S008 1/3 | AILA-Europe Junior Research Meeting in Applied Linguistics
Format : Symposium
Track : Virtual Session
Speakers
Daniela Modrescu, Trinity College Dublin
Rosana Villares, University Of Zaragoza
Jaqueline Mora, PhD Student , University Of La Rioja
Mariangel Carreño, Teacher Education Council, Uruguay
Madeleine Strobel, University Of Glasgow
Anssi Roiha, University Of Turku
Eirini Kelmali, CITY College, University Of York European Campus
Eva Malessa, Junior Researcher, University Of Jyväskylä
Aleksandra Gnach, ZHAW Zurich University Of Applied Sciences
Leila Imppola, University Of Jyväskylä
Laurene Glimois, Assistant Professor Of French (starting Jan. 2022), Georgia Institute Of Technology
Nuhi Bllaca, University Of Vienna
Sabina Zorčič, Researcher, Institute For Ethnic Studies
Sarah Olthoff, University Of Oldenburg
Sarah Muller, Research Associate, University Of Sheffield
Tanja Seppälä, Doctoral Researcher (PhD Student), University Of Jyväskylä
Verena Platzgummer, Eurac Research - University Of Vienna
Veronika Hamann, PhD-Student, University Of Agder
Moderators
Aleksandra Gnach, ZHAW Zurich University Of Applied Sciences
Junping Hou, AILA2020 Committee Member, Xi'an University; University Of Groningen
Valery Wyss, ZHAW Zurich University Of Applied Sciences
Janine Strandberg, PhD Candidate, University Of Groningen
Audrey Rousse-Malpat, Chair Of Social Program, Rijksuniversiteit Groningen
In January 2007, the first AILA Europe Junior Researchers Meeting (JMR) took place at the University of Groningen. Since then, the JRM has been held in various European countries, amongst them Ireland, Finland, Germany, and Switzerland and at this symposium we would like to integrate the JRM into the larger AILA conference. The aim of JRMs is to promote young researchers in Applied Linguistics from all over Europe by providing a platform in which they can present and discuss their research findings, ongoing studies and projects in an interactive and informal international environment. Junior Researchers include those working on their Master's and PhD theses, as well as those who have graduated within the last three years. In this symposium (two slots), we would like for junior researchers to present their papers on any topic within applied linguistics, but preferably on the conference theme "The dynamics of language, communication and culture in a changing world". Presenters will be asked about the kind of feedback or help they need and the organizers will invite designated senior researchers as commentators to foster questions and discussion.
Exploring the International Students’ Perceptions of the English Language Learning Ecology in an Irish Higher Education
08:30AM - 12:00 Noon
Presented by :
Daniela Modrescu, Trinity College Dublin
This presentation introduces the aims and methodology of the researcher’s on-going PhD, which explores some international students’ perceptions of the English language learning ecology in an Irish Higher Education context in order to reflect on their implications for the EAP curriculum, and for the delivery of overall successful higher education experience.
Is English really the key language of institutional internationalisation processes? A case study of Spanish-based multilingual campuses
08:30AM - 12:00 Noon
Presented by :
Rosana Villares, University Of Zaragoza
I aim to explore how the relationship between internationalisation and English is represented in Spanish universities’ top-down documents using corpus linguistics techniques and critical discourse analysis. The analysis of overt and covert language ideologies and language management indicates powerful implications able to modify current language practices.
Prototypical associations in the production of words in English as a foreign language by L2 learners
08:30AM - 12:00 Noon
Presented by :
Jaqueline Mora, PhD Student , University Of La Rioja
Summary This ongoing study attempts to explore the role semantic prototypes and prototypical associations play in response to the production of words when learning English as a foreign language with groups of children and adolescent informants at the 6th and 12th forms in Spain. This research will contribute to the exploration of linguistic, cultural, and communicative characteristics in the learning of an FL
Students’ voices about English language learning in school and beyond
08:30AM - 12:00 Noon
Presented by :
Mariangel Carreño, Teacher Education Council, Uruguay
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.
Reading circles: Languaging and meaning co-construction with learners of English as a Second Language
08:30AM - 12:00 Noon
Presented by :
Madeleine Strobel, University Of Glasgow
Drawing on sociocultural theory, this paper presents preliminary findings from a non-interventional classroom observation PhD study of reading circles with young adult Swedish learners of English as a Second Language, aiming to understand how small-group conversations about novels in the target language can mediate language learning and meaning making.
The long-term effects of CLIL on individuals’ life courses: Retrospective narratives of 24 former pupils
08:30AM - 12:00 Noon
Presented by :
Anssi Roiha, University Of Turku
This presentation examines former pupils’ (n=24) perceptions of the effect of CLIL on their life courses. Most participants still used English actively and emphasized the role of CLIL in contributing to their positive English self-concept. The results imply that CLIL can work as one factor in guiding individuals’ life courses.
08:30AM - 12:00 Noon
Room 1
S010 1/2 | Applied linguistics in the professions: The value of transdisciplinarity in a changing world
Format : Symposium
Track : Virtual Session
Speakers
Henrik Rahm, Lund University
Séverine Wozniak, University Of Grenoble
Paola Konrad, Unisinos University
Steven Breunig, University Of Southern Denmark
Gianni De Nardi, Research Associate, ZHAW Zurich University Of Applied Sciences
Misa Fujio, Toyo University
Moderators
Marlies Whitehouse, AILA Treasurer, Zurich University Of Applied Sciences
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
The relation and collaboration between researchers and practitioners has long been discussed within and across applied sciences and theoretical disciplines (see AILA Review 2018, 31, for a recent overview). However, research approaches claiming to combine theoretical and practical needs and expectations often lack either solid grounding in empirical data or thorough reflection from theoretical perspectives. This symposium aims to take the discussion further by rethinking transdisciplinarity systematically from theoretical and practical angles, inviting contributions both from cooperation with other disciplines as well as with practitioners. From theoretical angles, the contributions explain how and why transdisciplinary research contributes to further developing empirically grounded theories of language use in context in an increasingly digitized and glocalized professional world. From practical angles, the contributions elaborate on potential pitfalls and benefits practitioners can expect from collaborating with researchers from various disciplines. For example, how practitioners can engage in – and benefit from – research projects by co-creating knowledge together with academic researchers. Phases of such activity include identifying wicked problems, formulating pertinent research questions, developing shared languages, engaging in ongoing dialogue, finding results and conclusions based on mutual learning, as well as developing and implementing tools that foster sustainable solutions.
Code switching at the coffee break? On usage of English and Scandinavian languages in Danish professional contexts
08:30AM - 12:00 Noon
Presented by :
Henrik Rahm, Lund University
This presentation aims at discussing the preliminary findings of an ongoing Interreg-project involving NGOs and academics, aiming at an increased labour market flexibility between Sweden and Denmark. Results from questionnaires and focus group interviews will be presented. Focus is on language competencies and expectations on Danish and the Danish society.
Transdisciplinary Views on Professions: A Contribution by ESP Researchers
08:30AM - 12:00 Noon
Presented by :
Séverine Wozniak, University Of Grenoble
This paper aims at contributing to the characterization of specialized professional domains from the perspective of applied linguistics, more specifically ESP research. We deal with the fundamental notions of professions and professional identity, the three functions of specialized domains, as well as the relevance of ethnography as a support discipline for ESP research.
Police interrogation under scrutiny: Insights from a fine-grained interactional analysis to police interrogation practices
08:30AM - 12:00 Noon
Presented by :
Paola Konrad, Unisinos University
Co-authors :
Ana Cristina Ostermann, Professor, Applied Linguistics And Medical Education, Universidade Do Vale Do Rio Dos Sinos/UNISINOS
We analyze questions and answers in police interrogations. By means of Conversation Analysis, we investigate how the preservation of information concerning crimes unfolds in the above-mentioned event. The analysis reveals that this preservation is not only accomplished by the suspects, but also ensued by the police officers in their questions.
The learning needs of a 'DINFOS killer': The transdisciplinary practice of teaching strategic communication to US military members and Allies
08:30AM - 12:00 Noon
Presented by :
Steven Breunig, University Of Southern Denmark
The paper seeks to gain insight into the nature of teaching strategic communication to US military members and Allies for outlining the learning needs of communication practitioners in a digitalized mediated world and for contributing to theorizing transdisciplinary practice.
Analysing and optimising Informed Consent in cooperation with practitioners
08:30AM - 12:00 Noon
Presented by :
Gianni De Nardi, Research Associate, ZHAW Zurich University Of Applied Sciences
We present how we examine comprehension on various linguistic levels and identify obstacles to comprehension in the Informed Consent process using a mixed methods approach and cooperating with different groups of practitioners. Based on the results, we show how we aim to optimise the Informed Consent process on various levels.
Transdisciplinarity in Japanese Business Communication: New Directions of Collaboration between Professors and Professionals
08:30AM - 12:00 Noon
Presented by :
Misa Fujio, Toyo University
In this presentation, transdisciplinarity in business communication will be shared, based on in-depth interviews with Japanese scholar-practitioners. The challenges include confidentiality issues and insufficient understanding of Japanese corporations to research while opportunities include the possibility of raising not only individual but corporate reputation as part of ESG (Environment Social Governance).
08:30AM - 12:00 Noon
Room 1
S013 1/2 | Building Disciplinary Literacies in CLIL
Format : Symposium
Track : Virtual Session
Speakers
Yanming Wu, University Of Hong Kong
Yasamin Habib, University Of Duisburg-Essen
Aline Bieri, University Of Basel
Niki Canham, Lancaster University
Ana Llinares, Autonomous University Of Madrid
Christiane Dalton-Puffer, University Of Vienna
Emily Edwards, Lecturer In Academic Language And Learning, University Of Technology Sydney
Rosalie Goldsmith, University Of Technology Sydney
Michael Kai-Yip Tsang, Yuen Long Merchants Association Secondary School
Anne McCabe, Saint Louis University
Julia Huettner, University Of Vienna
Juliet Langman, University Of Texas At San Antonio
Silvia Bauer-Marschallinger, University College Of Teacher Education Vienna/Krems & University Of Vienna
Tarja Nikula, University Of Jyväskylä
Thomas Hasenberger, PhD Student, Teacher, University Of Vienna
Diana Feick, Senior Lecturer, The University Of Auckland
Moderators
Julia Huettner, University Of Vienna
Christiane Dalton-Puffer, University Of Vienna
Seyit Omer Gok, AILA2021 Volunteer
Content-and-Language-Integrated-Learning (CLIL), especially targetting English, is by now undoubtedly part of mainstream education in Europe and matched by a vibrant research scene. Existing studies have highlighted the effects of CLIL on general foreign language competence, which are overall positive, but given the complementary nature of CLIL to EFL classes, this improvement is arguably not that surprising. In fact, the crucial question for CLIL practice and research is currently to identify its unique contribution to learning and conceptual development. This symposium argues that one of these contributions is the learning and use of English in the ways deemed appropriate in the specific subjects studied, e.g. History or Biology. We aim to bring together established and emerging scholars in applied linguistics and subject education to allow fruitful discussion of findings in diverse contexts and from a range of perspectives. Possible areas of focus include, but are not limited to: - terminology learning and use - the link between subject-related competence(s) and discourse competence(s) - genre use and learning - interface between L1 disciplinary language use and learning and L2 disciplinary language use and learning - participant perspectives on L2 disciplinary use and learning - pedagogical advice We are aiming for a mixture of presentations and poster presentationsS013 detailed programme, click here
Translanguaging/Trans-semiotizing in the flow of dialogic knowledge co-making in a CLIL biology class in Hong Kong: A Case Study
08:30AM - 12:00 Noon
Presented by :
Yanming Wu, University Of Hong Kong
Adopting a dialogic and dynamic process view of human meaning-making and the thematic pattern perspective, this study delineates the translanguaging/trans-semiotizing practices of an experienced science teacher trying out a CLIL approach in a Grade 10 biology class in Hong Kong, yielding important implications for the development of productive CLIL pedagogies.
“The groundwater uh sammelt sich in oceans…” – Young EFL Learners’ Use of Academic Language in Bilingual Science
08:30AM - 12:00 Noon
Presented by :
Yasamin Habib, University Of Duisburg-Essen
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.
The role of technicality in CLIL (English) and non-CLIL (German) biology lessons
08:30AM - 12:00 Noon
Presented by :
Aline Bieri, University Of Basel
This paper presents a quantitative and qualitative analysis of technicality in CLIL and non-CLIL biology lessons. It aims to demonstrate that even in languages as closely related as English and German, technicality can be an issue, and has implications for how we teach biology in English and German.
Linguistic repertoire development in two Austrian English-medium CLIL mathematics classrooms
08:30AM - 12:00 Noon
Presented by :
Niki Canham, Lancaster University
Drawing on a ten-month longitudinal study of two Austrian English-medium CLIL secondary school classrooms, this presentation examines the teaching-and-learning of mathematics through English. I discuss how teachers and students simultaneously use and develop linguistic repertories, including L1 and L2 mathematics registers, and the implications for language sensitive pedagogy.
CLIL students’ production of cognitive discourse functions: a comparative study between Spanish and Finnish students
08:30AM - 12:00 Noon
Presented by :
Ana Llinares, Autonomous University Of Madrid
Co-authors :
Tarja Nikula, University Of Jyväskylä
This presentation examines Cognitive Discourse Functions (CDFs) in CLIL students’ written production of academic content in L2 in social science subjects. The data by primary school students in Finland and Spain will be analysed with attention to the frequency of CDFs and to the fluency and complexity of their realizations.
Fostering academic literacy in a German studies program in New Zealand
08:30AM - 12:00 Noon
Presented by :
Diana Feick, Senior Lecturer, The University Of Auckland
 This presentation reports on the implementation of CLIL for German applied linguistics courses – a context which is typically English dominated. As part of their assignments students were asked to write reading journals in the target language. The study illustrates how they develop their (academic) writing skills and bilingual language awareness.
Establishing a university-wide, integrated approach to developing L2 disciplinary literacies for students with low levels of academic language proficiency
08:30AM - 12:00 Noon
Presented by :
Emily Edwards, Lecturer In Academic Language And Learning, University Of Technology Sydney
Rosalie Goldsmith, University Of Technology Sydney
We present and evaluate a recently-trialled approach to integrating L2 disciplinary literacies through collaboration between Academic Language and Learning and faculty staff in an Australian university. The mixed-methods evaluation provides insights, from multiple perspectives, into the complexities of L2 disciplinary literacies beliefs and practices in this context.
Investigating the Feasibility of Teaching through Content and Language Integrated Learning (CLIL) in an EFL Classroom in Taiwan
08:30AM - 12:00 Noon
Presented by :
Michael Kai-Yip Tsang, Yuen Long Merchants Association Secondary School
This study examines the extent of effectiveness of CLIL, an emerging teaching pedagogy in Taiwan, in a Grade 11 Taipei classroom with discussion of achievements, challenges and implications behind for shedding some insights for Taiwan educators for adapting the coming new curriculum reform.
08:30AM - 12:00 Noon
Room 1
S024 1/2 | Connecting second language acquisition research to language testing
Format : Symposium
Track : Virtual Session
Speakers
Kei Miyazaki, Tokai University
Parvaneh Tavakoli, University Of Reading
Elisa Guggenbichler, University Of Innsbruck
Wenjun Ding, PhD Candidate, University Of Bristol
Xiaomei Ma, Xi'an Jiaotong University
Sathena Chan, Senior Lecturer In Language Assessment, University Of Bedfordshire
Kathrin Eberharter, University Of Innsbruck
Andrea Revesz, UCL Institute Of Education
Dina Tsagari, Professor, Oslo Metropolitan University
Jianling Liao, Arizona State University
Mark Chapman, Director Of Test Development, WIDA, University Of Wisconsin-Madison
Jing Xu, Principal Research Manager, Cambridge Assessment English
Kahoko Matsumoto, Tokai University
Taiko Tsuchihira, Seitoku University
Masatoshi Nagahashi, Tokyo Kosen: National Institute Of Technology, Tokyo College
Moderators
Parvaneh Tavakoli, University Of Reading
Chihiro Inoue, Senior Lecturer In Language Assessment, University Of Bedfordshire
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
This symposium focuses on how second language acquisition (SLA) research and language testing can inform one another to understand key issues related to language proficiency and to validate language tests. While there is common agreement that the two fields can mutually benefit from one another, research findings emerging from the two fields do not always reach the other community. The symposium proposed here aims at bringing researchers from these two fields closer together to highlight in what ways the findings of their studies can inform theory and practice in the other discipline. The first featured speakers (Inoue and Tavakoli) will summarize the findings of research into task performance and their implications for language testing. The second speaker (Andrea Revesz) will highlight the implications of studies investigating the use of eye-tracking for language testing.
Are benefits of second language acquisition and Language testing a two-way street?
08:30AM - 12:00 Noon
Presented by :
Chihiro Inoue, Senior Lecturer In Language Assessment, University Of Bedfordshire
Parvaneh Tavakoli, University Of Reading
This prime aim of this opening talk is to argue that the relationship between second language acquisition (SLA) and language testing (LT) is a bilateral commitment with reciprocal interests and benefits. [THE SYMPOSIUM TIMETABLE CAN BE FOUND HERE: https://drive.google.com/file/d/1KowrRBeCwTTFEiAUkAON9ojK1HlUT66-/view?usp=sharing]
Exploring learners’ cognitive processes during writing using eye-tracking, keystroke logging and stimulated recalls
08:30AM - 12:00 Noon
Presented by :
Elisa Guggenbichler, University Of Innsbruck
Co-authors :
Kathrin Eberharter, University Of Innsbruck
Benjamin Kremmel, University Of Innsbruck
The study reports on an EFL writing test validation project. Subjects from diverse educational backgrounds responded to two tasks in front of an eye tracker. They produced stimulated recalls which were combined with measures of proficiency, typing speed and eye movements to map participants’ cognitive processes across levels and tasks.
Investigation of integrated-skills test taking strategies in Japanese educational contexts
08:30AM - 12:00 Noon
Presented by :
Kei Miyazaki, Tokai University
Kahoko Matsumoto, Tokai University
Taiko Tsuchihira, Seitoku University
Masatoshi Nagahashi, Tokyo Kosen: National Institute Of Technology, Tokyo College
The purpose of this presentation is to demonstrate various test-taking strategies that 103 Japanese students utilized dealing with TOEFL®-iBT integrated-skills test items. The study revealed that the students used a variety of cognitive and metacognitive strategies which appear to be influenced by their different subskill combinations and proficiency levels.
Exploring cognitive validity of causal explanation speaking tasks for young EFL learners in China
08:30AM - 12:00 Noon
Presented by :
Wenjun Ding, PhD Candidate, University Of Bristol
This study investigates the cognitive validity of computerized picture-based causal explanation speaking tasks by integrating eye tracking and stimulated recalls among 96 young EFL learners aged from 9 to 12 in a state-funded primary school in China. It explores young EFL learners' L2 performance of causal explanation speaking tasks and cognitive processes during the L2 task performance in relation to their age, L2 vocabulary size, L1 task performance and L1 cognitive processes. 
Towards Assessment for Learning: Polytomous Cognitive Diagnostic Assessment in EFL Writing
08:30AM - 12:00 Noon
Presented by :
Xiaomei Ma, Xi'an Jiaotong University
Xiaoting Shi, Xi'an Jiaotong University
Meng Lv, Xi'an Jiaotong University
This paper presents how a polytomous cognitive diagnostic model is used in EFL writing assessment for Chinese EFL learners. It developed, modified and validated a descriptor-based multi-level rating scale by which a Q-Matrix was established and Sequential-DINA Model was applied to produce a fine-grained diagnostic score report, entirely different from the traditional one. It significantly facilitates assessment for learning and personalized instruction.  
Summarising skills at different proficiency levels: Rater perspectives on reading-into-writing and listening-into-writing performances
08:30AM - 12:00 Noon
Presented by :
Sathena Chan, Senior Lecturer In Language Assessment, University Of Bedfordshire
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 features might influence learners’ performance.
Expanding the concept of rater cognition and the role of individual attributes in rating speaking performances
08:30AM - 12:00 Noon
Presented by :
Kathrin Eberharter, University Of Innsbruck
Using human raters is a major validity concern for language testers and researchers. This mixed-methods study examined the role of psychological and cognitive attributes in rater cognition when assessing EFL speaking performances. It investigated whether decision-making styles, cognitive preferences or cognitive capacities were related to rating quality and rating behaviours.
08:30AM - 12:00 Noon
Room 1
S029 2/2 | Critical Thinking and Language Integrated Teaching
Format : Symposium
Track : Virtual Session
Speakers
Suhair Al-Alami, Al Ghurair University
Yuqin Hei, Xi'an International Studies University
Shengkai Yin, Shanghai Jiao Tong University
Yunian Xu, Presenter , Central South University
Yang Liu, Beijing Institute Of Technology
Yoshio Hoso, Waseda University Honjo Senior High School
Limin Jin, Beijing Foreign Studies University
Yan Wang, Nanjing University
Lian Zhang, Beijing Foreign Studies University
Youzhong Sun, Beijing Foreign Studies University
Moderators
Youzhong Sun, Beijing Foreign Studies University
Limin Jin, Beijing Foreign Studies University
In EFL (English as a Foreign Language) countries, conventional ELT focused on language knowledge, skills and communicative competence. However, it has been recognized by many philosophers, psychologists, and applied linguists that language has a close relationship with thinking and cognition. As critical thinking is at the heart of tertiary education, developing critical thinking simultaneously in English language teaching (ELT) becomes vital for aspiring university students, and teachers around the world are encouraged to integrate critical thinking in ELT. Till now, little is known about teachers' and policy makers' conceptions, beliefs and practice about integrating critical thinking in ELT, and how critical thinking is conceived and realized in ELT, including curriculum, teaching methods and textbooks, varies considerably. This symposium addresses this issue by discussing the following questions: What is the relationship between language competence and critical thinking? Why is it necessary to integrate critical thinking in ELT? How can critical thinking pedagogy be realized in different ways in various contexts? Are there any educational reforms which attempt to engage critical thinking in ELT? Are there any challenges encountered in the reform? The discussions will offer valuable insights for developing both content and pedagogical knowledge of teaching critical thinking skills in ELT.
Principles of Language and Critical Thinking Integrated Teaching: TERRIFIC
08:30AM - 12:00 Noon
Presented by :
Youzhong Sun, Beijing Foreign Studies University
This presentation proposes eight principles (TERRIFIC) for language and critical thinking integrated instruction: targeting, evaluating, routinizing, reflecting, inquiring, fulfilling, integrating, and content. Implementing these principles will bring about teaching innovation and quality improvement in ELT, contributing to the whole-person education of English programs in universities.
Integrated development of L2 speaking and critical thinking skills: The case of an educational reform
08:30AM - 12:00 Noon
Presented by :
Limin Jin, Beijing Foreign Studies University
Foreign language departments need to fulfill an educational goal and go beyond the purpose of L2 development. In this presentation I will introduce a curriculum reform that integrates the development of critical thinking skills in the teaching of L2 English speaking, including background, activity design, and findings from empirical research.
Peer Interactions in L2 Critical Listening
08:30AM - 12:00 Noon
Presented by :
Yan Wang, Nanjing University
This research aims to find out whether interactions help develop students’ language abilities and critical thinking skills. The results show that interactions significantly influence more complex tasks. Interactions help produce negotiations of meaning and form, make students pay more attention to the listening process, and practice more in critical thinking.
Integrating Critical Thinking Development into EFL Writing Curriculum: An Activity Theory Proposal
08:30AM - 12:00 Noon
Presented by :
Lian Zhang, Beijing Foreign Studies University
This presentation reports innovative changes in a Chinese college EFL writing curriculum. Following Activity Theory, it analyzes the students’ learning process and factors were identified mediating the process. They were students’ motives, types of class activities, the instructor, the utilization of the mediation tools and the introduction of rules.
A Proposal for Adapting the Question Formulation Technique (QFT) to Focus Attention on Logicality in Essay Writing in Japanese Classrooms
08:30AM - 12:00 Noon
Presented by :
Yoshio Hoso, Waseda University Honjo Senior High School
The purpose of this study is to investigate a method of giving feedback on essay writing in order to focus students' attention on logicality. Students' comments on using the Question Formulation Technique (QFT) for writing an essay need to be analyzed to examine whether students are paying attention to logicality in their essay writing.
Critical Thinking Skills Exemplified in English Public Speaking Course of Science and Engineering Majors in Chinese Universities: Problems and Instruction
08:30AM - 12:00 Noon
Presented by :
Yang Liu, Beijing Institute Of Technology
The present study explored the critical thinking skills exemplified in the English public speaking course of science and engineering college students. A qualitative analysis of their English speeches revealed two categories of problems: external and internal ones. Teaching methods corresponding to each category were discussed.
Literature as a means for enhancing critical thinking and developing foreign language skills.
08:30AM - 12:00 Noon
Presented by :
Suhair Al-Alami, Al Ghurair University
With quality education in mind, this presentation offers thought-provoking suggestions on how literary texts can be utilized to promote students’ critical thinking and enhance their foreign language skills. The presentation is based on empirical research undertaken at a private university in the United Arab Emirates for one academic year.
Teaching Chinese EFL Students English Academic Writing from the Perspective of Genre Transfer
08:30AM - 12:00 Noon
Presented by :
Yuqin Hei, Xi'an International Studies University
Academic writing in English is argumentative in nature. To develop EFL students’ academic writing competence, instruction must go beyond teaching argument essays for writing courses and tests. This paper explores how the argument genre can be transferred to students’ learning and writing in different disciplines, using argument as a tool.
The effect of critical thinking on the construct of integrated speaking tasks
08:30AM - 12:00 Noon
Presented by :
Shengkai Yin, Shanghai Jiao Tong University
The current study has established a strong link between task takers' critical thinking ability and their speaking performances by modelling a devised spoken discourse analysis.
Integrative Course Design Approaches of Medical English: MOOCS vs Classic Classroom Programs
08:30AM - 12:00 Noon
Presented by :
Yunian Xu, Presenter , Central South University
Integration in Medical English programs may have various conditions and learners. In classroom teaching and in MOOCs’ program the learners may have various knowledge background and learning demand. When dealing with the different program, the teacher should be flexible and try their best to meet the demands and to suit the situation.
08:30AM - 12:00 Noon
Room 1
S031 1/2 | Cross-linguistic similarity in language learning and use
Format : Symposium
Track : Virtual Session
Speakers
Scott Jarvis, University Of Utah
Lari-Valtteri Suhonen, Lund University
Aleksi Palokangas, University Of Helsinki
Gijs Leenders, Presenter, Utrecht University
Robert Taferner, Hiroshima University
Carles Fuster, Stockholm University
Lena Bien-Miller, University Of Koblenz-Landau
Furong Wang, Xi'an Jiaotong University
Malin Ågren, Presenter At Symposium On Crosslinguistic Similarity And SLA, Lund University
Eva Knopp, Radboud University
Ilmari Ivaska, University Of Turku
Annika Andersson, Linnaeus University
Annekatrin Kaivapalu, Symposium S031 Organizer, University Of Eastern Finland
Nadja Kerschhofer-Puhalo, Post-doc Researcher, PI Literacies & Multilingualism Research Group, University Of Vienna
Moderators
Scott Jarvis, University Of Utah
Annekatrin Kaivapalu, Symposium S031 Organizer, University Of Eastern Finland
Joanna Porkert , AILA2021 Volunteer, University Of Groningen
The symposium addresses cross-linguistic similarity as an underlying factor all through the language learning, development and use. Learning a new language (TL) is always based on the knowledge of the first (L1) or any formerly learned language (Ln). The starting point is what is similar between the TL and L1 or Ln. The similarity can be divided into actual (objective), perceived, or assumed. Particularly the comprehension of a closely related TL is greatly dependent on the perceptions of similarity across the languages. The construct of similarity, however, has not been much discussed or empirically studied. The aim of the proposed symposium is to fill this cap and to bring together empirical research on it, to advance the methodology of defining and measuring similarity across languages. Also the enhancement of language users' ability to perceive similarity by increasing their metalinguistic awareness requires a better understanding of the concept of similarity. In this symposium, cross-linguistic similarity is examined from three perspectives: 1) best practices for measuring cross-linguistic similarity using both objective and subjective (psycholinguistic) measures; 2) the effects of receptive multilingualism on language learning and use; and 3) the effects of metalinguistic awareness on language learners' ability to recognize cross-linguistic similarities.
Priming methodology as a tool for exploring unconscious perceptions of cross-linguistic similarity
08:30AM - 12:00 Noon
Presented by :
Annekatrin Kaivapalu, Symposium S031 Organizer, University Of Eastern Finland
This presentation addresses unconscious perceptions of morphological similarity, with the main focus on the applicability of priming methodology as a tool for the research purposes on the bases of the participants’ reflections. The results will be discussed in terms of the design and the content of the task.
Language comparison as a method for measuring metalinguistic awareness in mono-and multilinguals
08:30AM - 12:00 Noon
Presented by :
Lena Bien-Miller, University Of Koblenz-Landau
Anja Wildemann, University Of Koblenz-Landau
The presentation focuses on the question of how metalinguistic awareness in monolinguals and multilinguals can be measured and whether there are differences between the metalinguistic awareness of monolinguals and multilinguals. A method to make metalinguistic awareness visible using language comparison and to measure it will be presented.
How Does Context and Language Level Affect on Receptive Multilingualism on Finnic Languages?
08:30AM - 12:00 Noon
Presented by :
Aleksi Palokangas, University Of Helsinki
The presentation will focus on mutual intelligibility on Finnish, Estonian, and languages that are closely related to them. I will represent how I am about to organise a test where Finnish testees translate written Estonian, and Estonian testees translate written Finnish. Both groups will also translate Vepsian and Livonian.
Cross-linguistic influence and fine-grained placement verb semantics: Evidence from ERPs and appropriateness ratings
08:30AM - 12:00 Noon
Presented by :
Annika Andersson, Linnaeus University
Co-authors :
Marianne Gullberg, Lund University
We report on cross-linguistic influence on ERP indices of online L2 processing of fine-grained placement verb semantics, looking at L2 users whose L1 does (German) or does not (English) share semantic structure with the L2 (Swedish). In contrast to previous ERP findings, CLI effects are detected.
Are receptive multilingual strategies transferrable?
08:30AM - 12:00 Noon
Presented by :
Eva Knopp, Radboud University
This presentation reports on an interventional study that investigated (1) in how far German and Dutch students can profit from instruction in decoding strategies involving receptive multilingualism when decoding the previously unknown neighbor language and (2) in how far these skills are transferrable to a typologically unrelated language (i.e. Maltese).
A Cross-linguistic Intervention to Promote Language Awareness in Dutch Secondary Education
08:30AM - 12:00 Noon
Presented by :
Gijs Leenders, Presenter, Utrecht University
Co-authors :
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
In this study we address two questions: 1. What knowledge is used by students in L1 (Dutch) grammar tasks and 2. To what extent is their L1 knowledge transferable to their L2 (English and German)?
Cross-linguistic similarity and the L2 acquisition of French subject-verb agreement
08:30AM - 12:00 Noon
Presented by :
Malin Ågren, Presenter At Symposium On Crosslinguistic Similarity And SLA, Lund University
Co-authors :
Marie-Eve Michot
Cyrille Granget
Pascale Hadermann
Sonia Gerolimich, Lecturer, University Of Udine (Italy)
Isabelle Stabarin
This study investigates the effect of cross-linguistic similarity on the production of verb morphology in L2 French. The study involves four source languages (Flemish, German, Italian and Swedish). We discuss the relative impact of cross-linguistic similarity in relation to other factors, such as proficiency level, verb frequency and verb type.
Objective, subjective, and conscious cross-linguistic similarity as predictors of intentionality in lexical transfer
08:30AM - 12:00 Noon
Presented by :
Lari-Valtteri Suhonen, Lund University
The study tested vocabulary acquisition of a pseudo-language in Swedish–English bilinguals. A computerized paired-associate learning task was used to teach form-meaning mappings. A learning assessment task was administered after each block. The primary research question was whether subjective typology measures predict conscious and unconscious performance in post-learning outcomes.
08:30AM - 12:00 Noon
Room 1
S048 1/2 | Foreign Language Classroom Interaction from a Micro-Analytical Perspective: Implications for Educational Practice
Format : Symposium
Track : Virtual Session
Speakers
Goetz Schwab, Professor Of Applied Linguistics, Ludwigsburg University Of Education
Karen Glaser, University Of Leipzig
Holger Limberg, European University Of Flensburg
Jaume Batlle, University Of Barcelona
Katherina Walper, Austral University Of Chile
Devran Demir, Hacettepe University
Gözde Balıkçı, Kahramanmaras Sütçü Imam University
Jing Wei, Southwest University
Revert Klattenberg, University Of Hildesheim
Yoshiko Usui, Dokkyo University
Moderators
Revert Klattenberg, University Of Hildesheim
Sara Razaghi AILA Volunteer, AILA2021 Volunteer, University Of Groningen
An increasing number of people worldwide are learning and speaking foreign or second languages, and the institutionalised practice of language teaching and learning has generated serious academic interest in the field of Applied Linguistics for a long time. Research based on conversation analysis (CA) methodology, for instance, has contributed to a better understanding of the multifaceted and complex nature of the classroom as a social setting and of how teaching and learning are accomplished in classroom interaction. In language teaching and learning, however, such methodologies are far from being considered mainstream. There is still a need for further research in order to obtain a better understanding of educational practices (feedback, instructions, disciplining etc.) and how they are influenced by classroom activities and teaching objectives. Most importantly, to facilitate successful teaching and learning, these micro-analytical findings need to be linked to educational reality. This symposium therefore invites researchers who explore the institutional practices involved in the teaching and learning of foreign or second languages. It discusses how these findings can inform educational practices such as teaching methodology, material design, language testing, curricula and language policies.Welcome to the first part of the symposium. There will be a 'live' featured presentation and Q&A starting at 08:30 (CEST). This is followed by recorded talks and live Q&A (10 minutes each). To participate, please watch the respective videos. Then add your questions, comments, etc., to the Q&A area and join live for discussion (see schedule below). If you have questions/comments during the live Q&A and would like to speak, you can use the hand raise feature of the embedded Zoom environment to let us know. SCHEDULELIVE PRESENTATION AND Q&A: 08:30 – 09.20| Götz Schwab (featured): A beneficial look at classroom interaction research and its implications for teacher educationWATCH: 09:20 – 09:45 | Karen Glaser: Instruction-giving in the English as a Foreign Language classroom - studying classroom interaction to inform teacher trainingLIVE: 09:45 – 09:55 | Q&A with KarenWATCH: 09:55 – 10.20 | Holger Limberg: Classroom Interactional Competence of Primary School EFL TeachersLIVE: 10:20 – 10:30 | Q&A with HolgerWATCH: 10:30 – 10:50 | Jaume Batlle: Teachers Multimodal Resources for Peer Repair in Spanish as a Foreign Language ClassroomLIVE: 10:50 – 11:00 | Q&A with JaumeWATCH: 11:00 – 11:20 | Katherina Walper: Chilean secondary EFL teachers' multimodal resources to pursue student-next actionLIVE: 11:20 – 11:30 | Q&A with KatherinaWATCH: 11:30 – 11:50 | Devran Demir: "Was heißt x?" A contingent resource in non-topic-initial positions in L2 German classroom interactionLIVE: 11:50 – 12:00 | Q&A with Devran
A beneficial look at classroom interaction research and its implications for teacher education
08:30AM - 12:00 Noon
Presented by :
Goetz Schwab, Professor Of Applied Linguistics, Ludwigsburg University Of Education
Along a number of samples from language classrooms in different contexts, this paper will focus on the question of how micro-analytic informed research can be applied to the very teaching of interactional awareness and interactional competences to future language teachers.
Instruction-giving in the English as a Foreign Language classroom - studying classroom interaction to inform teacher training
08:30AM - 12:00 Noon
Presented by :
Karen Glaser, University Of Leipzig
Comparing two instruction-giving (IG) sequences by pre-service primary EFL teachers, the talk seeks to identify reasons for the respective (in)effectiveness of the IG and to derive implications for teacher training such as the crucial role of prior planning, sequencing, precise verbal delivery, organization of social forms, and use of artefacts.
Classroom Interactional Competence of Primary School EFL Teachers
08:30AM - 12:00 Noon
Presented by :
Holger Limberg, European University Of Flensburg
This talk presents and discusses corpus data of primary school EFL classrooms to explore how language teachers conduct lessons with young learners and how they display Classroom Interactional Competence (cf. Walsh 2006) in and through their teaching practices.
Teachers Multimodal Resources for Peer Repair in Spanish as a Foreign Language Classroom
08:30AM - 12:00 Noon
Presented by :
Jaume Batlle, University Of Barcelona
This paper analyses how multimodal resources are treated by teachers to manage and promote peer repair in Spanish as a Foreign Language classroom interaction. The analysis shows that teachers mainly manage peer repair by heading and gazing to give the floor and give the students the willingness to participate.
Chilean secondary EFL teachers’ multimodal resources to pursue student-next action
08:30AM - 12:00 Noon
Presented by :
Katherina Walper, Austral University Of Chile
This study explores the role of embodied practices in pursued elicitation sequences. Data was collected in Chilean secondary EFL classrooms. Analysis follows a multimodal CA Approach. It identifies teachers’ gestures, gaze shifts, and manipulation of teaching materials and explanations, repetitions and designedly incomplete turns in pursuing student relevant next action.
“Was heißt x?” A contingent resource in non-topic-initial positions in L2 German classroom interaction
08:30AM - 12:00 Noon
Presented by :
Devran Demir, Hacettepe University
Co-authors :
Goetz Schwab, Professor Of Applied Linguistics, Ludwigsburg University Of Education
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 classrooms.
08:30AM - 12:00 Noon
Room 1
S064 | Interaction in Medical Care
Format : Symposium
Track : Virtual Session
Speakers
Jack Pun, City University Of Hong Kong
Isabel Colon De Carvajal, ICAR Laboratory (ENS De Lyon)
Lucas Seuren, Health Services Researcher, University Of Oxford
Emma Brooks, Lecturer, University College London (UCL)
Benjamin Quasinowski, Research Assistant, University Of Duisburg-Essen
Staci Defibaugh, Old Dominion University
JEFF BEZEMER, University College London
Moderators
Mike Huiskes, University Of Groningen
Tom Koole, University Of Groningen
Mieke Breukelman (AILA2021 Volunteer), AILA2021 Volunteer
Over the last decades much collaboration has been established between medical professionals and researchers of language and social interaction. This is apparent in a large stream of publications, often with applied purposes, and regular international conferences such as CACE (Conversation Analysis of Clinical Encounters), COMET (Conference on Communication, Medicine, and Ethics) and various social interaction oriented events initiated in the medical professions such as meetings of EACH (International Association for Communication in Healthcare). Social interaction studies originally focused almost exclusively on doctor-patient interaction with questions such as 'how can a doctor present a patient with the interactional space to present his/her concerns' or 'how can doctors implement shared-decision-making'? Lately, social interaction researchers have started to deal also with interaction between medical professionals such as the communication during surgery and the hand-over communication between different shifts of medical staff. These two topics, doctor-patient and doctor-doctor interaction, will also be addressed in this symposium. The aim of the symposium is to present recent social interaction studies of medical communication in these two domains and to explicitly address the collaboration between social interaction researchers and medical professionals for applied purposes of medical training.
Better nursing handover communication: translational research in a bilingual Hong Kong hospital
08:30AM - 12:00 Noon
Presented by :
Jack Pun, City University Of Hong Kong
This paper reports the research about Better Nursing Handover training at a bilingual hospital in Hong Kong. A communication training was delivered to 50 nurses based on actual practices and a new communication protocol, focusing on the ISBAR structure and the quality of care, namely CARE protocol. We will explain how we developed our educational module in response to the communication problems identified in video-recorded handovers. After assessing the communication issues from the framework of the interactional and informational strategies, we conclude by highlighting the differences between how the nurses conducted the handovers before and after the training.
From psychiatric care practices to research: the CIPSY project dialogue
08:30AM - 12:00 Noon
Presented by :
Isabel Colon De Carvajal, ICAR Laboratory (ENS De Lyon)
The goal of the project CIPSY is to study the interactional competence of the nurse in adult psychiatric service. It responds to an external request from an psychiatric hospital in Lyon, that expressed the need for an experimental research, considering that the patient-caregiver relationship, as well as the appropriate care management, is strongly at stake.
Talking to patients, talking to caregivers: how technology drives the participation framework in video consultations
08:30AM - 12:00 Noon
Presented by :
Lucas Seuren, Health Services Researcher, University Of Oxford
Co-authors :
Sara Shaw
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 constraints and affordances and how that can affect quality of care.
Glossing controversy: the role of facework in navigating trauma
08:30AM - 12:00 Noon
Presented by :
Emma Brooks, Lecturer, University College London (UCL)
Drawing on an observation of an antenatal consultation with a trafficked woman, this presentation explores the range of face-saving strategies (Goffman, 1972) employed by the patient's consultant and her interpreter, as they seek to navigate the series of events which have led to this visit.
Entanglements of medical case knowledge and gossip: Change-of-shift reports in a Kazakh medical space
08:30AM - 12:00 Noon
Presented by :
Benjamin Quasinowski, Research Assistant, University Of Duisburg-Essen
This paper examines change-of-shift reports of an emergency medical service unit in a rural hospital in Kazakhstan. These reports are essential for providing decision makers with crucial information about patients, but they also provide opportunities for gossip about members of the local community.
Small stories, direct reported speech, and patient identities in medical visits
08:30AM - 12:00 Noon
Presented by :
Staci Defibaugh, Old Dominion University
The stories patients bring to healthcare encounters are not exclusively narratives of illness, but narratives of health and personal engagement. Analysis of small stories told through the use of direct reported speech reveal an attempt at constructing an identity of a whole person or an identity beyond the patient in the room. This is done through stories of personal humor, accountability in medical care and engagement with both family members and other providers.
Can you do chest compression? Planning work in a resuscitation team
08:30AM - 12:00 Noon
Presented by :
JEFF BEZEMER, University College London
This paper explores how members of resuscitation teams in a hospital plan their work through requests for and offers of participation in courses of action.
08:30AM - 12:00 Noon
Room 1
S091 3/4 | Learning through leisure: Informal Second Language Learning in the 21st century
Format : Symposium
Track : Virtual Session
Speakers
Phil Benson, Macquarie University
Chun Lai, University Of Hong Kong
Liss Kerstin Sylvén, University Of Gothenburg
Christina Lyrigkou, The Open University
Hongying Peng, AILA2021 Volunteer, University Of Groningen
Marcus Warnby, Stockholm University
Moderators
Denyze TOFFOLI, Symposium Organiser, Mentor, University Of Toulouse
Henriette Arndt, Postdoctoral Research Fellow, Lund University
Marlene Schwarz, University Of Vienna
Meryl Kusyk, Karlsruhe University Of Education
Mark Van Huizen, AILA2021 Volunteer
The last 10 years have seen the birth of a new field within applied linguistics, embracing all sorts of language acquisition outside the classroom. With the rapid development and spread of new technologies, informal language contact has become commonplace for many L2 learners. While this can take many different forms, online contexts are a major driving force because they present L2 learners with unprecedented opportunities for exposure to and use of target language(s) regardless of their physical location. Research on this topic has emerged concurrently from diverse contexts. As a result, a variety of terms have been used to describe it (including Extramural English, Informal Digital Learning of English or Online Informal Learning of English), each of which emphasises particular aspects of the informal practices studied. Early research tended to focus on English as a target language, but more recently research on other languages is becoming more prominent. The purpose of this symposium, organized by Denyze Toffoli and colleagues, is to bring together researchers working on informal L2 practices to engage in critical dialogue about the scope of this field and to share their diverse theoretical perspectives, methodological approaches and findings. Our featured speakers are Geoffrey Sockett, Mark Dressman and Phil Benson.
Mapping spaces of language learning beyond the classroom
08:30AM - 12:00 Noon
Presented by :
Phil Benson, Macquarie University
This presentation argues for space as a crucial dimension of informal language learning. It discusses research that maps international students’ language learning in Sydney, Australia, and suggests that students’ use of the spaces of the city is a key factor in individual differences in engagement in informal language learning.
Nature of Informal Language Learning with Technology and Vocabulary Development
08:30AM - 12:00 Noon
Presented by :
Chun Lai, University Of Hong Kong
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
Exposure to L2 English and its correlation to oral proficiency among very young learners
08:30AM - 12:00 Noon
Presented by :
Liss Kerstin Sylvén, University Of Gothenburg
This presentation focuses on L2 English exposure and oral proficiency among 4-8 year-old children in Sweden. Data consist of language diaries, a receptive vocabulary test and an oral picture description task. Findings indicate a clear correlation between amount of exposure, and receptive vocabulary proficiency. Implications for L2 English teaching are discussed.
The role of informal second language learning in the spoken use of discourse markers
08:30AM - 12:00 Noon
Presented by :
Christina Lyrigkou, The Open University
Learner-initiated engagement with English through leisure activities is common amongst many learners globally. The present study explores Greek adolescent learners and the effect of their informal second language learning in their use of discourse markers in spoken production.
A holistic person-centred approach to informal mobile-assisted language use and development
08:30AM - 12:00 Noon
Presented by :
Hongying Peng, AILA2021 Volunteer, University Of Groningen
Co-authors :
Sake Jager, Projectmanager Teaching And Learning Innovation / Assistant Professor Applied Linguistics, University Of Groningen
Wander Lowie, University Of Groningen
We present a person-centred approach to informal mobile language learning. After explicating theoretical principles and methodological decisions, we will illustrate with an empirical study that examined L2 learners’ learning experiences afforded by their selective use of varied mobile technologies out of class, and then conclude with implications for future research.
08:30AM - 12:00 Noon
Room 1
S094 1/2 | Talking about Talk: Examining Social Life through Metalanguage
Format : Symposium
Track : Virtual Session
Speakers
Cara Penry Williams, University Of Derby
Chi-Hua Hsiao, Tunghai University
Andrea Leone-Pizzighella, University Of Pennsylvania
Cedric Deschrijver, Ming Chuan University
Florian Busch, Martin Luther University Halle-Wittenberg
Anne Larsen, University Of Copenhagen
Annelie Ädel, Dalarna University
Elena Cotos, Iowa State University
Ellen Bijvoet, Uppsala University & The Language Council Of Sweden
Kristina Ehrsam, St. Gallen University Of Teacher Education
Robert Moore, University Of Pennsylvania
Moderators
Andrea Leone-Pizzighella, University Of Pennsylvania
Cedric Deschrijver, Ming Chuan University
Sannah Debreczeni (AILA2021 Volunteer), AILA2021 Volunteer
Researchers in applied linguistics are increasingly focused on shifting modes of engagement, 'glocal' information flows, and superdiverse communicative styles. Metalanguage-or talk about talk-has proven to be an invaluable research lens in these complex settings, allowing researchers access to participants' "emic" interpretations of real-time interactional dynamics and social contexts. The reflexive nature of language-in-use is proving to be a rich analytical resource in, e.g., medical encounters, education spaces, and online spaces. However, an integrated theory of metalanguage as a research lens has yet to be developed. This symposium aims to aid in this development by answering the following questions: (a) How can metalanguage be used as a lens for revealing how interlocutors orient to, and interpret, situated communication? (b) How does metalanguage provide insights to changes in social relations over time? The first question is addressed in Subtheme 1: Metalanguage in synchronous discourse. We invite papers with a systematic focus on talk-about-talk in either real or virtual "face-to-face" interactions (e.g., those happening in real-time). The second question will be addressed in Subtheme 2: Metalanguage in asynchronous discourse. We invite papers that explore metalanguage in, e.g., policy discourse, online comments sections, social media, or other discourses taking place over time.
The ‘how’ of talking about talk: A framework detailing the mechanisms of metapragmatic evaluation
08:30AM - 12:00 Noon
Presented by :
Cara Penry Williams, University Of Derby
This paper presents a framework for analysing the ‘how’ of folklinguistic discourse. It describes mention in contrast to voicing and then subcategories based on speaker role, type of double voicing, interactional details, and language ideologies. It allows for detailed classification of talk about talk, to provide insights into social life.
“In the way you speak, be just who you are”: The use of metalanguage during live-streaming performance
08:30AM - 12:00 Noon
Presented by :
Chi-Hua Hsiao, Tunghai University
This study adopts a discourse analysis-based approach to investigate streamers' and viewers' metalanguage encompassing evaluation of language use, including one's own, in Taiwan's live-streaming programs. 
Metapragmatic framings of “dialect” in Italian speech situations
08:30AM - 12:00 Noon
Presented by :
Andrea Leone-Pizzighella, University Of Pennsylvania
This presentation discusses examples of metalinguistic commentary and metapragmatic frames around performances of “dialect” in Italian speech situations. Treating dialect as a “shifter” (Silverstein 1976), this presentation argues for the indispensable nature of metalinguistic commentary in both defining “dialect” from an emic perspective and understanding its interactional function in context.
Metalanguage in Online Newspaper Comments: Prevalence and Types of Discussions on Terminology
08:30AM - 12:00 Noon
Presented by :
Cedric Deschrijver, Ming Chuan University
The paper presents an overview of the occurrence of metalanguage in online newspaper comment boards. It distinguishes several categories of metalanguage, both formally and functionally, and discusses how each category provides different insights into social relations. Finally, the importance of analysing metalanguage in online contexts is highlighted.
Enregistering gender in everyday texting: A metapragmatic approach to graphemic variation and social positioning in digitally mediated communication
08:30AM - 12:00 Noon
Presented by :
Florian Busch, Martin Luther University Halle-Wittenberg
The paper addresses adolescents’ ethnometapragmatic accounts of graphemic features in their everyday texting by investigating underlying ideologies of gender. By drawing on a sample of 48 German text-messaging-chatlogs and 7 semi structured interviews with the same informants, the paper examines the emergence of enregistered styles of gender in digital communication.
08:30AM - 12:00 Noon
Room 1
S099 3/3 | Multilingual education or how to learn to teach multilingual learning
Format : Symposium
Track : Virtual Session
Speakers
Annaliina Gynne, Senior Lecturer, Mälardalen University
Denis Weger, University Of Vienna
Elisabeth Nilsson, Umeå University
Orly Haim, Pedagogical Advisor, Chair Of The Council Of The Faculty Of Education (Beit Berl College), Beit Berl College; Tel Aviv University, Israel
Lena Schwarzl, University Of Vienna
Valéria Schörghofer-Queiroz, University Of Vienna
Manon Plasschaert, Teacher, Education Nationale
Nathalie Blanc, Associate Professor / AFLA Vice President, Université Lyon 1
Adrian Lundberg, Malmö University
Maryann Christison, University Of Utah
Anna Krulatz, NTNU
Gisela Mayr, Free University Of Bolzano
Moderators
Eva Vetter, Mentor, University Of Vienna
Nikolay Slavkov, University Of Ottawa
Lotte De Haan (AILA2021 Volunteer), AILA2021 Volunteer
Around the world multilingual learning arrangements have evolved over several decades with the aim of enhancing equity in education. More recently a growing body of research has not only produced a myriad of concepts (plurilingualism, translanguaging, metro-, poly- and other -lingualisms) but also valuable insights into the complexities of multilingual learning and teaching, coupled with calls for continuous pedagogical, institutional, and technological innovation to address these complexities. The significant contributions, changing roles, and professional development of teachers have also recently come to the forefront. At the same time, statistics indicate that plurilingual learners face more obstacles for their academic success than those who are categorized as monolingual students (OECD, 2018). This symposium addresses multilingual teaching, learning and innovation as relevant challenges for Applied Linguistics connecting research from different fields within the discipline. Two sub-themes are proposed: 1) teaching and learning for/in multilingual contexts; and 2) teacher education. Sub-theme one raises questions about facets of multilingual learning and teaching and addresses e.g. biographical, discursive and contextual aspects. Sub-theme two focuses upon teaching competence and its development and asks how teacher beliefs, perceptions and attitudes influence learning to teach in and for multilingual contexts.S099 detailed programme, click here
In-service teachers, translanguaging pedagogies and the development of teacher cognition – voices from the field
08:30AM - 12:00 Noon
Presented by :
Annaliina Gynne, Senior Lecturer, Mälardalen University
The purpose of this paper is to investigate in-service teachers’ thoughts and beliefs vis-á-vis a professional development program focusing on pedagogical translanguaging. In this ethnographically framed study, the complex relationships between teacher cognition, teacher identities and their classroom practices during a professional development project will be examined.
Preparing Pre-service Teachers for Multilingual Learning—Findings from a Study on Competence Development for Multilingual Education
08:30AM - 12:00 Noon
Presented by :
Denis Weger, University Of Vienna
This presentation focuses on pre-service teachers’ competence development for teaching in multilingual contexts by attending a corresponding teacher education course. Results of a study using the concept of professional vision—the ability to notice and reason about relevant classroom events—as indicator for professional competence are discussed.
Teachers’ experiences of assessing their multilingual students’ language abilities
08:30AM - 12:00 Noon
Presented by :
Elisabeth Nilsson, Umeå University
This interview study presents 13 preschool class teachers’ experiences of assessing the language abilities of six year olds who speak other languages than Swedish at home. The classroom assessments were valued as a starting point but the teachers felt the need to vary their methods when assessing multilingual students.
The Impact of Pre-Service Language Teachers‘ Plurilingual Identity on their Self-Efficacy
08:30AM - 12:00 Noon
Presented by :
Lena Schwarzl, University Of Vienna
Orly Haim, Pedagogical Advisor, Chair Of The Council Of The Faculty Of Education (Beit Berl College), Beit Berl College; Tel Aviv University, Israel
This exploratory cross-national study investigates how the perceived plurilingual identity of pre-service teachers affects their self-efficacy. Data sources included 40 language portraits and in-depth semi-structured interviews. Initial inductive content analysis revealed a number of predominant themes suggesting that pre-service teachers‘ plurilingual identity is closely intertwinded with their sense of self-efficacy.
Building multilingual identities in the context of parental engagement: insights for teacher education
08:30AM - 12:00 Noon
Presented by :
Valéria Schörghofer-Queiroz, University Of Vienna
This presentation focusses on the teacher’s role in the construction of the multilingual identity of culturally and linguistically diverse parents in the context of their children’s school. Preliminary reflections based on qualitative data show the importance of teachers in facilitating parents’ possibilities of school involvement and empowering them as multilingual subjects.
Moving from representations on multilingualism to professional practices in teacher training : the field of French Guiana to nurture didactics
08:30AM - 12:00 Noon
Presented by :
Manon Plasschaert, Teacher, Education Nationale
Nathalie Blanc, Associate Professor / AFLA Vice President, Université Lyon 1
This communication reports on an empirical approach carried out in socially disadvantaged school districts in the department of French Guiana where most pupils are multilingual during teacher training sessions aimed to draw up an inventory of representations on multilingualism to develop them and to create levers to improve teaching practices
Teachers’ subjective viewpoints about multilingualism – a cross-national comparative research project
08:30AM - 12:00 Noon
Presented by :
Adrian Lundberg, Malmö University
Primary school teachers’ subjective perceptions of multilingualism on a conceptual level and potential pedagogical actions serving as language management actions in Sweden and Switzerland are investigated using a comparative Q methodological research approach.
Moving towards the multilingual paradigm in ELT: The MIOP model
08:30AM - 12:00 Noon
Presented by :
Anna Krulatz, NTNU
Maryann Christison, University Of Utah
ELT teachers find themselves working in increasingly multilingual classrooms. To challenge the monolingual bias and promote additive multilingualism, better tools for classroom observations are needed for teachers and supervisors. This presentation introduces the Multilingual Approach to Diversity in Education (MADE) as a tool for instructional design and assessment in multilingual ELT contexts.
Plurilingual TBLL: a way to enhance inclusion
08:30AM - 12:00 Noon
Presented by :
Gisela Mayr, Free University Of Bolzano
Thanks to plurilingual and multimodal inputs in plurilingual TBLL, the use of all languages present in the plurilingual repertoire of learners are activated during the taks-solving processes. They are involved in real-world discourse, which, triggers translanguaging practices and mediation and, by doing so, fosters inclusive attitudes and coopertive communicative practices.
08:30AM - 12:00 Noon
Room 1
S101 1/2 | Navigating Learner Autonomy in a Multicultural and Multilingual World — A Reflective Dialogical Approach
Format : Symposium
Track : Virtual Session
Speakers
Alice Chik, Macquarie University
Kerstin Dofs, PhD Student, Macquarie University/Ara Institute Of Canterbury
Kristin Hiller, Associate Director, Language And Culture Center; Assistant Professor, Duke Kunshan University
Yoshio Nakai, Osaka University
Ryo Moriya, Ph.D. Student, Waseda University
Vasiliki Celia Antoniou, Lecturer / Senior Teaching Fellow, University College London / University Of The West Of Scotland
Chrysogonus Siddha Malilang, Senior Lecturer, Malmö University
Larissa Dantas Rodrigues Borges, Federal University Of Pará, Brazil
Diego Mideros, Moderator, The University Of The West Indies
Vanessa Mota, PhD Student In Applied Linguistics, Federal University Of Rio De Janeiro
Ryoko De Burgh-Hirabe, Ara Institute Of Canterbury
Moderators
Maria Giovanna Tassinari, Free University Of Berlin
Jo Mynard, Kanda University Of International Studies
Amanda Bruscato - AILA Volunteer, University Of Groningen
Learner autonomy remains a widely spread but also highly debated approach to second language education in the 21st century. In short, it describes the idea that learners take control for their own learning by making informed decisions and critically reflecting on all aspects of their learning process. The aim of this symposium is twofold: to explore how the concept of learner autonomy as an educational approach has evolved in the wake of the 21st century and to look at how understandings and practical implementations of learner autonomy may be congruent or differ across educational, institutional, linguistic and cultural contexts. The idea for this symposium stems from a multi-country research project currently conducted by the conveners aiming to collect insights into different conceptual networks and practices of learner autonomy. After the keynote by Alice Chik (Macquarie University, Sidney, Australia), the symposium will give presenters the opportunity to share their narratives and research results and thus engage in a reflective dialogue on developing learner autonomy in multilingual and multicultural institutions. Ultimately, this will lead us to reflect on the role of English as a common language in conceptualising and implementing autonomous pedagogy as well as explore the common and distinctive features of our conceptual associations with autonomy in English and other languages.
Sidelining Learner autonomy in Australian Curriculum
08:30AM - 12:00 Noon
Presented by :
Alice Chik, Macquarie University
If learner autonomy is an essential concept for TESOL or FL educators, is it also important for English as an Additional Language or Dialect teaching? Can we find ‘learner autonomy’ in the Australian Curriculum? If yes, where? Findings from a curriculum and education policy review project will be discussed.
Consequences of awareness-building collaboration – Educators enabling autonomous teaching and learning
08:30AM - 12:00 Noon
Presented by :
Ryoko De Burgh-Hirabe, Ara Institute Of Canterbury
Kerstin Dofs, PhD Student, Macquarie University/Ara Institute Of Canterbury
Action research by language teachers at a New Zealand polytechnic aims at promoting collaborative autonomous language learning among students who learn Māori and those who learn Japanese language. This presentation will report preliminary findings focusing on the learners of Japanese who engaged in group projects using Web 2.0 technology (wikis).
Mediated development through the prism of concept map activity
08:30AM - 12:00 Noon
Presented by :
Vasiliki Celia Antoniou, Lecturer / Senior Teaching Fellow, University College London / University Of The West Of Scotland
The present paper proposes a framework for fostering dialogic interaction with learners intended to render concept map instructional materials as cognitive tools to regulate learner L2 use and understanding of academic concepts
Learner autonomy and engagement in computer-mediated and independent language learning contexts: A tale of two programs
08:30AM - 12:00 Noon
Presented by :
Kristin Hiller, Associate Director, Language And Culture Center; Assistant Professor, Duke Kunshan University
This presentation compares efforts to promote learner autonomy and engagement in two contexts: Results are shared from a CALL curriculum revision project at a Korean university, and current efforts to develop an independent language learning program at a Sino–U.S. joint venture university in China are discussed.
Reflective dialogue fostering learner autonomy: a transformative change in learning Japanese as a second language
08:30AM - 12:00 Noon
Presented by :
Yoshio Nakai, Osaka University
Masako Wakisaka, Kyushu University
Reflection is necessary for the language learner to promote language awareness and it is implemented by reflective dialogue which is an approach to confront the learner’s own experiences and beliefs. This presentation explores how reflective dialogue can affect learner autonomy by introducing two cases with different learning settings.
Exploring the unity of cognition and emotion in collaborative advisory sessions: A qualitatively-driven mixed-methods study
08:30AM - 12:00 Noon
Presented by :
Ryo Moriya, Ph.D. Student, Waseda University
Taking the inseparability of cognition and emotion (i.e., perezhivanie) into account, the study conducted classroom-based peer advising and explored advisees' perezhivanie through one semester. The participants were eight college students in Japan and reflected their cognitive-emotional processes. The findings focus on advisees' cognitive-emotional responses to their L2 learning through collaborative advising.
08:30AM - 12:00 Noon
Room 1
S109 | Perspectives on language(s) in education: A comparative overview
Format : Symposium
Track : Virtual Session
Speakers
Kutlay Yagmur, Tilburg University
Latisha Mary, University Of Strasbourg
BethAnne Paulsrud, Dalarna University
Andrea C. Schalley, Symposium Organiser/Moderator (S109 & S147); Presenter, Karlstad University
Päivi Juvonen, Presenter, Linnaeus University
Christina Hedman, Stockholm University
Natalia Ganuza, Uppsala University
Sophia Gasson, Stockholm University
Karin Van Der Worp, University Of The Basque Country
Joyce Kling, Associate Professor, University Of Copenhagen
Susana Eisenchlas, Symposium Organiser/Moderator (S109 & 147)/ Presenter (S147), Griffith University
Moderators
Andrea C. Schalley, Symposium Organiser/Moderator (S109 & S147); Presenter, Karlstad University
Susana Eisenchlas, Symposium Organiser/Moderator (S109 & 147)/ Presenter (S147), Griffith University
Niklas Abel, AILA 2021 Volunteer, University Of Groningen
This open symposium will discuss key educational perspectives and practices in relation to linguistic diversity across countries and communities. We are interested in how societal groups perceive, react to, and manage linguistic diversity, and how this is reflected in formal and informal educational programs and initiatives. The focus of this symposium lies on trans- and intranational comparisons, in an attempt to extend beyond the traditionally nationally oriented research on multilingualism in education, while acknowledging the different linguistic ecologies within nations as well. Accordingly, the symposium will adopt a two-fold approach: In the first presentation slot, we invite overviews of language(s) in the formal and informal education system from selected national contexts, as well as contributions drawing explicitly on comparisons across the national context. In the second presentation slot, specific key issues which impact on educational policies and practices will be discussed and compared both trans- and intra-nationally. These issues may include language attitudes and ideologies, the status of languages within societies, or aspects of social justice and inclusiveness.
European Union Policies do not mean equitable practice in the Member States: Management of Linguistic Diversity in Formal Education
08:30AM - 12:00 Noon
Presented by :
Kutlay Yagmur, Tilburg University
Linguistic diversity is a key feature of European Union but the management of linguistic diversity in member states does not always adhere to European Union legislation and principles. In line with the aims of this symposium (S109), I will discuss the differences between European Union policies and the national practices in various European countries.
“Sounds awful because it sounds like you don’t value their home language”: English and French teachers’ contradictory attitudes and practices
08:30AM - 12:00 Noon
Presented by :
Latisha Mary, University Of Strasbourg
Clare Cunningham, York St John University
Andrea Young, University Of Strasbourg
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 practices concerning multilingualism.
Tensions all around: Multilingualism and teacher training in Sweden
08:30AM - 12:00 Noon
Presented by :
BethAnne Paulsrud, Dalarna University
Päivi Juvonen, Presenter, Linnaeus University
Andrea C. Schalley, Symposium Organiser/Moderator (S109 & S147); Presenter, Karlstad University
This interview study of Swedish teacher educators, in-service teachers, and pre-service teachers focuses on their attitudes and beliefs on multilingualism through a language orientation lens. The study reveals tensions among the participants and contributes to an understanding of the impact of teacher training on linguistic diversity management.
A call for an increased focus on language variation and Critical Language Awareness within Mother Tongue Instruction in Sweden
08:30AM - 12:00 Noon
Presented by :
Christina Hedman, Stockholm University
Natalia Ganuza, Uppsala University
The paper argues for the need to include an increased focus on language variation and Critical Language Awareness in Mother Tongue Instruction in Sweden, using an additive expansion-oriented pedagogy (Leeman 2018). Currently, these perspectives are largely lacking in MTI. The aim is to expand students’ linguistic repertoires beyond written standards.
English subject in Sweden’s primary language curriculum: discourses and ideological space in de jure policy.
08:30AM - 12:00 Noon
Presented by :
Sophia Gasson, Stockholm University
This paper investigates how the English subject syllabus at primary level is constructed in relation to other language subjects in the Swedish 2011 (revised 2018) curriculum. Discourse analysis of language syllabi using the concept of voices as linguistic manifestations of ideologies is presented and discussed vis-à-vis space for plurilingualism and plurilingual competence. 
Business students’ perceptions on the languages they study in the Basque Autonomous Community in relation to their future workplace
08:30AM - 12:00 Noon
Presented by :
Karin Van Der Worp, University Of The Basque Country
Co-authors :
Jasone Cenoz
Durk Gorter
This study analyzes Business Students’ perceptions on languages in the multilingual context of the Basque Autonomous Community. The study takes into account as a variable not only the L1 of the students, but their whole linguistic repertoire by defining them on different levels of multilingualism according to their language competences.
The evolution of English medium instruction research: A comparative overview
08:30AM - 12:00 Noon
Presented by :
Joyce Kling, Associate Professor, University Of Copenhagen
Slobodanka Dimova, University Of Copenhagen
Stable EMI research frameworks are needed to ensure that different areas in this multidimensional phenomenon are equally investigated (Dafouz & Smit, 2016). In order to develop such a research framework, we have examined the EMI research (1999-2018) at five European countries that are at different EMI implementation stages.
08:30AM - 12:00 Noon
Room 1
S128 1/2 | ReN: Broadening Perspectives: Theorising, Researching and Practising Literature in Language Teaching
Format : Symposium
Track : Virtual Session
Speakers
Wolfgang Hallet, Justus Liebig University Giessen
Esther Schat, Utrecht University
Gila Schauer, University Of Erfurt
Claudia Mustroph, LMU Munich
Kyoko Kuze, Toyo University
Stephan-Alexander Ditze, Teacher (English, Politics/Economics), Post-doc Researcher, University Of Bremen | Max-Planck-Gymnasium
Agustin Reyes-Torres, University Of Valencia
Emilia Luukka, Doctoral Researcher, Tampere University
Sandra Stadler-Heer, Symposium Organizer 128, ReN Coordinator, Catholic University Of Eichstätt-Ingolstadt
Sara Lis Ventura, University College Cork
Chantelle Warner, University Of Arizona
Moderators
Amos Paran, University College London Institute Of Education
Petra Kirchhoff, Erfurt University
Sandra Stadler-Heer, Symposium Organizer 128, ReN Coordinator, Catholic University Of Eichstätt-Ingolstadt
This symposium, organised by the Literature in Language Learning and Teaching (LiLLT) ReN convenors Sandra Stadler-Heer, Petra Kirchhoff and Amos Paran, with Wolfgang Hallet as featured speaker, focuses on the use of literature in language classrooms and on researching literature within applied linguistics. The longstanding and strong preoccupation with the practical problems of integrating literature in language curricula in secondary and tertiary education contexts has recently resulted in a revived interest in theorising and researching this area. For this symposium, we invite papers focusing on investigations of (new) patterns and paradigms, both theoretical and empirical. This includes the widening of the scope of literature to include a wide variety of multimodal texts as well as activities such as fanfiction, poetry writing and gaming, as well as widening the focus evolving from a reliance on what has variously been called "practitioner evidence" or "best practice literature" to employing a variety of educational and applied linguistics research methodologies to look at issues such as teacher and learner beliefs, the actual use of literature in classrooms, and curriculum and textbook research among others. The symposium will thus provide the floor for empirically informed discussions of theorising, researching and practicing literature in language teaching.S128 detailed programme, click here
Functions of Literature in Culture and Language Learning
08:30AM - 12:00 Noon
Presented by :
Wolfgang Hallet, Justus Liebig University Giessen
The ability to read literary texts and to explore fictional worlds is a competence in its own right. Teaching literature should be based on a model of literary competences that learners need to acquire in order to understand the aesthetic dimension of literary texts and their relation to cultural experiences.
Implementation of an intercultural literary pedagogy in FLT: an effect study in secondary education in the Netherlands
08:30AM - 12:00 Noon
Presented by :
Esther Schat, Utrecht University
Co-authors :
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Ewout Van Der Knaap
This study investigates the effects of a CLIL-based literary pedagogy on intercultural competence and language proficiency of 239 students in FLT. Three interventions carried out in two consecutive school years in the upper forms of Dutch secondary schools showed positive effects on intercultural competence development as measured by a validated questionnaire.
Picturebooks, pragmatics and teaching young L2 learners of English: an investigation of five children’s books
08:30AM - 12:00 Noon
Presented by :
Gila Schauer, University Of Erfurt
In this presentation, I will examine five different picturebooks (The airport book, The prince and the pee, The suitcase, Weirdo, When Charley met Emma) regarding their speech act content. I will focus on 15 speech acts acts (Advice, Advice Response, Apology, Agreement, Disagreement, Complaint, Expression of Feelings / Physical states, Greeting, Leave-take, Offer, Offer Response, Request, Request-Responses, Reprimand, Thanking) but will also briefly address issues such as exclusion and inclusion, talking about bodily functions and intercultural content.
Multimodal Literature in the EFL Classroom – Exploring German EFL Teachers’ Beliefs and Practices
08:30AM - 12:00 Noon
Presented by :
Claudia Mustroph, LMU Munich
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Teachers’ Beliefs about Using Literature and Film in ESP-oriented Classes
08:30AM - 12:00 Noon
Presented by :
Kyoko Kuze, Toyo University
This presentation aims to focus on the teachers who use literature and/or film in their ESP-oriented courses and investigate why these teachers use them in the contexts and what issues are in their minds. The results of the teacher interviews indicated that the teachers believed in some benefits of using literature and film, even in their ESP-oriented classrooms. If we claim the value of literature and film in language teaching, we must seek their use in various contexts, including such as ESP-oriented courses and other unexpected contexts. 
Literature as catalyst for cross-curricular education – FICTION AND CONTENT UNIFIED LEARNING (FACUL)
08:30AM - 12:00 Noon
Presented by :
Stephan-Alexander Ditze, Teacher (English, Politics/Economics), Post-doc Researcher, University Of Bremen | Max-Planck-Gymnasium
The curricula-based school practice of the Sciences ignores the human aptitude for storytelling. FICTION AND CONTENT UNIFIED LEARNING (FACUL) employs neuroscientific insights into the conditions of successful learning and demonstrates how LabLit, a subgenre of science novels, can act as catalyst to trigger cross-curricular learning processes.
Picturebooks as the basis for the development of aesthetic education in EFL: From inferential online reading to emotional competence
08:30AM - 12:00 Noon
Presented by :
Agustin Reyes-Torres, University Of Valencia
This research focuses on the reading process in which children get engaged when working with picturebooks. We aim to analyze the inferential online reading that occurs while students interpret the meaning of the text and how this process triggers a series of aesthetic experiences that develop in turn emotional competences.
08:30AM - 12:00 Noon
Room 1
S134 1/2 | ReN: Fully Inclusive Practitioner Research Network Symposium: New epistemologies and cultural dynamics of co-production
Format : Symposium
Track : Virtual Session
Speakers
Emily Edwards, Lecturer In Academic Language And Learning, University Of Technology Sydney
Anne Burns, University Of New South Wales
Tim Ashwell, Teacher, Komazawa University
Andy Barfield, Chuo University
Alison Stewart, Gakushuin University
Judith Hanks, University Of Leeds
Sian Etherington, University Of Salford
Johanna Vaattovaara, Professor, Tampere University, Finland
Yoshitaka Kato, Chubu University
Sal Consoli, Hong Kong Polytechnic University
Moderators
Assia Rolls, Researcher, Regent's University London
Cori Crane, Associate Professor, University Of Alabama
Ines Miller, Supervisor Teacher Education Courses, Pontifical Catholic University Of Rio De Janeiro
Judith Hanks, University Of Leeds
This new AILA Fully Inclusive Practitioner Research Network Symposium explores critical perspectives raised by co-production in research and pedagogy. Traditionally research has 'belonged' to researchers, while teaching/learning has 'belonged' to practitioners. This creates a cultural communication gap which has long been contested. We highlight the challenges of different contextual constraints, probe assumptions of agency, voice and ownership, and foreground issues of local/global knowledge raised when practitioners engage in theorising praxis. This approach deliberately crosses boundaries, asking WHO does WHAT in classrooms and research. Making practitioner research fully inclusive means empowering those whose contributions are traditionally overlooked: learners, teachers, teacher educators, administrators, to co-produce knowledge, share insights, develop understandings of research in applied linguistics. New epistemologies are generated as hierarchies are interrogated and the cultures of research and pedagogy are explored. In this interactive Symposium we bring together researchers, practitioner researchers, teachers, learners and scholars involved in fully inclusive practitioner research from different geographical, institutional, cultural areas. A rich variety of speakers (both experienced and 'new scholars') from around the world will give creative, multimodal presentations of their work. We invite discussions in a new approach to co-production of knowledge about learning, teaching, researching in applied linguistics.
Sustainability in practitioner research: Perspectives from Australia
08:30AM - 12:00 Noon
Presented by :
Anne Burns, University Of New South Wales
Emily Edwards, Lecturer In Academic Language And Learning, University Of Technology Sydney
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 achieved in practitioner research.
Beyond the third-party academic paradigm in writing about inclusive practitioner research
08:30AM - 12:00 Noon
Presented by :
Tim Ashwell, Teacher, Komazawa University
Andy Barfield, Chuo University
Alison Stewart, Gakushuin University
The new online Learner Development Journal was initiated to create an accessible forum for engaging with and writing about inclusive practitioner research. Here, we problematise the brokering of alternative writing practices and discuss the difficulties for editors, reviewers, and contributors in breaking with a third-party" academic paradigm."
Secret doors, coffee cups and humour: Investigating EAP teachers’ positive emotions, well-being and quality of life through ‘sticky objects’
08:30AM - 12:00 Noon
Presented by :
Sian Etherington, University Of Salford
Judith Hanks, University Of Leeds
This multi-modal, qualitative research investigated EAP teacher positive emotions in the higher education contexts of Saudi Arabia and the UK through teacher recordings of ‘sticky objects’ (Ahmed 2004), diary entries, and interview data. The findings illuminate positive emotional practices, notions of emotion labour and feeling rules within the two contexts.
Empowering professional identities through co-investigating in an interdisciplinary learning environment: a case example of from Finland
08:30AM - 12:00 Noon
Presented by :
Johanna Vaattovaara, Professor, Tampere University, Finland
This presentation will briefly present the highlights of the empirical interdisciplinary course case which was built on (some of) the basic principles of the fully inclusive Exploratory Practice. The learning environment was used as a means for exploring bottom-up sociolinguistic norms and sense-making as identified and relevant for the participants. The groups of students co-working for understanding consisted of MA students of Finnish language and students of Theatre Arts. Among the inclusive research methods was autoethnographic, reflective diary keeping applied together with project based collaborative activities.
Writer, editor and reviewer perspectives on writing about inclusive practitioner research
08:30AM - 12:00 Noon
Presented by :
Tim Ashwell, Teacher, Komazawa University
Alison Stewart, Gakushuin University
Andy Barfield, Chuo University
In this poster presentation we follow up on questions raised in the presentation “Beyond the third-party academic paradigm in writing about inclusive practitioner research” by exploring the perspectives of writers, reviewers and editors who have participated in a new online forum for engaging with and writing about inclusive practitioner research.
‘Why should puzzles be “why” questions?’ Puzzling about Exploratory Practice with language learners
08:30AM - 12:00 Noon
Presented by :
Yoshitaka Kato, Chubu University
This study reports on a meta-puzzling process of Exploratory Practice (EP) focusing on puzzles. In this case study, undergraduate students explored their own puzzles framed with ‘Why’, ‘How’ and ‘What’ and they compared, in collaboration with their teacher, the three forms of puzzles in terms of their engagement in EP.
Practitioner researchers and academic researchers can do better together
08:30AM - 12:00 Noon
Presented by :
Sal Consoli, Hong Kong Polytechnic University
The divide between practitioners and academics has been largely debated and critiqued. However, with this presentation, I wish to share my experience as an academic practitioner and illustrate the rationale for partnerships between applied linguistics academics and practitioners to work together and produce more powerful research insights.
08:30AM - 12:00 Noon
Room 1
S150 3/3 | ReN: on Early Language Learning
Format : Symposium
Track : Virtual Session
Speakers
Carmen Becker, TU Braunschweig
Maarit Mutta, University Of Turku
Outi Veivo, University Of Turku
Eva Wilden, University Of Duisburg-Essen
Sarah Sturm, Technical University Of Braunschweig
Gabriela Lüthi, University Of Fribourg
Teresa Kieseiser
Moderators
Heather Hilton, Convenor, Symposium 150 On Early Language Learning (AILA REN), Lumière University Lyon 2
Eva Wilden, University Of Duisburg-Essen
Siemone Zuidema (AILA2021 Volunteer), AILA2021 Volunteer
The Early Language Learning Research Network has organized a Symposium at the past two AILA Congresses (Brisbane in 2014, Rio de Janiero in 2017), a sign of increasing scientific and political interest in language learning in the primary and preschool years. In such a context, a forum for the scientific consideration of the specificities of early language learning (ELL) is vital for teachers, materials designers and policy makers worldwide, and the objective of our AILA Symposia has always been to bring together speakers who can synthesize important work being carried out at regional and national levels, in order to inform policy and practice. The current ELL ReN has identified eight particularly important research strands, which provide the structure for our Symposium proposal: classroom practices for ELL, training teachers for ELL, ELL by multilingual and migrant learners, digital media for ELL, assessment in ELL, learning to read and write in ELL, "early years" instructed language learning (under the age of 6). The ReN strand coordinators have proposed featured speakers who will be presenting high-level studies on these themes, and the ELL Network invites similarly high-level papers to complete these perspectives.
Multilingualism in the early FL classroom: The role of heritage languages
08:30AM - 12:00 Noon
Presented by :
Carmen Becker, TU Braunschweig
We present findings on the efficacy of a multilingual teaching approach to early English as a foreign language (EFL) in German primary schools. We outline the model, we report on its implementation in 4 schools for 6 months, and we discuss its effects on FL achievement.
Robot-assisted L2 Learning in Primary School
08:30AM - 12:00 Noon
Presented by :
Outi Veivo, University Of Turku
Maarit Mutta, University Of Turku
Robot-assisted language learning offers interesting possibilities for early language learning. We analyze child-robot-interactions in L2 learning in primary school. Our results show that the majority of problems in these interactions are related to L2 pronunciation. These results highlight the importance of adjusting teaching materials in RALL for L2 child speakers.
Teachers' L1 and L2 use in primary L2 education and the role of teacher qualification and teachers' L2 proficiency
08:30AM - 12:00 Noon
Presented by :
Eva Wilden, University Of Duisburg-Essen
This study examined teachers' L1 (German) and L2 (English) use in German primary L2 classrooms. Findings indicate that a higher qualification of primary L2 teachers can be linked to higher L2 proficiency as well as more frequent L2 use in the classroom – and vice versa.
Vocabulary learning strategies in primary EFL contexts: The effect of multilingualism
08:30AM - 12:00 Noon
Presented by :
Sarah Sturm, Technical University Of Braunschweig
In my PhD project I investigate the effect of multilingualism on primary school students’ vocabulary learning strategies. In controlled settings, 35 participants carried out vocabulary learning tasks and verbalized their thoughts. In this presentation, I will discuss which strategies participants used in these tasks and which factors predicted their strategy use.
Implementing multilingual approaches in primary school – teachers’ and teacher trainers’ views
08:30AM - 12:00 Noon
Presented by :
Gabriela Lüthi, University Of Fribourg
Co-authors :
Elisabeth Peyer, University Of Fribourg
Our poster presents findings of focus groups with primary school teachers and teacher trainers on the implementation of multilingual approaches in Swiss primary schools. Participants appraised multilingual activities regarding their curricular relevance and their potential to develop language competence on the basis of filmed sequences of pupils dealing with these activities.
08:30AM - 12:00 Noon
Room 1
S161 3/3 | Study abroad as a multilingual, intercultural and transnational experience
Format : Symposium
Track : Virtual Session
Speakers
Miroslaw Pawlak, Adam Mickiewicz University, Kalisz, Poland
Kata Csizér, Eotvos Lorand University
Yoko Munezane, Rikkyo University
Judith Borràs, University Of Lleida
Griet Boone, Ghent University
Zeynep Köylü, University Of Basel
Annarita Magliacane, Lecturer In TESOL And Applied Linguistics, University Of Liverpool
Ayako Suzuki, Tamagawa University
Midori Shikano, Nanzan University
Saule Petroniene, Kaunas University Of Technology
Moderators
Rosamond Mitchell, University Of Southampton
Kata Csizér, Eotvos Lorand University
Ana Beaven, University Of Bologna
June Eyckmans, Presenter, Ghent University
Nicole Tracy-Ventura, West Virginia University
Aline Oelen - AILA Volunteer, AILA2021 Volunteer
Study abroad is a complex educational experience, with potential to support academic, linguistic, personal and intercultural development. Traditionally, applied linguistics research has concentrated on SA as an opportunity for second language acquisition by instructed learners, with a focus on single languages (English, Spanish, Arabic, Chinese etc). However in practice study abroad today takes place in multilingual and multicultural environments, and involves students from increasingly diverse transnational backgrounds. Much less is known about the likely impact of such complex experiences on student development (e.g. whether they experience multilingualism and/ or interculturality as a series of separate linguistic and cultural encounters, or as an integrated whole). This symposium therefore invites contributions from researchers interested in the impact of contemporary study abroad experiences on: students' evolving multilingualism including development in individual languages plus interactions between home languages, local languages, English as a lingua franca students' beliefs, language attitudes and multilingual identity students' intercultural and transnational orientation students' personal development in terms of agency, self-regulation and autonomy. As well as reporting their empirical research, contributors will be asked to reflect on their theoretical contribution to the understanding of SA, and/or to the educational support frameworks which can maximise students' development in contemporary SA settings.S161 detailed programme, click here
The role of self-regulation in study abroad settings: An overview
08:30AM - 12:00 Noon
Presented by :
Miroslaw Pawlak, Adam Mickiewicz University, Kalisz, Poland
The paper provides an overview of studies of self-regulation in SLA, with special emphasis on those investigating the role of self-regulatory capacity in study abroad contexts. The overview serves as a basis for considering future research directions and suggesting how empirical evidence can enhance the effectiveness of study abroad programs.
International students in Australia, their self-efficacy and self-regulatory strategy use: a transnational perspective
08:30AM - 12:00 Noon
Presented by :
Miroslaw Pawlak, Adam Mickiewicz University, Kalisz, Poland
This paper explores international students’ language learning experience in Australia and Europe. The same standardized questionnaire, designed initially for Study Abroad students at European universities, examines students’ educational experience. The first part discusses the Australian data and the second offers a unique comparative insight into student experience in transnational contexts.
The impact of motivation and self-efficacy on self-regulatory strategy use in study abroad contexts in Europe
08:30AM - 12:00 Noon
Presented by :
Kata Csizér, Eotvos Lorand University
Co-authors :
Miroslaw Pawlak, Adam Mickiewicz University, Kalisz, Poland
We will present and discuss data collected with the help of a standardized questionnaire measuring university students’ self-regulatory strategy use, their motivated learning behavior and their self-efficacy beliefs in various study abroad contexts in Europe.
Predicting Sociocultural Adjustment of Sojourners Studying in Japan
08:30AM - 12:00 Noon
Presented by :
Yoko Munezane, Rikkyo University
This presentation explores the factors influencing the sociocultural adaptation of international students in Japan. The results of regression analysis indicated that cultural intelligence and language competence predicted sociocultural adaptation. Implications for the effective study-abroad experience will be discussed.
The role of learning context and individual differences when performing different study abroad experiences
08:30AM - 12:00 Noon
Presented by :
Judith Borràs, University Of Lleida
Co-authors :
Àngels Llanes, University Of Lleida
This study compares English (L2) development in two different study abroad (SA) contexts: traditional SA and English as a lingua franca study abroad. Results show that the two contexts are comparable regarding L2 reading, vocabulary and proficiency development, and that individual variables have a strong impact on students’ learning outcomes.
Development of formulaic language use in a multilingual study abroad context: how social interaction affects students’ production in L2 German
08:30AM - 12:00 Noon
Presented by :
Griet Boone, Ghent University
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 discussed.
The Effects of Study Abroad on Oral L2 Development: Results from a Learner Corpus Study
08:30AM - 12:00 Noon
Presented by :
Zeynep Köylü, University Of Basel
This study investigated the effects of two study abroad contexts on L2 oral development through complexity, accuracy, and fluency measures depending on language orientation of the sojourn country. The results lead us question the necessity of Anglophone study abroad compared to the English as a lingua franca sojourn context.
Language contact during transnational student mobility: spaces and affordances during Covid-19
08:30AM - 12:00 Noon
Presented by :
Annarita Magliacane, Lecturer In TESOL And Applied Linguistics, University Of Liverpool
This contribution analyses the opportunities for language contact that students experienced during Covid 19 by focusing on the access to physical and socially constructed spaces. 
Impacts of study abroad on university students' understanding of English as a lingua franca
08:30AM - 12:00 Noon
Presented by :
Ayako Suzuki, Tamagawa University
This paper reports a case study that investigates whether study abroad can develop Japanese university students’ understanding of English as a lingua franca (ELF) based on data obtained before, during, and after SA. It discusses factors that prevented students from fully developing understanding of the diversity of English.
Impact of a CLIL Study-abroad Program on Japanese University Students: Integrating Quantitative and Qualitative Methods
08:30AM - 12:00 Noon
Presented by :
Midori Shikano, Nanzan University
Co-authors :
Midori Shikano, Nanzan University
Kazuki Kagohashi, Nanzan University
Brad Deacon, Nanzan University
This preliminary study attempted to understand what experience it was to participate in a CLIL study-abroad program for Japanese participants (N= 107), by investigating its impact (effect and influence) including: change in awareness/attitudes towards global citizenship, sustainability behaviors, English language progress and use, and students’ academic and career orientation.
Study Abroad: Extracurricular Language Learning
08:30AM - 12:00 Noon
Presented by :
Saule Petroniene, Kaunas University Of Technology
Saule Juzeleniene, Teacher, Principal Investigator Of The Translation And Linguistic Research Group, Kaunas University Of Technology
Key words: extracurricular language learning, extramural language learning, study abroad, foreign language learning
08:30AM - 12:00 Noon
Room 1
S169 1/2 | Tensions between monolingualism and multilingualism across university contexts
Format : Symposium
Track : Virtual Session
Speakers
Marie Källkvist, Lund University
Maria Kuteeva, Symposium Organiser, Presenter, Stockholm University
Kumiko Murata, Waseda University
Claudine Brohy, Lecturer, University Of Fribourg
Kathrin Kaufhold, Associate Professor, Stockholm University
Wanyu Amy Ou, The Education University Of Hong Kong
Dragana Cvetanovic, University Of Helsinki
Anta Kursiša, University Of Stockholm
Lidia Balsà, Serra Hunter Lecturer, Rovira I Virgili University
Josep M. Cots, University Of Lleida
Agnes Bodis, Macquarie University
Anna Solin, University Of Helsinki
Guillaume Gentil, Carleton University
Irina Shchemeleva, Higher School Of Economics, University Of Helsinki
Jie Liu, University College London
Luke Holmes, Doctoral Student, Stockholm University
Monika Dannerer, University Of Innsbruck
Slobodanka Dimova, University Of Copenhagen
Taina Saarinen, University Of Jyväskylä
Tiina Onikki-Rantajääskö, University Of Helsinki
Heini Lehtonen, University Of Helsinki
Moderators
Kathrin Kaufhold, Associate Professor, Stockholm University
Maria Kuteeva, Symposium Organiser, Presenter, Stockholm University
Niina Hynninen, University Of Helsinki
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
At universities today, the national language(s) and English as an academic lingua franca are used alongside a plethora of other linguistic resources, including different languages, varieties, codes and registers. Our symposium explores universities as multilingual settings by drawing attention to various, often conflicting, language perceptions and practices alongside the prominence of English in international study programmes and research publication. Language practices are understood here as behaviour or activity in relation to specific language regimes. The symposium problematises language boundaries and dominant perceptions of standards and norms and seeks to provide empirical evidence for 'polycentric systems of norms' (Blommaert 2010) within the rather conservative field of higher education. Our scope includes language perceptions and ideologies linking to societal issues, policies on the institutional level, and implications for individuals' repertoires on the personal level. We invite papers addressing the following issues: 1) tensions concerning monolingualism versus multilingualism on the institutional level; 2) the dialectics between perceiving and experiencing "language(s)" versus "languaging", i.e. between languages as separable objects and translingual practices; 3) the specificity of language uses at universities from the perspectives of different stakeholders, e.g. students, teachers, researchers and administrators; 4) language-regulatory mechanisms and practices related to the production of mono/multilingualism. S169 (1/2)08:30 – 09:10: Marie Källkvist & Francis Hult09:10 – 09:25: Maria Kuteeva09:25 – 09:50: Kumiko Murata & Masakazu Iino09:50 – 10:00: Claudine Brohy, Iris Schaller-Schwaner & Andy Kirkpatrick10:00 – 10:30: Coffee (with online interaction)10:30 – 10:45: Kathrin Kaufhold10:45 – 11:10: Wanyu Amy Ou & Mingyue Michelle Gu11:10 – 11:35: Dragana Cvetanovic, Heini Lehtonen, Åsa Mickwitz & Auli Toom11:35 – 11:45: Anta Kursiša, Anne Huhtala & Marjo Vesalainen11:45 – 11:55: Lídia Gallego Balsà & Josep Cots11:55 – 12:00: Additional discussion time
Monolingual-Bilingual-Multilingual Tensions in Higher Education
08:30AM - 12:00 Noon
Presented by :
Marie Källkvist, Lund University
Co-authors :
Francis Hult, University Of Maryland
This study focuses on how space was negotiated for different languages in real time during language-policy negotiations at a Swedish university. Tensions are revealed between the need for monolingualism (Swedish), parallel-language use (Swedish and English) and multilingualism (Swedish, English and other languages). Languages were variously positioned as problem or resource.
If not English, then what? Unpacking language hierarchies at university
08:30AM - 12:00 Noon
Presented by :
Maria Kuteeva, Symposium Organiser, Presenter, Stockholm University
This presentation unveils tensions between academic monolingualism and multilingualism. By analysing policy documents and survey comments, I identify three dominant discourses: “epistemic monolingualism”, “(wishful) academic multilingualism”, and “deficient multilingualism”. Major European academic languages, particularly German and French, hold a high status but their reported use is more “wishful” than real.
The same university, different policies, differing perceptions and constraints among students from two different EMI contexts in Japan
08:30AM - 12:00 Noon
Presented by :
Kumiko Murata, Waseda University
Co-authors :
Masakazu Iino, Waseda University
This presentation discusses how different policies on EMI result in differing educational practices and environments, which impact on students’ perceptions of the nature of the shared medium, English, and their beliefs in monolingual NES norms and constraints of them as well as their understanding and appreciation of multilingualism and diversity.
Multilingual Switzerland and Hong Kong: issues around the denial of Swiss German and Cantonese as languages for academic purposes
08:30AM - 12:00 Noon
Presented by :
Claudine Brohy, Lecturer, University Of Fribourg
Co-authors :
Iris Schaller-Schwaner, Lecturer, AILA 2021 Presenter & Co-presenter, University Of Fribourg, Department Of English & University Language Centre
Andy Kirkpatrick, Griffith University
In Switzerland and Hong Kong respectively, neither Swiss German nor Cantonese are considered to be academic languages. Drawing on two university sites, the University of Fribourg in Switzerland and the Hong Kong Education University, we shall argue that both should be taught as languages for academic purposes/as academic languages.
Transnational students’ language ideologies and practices across social spaces in multilingual university settings
08:30AM - 12:00 Noon
Presented by :
Kathrin Kaufhold, Associate Professor, Stockholm University
The paper explores the lived experiences of multilingual students who migrated to Sweden, based on interviews and writing logs. The results show various languages can be valuable for learning, and previous academic knowledge, entangled with language use, affects the success in tertiary education irrespective of language code.
Translingual practices as spatial repertoire for teaching and learning in an EMI multilingual university
08:30AM - 12:00 Noon
Presented by :
Wanyu Amy Ou, The Education University Of Hong Kong
Co-authors :
Michelle Mingyue Gu, The Education University Of Hong Kong
By offering a case of translanguaging-based classroom interaction in a multilingual university in China, this study problematizes several discourses that prevail international university policies, including English monolingualism and the linguistic and individual-oriented bias of language.
Developing translanguaging pedagogies in bilingual Bachelor degrees (TvEx) at the University of Helsinki: a students’ and teachers’ perceptions
08:30AM - 12:00 Noon
Presented by :
Dragana Cvetanovic, University Of Helsinki
Heini Lehtonen, University Of Helsinki
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 classroom observations, questionnaires and interviews.
Multilingual vs. Multilingually Aware? Exploring language students’ views of their multilingualism
08:30AM - 12:00 Noon
Presented by :
Anta Kursiša, University Of Stockholm
This study investigates questions raised in our earlier study dealing with multilingual awareness of advanced university students of LOTEs. Using a semi-open questionnaire, we will examine how students define multilingualism, and what the relatively common lack of awareness of being multilingual might be caused by.
(De)Legitimising plurilingual teaching practices in an ESP course at university: a discourse analysis approach to teacher’s and students’ argumentative strategies
08:30AM - 12:00 Noon
Presented by :
Lidia Balsà, Serra Hunter Lecturer, Rovira I Virgili University
Josep M. Cots, University Of Lleida
This study presents a qualitative study on the argumentative strategies that both students and the teacher employ to justify, legitimise or contest the use of plurilingual teaching and learning practices during the implementation of a course in English for Specific Purposes (ESP).
08:30AM - 12:00 Noon
Room 1
S178 | The proofreading and editing of L2 English writing
Format : Symposium
Track : Virtual Session
Speakers
Joan Turner, Emeritus Professor, Goldsmiths
Nigel Harwood, Sheffield University
Mayumi Fujioka, Osaka Prefecture University
Miho Yamashita, Ritsumeikan University
Nina Conrad, PhD Candidate, University Of Arizona
Fatimah Alghamdi, King Abdulaziz University
Moderators
Nigel Harwood, Sheffield University
As English becomes the lingua franca of the global academy for students writing coursework and dissertations/theses, and for lecturers writing for publication, there is a growing need for editing (or 'proofreading') of L2 students' and academics' English language texts to ensure these texts are fit for purpose. Recent work researching the editing of student writing (e.g., Harwood et al., 2009; Harwood, 2018, 2019; Turner, 2018) and of academics' writing for publication (e.g., Burrough-Boenisch, 2005; Li, 2012; Luo & Hyland, 2016, 2017) has studied editing from a number of perspectives, and this symposium seeks proposals which will extend this knowledge base. Themes to address include: What types of interventions do editors make to writers' texts? Why, how, and to what extent do different editors intervene consistently? What are the ethical implications of editing for journal editors receiving academics' modified texts and for lecturers marking students' edited coursework/theses? To what extent do editors' practices align with writers' expectations? This symposium will bring papers on these and other topics together to provide delegates with an understanding of the various methods and methodologies which are being deployed to better understand the editing phenomenon and its implications for writers and policymakers in various higher education contexts.
Proofreading in the international university: ethical concerns, practical problems, symbolic meaning.
08:30AM - 12:00 Noon
Presented by :
Joan Turner, Emeritus Professor, Goldsmiths
This presentation considers the multi-faceted issues, practical and ethical that arise with the proliferation of expectations of proofreading and its role as a mediating practice in student writing for assessment. It also looks at the links between the demand for proofreading and the role of English in transnational higher education.
The perspectives of lecturers, language tutors, and student writers on the proofreading of student writing
08:30AM - 12:00 Noon
Presented by :
Nigel Harwood, Sheffield University
I report on questionnaire and interview-based research soliciting the views of three parties on proofreading: (i) UK university lecturers; (ii) English language tutors; and (ii) undergraduate and postgraduate students. There are highly differing views of the ethical appropriacy of different forms of proofreading both within and across the three groups.
A US writing center tutor’s interventions in an L2 doctoral student’s dissertation writing
08:30AM - 12:00 Noon
Presented by :
Mayumi Fujioka, Osaka Prefecture University
This study reports a US writing center tutor’s interventions in an L2 doctoral student’s dissertation. Analysis of tutoring transcripts, interviews, and documents revealed the tutor’s systematic practice of constructing the tutee’s drafts through oral dictation. Findings suggest a need for discussion of ethical and effective L2 tutoring.
What expertise and instruction strategies are expected to from writing center tutors in the science department in university?
08:30AM - 12:00 Noon
Presented by :
Miho Yamashita, Ritsumeikan University
This paper reports effective tutoring and writing center instruction for science students in Japan. The results of analysis show tutors are expected to possess expertise in science research as well as familiarization of Japanese/English academic papers. They also need to build a collaborative relationship with tutees in writing science papers.
Quantifying academic proofreading: Further evidence for the ideological underpinnings of postsecondary students’ proofreading practices
08:30AM - 12:00 Noon
Presented by :
Nina Conrad, PhD Candidate, University Of Arizona
A mixed methods study revealed that a diverse student population pursued English-language proofreading services to improve their writing and academic marks. The types of interventions reported suggest that students’ pursuit of third-party proofreading may reflect an ideologically based fear of being positioned as deficient writers because of minor lexicogrammatical errors.
‘Accept and Move to Next’: Native-Speaking Editors’ Changes to English Academic Writing of Advance Non-Native Emerging Scholars
08:30AM - 12:00 Noon
Presented by :
Fatimah Alghamdi, King Abdulaziz University
Native-speaking editors’ changes to a corpus of about 22000 words of English academic writing by Saudi emerging scholars were analyzed. More than one third of the revisions made were found to be restating grammatically correct sentences. Meaning enhancement and meaning modification were the most recurring reasons for editors’ amendments
08:30AM - 12:00 Noon
Room 1
S184 1/2 | Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education
Format : Symposium
Track : Virtual Session
Speakers
Sonja Brunsmeier, University Of Vechta
Anelise Gondar, UERJ
Karim Sadeghi, AILA Solidarity Awardee, Urmia University
Rodrigo Arellano, PhD Candidate - Lecturer, The University Of New South Wales
Fumiko Kurihara, Chuo University
Nancy Drescher, Faculty, Minnesota State University, Mankato
Paul Voerkel, Symposium Organizer, Friedrich-Schiller-Universität Jena
Sabine Rotberg, Goethe-Institut
Stefania Kordia, Hellenic Open University
Sakiko Yoneda, Tamagawa University
Eri Osada, Kokugakuin University
Takane Yamaguchi, Shumei University
Moderators
Mergenfel A. Ferreira, UFRJ
Paul Voerkel, Symposium Organizer, Friedrich-Schiller-Universität Jena
Michelle Mattuzzi (AILA2021 Volunteer), AILA2021 Volunteer
The broad reception of Hattie's meta-studies about the impact of teacher activities has shown the core importance of teacher training and professional development. Within this area, "Reflection" and "Action Research" are increasingly considered as fundamental aspects for teacher education, for what questions raised by scholars such as Shulman (1986), Schön (1988) and Altrichter & Posch (2007) remain essential until today, in order to link the theoretical discussion about academic teacher training and the practical skills needed for classroom management and interaction. Numerous educational challenges, among them the emergence and overlapping of diverse technologies, make it crucial that teachers develop skills that help them rethink their practices. This "reflective moments" are supposed necessary to ensure the constant quality of their work and to encourage efficient practices of classroom interaction and language teaching. The symposium offers a space to bring together both theoretical studies and practical experiences of foreign or second language teacher education and professional development that focus on the issues pointed above. The discussions are meant to be open for scholars that deal with the teaching of foreign languages (especially "German as a Foreign Language") and aim to integrate participants from different regions of the world sharing their experiences.
Teachers as Researchers – A profession- and research-led teaching concept
08:30AM - 12:00 Noon
Presented by :
Sonja Brunsmeier, University Of Vechta
The quality of a teacher influences the quality of learning and teaching. The question about how academic settings should be best structured to allow for the development of well-qualified teachers arises. An explorative and qualitative approach is chosen to provide insights into concepts for teacher education at university level.
Ensuring pedagogical consistency between primary- and secondary-level foreign language education through portfolios in Japan
08:30AM - 12:00 Noon
Presented by :
Fumiko Kurihara, Chuo University
Eri Osada, Kokugakuin University
Sakiko Yoneda, Tamagawa University
Takane Yamaguchi, Shumei University
Rie Adachi, Researcher And Teacher, ​Sugiyama Jogakuen University
Co-authors :
Ken Hisamura, Den-en Chofu University
Hisatake Jimbo, Waseda University
This study examines the potential value of the two portfolios for EFL teachers in Japan. The portfolios are based on the rationale of the CEFR. We argue that they can serve as effective tools for reflective teaching and help maintain pedagogical consistency between primary to secondary-level EFL education.
A corpus-based analysis of ideologies in EFL teacher education policies
08:30AM - 12:00 Noon
Presented by :
Rodrigo Arellano, PhD Candidate - Lecturer, The University Of New South Wales
This mixed-method project aimed at reviewing EFL teacher training policies through the analysis of 3 corpora using keywords-in-context through Nvivo12. Results suggest discrepancies in the emphases given to different areas in the curriculum while showing evidence of neoliberal ideologies through the use of strategies from the ‘discourse of advertising’.
Teacher Education and Professional Self-Definition of Prospective Teachers of German as an Additional Language in Rio de Janeiro
08:30AM - 12:00 Noon
Presented by :
Anelise Gondar, UERJ
The purpose of this presentation is to report the results of a research that aimed to identify and analyze bottlenecks and potentialities of the university education of additional language teachers by looking into curricular subjects and activities comprising professional practice training.
08:30AM - 12:00 Noon
Room 1
S189 | Variables affecting foreign language acquisition in bilingual programs
Format : Symposium
Track : Virtual Session
Speakers
Thorsten Piske, Full Professor, University Of Erlangen-Nuremberg
Kristin Kersten, Full Prof. Of SLA & ELT, University Of Hildesheim
Ann-Christin Bruhn, University Of Hildesheim
Mengying Liu, University Of Minnesota
Patricia Uhl, Friedrich-Alexander University Of Erlangen-Nuremberg, Germany
Anja Steinlen, Friedrich Alexander University Erlangen-Nürnberg, Germany
Anna Trebits, Lecturer In TESOL And Applied Linguistics, University Of Hildesheim
Katharina Ponto, University Of Hildesheim
Moderators
Anja Steinlen, Friedrich Alexander University Erlangen-Nürnberg, Germany
Kristin Kersten, Full Prof. Of SLA & ELT, University Of Hildesheim
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
A long-standing tradition in SLA investigates the effects of learner-internal and -external factors on language learning, often looking at variables in isolation. Recently, researchers have focused increasingly on the interplay of such factors in the dynamic contexts in which (language) development unfolds. L2A in educational programs adds to the complexity of such developmental trajectories. Instructional quality and L2 program features interact with the child's individual characteristics, which are shaped by their social and language background(s), leading to heterogeneous classrooms which have increasingly been in the focus of modern teaching approaches. Research on immersion programs (particularly in Canada and the U.S.) has consistently shown that the strongest predictors for L2A comprise intensity, duration and quality of L2 exposure, while less intensive bilingual programs, often referred to as CLIL in Europe, which cover various programs differing in intensity, duration, setup, and L2-input, have yielded mixed results. Clear distinctions of program variables and terminology are a desideratum for future studies. Statistical methods modeling multifactorial growth processes present a promising approach to shed light on the interplay of numerous factors in instructed L2A. This symposium invites theoretical and empirical papers on the impact and interplay of variables affecting L2 acquisition in bilingual classroom contexts.8.30-9.10 Thorsten Piske (key) 9.10-9.30 Patricia Uhl 9.30-9.50 Anja Steinlen9.50-10.00 Discussion10.30-10.50 Mengying Liu10.50-11.10 Kristin Kersten11.10-11.30 Ann-Christin Bruhn, Katharina Ponto, Kristin Kersten11.30-11.50 Anna Trebits, Katharina Ponto, Kristin Kersten11.50-12.00 Discussion
Factors affecting L2 learning in immersion, CLIL and ‘regular’ foreign language programs
08:30AM - 12:00 Noon
Presented by :
Thorsten Piske, Full Professor, University Of Erlangen-Nuremberg
This paper explores the role of several factors that have been claimed to affect L2 learning in classroom contexts by comparing the results of studies examining the linguistic outcomes of ‘regular’ foreign language programs and bilingual programs differing, among other things, in amount of learner exposure to the L2.
Competence acquisition of heterogeneous learner groups in a Bilingual Program (French/German) in Bavarian Primary Schools – First empirical results
08:30AM - 12:00 Noon
Presented by :
Patricia Uhl, Friedrich-Alexander University Of Erlangen-Nuremberg, Germany
Co-authors :
Thorsten Piske, Full Professor, University Of Erlangen-Nuremberg
The presented empirical study focuses on 127 first graders taking part in the new Bilingual Program (French/German) in Primary Schools in Bavaria. The research interest lies on the level of competence in French, German and mathematics as well as on the intersectionality axes gender, multilingualism and socioeconomic background.
Children with AD(H)D in primary school immersion programs
08:30AM - 12:00 Noon
Presented by :
Anja Steinlen, Friedrich Alexander University Erlangen-Nürnberg, Germany
Co-authors :
Thorsten Piske, Full Professor, University Of Erlangen-Nuremberg
This study examined the linguistic achievements of children with and without AD(H)D who attended German-English immersion and mainstream programs in German primary schools. Although the AD(H)D children’s performance was affected by their cognitive deficits, intensive exposure to the target language positively affected their L2 development.
Second-grade Chinese immersion students’ language use
08:30AM - 12:00 Noon
Presented by :
Mengying Liu, University Of Minnesota
This case study explores patterns of L1 and L2 use by second graders attending a Chinese immersion program in the U.S. as they carry out classroom tasks with different interlocutors. Findings suggested that students use Chinese almost exclusively with teacher, and become English-dominant with peers on academic and non-academic topics.
The interplay of cognitive, social and instructional variables affecting foreign language acquisition in primary school: The Proximity Hypothesis
08:30AM - 12:00 Noon
Presented by :
Kristin Kersten, Full Prof. Of SLA & ELT, University Of Hildesheim
Research on differential effects of cognitive, social and instructional factors often confounds hierarchical relationships within 'container variables'. The Proximity Hypothesis posits that effects of distal factors are mediated and explained by proximal factors interacting directly with learners. This is investigated longitudinally in regular and bilingual primary schools using multilevel modeling. (Preprint on Researchgate)
L2 Instruction Predicts Young Learners' L2 Comprehension in Bilingual and Conventional Programs
08:30AM - 12:00 Noon
Presented by :
Ann-Christin Bruhn, University Of Hildesheim
Katharina Ponto, University Of Hildesheim
Kristin Kersten, Full Prof. Of SLA & ELT, University Of Hildesheim
This study focuses on the question which teaching techniques as operationalized by the Teacher Input Observation Scheme (TIOS) (Kersten et al., 2018) most strongly predict L2 lexical and grammar comprehension of young L2 learners of English from regular and bilingual primary schools in Germany. Correlational and multiple regression analyses suggest that immersion teachers outperform EFL teachers in their use of TIOS techniques, TIOS scores predict learners' L2 lexical and grammar comprehension (44.2% and 60.3% of variance), and that scales and item-based teacher behavior differentially affect L2 comprehension.
Sources of individual differences in L2 development: The role of parenting style, home enrichment and L1 proficiency in young learners
08:30AM - 12:00 Noon
Presented by :
Anna Trebits, Lecturer In TESOL And Applied Linguistics, University Of Hildesheim
Kristin Kersten, Full Prof. Of SLA & ELT, University Of Hildesheim
Katharina Ponto, University Of Hildesheim
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 enrichment on L2 development.
12:00 Noon - 01:30PM
LUNCH
12:15PM - 01:00PM
Body-Mind-Recharge in Gather.Town | Activity Center
During all lunch times in between symposia, we can revitalize with Iryna, an international and multilingual yoga teacher with over 10 years of experience. She will guide the 45 minutes yoga & stretching break to help you recharge and rebuild your mental and physical resources. Every session, she will start with breathing practice for a better focus, continue with yoga postures for shoulders, chest and lower back and finish with grounding meditation. This session is suitable and accessible for all levels and all you need is comfortable clothes for stretching, a mat, a towel or a chair to sit on.Go to Gathertown!
12:15PM - 01:15PM
Cooking together in Gather.Town | Activity Center | Kitchens
Do you have a (traditional) dish or drink which you would like to prepare live for and with other AILA delegates? During lunch and dinner times we have arranged some time slots, when others can join you in the virtual kitchen. We hope to have dishes/drinks from different parts of our AILA world! Do you want to host such a cooking session? Please sign up here and let us know what dish you wish to make.Go to Gathertown!
12:15PM - 01:15PM
Meet the Publisher @ Gather Town Classroom
A representative from each of our publishers will introduce themselves briefly and then answer your questions. Such as:What kinds of books do you publish?What are some of your key new titles?What are your distinguishing features as a book publisher?What sorts of books are you looking to commission?How would one submit a book proposal to you?What are you looking for in a stand-out proposal?Go to Gathertown!
01:30PM - 02:30PM
Room 1
Keynote Qiufang Wen
Format : Plenary
Track : Virtual Session
Speakers
Audrey Rousse-Malpat, Chair Of Social Program, Rijksuniversiteit Groningen
Qiufang Wen
Moderators
Audrey Rousse-Malpat, Chair Of Social Program, Rijksuniversiteit Groningen
May Wu (AILA2021 Team)
Qiufang Wen (Beijing Foreign Studies University, China)Qiufang Wen is regarded as the leading figure in AL in China. She is currently Vice-President of the China Association for Comparative Studies of English and Chinese and Vice-president of AsiaTEFL. Her research interests include second language acquisition, teacher professional development, and national language capacity. 
Introduction by Audrey Rousse-Malpat
01:30PM - 02:30PM
Presented by :
Audrey Rousse-Malpat, Chair Of Social Program, Rijksuniversiteit Groningen
Audrey Rousse-Malpat will introduce the keynote presentation of Qiufang Wen
The production-oriented approach to the instructed second language acquisition: What has happened in the post-method era?
01:30PM - 02:30PM
Presented by :
Qiufang Wen
The production-oriented approach (POA) has been developed for over 10 years through several rounds of experimental teaching to optimize the implementation of the POA and improve its theoretical system.  It aims at overcoming the weaknesses (e.g. separation of input from output) in current English instruction in China and improving the efficiency of classroom instruction.  The POA, as an innovative pedagogy, starts instruction with production and ends with production while input serves as an enabler to help accomplish productive activities.  The theoretical system of the POA consists of three components: (a) teaching principles; (b) teaching hypotheses; and (c) teacher-guided teaching processes.  The teaching principles include "learning-centered", "Input-output integration" and "whole-person education".  The teaching hypotheses include "output-driven", "input-enabled", "selective learning" and "teacher-student collaborative assessment".   The teaching processes contain three phases (i.e. motivating, enabling, and assessing), each guided by the teacher.   The research findings showed that the POA is feasible and effective not only for English instruction but also for teaching Chinese as a foreign language.
02:30PM - 06:00PM
Workshop: Methods and Tools for Coding Multimodal and Gesture Data Within Different Theoretical Frameworks
Format : Symposium
Track : Virtual Session
Speakers
Gale Stam, Professor Emerita, National Louis University
Johannes Wagner, University Of Southern Denmark
Marianne Gullberg, Lund University
Søren Wind Eskildsen, University Of Southern Denmark
Moderators
Johannes Wagner, University Of Southern Denmark
Gale Stam, Texas Tech University
Marianne Gullberg, Lund University
Søren Wind Eskildsen, University Of Southern Denmark
This workshop provides an overview of how to code videotaped data from different theoretical perspectives using various software programs. The first hour consists of presentations by experienced gesture and multimodal researchers Søren Wind Eskildsen, Marianne Gullberg, Gale Stam, and Johannes Wagner. The remainder of the workshop is a hands-on session where participants work on coding data and receive immediate feedback. The workshop is limited to 50 participants because of its hand-on nature. Participants with be sent information about material that they should download before the workshop.
02:30PM - 06:00PM
Room 1
S002 | “Who do you love more… L1 or Lx?” Potentials and limitations of approaches to assess multilingual attitudes from interdisciplinary and multi-methodological perspectives
Format : Symposium
Track : Virtual Session
Speakers
Julia Kawamoto, Presenter, Ehime University
Takako Inada, Japan University Of Health Sciences
Ivy Chen, University Of Melbourne
Mila Schwartz, Head Of The Research Authority , Oranim Academic College Of Education
Arwa AL Thobaiti, Phd Student, UNSW Sydney
Suzanne Dekker (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden UAS | University Of Groningen
Moderators
Rasmus Steinkrauss, AILA 2021 Committee - Treasurer, University Of Groningen
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
Siemone Zuidema (AILA2021 Volunteer), AILA2021 Volunteer
Multilinguals' attitudes have a long pedigree in research, as a predictor of or indicator for linguistic integration or in studies on language maintenance and attrition (Schmid 2010). At the same time, the issue remains: How can we capture subjective concepts such as attitudes through objective methods? Further methodological issues arise from the conceptualization of language attitudes as static, internal, personal traits (e.g. developed prior to migration) and as affecting individuals' language development. This perception of one language equals one person or one community is not viable in the complexity of today's multilingual societies as criticized in "methodological nationalism" (Pavlenko/Blackledge 2004; Wimmer/Glick Schiller). Researchers who study language beliefs criticize this methodological approach and argue that attitudes are not the reason for, but rather the result of societal language practices (Roth et al. 2018). These methodological issues are crucial for further research on multilingualism and questions such as: How do we conceptualize and operationalize attitudes? What tools do we use to assess and evaluate them? The symposium invites researchers to share their on-going projects and to discuss in sub-themes whether and if so, what are the differences with regard to: - Disciplinary perspectives - Children and adults - Attitudes of or attitudes towards multilinguals.SCHEDULEAfter a short opening at 2:30, we will watch the recordings according to the following schedule. There is time for discussion after each presentation, and at the end.2:40-3:00 Julia Kawamoto: University teachers and students interviews on the use of L1 in the L2 classroom3:10-3:35 Takako Inada: What can a teacher's language choice (exclusive English use or translanguaging) affect among EFL university students in task-based communicative classes?3:45-4:15 Arwa AL Thobaiti: Understanding Language Attitudes toward Multilingualism among Undergraduates in Saudi Arabia through a Bifocal Research Lens4:25-4:50 Ivy Chen: Interaction between attitude and context in the prediction of language proficiency in multilinguals: The case of Taiwan
University teachers and students interviews on the use of L1 in the L2 classroom
02:30PM - 06:00PM
Presented by :
Julia Kawamoto, Presenter, Ehime University
This study explores two questions, which is first on the teacher issue: If teachers are using L1, then why are they using it and how much do teachers use it in their lessons? The second is the student issue: How do students feel about the use of the L1?
What can a teacher’s language choice (exclusive English use or translanguaging) affect among EFL university students in task-based communicative classes?
02:30PM - 06:00PM
Presented by :
Takako Inada, Japan University Of Health Sciences
This study investigates whether a teacher's language choice (English-only or translanguaging) can affect students' enjoyment, anxiety and English proficiency improvement. English-only instruction might contribute to increased enjoyment on students, while translanguaging instruction might contribute to the English proficiency improvement of basic to low intermediate-level students. 
Understanding Language Attitudes toward Multilingualism among Undergraduates in Saudi Arabia through a Bifocal Research Lens
02:30PM - 06:00PM
Presented by :
Arwa AL Thobaiti, Phd Student, UNSW Sydney
Multilingualism has become inevitable in the present interconnected world. Understanding whether it is being accepted or just tolerated is an important issue for cutting-edge sociolinguistic research. This Saudi-based study utilizes a bifocal lens to examine undergraduate students’ attitudes towards multilingualism. Findings showed receptive attitudes and willingness to become multilingual.
Interaction between attitude and context in the prediction of language proficiency in multilinguals: The case of Taiwan.
02:30PM - 06:00PM
Presented by :
Ivy Chen, University Of Melbourne
This study extends past research comparing languages occurring in the same society to multiple languages differing in status. Multilevel path analysis revealed an interaction between attitude and context in predicting proficiency. How much a language 'belongs' to the society or is 'useful' affects the effect of general attitude on reported proficiency levels. Other variables that significantly predicted proficiency were belief about others' proficiency and desire to learn the language.
Multilingual heritage speakers of Russian in the U.S., Israel, Germany and Finland talking about their linguistic attitudes
02:30PM - 06:00PM
Presented by :
Mila Schwartz, Head Of The Research Authority , Oranim Academic College Of Education
Multilingual adolescents in the U.S., Israel, Germany or Finland to immigrant families; they went through their childhood in the twofold surroundings of clashing values. Their educational experiences were colored through needs of conformity and acculturation. They spoke about their attitudes toward the languages and were tested in their L1 Russian.
02:30PM - 06:00PM
Room 1
S006 | Advances and challenges in spoken and multimodal learner corpus research and application
Format : Symposium
Track : Virtual Session
Speakers
Katrin Wisniewski, Justus Liebig University Giessen
Dana Gablasova, Lancaster University
John Osborne, University Savoie Mont Blanc
Kazunari Shimada, Senior Specialist For Textbooks, Ministry Of Education, Culture, Sports, Science And Technology - Japan
Raffaella Bottini, Lancaster University
Nivja De Jong, Leiden University
Moderators
Katrin Wisniewski, Justus Liebig University Giessen
Anke Lüdeling, Humboldt University Of Berlin
Audrey Rousse-Malpat, Chair Of Social Program, Rijksuniversiteit Groningen
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
As the compilation of spoken learner corpora (SLC) is time-consuming and poses many methodological challenges, the number and diversity of SLC is not sufficient to permit a good understanding of L2 acquisition and L2 usage in both authentic communication and educational contexts. Therefore, our symposium addresses challenges and recent developments in SLC research. We especially invite contributions based on speech corpora (audio level included) or multimodal corpora (visual level included, and/or containing both written and spoken language) addressing, but not limited to the following issues: - methodological challenges in compiling and designing spoken/multimodal learner corpora (e.g., transcription, annotation, task design) - SLC study quality, e.g., transparency, reliability, replicability, generalizability - a broad range of linguistic phenomena (e.g., fluency, phonetics/phonology, discourse …) - relationships of spoken to written L2, or input-output-relationships, - the relationship of spoken L2 to the CEFR (proficiency classifications) or to educational success - mixed-methods, triangulated studies - applications of spoken/multimodal learner corpora in language assessment and in the L2 classroom We particularly welcome contributions based on target groups other than university students, languages other than English.Programme:14.30-15.10: Welcome by symposium organizersDana Gablasova: Interpreting patterns in corpora of L2 speech: The challenges of finding a meaningful L1 reference point15.10-15:40: John Osborne & Evgenia Nicol-Bakaldina, Spoken learner corpora: diversity and comparability16.00-16.30: Coffee break16.30-17:00: Kazunari Shimada, The Use of Discourse Markers in Japanese EFL Textbooks and Learner Speech: Variation in Discourse Types17:00-17:30: Raffaella Bottini, Lexical complexity and spoken L2 English proficiency in the Trinity Lancaster Corpus17:30-18:00: Nivja de Jong, Measuring speaking fluency automatically for the purpose of research and assessment
Interpreting patterns in corpora of L2 speech: The challenges of finding a meaningful L1 reference point
02:30PM - 06:00PM
Presented by :
Dana Gablasova, Lancaster University
Co-authors :
Vaclav Brezina, Lancaster University
This paper addresses methodological and conceptual issues related to one of the most commonly used research designs in corpus-based studies on L2 use: the comparison of corpora representing L1 and L2 speakers. It draws on the data from two new large corpora representing spoken English interactive L2 and L1 production.
Spoken learner corpora : diversity and comparability.
02:30PM - 06:00PM
Presented by :
John Osborne, University Savoie Mont Blanc
Co-authors :
Evgenia Nicol-Bakaldina, University Savoie Mont Blanc
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 education - different languages and different modes of production.
The Effects of Explicit and Implicit Instruction on the Use of Discourse Markers in Japanese EFL Learners’ Speech
02:30PM - 06:00PM
Presented by :
Kazunari Shimada, Senior Specialist For Textbooks, Ministry Of Education, Culture, Sports, Science And Technology - Japan
This study investigated the effects of explicit and implicit discourse marker instruction on Japanese EFL learners' speech. The results of the data analysis suggest that the variety of discourse markers used by learners may be increased after explicit feedback, although the instruction has a limited effect.
Lexical complexity and spoken L2 English proficiency in the Trinity Lancaster Corpus
02:30PM - 06:00PM
Presented by :
Raffaella Bottini, Lancaster University
This study investigates lexical complexity in L2 spoken English at different CEFR levels of proficiency, examining the interaction with learners' L1 and age. The dataset is the Trinity Lancaster Corpus, a 4.3-million-word corpus of spoken L2 English based on exams administered by Trinity College London. Implications for language assessment and further research will be discussed.
Measuring speaking fluency automatically for the purpose of research and assessment
02:30PM - 06:00PM
Presented by :
Nivja De Jong, Leiden University
Fluency in terms of speed of speech and (lack of) hesitations such as silent and filled pauses ('uhm's) is part of oral proficiency. Language assessment rubrics therefore include fluency but manually measuring fluency is highly time-consuming. We introduce revised and new PRAAT scripts to automatically measure aspects of L2 fluency, and assess their accuracy and use for language assessment. We conclude that the current script should not (yet) be used for the purpose of assessing fluency automatically in (high-stakes) oral proficiency assessment. However, the performance of the scripts for measuring aspects of fluency globally and quickly are promising.
02:30PM - 06:00PM
Room 1
S008 2/3 | AILA-Europe Junior Research Meeting in Applied Linguistics
Format : Symposium
Track : Virtual Session
Speakers
Tanja Seppälä, Doctoral Researcher (PhD Student), University Of Jyväskylä
Eva Malessa, Junior Researcher, University Of Jyväskylä
Leila Imppola, University Of Jyväskylä
Veronika Hamann, PhD-Student, University Of Agder
Nuhi Bllaca, University Of Vienna
Moderators
Aleksandra Gnach, ZHAW Zurich University Of Applied Sciences
Junping Hou, AILA2020 Committee Member, Xi'an University; University Of Groningen
Valery Wyss, ZHAW Zurich University Of Applied Sciences
Janine Strandberg, PhD Candidate, University Of Groningen
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
In January 2007, the first AILA Europe Junior Researchers Meeting (JMR) took place at the University of Groningen. Since then, the JRM has been held in various European countries, amongst them Ireland, Finland, Germany, and Switzerland and at this symposium we would like to integrate the JRM into the larger AILA conference. The aim of JRMs is to promote young researchers in Applied Linguistics from all over Europe by providing a platform in which they can present and discuss their research findings, ongoing studies and projects in an interactive and informal international environment. Junior Researchers include those working on their Master's and PhD theses, as well as those who have graduated within the last three years. In this symposium (two slots), we would like for junior researchers to present their papers on any topic within applied linguistics, but preferably on the conference theme "The dynamics of language, communication and culture in a changing world". Presenters will be asked about the kind of feedback or help they need and the organizers will invite designated senior researchers as commentators to foster questions and discussion.
Finnish language learning in Integration Training for Adult Immigrants in Finland: part-of-the-training participants
02:30PM - 06:00PM
Presented by :
Tanja Seppälä, Doctoral Researcher (PhD Student), University Of Jyväskylä
This study investigates adult migrants participating in only a part of Integration Training and these participants' Finnish language proficiency at the end of the training. Also, participants' interviews about learning Finnish are analysed. The training, that contains mostly language studies, is criticised for language learning results that are considered to be weak. The aim of this research is to display participants' heterogenous situations in the flexible training program and how part-of-the-training participation affects the language learning results.
Exploring game-based late L2 literacy training of adult migrants with limited educational backgrounds: Technology-enhanced or technology-exhausted learning?
02:30PM - 06:00PM
Presented by :
Eva Malessa, Junior Researcher, University Of Jyväskylä
Gamified digital support for initial literacy skill development of adult migrants with limited L1 literacy. The COVID-19 pandemic turned an efficacy field-testing study with adult literacy learners into an online-based exchange of experiences and ideas with their literacy teachers testing the app instead.
Importance of the Finnish language for second and third generation migrants from the perspective of German-Finnish youth in Germany
02:30PM - 06:00PM
Presented by :
Leila Imppola, University Of Jyväskylä
This paper investigates beliefs of German-Finnish adolescents about Finland and Finnish language in the context of the Finnish Language School. The Results indicated that all participants in the study highlighted the role of the Finnish Language School as a community that expanded the opportunities of using Finnish in everyday life.
02:30PM - 06:00PM
Room 1
S010 2/2 | Applied linguistics in the professions: The value of transdisciplinarity in a changing world
Format : Symposium
Track : Virtual Session
Speakers
Marlies Whitehouse, AILA Treasurer, Zurich University Of Applied Sciences
Christopher McKenna, Associate Professor, Business Communication And Legal Studies, Stephen F. Austin State University
Marina Bondi, University Of Modena And Reggio Emilia
Frédérick Dionne, University Of Klagenfurt
Eva-Maria Graf, University Of Klagenfurt
Eun-Young Kim, Andrews University
Moderators
Marlies Whitehouse, AILA Treasurer, Zurich University Of Applied Sciences
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
The relation and collaboration between researchers and practitioners has long been discussed within and across applied sciences and theoretical disciplines (see AILA Review 2018, 31, for a recent overview). However, research approaches claiming to combine theoretical and practical needs and expectations often lack either solid grounding in empirical data or thorough reflection from theoretical perspectives. This symposium aims to take the discussion further by rethinking transdisciplinarity systematically from theoretical and practical angles, inviting contributions both from cooperation with other disciplines as well as with practitioners. From theoretical angles, the contributions explain how and why transdisciplinary research contributes to further developing empirically grounded theories of language use in context in an increasingly digitized and glocalized professional world. From practical angles, the contributions elaborate on potential pitfalls and benefits practitioners can expect from collaborating with researchers from various disciplines. For example, how practitioners can engage in – and benefit from – research projects by co-creating knowledge together with academic researchers. Phases of such activity include identifying wicked problems, formulating pertinent research questions, developing shared languages, engaging in ongoing dialogue, finding results and conclusions based on mutual learning, as well as developing and implementing tools that foster sustainable solutions.
Financial literacy and ethics. An Applied Linguistics’ perspective.
02:30PM - 06:00PM
Presented by :
Marlies Whitehouse, AILA Treasurer, Zurich University Of Applied Sciences
In this presentation, I analyze the interdependence between the financial literacy of society-at-large and (un)ethical behavior in financial communication. The analysis draws on data from 25 years of ethnographic field research and from transdisciplinary research projects with the stakeholders in financial communication. 
Faculty-recruitment communication ironies: How colleges fail to measure up to their own job-search requirements.
02:30PM - 06:00PM
Presented by :
Christopher McKenna, Associate Professor, Business Communication And Legal Studies, Stephen F. Austin State University
To what extent are universities failing to conform to specific professional-communication and human-resource “best practices” during the faculty-recruitment cycle? As this case study suggests: much too often.
To measure or not to measure? Vague language in CSR communication
02:30PM - 06:00PM
Presented by :
Marina Bondi, University Of Modena And Reggio Emilia
The talk looks at the use of vague language in reporting social and environmental performance and impact. The issue is explored through linguistic elements (quantifiers, hedges and approximators) and rhetorical elements (with a focus on illustrations by example). These are related to reputation-building principles and key CSR issues.
Transdisciplinarity and executive coaching? An example of researching questioning practices
02:30PM - 06:00PM
Presented by :
Frédérick Dionne, University Of Klagenfurt
Eva-Maria Graf, University Of Klagenfurt
This talk focuses on the professional format ‘executive coaching’, on how coaching research and coaching practice (do not) collaborate and introduces a transdisciplinary project on questioning sequences in coaching, which brings together linguistics, psychology and coaching practice. Transdisciplinary affordances and possible solutions are illustrated in the context of this project.
Knowledge-Brokering in the Social Sciences: Mediating Research for General Readers
02:30PM - 06:00PM
Presented by :
Eun-Young Kim, Andrews University
This study examines three popularized social science texts, focusing on what discursive features they employ as they broker academic knowledge to non-specialized audience. It identifies common and unique de-academicization strategies observed across texts and illuminates how effective knowledge communication is actualized in popularized texts. 
02:30PM - 06:00PM
Room 1
S012 | Bilingualism and the separation of languages
Format : Symposium
Track : Virtual Session
Speakers
Frankie Har, The Hong Kong Polytechnic University
Gerard Murphy, University Of Edinburgh
Alimujiang Tusun, University Of Cambridge
Simone Oliveira, Federal Institute Of Minas Gerais (IFMG)
Satomi Mishina-Mori, Rikkyo University
Jochen Rehbein, Institute Of German Philology (IFG I
Moderators
Bram Vertommen, KU Leuven
The hallmark of bilingualism is that it involves the co-existence of two or more languages. This can manifest in many different ways, roughly ranging from complete separation, in which each language has its own domains of use, to complete integration, in which the languages are constantly used together. Patterns of use are largely determined by the demands of the social setting, in which the desirability of separation may be emphasized to a greater or to a lesser degree. These patterns, in turn, have cognitive consequences: constant separation leads to some degree of separation of knowledge stores in the mind ('being proficient in two languages'), while constant mixing leads to a more integrated type of mental representation ('speaking a hybrid'). These different proficiency distributions, finally, may link up well or not so well with societal and community expectations, and these two levels may impose conflicting demands on speakers. This workshop explores these effects, theoretically by accounting for them through a usage-based approach, and empirically through investigations of language mixing in settings that differ in the degree to which they emphasize the importance of keeping languages separate.
Language Choices among Hong Kong Civil Servants: A Case Study of Adult Learners’ Plurilingual Practices in Instant-Messaging Communication
02:30PM - 06:00PM
Presented by :
Frankie Har, The Hong Kong Polytechnic University
Code-mixing is a common sociolinguistic phenomenon in Hong Kong, in which Hongkongers integrate English words into their host language (Cantonese) for more effective communication. This presentation explores the linguistic phenomena of and possible reasons for Cantonese-English code-switching and code-mixing in the government domain.
Exploring the effects of intimidation on bilingual Arabic speakers in the UK and consequent language attitudes and public language use.
02:30PM - 06:00PM
Presented by :
Gerard Murphy, University Of Edinburgh
Intimidation has a profound effect on Arabic speakers in the UK, drawing a clear boundary on where it is unacceptable to use foreign languages in public. It was found that a significant number of individuals who had been intimidated for speaking Arabic in public felt uncomfortable speaking Arabic in ‘transit spaces’ (e.g. airport, train stations). This has potential implications for the maintenance of migrant languages in the UK.
Uyghur-Chinese early successive bilinguals’ acquisition of caused motion expressions
02:30PM - 06:00PM
Presented by :
Alimujiang Tusun, University Of Cambridge
This study looks at the acquisition of caused motion expressions by Uyghur-Chinese early successive bilinguals. Two specific issues it aims to address are 1) the relative role of universal cognitive factors versus language-specific properties in children’s language development and whether and to what extent is the acquisition process modulated by cross-linguistic influence.
Non-Native early bilingualism in Brazil: A Case Study on the phenomenon of child bilingualism in Brazilian families
02:30PM - 06:00PM
Presented by :
Simone Oliveira, Federal Institute Of Minas Gerais (IFMG)
This study discusses the effectiveness of early bilingual upbringing of children in Brazil – a monolingual country – by Brazilian parents, who are non-native speakers of the language they are passing on to their children. I analyze the parents’ role in the child’s language acquisition, the communication strategies and the problems encountered.
Referent re-introduction in bilingual narratives: A qualitative analysis of crosslinguistic influence
02:30PM - 06:00PM
Presented by :
Satomi Mishina-Mori, Rikkyo University
Co-authors :
Yuki Nakano, Tokyo Kasei University
Yuri Jody Yujobo, Associate Professor, Tamagawa University
Appropriate referential choice at re-introduction context in narratives requires integration of varying levels of information, and thus has been claimed to be the locus of transfer in bilinguals. We present a qualitative analysis of Japanese-English bilingual children’s Japanese narratives to elucidate the strong influence of English referential strategy.
Nexus
02:30PM - 06:00PM
Presented by :
Jochen Rehbein, Institute Of German Philology (IFG I
Co-authors :
Safiye Genç, Institute Of German Philology (IFG I
Principally speaking, a ‘nexus’ establishes an interrelation between languages and/or varieties in diverse dimensions of linguistic action. We found nexus interrelations within a linguistically fused symbol field (lexicon, vocabulary), cross-linguistic phoric procedures, cross-linguistic finite constructions, cross-linguistic deictic procedures, cross-linguistic coordinators, cross-linguistic semantics, cross-linguistically discriminating synonymy, nexus in the dimension of rhetorics (synecdoche), etc.
02:30PM - 06:00PM
Room 1
S013 2/2 | Building Disciplinary Literacies in CLIL
Format : Symposium
Track : Virtual Session
Speakers
Tarja Nikula, University Of Jyväskylä
Anne McCabe, Saint Louis University
Silvia Bauer-Marschallinger, University College Of Teacher Education Vienna/Krems & University Of Vienna
Thomas Hasenberger, PhD Student, Teacher, University Of Vienna
Valia Spiliotopoulos, Assistant Professor Of Teaching, University Of British Columbia
Christiane Dalton-Puffer, University Of Vienna
Natalia Evnitskaya, Lecturer In TEFL, Universitat Internacional De Catalunya
Moderators
Julia Huettner, University Of Vienna
Christiane Dalton-Puffer, University Of Vienna
Seyit Omer Gok, AILA2021 Volunteer
Content-and-Language-Integrated-Learning (CLIL), especially targetting English, is by now undoubtedly part of mainstream education in Europe and matched by a vibrant research scene. Existing studies have highlighted the effects of CLIL on general foreign language competence, which are overall positive, but given the complementary nature of CLIL to EFL classes, this improvement is arguably not that surprising. In fact, the crucial question for CLIL practice and research is currently to identify its unique contribution to learning and conceptual development. This symposium argues that one of these contributions is the learning and use of English in the ways deemed appropriate in the specific subjects studied, e.g. History or Biology. We aim to bring together established and emerging scholars in applied linguistics and subject education to allow fruitful discussion of findings in diverse contexts and from a range of perspectives. Possible areas of focus include, but are not limited to: - terminology learning and use - the link between subject-related competence(s) and discourse competence(s) - genre use and learning - interface between L1 disciplinary language use and learning and L2 disciplinary language use and learning - participant perspectives on L2 disciplinary use and learning - pedagogical advice We are aiming for a mixture of presentations and poster presentationsS013 detailed programme, click here
Language as subject-specific meaning making: on shifting orientations to language in CLIL
02:30PM - 06:00PM
Presented by :
Tarja Nikula, University Of Jyväskylä
This presentation provides an overview of shifting orientations to language in CLIL research, realized as growing attention to the notion of integration and to the need to conceptualize language skills to be attained in CLIL as subject-specific and connected to knowledge creating practices of different subjects and their disciplinary origins
Evaluating History: A Longitudinal Study of Student Writing in Bilingual Education
02:30PM - 06:00PM
Presented by :
Anne McCabe, Saint Louis University
We present an analysis of the construction of the cognitive discourse function evaluate in a longitudinal corpus of student writing in L1 Spanish and L2 English in subject history from Grade 6 through Grade 10. Results show an evolving inclusion of historical data to back up evaluations across languages.
Developing historical literacy by working on Cognitive Discourse Functions in the CLIL classroom: A Transdisciplinary Approach
02:30PM - 06:00PM
Presented by :
Silvia Bauer-Marschallinger, University College Of Teacher Education Vienna/Krems & University Of Vienna
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 developed, and evaluated, thereby addressing the lack of research-based implementation of content-and-language-integrative approaches.
Students’ uses of categorization in written CLIL history tasks from grade 6 to 10
02:30PM - 06:00PM
Presented by :
Natalia Evnitskaya, Lecturer In TEFL, Universitat Internacional De Catalunya
Christiane Dalton-Puffer, University Of Vienna
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 classifications and a high incidence of comparisons and show that abstraction appears in the learners' historical writing only towards the end of secondary education. 
“The science of it …”: the potential of cognitive discourse functions in CLIL
02:30PM - 06:00PM
Presented by :
Thomas Hasenberger, PhD Student, Teacher, University Of Vienna
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.
Scaffolding Peer Interaction through Table Talk within a Language-and-Content Integrated Business Curriculum: An Ethnographic Case Study in a Canadian University
02:30PM - 06:00PM
Presented by :
Bong-gi Sohn, Post Doctoral Fellow, Simon Fraser University
Valia Spiliotopoulos, Assistant Professor Of Teaching, University Of British Columbia
Given the significance that peer talks play in developing students’ interactive, oral language development in an internationalized multilingual university, from a 3-year ethnographic case study, we examined 2nd year business students turn-taking sequences. Through our findings, we highlight how the interaction (de)facilitates students’ learning, communication, and social participation.
02:30PM - 06:00PM
Room 1
S024 2/2 | Connecting second language acquisition research to language testing
Format : Symposium
Track : Virtual Session
Speakers
Andrea Revesz, UCL Institute Of Education
Dina Tsagari, Professor, Oslo Metropolitan University
Nansia Kyriakou, University Of Cyprus
Jing Xu, Principal Research Manager, Cambridge Assessment English
Mark Chapman, Director Of Test Development, WIDA, University Of Wisconsin-Madison
Jianling Liao, Arizona State University
Moderators
Parvaneh Tavakoli, University Of Reading
Chihiro Inoue, Senior Lecturer In Language Assessment, University Of Bedfordshire
Aline Oelen - AILA Volunteer, AILA2021 Volunteer
This symposium focuses on how second language acquisition (SLA) research and language testing can inform one another to understand key issues related to language proficiency and to validate language tests. While there is common agreement that the two fields can mutually benefit from one another, research findings emerging from the two fields do not always reach the other community. The symposium proposed here aims at bringing researchers from these two fields closer together to highlight in what ways the findings of their studies can inform theory and practice in the other discipline. The first featured speakers (Inoue and Tavakoli) will summarize the findings of research into task performance and their implications for language testing. The second speaker (Andrea Revesz) will highlight the implications of studies investigating the use of eye-tracking for language testing.
Validating L2 assessments for research purposes: How can insights from language testing inform SLA research
02:30PM - 06:00PM
Presented by :
Andrea Revesz, UCL Institute Of Education
This talk first reviews validation frameworks that can guide SLA research. Then, three issues are discussed: how to proceed with validating theory-derived research instruments, how to validate instruments for various uses, and how to plan validation into SLA research designs. The presentation ends with practical recommendations for validating research instruments.
The impact of a rating scale on high-stakes writing assessment
02:30PM - 06:00PM
Presented by :
Dina Tsagari, Professor, Oslo Metropolitan University
Nansia Kyriakou, University Of Cyprus
This project explores inter-rater reliability and how this informs the teaching of writing in SLA environments. Based on qualitative and quantitative data collected in a context of high-stakes writing assessment - explicitly focusing on the rating scale currently in use - we were able to distil insightful findings for the rating, examination and teaching process.
Exploring the order of acquisition of lexical collocations among Chinese learners of English
02:30PM - 06:00PM
Presented by :
Jing Xu, Principal Research Manager, Cambridge Assessment English
The present study analysed 2344 lexical collocations manually extracted from spontaneous L2 English speech produced by 60 Chinese learners of English. A clear pattern of improvement in their oral collocation usage was observed across proficiency levels. The implications of the findings for language assessment and learning will be discussed.
Examining the Task Effect on the Complexity and Fluency of Young English Learners’ Performance on an Academic Speaking Assessment
02:30PM - 06:00PM
Presented by :
Mark Chapman, Director Of Test Development, WIDA, University Of Wisconsin-Madison
This study examines how task variables (target proficiency levels and academic disciplines) influence linguistic features of speaking responses. Thirty Grade 1 students and thirty Grade 7 students responded to six English language proficiency speaking tasks. Findings indicate clearer differences in students' linguistic features across target proficiency levels than academic disciplines.
What automatic measurement of text similarity tells us: Development of second language learner writing
02:30PM - 06:00PM
Presented by :
Gyu-Ho Shin, Assistant Professor, Palacky University Olomouc
Boo Kyung Jung, University Of Pittsburgh
We measured how L2 writing is similar to L1 writing with respect to lexical/semantic quality through topic modelling (Word2Vec). Results indicate that the quality of L2 writing approximates to that of L1 writing as proficiency increases. Writing prompts were found to affect little in this progress.
Does discourse quality weigh more than linguistic quality in the evaluation of advanced L2 Chinese writing?
02:30PM - 06:00PM
Presented by :
Jianling Liao, Arizona State University
The assessment of L2 writing often contains a strong focus on linguistic dimensions. The current study investigates the organizational performance in advanced L2 Chinese argumentative essays using a variety of discourse measures and compares their predictive power for human ratings with linguistic accuracy measures.
02:30PM - 06:00PM
Room 1
S026 | Convenient samples and inconvenient truths in second language learning and teaching
Format : Symposium
Track : Virtual Session
Speakers
Suzie Beaulieu, Laval University
Emma Marsden, University Of York
Constant Leung, King’s College London
Liesbeth DePaepe, CTO (KU Leuven)
Urška Grum, University Of Potsdam
Kedi Simpson, PhD Candidate; Solidarity Awardee, University Of Oxford
Benjamin Kremmel, University Of Innsbruck
June Ruivivar, Concordia University
Jenna Altherr Flores, Teaching Assistant Professor, University Of Nevada, Reno
Bart Deygers, Ghent University
Aline Godfroid, Michigan State University
Marieke Vanbuel, KU Leuven
Sible Andringa, University Of Amsterdam
Moderators
Bart Deygers, Ghent University
Aline Godfroid, Michigan State University
Marieke Vanbuel, KU Leuven
Sible Andringa, University Of Amsterdam
Mohamed Salama, PhD Student (Moderator), University Of Groningen
An important lesson in behavioural research methodology is that generalization rests on randomly drawn samples from the target population. In practice, however, participants are drawn primarily from WEIRD samples, that is, Western, Educated, Industrialized, Rich, and Democratic groups (Henrich, Heine, & Norenzayan, 2010). Convenience sampling and an overreliance on WEIRD samples is also prevalent in the field of SLA. Plonsky (2016) estimated that 67 percent of all samples consisted of college or university students. This is cause for concern as it may lead to biased or incomplete knowledge of second language learning and teaching (Tarone and Bigelow, 2010). Replication in non-WEIRD samples is desperately needed. Marsden et al. (2018) have shown research is seldom replicated, let alone in non-WEIRD contexts. This raises concerns about the generalizability and reproducibility of SLA findings. What do we really know about second language acquisition and teaching if we test WEIRD participants only and do not engage in replication? This is the central question in this colloquium, with Marsden and Plonsky as featured speakers. We are inviting submissions, replications or otherwise, that shed light on the possible consequences of this state of affairs for the quality of our knowledge of second language learning and teaching.
On replicability, reproducibility and study quality: What open science could bring
02:30PM - 06:00PM
Presented by :
Emma Marsden, University Of York
This talk illustrates concerns about the replicability and reproducibility of applied linguistics research, with data from methodological syntheses documenting our reporting, transparency, and sampling practices. It will then outline steps we can take to improve the situation, including Registered Reports, makings materials and data available, and working across multiple sites.
Plurilingual Mediation – Sampling Data or not?
02:30PM - 06:00PM
Presented by :
Constant Leung, King’s College London
In this talk, Leung will discuss the concept and operationalization of plurilingualism and plurilingual mediation in the CEFR-CV (2020) and how this aligns to relevant data.
Carrying out studies with low literate adult learners of French Lx: challenges and benefits
02:30PM - 06:00PM
Presented by :
Suzie Beaulieu, Laval University
Co-authors :
Véronique Fortier, University Of Québec Montréal
When conducting two partial replication and a larger scale needs assessment studies with students with limited or interrupted formal education (SLIFE), challenges were met at every step, from the informed consent procedures to data analysis. We will discuss these challenges as well as the benefits from working with non-WEIRD populations.
Language and literacy acquisition of low literate adult newcomers: towards a demand-oriented and project-based approach
02:30PM - 06:00PM
Presented by :
Liesbeth DePaepe, CTO (KU Leuven)
Mariet Schiepers, Director, Centrum Voor Taal En Onderwijs
For low literate newcomers, traditional L2 courses are often long and unrewarding. Using the Service Design methodology, we designed an innovative demand-oriented, project-based approach outside the traditional classroom in which learners can perform real-life tasks matching their needs and in which literacy, language and labour market skills are being developed.
Using meta-analyses to uncover inconvenient truths in L2 learning and teaching – Effects of intralingual subtitles on L2 listening comprehension
02:30PM - 06:00PM
Presented by :
Urška Grum, University Of Potsdam
Using the findings of a meta-analysis, this presentation exemplifies how sample characteristics impact study outcomes. Findings of subgroup analyses regarding various learner variables will be presented and discussed, highlighting the substantially different outcomes for WEIRD, i.e. Western, Educated, Industrialized, Rich, and Democratic (Henrich et al., 2010), and non-WEIRD study participants.
A cognitive perspective on L2 listeners’ difficulties: a replication of Goh (2000)
02:30PM - 06:00PM
Presented by :
Kedi Simpson, PhD Candidate; Solidarity Awardee, University Of Oxford
In a well-known study of adult ESL learners, Goh (2000) found that most L2 listening problems were related to the ‘perception’ stage of the process. With a different population – UK lower-intermediate school children learning French and Spanish – the findings of a pilot replication study showed both similarities and differences.
Unknown vocabulary density, reading comprehension, and the 98% coverage figure: Replicating Hu & Nation 2000
02:30PM - 06:00PM
Presented by :
Benjamin Kremmel, University Of Innsbruck
Co-authors :
Bimali Indrarathne, University Of York
Judit Kormos, Lancaster University
Shungo Suzuki, Lancaster University
This paper presents a replication of Hu and Nation’s (2000) influential study on the 98% vocabulary coverage threshold for reading comprehension. Using a non-academic sample population, it will follow the original study design and also expand it to provide more robust insights into the validity of the 98% coverage threshold.
Engagement, Social Networks, and Sociolinguistic Performance: Informal Quebec French in Adult Immigrant Learners
02:30PM - 06:00PM
Presented by :
June Ruivivar, Concordia University
L2 sociolinguistic development is associated with high engagement and large social networks, but this is largely based on research on university students. This study illustrates that older immigrant learners have different means of engaging with the L2 and can overcome social network limitations to support their own sociolinguistic development.
The interplay of text and image on the meaning-making processes of adult L2 learners with emerging literacy: Implications for test design and evaluation frameworks
02:30PM - 06:00PM
Presented by :
Jenna Altherr Flores, Teaching Assistant Professor, University Of Nevada, Reno
This research explores how refugee-background adult L2 learners with emerging literacy make meaning from multimodal assessment texts used in an English as a Second Language/English literacy program. The study investigates meaning-making from a social semiotic and multimodal design perspective, and reflects on the dialogic nature of meaning-making in assessment texts. Implications for test design and evaluation frameworks are revealed through this research concerning a non-WEIRD sample.
02:30PM - 06:00PM
Room 1
S031 2/2 | Cross-linguistic similarity in language learning and use
Format : Symposium
Track : Virtual Session
Speakers
Robert Taferner, Hiroshima University
Scott Jarvis, University Of Utah
Furong Wang, Xi'an Jiaotong University
Nadja Kerschhofer-Puhalo, Post-doc Researcher, PI Literacies & Multilingualism Research Group, University Of Vienna
Ilmari Ivaska, University Of Turku
Carles Fuster, Stockholm University
Moderators
Scott Jarvis, University Of Utah
Annekatrin Kaivapalu, Symposium S031 Organizer, University Of Eastern Finland
Joanna Porkert , AILA2021 Volunteer, University Of Groningen
The symposium addresses cross-linguistic similarity as an underlying factor all through the language learning, development and use. Learning a new language (TL) is always based on the knowledge of the first (L1) or any formerly learned language (Ln). The starting point is what is similar between the TL and L1 or Ln. The similarity can be divided into actual (objective), perceived, or assumed. Particularly the comprehension of a closely related TL is greatly dependent on the perceptions of similarity across the languages. The construct of similarity, however, has not been much discussed or empirically studied. The aim of the proposed symposium is to fill this cap and to bring together empirical research on it, to advance the methodology of defining and measuring similarity across languages. Also the enhancement of language users' ability to perceive similarity by increasing their metalinguistic awareness requires a better understanding of the concept of similarity. In this symposium, cross-linguistic similarity is examined from three perspectives: 1) best practices for measuring cross-linguistic similarity using both objective and subjective (psycholinguistic) measures; 2) the effects of receptive multilingualism on language learning and use; and 3) the effects of metalinguistic awareness on language learners' ability to recognize cross-linguistic similarities.
Exploring (un)intentionality in lexical transfer: The role of crosslinguistic similarity and linguistic awareness
02:30PM - 06:00PM
Presented by :
Carles Fuster, Stockholm University
This presentation outlines results from a study on the difference between intentional lexical transfer (produced with awareness, on purpose) and unintentional lexical transfer (produced without awareness, accidentally). It will be shown that crosslinguistic morphological similarity and morphological (cross)linguistic awareness are the most important factors of (un)intentionality in lexical transfer. 
Partitive objects in L2 Finnish: A Laboratory of Construction-specific cross-linguistic influences
02:30PM - 06:00PM
Presented by :
Ilmari Ivaska, University Of Turku
This paper explores cross-linguistic influences on object marking in L2 Finnish by contrasting advanced L2-learners from various L1 backgrounds. Possible analogical systems in learners’ L1s expose the alternation to cross-linguistic influences. The results suggest that such influences are not only construction-specific but also sensitive to constructional variation of neighboring phenomena.
Similarity, cross-linguistic influence and bias in non-native vowel perception – A critical view
02:30PM - 06:00PM
Presented by :
Nadja Kerschhofer-Puhalo, Post-doc Researcher, PI Literacies & Multilingualism Research Group, University Of Vienna
Based on data from a large scale vowel identification experiment, this paper will discuss empirically grounded ways to operationalize perceptual similarity in L2 by integrating contributions from SLA research, experimental phonetics and cognitive psychology. A method to visualize perceptual similarity of L2 categories by Multidimensional Scaling is presented.
Interactions of syntactic and semantic representations: cross-linguistic evidence on Chinese English speakers’ locative production
02:30PM - 06:00PM
Presented by :
Furong Wang, Xi'an Jiaotong University
We investigated the contribution of syntactic and semantic structures in the oral production of locative alternations in a cross-linguistic priming experiment on L1 Chinese and L2 English speakers. The results indicate both word order and thematic role ordering similarities facilitate the persistence of using location-theme alternation regardless of language direction.
Investigation of cross-linguistic semantic complexity for the acquisition of the L2 spatial and temporal prepositions in on and at
02:30PM - 06:00PM
Presented by :
Robert Taferner, Hiroshima University
Acquisition of the English prepositions in, on, and at for L2 learners are possibly the most difficult grammatical features to master. This presentation shows that cross-linguistic semantic and metacognitive complexity is responsible for this difficulty and that explicit instruction is required for the enhancement of their prototypical, polysemous, and abstract usages.
Cross-linguistic similarity in language learning and use: A debate
02:30PM - 06:00PM
Presented by :
Scott Jarvis, University Of Utah
This will be a summary of the main insights, key points, and intriguing questions raised during the symposium.
02:30PM - 06:00PM
Room 1
S044 | Emergent orchestration in technology-mediated language learning and teaching
Format : Symposium
Track : Virtual Session
Speakers
John Hellermann, Portland State University
Ufuk Balaman, Hacettepe University
Wing Yee Jenifer Ho, City University Of Hong Kong
Regine Hampel, The Open University
Chenxi Li, The Open University; Xi'an Jiaotong Liverpool University
Anita Chaudhuri, University Of British Columbia
Marco Cappellini, Aix Marseille University, CNRS, LPL
Moderators
Wing Yee Jenifer Ho, City University Of Hong Kong
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
This symposium showcases different analytical perspectives regarding interaction that takes place during language learning in technology-mediated settings, bringing the concept of 'orchestration' to the study of digital practices for learning. It will foreground how the agents- human and non-human- involved in the process of language learning, facilitated through different technology (e.g. videoconferencing, 3D virtual spaces, online gaming, mobile augmented reality), orchestrate the complex, multi-layered social interaction in different learning environments (formal and informal). Presentations will feature analytical perspectives such as Conversation Analysis, (Multimodal) Discourse Analysis, Sociocultural and Activity Theory, Social Semiotics, Dynamic Systems Theory, New Materialism, and other empirical methodologies that view technology as an integral part of the language learning process (not just as a medium). The aim of the symposium is to examine how multiple agents (people artifacts, and environments) contribute to interaction. Technology in language learning has been a subject of research for decades. However, only recently has substantial attention been given to issues of distributed agency, multimodality, and embodied cognition perspectives. Our goal, therefore, is to foreground analysis of human-human and human-technology interaction and to debate ways in which diverse and interdisciplinary methodological and theoretical approaches can bring insight into the complexity of technology-mediated learning.
Collaborative mobilizations of semi-permeable grammar
02:30PM - 06:00PM
Presented by :
Steven Thorne, Portland State University | University Of Groningen
John Hellermann, Portland State University
This paper reports on interactional practices (1: collaborative multi-turn units (Lerner, 1991) with synchronized shifts in bodily deixis, 2:performance of being a “with” (Goffman, 1971) around an iPhone, and, 3: the recombinatory reuse of words and constructions in the process of building a discourse object during augmented reality game play.
Conversation analysis and technology-mediated language learning: The interactional organization of video-mediated collaborative writing on Google Docs
02:30PM - 06:00PM
Presented by :
Ufuk Balaman, Hacettepe University
Using multimodal conversation analysis, this study describes the interactional organization of task enhanced collaborative writing on Google Docs via Skype. The findings bring insights into the complex ecology of geographically dispersed participants’ video-mediated interactions in an L2 and contribute to research on conversation analysis, CALL, and second language writing.
Emergent orchestration and English Language Teaching: A case study of an online English teaching channel
02:30PM - 06:00PM
Presented by :
Wing Yee Jenifer Ho, City University Of Hong Kong
Co-authors :
William Feng
This paper proposes a theoretical framework for analyzing online pedagogical videos. Drawing on the notion of translanguaging (Li, 2018), this paper presents a multimodal analysis of three online English teaching videos to generate a theoretical framework that takes into account the 'trans-' nature of communication.
The disruptive effect of technology on interaction and meaning-making in the language classroom: a complex systems theory approach
02:30PM - 06:00PM
Presented by :
Regine Hampel, The Open University
Using a theoretical framework combining complex systems theory with sociocultural theory and the theory of multimodal communication, this presentation shows how the new online technologies are having a disruptive effect on the traditional language classroom and discusses the implications of this phase shift for teachers, institutions, policy makers and researchers.
Negotiation of modes: the key to maintaining harmony in the multimodal orchestration of synchronous videoconferencing interactions
02:30PM - 06:00PM
Presented by :
Chenxi Li, The Open University; Xi'an Jiaotong Liverpool University
If we consider interlocutors' video conferencing interaction (where multiple modes and semiotic resources are simultaneously available) as a multimodal orchestration, then how do interlocutors 'conduct' the orchestration to maintain to the harmony of their communication? Our participants managed to solve this problem by explicitly negotiating the use of mode(s).
Writer's Agency in Multimodal Discourse
02:30PM - 06:00PM
Presented by :
Anita Chaudhuri, University Of British Columbia
The presentation illustrates how interdisciplinary compositions can articulate multisensory processes. By classifying agency as a dynamic system between a writer and their audience, the multimodal aspect is foregrounded. Examples establish the self-organizing, fluid, ideological, and intentional principles of agency, which can be extended as effective tools for teaching and learning.
Affordances and discursive positionings in a French-Chinese etandem through desktop videoconference
02:30PM - 06:00PM
Presented by :
Marco Cappellini, Aix Marseille University, CNRS, LPL
In our paper, we propose to study a tandem language learning environment through desktop videoconferencing, or teletandem (Telles, 2009) for French and Chinese as foreign languages. Our study aims to understand how, through the videoconferencing environment, interlocutors position themselves and the interlocutor as experts or novices for the languages and/or topics discussed with a focus on the affordances they use.
02:30PM - 06:00PM
Room 1
S048 2/2 | Foreign Language Classroom Interaction from a Micro-Analytical Perspective: Implications for Educational Practice
Format : Symposium
Track : Virtual Session
Speakers
Gözde Balıkçı, Kahramanmaras Sütçü Imam University
Yoshiko Usui, Dokkyo University
Jing Wei, Southwest University
Moderators
Revert Klattenberg, University Of Hildesheim
Sara Razaghi AILA Volunteer, AILA2021 Volunteer, University Of Groningen
An increasing number of people worldwide are learning and speaking foreign or second languages, and the institutionalised practice of language teaching and learning has generated serious academic interest in the field of Applied Linguistics for a long time. Research based on conversation analysis (CA) methodology, for instance, has contributed to a better understanding of the multifaceted and complex nature of the classroom as a social setting and of how teaching and learning are accomplished in classroom interaction. In language teaching and learning, however, such methodologies are far from being considered mainstream. There is still a need for further research in order to obtain a better understanding of educational practices (feedback, instructions, disciplining etc.) and how they are influenced by classroom activities and teaching objectives. Most importantly, to facilitate successful teaching and learning, these micro-analytical findings need to be linked to educational reality. This symposium therefore invites researchers who explore the institutional practices involved in the teaching and learning of foreign or second languages. It discusses how these findings can inform educational practices such as teaching methodology, material design, language testing, curricula and language policies.Welcome to the second part of the symposium. There will be a short 'live' introduction at 14:30 (CEST). This is followed by recorded talks and live Q&A. To participate, please watch the respective videos. Then add your questions, comments, etc., to the Q&A area and join live for discussion (see schedule below). If you have questions/comments during the live Q&A and would like to speak, you can use the hand raise feature of the embedded Zoom environment to let us know. SCHEDULE LIVE: 14:30 | Introduction WATCH: 14:30 – 14:50 | Gözde Balikçi: Alternative Questions: Inviting student to talk in an EFL Speaking ClassLIVE: 14:50 -15:00 | Q&A with Gözde WATCH: 15:00 – 15:20 | Yoshiko Usui: Co-creation of a Community of Practice in an EFL Classroom in Japan: Classroom Interaction Strategies and TranslanguagingLIVE: 15:20 – 15:30 | Q&A with Yoshiko WATCH: 15:30 – 15:45 | Jing Wei: Exploring effective teacher feedback as a threshold concept in ELTLIVE: 15:45 – 16:00 | Q&A with Jing LIVE: 16:00 | End of symposium
Alternative Questions: Inviting student to talk in an EFL Speaking Class
02:30PM - 06:00PM
Presented by :
Gözde Balıkçı, Kahramanmaras Sütçü Imam University
Co-authors :
Fatma Gümüşok, Bartın University
This micro analytic study of classroom interaction focuses on alternative questions initiated by the teacher as a first pair part in a speaking course for learners of English at tertiary level. Alternative questions project one word answer from learners and enable them to be involved in the speaking task.
Co-creation of a Community of Practice in an EFL Classroom in Japan: Classroom Interaction Strategies and Translanguaging
02:30PM - 06:00PM
Presented by :
Yoshiko Usui, Dokkyo University
This case study analyzed four ninth-grade EFL classes at a junior high school in Japan to identify classroom discourse features that are effective in cognitively engaging learners in the process of meaning making as well as to explore how a community of practice is co-created through teacher-learner interactions.
Exploring effective teacher feedback as a threshold concept in ELT
02:30PM - 06:00PM
Presented by :
Jing Wei, Southwest University
This study proposes that effective teacher feedback is a threshold concept, the understanding of which transforms novice teachers’ conception of ELT teaching. This findings of this study show that the four teachers have different understandings of effective teacher feedback, reflecting the three stages of the understanding of threshold concepts.
02:30PM - 06:00PM
Room 1
S058 | How far are we in understanding the influential variables in the bilingual advantage debate?
Format : Symposium
Track : Virtual Session
Speakers
Esli Struys, Vrije Universiteit Brussel
Adam Winsler, Professor, George Mason University
Arnaud Szmalec, UCLouvain
Anahita Shokrkon, University Of Alberta
Martin J. Koch, University Hildesheim
Mila Schwartz, Head Of The Research Authority , Oranim Academic College Of Education
Midori Shikano, Nanzan University
Kristin Kersten, Full Prof. Of SLA & ELT, University Of Hildesheim
Moderators
Kristin Kersten, Full Prof. Of SLA & ELT, University Of Hildesheim
Julia Festman, Pedagogical University Tyrol
Katharina Polsterer, AILA2021 Volunteer, University Of Groningen
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
The hot debate concerning the bilingual cognitive advantage is still ongoing. Numerous studies have found effects of bi- or multilingualism on cognitive abilities (dubbed 'bilingual effect' or 'bilingual advantage'): Children who grow up bilingually show higher working memory capacities, language awareness, and better cognitive control than monolingual children. Some researchers, however, have subsequently challenged the bilingual advantage hypothesis either on the grounds of possible publication biases, methodological flaws or due to the increasing number of studies reporting mixed or null results when comparing cognitive performance of mono- and bilingual children. The current debate seems to have turned from an initial search for the diverse skills in which bilingual children outperformed monolingual peers to current and focused attempts to understand the crucial factors modulating the bilingual advantage. Among these are the degree of bilingualism and the instructional contexts (in particular monolingual schools vs. immersion schools). Recent studies indeed reported positive effects for young learners in immersion programs. L2 attainment in such programs is much higher than in regular EFL programs, but not comparable, in general, with simultaneous bilinguals. Hence, the degree of L1/L2 mastery necessary for such effects to occur in sequential bilingualism is still an entirely open question.S05814.30-15.05 Esli Struys (key) 15.05-15.25 Arnaud Szmalec 15.25-15.45 Anahita Shokrkon, Elena Nicoladis 15.45-16.05 Martin Koch, Kristin Kersten 16.30-17.10 Adam Winsler (key) 17.10-17.30 Mila Schwartz17.30-17.50 Sophia Czapka, Julia Festman 17.50-18.00 Discussion
An exploration into cognitive effects of learning a foreign language and bilingual education
02:30PM - 06:00PM
Presented by :
Esli Struys, Vrije Universiteit Brussel
Now that the bilingual advantage debate has reached an impasse, one way forward could be to assess to what extent language education and different instructional contexts may play a role in the manifestation of bilingual effects on cognition. If children learn a foreign language at school, can they still be classified as monolinguals? And if foreign language learning is compulsory, then does it make any sense to look for bilingual advantages given the absence of a comparison group? Using a longitudinal design, we tracked the cognitive development of monolingual children before and after the introduction of foreign language classes and compared their performance to bilinguals from birth. Even though both groups showed equal performance at the two time points, the progress in the monolingual group was significantly higher than in the bilingual group. This finding suggests that monolinguals may catch up with their bilingual peers in cognitive performance after the introduction of foreign language education.
Executive control performance and foreign-language proficiency associated with immersion education in French-speaking Belgium
02:30PM - 06:00PM
Presented by :
Arnaud Szmalec, UCLouvain
We investigated executive control performance in pupils (n=513) following immersion education in French-speaking Belgium. Our results show significant gains in foreign-language proficiency for the immersed participants, without any measurable benefits on executive control. Our findings contribute to understanding how language and cognition develop through formal education methods that promote bilingualism.
Monolinguals matter! A cautionary tale on establishing a bilingual advantage
02:30PM - 06:00PM
Presented by :
Anahita Shokrkon, University Of Alberta
Co-authors :
Elena Nicoladis, University Of Alberta
Not all studies show bilingual advantages, highlighting the need for replication. This study replicated a study showing a bilingual advantage (Bialystok & Martin, 2004). We found no difference between bilinguals and monolinguals. Our monolinguals outperformed theirs. It is important to attend to monolingual children’s performance when testing for bilingual advantages.
Beyond language: The long-term benefits of multilingualism for self-regulation
02:30PM - 06:00PM
Presented by :
Martin J. Koch, University Hildesheim
Kristin Kersten, Full Prof. Of SLA & ELT, University Of Hildesheim
The present study investigates the long-term effects of multilinguism on cognitive flexibility by examining the relation between multilinguism and cognitive capacities of self-regulation in adulthood. Results support the assumption that multilingualism might contribute to long-term cognitive benefits. The mediating effects, however, remain to be clarified.
Becoming Bilingual in Miami: Predictors and Outcomes of English Acquisition for Young Dual Language Learners in Poverty
02:30PM - 06:00PM
Presented by :
Adam Winsler, Professor, George Mason University
Results of a large, longitudinal study examining predictors and outcomes of the acquisition of English among ethnically diverse, low-income, DLLs in Miami are reported. Social and behavioral skills and proficiency in Spanish at school entry are associated with L2 learning. support for home language in bilingual education programs is important.
Early language awareness as expressed in verbal and nonverbal interactions in the preschool bilingual classroom
02:30PM - 06:00PM
Presented by :
Mila Schwartz, Head Of The Research Authority , Oranim Academic College Of Education
The aim of this longitudinal ethnographic study was to explore how children's verbal and nonverbal behavior reflects their language awareness at a bilingual Arabic–Hebrew-speaking preschool in Israel. The study is beneficial for language teachers' understanding of how they can support children's language awareness.
How good am I at reading and writing? Mono- and multilingual children‘s self-concepts contextualized within the bilingual advantage debate
02:30PM - 06:00PM
Presented by :
Julia Festman, Pedagogical University Tyrol
We examine the contribution of instructional context on reading and writing self-concepts of monolingual and multilingual children. Results yielded no differences in self-concepts nor reading measures, but in spelling with monolinguals outperforming multilinguals, and positive correlations between self-concepts and academic achievement. We contextualize these findings within the bilingual advantage debate.
02:30PM - 06:00PM
Room 1
S059 | Individual Differences in Task-based Performance and Instruction
Format : Symposium
Track : Virtual Session
Speakers
Shinji Shimoura, University Of South Florida
Eline Van Batenburg, Amsterdam University Of Applied Sciences
Adriana Biedron, Pomeranian University In Slupsk
María Dolores Mellado Martínez, University Of Murcia
Ji-Young Jung, Columbia University
Gabriel Michaud, Université De Montréal
Daniel Márquez, Charles University
Marrit Van Guchte, University Of Amsterdam
Miroslaw Pawlak, Adam Mickiewicz University, Kalisz, Poland
Moderators
Niklas Abel, AILA 2021 Volunteer, University Of Groningen
Marije Michel, Co-chair AILA & Mentor, Groningen University
Individual difference (ID) variables refer to personal characteristics, traits, and dispositions that make individual learners unique, that cause variation among L2 learners, and that are postulated to have a direct or indirect impact on L2 learning outcomes. Recent years have witnessed increasing studies exploring the relationships between ID factors and task-based performance and their theoretical and methodological implications for TBLT pedagogy and L2 classroom practice. This symposium sets out to discuss the roles of key ID variables in affecting task performance under different task conditions and their implications for task-based instruction and pedagogy. The ID factors are broadly divided into cognitive and affective factors, in line with the current mainstream SLA literature (Skehan, 1998; Dörnyei, 2005; Ellis & Shintani, 2012). Special attention will be given to language aptitude and working memory in the cognitive domain and motivation and anxiety in the affective domain, due to their confirmed importance in task-based learning and teaching. Each individual difference factor will be conceptualized, operationalized, followed by a discussion of their specific roles in task-based performance (as measured by the established framework of the complexity, accuracy, fluency and lexis, i.e. CAFL; Skehan, 2014). Theoretical and methodological implications will be discussed as well.Oral Interaction in the EFL Classroom: Effects of Instructional Focus and Task Type on self-confidence, enjoyment and willingness to communicateLongitudinal effects of phonological short-term memory and working memory capacity on L2 grammar competenceIndividual Differences of Korean Learners in Task-based Speaking ActivitiesThe role of Language Aptitude and Timing of Form-Focused Instruction in TBLTEffects of Task Complexity and Motivation on L2 Pragmatic MovesOnline interaction in the task-based foreign language classroom: Effects on target language use and learner affectThe influence of cognitive and affective individual differences on the characteristics of L2 writing during task-based performanceUnderstanding the relationship between passion, perseverance, and motivation in Task-based Language Classrooms: The Role of Grit and L2 Selves (focussed)The phonological loop and the central executive as predictors of explicit and implicit knowledge of English passive voice (focussed)
Oral Interaction in the EFL Classroom: Effects of Instructional Focus and Task Type on self-confidence, enjoyment and willingness to communicate
02:30PM - 06:00PM
Presented by :
Eline Van Batenburg, Amsterdam University Of Applied Sciences
Research into the effects of three instructional EFL oral interaction programmes designed for pre-vocational learners in grade 9 (n=147) on learners’ self-confidence, enjoyment and willingness to communicate revealed positive effects of condition on learners’ self-confidence. In turn, only self-confidence was found to predict task achievement in dialogic speech tasks.
Longitudinal effects of phonological short-term memory and working memory capacity on L2 grammar competence
02:30PM - 06:00PM
Presented by :
Adriana Biedron, Pomeranian University In Slupsk
A longitudinal study which investigated the relationship between phonological short-term memory and working memory capacity and the development of L2 grammar competence over the period of 2 years was conducted. Among the four tests of working memory only listening span predicted the slope (i.e. changes over time), although the effect sizes were small.
Individual Differences of Korean Learners in Task-based Speaking Activities
02:30PM - 06:00PM
Presented by :
Ji-Young Jung, Columbia University
Joowon Suh, Columbia University
This study examines influences of individual differences on oral proficiency measured by the CAFL framework. The data set consists of 168 speaking performances of 24 advanced-level learners of Korean as a foreign language (KFL) during task-based activities in two intact classes.
The role of Language Aptitude and Timing of Form-Focused Instruction in TBLT
02:30PM - 06:00PM
Presented by :
Gabriel Michaud, Université De Montréal
In this quasi-experimental research, the moderating role of Language Aptitude (LA) was assessed in relation to timing of Form-Focused Instruction within a task cycle (before, during or after the task) and level of proficiency of learners. Results show that different components of LA are associated with different levels of proficiency.
Effects of Task Complexity and Motivation on L2 Pragmatic Moves
02:30PM - 06:00PM
Presented by :
Daniel Márquez, Charles University
Increasing the cognitive demands of pedagogical tasks takes us to explore the effect of task complexity on L2 pragmatic production. We also examine to what extent L2 motivation influences task performance. The analysis of these interactions is intended to provide some insights into the understanding of L2 learning.
Online interaction in the task-based foreign language classroom: Effects on target language use and learner affect
02:30PM - 06:00PM
Presented by :
Marrit Van Guchte, University Of Amsterdam
Eline Van Batenburg, Amsterdam University Of Applied Sciences
Co-authors :
Daphne Van Weijen, University Of Amsterdam
In 3 experimental studies for German (9th grade), French (8th grade) and English (10th grade), we compared the effects of audio-, video-, and text-chat interaction on both the quantity and quality of learners’ TL use during 1) online task interaction and 2) subsequent oral F2F task performance.
The influence of cognitive and affective individual differences on the characteristics of L2 writing during task-based performance.
02:30PM - 06:00PM
Presented by :
María Dolores Mellado Martínez, University Of Murcia
Co-authors :
Olena Vasylets, Universitat De Barcelona
This study aims to shed light on the potential influence that cognitive and affective individual difference variables may have on the complexity, accuracy, and fluency (CAF) of L2 learners’ written texts. We administered diverse ID tests and questionnaires and correlated results with CAF measures of L2 writings during task-based performance.
Understanding the relationship between passion, perseverance, and motivation in Task-based Language Classrooms: The Role of Grit and L2 Selves
02:30PM - 06:00PM
Presented by :
Shinji Shimoura, University Of South Florida
In this study, the researcher examined how learners’ language learning motivation has changed over the course of the academic year in TBLT foreign language courses. Results suggest that persistence in L2 learning is a combination of long-term goals and vision with the personality characteristic of Grit.
The phonological loop and the central executive as predictors of explicit and implicit knowledge of English passive voice
02:30PM - 06:00PM
Presented by :
Miroslaw Pawlak, Adam Mickiewicz University, Kalisz, Poland
Co-authors :
Adriana Biedron, Pomeranian University In Slupsk
The paper reports a study which investigated the relationship between the phonological loop and the central executive, and explicit and implicit knowledge of English passive voice, taking into account the mediating effect of overall mastery of grammar (i.e., grades on the final exam) and self-reported length of study
02:30PM - 06:00PM
Room 1
S070 | Knowledge about language for L1, L2 and FL writing
Format : Symposium
Track : Virtual Session
Speakers
Debra Myhill, University Of Exeter
Jeroen Steenbakkers, University Of Groningen | Ludger College Doetinchem
Jeannette Sanchez-Naranjo, Amherst College
Moniek Vis, University Of Groningen
Melanie Hof, NHL Stenden UAS | University Of Groningen
Abdulwahid Al Zumor, Presenter 'AILA Solidarity Awardee', KING KHALID UNIVERSITY
Paul Marlowe, Kwansei Gakuin University
Aleksandra Kasztalska, Boston University
Kees Glopper, Symposium Organizer, University Of Groningen
Ian Bruce, The University Of Waikato
Moderators
Kees Glopper, Symposium Organizer, University Of Groningen
Ninke Stukker, Session S70 Moderator, University Of Groningen, Center For Language And Cognition Groningen
This symposium addresses the relation between knowledge about language and writing in L1, L2 and FL. We hope to attract research papers and posters that deal with the design of written language and raise questions such as the following: 1. What kinds of explicit knowledge about language do students need in order to master the conventions of written language and to increase their meaning-making potentials? 2. What kinds of grammatical, rhetorical or stylistic descriptions of language can provide concepts that can be of aid to students? 3. What theoretical concepts can help explain the relation between explicit linguistic knowledge and awareness of students and their linguistic performance? 4. What combinations of exposure, reflection, analysis, and practice can provide students with control of forms and functions of written language? What is the empirical evidence for the effectiveness of specific teaching approaches 5. What are the perspectives, beliefs, knowledge, skills and experiences of teachers of writing? How are they equiped for teaching knowledge about language that fosters student writing? The symposium intends to spark conversation and collaboration between researchers that deal with L1, L2, and FL writing from various backgrounds, such as (applied) linguistics, writing research, functional grammar, and (pedagogical) stylistics.
Developing metalinguistic understanding in the teaching of L1 writing
02:30PM - 06:00PM
Presented by :
Debra Myhill, University Of Exeter
This presentation will consider the role of metalinguistic understanding in developing school writers’ explicit knowledge of how language choices shape meaning in writing. Drawing on research evidence, the paper will argue for the importance of helping developing writers to become metalinguistically aware, and increasingly assured in writerly decision-making.
Style perspectives: a meaningful grammar for writing
02:30PM - 06:00PM
Presented by :
Jeroen Steenbakkers, University Of Groningen | Ludger College Doetinchem
Co-authors :
Kees Glopper, Symposium Organizer, University Of Groningen
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.
Genre-based Tasks in L2 Spanish Writing: Fostering Writing Skills and Sociolinguistic Knowledge
02:30PM - 06:00PM
Presented by :
Jeannette Sanchez-Naranjo, Amherst College
Drawing from L2 Spanish writing classes, this study explores the impact of genres in L2 writing skill development as the central goal for composition courses – arguing that such an approach best serves L2 Spanish learners and contributes to the integration of their L2 linguistic knowledge in their own writing skills.
A genre-based pedagogy exploiting reading-writing connections: effects on genre knowledge as manifested in student texts
02:30PM - 06:00PM
Presented by :
Moniek Vis, University Of Groningen
Co-authors :
Kees Glopper, Symposium Organizer, University Of Groningen
Amos Van Gelderen , Kohnstamm Institute / Rotterdam University Of Applied Sciences
Jacqueline Van Kruiningen, NHL Stenden University Of Applied Sciences / Open University
A genre-based pedagogy that exploits the connections between reading and writing is likely to improve aforementioned skills, and genre knowledge and awareness. This is tested by randomly assigning 12 grade 10 classes to either column or news article lesson series and subsequently assess reading and writing skills in both genres.
A stylistic description of written language development: what does it teach us?
02:30PM - 06:00PM
Presented by :
Melanie Hof, NHL Stenden UAS | University Of Groningen
Co-authors :
Ninke Stukker, Session S70 Moderator, University Of Groningen, Center For Language And Cognition Groningen
Veerle Baaijen
Kees Glopper, Symposium Organizer, University Of Groningen
Using a stylistic method of analysis, we determined how student and (semi-)professional writers linguistically realize the communicative purposes of the genre literary book review. We will show that such stylistic descriptions cannot only reveal how written language develops, but also which concepts can be of aid to help students improve their writing performance.
Linguistic strategies for expressing stance in advanced L2 students’ critique writing: a corpus based study
02:30PM - 06:00PM
Presented by :
Abdulwahid Al Zumor, Presenter 'AILA Solidarity Awardee', KING KHALID UNIVERSITY
This study explores stance-taking strategies as employed by advanced L2 students when they write a critique essay. Lancsbox corpus analysis tool was used to analyze the data. The study found that direct critical expressions are frequently used as boosters, various hedges are used, attitude markers are employed in a very limited range,  self-mention of personal pronouns is obviously common, and the degree of directness in expressing stance is high. The contribution of this research lies in its attempt to explore the type of language knowledge required to help in enhancing graduate students' integration into established academic writers' community. 
A mixed methods approach to understanding the development of syntactic complexity in L2 writing
02:30PM - 06:00PM
Presented by :
Paul Marlowe, Kwansei Gakuin University
How can writing instructors develop their learner’s syntactic complexity in the L2 classroom? The researcher used a mixed methods design to examine the effects of three types of tasks on the development of complexity. The results indicated that tasks that focus learners’ attention on syntactic aspects of language are more effective.
Legitimizing Knowledge and Knowers of Writing Instruction: A Case Study of International Teaching Assistants in the U.S.
02:30PM - 06:00PM
Presented by :
Aleksandra Kasztalska, Boston University
Co-authors :
Michael Maune
Through focus groups, interviews, and questionnaires, 15 international TAs discussed fallacies about composition. Using Legitimation Code Theory, we argue that by emphasizing social attributes these fallacies prevent non-native English-speaking teachers (NNESTs) of composition from professional legitimacy. We argue that emphasizing knowledge and skills in composition can help legitimize NNESTs.
Explicit language knowledge used to express criticality in academic writing: Findings from genre studies
02:30PM - 06:00PM
Presented by :
Ian Bruce, The University Of Waikato
02:30PM - 06:00PM
Room 1
S076 | Language Education Policy in Asia – Any hope for indigenous languages?
Format : Symposium
Track : Virtual Session
Speakers
Anthony Liddicoat, Warwick University
Satoru Nakagawa, University Of Manitoba
Ee Ling Low, Dean, Academic & Faculty Affairs, NTU - National Institute Of Education
Andrew Moody, Presenter, University Of Macau
Danik Widiawati, Prince Of Songkla University
Naashia Mohamed, University Of Auckland
Azirah Hashim, AILA Vice-President , University Of Malaya
Richard Powell, Professor, Nihon University
Andy Kirkpatrick, Griffith University
Isabel Pefianco Martin, Ateneo De Manila University
Moderators
Andy Kirkpatrick, Griffith University
This symposium will investigate the major trends that can be determined from an overall study of recent language education policies across Asia (Kirkpatrick and Liddicoat 2019). The trends can be seen across three interrelated themes, namely: the promotion and privileging of one language as the national language as part of an attempt to create a nation state, often in polities that are linguistically extremely diverse; a decrease in the promotion of indigenous languages other than the national language and the neglect of these in education in many countries; and the promotion of English as the first foreign language in education systems, often giving other 'foreign' languages a minimal role in education. Papers in the symposium will consider possible reasons and motivations for these trends, the ideologies that underlie them and their consequences for education in the countries of Asia. Papers will also consider how some countries in Asia have developed multilingual responses in education, such as mother tongue language programs, and what such responses contribute to education in the countries concerned.
Language-in-Education Policy in Asia: The place of indigenous languages
02:30PM - 06:00PM
Presented by :
Anthony Liddicoat, Warwick University
The presentation surveys the ways that indigenous languages are presented in language education policies in the region and presents examples of different approaches in different countries. It shows that, although indigenous languages are represented in various ways in policy, their position is marginal in education in most countries.
Indigenous language reclamation in the neoliberal era
02:30PM - 06:00PM
Presented by :
Satoru Nakagawa, University Of Manitoba
In this paper, I will consider two questions for global Indigenous peoples like myself: What identities are currently available, adopted and valorized by Indigenous language speakers globally? How are positions like Indigenous language speaker, academic, activist and teacher altering in response to available neoliberal subject positions?
Language Education Policy in Singapore and its impact on the nation’s indigenous languages
02:30PM - 06:00PM
Presented by :
Ee Ling Low, Dean, Academic & Faculty Affairs, NTU - National Institute Of Education
This paper discusses language education policies in Singapore from post-independence to the present and compares these with the shifts in the linguistic landscape of Singapore in the same period. English dominance leading to the endangerment and death of the nation’s indigenous languages is raised and the long-term socio-cultural consequences discussed.
Educational Language Policies of Preservation and Endangerment of Cantonese in Macau SAR: Balancing Local, National and International Concerns
02:30PM - 06:00PM
Presented by :
Andrew Moody, Presenter, University Of Macau
The Macau Special Administrative Region of China is a small Cantonese-speaking community. Like many other Chinese-speaking communities, educational language policy attempts to preserve Cantonese and, at the same time, implement Putonghua and English as instructional languages. Census figures suggest that policy may be affecting Cantonese vitality, especially among school-aged speakers.
English-medium instruction at the primary level in Thailand: any space for a minority language?
02:30PM - 06:00PM
Presented by :
Danik Widiawati, Prince Of Songkla University
Co-authors :
Kristof Savski, Prince Of Songkla University
One of the features of the growing prominence of English across Asia is the proliferation of English-medium instruction (EMI) programmes, including areas where minority languages are used. This presentation will discuss EMI in an area of Thailand where Pattani Malay, rather than Thai, is predominantly spoken as an L1.
A balancing act: teachers’ ideologies and agency in language policy enactment in Maldivian schools
02:30PM - 06:00PM
Presented by :
Naashia Mohamed, University Of Auckland
This paper focuses on the agentive meaning-making role that teachers hold in enacting language policies in Maldivian schools. Drawing on data from curriculum documents, teacher surveys and interviews, I present how teachers’ ideologies about language and language teaching impact how they interpret policy and address linguistic imbalances in schools.
Contested concepts of 'indigenous language' in Malaysia.
02:30PM - 06:00PM
Presented by :
Azirah Hashim, AILA Vice-President , University Of Malaya
Richard Powell, Professor, Nihon University
Since independence, disputes over the curriculum have tended to take on a politicised and ideological dimension that goes well beyond pedagogical and technical issues. This presentation will revisit the concept of indigenous language" by comparing the ideological positioning of a number of Malaysian languages in the public and private education sectors and also in nationist and nationalist discourses on education."
MTBMLE in the Philippines: Softening linguistic boundaries for inclusive education
02:30PM - 06:00PM
Presented by :
Isabel Pefianco Martin, Ateneo De Manila University
Mother tongue-based multilingual education (MTBMLE) was institutionalized in the Philippines to improve education, make it more accessible and inclusive, and promote and safeguard Philippine languages. The policy today remains strong, despite challenges it faces. In this presentation, I give an overview of the MTBMLE situation and outline its strengths and weaknesses. I also argue that much of the discourse for and against MTBMLE betrays a mindset that may run counter to the benefits of mother tongue education. Finally, I argue for a shift towards a perspective that approaches language use in multilingual contexts as fluid and without boundaries.
02:30PM - 06:00PM
Room 1
S094 2/2 | Talking about Talk: Examining Social Life through Metalanguage
Format : Symposium
Track : Virtual Session
Speakers
Robert Moore, University Of Pennsylvania
Annelie Ädel, Dalarna University
Elena Cotos, Iowa State University
Agnes Sandor, Senior Scientist, Naver Labs Europe
Ellen Bijvoet, Uppsala University & The Language Council Of Sweden
Anne Larsen, University Of Copenhagen
Kristina Lewis, University Of Pennsylvania
Kristina Ehrsam, St. Gallen University Of Teacher Education
Moderators
Andrea Leone-Pizzighella, University Of Pennsylvania
Cedric Deschrijver, Ming Chuan University
Sannah Debreczeni (AILA2021 Volunteer), AILA2021 Volunteer
Researchers in applied linguistics are increasingly focused on shifting modes of engagement, 'glocal' information flows, and superdiverse communicative styles. Metalanguage-or talk about talk-has proven to be an invaluable research lens in these complex settings, allowing researchers access to participants' "emic" interpretations of real-time interactional dynamics and social contexts. The reflexive nature of language-in-use is proving to be a rich analytical resource in, e.g., medical encounters, education spaces, and online spaces. However, an integrated theory of metalanguage as a research lens has yet to be developed. This symposium aims to aid in this development by answering the following questions: (a) How can metalanguage be used as a lens for revealing how interlocutors orient to, and interpret, situated communication? (b) How does metalanguage provide insights to changes in social relations over time? The first question is addressed in Subtheme 1: Metalanguage in synchronous discourse. We invite papers with a systematic focus on talk-about-talk in either real or virtual "face-to-face" interactions (e.g., those happening in real-time). The second question will be addressed in Subtheme 2: Metalanguage in asynchronous discourse. We invite papers that explore metalanguage in, e.g., policy discourse, online comments sections, social media, or other discourses taking place over time.
Metalanguage as method and object: Synchronicity, Burkean entitlement, and other discursive effects
02:30PM - 06:00PM
Presented by :
Robert Moore, University Of Pennsylvania
Explores the everyday use of language to frame" or "caption" utterances presented as textualized objects in both synchronous (face-to-face) and asynchronous (e.g., online) communication"
'Hello everyone, welcome to my presentation': Talk about talk in student synchronous versus asynchronous online presentations
02:30PM - 06:00PM
Presented by :
Annelie Ädel, Dalarna University
Reflexivity is approached though a model of metadiscourse, focusing on the discourse itself (metalinguistic function), the writer-speaker (expressive function) and the real or imagined audience (directive function). The model is applied to a net-based teaching context and students’ synchronous (N=6) and asynchronous (N=9) presentations are compared, including multimodal aspects.
Examining metadiscourse in research articles through the lens of move analysis and concept matching
02:30PM - 06:00PM
Presented by :
Elena Cotos, Iowa State University
Agnes Sandor, Senior Scientist, Naver Labs Europe
We study metadiscourse in research articles by merging pragmatically motivated move analysis and linguistically motivated concept-matching analysis. We show that the two approaches are mutually informative, and that functional metalanguage can be characterized and automatically detected using an underlying common representation of moves that involves syntactic relationships among instantiated concepts.
Gatekeepers talk about talk. Perceptions of migration-related language variation beyond learner language and suburban slang.
02:30PM - 06:00PM
Presented by :
Ellen Bijvoet, Uppsala University & The Language Council Of Sweden
Gatekeepers have the power to open or close doors for people, seeking access to the labor market, higher education, etc. Language attitude research shows that humans are quick to judge a person based on the way she/he speaks. It is therefore highly relevant to promote sociolinguistic awareness-raising activities for gatekeepers.
High school extraneous – Metalanguage on class and academic language use in high school
02:30PM - 06:00PM
Presented by :
Anne Larsen, University Of Copenhagen
In this paper I investigate the metalanguage of students and teachers in high school concerning students with working class backgrounds and their academic language skills and discuss how the situated metalinguistic practices relates to broader discourses about the 'high school extraneous' students.
Images of Teaching in Student Teachers’ Talk About Microteaching Sessions
02:30PM - 06:00PM
Presented by :
Kristina Lewis, University Of Pennsylvania
Metalanguage serves as an analytic lens for examining student teacher identity development in relation to a specific discursive context of language teacher education: microteaching sessions and feedback. I show how the invitation to talk about their microteaching sessions created space for student teachers to reflect on what it meant to be student teachers within a TESOL program, as well as their own self identities.
02:30PM - 06:00PM
Room 1
S091 4/4 | Learning through leisure: Informal Second Language Learning in the 21st century
Format : Symposium
Track : Virtual Session
Speakers
Denyze TOFFOLI, Symposium Organiser, Mentor, University Of Toulouse
Kossi Seto Yibokou, Associate Professor (MCF), University Of Lorraine | ATILF Lab
Anastasia Pattemore, University Of Barcelona
Pia Sundqvist, University Of Oslo
Miho Inaba, Senior Lecturer In Japanese Language , Cardiff University
Elisa Ghia, University For Foreigners Of Siena
Camilla De Riso, University Of Pavia
Artem Zadorozhnyy, Education University Of Hong Kong
Antonie Alm, University Of Otago
Lily Schofield, PhD Student, Université De Paris
Moderators
Denyze TOFFOLI, Symposium Organiser, Mentor, University Of Toulouse
Henriette Arndt, Postdoctoral Research Fellow, Lund University
Marlene Schwarz, University Of Vienna
Meryl Kusyk, Karlsruhe University Of Education
Mark Van Huizen, AILA2021 Volunteer
The last 10 years have seen the birth of a new field within applied linguistics, embracing all sorts of language acquisition outside the classroom. With the rapid development and spread of new technologies, informal language contact has become commonplace for many L2 learners. While this can take many different forms, online contexts are a major driving force because they present L2 learners with unprecedented opportunities for exposure to and use of target language(s) regardless of their physical location. Research on this topic has emerged concurrently from diverse contexts. As a result, a variety of terms have been used to describe it (including Extramural English, Informal Digital Learning of English or Online Informal Learning of English), each of which emphasises particular aspects of the informal practices studied. Early research tended to focus on English as a target language, but more recently research on other languages is becoming more prominent. The purpose of this symposium, organized by Denyze Toffoli and colleagues, is to bring together researchers working on informal L2 practices to engage in critical dialogue about the scope of this field and to share their diverse theoretical perspectives, methodological approaches and findings. Our featured speakers are Geoffrey Sockett, Mark Dressman and Phil Benson.
Accessing foreign language audiovisual input in a changing landscape: A survey among Italian university students
02:30PM - 06:00PM
Presented by :
Camilla De Riso, University Of Pavia
Elisa Ghia, University For Foreigners Of Siena
The current study investigates access patterns to English media, particularly audiovisual input, among Italian university students. It is based on a questionnaire responded to by 572 participants and is the follow-up of a previous survey carried out in 2016 (Pavesi, Ghia 2020). Results point to a strong orientation to online media and a preference for audiovisuals, and are explored in light of their acquisitional potential and implications.
Informal digital learning of English: the case of Kazakhstani pre-service teachers of English
02:30PM - 06:00PM
Presented by :
Artem Zadorozhnyy, Education University Of Hong Kong
Co-authors :
Baohua Yu, The Education University Of Hong Kong
The current study described the engagement in informal digital learning of English among Kazakhstani pre-service teachers and the associated language outcomes
Netflix for intra-formal language learning
02:30PM - 06:00PM
Presented by :
Antonie Alm, University Of Otago
The study follows the individual learning trajectories of two language students who watched L2 Netflix TV-series prior and during a university language course. Through self-reflection and discussion with peers, participants adjusted their viewing behaviour during and again after the completion of the course.
Integrating students’ informal practices into a formal context: how making students the experts allows for mediation in distance learning
02:30PM - 06:00PM
Presented by :
Lily Schofield, PhD Student, Université De Paris
Integrating students’ informal practices into the formal context of an online course, specifically watching films from their professional field and finding information online, allows learners to be the experts and take part in various forms of mediation and meaningful online interaction, as encouraged by the CEFR’s Companion Volume since 2018.
Online Informal Learning of English: what influences does watching television series have on the English pronunciation of French learners?
02:30PM - 06:00PM
Presented by :
Kossi Seto Yibokou, Associate Professor (MCF), University Of Lorraine | ATILF Lab
Denyze TOFFOLI, Symposium Organiser, Mentor, University Of Toulouse
The Online Informal Learning of English has been shown to have many advantages for the language acquisition of English language learners. This study indicates its importance in the development of learner pronunciation, showing probable effects of series watching on adoption of accent.
Does grammar learning have to be boring? Learning L2 grammar constructions from original version television series
02:30PM - 06:00PM
Presented by :
Anastasia Pattemore, University Of Barcelona
Co-authors :
Carmen Muñoz, University Of Barcelona
This study explores the value of extensive watching of original version TV series on the learning of L2 grammar constructions. We also discuss the effects of caption use (captions, textually enhanced captions, no captions), and input-related factors (frequency, recency, and construction type). We propose conditions under which L2 learners benefit most from this type of input.
Code-switched vocabulary and types of talk: A case study of the L1/L2 oral interaction between Curt and Sven playing LoL
02:30PM - 06:00PM
Presented by :
Pia Sundqvist, University Of Oslo
Co-authors :
Liss Kerstin Sylvén, University Of Gothenburg
This study describes how two 18-year-old learners use L1 (Swedish) and L2 (English) in oral interaction when playing League of Legends. Gameplay recordings were analyzed focusing on frequency and pronunciation of code-switched vocabulary (CSV), and types of talk. Results revealed extensive use of CSV and language play, and meta/in-game/social talk.
Mediation in L2-related activities outside of the classroom: Case studies of learners of Japanese
02:30PM - 06:00PM
Presented by :
Miho Inaba, Senior Lecturer In Japanese Language , Cardiff University
This paper examines the out-of-class language learning activities of 18 university students of Japanese, focusing on the manner in which they compensate for gaps in their language competence. Drawing on sociocultural perspectives, the analysis found that students strategically utilised a variety of resources as well as tools under the influence of contextual factors.
02:30PM - 06:00PM
Room 1
S101 2/2 | Navigating Learner Autonomy in a Multicultural and Multilingual World — A Reflective Dialogical Approach
Format : Symposium
Track : Virtual Session
Speakers
Katja Heim, Interim Professor, University Of Wuppertal / University Of Duisburg-Essen
Chrysogonus Siddha Malilang, Senior Lecturer, Malmö University
Larissa Dantas Rodrigues Borges, Federal University Of Pará, Brazil
Diego Mideros, Moderator, The University Of The West Indies
Vanessa Mota, PhD Student In Applied Linguistics, Federal University Of Rio De Janeiro
Moderators
Maria Giovanna Tassinari, Free University Of Berlin
Jo Mynard, Kanda University Of International Studies
Jelle Brouwer, AILA2021 Volunteer, University Of Groningen
Learner autonomy remains a widely spread but also highly debated approach to second language education in the 21st century. In short, it describes the idea that learners take control for their own learning by making informed decisions and critically reflecting on all aspects of their learning process. The aim of this symposium is twofold: to explore how the concept of learner autonomy as an educational approach has evolved in the wake of the 21st century and to look at how understandings and practical implementations of learner autonomy may be congruent or differ across educational, institutional, linguistic and cultural contexts. The idea for this symposium stems from a multi-country research project currently conducted by the conveners aiming to collect insights into different conceptual networks and practices of learner autonomy. After the keynote by Alice Chik (Macquarie University, Sidney, Australia), the symposium will give presenters the opportunity to share their narratives and research results and thus engage in a reflective dialogue on developing learner autonomy in multilingual and multicultural institutions. Ultimately, this will lead us to reflect on the role of English as a common language in conceptualising and implementing autonomous pedagogy as well as explore the common and distinctive features of our conceptual associations with autonomy in English and other languages.
Learner Autonomy in Diverse Educational Frameworks: Examples from the German and Austrian Context
02:30PM - 06:00PM
Presented by :
Katja Heim, Interim Professor, University Of Wuppertal / University Of Duisburg-Essen
The presenter will draw conclusions from the joint reflections in Burkert, Heim & Schwienhorst (2020). She will first briefly sketch how the authors perceive the discourse on Learner Autonomy in their respective countries and settings and how the concept is (not) reflected in curricula and teaching practice. She will point out conceptual elements that all three authors share and will subsequently provide samples from her own university-based work to illustrate these reflections .
From Cantrik to Autonomous Writer: A reflection from a cross-cultural community of practice in writing
02:30PM - 06:00PM
Presented by :
Chrysogonus Siddha Malilang, Senior Lecturer, Malmö University
This presentation aims to study the progression of autonomy in becoming a (creative) writer through instructed immersion. The elements of autonomy are identified and presented as potential seeds for developing / improving teaching methods of Creative Writing
The autonomization process under the lens of complexity: a study of TEFL students’ trajectories
02:30PM - 06:00PM
Presented by :
Larissa Dantas Rodrigues Borges, Federal University Of Pará, Brazil
In this presentation, I propose a Dynamic Model of Autonomy Development as a Complex Phenomenon. The model illustrates the influence of subsystems such as motivation, beliefs, identities, and emotions, which enhanced or inhibited the autonomization process in the language learning trajectories of TEFL undergraduate students.
Autonomous Learners of Spanish in the English-Speaking Caribbean: A Phenomenological Study in Trinidad and Tobago
02:30PM - 06:00PM
Presented by :
Diego Mideros, Moderator, The University Of The West Indies
Co-authors :
Paola Palma, University Of The West Indies
This paper reports on a study conducted with university student-learners of Spanish and French. The inquiry explored student-learners’ self-perceived autonomy and approaches to the study of both languages. Although student-learners perceived themselves as autonomous, autonomy varied from one language to the other as a result of differences in academic cultures.
Social media and Autonomy: thinking about racism and sexism during an ESP class in Brazil
02:30PM - 06:00PM
Presented by :
Vanessa Mota, PhD Student In Applied Linguistics, Federal University Of Rio De Janeiro
Co-authors :
Bruna Vargas, PhD Student / English Teacher, Federal University Of Rio De Janeiro (UFRJ) / Federal University Of Juiz De Fora (UFJF)
This research was conducted in an English for Specific Purposes class, in a federal public school (Brazil). It’s analised the relation between the students’ and the teacher’s Autonomy and the use of social media while discussing the role of women in the job market.
02:30PM - 06:00PM
Room 1
S128 2/2 | ReN: Broadening Perspectives: Theorising, Researching and Practising Literature in Language Teaching
Format : Symposium
Track : Virtual Session
Speakers
Suzanne Graham, University Of Reading
Sara Lis Ventura, University College Cork
Emilia Luukka, Doctoral Researcher, Tampere University
Chantelle Warner, University Of Arizona
Linda Fisher, University Of Cambridge
Pengchong Zhang, University Of Reading
Moderators
Amos Paran, University College London Institute Of Education
Petra Kirchhoff, Erfurt University
Sandra Stadler-Heer, Symposium Organizer 128, ReN Coordinator, Catholic University Of Eichstätt-Ingolstadt
This symposium, organised by the Literature in Language Learning and Teaching (LiLLT) ReN convenors Sandra Stadler-Heer, Petra Kirchhoff and Amos Paran, with Wolfgang Hallet as featured speaker, focuses on the use of literature in language classrooms and on researching literature within applied linguistics. The longstanding and strong preoccupation with the practical problems of integrating literature in language curricula in secondary and tertiary education contexts has recently resulted in a revived interest in theorising and researching this area. For this symposium, we invite papers focusing on investigations of (new) patterns and paradigms, both theoretical and empirical. This includes the widening of the scope of literature to include a wide variety of multimodal texts as well as activities such as fanfiction, poetry writing and gaming, as well as widening the focus evolving from a reliance on what has variously been called "practitioner evidence" or "best practice literature" to employing a variety of educational and applied linguistics research methodologies to look at issues such as teacher and learner beliefs, the actual use of literature in classrooms, and curriculum and textbook research among others. The symposium will thus provide the floor for empirically informed discussions of theorising, researching and practicing literature in language teaching.S128 detailed programme, click here
Linguistic creativity in language learning: The role of text type and teaching approach
02:30PM - 06:00PM
Presented by :
Suzanne Graham, University Of Reading
Pengchong Zhang, University Of Reading
Co-authors :
Linda Fisher, University Of Cambridge
This study investigated the impact on French vocabulary development for school-aged learners who studied either French poems or semi-authentic, factual texts. The effect of the teaching approach used with each text-type was also considered. Findings will be discussed in relation to classroom practice for using literary and other authentic texts.
From literary text to digital story: an innovative approach to encourage the use of the FL for manifesting expressive intentions
02:30PM - 06:00PM
Presented by :
Sara Lis Ventura, University College Cork
The paper presents the findings of a case study in which 8 undergraduate students of Italian as FL have been engaged in creating a multimodal composition after being exposed to a literary text. The paper examines how the practice promoted reflective writing and encouraged expressive use of the FL.
Combining meanings attributed to literature in language education by textbook authors with depictions of literature in EFL textbooks
02:30PM - 06:00PM
Presented by :
Emilia Luukka, Doctoral Researcher, Tampere University
This presentation presents the findings of two studies on literature in language education and examines where representations of literature in textbooks and meanings associated with literature by textbook authors and teachers meet, and considers the kinds of norms and values that are transmitted through these meanings and representations.
Literature and Multiliteracies: Aesthetic and Affective Dimensions of Second Language Learning
02:30PM - 06:00PM
Presented by :
Chantelle Warner, University Of Arizona
Based on examples of learners’ engagements with literary texts, this talk argues that aesthetic reading can help to expand current paradigms of second language literacy development and can thus create imaginative spaces in which learners can explore and reflect on their developing positions as multilingual subjects.
02:30PM - 06:00PM
Room 1
S133 | ReN: From the What to the Why: Combining etic and emic perspectives in studying language, media, and digitization
Format : Symposium
Track : Virtual Session
Speakers
Lauri Haapanen, Jyväskylän Yliopisto
Changpeng Huan, Shanghai Jiao Tong University
Jenny Stenberg-Sirén, Senior Lecturer In Journalism (from 1.9.2021), University Of Helsinki
Gilles Merminod, University Of Lausanne
Astrid Vandendaele, Assistant Professor Journalism And New Media, Leiden University
Sofie Verkest, Research & Teaching Assistant, Ghent University
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
Moderators
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
Welcome to our symposium!14.00 – 16.00 PM: Please watch our 7 pecha-kucha style short videos here The idea is that you watch the videos separately, at your own pace. No collective viewing is organized.(BTW, you will also see videos from our ReN's contributions to previous AILA conferences here. Feel free to explore). 16.00-18.00 PM: Discussion.Join us for a lively and fun chat on methods, aims and topics – past, present and future. If research wishes to both describe and explain real-life activities, it needs to ask both what- and why-questions. These questions can be answered by combining complementary, etic and emic, perspectives. Whereas outsiders' (etic) perspectives tend to capture observable activities, insiders' (emic) perspectives foreground practitioners' sense-making practices. Conventionally, emic data sets have been gathered through interviews. This entails a methodological problem: Exploring routinized processes by asking general questions is as if the researcher was outsourcing the task of generalisation to the informant. However, informants cannot be expected to apply methodological rigour when explaining why they actually do what they do. To mitigate this inherent dilemma of emic perspectives, real-life research can be supported by etic data. In our symposium, we welcome contributions discussing the interplay of researcher-analysts' etic and practitioner-informants' emic perspectives, as well as the challenges of integrating them. Besides theoretical discussions, the symposium presents illustrative solutions from the field of media linguistics. By doing so, the contributions highlight the value of methodologically integrative approaches, despite their demanding nature- especially when it comes to investigating new phenomena such as language users' appropriation of the most recent dynamics in digital media.
Combining etic and emic perspectives: a systematic literature review in the field of journalism studies
02:30PM - 06:00PM
Presented by :
Lauri Haapanen, Jyväskylän Yliopisto
Co-authors :
Ville Manninen, University Of Vaasa
In our presentation, we publish the results of a systematic literature review that focuses on papers in journalism studies that adopt both etic and emic perspectives in their data gathering. We assess, for example, the balance of these perspectives and their degree of integration.
How could media linguistics inform foreign policy making? A corpus-based study of China’s image in South African media
02:30PM - 06:00PM
Presented by :
Changpeng Huan, Shanghai Jiao Tong University
Co-authors :
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
Corpus-based study of China's image media linguistics and foreign policy making
Should we be adding who to the what and the why? Reflections on etic and emic perspectives on media and language research
02:30PM - 06:00PM
Presented by :
Jenny Stenberg-Sirén, Senior Lecturer In Journalism (from 1.9.2021), University Of Helsinki
In my paper, I will reflect on etic (outside) and emic (inside) approaches (Pike, 2015) to media and language research, with Haapanen and Manninen (2021) and my own research (Stenberg-Sirén, 2018, 2020, submitted) as a starting point. The questions are: What do the etic and emic perspectives add? How does the choice of perspectives reflect on the results? How should we account for the 'eticness' and 'emicness' of the researcher?
Narrative ideologies in the newsroom
02:30PM - 06:00PM
Presented by :
Gilles Merminod, University Of Lausanne
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 appropriateness, unity of action and truth.
The emic-etic back-and-forth: Researcher reflexivity and auto-ethnographic fieldwork in newsroom practice analysis
02:30PM - 06:00PM
Presented by :
Astrid Vandendaele, Assistant Professor Journalism And New Media, Leiden University
Co-authors :
Colleen Cotter, Queen Mary University Of London
Geert Jacobs, Ghent University
Sofie Verkest, Research & Teaching Assistant, Ghent University
This paper presents the outcome of a series of reflexive and/or field-based auto-ethnographic explorations of a number of media linguists in Belgium, the UK, and the US. We argue that schema-building reflexivity, incorporating the etic and emic, should be part of research practice.
Collaborative journalism: when outsiders enter the news production process
02:30PM - 06:00PM
Presented by :
Sofie Verkest, Research & Teaching Assistant, Ghent University
We investigate how collaborative journalism alters the news production process by “following the story” of a citizen science project on air quality set up by a newspaper, university and government agency. Combining linguistic ethnographic analysis and discourse analysis gives a dynamic view of the news production process in collaborative journalism.
On, for, and with practitioners. Media Linguistics and Transdisciplinarity
02:30PM - 06:00PM
Presented by :
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
This presentation shows the value transdisciplinarity  adds to media linguistics. It does so by investigating the digital literacy shift in journalism: the change, in the last two decades, from the predominance of a writing mode that we have termed focused writing to a mode we termed writing-by-the-way(Hicks & Perrin, 2014). Results show that the general trend towards writing-by-the-way opens up new niches for focused writing in times of social media and robot journalism. On a meta level of doing research, findings explain why transdisciplinarity allows for deeper insights into the medialinguistic object of investigation.
02:30PM - 06:00PM
Room 1
S134 2/2 | ReN: Fully Inclusive Practitioner Research Network Symposium: New epistemologies and cultural dynamics of co-production
Format : Symposium
Track : Virtual Session
Speakers
Assia Rolls, Researcher, Regent's University London
Ines Miller, Supervisor Teacher Education Courses, Pontifical Catholic University Of Rio De Janeiro
Anna Costantino, Lecturer, University Of Greenwich
Cori Crane, Associate Professor, University Of Alabama
Judith Hanks, University Of Leeds
Diego Nunes, IFBA/PUC-Rio
Thelma Christina Ribeiro Côrtes, Pontifical Catholic University Of Rio De Janeiro
Ana Salvi, Lecturer In Education (TESOL), University Of East Anglia
Anne Burns, University Of New South Wales
Johanna Vaattovaara, Professor, Tampere University, Finland
Yoshitaka Kato, Chubu University
Sal Consoli, Hong Kong Polytechnic University
Sian Etherington, University Of Salford
Tim Ashwell, Teacher, Komazawa University
Moderators
Cori Crane, Associate Professor, University Of Alabama
Ines Miller, Supervisor Teacher Education Courses, Pontifical Catholic University Of Rio De Janeiro
Judith Hanks, University Of Leeds
This new AILA Fully Inclusive Practitioner Research Network Symposium explores critical perspectives raised by co-production in research and pedagogy. Traditionally research has 'belonged' to researchers, while teaching/learning has 'belonged' to practitioners. This creates a cultural communication gap which has long been contested. We highlight the challenges of different contextual constraints, probe assumptions of agency, voice and ownership, and foreground issues of local/global knowledge raised when practitioners engage in theorising praxis. This approach deliberately crosses boundaries, asking WHO does WHAT in classrooms and research. Making practitioner research fully inclusive means empowering those whose contributions are traditionally overlooked: learners, teachers, teacher educators, administrators, to co-produce knowledge, share insights, develop understandings of research in applied linguistics. New epistemologies are generated as hierarchies are interrogated and the cultures of research and pedagogy are explored. In this interactive Symposium we bring together researchers, practitioner researchers, teachers, learners and scholars involved in fully inclusive practitioner research from different geographical, institutional, cultural areas. A rich variety of speakers (both experienced and 'new scholars') from around the world will give creative, multimodal presentations of their work. We invite discussions in a new approach to co-production of knowledge about learning, teaching, researching in applied linguistics.
Sustainability of Exploratory Practice: A case study of former ELT pre-service teacher trainees
08:30AM - 06:00PM
Presented by :
Ines Miller, Supervisor Teacher Education Courses, Pontifical Catholic University Of Rio De Janeiro
Assia Rolls, Researcher, Regent's University London
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 Brazilian teachers who graduated between 2008 and 2018
Classroom life and creativity in an MFL class: the epistemological and pedagogical affordances of PEPAs (Potentially Exploitable Pedagogical Activities)
08:30AM - 06:00PM
Presented by :
Anna Costantino, Lecturer, University Of Greenwich
This paper explores the scope for the creative affordances of language classroom activities when deployed as PEPAs (Potentially Exploitable Pedagogical Activities) within an Exploratory Practice enquiry. It is argued that PEPAs might disrupt the routinized use of classroom resources. Engaging practically and epistemologically with materials means acknowledging the multi-layered and multi-scalar dimensions of learning in the language classroom ecology while connecting dimensions of life inside and outside the classroom.
Developing ‘Potentially Exploitable Pedagogic Activities’ for classroom inquiry: A crowd-sourcing initiative on language teachers’ experiences
08:30AM - 06:00PM
Presented by :
Cori Crane, Associate Professor, University Of Alabama
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 share their experiences developing successful PEPAs, including the learning affordances various pedagogical tools provide.
Epistemological challenges for cultures of research and pedagogy through co-production in Exploratory Practice.
08:30AM - 06:00PM
Presented by :
Judith Hanks, University Of Leeds
What are the ethical, theoretical and methodological challenges raised by Fully Inclusive Practitioner Research? Including learners and teachers as co-researchers, co-producing research and pedagogy is complex yet rewarding. This multimodal presentation brings together work on Fully Inclusive Practitioner Research, Exploratory Practice, Well-being and Quality of Life to consider new epistemologies in/for Applied Linguistics.
Sustainability: an Exploratory Practice pillar in research
08:30AM - 06:00PM
Presented by :
Diego Nunes, IFBA/PUC-Rio
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’ narratives that show sustainability as an EP pillar in research.
“Why am I so happy to teach at Nexus School?”: An exploratory reflection on my teaching practice
08:30AM - 06:00PM
Presented by :
Thelma Christina Ribeiro Côrtes, Pontifical Catholic University Of Rio De Janeiro
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.
Insights and issues of doing practitioner research in EAP and TESOL
08:30AM - 06:00PM
Presented by :
Ana Salvi, Lecturer In Education (TESOL), University Of East Anglia
This presentation aims at discussing the gains and challenges of doing practitioner research in the context of EAP and an MA TESOL programme and of involving learners as co-researchers in the process. I will present data from students' reflective writing and drawings, which aim to facilitate the discussion.
02:30PM - 06:00PM
Room 1
S141 | ReN: Literacies across languages and social domains
Format : Symposium
Track : Virtual Session
Speakers
Petrilson Pinheiro, University Of Campinas
Monaliza Chian, AILA Solidarity Awardee, University Of Hong Kong
Ana Paula Beato-Canato, Professor, Federal University Of Paraná
Paula T Carrera Szundy, Associate Professor, Federal University Of Rio De Janeiro
Rogerio Tilio, Associate Professor, Federal University Of Rio De Janeiro
Audra Skukauskaite, Klaipeda University And University Of Central Florida
Terezinha Rocha, Federal University Of Minas Gerais
Judith Green, Featured Speaker And Presenter , Klaipeda University And University Of California Santa Barbara
Moderators
Paula T Carrera Szundy, Associate Professor, Federal University Of Rio De Janeiro
Mariam Jamureli , AILA2021 Volunteer, University Of Groningen
The Research Network Literacies across languages and social domains intends to provide a comprehensive view concerning the studies on literacies in the scope of Applied Linguistics. Given the meaningful dialogues that applied linguists all over the world have been establishing with concepts in the field of literacy studies, the ReN gets together scholars from different countries who are interested in investigating the complex interrelations between literacies and situated language uses in heterogeneous contexts and across social domains. In order to shed light on these interrelations, the ReN joins researchers working with different perspectives of literacies (new literacy studies, multiliteracies, digital literacies, academic literacies etc.) in multiple social spheres and/or institutions.
Rethinking literacies in a continuing teacher education course through a critical multimodal analysis of an institutional video
02:30PM - 06:00PM
Presented by :
Petrilson Pinheiro, University Of Campinas
The objective of this paper is twofold: to carry out a multimodal analysis of an institutional video released by European Union, and to discuss an empirical activity of critical multimodal reading of the video as part of a continuing teacher education course at University of Campinas, Brazil.
Designing learning opportunities to develop academic literacies in an interdisciplinary curriculum in higher education: Practices, processes and challenges
02:30PM - 06:00PM
Presented by :
Monaliza Chian, AILA Solidarity Awardee, University Of Hong Kong
This study examines how and in what ways an instructor (re)design curriculum in order to create learning opportunities for students to develop their repertoire of academic literacies to engage appropriately in an interdisciplinary curriculum. Findings provided insights into the practices, processes and challenges in designing interdisciplinary curriculum in higher education.
The fallacy of the autonomous literacy advocated by the School Without Party Brazilian Movement
02:30PM - 06:00PM
Presented by :
Ana Paula Beato-Canato, Professor, Federal University Of Paraná
Stable EMI research frameworks are needed to ensure that different areas in this multidimensional phenomenon are equally investigated (Dafouz & Smit, 2016). In order to develop such a research framework, we have examined the EMI research (1999-2018) at five European countries that are at different EMI implementation stages.
Literacies related to race, gender and intersectionalities in English textbooks in Brazil
02:30PM - 06:00PM
Presented by :
Paula T Carrera Szundy, Associate Professor, Federal University Of Rio De Janeiro
Rogerio Tilio, Associate Professor, Federal University Of Rio De Janeiro
This presentation aims at analyzing literacy practices related to race, gender and intersectionalities legitimized by English textbooks in Brazil. We rely on the conceptions of ideology, language ideologies, ideological literacies and on a performative approach to identities to scrutinize literacy practices which focus on identity performances of race, gender and their intersections.
Developing research literacies for participation in international research networks: Transcending linguistic and sociohistorical challenges in Lithuania
02:30PM - 06:00PM
Presented by :
Liudmila Rupsiene, Professor, Klaipeda University
Audra Skukauskaite, Klaipeda University And University Of Central Florida
Judith Green, Featured Speaker And Presenter , Klaipeda University And University Of California Santa Barbara
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 ethnographic epistemology.
Academic Literacies and Bilingualism: analyzing Sign Language - Portuguese interactions in a classroom
02:30PM - 06:00PM
Presented by :
Terezinha Rocha, Federal University Of Minas Gerais
Maria Lúcia Castanheira, Federal University Of Minas Gerais
In this study we aimed to examine the challenges faced by deaf students, professors, Brazilian Sign Language (Libras) interpreters and staff, starting from the process of democratizing access to higher education and focusing, particularly, on the insertion and participation of deaf students in academic literacy practices. In order to do that, we carried out a study in which ethnography was used as a logic of inquiry, with the development of participant observation (Spradley, 1979; Heath, 1982; Green; Bloome, 1997; Castanheira et al., 2001; Blommaert; Dong, 2010).
On the Expressive Potential of Approaches to Studying Literacies as Social and Discursive Constructions
02:30PM - 06:00PM
Presented by :
Judith Green, Featured Speaker And Presenter , Klaipeda University And University Of California Santa Barbara
Co-authors :
Maria Lúcia Castanheira, Federal University Of Minas Gerais
The goals of this presentation is to explore possible ways of understanding what can be learned from the studies presented in this symposium, and what the theories guiding each enable the field to learn. Through a contrastive review of the guiding logic-of-inquiry across the studies, we will initiate a discussion of how these studies for a basis for a new research agenda for the ReN.
02:30PM - 06:00PM
Room 1
S169 2/2 | Tensions between monolingualism and multilingualism across university contexts
Format : Symposium
Track : Virtual Session
Speakers
Guillaume Gentil, Carleton University
Hanna-Mari Pienimäki, Doctoral Candidate, University Of Helsinki
Anna Solin, University Of Helsinki
Irina Shchemeleva, Higher School Of Economics, University Of Helsinki
Monika Dannerer, University Of Innsbruck
Tiina Onikki-Rantajääskö, University Of Helsinki
Slobodanka Dimova, University Of Copenhagen
Luke Holmes, Doctoral Student, Stockholm University
Taina Saarinen, University Of Jyväskylä
Moderators
Kathrin Kaufhold, Associate Professor, Stockholm University
Maria Kuteeva, Symposium Organiser, Presenter, Stockholm University
Niina Hynninen, University Of Helsinki
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
At universities today, the national language(s) and English as an academic lingua franca are used alongside a plethora of other linguistic resources, including different languages, varieties, codes and registers. Our symposium explores universities as multilingual settings by drawing attention to various, often conflicting, language perceptions and practices alongside the prominence of English in international study programmes and research publication. Language practices are understood here as behaviour or activity in relation to specific language regimes. The symposium problematises language boundaries and dominant perceptions of standards and norms and seeks to provide empirical evidence for 'polycentric systems of norms' (Blommaert 2010) within the rather conservative field of higher education. Our scope includes language perceptions and ideologies linking to societal issues, policies on the institutional level, and implications for individuals' repertoires on the personal level. We invite papers addressing the following issues: 1) tensions concerning monolingualism versus multilingualism on the institutional level; 2) the dialectics between perceiving and experiencing "language(s)" versus "languaging", i.e. between languages as separable objects and translingual practices; 3) the specificity of language uses at universities from the perspectives of different stakeholders, e.g. students, teachers, researchers and administrators; 4) language-regulatory mechanisms and practices related to the production of mono/multilingualism.S169 (2/2)14:30 – 14:55: Guillaume Gentil & Jeremie Seror14:55 – 15:20: Anna Solin & Hanna-Mari Pienimäki15:20 – 15:45: Irina Shchemeleva15:45 – 15:55: Monika Dannerer15:55 – 16:05: Tiina Onikki-Rantajääskö & Johanna Enqvist16:05 – 16:30: Coffee (with online interaction)16:30 – 16:55: Slobodanka Dimova & Joyce Kling16:55 – 17:20: Luke Holmes17:30 – 18:00: Featured speaker: Taina Saarinen18:00 – 19:00: Drinks (with online interaction)
Beyond parallel monolingualism: Case studies of pluri- and translingual literacy development in a bilingual Canadian university
02:30PM - 06:00PM
Presented by :
Guillaume Gentil, Carleton University
Co-authors :
Jeremie Seror, Director - Associate Dean, Official Languages And Bilingualism Institute, University Of Ottawa
Drawing on ongoing longitudinal case studies, this paper explores undergraduate students’ evolving language perceptions and practices as they develop pluri/translingual academic literacies at a bilingual Canadian university. Data triangulation reveals tensions between an institutional regime of parallel monolingualism and the students’ growing appreciation for more fluid language practices and repertoires.
Communications in the international university: a case study of writing for a multilingual website
02:30PM - 06:00PM
Presented by :
Anna Solin, University Of Helsinki
Hanna-Mari Pienimäki, Doctoral Candidate, University Of Helsinki
The paper explores practices of multilingual text production in a Nordic university which has a trilingual language policy. We focus on an online genre of student communications, the degree programme curriculum. The paper contributes to the analysis of multilingual universities from perspectives which have thus far received relatively little attention, particularly how the production of multilingualism is regulated and resourced by university management and how different participants collaborate to produce texts. The analysis draws on document data (including language policy documents and university websites) as well as interviews with administrators, teaching staff and translators.
L2 writing in Political Science in a multilingual context: Disciplinary norms, L1, and other influences
02:30PM - 06:00PM
Presented by :
Irina Shchemeleva, Higher School Of Economics, University Of Helsinki
Based on 18 interviews, the paper aims to see how L2 speakers write research texts and to uncover factors influencing their linguistic and discursive choices. The analysis shows that along with disciplinary norms, the norms of writing in a certain research paradigm seem to be a significant factor shaping research writing in multilingual/multicultural environments.
Freedom of teaching and research – freedom of linguistic repertoires?
02:30PM - 06:00PM
Presented by :
Monika Dannerer, University Of Innsbruck
From a multiperspective view (students, teachers, administrators and university management), the paper will deal with language use and language attitudes towards standard languages and regional varieties at an Austrian middle size university. A mixed methods approach can show how elite language ideologies meet everyday academic language use.
Terminology work in enhancing multilingualism in the academic setting
02:30PM - 06:00PM
Presented by :
Tiina Onikki-Rantajääskö, University Of Helsinki
This paper focuses on The Helsinki Term Bank for the Arts and Sciences (HTB) as a means to enhance multilingualism. We will discuss the expressed attitudes, and relate them to the user statistics of the website and a user survey. The findings will be linked to language policies.
Language Assessment of EMI Content Teachers: What norms
02:30PM - 06:00PM
Presented by :
Slobodanka Dimova, University Of Copenhagen
Joyce Kling, Associate Professor, University Of Copenhagen
The presentation discusses the selection of English norm(s) in relation to the validity of the performance-based EAP test that is used for assessing university lecturers’ oral proficiency. Based on test data analysis, it is concluded that native-speaker norms misrepresent the teaching context and the lecturers’ role in the plurilingual classroom.
Disrupting dual monolingualisms? Language ideological ordering in an internationalising Swedish university
02:30PM - 06:00PM
Presented by :
Luke Holmes, Doctoral Student, Stockholm University
This interview-based study investigates the ways in which various discursive processes within and about Swedish Higher Education (HE) are rendering some value-laden linguistic practices invisible. Focussing on language ideologies, the study demonstrates the affordances of taking a multilingual approach when seeking to respond to the diversification of contemporary HE.
Monolingual, bilingual, trilingual? multi-layered language policy pressures of Finnish universities
02:30PM - 06:00PM
Presented by :
Taina Saarinen, University Of Jyväskylä
This presentation discusses tensions on language policies in Finnish higher education, reflecting on these from the position of Swedish. The results suggest that a combination of societal, higher education, and language policy developments have now challenged the Finnish higher education language policies, with implications also to Finnish constitutional bilingualism.
02:30PM - 06:00PM
Room 1
S186 | Translanguaging in a Global World
Format : Symposium
Track : Virtual Session
Speakers
Zhongfeng Tian, Assistant Professor, The University Of Texas At San Antonio
Laila Aghai, University Of North Dakota
Peter Sayer, Ohio State University
Jamie Schissel, University Of North Carolina At Greensboro
Denis Melik Tangiyev, University Of Hawaii At Manoa
Alastair Pennycook, University Of Technology Sydney
Moderators
Zhongfeng Tian, Assistant Professor, The University Of Texas At San Antonio
Anne-Marie Van Boeckel (AILA2021 Volunteer), AILA2021 Volunteer, Rijksuniversiteit Groningen
The first part of the 21st century has witnessed the formation and expansion of a complex linguistic landscape. Due to increased spatial and social mobilities, numerous conflict zones, and technological advances, we are entering what Li Wei (2016, 2018) has characterized as a post-multilingualism era, where ideological borders across and between languages have been blurred and where complex interweaving of language and language varieties has become more communally recognized and welcomed. However, the profession of TESOL continues to promote English teaching and learning with entrenched monolingual bias (Ortega, 2014, 2019) which manifests as "English" as a monolithic entity, "native-speaker" idealism, and "English-only" pedagogies. In this conceptual presentation, we envision TESOL through a translanguaging lens: we argue that translanguaging as a "multifaceted and multilayer polysemic" lens (Leung & Valdés, 2019, p. 12) with strong social justice implications holds great promises of questioning and deconstructing the underlying monolingual orthodoxy. Specifically, we first unpack the notion of translanguaging from three aspects-as descriptive, theoretical, and pedagogical lenses-to urge the field of TESOL to embrace multilingualism and multiculturalism as central rather than auxiliary and to be culturally and linguistically sustaining instead of dominating. Then we explicate how each lens could introduce an epistemological shift to reimagine the roles of teachers and learners, the process and goals of teaching and learning, as well as the future directions of the TESOL profession. We offer some empirical evidence from our own work with pre- and in-service teachers to present how translanguaging can be strategically and purposefully integrated in instruction and assessment to leverage multilingual learners' full linguistic and semiotic repertoires. We end with a call for collaboration among educational stakeholders in TESOL (especially teachers, researchers, teacher educators) to continuously explore the opportunities and challenges of applying a translanguaging lens for cultural and linguistic pluralism in TESOL.Unfortunately there is only 1 presentation left in S186, you can watch it on demand.
Envisioning TESOL through a Translanguaging Lens
02:30PM - 06:00PM
Presented by :
Zhongfeng Tian, Assistant Professor, The University Of Texas At San Antonio
Co-authors :
Laila Aghai, University Of North Dakota
Peter Sayer, Ohio State University
Jamie Schissel, University Of North Carolina At Greensboro
In this conceptual presentation, we argue that translanguaging as a multifaceted lens holds great promises for challenging the underlying monolingual orthodoxy in the field of TESOL. We also provide some empirical evidence to illustrate how translanguaging can be integrated in instruction and assessment to leverage multilingual learners' full linguistic repertoires.
02:30PM - 06:00PM
Room 1
S184 2/2 | Tools, Techniques and Strategies for Reflective Second & Foreign Language Teacher Education
Format : Symposium
Track : Virtual Session
Speakers
Sabine Rotberg, Goethe-Institut
Sakiko Yoneda, Tamagawa University
Fumiko Kurihara, Chuo University
Hisatake Jimbo, Waseda University
Ken Hisamura, Den-en Chofu University
Eri Osada, Kokugakuin University
Takane Yamaguchi, Shumei University
Nancy Drescher, Faculty, Minnesota State University, Mankato
Lucilla Lopriore, Roma Tre University
Yasemin Bayyurt, Bogazici Universitesi
Stefania Kordia, Hellenic Open University
Paul Voerkel, Symposium Organizer, Friedrich-Schiller-Universität Jena
Karim Sadeghi, AILA Solidarity Awardee, Urmia University
Moderators
Mergenfel A. Ferreira, UFRJ
Paul Voerkel, Symposium Organizer, Friedrich-Schiller-Universität Jena
Michelle Mattuzzi (AILA2021 Volunteer), AILA2021 Volunteer
The broad reception of Hattie's meta-studies about the impact of teacher activities has shown the core importance of teacher training and professional development. Within this area, "Reflection" and "Action Research" are increasingly considered as fundamental aspects for teacher education, for what questions raised by scholars such as Shulman (1986), Schön (1988) and Altrichter & Posch (2007) remain essential until today, in order to link the theoretical discussion about academic teacher training and the practical skills needed for classroom management and interaction. Numerous educational challenges, among them the emergence and overlapping of diverse technologies, make it crucial that teachers develop skills that help them rethink their practices. This "reflective moments" are supposed necessary to ensure the constant quality of their work and to encourage efficient practices of classroom interaction and language teaching. The symposium offers a space to bring together both theoretical studies and practical experiences of foreign or second language teacher education and professional development that focus on the issues pointed above. The discussions are meant to be open for scholars that deal with the teaching of foreign languages (especially "German as a Foreign Language") and aim to integrate participants from different regions of the world sharing their experiences.
Professionalization instruments for reflected experiential learning of teachers: DEUTSCH LEHREN LERNEN (Learn To Teach German)
02:30PM - 06:00PM
Presented by :
Sabine Rotberg, Goethe-Institut
The presentation describes the professionalization instruments of the Goethe-Institut's continuing education and professional development series DEUTSCH LEHREN LERNEN (Learn To Teach German), which guide observation, reflection and fearless experimentation. Here is the question, how this concept can be meaningfully implemented within the framework of university cooperation.
Tools of Action Research in Undergraduate Teacher Education: Experiences from Brazil
02:30PM - 06:00PM
Presented by :
Paul Voerkel, Symposium Organizer, Friedrich-Schiller-Universität Jena
The presentation describes the experience of including courses with focus on Action Research Tools into an undergraduate curriculum for German Teacher Education in Brazil. Despite some difficulties, the approach shows mainly positive consequences in reflection and motivation, and thus is considered worth to be discussed further on.
The link between English and NonEnglish teachers’ job satisfaction and teaching effectiveness
02:30PM - 06:00PM
Presented by :
Karim Sadeghi, AILA Solidarity Awardee, Urmia University
Keywords: English teachers, Job satisfaction, nonEnglish teachers, teaching effectiveness
Exploring levels and dimensions of reflection among language teacher candidates: National performance assessments in the U.S.
02:30PM - 06:00PM
Presented by :
Nancy Drescher, Faculty, Minnesota State University, Mankato
Alfredo Urzúa, San Diego State University
In this session, language teacher candidates’ discourse generated as part of a national performance assessment (edTPA) is analyzed in order to identify instances of reflection and the extent to which this type of assessment generates specific forms of reflective discourse. Implications for teacher education programs are discussed.
Developing the ELF-aware teacher: The case of the ENRICH Continuous Professional Development Course
02:30PM - 06:00PM
Presented by :
Stefania Kordia, Hellenic Open University
Yasemin Bayyurt, Bogazici Universitesi
Lucilla Lopriore, Roma Tre University
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 through critical reflection, constructive dialogue and action research.
02:30PM - 06:00PM
Room 1
S187 | TV News Cultures: Understanding the Forms of News
Format : Symposium
Track : Virtual Session
Speakers
Sabine Tan, Curtin University
Daniel Pfurtscheller, Assistent Professor, University Of Innsbruck
Martin Luginbühl, University Of Basel
Hartmut Lenk, University Of Helsinki
Hans Giessen, University Of Helsinki
Agnieszka Mac, University Of Rzeszów
Iwona Szwed, University Of Rzeszów
Axel Schmidt, Institute For German Language
Wibke Weber, ZHAW Zurich University Of Applied Sciences
Renata Matkeviciene, Vilnius University
Silke Reineke, Leibniz-Institute For The German Language
Moderators
Martin Luginbühl, University Of Basel
Lotte De Haan (AILA2021 Volunteer), AILA2021 Volunteer
Understanding the creation of reality TV news is crucial for a developed media literacy of citizens in modern democracies. TV news consumed offline or online are still the main and most trusted news source of citizens in Western countries. However, they differ in content and in the way news stories are told, how an event is put into a news narrative, how anchors frame stories, how language and footage are combined, etc. The symposium will focus on different news cultures and different reporting styles in their interrelation to traditions and institutional aspects of journalism. In genre studies and media linguistics, and in applied linguistics in general, the debate on the relation between culture and language has gained momentum in the last decade. Genres as symbolic forms reflect cultural norms and values; the same time, cultural values and norms are established, contested, and negotiated with and in language and image use. The symposium will focus on the contrastive analysis of TV news cultures, with two sub-themes: Between global and local: TV news between global reporting trends and adaptation to local audiencesLanguage, footage, sound: TV news stories as multimodal gestalts in contrast
Investigating international TV news video style from a multimodal mixed-methods perspective
02:30PM - 06:00PM
Presented by :
Sabine Tan, Curtin University
This study investigates how international TV news channels present and frame current events in YouTube videos through combinations of multimodal resources. It further considers how multimodal analysis can be complemented by computational tools and approaches, and the trade-offs to be considered when dealing with both small and big data samples.
TV news cultures on Instagram: Genre profiles and multimodal design of journalistic Instagram Videos and Stories
02:30PM - 06:00PM
Presented by :
Daniel Pfurtscheller, Assistent Professor, University Of Innsbruck
My presentation deals with TV news in the context of Instagram. Drawing on multimodal discourse analysis, I explore how public broadcaster use the affordances of the Instagram platform to present news as "newsbites" and adapt to shifting digital news cultures.
The multimodal staging of ‘closeness’ in TV news coverage as key aspect of journalistic culture
02:30PM - 06:00PM
Presented by :
Martin Luginbühl, University Of Basel
In my talk I will analyze the coverage of the same event by two different TV news shows with a focus on multimodal resources that are used to stage closeness or distance to the reported event. I will then relate the result of my analysis to key dimensions of journalistic culture.
TV news online: The case of the German Tagesschau
02:30PM - 06:00PM
Presented by :
Hartmut Lenk, University Of Helsinki
Based on a corpus of one week’s newscasts of the main 15-minute newscasts, the 100-seconds version and the App, the presentation will compare the content, genres and text types and the linguistic features of these three formats of the German Tagesschau, the news of the public, non-commercial TV channel ARD.
Linguistic aspects of video news texts
02:30PM - 06:00PM
Presented by :
Hans Giessen, University Of Helsinki
It is a common topos that language differs very much depending for example (and most importantly) on its usage in a written or a spoken way. It is less known that there are also - and again quite different - usages of language if it is connected with moving images. Professional television news authors know and utilize these rules. News produced by the new, digital broadcasters whose authors had no classical journalistic training lack knowledge about the reasons of, nor how to utilize these rules. Thus we observe a gap in language use between professional television news and the majority of the 'other' digital video new presenters. This will be shown comparing news from Germany's biggest public broadcaster (ZDF) and a small private digital broadcaster (regio tv). I will also discuss which way in using language suits better to a broader audience, and why.
News – transnational, translocal, glocal: multimodal patterns of television news reporting in inter- and intra-cultural comparison
02:30PM - 06:00PM
Presented by :
Agnieszka Mac, University Of Rzeszów
Media and communication constantly develop, vary and, whence, modify texts and types of text. Daily mass-media news coverage is also subject to this process of change. In the case of television news, different patterns of news presentation and the practice of their implementation pertinent to certain cultural spaces can be identified. The differences apply not only to the international comparison of television news they relate to other constellations as well, such as the products of different television stations within a country (public vs. commercial vs. regional).
Two distinct countries? Poland in the context of the election campaign - framing differences between public and private broadcasting stations
02:30PM - 06:00PM
Presented by :
Iwona Szwed, University Of Rzeszów
The comparison of news reports in public and private broadcasting stations in the context of the 2021 presidential campaign in Rzeszów  raises a question about a leading role of media and a profiling of its target group as a reflection of the split in the Polish society.
Television news in action – the role of genre issues in the production process
02:30PM - 06:00PM
Presented by :
Axel Schmidt, Institute For German Language
Silke Reineke, Leibniz-Institute For The German Language
Drawing on video recordings of editorial conferences of a German TV news magazine, we show how television producers orient to genre claims that are central to their professional self-definition. Although genre isn’t explicitly negotiated, participants orient to genre both in the overall structure of the conferences and in specific practices.
Understanding the News Culture of Young People
02:30PM - 06:00PM
Presented by :
Wibke Weber, ZHAW Zurich University Of Applied Sciences
Co-authors :
Aleksandra Gnach, ZHAW Zurich University Of Applied Sciences
Nadine Klopfenstein, ZHAW
News publishers are confronted with the problem of no longer reaching young people. Our study investigates the news consumption of Swiss adolescents aged 12 to 20 and describes the news culture of young generations in terms of platforms, formats, modes, topics, and language.
Bullying as internet TV culture (texts and visuals in Laisves TV)
02:30PM - 06:00PM
Presented by :
Renata Matkeviciene, Vilnius University
cynicism is a style of presentation of political news in Laisves TV, the main forms of cynicism are through the bullying, making jokes about politicians and their activities in the main message (text), and strengthening of messages through the visuals (memes).
06:00PM - 08:00PM
Room 1
French Night
Format : Plenary
Track : Virtual Session
Speakers
Grégory Miras, Associate Professor, University Of Rouen
Shona Whyte, University Of Côte D'Azur
Julien Longhi, Cergy-Pontoise University
Isabel Colon De Carvajal, ICAR Laboratory (ENS De Lyon)
Nathalie Blanc, Associate Professor / AFLA Vice President, Université Lyon 1
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
Moderators
Grégory Miras, Associate Professor, University Of Rouen
Shona Whyte, University Of Côte D'Azur
Julien Longhi, Cergy-Pontoise University
Isabel Colon De Carvajal, ICAR Laboratory (ENS De Lyon)
Nathalie Blanc, Associate Professor / AFLA Vice President, Université Lyon 1
Come and learn more about the launch of the AILA Congress Lab to be held in Lyon (France) in 2021. We will celebrate the anniversary of the 20th AILA Congress and the 60th anniversary of AFLA.
Wednesday, August 18, 2021
08:30AM - 12:00 Noon
Room 1
S034 | Decolonizing the Mind: Talking about language in Africa in the 21st century
Format : Symposium
Track : Virtual Session
Speakers
Rosemary Wildsmith-Cromarty, Research Professor And Coordinator For Language Plans Implementation For Multilingualism, North West University
Esther Milu, University Of Central Florida
Jite Eferakorho, University Of Edinburgh
Seána Ryan, University College Cork
Nicola Bermingham, Lecturer In Hispanic Studies, University Of Liverpool
Levis Mugumya, Makerere University
Mario Saraceni, University Of Portsmouth
Jacqueline Luck, Deputy Dean, Nelson Mandela University
Moderators
Mario Saraceni, University Of Portsmouth
Sannah Debreczeni (AILA2021 Volunteer), AILA2021 Volunteer
Colin Reilly, University Of Essex
This symposium addresses the question of decolonization with reference to the ways we think about language in Africa. In the 1980s Ngũgĩ wa Thiong'o called for Africans to abandon the use of European languages and give renewed vigour to African languages. In his view, this was a fundamental step towards 'decolonizing the mind', a more complex process than the political independence that African countries had gained in the 20th century. In this symposium we will revisit Ngũgĩ's call from a different angle and explore ways in which research about language in Africa may need to be decolonized. We will do so by addressing the following questions: Are our understandings of language too Euro-centric to adequately describe African sociolinguistic contexts? How can linguists both in the 'global North' and in Africa 're-calibrate' their analytical models by taking African sociolinguistic settings as their default contexts? Do research methodologies in this area need to be decolonized? If so, how? The symposium aims to create a space where scholars from the 'global North' and the 'global South' come together in reflective dialogues on these questions, challenge existing paradigms and develop new ones for sociolinguistic research.
African Linguistics after #RhodesMustFall
08:30AM - 12:00 Noon
Presented by :
Jacqueline Luck, Deputy Dean, Nelson Mandela University
This talk examines perceptions of decoloniality in African linguistics, as taught inside and outside of Africa. Building on Riedel and de Vos (2018), we explore a range of issues related to awareness of colonial pasts and their effects on contemporary societies at universities teaching African linguistics.
Historicizing and Rethinking Languages Scholarship from a Ugandan Locus
08:30AM - 12:00 Noon
Presented by :
Levis Mugumya, Makerere University
The presentation draws from an ongoing research project, ‘Historicising Humanities at Makerere University since 1922’, which seeks to rethink and reshape the role of humanities in Uganda.
Language use in Equatorial Guinea: Overcoming silence in the context of 21st century dictatorship and neocolonialism
08:30AM - 12:00 Noon
Presented by :
Seána Ryan, University College Cork
Equatorial Guinea, the only African country to use Spanish as an official language, is an example of how a uniquely African sociolinguistic setting challenges linguists to develop a new approach to examining the reality of linguistic ‘decolonization’ in a multilingual country which is deeply divided along ethnic, political and linguistic lines.
Translingual Composing that Decolonizes the Mind: Evidence From Kenyan Hip-hop
08:30AM - 12:00 Noon
Presented by :
Esther Milu, University Of Central Florida
This presentation will argue and demonstrate how translingual composing practices in Kenyan Hip-hop seek to decolonize Kenyan languages, minds and culture. Using Jua Cali, Kenya’s pioneer artist as a case study, the presentation will consider the implications of his decolonial work not only for Kenya but for Africa in general.
Language and education in Cabo Verde: exploring bilingual education initiatives in a post-colonial setting
08:30AM - 12:00 Noon
Presented by :
Nicola Bermingham, Lecturer In Hispanic Studies, University Of Liverpool
Co-authors :
Renée DePalma Úngaro
Luzia Oca González
This paper draws upon discourse analysis to explore how language underpins disparities in educational outcomes in Cabo Verde. The research focuses on language and educational discourses produced in relation to a recent bilingual initiative to introduce Kriolu alongside Portuguese as a medium of instruction in two primary schools.
Strategies for linguistic empowerment in the educational domain in an African context
08:30AM - 12:00 Noon
Presented by :
Rosemary Wildsmith-Cromarty, Research Professor And Coordinator For Language Plans Implementation For Multilingualism, North West University
Drawing on research evidence over the past decade, this presentation examines ways in which linguistic hegemony has limited learning opportunities in the educational domain. Ways in which these may be transformed and decolonized are proposed.
Critical Multicultural Literacy as a frame for sociolinguistic discourse
08:30AM - 12:00 Noon
Presented by :
Jite Eferakorho, University Of Edinburgh
This paper hopes to contribute to the discourse on the question of decolonisation in the literature on languages in Africa. Africa represents over 1 billion people with an estimated 2,140 ‘living’ languages (Etnologue, 2019). The linguistic vitality calls for a re-framing of sociolinguistic discourse to include a multicultural sensibility.
08:30AM - 12:00 Noon
Room 1
S073 1/2 | L2 Pronunciation Teaching and Training: Different Approaches
Format : Symposium
Track : Virtual Session
Speakers
Anabela Rato, University Of Toronto
Sviatlana Karpava, University Of Cyprus
Maria Del Mar Suárez, University Of Barcelona
Thaïs Cristofaro Silva, UFMG
Susan Jackson, Concordia University
Jim Yee Him Chan, University Of Hong Kong
Ubiratã Alves, UFRGS
Jeniffer Albuquerque, Federal University Of Technology - Paraná
Bohyon Chung, Hanbat National University
Akiyo Joto, Professor Emeritus, Prefectural University Of Hiroshima
Yuri Nishio, Professor, Meijo University
Wafa Zoghbor, Associate Professor, College Of Humanities And Social Sciences - Advisor To The Provost For Professional Development And Special Initiatives, ZU, UAE. , Zayed University
Moderators
Jeniffer Albuquerque, Federal University Of Technology - Paraná
Ubiratã Alves, UFRGS
In the last two decades, there has been an increase in the number of studies focusing on L2 pronunciation instruction and perceptual/production training. This is a consequence of the fact that new classroom methodologies have been proposed and new goals for L2 pronunciation have been set, causing this subfield of Applied Linguistics to become more heterogeneous and complex. In this sense, studies on L2 pronunciation and training have contributed to different fields of Linguistics, such as Phonetics and Phonology, Psycholinguistics and Language Acquisition, L2 Teaching, amongst many others. The aim of this symposium is to congregate these different approaches and emphases of L2 Pronunciation Research in the classroom or in the laboratory. We therefore welcome papers that address L2 pronunciation teaching or training in their diversity of approaches, goals, methods and background theories. By allowing for this diversity of approaches and methods, we expect this symposium to represent an opportunity to gather researchers who are willing to share their experiences in their different research realities and classroom scenarios. We hope, therefore, that this symposium reflects the richness and importance of this subfield of Applied Linguistics.SCHEDULE08:30 – 8:40 – Brief welcome from symposium organizers08:40 – 9:10 – Featured Speaker: Anabela Rato09:10 – 9:20 – Questions09:20 – 9:50 – Standard Presentations 1 (Elena KKese and Sviatiana Karpava) and 2 (María del Mar Suárez et al.)09:50 – 10:00 – Questions10:00 – 10:30 – Break10:30 – 11:30 – Standard Presentations 3 (Thaïs Cristófaro-Silva and Wellington Mendes), 4 (Susan Jackson), 5 (Jim Yee Chan) and 6 (Jeniffer Albuquerque and Ubiratã Alves)11:30 – 11:45 – Questions11:45 – 11:55 – Poster Pitches 1 (Bohyon Chung and Hyun Kyung Miki Bong), 2 (Akiyo Joto and Yuri Nishio) and 3 (Wafa Zoghbor)11:55 – 12:05 – Questions
Evaluating the success of L2 phonetic training studies: A closer look at generalization and retention of learning
08:30AM - 12:00 Noon
Presented by :
Anabela Rato, University Of Toronto
This talk presents the findings of a systematic review of 27 perceptual training studies conducted over the last 40 years which include the testing of generalization and retention of L2 speech learning. It overviews the use of these measures and examines how effective perceptual training is in promoting robust L2 speech learning. It also discusses the benefits and challenges of using these learning robustness evaluation methods.
Effect of task, word length and frequency on speech perception in L2 English: Examining the Native Language Magnet Model
08:30AM - 12:00 Noon
Presented by :
Sviatlana Karpava, University Of Cyprus
Several nonnative speech perception models address the systematic phonetic relations between native and nonnative speech categories. The objective of this study is to examine the relative difficulty encountered by L2 learners in perceiving nonnative contrasts in high- and low-frequency words. The findings are discussed in relation to the NLM model.
Visual, audiovisual and audiovisual-tactile modes in the perception and production of non-native sounds by children
08:30AM - 12:00 Noon
Presented by :
Maria Del Mar Suárez, University Of Barcelona
Co-authors :
Núria Esteve-Gibert, Universitat Oberta De Catalunya
Olena Vasylets, Universitat De Barcelona
Raquel Serrano, Universitat De Barcelona
The effects of cross-modal input when learning non-native sounds is explored in a study with 5-year-old L1 Catalan/Spanish children tested on their perception (AX task) abilities with respect of the /æ-?/ vowel contrast (eg. 'cat' - 'cut'). Results show that while audiovisual tactile input was not detrimental for learning, it was not significantly more beneficial than audio-only or audio-visual either.
Plural formation in English: a Brazilian Portuguese case study
08:30AM - 12:00 Noon
Presented by :
Thaïs Cristofaro Silva, UFMG
Co-authors :
Wellington Mendes Junior
This paper examines the role of orthography in the production of English (stop+sibilant) sequences in plural forms produced by Brazilian Portuguese learners. Results showed that an epenthetic vowel is more prone to occur when the orthographic pattern is , as in grapes, than , as in cups. It was also observed an alternation between [Cis] and [Cs] which reflects an ongoing sound change in BP that is adopted in L2 English. Experimental results offered evidence that [Cs] sequences consist of a robust pattern in both languages and that phonetic detail plays an important role in shaping phonological representations.
Orthographic Interference in the Acquisition of /h/ by L1 French Learners of English
08:30AM - 12:00 Noon
Presented by :
Susan Jackson, Concordia University
Difficulties L1 French / L2 English learners have acquiring English /h/ is examined by considering the orthography-phonology mapping of the L2. Results from a word-learning experiment suggest a negative L1 orthographic interference when learners are exposed to an inconsistent mapping in the L2, which has implications for pronunciation teaching.
Developing an intelligibility-oriented approach to L2 pronunciation teaching: The case of Hong Kong English
08:30AM - 12:00 Noon
Presented by :
Jim Yee Him Chan, University Of Hong Kong
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 offers teachers specific guidelines on determining the priority of teaching/assessing pronunciation.
Dynamic paths of intelligibility and comprehensibility: implications for pronunciation teaching from a longitudinal study with Haitian learners of Brazilian Portuguese
08:30AM - 12:00 Noon
Presented by :
Jeniffer Albuquerque, Federal University Of Technology - Paraná
Ubiratã Alves, UFRGS
Following a Complex Dynamic approach, this work aims to discuss the constructs of L2 speech ‘intelligibility’ and ‘comprehensibility’ in the shared comprehension process between Haitian speakers and Brazilian listeners. Our longitudinal data reinforce the dynamic assumption that variability is a key concept for both L2 pronunciation development and teaching.
Inter-cultural Impeding Factors of Korean-accented English
08:30AM - 12:00 Noon
Presented by :
Bohyon Chung, Hanbat National University
Co-authors :
Hyun Kyung Miki Bong, Professor, Ritsumeikan University
This study describes inter-cultural impeding factors of Korean-accented English consonants in various English communication settings. The findings exhibit the difference in intelligibility levels of liquids and voiced consonants, depending on word positions. In this talk, we will present which features should receive priority in teaching English pronunciation in Korea.
The phonetic features of English diphthongs produced by Japanese elementary school students
08:30AM - 12:00 Noon
Presented by :
Akiyo Joto, Professor Emeritus, Prefectural University Of Hiroshima
Yuri Nishio, Professor, Meijo University
This paper investigated the phonetic features of the English diphthongs /ei/ and /ou/ pronounced by Japanese elementary school students in comparison with the pronunciation of native English speakers and Japanese vowels. The acoustical analysis of the vowels indicated that the students substituted the Japanese long vowels /e:/ and /o:/ or vowel sequences /ei/ and /ou/ for the English diphthongs. The substitution rates of these four vowels differed across the alphabet. In order to avoid sound fossilization in the early stages of English learning, the authors developed a teacher's manual on English pronunciation designed for Japanese elementary school teachers.
Native vs Non-Native Pronunciation Models: an Empirically-based research on L2 learners’ intelligibly and comprehensibility
08:30AM - 12:00 Noon
Presented by :
Wafa Zoghbor, Associate Professor, College Of Humanities And Social Sciences - Advisor To The Provost For Professional Development And Special Initiatives, ZU, UAE. , Zayed University
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.
08:30AM - 12:00 Noon
Room 1
S126 1/2 | Reconceptualizing the role of subject area teachers in second language literacy development
Format : Symposium
Track : Virtual Session
Speakers
Erkan Gürsoy, University Of Duisburg-Essen
Björn Kindenberg, Stockholm University
Maaike Hajer, University Of Applied Sciences Utrecht And Malmö University
Yvonne Foley, University Of Edinburgh
Errol Ertugruloglu, PhD Student, Leiden University
Sarah Wunderlich, University Of Koblenz-Landau
Moderators
Lise Iversen Kulbrandstad, Head Of PhD In Teaching And Teacher Education, Inland Norway University Of Applied Sciences
Maaike Hajer, University Of Applied Sciences Utrecht And Malmö University
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Worldwide, educators seek best practices to improve second language learners' academic literacy and school achievement. Interdisciplinary research has identified functional aspects, both written and oral, of different subject area literacies (Unsworth, 2000, Schleppegrell 2004, Christie & Derewianka 2010,) and shows the need for a subject-specific focus in pedagogical literacy approaches (Van Dijk 2018). The value of integrating language and content learning has gained hold in schools globally; and consequently, the education of language teachers incorporates content-based language approaches that introduce learners to subject-specific genres and vocabulary and draw on their multilingual resources to construct meaning (Cummins & Early 2010, Gibbons 2014, Echevarria, Vogt & Short 2017,). The preparation of subject teachers, however, has lagged behind. This symposium addresses the issue of subject teacher development by bringing together researchers across disciplines to explore literacy-oriented strategies. We invite empirical studies that focus on subject-specific teachers' roles in developing second language literacy within primary, secondary, and vocational classrooms and on preservice and inservice programs for these teachers. There will be three subthemes: - identification of functional aspects of subject-area literacy and demands on multilingual learners - characteristics of literacy-oriented approaches in specific subjects - teacher development for language and content teachers.
Genres as a lever to promote (bi)literacy across the subject areas: How to convince subject teachers?
08:30AM - 12:00 Noon
Presented by :
Erkan Gürsoy, University Of Duisburg-Essen
In this talk, I will present how language education can be designed using principles of genre pedagogy (Rose & Martin 2012; Van Dijk & Hajer 2012). Selected research results underpin the responsibility of subject teachers to connect subject and language learning in subject areas.
Challenges as complemantarities in genre-based writing instruction
08:30AM - 12:00 Noon
Presented by :
Björn Kindenberg, Stockholm University
The study reports on the implementation of a genre-based writing approach in History education (secondary-school level), detailing the challenges faced by the teacher in relation to differentiation of instruction, assessment demands, and balance between genre and content.
Multilingual resources in inclusive science classrooms: Teachers’ perceptions of obstacles and choices in three countries – Netherlands, Norway and Sweden.
08:30AM - 12:00 Noon
Presented by :
Maaike Hajer, University Of Applied Sciences Utrecht And Malmö University
Co-authors :
Anne Marit Danbolt, Inland Norway University Of Applied Sciences
Catherine Van Beuningen, University Of Applied Sciences Utrecht
Twenty primary teachers in multilingual classrooms were followed in science lessons and in-service education, while provided with specially designed inclusive science education materials. Using pupils’ mothertongues was an important part of the interventions. We followed how teachers changed their ideas and practices and discuss how national contexts affected their understanding.
Grapping with Linguistic and Cultural Diversity: Subject Teachers’ Shifting Identities
08:30AM - 12:00 Noon
Presented by :
Yvonne Foley, University Of Edinburgh
This paper reports on the perceptions and practices of subject teachers and teacher educators across the UK about how they meet the language and literacy needs of students learning EAL. Findings and recommendations provide insights into the input and approaches that are needed across teacher education programmes.
Towards a synthesis of approaches to language scaffolding in L2 content classrooms: a literature review
08:30AM - 12:00 Noon
Presented by :
Errol Ertugruloglu, PhD Student, Leiden University
Co-authors :
Tessa Mearns, Leiden University
The presentation will consist of a review that synthesizes the forms that language scaffolds take in content classrooms where learners are learning subject content a second language. This synthesis serves as a point of departure for an observation tool to assess the use of language scaffolds in classrooms.
Let’s CLIL – but how? Analyzing subject-specific language requirements
08:30AM - 12:00 Noon
Presented by :
Sarah Wunderlich, University Of Koblenz-Landau
Co-authors :
Felicitas Fein, University Of Koblenz-Landau
Constanze Juchem-Grundmann, University Of Koblenz-Landau
Subject learning includes the development of specific literacies in students with various subjects imposing varying requirements. Identifying and respecting those requirements for L2 learners when developing curricula for CLIL-teaching could further boost the programs’ success and become one of the first standards in this field.
08:30AM - 12:00 Noon
Room 1
S179 | The role of individual differences in the language learning of children and adolescents.
Format : Symposium
Track : Virtual Session
Speakers
Judit Kormos, Lancaster University
Maria Del Mar Suárez, University Of Barcelona
Nihayra Leona, University Of Amsterdam
Sara Kangas, Lehigh University
Brigitta Dóczi, Eötvös Loránd University
Mark Christianson, Instructor/Developer, English For Global Communication Program, Keio Yokohama Elementary School
Debora Carrai, University Of Oslo
Miyuki Sasaki, Waseda University
Rosa María Jiménez Catalán, University Of La Rioja
Susan Sayehli, Stockholm University
Moderators
Vanessa Dewilde, Ghent University
Claire Goriot, Postdoctoral Researcher, University Of Amsterdam/Wageningen University
Niklas Abel, AILA 2021 Volunteer, University Of Groningen
This symposium aims to discuss recent findings concerning the role of individual differences in language learning found in studies concerning young learners (pre-primary, primary and secondary school age). We welcome presentations about different topics linked to internal individual differences such as language aptitude, motivation, attitude and external individual differences such as exposure and type of instruction and their role in both second and foreign language learning. In the symposium we want to bring together researchers who investigate the language learning of young learners. We believe the symposium will be an excellent opportunity not only to discuss research findings but also to discuss challenges and opportunities linked to working with children and teenagers. Both submissions about research on foreign language learning (both in a formal and an informal setting) and about research on second language learning (such as language learning in children with a migrant background) are welcomed.SCHEDULE08.30 - 9.10: Featured speaker: The role of cognitive factors in primary school language learning settings - Judit Kormos (30 minutes + 10 minutes Q&A)09.10 - 9.25: Standard presentation: The role of individual differences in L2 vocabulary learning through subtitled TV series: evidence from young learners - Maria Del Mar Suarez09.25 - 9.40: Standard presentation: Predicting YELLs' English Oral and Written Skills: Internal Factors Explain Individual Differences - Nihayra Leona09.40 - 9.45: Focused presentation: Vocabulary production/word association of children and adolescent EFL learners: similarities or differences? Preliminary data from the semantic field of ANIMALS - Rosa Maria Jiménez Catálan09.45 - 10.00: Q&A10.00 - 10.30: Break10.30 - 10.45: Standard presentation: How disability shapes second language learning opportunities - Sara Kangas10.45 - 11.00: Standard presentation: The interrelationships of emotions and motivational processes: The results of a nationwide study with secondary school students in Hungary - Brigitta Dóczi11.00 - 11.15: Standard presentation: Effects of authentic communication experiences on linguistic self-confidence: Individual differences among Japanese primary school students - Mark Christianson11.15 - 11.30: Standard presentation: Secondary school pupils' satisfaction in the L3 classroom: The roles of teaching, motivation, language choice and language classroom anxiety - Debora Carrai11.30 - 11.35: Focused presentation: The interaction between different attitudinal and motivational constructs in young learners of a second foreign language - Susan Sayehli11.35 - 11.40: Focused presentation: Impacts of a SKYPE-based L2 learning program on EFL high schoolers: A longitudinal investigation - Miyuki Sasaki11.40 - 12.00: Q&A
The role of cognitive factors in primary school language learning settings
08:30AM - 12:00 Noon
Presented by :
Judit Kormos, Lancaster University
This featured presentation will discuss how various functions of working memory impact on input processing, noticing and L2 development of young L2 learners. The presentation will also consider how the characteristics of language learning and assessment tasks interact with individual variation in working memory abilities.
The role of individual differences in L2 vocabulary learning through subtitled TV series: evidence from young learners
08:30AM - 12:00 Noon
Presented by :
Maria Del Mar Suárez, University Of Barcelona
Co-authors :
Ferran Gesa, Universitat De Barcelona
This study analyses the potential role of video viewing and language aptitude on the learning of L2 vocabulary by young beginner learners who were regularly exposed to L1 subtitled TV series during one academic year. Results are discussed in the light of the mediating role of type of exposure and individual differences in foreign language vocabulary learning.
Predicting YELLs’ English Oral and Written Skills: Internal Factors Explain Individual Differences
08:30AM - 12:00 Noon
Presented by :
Nihayra Leona, University Of Amsterdam
Are internal or external factors more important to young English language learners’ (YELLs’) English oral and written skills? Our study corroborated findings indicating that internal factors are more important than external factors to YELLs’ oral skills, and showed additionally that the same applies to YELLs’ written English skills.
Vocabulary production/word association of children and adolescent EFL learners: similarities or differences? Preliminary data from the semantic field of ANIMALS
08:30AM - 12:00 Noon
Presented by :
Rosa María Jiménez Catalán, University Of La Rioja
This study compares the vocabulary production/word association of 6th and 12th EFL learners in response to the prompt ANIMALS The results provide evidence of a significant higher word production in 12th grade as compared to 6th grade EFL learners. As to the actual words retrieved by the two groups, the qualitative analysis of the top 20 words revealed a high similarity in the words retrieved by children and adolescents. 
How disability shapes second language learning opportunities
08:30AM - 12:00 Noon
Presented by :
Sara Kangas, Lehigh University
Disability is seldom researched as an influential individual difference in second language acquisition of school-aged children. This presentation draws upon a recent ethnographic study to document how the disabilities of English learners are linked to limited opportunities for second language learning in U.S. schools.
The interrelationships of emotions and motivational processes: The results of a nationwide study with secondary school students in Hungary
08:30AM - 12:00 Noon
Presented by :
Brigitta Dóczi, Eötvös Loránd University
Co-authors :
Ágnes Albert, Senior Lecturer, Eötvös Loránd University
Eniko Öveges, Eötvös Loránd University
Our study investigates the interrelationships of emotions and motivation of secondary school EFL learners in Hungary. It seems that students are motivated and experience positive emotions in the EFL classroom; the role of pride and hope appear to be decisive for both motivated learning behavior and students’ ideal L2 selves.
Effects of authentic communication experiences on linguistic self-confidence: Individual differences among Japanese primary school students
08:30AM - 12:00 Noon
Presented by :
Mark Christianson, Instructor/Developer, English For Global Communication Program, Keio Yokohama Elementary School
Kota Ohata, Ferris University
This paper explores Japanese primary school age EFL learners’ beliefs regarding their linguistic self-confidence. Following a week-long exchange with group of similarly-aged students from the United Kingdom who visited their classroom, most students indicated that their self-confidence for learning and using English was higher, but not in all cases.
Secondary school pupils’ satisfaction in the L3 classroom: The roles of teaching, motivation, language choice and language classroom anxiety
08:30AM - 12:00 Noon
Presented by :
Debora Carrai, University Of Oslo
This quantitative study explores the role of motivation, instruction, language choice, teaching and learning environment for L3 course satisfaction in lower secondary school. It presents the data for L3 languages in general, and separately for the main L3 languages, and the implications for L3 instruction and L3 teacher education.
The interaction between different attitudinal and motivational constructs in young learners of a second foreign language
08:30AM - 12:00 Noon
Presented by :
Susan Sayehli, Stockholm University
Co-authors :
Rakel Österberg, Stockholm University
Jonas Granfeldt, Lund University
This study examines how young learners’ attitudes to English influence their motivation to learn a second foreign language (SFL) in Sweden and whether there are motivational differences depending on the learners’ gender and the language they studied. Questionnaire results found motivation towards English and SFLs negatively related and gender effects.
Impacts of a SKYPE-based L2 learning program on EFL high schoolers: A longitudinal investigation
08:30AM - 12:00 Noon
Presented by :
Miyuki Sasaki, Waseda University
Co-authors :
Yuki Higuchi, Sophia University
We investigated the effects of a synchronous computer-mediated communication tool for developing L2 speaking and listening abilities over five months. Results show that the use of such tools significantly improved the students’ interest in an international posture even if using the tools was not frequent or counted toward grades.
08:30AM - 12:00 Noon
Room 1
S008 3/3 | AILA-Europe Junior Research Meeting in Applied Linguistics
Format : Symposium
Track : Virtual Session
Speakers
Laurene Glimois, Assistant Professor Of French (starting Jan. 2022), Georgia Institute Of Technology
Sabina Zorčič, Researcher, Institute For Ethnic Studies
Verena Platzgummer, Eurac Research - University Of Vienna
Sarah Olthoff, University Of Oldenburg
Eirini Kelmali, CITY College, University Of York European Campus
Sarah Muller, Research Associate, University Of Sheffield
Veronika Hamann, PhD-Student, University Of Agder
Nuhi Bllaca, University Of Vienna
Moderators
Aleksandra Gnach, ZHAW Zurich University Of Applied Sciences
Junping Hou, AILA2020 Committee Member, Xi'an University; University Of Groningen
Valery Wyss, ZHAW Zurich University Of Applied Sciences
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
In January 2007, the first AILA Europe Junior Researchers Meeting (JMR) took place at the University of Groningen. Since then, the JRM has been held in various European countries, amongst them Ireland, Finland, Germany, and Switzerland and at this symposium we would like to integrate the JRM into the larger AILA conference. The aim of JRMs is to promote young researchers in Applied Linguistics from all over Europe by providing a platform in which they can present and discuss their research findings, ongoing studies and projects in an interactive and informal international environment. Junior Researchers include those working on their Master's and PhD theses, as well as those who have graduated within the last three years. In this symposium (two slots), we would like for junior researchers to present their papers on any topic within applied linguistics, but preferably on the conference theme "The dynamics of language, communication and culture in a changing world". Presenters will be asked about the kind of feedback or help they need and the organizers will invite designated senior researchers as commentators to foster questions and discussion.
Instructional and Language Background Variables in Second Language Processing: A study using the classifiers ba and tai in Mandarin Chinese
08:30AM - 12:00 Noon
Presented by :
Laurene Glimois, Assistant Professor Of French (starting Jan. 2022), Georgia Institute Of Technology
This presentation reports the results of a study investigating the effects of bilingualism in instructed L2 input processing. The target form was the numeral classifier in Mandarin Chinese. This presentation will be relevant for researchers interested in the effects of monolingualism and bilingualism instructed SLA.
Choice, habitus and capital: Language and identities of bilingual youth in Austrian Carinthia
08:30AM - 12:00 Noon
Presented by :
Sabina Zorčič, Researcher, Institute For Ethnic Studies
The contribution summarises the results of my doctoral thesis research about communicative practices (language choice) among adolescents in Austrian Carinthia. I present the findings by referencing Bourdieu's Theory of Practice, which I supplement with established concepts from sociolinguistics, psycholinguistics and psychology (The Big 5 personality test).
Engagement with genre in writing in the L3 classroom in Norway
08:30AM - 12:00 Noon
Presented by :
Veronika Hamann, PhD-Student, University Of Agder
Little is known to what degree and in what way secondary school L3 learners in Norway make meaning within a genre in writing. However, which methodological approaches are best suited to analyze L3 learners' writing to a genre? The paper presents and discusses analytical approaches that seem to be particularly fruitful.
Affordances and Challenges of Collaborative Writing in lower secondary EFL classrooms in Kosovo
08:30AM - 12:00 Noon
Presented by :
Nuhi Bllaca, University Of Vienna
Summary This study is part of my PhD dissertation that will be carried out in Kosovo, in April 2020. Prior to the main study a pilot study is planned to be conducted in January-February 2020.
The German werden-passive in Language of Schooling and Everyday Language
08:30AM - 12:00 Noon
Presented by :
Sarah Olthoff, University Of Oldenburg
A corpus-linguistic analysis has shown, that the German passive is used more often in school contexts than in everyday contexts. Furthermore, the passive is also used with functional differences: Besides the use of semantic different agents, passive-sentences has shown a different structure of arguments depending on the language register. While sentences are not classified as demanding because of the general use of passive, sentences in passive with a systemic agent are classified more challenging than sentences in passive with a human agent.
Acoustic characteristics of Greek vowels: Age and gender effects.
00:01AM - 11:59PM
Presented by :
Eirini Kelmali, CITY College, University Of York European Campus
The current study presents age and gender differences in the production of Greek vowels. The vowel productions of 20 males and 20 females, aged between 18 and 50 and 20 children, 10 boys and 10 girls, aged between 8 and 10 were analysed.
08:30AM - 12:00 Noon
Room 1
S020 1/2 | CLIL for all? Catering to diversity in bilingual education
Format : Symposium
Track : Virtual Session
Speakers
Dieuwerke Rutgers, University Of Cambridge
Philipp Siepmann, University Of Münster
Valentina Cueva-López, University Of Jaén
Pedro Díaz-Santos, PhD Student And Responsible Of The Development Of Plurilingualism In Jaén (Andalusia), University Of Jaén
Maria Paz Azparren Legarre, Public University Of Navarra
Y.L. Teresa Ting, Assistant Professor (Applied Linguistics In English), University Of Calabria
Ute Smit, Professor, University Of Vienna
Helen Heaney, Senior Lecturer, University Of Vienna
Frauke Matz, University Of Münster
Philipp Siepmann, Monash University
Ricardo Römhild, University Of Münster
María Luisa Pérez-Cañado, University Of Jaén
Do Coyle, Chair In Language Education And Classroom Pedagogies, University Of Edinburgh
Moderators
María Luisa Pérez-Cañado, University Of Jaén
Xabier San Isidro, Coordinator Of Symposium S020, Nazarbayev University
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
This symposium addresses one of the chief concerns which has repeatedly underpinned CLIL discussions: the lack of egalitarianism, which, according to the recent specialized literature, is inherent in the application of this approach, with its corollary inadequacy for attention to diversity. Now that CLIL is steadily embedding itself in mainstream education, it becomes incumbent on stakeholders to ensure CLIL contributes to the integration of all students, regardless of their socioeconomic status, educational background, or achievement level, thereby making it accessible to all. This has surfaced as major challenge which could seriously curtail-or even fatally undermine- everything that has been achieved in the previous decades of CLIL implementation. The presentations, posters, and discussion within this symposium will attempt to shed light on the issue of how (and if) CLIL works across different levels of attainment, what types of curricular practices can most effectively be implemented to cater to diversity, and which teacher education issues need to be most urgently addressed. It will pool the insights of practitioners, policy-makers, and researchers and foster international dialogue in order to promote a multi-tiered system of support to cater to diversity in CLIL and promote the success of more vulnerable and underserved learners.Watch the symposium introduction here.
Rethinking Diversity in CLIL through an Ecological Lens: Classroom Practices, Teacher Understanding and Learner Agency.
08:30AM - 12:00 Noon
Presented by :
Do Coyle, Chair In Language Education And Classroom Pedagogies, University Of Edinburgh
The session takes a hard look at the concept of diversity. Based on the tenet that ‘inclusive practice’ is a fundamental right for all children, it explores research findings into transformative classrooms and the role teachers play in enabling their learners to be and become pluriliterate global citizens.
Gained in Translation: A Reflection on Transnational Comparative Research in Foreign Language Education in the ADiBE Project
08:30AM - 12:00 Noon
Presented by :
Helen Heaney, Senior Lecturer, University Of Vienna
Frauke Matz, University Of Münster
Ricardo Römhild, University Of Münster
Philipp Siepmann, University Of Münster
We report on affordances and challenges arising during the preparation and administration of a joint research instrument in a multinational project involving data collection in six European education systems. Linguistic and cultural-systemic translation adds new levels of challenge to the operationalisation of a complex construct like ‘diversity’.
Inclusion and diversity in bilingual education: Lessons learned from the European comparative perspective
08:30AM - 12:00 Noon
Presented by :
María Luisa Pérez-Cañado, University Of Jaén
This paper carries out a cross-European comparison of stakeholder perspectives on catering to diversity within CLIL programs. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,526 teachers, students, and parents in 59 Secondary schools in six European countries (Austria, Finland, Germany, Italy, Spain, and the UK) in order to determine the differences/similarities which can be discerned between the measures implemented in northern, central, and southern Europe to make bilingual education a more inclusive reality for all. It also provides comparative insights into the main difficulties and chief training needs which still need to be addressed.
CLIL for all? The Austrian perspective
08:30AM - 12:00 Noon
Presented by :
Tatjana Bacovsky, University Of Vienna
Silvia Bauer-Marschallinger, University College Of Teacher Education Vienna/Krems & University Of Vienna
Christiane Dalton-Puffer, University Of Vienna
Helen Heaney, Senior Lecturer, University Of Vienna
Ute Smit, Professor, University Of Vienna
Co-authors :
Lena Katzinger, University Of Vienna
As the Austrian subgroup of the Erasmus+ project ADiBE, we will focus on CLIL realities in secondary schools and how they are experienced by students and teachers. Based on various data-sets, we will report on the challenges and opportunities that CLIL offers for learners of all levels of attainment.
Diversity may be the norm, but equity and inclusion is our obligation: Diversity and CLIL in Italy
08:30AM - 12:00 Noon
Presented by :
Y.L. Teresa Ting, Assistant Professor (Applied Linguistics In English), University Of Calabria
This talk illustrates how the ADiBE Focus-Group Interview Protocol made it possible to easily gather qualitative appraisals from more than 90 Italian high school students regarding their bilingual experience in an otherwise very monolingual social reality.  Students' voices not only called for changes in instructional strategies, data also revealed students' astute awareness of why and where diversity exists within their classrooms and how this diversity could hinder their learning.  More interestingly, students' voices also indicated how diversity could be harnessed to enrich bilingual instruction, to facilitate students' comprehension of content as well as mastery of the CLIL foreign language.
Attention to Diversity in German CLIL Classrooms: Perspectives of teachers, students and parents
08:30AM - 12:00 Noon
Presented by :
Philipp Siepmann, University Of Münster
Dominik Rumlich, University Of Paderborn
Frauke Matz, University Of Münster
Ricardo Römhild, University Of Münster
Offering CLIL classes could be regarded as a means of profile building for German schools, which have often criticized for seemingly catering to academically well-performing students. It appears, though, that schools and teachers are increasingly prepared to open “CLIL for all”, which will be discussed in this paper.
The professional knowledge base of effective CLIL teaching in multilingual primary education settings
08:30AM - 12:00 Noon
Presented by :
Dieuwerke Rutgers, University Of Cambridge
Co-authors :
Linda Fisher, University Of Cambridge
Catherine Van Beuningen, University Of Applied Sciences Utrecht
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Primary schools are increasingly adopting a CLIL approach to language teaching, at a time that the linguistic diversity of pupils has increased significantly. We report on research that integrates expertise from EAL and early-English teachers in the UK and Netherlands to inform our understanding of quality CLIL in multilingual settings.
Validation Process of the ADiBE Project Surveys
08:30AM - 12:00 Noon
Presented by :
Valentina Cueva-López, University Of Jaén
Co-authors :
Cristina Durán-Fernández, Universidad De Jaén
This paper will describe the double-fold validation process carried out in order to obtain statistically reliable surveys to identify difficulties and best practices in catering to diversity in CLIL within the European ADiBE project. It is distinctive from other papers in that it offers the statistician’s perspective in validating instruments of this nature.
Flipped Classroom techniques as a tool to cater to diversity in CLIL programs: A perspective from in-service teachers
08:30AM - 12:00 Noon
Presented by :
Pedro Díaz-Santos, PhD Student And Responsible Of The Development Of Plurilingualism In Jaén (Andalusia), University Of Jaén
This paper reports on an ongoing PhD dissertation which aims to carry out a mixed methods study into catering for diversity in CLIL programs within monolingual settings.
Why considering teachers' cognitions and beliefs really makes a difference in CLIL teacher education
08:30AM - 12:00 Noon
Presented by :
Maria Paz Azparren Legarre, Public University Of Navarra
The author will describe the impact that a CLIL teacher education programme may have on the beliefs of in-service CLIL teachers. Some differences between CLIL teacher training and CLIL teacher education will also be highlighted and it will be explained why the latter is more effective. Maria Paz Azparren Legarre is a teacher at the Public University of Navarra. Her field of study is CLIL and the beliefs and practices of CLIL secondary education teachers.
08:30AM - 12:00 Noon
Room 1
S056 1/2 | Hate Speech: Power, Incitement and Violence through Language
Format : Symposium
Track : Virtual Session
Speakers
Chadi Ben Youssef, University Of California, Santa Barbara
Nicole Baumgarten, University Of Sheffield
Martin Gill, Åbo Akademi University
Sofia Tsagdi, National And Techincal University Of Athens
Marta Andersson, Stockholm University
Daniel Michelis, Hochschule Anhalt
Sylvia Jaki, University Of Hildesheim
Eckhard Bick, University Of Southern Denmark
Tobias Schneider, Hochschule Anhalt
Moderators
Sylvia Jaki, University Of Hildesheim
Klaus Geyer, University Of Southern Denmark
Marta Maggioni, AILA2021 Volunteer
The issue of hate speech and hostile language currently receives a significant amount of attention. In recent studies, a majority of social media users have stated that they encountered hate speech at least once on Facebook, Twitter or other platforms. Hate speech can be roughly defined as any communication that attacks individuals or groups "on the grounds of 'race', colour, descent, national or ethnic origin, age, disability, language, religion or belief, sex, gender, gender identity, sexual orientation and other personal characteristics or status" (Council of Europe 2016). However, there is no consensus on what actually constitutes hate speech. Besides, still relatively little is known about the linguistic and communicative mechanisms underlying the expression and perception of hate speech, particularly in online communication and social media. In our symposium, we will discuss hate speech considering the following key aspects: 1. The notion of hate speech and its characteristics. Featured speaker: Björn Technau 2. Methods to detect and analyse hate speech. Featured speaker: Nicole Baumgarten 3. Hate speech in online communication and social media. Featured speaker: Liriam Sponholz
‘Refugees and ‘Muslims’ on German Twitter and in newspapers - a comparative analysis of the social construction of minorities in Germany through framing and n-gramming
08:30AM - 12:00 Noon
Presented by :
Nicole Baumgarten, University Of Sheffield
The presentation presents findings from a comparative analysis of xenophobic and islamophobic discourse in large scale language Twitter and newspaper corpora. The data investigated cover the years 2018 and 2019 (the aftermath of the 2015/16 'refugee and migrant crisis') and represent current language usage and language choice patterns in German publicly accessible media in relation to 'refugees' and 'Muslims'. The study belongs to the larger field of research on the linguistic construction of discriminatory discourse (prejudice, bias, hate) targeting minorities in the German media
The role of lexis in the rhetoric and automatic detection of hate speech online
08:30AM - 12:00 Noon
Presented by :
Sylvia Jaki, University Of Hildesheim
This contribution will present the different lexical phenomena that occur across different types of hate speech. In a second step, these insights will be extended to the field of automatic hate speech detection to discuss the role that lexical approaches can have for the development of detection systems.
The Use of Creative Compounding in German Online Hate Speech
08:30AM - 12:00 Noon
Presented by :
Eckhard Bick, University Of Southern Denmark
This paper examines the use of derogatory prefixes and productive compounding as a linguistic vehicle of hate speech in German social media (Twitter and Facebook), with a special focus on ethnic and religious minorities. The morphological mechanisms discussed include slur expansion, stereotype-based pseudo-slurs, fusion words, metaphoric compounds and narrative encoding.
The language of xenophobia: The case of a Swedish online alternative newspaper
08:30AM - 12:00 Noon
Presented by :
Marta Andersson, Stockholm University
This paper investigates a dataset of news reports on the BLM demonstrations in June 2020, published on the website of a Swedish right-wing alternative newspaper. It is discussed how strategic deployment of specific lexico-grammatical choices results in a construal of threat, fear, and xenophobia.
I wear combat boots on my tongue: a multivariate study of interaction and stance taking in the far-right media discourse
08:30AM - 12:00 Noon
Presented by :
Chadi Ben Youssef, University Of California, Santa Barbara
This study draws on multivariate techniques, applying them to critical discourse analysis questions to perform a multi-modal analysis of fifty listeners’ calls from The Savage Nation. The analysis reveals that the host uses a pseudo-interactional frame through which he construes minority groups as a threat to “American culture”.
Mainstreaming hate: the dynamics of out-group vilification in comments to a pro-Brexit British tabloid
08:30AM - 12:00 Noon
Presented by :
Martin Gill, Åbo Akademi University
Newspapers’ online comment sections provide a channel through which hate speech can influence mainstream public debate. Based on a corpus of comments to the pro-Brexit Express online between 2014 and 2018, this paper examines the vilification of various out-groups and its relation to the newspaper’s own journalistic practices.
A linguistic analysis of student messages and signs around school premises.
08:30AM - 12:00 Noon
Presented by :
Sofia Tsagdi, National And Techincal University Of Athens
The aim of the presentation is to bring to the foreground the messages students want to put forward. After gathering and intepreting them several conclusions on school culture and socioeconomic factors will be presented and discussed.
08:30AM - 12:00 Noon
Room 1
S065 1/2 | Interdisciplinary approaches to L2 fluency
Format : Symposium
Track : Virtual Session
Speakers
Pekka Lintunen, Symposium S065, University Of Turku
Amandine Dumont, UCLouvain
Sanna Olkkonen, University Of Turku
Shungo Suzuki, Lancaster University
Tommi Jantunen, University Of Jyväskylä
Steven Kirk, Associate Professor, Nippon Medical School
Pauliina Peltonen, University Of Turku
Clare Wright, University Of Leeds
Jon Clenton, Hiroshima University
Maarit Mutta, University Of Turku
Sandra Goetz, Philipps-University Marburg
Serge Bibauw, Universidad Central Ecuador; KU Leuven; UCLouvain
Moderators
Pauliina Peltonen, University Of Turku
Pekka Lintunen, Symposium S065, University Of Turku
Penny Heisterkamp, AILA2021 Volunteer
The symposium focuses on current trends in L2 (second language) fluency research. L2 fluency is a complex phenomenon that has been studied from various perspectives, notably as an indicator of oral proficiency. Being studied as one dimension of L2 proficiency (see the CAF framework, e.g., Housen, Kuiken & Vedder, 2012), L2 fluency is a current topic in SLA and relevant to applied linguistic research more broadly. Moreover, besides L2 learning, fluency has also been explored in other fields, including translation, sign language, language assessment, and English as a lingua franca research. The symposium aims to bring together researchers working on fluency-related topics to build connections across disciplines. A forthcoming volume focusing on current approaches to L2 fluency, titled "Fluency in L2 Learning and Use" (Multilingual Matters; edited by Pekka Lintunen, Maarit Mutta & Pauliina Peltonen), forms the foundation for the workshop. By bringing together different perspectives on L2 fluency and building on the multidisciplinary approach to L2 fluency introduced in the volume, the symposium extends current L2 fluency research to new areas and provides directions for future L2 fluency studies. In particular, the symposium highlights theoretically or methodologically novel perspectives on L2 fluency, including, e.g., multimodality and fluency in interaction.S065 detailed programme, click here
Fluency in L2 learning and use: interdisciplinary approaches and future directions
08:30AM - 12:00 Noon
Presented by :
Pekka Lintunen, Symposium S065, University Of Turku
Co-authors :
Maarit Mutta, University Of Turku
Pauliina Peltonen, University Of Turku
This presentation serves as an introduction to the symposium and focuses on our forthcoming publication that includes interdisciplinary approaches to fluency in L2 learning and use. We discuss the main findings of our publication, including current gaps in research and pedagogical implications.
Identifying fluency dimensions in learner and native speech
08:30AM - 12:00 Noon
Presented by :
Amandine Dumont, UCLouvain
This paper investigates how fourteen fluency features interact with one another in the interlanguage of learners of English as compared to native speakers to form so-called fluency dimensions. The study is based on the time-aligned and annotated version of the French component of the Louvain International Database of Spoken English Interlanguage (Gilquin, De Cock, and Granger 2010), which is a collection of 50 interviews of Belgian French-speaking university students of English. The native speaker data comes from LINDSEI's native speaker counterpart, the Louvain Corpus of Native English Conversation (De Cock 2004).
Attention control and efficiency of processing: a cognitive framework for L2 fluency
08:30AM - 12:00 Noon
Presented by :
Sanna Olkkonen, University Of Turku
The paper examines the interplay of L2 proficiency and cognitive processing capacity. This cognitive framework concentrates on the role of efficiency of processing and attention control for L2 fluency, with examples from Finnish-speaking university students of English.
The role of linguistic knowledge and processing skills in second language fluency: The interface between cognitive and utterance fluency
08:30AM - 12:00 Noon
Presented by :
Shungo Suzuki, Lancaster University
Co-authors :
Judit Kormos, Lancaster University
The study investigated the relationship between cognitive fluency and utterance fluency-what linguistic knowledge is essential for L2 learners to speak fluently-in the context of 128 Japanese learners of English. An SEM analysis showed that breakdown fluency is associated with linguistic resources and processing speed consistently across tasks, while the underlying linguistic knowledge of speed and repair fluency tends to vary according to speaking task design features.
Kinematic fluency patterns of L1 and L2 signers of Finnish Sign Language
08:30AM - 12:00 Noon
Presented by :
Tommi Jantunen, University Of Jyväskylä
Co-authors :
Stina Ojala, University Of Turku
We use motion capture data to investigate and statistically compare the kinematic fluency patterns within and in between the groups of four L1 and four L2 signers of Finnish Sign Language.
Fluency as Interactive Alignment: A case study of second language speakers in conversation
08:30AM - 12:00 Noon
Presented by :
Steven Kirk, Associate Professor, Nippon Medical School
This presentation looks at second-language fluency from an interactional perspective, where fluency in conversation is co-constructed by both participants. Using a multi-modal case study of two learners in several contexts, it was found that interactive alignment, particularly with rhythm in speech, was a major contributor to confluence.
L2 fluency, interaction, and multimodality: Examples from peer interaction
08:30AM - 12:00 Noon
Presented by :
Pauliina Peltonen, University Of Turku
The presentation addresses two key areas for expanding the scope of L2 fluency research: fluency in interaction and multimodal aspects of fluency. With examples from a data set of video-recorded peer interactions, the benefits and challenges in the use of interactional data for a multimodal L2 fluency analysis are discussed.
08:30AM - 12:00 Noon
Room 1
S071 1/2 | L2 Classroom Discourse: Micro-analytic, Multimodal, and Multilingual Perspectives
Format : Symposium
Track : Virtual Session
Speakers
Paul Seedhouse, Professor, Newcastle University
Nigel Musk, Linköping University
Marjut Johansson, University Of Turku, Finland
Nilüfer Can Daşkın, AILA Solidarity Awardee, Hacettepe University
Erica Sandlund, Associate Professor , Karlstad University
Niina Lilja, Tampere University
John Hellermann, Portland State University
Piibi-Kai Kivik, Indiana University
Sarah Creider, Teachers College, Columbia University
Stephen Looney, Penn State University
Rémi Van Compernolle, Carnegie Mellon University
Yo-An Lee, Sogang University
Yumi Matsumoto, Assistant Professor , University Of Pennsylvania
Moderators
Christopher Jenks, Supreme Ruler Of Pluto, Aalborg University
Olcay Sert, Mälardalen University
Mark Van Huizen, AILA2021 Volunteer
Classrooms are organized according to an architecture of discourse features and structures. These discourse features and structures, such as participation frameworks, are used to accomplish a range of pedagogical activities. In second/foreign or additional language (L2) classrooms, this architecture is complicated by the peculiar task of using a language that both represents the pedagogical objective and the medium of communication. The last decade has witnessed a growing body of research into L2 classrooms; such work draws from a number of theoretical frameworks, including the micro-analytic (e.g. Jenks and Seedhouse 2015; Walsh 2011), multimodal (Sert 2015), and multilingual (e.g. Matsumoto 2019). It is through these micro-analytic, multimodal, and multilingual perspectives that we can achieve a nuanced understanding of the institutional business of teaching and learning L2s. To this end, this symposium brings together presentations that unpack the micro-analytic, multimodal, and multilingual realities of L2 classroom discourse. Our symposium will host ambitious research projects that further our understanding of discursive practices in L2 classrooms. The symposium will illustrate the interactive work of classrooms with "cross-sectional, longitudinal, and retrospective" (Jakonen 2018) approaches with the goal of identifying how end users, such as educators and students, can benefit from such discourse analytic work.S071 detailed programme, click here
The Rashomon Effect: Which features of a speaker’s talk do listeners notice?
08:30AM - 12:00 Noon
Presented by :
Paul Seedhouse, Professor, Newcastle University
I report on how the latest app technology (Video Enhanced Observation) can be used to research which features of a speaker’s talk listeners notice at which exact time during a video. The same video can be played to any number of users anywhere in the world, who each record what they notice when, and how they analyse or evaluate the talk.
Peers’ retrospective versus non-retrospective orientations to learning objects in digital collaborative EFL writing
08:30AM - 12:00 Noon
Presented by :
Nigel Musk, Linköping University
This study uses multimodal conversation analysis to investigate longitudinally tracked learning objects with explicit retrospective orientations in collaborative digital EFL writing tasks. Pupils' retrospections (e.g. "what did we say?") suggest a problem orientation to a previously topicalised language object, but also provide a second locus for language learning.
A robot enters the foreign language classroom: Child–robot learning interactions
08:30AM - 12:00 Noon
Presented by :
Marjut Johansson, University Of Turku, Finland
Minna Maijala, University Of Turku
When a robot enters a foreign language classroom, the learning situation changes. We will analyze the kind of turn-taking that takes place and how actions and sequences are organized. We also pay attention to how children respond to the robot and how they seek help from the teacher.
Longitudinal tracking of student access to a past learning object in an L2 classroom setting
08:30AM - 12:00 Noon
Presented by :
Nilüfer Can Daşkın, AILA Solidarity Awardee, Hacettepe University
This conversation-analytic study illustrates a longitudinal and retrospective approach to documenting a student’s access to a past learning object in an L2 classroom setting over the course of multiple moments of interaction. Drawing on video-recorded interactions from an EFL classroom, the analysis demonstrates the temporal and cumulative nature of learning.
Teachables and learnables in multilingual L2 English classrooms: Occasioned peer learning during monolingual, bilingual, and multilingual pedagogies-at-work in intervention study.
08:30AM - 12:00 Noon
Presented by :
Erica Sandlund, Associate Professor , Karlstad University
Co-authors :
Pia Sundqvist, University Of Oslo
Marie Källkvist, Lund University
Henrik Gyllstad
Drawing on data from an intervention study in L2 English classrooms employing monolingual, bilingual, and multilingual pedagogies, the study centers on occasioned vocabulary trouble during peer group activities, focusing on the linguistic and embodied resources learners draw upon in creating opportunities for learning and teaching.
08:30AM - 12:00 Noon
Room 1
S081 | Language policies and new nationalism
Format : Symposium
Track : Virtual Session
Speakers
Taina Saarinen, University Of Jyväskylä
Ayse Gur Geden, PhD Student, UCL Institute Of Education
Kate Vowles-Sørensen, Aarhus University
Michael Hofer-Robinson, PhD Student, University College Cork
Papia Sen Gupta, AILA Solidarity Awardee, Assistant Professor, Jawaharlal Nehru University
Ofra Inbar-Lourie, Lecturer And Researcher, Tel-Aviv University
Cheryl Gosselin, Sociology Department, Bishop's University
Moderators
Taina Saarinen, University Of Jyväskylä
Floor Van Den Berg (AILA2021 Volunteer), AILA2021 Volunteer, University Of Groningen
This symposium examines emerging language policies during a wave of neo-nationalist. The developments around national (Hobsbawm) and post-national (Heller) language policies and the ensuing relationship between language, nation states, and globalisation, are now giving way to new nationalist (Lee 2017) debates that re-center the needs of nation states and "national" languages and make the role of language societally and ideologically visible in a new way (Kelly 2018). New nationalism or neo-nationalism is often linked to right wing, populist, anti-immigrant policies (Eger & Valdez 2015). It refers to a new "nationalism based national order in the new global economy" (Lee 2017, 870), thus contrasting with the post-national hegemonic order where nation states were de-stabilized in the global economic system (Heller 2013). Recent neo-nationalist developments are relevant to the larger understanding of the changing role of the nation state in globalisation (see Buckner 2017) and of the role of language policies in construing belonging. This symposium invites submissions that discuss neo-nationalist language policy developments from the point of view of for instance but not limited to recent changes in language policies that recenter national interests and the position of minority and migrant languages in new nationalist and populist policies.
English in post-nationalist and neo-nationalist times: language policies in Finnish higher education in transition
08:30AM - 12:00 Noon
Presented by :
Taina Saarinen, University Of Jyväskylä
This presentation takes an overview look of language policies in Finnish higher education from the 1990s onwards, from the perspective of the dynamics created by English. Understanding post-nationalist and neo-nationalist language policies is relevant to the larger understanding of the changing role of the nation state in higher education policy.
From Law to Language: The Incorporation of (National) Values into Language Teaching and Policies
08:30AM - 12:00 Noon
Presented by :
Michael Hofer-Robinson, PhD Student, University College Cork
This paper will discuss how (national) values are by law incorporated into the process of integration and the conception of language teaching material in Austria. Further, consequences for the positioning of migrants will be discussed.
Reinventing the Nation through Language Training for International Students
08:30AM - 12:00 Noon
Presented by :
Ayse Gur Geden, PhD Student, UCL Institute Of Education
This study focuses on the link between Turkish language teaching programs for international students who are constructed as bridges between Turkey and their homeland, the ways norms and discourses emerging in language classrooms and relevant spaces construe belonging if embraced and enacted, and re-imagination of a nation-state seeking soft power through transnational ties to be established by these students. 
Internationalisation while cutting places? Denmark’s neo-nationalist struggle with English taught university programmes
08:30AM - 12:00 Noon
Presented by :
Kate Vowles-Sørensen, Aarhus University
With recent populist policies affecting Danish higher education, English-taught programmes at Aarhus University have taken a huge hit with cuts to places, lack of language support, and language exclusion. This presentation discusses the recent effects on the Intercultural Studies programme, a small, new MA programme with four language tracks.
New nationalism and language policy : India in Perspective
08:30AM - 12:00 Noon
Presented by :
Papia Sen Gupta, AILA Solidarity Awardee, Assistant Professor, Jawaharlal Nehru University
The paper assesses the connection between language policy and rise of populist politics in India, a land of diverse languages. It also poses the challenge as to how majoritarian politics in federal polities often may lead to a domino-effect with states following the national programme leading to an atmosphere of fear in the minority communities.
critical perspective on the consequences of large scale national and international test use.
08:30AM - 12:00 Noon
Presented by :
Elana Shohamy, Professor, Researcher, Tel Aviv University
Co-authors :
Ofra Inbar-Lourie, Lecturer And Researcher, Tel-Aviv University
This presentation examines the differential consequences of two language tests, one national and the other international in the Israeli ecological assessment system. It focuses on the nationalist political agendas the tests serve which are often in contradiction with educational interests, calling for a critical perspective on external test use.
Social engineering through legislation: framing ‘otherness’ as the presence of immigrants and the expression of the English language in Quebec
08:30AM - 12:00 Noon
Presented by :
Cheryl Gosselin, Sociology Department, Bishop's University
Co-authors :
Rachel Hunting, Executive Director, Townshippers' Association
Exploring social engineering through legislation that requires individuals and institutions to display what it believes are the collective’s desired values by defining and outlawing what is undesirable with the goal of producing uniformity in the public service, and by extension, in the general population
08:30AM - 12:00 Noon
Room 1
S089 1/2 | Learner diversity as an asset in the (inclusive) FL classroom: Challenges and solutions
Format : Symposium
Track : Virtual Session
Speakers
David Gerlach, University Of Wuppertal
Deborah Koeltzsch, Catholic University Eichstätt-Ingolstadt
Bimali Indrarathne, University Of York
Alma Zero, University Of Sarajevo
Sylke Bakker, Lecturer, University Of Oldenburg
Katja Heim, Interim Professor, University Of Wuppertal / University Of Duisburg-Essen
Moderators
Julia Weltgen, University Of Bremen
Joanna Pfingsthorn, University Of Bremen
Lotte De Haan (AILA2021 Volunteer), AILA2021 Volunteer
The symposium revolves around the question to what extent various forms of learner diversity prove themselves and are perceived as an asset in institutionalized foreign language (FL) teaching in relation to principles of inclusive education. In this context, we perceive learner diversity as an umbrella term that encompasses various dimensions of individual variation observed at school since in school contexts a broad concept of inclusion should be used. It and refers to e.g. learner neurodiversity, cultural and linguistic variation, multilingualism, specific learning differences, cognitive and learning styles. In its discussions the symposium intends to focus on epistemological changes and trends in the understanding of learner diversity as a factor relevant for inclusive FL instruction as well as their implications for ascertaining equal opportunities for all learners in the FL classroom. A particular interest will also be given to attitudes to learner diversity expressed by various stakeholders as well as methodological approaches and ideas that embed learner diversity into teaching practice. We welcome contributions based on both research and teaching practice from various cultural settings that critically explore, examine and exemplify challenges and solutions associated with the accommodation to learner diversity in the inclusive foreign language classroom.
Addressing diversity: A (research) framework for inclusive language teaching
08:30AM - 12:00 Noon
Presented by :
David Gerlach, University Of Wuppertal
The featured talk will present premises of a research-based framework of inclusive practices in language teaching/learning scenarios. Based on the premise that learner diversity functions as an asset in language classrooms, the review of research is going to address challenges of inclusive practices for learners, classroom and curriculum design, and teacher education.
Creative Diversity in the FL classroom - Creative Tasks Based on Neurobiological Basics and Their Realization in Foreign Language Didactics
08:30AM - 12:00 Noon
Presented by :
Deborah Koeltzsch, Catholic University Eichstätt-Ingolstadt
This presentation deals with the connection between a neurological network of the human brain, the default mode network, and creativity. It gives a critical view of existing findings and draws conclusions for educational practices in order to illustrate means of including instead of excluding students from the creative FL classroom.
Teacher knowledge and attitudes on learners with specific learning difficulties and inclusive practices
08:30AM - 12:00 Noon
Presented by :
Bimali Indrarathne, University Of York
Teachers’ knowledge on specific learning difficulties (SpLDs) and their positive attitudes towards inclusive practices is prime importance to provide equal educational opportunities for children. However, two teacher training programmes in Sri Lanka indicate that teachers have minimal understanding of SpLDs. This highlights the necessity of teacher awareness raising on SpLDs.
Inclusive Education in Bosnia and Herzegovina: Future Teachers and the Changing Foreign Language Teaching Landscape
08:30AM - 12:00 Noon
Presented by :
Alma Zero, University Of Sarajevo
The paper examines Bosnian Herzegovinian pre-service English language teachers’ attitude and understanding of classroom diversity in terms of student structure and background, as well as their preparation to work in the challenging landscape of Bosnia and Herzegovina (BiH).
Assessment as a key to promoting learning in the inclusive foreign language classroom
08:30AM - 12:00 Noon
Presented by :
Sylke Bakker, Lecturer, University Of Oldenburg
Based on experiences of teaching practice in German EFL classrooms, the contribution explores the viability of innovative and potentially inclusive assessment strategies. Current textbooks as well as teaching guides and syllabi are analysed in order to determine how assessment can serve as a key element withing an inclusive FL classroom.
08:30AM - 12:00 Noon
Room 1
S090 1/2 | Learning and teaching interactions in pragmatic aspects: Language use in contexts inside and outside English language classrooms
Format : Symposium
Track : Virtual Session
Speakers
Júlia Barón, University Of Barcelona
MLuz Celaya, University Of Barcelona
Aika Miura, Associate Professor, Rikkyo University
John Campbell-Larsen, Kyoto Women's University
Kazuko Tanabe, Japan Women's University
Lala Takeda, Showa Women’s University
Christian Burrows, Associate Professor, Hiroshima Prefectural University
Moderators
Lala Takeda, Showa Women’s University
Kazuko Tanabe, Japan Women's University
Anne-Marie Van Boeckel (AILA2021 Volunteer), AILA2021 Volunteer, Rijksuniversiteit Groningen
Changes in social situations and the development of science and technology from the late 20th century to the early 21st century have prompted major reforms in the method and purpose of foreign language education. Under such circumstances, previous studies on social interactions have made it clear that smooth communication is established, not only through the observance of the rules in language use, but also through interactions between speakers and listeners in certain contexts. This symposium intends to focus on the assumption that the appropriate use of pragmatic strategies is considered to contribute efficient communication between interactants not only in the context of second language interactions (cf. Gass and Selinker 2008), but also in the context of lingua franca interactions. Throughout the symposium, the contributors will provide the audience with the chance to consider how, and to what extent, the instructors should apply the findings of pragmatic research to foreign language education. By clarifying the multidimensional negotiation of pragmatic and strategic aspects related to language use in conversational dialogue through research on the pragmatic behaviors mainly in pedagogic and academic settings, each paper will bring up issues on how to deal with pragmatic aspects of foreign language instruction and acquisition.
“Is this polite or not?”: Raising pragmatic awareness through task-supported language teaching
08:30AM - 12:00 Noon
Presented by :
Júlia Barón, University Of Barcelona
MLuz Celaya, University Of Barcelona
Mireia Ortega, University Of Barcelona
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.
Appropriateness of requests with different pragmalinguistic patterns: a gap between ELT practitioners and Japanese learners of English
08:30AM - 12:00 Noon
Presented by :
Aika Miura, Associate Professor, Rikkyo University
This study aims to report the degree of agreement among 10 English-speaking instructors (i.e., native speakers of English) and 10 Japanese-speaking instructors of English as well as approximately 130 Japanese learners of English (the 1st year undergraduates) on appropriateness of requests with various pragmalinguistic patterns. The requests were extracted from a spoken learner corpus, and presented to the respondents online. It was observed that there was a big gap between the English instructors and Japanese students in assessing appropriateness of some of the requests. 
Needs analysis and focused instruction: Developing interactional competence in Japanese university EFL learners
08:30AM - 12:00 Noon
Presented by :
John Campbell-Larsen, Kyoto Women's University
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 post-instruction videos revealed changed interactional practices in learner talk.
Mutual learning between the Japanese native speakers and the second language learner through collaborative writing
08:30AM - 12:00 Noon
Presented by :
Kazuko Tanabe, Japan Women's University
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 language and its foreign learners will be effective in all foreign language education.
Topic Development Through Allo-repetition in EFL-Speaking and Chat-Style Writing: From the Viewpoint of Dependency and Creativity in Context
08:30AM - 12:00 Noon
Presented by :
Lala Takeda, Showa Women’s University
This paper attends to allo-repetition for topic development in EFL-speaking and chat-style writing to investigate how interlocutors monitor and construct mutual understanding. The analysis reveals that speakers regulate spoken interactions more by using successive allo-repetitions to acknowledge, request for confirmation, or display understanding of the content in context.
Communication Strategy Use for Learners from a Collectivist Country (Japan)
08:30AM - 12:00 Noon
Presented by :
Christian Burrows, Associate Professor, Hiroshima Prefectural University
This research represents a three month-long longitudinal study into the effects of communication strategy instruction on Japanese EFL university students' speaking proficiency.
08:30AM - 12:00 Noon
Room 1
S095 | Literature and Democratic Education
Format : Symposium
Track : Virtual Session
Speakers
Amos Paran, University College London Institute Of Education
Hannah De Mulder, Leiden University
Caroline Scheuer Neves, Lecturer, University Of Cape Town (South Africa)
Vitor Ferreira, Federal University Of Rio De Janeiro
Marta Janachowska-Budych, Adam Mickiewicz University
Christiane Lütge, LMU Munich
Moderators
Christiane Lütge, LMU Munich
Thorsten Merse, Researcher And Teacher Educator, LMU Munich
Hongying Peng, AILA2021 Volunteer, University Of Groningen
In engaging with literary texts, readers participate in fictional worlds that imagine and (re)negotiate social, cultural and political lives in manifold, vivid ways. Genres such as dystopian fiction, young adult drama or political poetry take up current pressing- sometimes highly controversial- issues and explore (potential) sociopolitical realities and futures, ranging from desirable to utterly daunting. Exploring such texts in FL education provides a promising stimulus to reflect on and work towards democratic culture, sociocultural diversity and individual agency- alongside learning a foreign language. Here, the Council of Europe's 2018 Reference Framework of Competences for Democratic Culture presents a timely conceptual basis on which teachers can ground such engagement and inquiry. This symposium interrelates current trajectories in FL learning, literature teaching and democratic education. As such, we are interested in the ways learners can experience fictional encounters with themes such as participation, equality and visibility of individual identities, groups or communities. We therefore invite conceptual and empirical contributions related to topic- and genre-related aspects of literature, selecting suitable texts for democratic education, classroom projects and experiences of using literature for democratic education, and the formulation/application of literary competences relevant to sociopolitical inquiries based on diverse literatures.
Democratising Literature in the Foreign Language Classroom: The Role of Teachers and Teacher Educators
08:30AM - 12:00 Noon
Presented by :
Amos Paran, University College London Institute Of Education
Literature use/teaching in Foreign Language Teaching moves FLT away from an instrumental, monetised view of the language classroom, aligning FLT with citizenship and values education. Promoting critical thinking and understanding the other align literature in language teaching with democratic values. Focusing on this transformation has wide-ranging implications for teacher education.
Values and valuable narratives: Relationships between children’s exposure to narratives and their moral orientation
08:30AM - 12:00 Noon
Presented by :
Hannah De Mulder, Leiden University
This study investigated the relationship between narrative fiction exposure and moral orientation in 8-16 year-olds. Eudaimonic narrative fiction exposure was related to eudaimonic moral orientations. Information on the type of narrative exposure is thus relevant in understanding how narratives can be used to stimulate the development of specific moral orientations.
Pedagogical materials promoting critical thinking and democratic culture: the use of poem in foreign language classes
08:30AM - 12:00 Noon
Presented by :
Caroline Scheuer Neves, Lecturer, University Of Cape Town (South Africa)
Janaína Conceição, University Of São Tomé And Príncipe
This paper proposes a pedagogical material that focuses on a poem, and follows principles of anti-racist education bringing intersectionality of race/ethnicity and gender into play. Tasks analyze racist and sexist situations experienced by the character and study language use within poetry, and production tasks foster diverse encounters and visibility.
Dialogical meanings in the city by literary and musical arts
08:30AM - 12:00 Noon
Presented by :
Vitor Ferreira, Federal University Of Rio De Janeiro
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.
'It’s unbelievable how well you speak German!' Learning (about) Democracy in and through Language in FL classes with Transcultural Literature
08:30AM - 12:00 Noon
Presented by :
Marta Janachowska-Budych, Adam Mickiewicz University
The aim of the paper is to present how working with texts of migration literature in FL classes can stimulate the work towards the democratic culture through the reflection on a language as an instrument of social inclusion and exclusion, of power and prestige.
08:30AM - 12:00 Noon
Room 1
S098 | Media discourses about immigration and integration: national languages, immigrant languages, and multilingualism
Format : Symposium
Track : Virtual Session
Speakers
Rachael Radhay, ATTENDEE/PRESENTER, University Of Brasília
Adnan Ajšić, Assistant Professor Of English, American University Of Sharjah
Elina Westinen, Postdoctoral Researcher, University Of Jyväskylä
Megan Lethbridge Tsifopanopoulos, CITY College, International Faculty Of The University Of Sheffield
Emily Davis, University Of Groningen
Martina Mollering, Macquarie University
Janet Fuller, Mentor, University Of Groningen
Moderators
Janet Fuller, Mentor, University Of Groningen
Emily Davis, University Of Groningen
Joanna Porkert , AILA2021 Volunteer, University Of Groningen
Research on discourses of immigration and integration has focused on media discourses, recognizing the role of the media in reproducing essentialist construction of both 'us' and 'them (Viola and Musolff 2019; Sandré et al 2018). The ingroup is often defined in ethnonational terms, but inevitably as the rightful owners of both territory and culture. The outgroup's difference is often putatively a cultural difference, i.e., certain immigrant cultural practices prevent 'them' from integrating. One cultural practice named in the discourse surrounding the lack of integration is proficiency in the national language; there are claims about certain immigrant groups who do not learn the dominant language. Often, the complaint focuses on speaking an immigrant language as a sign of this, reflecting assumptions about language use which erase the realities of a multilingual society. However, there are also discourses which challenge such claims and depictions of immigrants, and who also explicitly reject the ethnonational basis for belonging which underlies ideas about language and culture. Research on different forms of media shows that social media may play a very different roles from legacy media (newspapers, television) in the reproduction of and challenges to hegemonic ideologies about linguistic norms in national belonging.
Genre, belonging and institutional inclusion of refugees and immigrants in Brazil: Gouvènman Brezilyen an Swete.
08:30AM - 12:00 Noon
Presented by :
Rachael Radhay, ATTENDEE/PRESENTER, University Of Brasília
The language of Brazilian immigration policy is based upon a globalized terminology, straddled between control and immigrant or refugee insertion. This language constructs an institutional habitus and is geared strategically and discursively to historical and contemporary contexts (Anderson, 1989) in building public image and in constituting normative knowledge and the agency of high-level Brazilian state bureaucrats. It is essential to understand the efficacy of the dialogue between the institutional habitus (Bourdieu, 2001), access to specific public spheres and community life for immigrants and refugees (Herzfeld, 1992; Rudvin, 2005; Blommaert, 2009; van Dijk, 2012; Reisigl & Wodak, 2016).  
Media discourses on language, multilingualism, and immigration: Large-scale lexical patterns in discourse as indicators of ideologies
08:30AM - 12:00 Noon
Presented by :
Adnan Ajšić, Assistant Professor Of English, American University Of Sharjah
Based on a specialized research corpus of articles mentioning language from the period between 1980 and 2018 (ca. 29k, 40 million words), this pilot study tests the potential of topic modeling for the identification of large-scale patterns in (language/related) discourses and (language) ideologies with respect to multilingualism and immigration, as well as any identifiable relevant subaltern discourses. The large-scale patterns thus identified are further examined for evidence of nationalist conceptions of language as a principal criterion for the determination of national identity and thus national belongingness.
Social media, poc rappers and ‘talking back’: “Even the Somalis know your mother tongue better”
08:30AM - 12:00 Noon
Presented by :
Elina Westinen, Postdoctoral Researcher, University Of Jyväskylä
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 how, ultimately, this contributes to the construction and negotiation of (non)belonging in Finnish society and culture.
Xenophobia in Central Europe: A Critical Analysis of the Discourse of the Hungarian Prime Minister, Viktor Orba´n
08:30AM - 12:00 Noon
Presented by :
Megan Lethbridge Tsifopanopoulos, CITY College, International Faculty Of The University Of Sheffield
This study investigates if and how xenophobia is found in the discourse of the Prime Minister of Hungary, Viktor Orbán, on the national radio station during 'the migrant crisis' in Europe through Critical Discourse Studies (CDS) and the application of van Dijk's (1993) sociocognitive approach.
An Analysis of German Public Discourse on Migration-Driven Linguistic Diversity in Schools
08:30AM - 12:00 Noon
Presented by :
Emily Davis, University Of Groningen
This presentation examines how the use of heritage or so-called ‘migrant’ languages by children whose first language is not German is characterized in public discourse. This is achieved through analysis of data collected from online reader comments at daily and weekly German newspapers of record.
Language as prerequisite for integration? German language proficiency in integration discourses in German news media and in voices of immigrants
08:30AM - 12:00 Noon
Presented by :
Martina Mollering, Macquarie University
Co-authors :
Eva Schmidt, Post-doctoral Research Fellow, Macquarie University
Based on corpus linguistics and critical discourse analysis methodologies, this contribution examines how German newspaper discourses reflect debates around integration, descent and belonging. It also explores different expectations and obligations embedded in discourses on belonging, and how within those discourses, difference is constructed as a reason for / as a result of "failed" integration.
Forbidden Tongues: The affective canon and multilingualism in Germany
08:30AM - 12:00 Noon
Presented by :
Janet Fuller, Mentor, University Of Groningen
This research examined the affective canon in the context of media discourses about institutional language policies in Germany. The canon, i.e., the accepted emotional response in the mainstream, normalizes feelings of exclusion or fear when others speak foreign languages, illegitimating claims of emotional attachment to minority languages.
08:30AM - 12:00 Noon
Room 1
S111 1/2 | Multilingualism in European education
Format : Symposium
Track : Virtual Session
Speakers
Mirjam Günther-van Der Meij, NHL Stenden University Of Applied Sciences
Nell Foster, Ghent University
Esin Isil Gülbeyaz, AILA Solidarity Awardee, Utrecht University
Sarah Degano, University Of Luxembourg
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
Myrthe Coret-Bergstra, NHL Stenden University Of Applied Sciences
Birte Arendt, University Of Greifswald
Jos Swanenberg, Tilburg University
Kristel Doreleijers, PhD Candidate, Tilburg University/Meertens Institute
Anna Tudela-Isanta, Autonomous University Of Madrid
Karin Van Der Worp, University Of The Basque Country
Jochen Rehbein, Institute Of German Philology (IFG I
Eva Knopp, Radboud University
Marjon Tammenga-Helmantel, SLO
Csanád Bodó, Eötvös Loránd University
Heiko Marten, Rezekne Academy Of Technologies
János Imre Heltai, Senior Lecturer, Károli Gáspár University
Shu-Chen Huang, National Chengchi University
Irina Moira Cavaion, Researcher, Science And Scientifc Centre Koper
Bernadett Jani-Demetriou, ELTE BTK
Marianne Starren, Radboud University
Petteri Laihonen, Afinla Representative, Speaker, Moderator, Centre For Applied Language Studies
Lukas Urbanek, University Of Münster
Jordi Jager, NHL Stenden University Of Applied Sciences
Suzanne Dekker (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden UAS | University Of Groningen
Moderators
Jos Swanenberg, Tilburg University
Eva Knopp, Radboud University
János Imre Heltai, Senior Lecturer, Károli Gáspár University
Hans Van De Velde, Fryske Akademy / Utrecht University
Mirjam Günther-van Der Meij, NHL Stenden University Of Applied Sciences
Petteri Laihonen, Afinla Representative, Speaker, Moderator, Centre For Applied Language Studies
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
With the increase of multilingual pupils in European schools and research insights claiming that language skills are transferable across languages, varieties and registers (Cenoz and Gorter 2015; Cummins 2008), there is a call for a change towards multilingual educational models. Recent research suggests that both multilingual and monolingual pupils would benefit from a so-called heteroglossic approach in which majority as well as minority, immigrant languages and dialects are incorporated in instruction (May 2014; Flores and Beatens-Beardsmore 2015). This approach has been termed the multilingual turn in education (Conteh & Meier 2014). Melo-Pfeifer argues that the multilingual turn "legitimizes the use of multalistic approaches to languages and cultures, as well as the development of an integrated language learning curriculum (namely for the L3 or additional languages), that fully acknowledges pupils' linguistic biographies and previous knowledge" (2018, p. 207). This symposium focuses on multilingual education models in highly diverse areas in Europe (e.g. province of Friesland - the Netherlands, Catalonia and Basque Country - Spain, South Tyrol- Italy, etc.). It aims at exploring different multilingual education models that involve all languages (minority, majority, foreign, immigrant, dialects, etc.) spoken in the areas, including amongst others, didactical approaches such as translanguaging, CLIL and immersion.
A holistic approach towards multilingualism in education
08:30AM - 12:00 Noon
Presented by :
Mirjam Günther-van Der Meij, NHL Stenden University Of Applied Sciences
This paper presents a holistic model for multilingualism in education that has been implemented in several Dutch educational projects. Within these projects multilingual activities are developed and implemented in co-construction between researchers, teachers and students. These activities aim to include all languages present in the classroom: from regional and neighbour languages to migrant and foreign languages. The model, the developed activities and materials, transcripts of classroom interaction and teachers' experiences will be discussed in this paper.
Teachers’ decisions in the creation of meaningful multilingual tasks in the primary classroom.
08:30AM - 12:00 Noon
Presented by :
Nell Foster, Ghent University
This paper explores the positioning of home and school-learned languages in a highly linguistically diverse primary school in Brussels, Belgium. It focuses on teachers’ decisions as they adopt a Functional Multilingual Learning approach which recognises pupils’ full linguistic repertoire as a didactic resources for learning.
Development of academic register in bilingual pupils –  a comparison between bilingual and monolingual settings
08:30AM - 12:00 Noon
Presented by :
Esin Isil Gülbeyaz, AILA Solidarity Awardee, Utrecht University
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.
Using multiple languages to make meaning at primary school in Luxembourg: a student's perspective
08:30AM - 12:00 Noon
Presented by :
Sarah Degano, University Of Luxembourg
Based on my doctoral research project investigating translanguaging practices in the primary school, this paper focusses on how a Portuguese-speaking newcomer to the trilingual education system in Luxembourg orchestrates both multilingual and multimodal resources to navigate curricular demands and co-construct meaning.
‘Do you know a few words?’ Analysing multilingual whole class interaction in Dutch primary schools
08:30AM - 12:00 Noon
Presented by :
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
While both the classroom interaction and the languages used in this interaction can influence pupils’ opportunities for learning in school, these two dimensions have mostly been studied separately. For this study, analyses of video data of Dutch primary schools were used to describe a model in which both dimensions are included in order to come to a better understanding of multilingual whole class interaction.
A holistic approach to multilingualism in secondary schools in Fryslân (the Netherlands)
08:30AM - 12:00 Noon
Presented by :
Myrthe Coret-Bergstra, NHL Stenden University Of Applied Sciences
This talk presents the Holi-Frysk 2.0 project, in which an intervention is developed, aiming to create more positive attitudes from teachers and pupils in secondary education towards Frisian and multilingualism. We will present examples of activities, teachers' experiences and a first look at the effects on  pupils' attitudes.
The teaching of the regional language Low German - holistic approaches and digital potentials
08:30AM - 12:00 Noon
Presented by :
Birte Arendt, University Of Greifswald
Ulrike Stern, University Of Greifswald
On the basis of a sociolinguistically oriented and ecolinguistically inspired approach, the talk presents webinars on the teaching of Low German. We assume that, in addition to school lessons, a holistically oriented teaching of the regional language adressing various New Speakers (Jaffe 2015) with digital support is necessary.
No money, no glory? The appreciation of heritage education modules about dialects in North Brabant
08:30AM - 12:00 Noon
Presented by :
Jos Swanenberg, Tilburg University
Kristel Doreleijers, PhD Candidate, Tilburg University/Meertens Institute
With little financial support for the facilitation and promotion of Brabantish in education, heritage experts are still developing multiple initiatives to incorporate this regional language in the curricula of primary and secondary education. This study investigates the effectiveness and scope of these efforts by conducting a survey among teachers.
The presence of Catalan in higher education. The cases of Catalonia and the Balearic Islands
08:30AM - 12:00 Noon
Presented by :
Anna Tudela-Isanta, Autonomous University Of Madrid
Catalan, Spanish and English coexist in universities from Catalonia and the Balearic Islands. The presence of the regional language in higher education differs in both regions. Focus groups with students were carried out to understand the roles that these three languages have in each region.
Perceptions of university students on multilingualism in the Basque Autonomous Community
08:30AM - 12:00 Noon
Presented by :
Karin Van Der Worp, University Of The Basque Country
Co-authors :
Jasone Cenoz
Durk Gorter
This study analyzes Business Students’ perceptions on languages in the multilingual context of the Basque Autonomous Community. The study takes into account as a variable not only the L1 of the students, but their whole linguistic repertoire by defining them on different levels of multilingualism according to their language competences.
Multilanguaging, Maths classroom discourse, and language of thinking
08:30AM - 12:00 Noon
Presented by :
Jochen Rehbein, Institute Of German Philology (IFG I
Co-authors :
Meryem Çelikkol, University Of Hamburg
Hypothesis of the paper, based on 7th grade Maths classes of bilingual German-Turkish students, is that the employment of home languages in professional instruction enhances the students’ cognitive abilities. The transcripts reflect the verbalization of the ”language of thinking“ in L1 as opposed to L2, related to the diversity of teaching styles.
Targeted language use in teaching materials
08:30AM - 12:00 Noon
Presented by :
Marjon Tammenga-Helmantel, SLO
Eva Knopp, Radboud University
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 course books for German FL textbooks from the Netherlands with Dutch FL textbooks from Germany.
Not With That Attitude: Translanguaging in Frisian Primary Schools
08:30AM - 12:00 Noon
Presented by :
Suzanne Dekker (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden UAS | University Of Groningen
Implementing successful alternative approaches for multilingual education requires positive attitudes towards multilingualism and towards home languages. The current research will measure how multilingual pedagogical approaches in primary schools have a positive and durable effect on implicit and explicit language attitudes of teachers and pupils.
08:30AM - 12:00 Noon
Room 1
S112 | Plurilingual teaching and learning: giving participation, equality and social justice in education a chance
Format : Symposium
Track : Virtual Session
Speakers
Sílvia Melo-Pfeifer, University Of Hamburg
Lourenço Mónica, Researcher, University Of Aveiro
Alice Chik, Macquarie University
John Hajek, University Of Melbourne
Jacqueline D'warte, Western Sydney University
Gail Prasad, York University
Burcu Yaman Ntelioglou, Associate Professor, Brandon University, Canada
Claudia Vallejo, Autonomous University Of Barcelona
Júlia Llompart, Autonomous University Of Barcelona
Rahat Zaidi, Professor & Chair Language & Literacy, University Of Calgary
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
Moderators
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
Rahat Zaidi, Professor & Chair Language & Literacy, University Of Calgary
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Sílvia Melo-Pfeifer, University Of Hamburg
There are numerous social, economic and political factors that have contributed to an increasing awareness of the need for successful and far-reaching educational responses to issues of equity and social justice. Along these lines, this symposium aims to discuss and explore how plurilingual education can contribute to educational equality, as well as social cohesion and social fairness. Building on the ground breaking work of other social justice oriented scholars (for example, Banks, 1991; Delpit, 1988; Ladson-Billings, 1995; Moll & Gonzalez, 1994: Nieto, 1992), linguistically and culturally sustaining pedagogy take student and community knowledge and skills as a starting point for learning. These practices require teaching competencies associated with change agency (Pantić & Florian, 2015) and integrate teaching perspectives underpinned by the assumption that the language and literacy practices of young people developed outside of schools, in their homes and varying community contexts are useful tools for mediating their learning and development. This symposium will exemplify research and practice of formal, non-formal and informal plurilingual teaching which uphold inclusive frameworks for promoting social activitism, social justice and social cohesion.
S112 | introduction by organizers
08:30AM - 12:00 Noon
Presented by :
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
Rahat Zaidi, Professor & Chair Language & Literacy, University Of Calgary
A brief introduction by the symposium organizers
Issues and responses for plurilingual teaching and learning: An overview
08:30AM - 12:00 Noon
Presented by :
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
Rahat Zaidi, Professor & Chair Language & Literacy, University Of Calgary
This talk provides a framework for the symposium: Plurilingual teaching and learning: giving participation, equality and social justice in education a chance. The talk outlines some prevalent epistemological traditions related to plurilingual pedagogy before highlighting principal issues that have emerged from teaching practices that promote diversity and social justice.
Becoming culturally aware and socially responsible: the voices and practices of pre-service teachers
08:30AM - 12:00 Noon
Presented by :
Lourenço Mónica, Researcher, University Of Aveiro
Teacher education should prepare teachers to contribute to a more equitable, inclusive and peaceful world. This presentation reports on a case study conducted with pre-service teachers in a Portuguese university and aimed at understanding whether, how and to what extent they integrate plurilingual and global citizenship education into their "becoming" professional identities.
Linguistically Sensitive Teaching in All Classrooms (LISTiac):European Education Through Research-Based Policies
08:30AM - 12:00 Noon
Presented by :
Júlia Llompart, Autonomous University Of Barcelona
Mari Bergroth, Åbo Akademi University
Co-authors :
Siv Björklund, Åbo Akademi University
The project Linguistically Sensitive Teaching in All Classrooms aims to bring a change into European education. It targets pre- and in-service teachers and teacher educators in the EU and wants to provide them with a tool that helps them develop their teacher cognition and change from monolingual to multilingual practices.
Languages in New South Wales: What can we learn from public data?
08:30AM - 12:00 Noon
Presented by :
Alice Chik, Macquarie University
Phil Benson, Macquarie University
Ruth Fielding, Monash University
John Hajek, University Of Melbourne
Using public data, this presentation reports findings from a project on language support and bias in the Australian education sector. Our findings indicate an unequal distribution and visibility of languages. We will discuss the potential uses and limitations of public data on languages, and the implications of the unequal distributions.
Facilitating agency and engagement in super-diverse classroom contexts: Engaging young people as linguistic ethnographers.
08:30AM - 12:00 Noon
Presented by :
Jacqueline D'warte, Western Sydney University
This paper presents research conducted in super-diverse (Vertovec, 2007) Australian classrooms. Teachers and students were engaged as researchers of students’ language and literacy practices as part of regular classroom practice. Placing cultural and linguistic flexibility at the centre of teaching and learning enhanced engagement, agency and learning for teachers and students.
Documenting plurilingual practices in non-formal educational settings: Promoting spaces for educational and social justice
08:30AM - 12:00 Noon
Presented by :
Claudia Vallejo, Autonomous University Of Barcelona
Júlia Llompart, Autonomous University Of Barcelona
Co-authors :
Emilee Moore, Autonomous University Of Barcelona
In this communication, we present examples of our ethnographic research in Catalan out-of-school programs. By documenting plurilingual/pluriliteracy practices involving immigrant background students, their families and local agents, we highlight the potential of those settings that focus on plurilingual children’s abilities and position them as competent towards more socially just education.
Community-Based Plurilingual Practices to Support Students and Parents from Immigrant and Refugee Backgrounds: Fostering Agency and Cultivating Parental Engagement
08:30AM - 12:00 Noon
Presented by :
Burcu Yaman Ntelioglou, Associate Professor, Brandon University, Canada
in this presentation, I share findings from a participatory ethnography project that explores community-based and plurilingual  practices with explicit focus on fostering agency and engagement of plurilingual students and their parents.
Participation, equality and social justice through a plurilingual arts-based approach: Responsive foreign language teacher education
08:30AM - 12:00 Noon
Presented by :
Sílvia Melo-Pfeifer, University Of Hamburg
This contribution highlights how arts-based approaches can support foreign language teacher education, offering opportunities to professional development that challenges a monolingual mind-set. After presenting the theorethical bases legitimizing these approaches, I will discuss empirical examples, reflect about their potentialities and reveal the lessons I have learnt.
08:30AM - 12:00 Noon
Room 1
S127 1/2 | ReNLA: Autonomy in the time of complexity in a changing world
Format : Symposium
Track : Virtual Session
Speakers
Phil Benson, Macquarie University
Jing Huang, Assistant Professor, Hong Kong Baptist University
Eduardo Castro, Learning Advisor, Kanda University Of International Studies
Larissa Dantas Rodrigues Borges, Federal University Of Pará
Borja Manzano Vázquez, Lecturer, University Of Granada
Marcella Menegale, Researcher, Ca' Foscari University Of Venice
Maria Giovanna Tassinari, Free University Of Berlin
Yi Wang, Shandong University Of Technology
Xuemei Zhao, Shandong University Of Arts
Chin-chi Chao, Department Of English, National Chengchi University
Carmen Becker, TU Braunschweig
Michael Carroll, Momoyama Gakuin University
Jo Mynard, Kanda University Of International Studies
Kerstin Dofs, PhD Student, Macquarie University/Ara Institute Of Canterbury
Kevin Yung, Assistant Professor, Education University Of Hong Kong
Leena Kuure, University Of Oulu
Paola Palma, University Of The West Indies
Xinyang Lu, University Of Southampton
Moderators
Diego Mideros, Moderator, The University Of The West Indies
Kerstin Dofs, PhD Student, Macquarie University/Ara Institute Of Canterbury
Xuesong Gao, University Of New South Wales
Aline Oelen - AILA Volunteer, AILA2021 Volunteer
In this symposium, presenters will explore the critical issues related to learner and teacher autonomy in the time of complexity in a changing world. Complexity is an emerging theme in language learning and teaching research, and a reality that all language learners and teachers cope with in their pursuit of autonomous learning and teaching. Against this background, researchers will report on research conducted in multiple contexts using a variety of theoretical perspectives and constructs to deconstruct and understand autonomy in language learning. These include studies that critically examine how language learner identity and agency can be used to generate insights into autonomous language learning. The studies may also investigate how language teachers undertake strategic efforts and achieve autonomy in professional practice. Presenters will use emerging perspectives, such as complexity, ecological, and socio-cultural theories to examine a variety of topics in language learning autonomy research. The symposium will help develop nuanced understandings of emerging topics in learner autonomy research in the contexts of: learning in the classroom and beyond, self-access centres, language advising settings, and technology-enhanced language learning. All presenters will work towards synergizing efforts and intellectual investment towards a better understanding of autonomy in this complex and rapidly changing world.
Space as a factor of complexity in language learner agency and identity
08:30AM - 12:00 Noon
Presented by :
Phil Benson, Macquarie University
This paper explores space as a factor in the complexity of language learner agency and identity. Where language learning happens influences how it happens. Language learning can also open up new spaces for the learner, so that where it happens becomes contingent on the learner’s agency and evolving multilingual identities. 
Identity, agency and autonomy in foreign and second language education: Case studies of in-service teachers in Shenzhen and Hong Kong
08:30AM - 12:00 Noon
Presented by :
Jing Huang, Assistant Professor, Hong Kong Baptist University
The longitudinal multiple case study investigates the teaching lives of six English teachers respectively in Shenzhen and Hong Kong, focusing on how these teachers perceive affordances and constraints in their teaching and how they respond to the perceived affordances and constraints, in the time of complexity in a changing world.
Connecting learner autonomy and teacher autonomy through empathy
08:30AM - 12:00 Noon
Presented by :
Eduardo Castro, Learning Advisor, Kanda University Of International Studies
Larissa Dantas Rodrigues Borges, Federal University Of Pará
In this talk, we report on a classroom-based research that investigated pre-service language teachers' transformation from reflections and actions on empathy and autonomy. We present data generated from teaching diaries and discuss implications for language teacher education. 
Towards teacher and learner autonomy through case pedagogy in initial teacher education: An analysis of the development of professional competences
08:30AM - 12:00 Noon
Presented by :
Borja Manzano Vázquez, Lecturer, University Of Granada
Co-authors :
Manuel Jiménez Raya, University Of Granada
The aim of this paper is to analyse different cases developed by various student teachers during the enactment of PA in their practicum experience in order to determine what dimensions of professional competence towards teacher and learner autonomy identified by Jiménez Raya, Lamb and Vieira (2017) they developed.
Promoting learner and teacher autonomy in student teachers: A chance for own professional development
08:30AM - 12:00 Noon
Presented by :
Marcella Menegale, Researcher, Ca' Foscari University Of Venice
The aim of this presentation is to contribute with a small-case study to the reflection on how to support teacher and student teacher development towards a pedagogy for autonomy.
Complexity in advising for language learning: From theory to practice
08:30AM - 12:00 Noon
Presented by :
Maria Giovanna Tassinari, Free University Of Berlin
Understanding advising from the perspective of the complexity theory means to look at the dynamic interaction between advisors and learners as influenced by both internal, individual factors, and external factors, which may hinder or enhance change in the advisor-advisee relationship, in the learning process, and in the advisors’ professional development.
The complexity of control shift for learner autonomy: Chinese school teachers’ practice and cognition
08:30AM - 12:00 Noon
Presented by :
Yi Wang, Shandong University Of Technology
This presentation reports on a longitudinal case study on Chinese school teachers’ cognition and practice about language learner autonomy. The findings revealed the complexity of this issue in six categories: an autonomous practitioner, an experimenting explorer, a practising doubter, a superficial follower, a lip service payer, and an inactive actor.
An Investigation into EFL Teachers’ Beliefs about Learner Autonomy in Chinese Art Colleges
08:30AM - 12:00 Noon
Presented by :
Xuemei Zhao, Shandong University Of Arts
Co-authors :
Zhifang Xiao, Shandong University Of Arts
This paper investigates EFL teachers’ beliefs about learner autonomy in art colleges, reveals the status quo of their learner autonomy beliefs and puts forward feasible suggestions in order to provide evidence for the reform and development of English teaching in art colleges.
Being an Informal Language Teaching Practitioner: A Narrative Study on Identity Tensions of a Classroom-Teacher-Turned YouTuber
08:30AM - 12:00 Noon
Presented by :
Chin-chi Chao, Department Of English, National Chengchi University
This narrative inquiry accompanied one Chinese teacher as she reflected on her experience quitting her normal teaching job and participating full-time as a member of a language-teaching YouTuber team for a period of three years.
08:30AM - 12:00 Noon
Room 1
S140 | ReN: Latest research on gestures and second language acquisition: Production, perception, and classroom
Format : Symposium
Track : Virtual Session
Speakers
Marianne Gullberg, Lund University
Elena Nicoladis, University Of Alberta
Alessandro Rosborough, Brigham Young University
Renia Lopez-Ozieblo, Hong Kong Polytechnic University
Søren Wind Eskildsen, University Of Southern Denmark
Amanda Brown, Syracuse University
Kimberly Buescher Urbanski, Assistant Professor, University Of Massachusetts - Boston
Spencer Kelly, Colgate University
Gale Stam, Professor Emerita, National Louis University
Moderators
Gale Stam, Professor Emerita, National Louis University
Marianne Gullberg, Lund University
May Wu (AILA2021 Team)
This symposium focuses on the perception and production of L2 and bilingual gestures and use of gestures in a language classroom. Marianne Gullberg discusses gestures in SLA. Søren Eskildsen and Johannes Wagner present how the process of learning specific L2 items moves along a developmental path of embodied appropriation-for-use. Then, Renia Lopez identifies a relationship between production of gestures and discourse functions. Following this, Alessandro Rosborough reports how gestures play a discursive role in empowering and disempowering students' language use.Next, Spencer Kelly Yukari Hirata, Kevin Lian and Kianna Billot-Vasquez show how seeing culturally familiar gestures affects the viewers' perceived linguistic and cultural competence. After this, Kimberly Buescher Urbanski demonstrates how L2 students' gestures show teachers what they understand. Then, Elena Nicoladis and Paula Marentette compare bilingual and monolingual children's gestures, and Masaaki Kamiya and Amanda Brown discuss the limited effects of visual cues on L2 comprehension. A general discussion by Marianne Gullberg and Gale Stam concludes the symposium.
An introduction to the Latest research on gesture and second language acquisition: Production, perception, and classroom
08:30AM - 12:00 Noon
Presented by :
Marianne Gullberg, Lund University
Gestures are gaining ground in SLA/multilingualism research. Setting the stage for this symposium, I provide some background on gestures, highlighting links between gestures, speech, language, and culture. I then briefly introduce a few areas where the form and function of gestures have hitherto been studied in L2/multilingual production and comprehension.
Do bilingual children gesture more because of word-finding difficulties?
08:30AM - 12:00 Noon
Presented by :
Elena Nicoladis, University Of Alberta
We tested whether bilingual children gesture more than monolinguals because of greater word-finding difficulties. We found no differences on gesture frequency during word-finding difficulty. However, there were no differences on the number of word-finding difficulties or gestures. These results raise questions about when bilinguals and monolinguals differ in gesture use.
Multimodality and Contingency Teaching: Developing Second Language Literacy
08:30AM - 12:00 Noon
Presented by :
Alessandro Rosborough, Brigham Young University
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, objects, and dramaturgical engagements were analyzed for their ability to provide extended support for the students.
Gesturing discourse markers in native speakers and learners of Spanish
08:30AM - 12:00 Noon
Presented by :
Renia Lopez-Ozieblo, Hong Kong Polytechnic University
This talk presents results from a study analyzing gestures co-occurring with the discourse marker “entonces” (then) in a corpus of 24 narrations from native and non-native speakers of Spanish. “Entonces” often indicates a temporal sequential nexus. However, it has a number of other pragmatic functions including cognitive, inferential and metadiscursive.
Embodied L2 interactional repertoires and their development
08:30AM - 12:00 Noon
Presented by :
Søren Wind Eskildsen, University Of Southern Denmark
Co-authors :
Johannes Wagner, University Of Southern Denmark
Building on our previous work on gesture-talk ensembles (e.g., Eskildsen & Wagner, 2015), we expand the analyses of some of the same pieces of data to include not only such ensembles, but a range of gestural and materially coupled bodily actions. This reveals highly complex processes of instructing, explaining, repairing and achieveing intersubjectivity in which we find increased environmental richness in the participants' embodied conduct as the repair work unfolds. We will present analyses of our classroom data and discuss how our approach contributes to the field's understanding of the complexities of embodied L2 interaction in the material ecology. 
The Role of Gesture in Ambiguity: Negation and Quantification in L2 English Comprehension
08:30AM - 12:00 Noon
Presented by :
Amanda Brown, Syracuse University
Co-authors :
Masaaki Kamiya, Hamilton College
Gestures can facilitate comprehension and specific gestural forms/timings are associated with negation, including the ambiguities arising from negation+quantification in English. Analyses of L1/L2 English comprehension of ambiguous sentences among 66 L2 learners and 10 NS of English revealed moderately accurate interpretation, no proficiency effects, and no/limited effects of inclusion of gesture in sentence presentation.
Use of students’ gesture-speech interface to better attune mediation for L2 development
08:30AM - 12:00 Noon
Presented by :
Kimberly Buescher Urbanski, Assistant Professor, University Of Massachusetts - Boston
This talk outlines how students’ gesture-speech interface in second language classrooms/studies can provide teachers/researchers with a more comprehensive understanding of what students do and do not understand in the classroom. Gaining a full sense of students’ understanding helps teachers/researchers to more highly attune the mediation that they provide to learners.
Accentuating the positive: Can co-speech hand gestures improve judgments of foreign language accents?
08:30AM - 12:00 Noon
Presented by :
Spencer Kelly, Colgate University
Co-authors :
Zhongwen Lian, Colgate University
Kiana Billot-Vasquez, Colgate University
Yukari Hirata, Colgate University
Listeners make negative evaluations of non-native accents. We show that phonetic perception and social evaluations improve when L2 speakers use co-speech hand gestures (emblems), even if non-native accents themselves stay the same. This suggests that in cross-cultural communication, more attention should be paid to what L2 speakers do with their hands.
08:30AM - 12:00 Noon
Room 1
S142 1/2 | ReN: Methodologies for Researching Writing for Academic Publication by Multilingual Writers
Format : Symposium
Track : Virtual Session
Speakers
Theron Muller, University Of Toyama
Niina Hynninen, University Of Helsinki
Natalia V. Smirnova, Head, Department Of Foreign Languages, HSE University
Hanna-Mari Pienimäki, Doctoral Candidate, University Of Helsinki
Lynn Nygaard, Special Advisor, PRIO
Neslihan Onder-Ozdemir, Mentor, Bursa Uludag University
Yongyan Zheng, Fudan University
James Corcoran, Assistant Professor, York University
Laurie Knox, Senior Lecturer, University Of Tennessee Knoxville
Mary Jane Curry, Associate Professor, University Of Rochester
Laura-Mihaela Muresan, Bucharest University Of Economic Studies
Ju Chuan Huang, National Taiwan Ocean University
Sally Burgess, Lecturer, University Of La Laguna
Theresa Lillis, The Open University
Moderators
Theresa Lillis, The Open University
Mary Jane Curry, Associate Professor, University Of Rochester
Sara Razaghi AILA Volunteer, AILA2021 Volunteer, University Of Groningen
Implementations of the Text History Methodology and Other Methodologies for Researching Publishing and PresentingThis fourth AILA symposium organized by the Research Network on Academic Publishing and Presenting in a Global Context addresses the necessity for continued rigorous research on the fast-moving developments in academic publishing around the world-including multilingual scholars' commitments to publishing in languages other than English, the emergence of English-medium journals published outside of Anglophone contexts, the potential and problems of open-access journals, evaluation metrics and regimes, and policies and pedagogies for publishing. The symposium therefore will focus on the development and deployment of a range of research methodologies used to investigate writing for publication in a global context, including the social practices of publishing, pedagogies for writing for publication, and texts written for publication. The morning session opens with a featured discussion of the 'text history' methodology developed by Lillis and Curry (2010) that enables researchers to trace the evolution of texts written for publication. The morning symposium includes two additional strands, one will focus on methodologies for researching publishing and presenting scholarly work and the afternoon strand will focus on research on studying pedagogies supporting writing for publication and another covering additional methodologies for investigating writing for publication. The symposium ends with a general discussion with audience.Lillis, T., & Curry, M.J. (2010). Academic writing in a global context: The politics and practices of publishing in English. London: Routledge.
S142 1/2 | introduction by organizers
08:30AM - 12:00 Noon
Presented by :
Theresa Lillis, The Open University
A brief introduction by the symposium organizers
Using text history analysis to visually represent the publication trajectories of Japan-based language teachers’ manuscripts
08:30AM - 12:00 Noon
Presented by :
Theron Muller, University Of Toyama
Visual representations of publication trajectories tend to use hypothetical examples. However, representing the actual trajectories of manuscripts helps reveal the complexity of assessing and revising manuscripts. This presentation shares how graphical representations of manuscript text histories were developed and how this can reveal otherwise hidden processes of textual production.
Moments and mechanisms of intervention along a text trajectory: Norm negotiations in English-medium research writing
08:30AM - 12:00 Noon
Presented by :
Niina Hynninen, University Of Helsinki
Drawing on Lillis and Curry's (2010) text history methodology, this presentation explores the moments and mechanisms of intervention in the process of research paper writing and evaluation, as well as the associated norm negotiations. The focus is on trajectories of papers written by multilingual scholars in English.
Academic writing for publication by Russian experienced scholars: exploration of citation practices via a TH ‘paired’ analysis
08:30AM - 12:00 Noon
Presented by :
Natalia V. Smirnova, Head, Department Of Foreign Languages, HSE University
Question of how research articles in different languages are related to each other in the process of knowledge production has received little research attention. I address this question and empirically focus on citation practices of experienced scholars. I use ‘paired analysis’ as a particular analytical focus on two RA in two different languages and their contexts of production. I discuss what consequences are for knowledge production in the local/global context.
Author’s editors producing language quality in English-medium journal articles: a text history analysis
08:30AM - 12:00 Noon
Presented by :
Hanna-Mari Pienimäki, Doctoral Candidate, University Of Helsinki
Author’s editing services are widely used in English-medium journal publishing. Sometimes authors receive negative language-quality-related referee comments for already author’s edited papers. I employ the text history methodology to investigate how the academic and language brokers arrive at unaligned assessments over the quality of the language in a manuscript.
What’s in a number? Using quantitative methods to critically explore situated writing practices and prestige
08:30AM - 12:00 Noon
Presented by :
Lynn Nygaard, Special Advisor, PRIO
While critical ethnographic methods can reveal how writers perceive academic writing and publishing, quantitative methods make it possible to identify patterns – including those not necessarily perceived at the individual level. To illustrate this, I draw from a published quantitative study that examines differences between men’s and women’s research productivity.
Discursive and non-discursive challenges encountered while publishing in English in a non-Anglophone ‘peripheral’ context
08:30AM - 12:00 Noon
Presented by :
Neslihan Onder-Ozdemir, Mentor, Bursa Uludag University
Following Lillis and Curry (2010), this multiple case study aims to shed light into telling publication practices in English. Target participants were Turkish medical specialists, post-graduate medical students and undergraduate medical students (n=6). Text-oriented ethnography methodology provided me with rich ethnographic and text data to investigate the production of texts.
Using an Autoethnographic Account to Investigate a Chinese Researcher’s Ten-year Translingual Practices for Academic Publication
08:30AM - 12:00 Noon
Presented by :
Yongyan Zheng, Fudan University
This presentation demonstrates the potential of using autoethnographic accounts of individual scholars’ life-long process of language shift. We intend to show how this method enables researchers to identify the critical incidents in an individual’s experience and to reveal the interpretive complexity involved in the translingual practices for research publication.
08:30AM - 12:00 Noon
Room 1
S170 1/2 | The dynamics and challenges of teacher education for immersion and CLIL contexts: Preparing teachers to integrate language and content
Format : Symposium
Track : Virtual Session
Speakers
Russell Cross, University Of Melbourne
Michael Kai-Yip Tsang, Yuen Long Merchants Association Secondary School
Pechang HE, The University Of Hong Kong
Jiajia Liu, PhD Candidate, The University Of Hong Kong
Petra Kletzenbauer, University Of Applied Sciences FH JOANNEUM
Ruth Fielding, Monash University
Simone Smala, Senior Lecturer, University Of Queensland
Tom Morton, Autonomous University Of Madrid
Susanne Guckelsberger, University Of Duisburg-Essen
Kao Chia-Ling GUPTA, PhD Candidate, University Of Hong Kong
Diane Tedick, University Of Minnesota
Felicitas Fein, University Of Koblenz-Landau
Corinne Mathieu, Assistant Professor, University Of Wisconsin - Green Bay
Nerea Villabona, University Of The Basque Country
Paula Kristmanson, Director, University Of New Brunswick- Second Language Research Institute Of Canada
Siv Björklund, Åbo Akademi University
Susan Ballinger, McGill University
T.J. Ó Ceallaigh, Presenter, Mary Immaculate College
Ana Llinares, Autonomous University Of Madrid
Moderators
Diane Tedick, University Of Minnesota
Ruth Fielding, Monash University
Andre Korporaal (AILA2021 Volunteer), AILA2021 Volunteer
Immersion and CLIL contexts have grown globally over the past several decades (e.g., Tedick, 2015; Mehisto & Genesee, 2015; Pérez-Cañado, 2016), and there are increasing calls for quality teacher education for CLIL and immersion teachers in a range of different contexts. Teacher education is a complex process, and additional factors add complexity to the education needs of immersion and CLIL teachers. Teaching in immersion or CLIL requires a special knowledge base and skill set that emphasize pedagogies for content and language integration (e.g., Llinares, Morton, & Whittaker, 2012; Lyster, 2007; Tedick & Zilmer, 2018). In this symposium we will explore international perspectives on the dynamics and challenges of teacher education for immersion and CLIL settings at all educational levels. The symposium will begin with featured speaker, Susan Ballinger (McGill University), who will focus on the importance of developing teachers' CLIL awareness (Lindahl, Baecher, & Tomas, 2015) while reporting on three recent projects in diverse content-based contexts. Symposium organizers Diane Tedick and Ruth Fielding invite proposals that are closely linked to the symposium theme at either pre-service or in-service levels to enable discussion of the needs and experiences of novice and more experienced CLIL and immersion teachers.
Travelling pedagogies: Resituating the knowledge base for CLIL professional learning across contexts
08:30AM - 12:00 Noon
Presented by :
Russell Cross, University Of Melbourne
This paper examines how UK models of CLIL have “travelled” to inform a knowledge base for professional learning in Australian contexts. However, it then explores how the same courseware, initially developed to support Australian-based professional learning, is being further recast for teachers working with content and language integration in China.
Translanguaging and trans-semiotizing in thematic-pattern-based “Concept + Language Mapping” CLIL classrooms---A teacher-researcher collaborative approach
08:30AM - 12:00 Noon
Presented by :
Pechang HE, The University Of Hong Kong
Michael Kai-Yip Tsang, Yuen Long Merchants Association Secondary School
Sandy Wai Yin TSE, CMA Choi Cheung Kok Secondary School
This study explores translanguaging and trans-semiotizing (Lin, 2018) as meaning-making strategies in co-developing content knowledge and academic literacy in thematic-pattern-based "Concept + Language Mapping" (CLM) CLIL classrooms (Co-author & Author, 2019). It also discusses the "collaborative, dynamic, dialogic process" model in CLIL teacher education.
Developing CLIL teachers’ pedagogical content knowledge with multilingual and multimodal approaches: A design based research study
08:30AM - 12:00 Noon
Presented by :
Jiajia Liu, PhD Candidate, The University Of Hong Kong
Co-authors :
Yuen Yi Lo, University Of Hong Kong
Angel Lin, Simon Fraser University
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 practices of translanguaging pedagogy and some challenges during this process.
BALANCING CONTENT AND LANGUAGE IN CLIL: The Integration of Cognitive Load Theory into Teacher Training
08:30AM - 12:00 Noon
Presented by :
Petra Kletzenbauer, University Of Applied Sciences FH JOANNEUM
Co-authors :
Ulla Fürstenberg, Senior Lecturer, University Of Graz
Margit Reitbauer, Presenter, University Of Graz
Successful CLIL at tertiary level is particularly challenging as the complexity of the subject and the simultaneous use of a foreign language increase the cognitive load in teachers and students alike. Our paper introduces a framework for teacher training uniting cognition, language and content to bring integration to the fore.
Developing content and language integrated learning programs: the perceived impact of the CLIL teacher’s professional identity development
08:30AM - 12:00 Noon
Presented by :
Ruth Fielding, Monash University
Lesley Harbon, Professor And Head Of School, University Of Technology Sydney
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.
In-service teachers in CLIL, Bilingual and Immersion Programs in Australia – strategy instruction practices and professional development
08:30AM - 12:00 Noon
Presented by :
Simone Smala, Senior Lecturer, University Of Queensland
This paper focusses on in-service teachers in CLIL, bilingual and immersion programs in Australia, and their practices in language learning strategy (LLS) instruction. The paper analyses the catalogue of reported strategy instruction practices for language and content learning, and the teachers’ reported needs for further professional development.
Using video-based observation, reflection and dialogue to enhance CLIL teachers’ interactional practices for content and language integration
08:30AM - 12:00 Noon
Presented by :
Tom Morton, Autonomous University Of Madrid
Ana Llinares, Autonomous University Of Madrid
This paper presents a study in which primary, secondary and tertiary CLIL teachers, teacher educators and researchers used video observation and joint reflection to explore and develop classroom interactional practices for integrating content and language. Implications for the content and processes of teacher education for CLIL are discussed.
Integrating content and language in higher education: An interdisciplinary approach to prepare future maths teachers for diverse classrooms
08:30AM - 12:00 Noon
Presented by :
Susanne Guckelsberger, University Of Duisburg-Essen
Most prospective teachers recognise language education as a necessary part of their subject teaching; however, they need advice on how to integrate content and language in practice. We propose an interdisciplinary and research-based approach to pre-service teacher education, relating the disciplines of mathematics education and German as a second language.
Exploring the challenges faced by language teachers adopting CLIL in an EFL context
08:30AM - 12:00 Noon
Presented by :
Kao Chia-Ling GUPTA, PhD Candidate, University Of Hong Kong
This study aims to unveil, explore and discuss the challenges of adopting CLIL specifically in an EFL context where English is not pervasively used. Working with two English teachers in Taiwan, I collected and analysed the data obtained from semi-structured interviews and classroom observations. The findings reveal the challenges encountered before and during the implementation. Adopting the CLIL approach in an EFL context is not impossible, but at the same time significantly constrained by such factors as time, government policies, school policies, students' English proficiency levels, and so forth.
12:00 Noon - 01:30PM
Lunch
12:15PM - 01:00PM
Body-Mind-Recharge in Gather.Town | Activity Center
During all lunch times in between symposia, we can revitalize with Iryna, an international and multilingual yoga teacher with over 10 years of experience. She will guide the 45 minutes yoga & stretching break to help you recharge and rebuild your mental and physical resources. Every session, she will start with breathing practice for a better focus, continue with yoga postures for shoulders, chest and lower back and finish with grounding meditation. This session is suitable and accessible for all levels and all you need is comfortable clothes for stretching, a mat, a towel or a chair to sit on.Go to Gathertown!
01:30PM - 02:30PM
Room 1
Keynote Hans-Jörg Schmid
Format : Plenary
Track : Virtual Session
Speakers
Rasmus Steinkrauss, AILA 2021 Committee - Treasurer, University Of Groningen
Hans-Jörg Schmid, Full Professor And Chair Of Modern English Linguistics, LMU Munich
Moderators
Rasmus Steinkrauss, AILA 2021 Committee - Treasurer, University Of Groningen
May Wu (AILA2021 Team)
Hans-Jörg Schmid(Ludwig Maximilians University Munich, Germany)Hans-Jörg's works covers a wide range of linguistic topics, ranging from semantics to pragmatics and from cognitive linguistics to language change, all from a usage-based view. He has a broad perspective on language and brings together contributions from various linguistic domains. We invited Hans-Jörg to present his Entrenchment-and-Conventionalization Model, a dynamic complex-adaptive model of linguistic structure, variation and change. 
Introduction by Rasmus Steinkrauss
01:30PM - 02:30PM
Presented by :
Rasmus Steinkrauss, AILA 2021 Committee - Treasurer, University Of Groningen
Communication, cognition and convention: How does language emerge from the interaction of usage, minds and communities and what this mean for applied linguistics?
01:30PM - 02:30PM
Presented by :
Hans-Jörg Schmid, Full Professor And Chair Of Modern English Linguistics, LMU Munich
02:30PM - 06:00PM
Room 1
S073 2/2 | L2 Pronunciation Teaching and Training: Different Approaches
Format : Symposium
Track : Virtual Session
Speakers
Ellen Simon, Ghent University
Pauline Degrave, Assistant Professor, UCLouvain
Bastien De Clercq, Vrije Universiteit Brussel
Natallia Liakina, McGill University
Denis Liakin, Concordia University
Nathalie Dherbey Chapuis, Assistant Professor French As A Foreign Language, Fribourg University, Institute Of Multilingualism
Timothy Kochem, Graduate Research/Teaching Assistant, Iowa State University
Ilvi Blessenaar, Speech And Language Therapist, Lecturer, Junior Researcher, University Of Applied Sciences Utrecht
Akiyo Joto, Professor Emeritus, Prefectural University Of Hiroshima
Yuri Nishio, Professor, Meijo University
Julia Forsberg, Stockholm University
Kathrin Wild, Europa University Flensburg
Dolors Font-Rotchés, University Of Barcelona
Agnès Rius-Escudé, Lecturer Serra Hunter, University Of Barcelona
Francina Torras Compte, University Of Barcelona
Alice Yin Wa Chan, City University Of Hong Kong
Moderators
Jeniffer Albuquerque, Federal University Of Technology - Paraná
Ubiratã Alves, UFRGS
In the last two decades, there has been an increase in the number of studies focusing on L2 pronunciation instruction and perceptual/production training. This is a consequence of the fact that new classroom methodologies have been proposed and new goals for L2 pronunciation have been set, causing this subfield of Applied Linguistics to become more heterogeneous and complex. In this sense, studies on L2 pronunciation and training have contributed to different fields of Linguistics, such as Phonetics and Phonology, Psycholinguistics and Language Acquisition, L2 Teaching, amongst many others. The aim of this symposium is to congregate these different approaches and emphases of L2 Pronunciation Research in the classroom or in the laboratory. We therefore welcome papers that address L2 pronunciation teaching or training in their diversity of approaches, goals, methods and background theories. By allowing for this diversity of approaches and methods, we expect this symposium to represent an opportunity to gather researchers who are willing to share their experiences in their different research realities and classroom scenarios. We hope, therefore, that this symposium reflects the richness and importance of this subfield of Applied Linguistics.SCHEDULE14:30 – 14:40 – Brief welcome from symposium organizers14:40 – 15:10 – Featured Speaker: Ellen Simon et al.15:10 – 15:20 – Questions15:20 – 15:50 – Standard Presentations 7 (Denis Liakin and Natallia Liakina) and 8 (Nathalie Chapuis)15:50 – 16:00 – Questions16:00 – 16:30 – Break16:30 – 17:20 – Standard Presentations 9 (Tim Kochem et al.), 10 (Ilvi Blessenaar and Lizet van Ewijk), and 11 (Yuri Nishio and Akiyo Joto) 17:20 – 17:35 – Questions17:35 – 17:50 – Poster Pitches 4 (Julia Forsberg et al.), 5 (Kathrin Wild), 6 (Dolors Font-Rotchés et al.) and 6 (Alice Chan)17:50 – 18:00 - Questions
The impact of multimodal phonetic training on L2 perception: a study on French learners of Dutch in Belgium
02:30PM - 06:00PM
Presented by :
Ellen Simon, Ghent University
Bastien De Clercq, Vrije Universiteit Brussel
Pauline Degrave, Assistant Professor, UCLouvain
Co-authors :
Quentin Decourcelle
This study explores the impact of multimodal high variability phonetic training on five L2 Dutch vowel and consonant contrasts for L1 French learners of Dutch in Belgium. Training effects are calculated by comparing pre-, post- and delayed post-test scores on lexical decision tasks for an experimental and a control group.
Speech technologies and pronunciation training : what potential for efficient corrective feedback?
02:30PM - 06:00PM
Presented by :
Denis Liakin, Concordia University
Natallia Liakina, McGill University
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 to acquiring L2 pronunciation, to developing oral proficiency in general, and to providing instantaneous individualized feedback. In this presentation, we will examine different types of corrective feedback (CF) that ASR-based applications can provide and we will report the results of our action research on the use of different ASR-based tools in two pronunciation courses.
Improving L2 pronunciation learning at school by two different teaching approaches
02:30PM - 06:00PM
Presented by :
Nathalie Dherbey Chapuis, Assistant Professor French As A Foreign Language, Fribourg University, Institute Of Multilingualism
Foreign language pronunciation learning can be improved at school. German speaking pupils improved their pronunciation of a French vowel phonemic contrast after focused instruction. Pronunciation teaching with a communicative phonologically targeted pedagogy is as efficient as an articulatory pedagogy. However, differences between the two teaching methods can be observed when the results are analysed by phoneme. Implications are discussed for teacher formation and learning processes.
An extra layer of support: Developing an English speaking consultation training program
02:30PM - 06:00PM
Presented by :
Timothy Kochem, Graduate Research/Teaching Assistant, Iowa State University
Nonnative speakers of English may not be fully equipped to communicate effectively through the oral mode. With this in mind, and through English proficiency testing and a needs analysis on oral communication, Iowa State University has developed a training program to prepare graduate students to become English Speaking Consultants.
The use of the ICF-model in the assessment and instruction of second language learners.
02:30PM - 06:00PM
Presented by :
Ilvi Blessenaar, Speech And Language Therapist, Lecturer, Junior Researcher, University Of Applied Sciences Utrecht
Co-authors :
Lizet Van Ewijk, Senior Researcher And Lecturer, HU University Of Applied Sciences Utrecht
The ‘International Classification of Functioning, Disability and Health’ is a framework, often used in healthcare, that focuses on functioning and participation, taking into account personal and environmental factors. It assists in: identifying influencing factors, providing input to enable appropriate goalsetting and helping to view the individual L2-learner as a whole.
The Improvement of Fossilized English Phonemes by Studying an ICT self-learning system with the Learner’s Self-videos Pronouncing English
02:30PM - 06:00PM
Presented by :
Yuri Nishio, Professor, Meijo University
Akiyo Joto, Professor Emeritus, Prefectural University Of Hiroshima
The aim of this paper is to examine whether an ICT self-learning system with learner’s self-videos pronouncing English could improve English fossilized phonemes of English alphabet for advanced and primary leveled Japanese university students. The ICT system was proven to help both students improve their fossilized pronunciation.
A broader view of pronunciation
02:30PM - 06:00PM
Presented by :
Julia Forsberg, Stockholm University
Co-authors :
Tomas Riad
Maria Lim Falk
Diagnostic tests show deficiencies in the basic decoding and coding abilities of new arrivals, even after years of learning Swedish. The traditional view on pronunciation training needs to be expanded towards development of the code level abilities in reading, writing, listening and speaking.
What teachers can learn from good pronunciation learners
02:30PM - 06:00PM
Presented by :
Kathrin Wild, Europa University Flensburg
We still know little about what makes pronunciation learning succeed after the critical phase. For empirical substantiation, the results of six interviews on pronunciation learning strategies with successful post-critical period pronunciation learners will be discussed.
ICTs and Kahoot: Learning L2 pronunciation in a fun way
02:30PM - 06:00PM
Presented by :
Agnès Rius-Escudé, Lecturer Serra Hunter, University Of Barcelona
Dolors Font-Rotchés, University Of Barcelona
Francina Torras Compte, University Of Barcelona
We bring the results of a study on the improvement of Catalan L2 pronunciation by the majority of 60 students on the Teacher Degree Course at the Universitat de Barcelona, based on the use of attractive resources, including ICTs and Kahoot, and following the verbotonal method.
Teaching of English Pronunciation to Advanced ESL Learners: Perceptual Training or Production Training?
02:30PM - 06:00PM
Presented by :
Alice Yin Wa Chan, City University Of Hong Kong
This paper gives some suggestions for L2 pronunciation teaching which can help ESL learners overcome their problems with the perception and production of L2 English speech sounds. It argues that both speech perception and speech production should be given comparable pedagogical attention in an advanced ESL classroom.
02:30PM - 06:00PM
Room 1
S126 2/2 | Reconceptualizing the role of subject area teachers in second language literacy development
Format : Symposium
Track : Virtual Session
Speakers
Deborah Short, Past President, TESOL International Assoc.
Josefin Nilsson, PhD-student, Stockholm University
Margaret Gleeson, Victoria University Of Wellington
Lise Iversen Kulbrandstad, Head Of PhD In Teaching And Teacher Education, Inland Norway University Of Applied Sciences
Moderators
Lise Iversen Kulbrandstad, Head Of PhD In Teaching And Teacher Education, Inland Norway University Of Applied Sciences
Maaike Hajer, University Of Applied Sciences Utrecht And Malmö University
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Worldwide, educators seek best practices to improve second language learners' academic literacy and school achievement. Interdisciplinary research has identified functional aspects, both written and oral, of different subject area literacies (Unsworth, 2000, Schleppegrell 2004, Christie & Derewianka 2010,) and shows the need for a subject-specific focus in pedagogical literacy approaches (Van Dijk 2018). The value of integrating language and content learning has gained hold in schools globally; and consequently, the education of language teachers incorporates content-based language approaches that introduce learners to subject-specific genres and vocabulary and draw on their multilingual resources to construct meaning (Cummins & Early 2010, Gibbons 2014, Echevarria, Vogt & Short 2017,). The preparation of subject teachers, however, has lagged behind. This symposium addresses the issue of subject teacher development by bringing together researchers across disciplines to explore literacy-oriented strategies. We invite empirical studies that focus on subject-specific teachers' roles in developing second language literacy within primary, secondary, and vocational classrooms and on preservice and inservice programs for these teachers. There will be three subthemes: - identification of functional aspects of subject-area literacy and demands on multilingual learners - characteristics of literacy-oriented approaches in specific subjects - teacher development for language and content teachers.
Preparing subject teachers for language-oriented content teaching: How can we do it well?
02:30PM - 06:00PM
Presented by :
Deborah Short, Past President, TESOL International Assoc.
Integrating language with content instruction (e.g., sheltered instruction, CLIL, ESP) is growing worldwide, but many subject teachers lack preparation to develop students’ second-language literacy skills while teaching academic topics. This talk describes challenges and research-based, professional learning approaches to help subject teachers redefine their role and provide language-oriented content teaching.
Didactical agency in linguistically diverse classrooms. A longitudinal study.
02:30PM - 06:00PM
Presented by :
Josefin Nilsson, PhD-student, Stockholm University
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 didactical change, finding didactical agency (individual and collective) to be vital
Pseudo-compliance or Convergence? Content teachers work together to learn about language.
02:30PM - 06:00PM
Presented by :
Margaret Gleeson, Victoria University Of Wellington
This paper reports findings from a PLD project where facilitators supported content teachers to explore the language of their discipline, and incorporate pedagogies supporting ELLs. Davison’s (2006) conceptual framework revealed partnerships ranging from creative co-construction to pseudo-compliance. Teachers’ PLD relationships were complicated by engaging with a discipline outside their subject.
‘Today we spend more time on reading the texts together’. The fifth grade team reflects on subject literacy teaching
02:30PM - 06:00PM
Presented by :
Lise Iversen Kulbrandstad, Head Of PhD In Teaching And Teacher Education, Inland Norway University Of Applied Sciences
Encounter with texts in fifth grade is a project, which explores the transition from Norwegian primary school to middle school. Here we focus on the teachers’ reflections on how to work for improving the minority students’ learning outcome in different subjects, using Fives and Buhl’s (2012) model on teacher beliefs.
02:30PM - 06:00PM
Room 1
S016 | Challenging the state of the art in L2 complexity research
Format : Symposium
Track : Virtual Session
Speakers
Scott Jarvis, University Of Utah
Elma Kerz, RWTH Aachen University
Jan Hulstijn, University Of Amsterdam
Roeland Van Hout, Radboud University
Kristopher Kyle, Assistant Professor, Linguistics Department, University Of Oregon
Masaki Eguchi, University Of Oregon
Karin Rasmusson, Lund University
Gabriele Pallotti, University Of Modena And Reggio Emilia
Bram Bulté, Vrije Universiteit Brussel
Magali Paquot, FNRS | UCLouvain
Moderators
Magali Paquot, FNRS | UCLouvain
Rosmawati AILA VOLUNTEER, Postdoctoral Researcher, The University Of Sydney
Current L2 complexity research, although very prolific, has been limited in scope in terms of conceptualisations, linguistic phenomena investigated, construct operationalisations and methods for gauging complexity (Biber et al., 2011; Bulté & Housen, 2012; Ortega, 2012). This is unfortunate since complexity is regarded as one of the major research variables in applied linguistic research: measures of linguistic complexity are widely used to describe L2 performance, assess L2 proficiency, and trace L2 development (Housen et al., 2012; Norris and Ortega, 2009; Wolfe-Quintero et al., 1998).This symposium therefore aims to feature contributions that challenge the status quo in current L2 complexity research by focussing on hitherto underexplored complexity phenomena (e.g. morphological complexity, phonological complexity, lexicogrammatical complexity), exploring different conceptualisations of complexity and the links between them (e.g. absolute vs. relative complexity, traditional vs. usage-based approaches to complexity) , and/or by developing novel ways of capturing complexity phenomena and operationalising complexity constructs and their associated dimensions (e.g. multidimensional approaches to diversity, sophistication and compositionality for lexical and syntactic complexity). In the review process, we would also like to prioritize contributions that address one or more of the challenges mentioned above on the basis of L2 data other than English.Click here for detailed program
From complicated to complex: What a measure of complexity ultimately needs to capture
02:30PM - 06:00PM
Presented by :
Scott Jarvis, University Of Utah
This paper discusses the distinction between complicated and complex as they relate to language use, and argues that a full measure of complexity needs to account not just for the number of linguistic units and levels of embeddedness in language, but also for the quality of interactions between them.
Using information-theoretic measures and complexity contours to understand second language writing development
02:30PM - 06:00PM
Presented by :
Elma Kerz, RWTH Aachen University
In a pseudo-longitudinal study that aims to understand the development of complexity in L2 writing, we demonstrate the utility of an approach to studying complexity using information-theoretic measures based on Kolmogorov complexity and complexity contours that track the progression of complexity within a text.
Complexity research from the perspective of Language as a Complex Adaptive system
02:30PM - 06:00PM
Presented by :
Jan Hulstijn, University Of Amsterdam
This presentation explores L1/L2 complexity research from the Darwinian perspective of Language as a Complex Adaptive System, in an attempt to tease apart inherent variance in language production (at a given point in time) and variance resulting from attaining higher levels of language proficiency (at different points in time).
Defining adult Ln complexity in learning Dutch, using big data: the usefulness of L1-Ln complementary language similarity measures
02:30PM - 06:00PM
Presented by :
Roeland Van Hout, Radboud University
Using big data from examination results, we studied the impact of L1 to additional language (Ln) Dutch similarity measures on examination scores. Our conclusion is (1) that less L1-Ln language similarities return a higher complex Ln learning task, and (2) that similarity measures for different language components complement each other.
Lexicogrammatical constructions and complexity research: Contingency, frequency, and salience at different levels of granularity
02:30PM - 06:00PM
Presented by :
Kristopher Kyle, Assistant Professor, Linguistics Department, University Of Oregon
This presentation comprises a critical overview of complexity research as it relates to lexicogrammatical development and an empirical study that demonstrates that a range of indices related to lexicogrammatical complexity can explain a substantial amount of variance in L2 proficiency scores. Implications for language assessment and future research are highlighted.
Predicting lexical proficiency using lexical and phraseological sophistication measures.
02:30PM - 06:00PM
Presented by :
Masaki Eguchi, University Of Oregon
This study investigated how lexical and phraseological sophistication together contribute to the quality of vocabulary use by L2 English writers in Asian regions. The result indicated that phraseological sophistication predicted the rating after controlling for lexical sophistication, confirming the importance of the construct of phraseological complexity in L2 writing assessment.
Phrasal complexity in Swedish as a second language
02:30PM - 06:00PM
Presented by :
Karin Rasmusson, Lund University
This study investigates the development of complexity in nominal phrases in adult learners of Swedish. A somewhat similar development as that of Bulté's learners of English is shown in our data by Swedish learners. A measure of the morphology of the phrase is tested and compared to Bulté's word measure.
Lexical and morphological complexity in written productions: a comparative study on Spanish- and German-speaking learners of Italian
08:30AM - 12:00 Noon
Presented by :
Gabriele Pallotti, University Of Modena And Reggio Emilia
The study analyzes lexical and morphological complexity in texts written by first and third year university German and Spanish learners of Italian. Results show an interplay of developmental level, L1-L2 typological distance and lexical and morphological complexity. Theoretical and methodological implications for the cross-linguistic measurement of interlanguage complexity are discussed.
02:30PM - 06:00PM
Room 1
S020 2/2 | CLIL for all? Catering to diversity in bilingual education
Format : Symposium
Track : Virtual Session
Speakers
Xabier San Isidro, Coordinator Of Symposium S020, Nazarbayev University
Jianqiu Tian, Associate Professor, Peking University
Seonmin Park, KAIST
Eun Gyong Kim, Professor, Korea Advanced Institute Of Science And Technology
Aleksandra Bartosiewicz, PhD Student, University Of Cordoba
Petra Glithero, Korea Advanced Institute Of Science And Technology
Benan Rifaioğlu Alahdab, Teacher
Yasemin Bayyurt, Bogazici Universitesi
Ana Otto, Madrid Open University
Antonio Vicente Casas Pedrosa, Presenter, Jaen University
Grace McClintic, University Of Jaen
Nina Karen Lancaster, University Of Jaén
Sebnem Yalcin, Bogaziçi University
Diego Rascón Moreno, University Of Jaén
Moderators
María Luisa Pérez-Cañado, University Of Jaén
Xabier San Isidro, Coordinator Of Symposium S020, Nazarbayev University
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
This symposium addresses one of the chief concerns which has repeatedly underpinned CLIL discussions: the lack of egalitarianism, which, according to the recent specialized literature, is inherent in the application of this approach, with its corollary inadequacy for attention to diversity. Now that CLIL is steadily embedding itself in mainstream education, it becomes incumbent on stakeholders to ensure CLIL contributes to the integration of all students, regardless of their socioeconomic status, educational background, or achievement level, thereby making it accessible to all. This has surfaced as major challenge which could seriously curtail-or even fatally undermine- everything that has been achieved in the previous decades of CLIL implementation. The presentations, posters, and discussion within this symposium will attempt to shed light on the issue of how (and if) CLIL works across different levels of attainment, what types of curricular practices can most effectively be implemented to cater to diversity, and which teacher education issues need to be most urgently addressed. It will pool the insights of practitioners, policy-makers, and researchers and foster international dialogue in order to promote a multi-tiered system of support to cater to diversity in CLIL and promote the success of more vulnerable and underserved learners.Watch the symposium introduction here.
Student and Teacher Perspectives in Spain on Attention to Diversity in Bilingual Education
02:30PM - 06:00PM
Presented by :
Diego Rascón Moreno, University Of Jaén
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 all: Attention to Diversity in Bilingual Education (ADiBE)".
Parents’ perspectives in Spain on Attention to Diversity in Bilingual Education
02:30PM - 06:00PM
Presented by :
Antonio Vicente Casas Pedrosa, Presenter, Jaen University
This paper will expound on a qualitative analysis with parents 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 all: Attention to Diversity in Bilingual Education (ADiBE)”.
Integrated pedagogies to embrace diversity in a multicultural Spanish school
02:30PM - 06:00PM
Presented by :
Ana Otto, Madrid Open University
The present study offers a critical look at teachers’ practices and the main challenges they face in the attempt to offer equal opportunities for all students in a multicultural primary school in Spain.
Quality teaching practices in CLIL
02:30PM - 06:00PM
Presented by :
Grace McClintic, University Of Jaen
A look at some quality practices for teachers that can help CLIL to thrive and succeed
Stakeholder Perspectives on catering to diversity in Content and Language Integrated Programs in a Moroccan context
02:30PM - 06:00PM
Presented by :
Nina Karen Lancaster, University Of Jaén
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
Exploring changing teacher competences in CLIL classrooms: A case study from Turkey
02:30PM - 06:00PM
Presented by :
Sebnem Yalcin, Bogaziçi University
Yasemin Bayyurt, Bogazici Universitesi
Benan Rifaioğlu Alahdab, Teacher
. The present study reports a CLIL implementation at primary level in EFL setting. For the purposes of this study, we explored the teachers’ perceptions of their own L2 competence in language classes in young learners’ CLIL classrooms to better understand Pérez Cañado’s (2018) suggested teacher competences (i.e. linguistic, pedagogical, organizational, interpersonal and collaborative competence) We investigated whether teaching content has changed teachers’ perceptions about their own L2 competence and L2 teaching competence in a four-year CLIL experience.
The CLIL Model of Teaching in the College English Curriculum in Mainland China: Policies, Perceptions, Practices
02:30PM - 06:00PM
Presented by :
Jianqiu Tian, Associate Professor, Peking University
Adopting a CLIL perspective, this study investigates the policies, perceptions and practices concerning the courses that claim to integrate content learning and language learning in the Chinese College English context by using both a quantitative research method and a qualitative research method.
English language competence as the bridge to access and equal opportunities in HE: an EMI case in Kazakhstan
02:30PM - 06:00PM
Presented by :
Xabier San Isidro, Coordinator Of Symposium S020, Nazarbayev University
This research study gives insight into the background factors that develop English language competence in post-soviet Kazakhstan. This research also explores the potential relationship between Russian or Kazakh first language, socio-economic status and access to educational resources in general and foreign language learning in particular.
Developing a CLIL course for mechanical engineering students at an Asian university
02:30PM - 06:00PM
Presented by :
Seonmin Park, KAIST
Co-authors :
Eun Gyong Kim, Professor, Korea Advanced Institute Of Science And Technology
This presentation reports how an integrating content and language (ICL) course was created for undergraduate Asian students in mechanical engineering and how it helped them to be better prepared for content courses. Those who wish to design an effective ICL course in Asian university settings may find this session useful.
ICL (integrating content and language) biology courses for Asian undergraduate students
02:30PM - 06:00PM
Presented by :
Eun Gyong Kim, Professor, Korea Advanced Institute Of Science And Technology
Petra Glithero, Korea Advanced Institute Of Science And Technology
This session discusses the development of biology CLIL courses for Asian students. It examines such issues as collaboration between the language and content professors and school administrators’ intervention, in addition to course design and management. Those interested in developing CLIL courses for Asian university students can find the session helpful.
Readability and motivation in the CLIL classroom: A Spanish perspective
02:30PM - 06:00PM
Presented by :
Aleksandra Bartosiewicz, PhD Student, University Of Cordoba
The presentation will discuss students´ motivational orientations and current methodological challenges in CLIL classrooms in Spain. It will report on the results from a classroom-based study investigating the relationship between the lexical difficulty of instructional materials, learners´ reading comprehension skills and their motivation to learn a subject in a foreign language.
02:30PM - 06:00PM
Room 1
S030 | Cross-linguistic influence in L3 phonological development
Format : Symposium
Track : Virtual Session
Speakers
Jennifer Cabrelli, University Of Illinois-Chicago
Irina Stan, University Of Milan
Magdalena Wrembel, Adam Mickiewicz University, Poznań
Miriam Geiss, University Of Konstanz
Svenja Schmid, University Of Konstanz
Halina Lewandowska, Adam Mickiewicz University
Romana Kopeckova, University Of Münster
Christina Nelson, University Of Münster
Moderators
Romana Kopeckova, University Of Münster
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
Extant studies into the acquisition of third language (L3) phonology report complex patterns of interaction between native and non-native languages. These studies have often focused either on a single point in time or been cross-sectional in design, which may preclude our full understanding of the nature of L3 phonological development. The aim of this symposium is thus to address this methodological gap and invite scholars working in the field to explore two core questions: 1. What is the (changing) role of the background languages in the course of L3 phonological development? 2. How is the phonology of the background languages affected with the increasing L3 use and experience? By examining the multidirectional dynamic nature of cross-linguistic influence in the multilingual's perception and production over time, we hope to advance research on this prevalent yet under-researched aspect of L3 acquisition. The evidence from process-oriented L3 phonology studies with diverse language pairings will be discussed also from a pedagogical perspective.The schedule is as follows:14.30 - 14.35: Introductory welcome by symposium organizers14.35 - 15.15: Featured presentation by Jennifer Cabrelli (30 mins + 10 mins discussion)15.15 - 15.30: Magdalena Wrembel, Ulrike Gut & Anna Balas15.30 - 15.45: Irina Stan15.45 - 16.00: Anna Balas & Magdalena Wrembel16.00 - 16.30: coffee break16.30 - 16.45: Miriam Geiss & Svenja Schmid16.45 -17.00: Halina Lewandowska & Magdalena Wrembel17.00 - 17.15: Romana Kopeckova, Ulrike Gut, Christina Nelson & Wander Lowie17.15 - 17.30: Christina Nelson17.30 - 17.45: Halina Lewandowska 17.45 - 18.00 General discussion"
Epistemological and methodological considerations in the examination of regressive L3 phonological effects on an L1 versus L2
02:30PM - 06:00PM
Presented by :
Jennifer Cabrelli, University Of Illinois-Chicago
In this talk on regressive effects of L3 phonology, I lay out the specific research questions and hypotheses that drive this line of inquiry, review what we (don’t) currently know about L3 regressive effects, and present some critical methodological considerations to keep in mind as we move forward.
CLI trends in the perception and production of L2/L3 rhotics in adolescents; L1 group comparison
02:30PM - 06:00PM
Presented by :
Magdalena Wrembel, Adam Mickiewicz University, Poznań
Co-authors :
Ulrike Gut, University Of Münster
Anna Balas, Adam Mickiewicz University
The study investigated longitudinal patterns of cross-linguistic influence (CLI) in production and perception of rhotic sounds in young multilinguals. It involved two groups of participants with L1 Polish or German; L2 English and L3 German or Polish, tested three times. The results show non-linear developmental trajectories in both modalities and L1 group effects.
Re-attunement in L3 speech perception
02:30PM - 06:00PM
Presented by :
Irina Stan, University Of Milan
We will shed some light on the processes and mechanisms involved in the development of L3 speech perception. More specifically, we will analyse the adaptive processes by which multilinguals accommodate new features and modify the existing ones.
Speech perception development in young multilinguals: Evidence from multi-feature analyses
02:30PM - 06:00PM
Presented by :
Anna Balas, Adam Mickiewicz University
Co-authors :
Magdalena Wrembel, Adam Mickiewicz University
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.
VOT patterns in the English of heritage speakers
02:30PM - 06:00PM
Presented by :
Miriam Geiss, University Of Konstanz
Svenja Schmid, University Of Konstanz
This study examines VOT in L3 English in German-dominant HSs of Italian with differing amounts of HL use. We find that transfer from the dominant language persists and, unlike global foreign accent in the same population, no role was found for individual differences in amounts of HL use.
The development of vowel production in L2 and L3 over the first year of L3 learning
02:30PM - 06:00PM
Presented by :
Halina Lewandowska, Adam Mickiewicz University
Co-authors :
Magdalena Wrembel, Adam Mickiewicz University
This longitudinal production study tracks the changes in formant values for the vowels of L2 and L3. The study was conducted on a group of 14 Polish adolescent multilinguals and shows that L3 vowels changed in quality over the first year of acquisition, while the L2 vowels remained the same.
Multilingual phonological development through the lens of different time scales
02:30PM - 06:00PM
Presented by :
Romana Kopeckova, University Of Münster
Co-authors :
Ulrike Gut, University Of Münster
Christina Nelson, University Of Münster
Wander Lowie, University Of Groningen
The present study investigates cross-linguistic patterns of multilingual phonological development in seven adult speakers. By combining longitudinal group data with dense data from two individuals, this contribution illustrates that process-oriented analyses of intra-individual variability importantly contribute to our understanding of the nature of multilingual speech learning.
Do the background languages change with increasing exposure to L3? Comparing cross-linguistic influence in adolescent and adult multilingual learners
02:30PM - 06:00PM
Presented by :
Christina Nelson, University Of Münster
This longitudinal study explores regressive phonological cross-lingustic influence in 14 multilingual speakers (7adolescents and 7 adults) by examining VOT in their L1, L2, and L3 throughout the first year of L3 learning. For the adolescent group, significant changes to both their L1 and L2 over time were found, while the adults' background languages remained relatively stable on the group level. However, for both groups, much individual variation was uncovered.
The effect of L3 training on vowel reduction in L2 and L3
02:30PM - 06:00PM
Presented by :
Halina Lewandowska, Adam Mickiewicz University
This longitudinal study examines the change in vowel reduction in L2 English under the influence of L3 training. The participants including 10 university students, some with vowel-reducing L3 German, and some with non-reducing L3 French, are compared for vowel reduction in their L2 English performance over time.
02:30PM - 06:00PM
Room 1
S055 | Gender in literacy and language education
Format : Symposium
Track : Virtual Session
Speakers
Thorsten Merse, Researcher And Teacher Educator, LMU Munich
Suha Alansari, King Abdulaziz University
Christine Ott, University Of Wuerzburg
Melanie Fleischhacker, University Of Klagenfurt
Jane Sunderland, Honorary Reader In Gender And Discourse, Lancaster University
Dietha Koster, Postdoctoral Researcher, University Of Münster
Clara Stumm, AILA Solidarity Awardee, University Of Bonn
Yaqiong Cui, University Of Chinese Academy Of Sciences
Moderators
Christine Ott, University Of Wuerzburg
Dietha Koster, Postdoctoral Researcher, University Of Münster
Lotte De Haan (AILA2021 Volunteer), AILA2021 Volunteer
Though research on the role of gender in literacy and language education knows a long tradition, many questions remain unanswered (Menard-Warwick, Mori & Williams, 2017). The field's richness in theoretical and methodological approaches towards the topic and its many subthemes contribute to the ongoing debates. On the one hand, studies have focused on (the production of) gender representations, and their intersections with parameters such as sexuality, ethnicity, class in learning materials (e.g. Sunderland, 2015, Mills & Mustapha, 2015). The panel interlinks this research branch with studies and meta-analysis on how gendered language affects one's perceptions, including perceptions of occupations and vocational self-efficacy (e.g. Gabriel, Gygax & Kuhn, 2018; Vervecken & Hannover, 2015). On the other hand, research addresses the role of gender in literacy and language teaching and learning, e.g. language teachers' gender-related attitudes on learners' motivation or capabilities or- lately questioned- gender-specific programming in children's literacy education. Latest methodological approaches to this diverse field will be discussed (e.g. Litosseliti, 2006; 2018). The panel concludes with reflections on how to transfer knowledge on gender from the fields of Applied Linguistics (in)to language classes, contributing to a model of language-related "gender-competence(s)". Click here for the detailed program.
Achieving LGBTIQ+ Inclusion, Deconstructing Heteronormativity – Queer Interventions into Foreign Language Teacher Education
02:30PM - 06:00PM
Presented by :
Thorsten Merse, Researcher And Teacher Educator, LMU Munich
This talk aims at conceptualizing much-needed interventions into teacher education that empower foreign language teachers for queering their classroom practices. It will present a ‘docking-station’ of texts and tasks that teachers can use to diversify their teaching, and to end the silencing of LGBTIQ+ perspectives that prevails until today. 
Representations of Gender Identity in Global and Glocal ELT Textbooks
02:30PM - 06:00PM
Presented by :
Suha Alansari, King Abdulaziz University
This paper identifies the discursive changes around the textual and semiotic construction of gender identity in one ELT textbook series as content is relocated from the global to the regional, and then to the national context.
Princess vs. Adventurer. Gender in German learning materials
02:30PM - 06:00PM
Presented by :
Christine Ott, University Of Wuerzburg
Based on multi-layered linguistic analysis, gender concepts of contemporary learning materials will be presented and current core problems of gender research on learning materials – especially concerning their evaluation – will be discussed.
New Perspectives on Gender(ed) Discourses and Textbook Analysis: Top-Down vs. Bottom-Up Approaches
02:30PM - 06:00PM
Presented by :
Melanie Fleischhacker, University Of Klagenfurt
This talk topicalizes methodological challenges in the (multimodal) analysis of gender and gendered discourse in EFL textbooks. While most research engages in top-down approaches, this project presents a bottom-up version, discusses its challenges and calls for a combined perspective in analysing gender(ed) discourses and relating them to linguistic traces.
Moving beyond gender representations in learning materials
02:30PM - 06:00PM
Presented by :
Jane Sunderland, Honorary Reader In Gender And Discourse, Lancaster University
Looking at gender representation in language teaching materials may be revealing of multiple gender-representational asymmetries but says nothing about how texts will be understood by students, nor used by teachers. I advocate more empirical studies of what teachers actually do in class with texts in which gender is clearly relevant.
“It´s a man here, but it could be a woman” - Insights from teacher talk around Dutch language learning texts
02:30PM - 06:00PM
Presented by :
Dietha Koster, Postdoctoral Researcher, University Of Münster
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 behaviors reveal that traditional representations are ignored).
Beauticians are all men? Gygax et al. (2008) revisited.
02:30PM - 06:00PM
Presented by :
Clara Stumm, AILA Solidarity Awardee, University Of Bonn
While the findings of Gygax et al.’s study are of utmost interest, it has never been replicated. I will carefully examine its outcomes and compare it to mine. The partial replication will convey a more nuanced understanding of prior claims and hopefully contribute to a well-grounded discussion of gender-fair language.
Becoming Uyghur elites: How do female Uyghur students in a mainstream Chinese university negotiate their gendered identities through language learning
02:30PM - 06:00PM
Presented by :
Yaqiong Cui, University Of Chinese Academy Of Sciences
This study advances the knowledge of identity construction through language by bridging the gap between the meso-level of institutional practices, the micro-level of individual learners' investment, and the macro-level of the national language education policy and ideology. The findings bear significant implications for policy makers, language teachers, and ethnic minority female students.
02:30PM - 06:00PM
Room 1
S056 2/2 | Hate Speech: Power, Incitement and Violence through Language
Format : Symposium
Track : Virtual Session
Speakers
Rasmus Nielsen, University Of Southern Denmark
Konstanze Marx, Greifswald University
Annika Frank, TU Dortmund
Jana Neitsch, University Of Southern Denmark
Klaus Geyer, University Of Southern Denmark
Sabine Ylönen, Universität Jyväskylä
Carolina Perez-Arredondo, Assistant Professor, Andrés Bello University
Moderators
Nicole Baumgarten, University Of Sheffield
Rasmus Nielsen, University Of Southern Denmark
Klaus Geyer, University Of Southern Denmark
Marta Maggioni, AILA2021 Volunteer
Siemone Zuidema (AILA2021 Volunteer), AILA2021 Volunteer
The issue of hate speech and hostile language currently receives a significant amount of attention. In recent studies, a majority of social media users have stated that they encountered hate speech at least once on Facebook, Twitter or other platforms. Hate speech can be roughly defined as any communication that attacks individuals or groups "on the grounds of 'race', colour, descent, national or ethnic origin, age, disability, language, religion or belief, sex, gender, gender identity, sexual orientation and other personal characteristics or status" (Council of Europe 2016). However, there is no consensus on what actually constitutes hate speech. Besides, still relatively little is known about the linguistic and communicative mechanisms underlying the expression and perception of hate speech, particularly in online communication and social media. In our symposium, we will discuss hate speech considering the following key aspects: 1. The notion of hate speech and its characteristics. Featured speaker: Björn Technau 2. Methods to detect and analyse hate speech. Featured speaker: Nicole Baumgarten 3. Hate speech in online communication and social media. Featured speaker: Liriam Sponholz
Misogynistic abuse on Twitter against female politicians in Chile: A case study on the depenalization of abortion.
02:30PM - 06:00PM
Presented by :
Carolina Perez-Arredondo, Assistant Professor, Andrés Bello University
Co-authors :
Eduardo Graells-Garrido
We explore the misogynistic abuse on Twitter against female Chilean politicians who openly supported the depenalization of abortion under three circumstances (2015-2017). The corpus-assisted analysis showed that abuse is heavily framed in moral, religious and crime narratives as opposed to the common sexual threats for transgressing the male-dominated public space.
On dehumanising metaphors in xenophobic hate speech discourse on-line
02:30PM - 06:00PM
Presented by :
Klaus Geyer, University Of Southern Denmark
This paper, based on an extensive corpus of Danish and German data from social media, analyses dehumanising metaphors in xenophobic on-line hate speech from different angles (e.g. source domains, target groups, preferred co-occurrence patterns) to uncover the conceptualisation of certain “foreign” target groups by hate commentators.
Forms of counter speech in German and Finnish social media
02:30PM - 06:00PM
Presented by :
Sabine Ylönen, Universität Jyväskylä
As the fifth estate, social media influence public discourses. Previously tabooed contents and language are becoming normalised. But also forms of organised counter speech have been developing as an answer to hate speech. In this presentation, forms of counter speech in German and Finnish social media will be analysed.
The perception and evaluation of written and spoken hate speech in German
02:30PM - 06:00PM
Presented by :
Jana Neitsch, University Of Southern Denmark
Co-authors :
Oliver Niebuhr, University Of Southern Denmark
Our project approaches the definition of hate-speech from the addressee's perspective (i.e., the perception of written and spoken language) and proceeds from objectified empirical evidence to common linguistic denominators of the phenomenon. Our aim is helping companies and the society to better detect hate speech and distinguish its various subtypes.
Insults in Law and Everyday Life – Pragmatic Approaches
02:30PM - 06:00PM
Presented by :
Annika Frank, TU Dortmund
In Germany, the insult" (§185 StGB) can be a criminal offence; however, to define in more detail what is meant by "the insult" pragmatic analyses are needed. Forms, functions and purposes of insulting speech will therefore be described on the basis of personal narratives on insults."
Folk perceptions of Hate Speech in Denmark
02:30PM - 06:00PM
Presented by :
Rasmus Nielsen, University Of Southern Denmark
This paper investigates folk perceptions of hate speech in Denmark by analyzing 30 semi-structured interviews. The analysis reveals that hate speech is unpleasant, condescending language directed towards minority groups, used to overgeneralize and construct stereotypes. The study seeks to illuminate how pejorative discourse is legitimized and mainstreamed in modern society.
Recontextualization of Hate Speech as an appropriation and positioning process in social media
02:30PM - 06:00PM
Presented by :
Konstanze Marx, Greifswald University
The lecture will discuss how problematic it is for a discourse culture to subsume constructive criticism under Hate Speech.
02:30PM - 06:00PM
Room 1
S065 2/2 | Interdisciplinary approaches to L2 fluency
Format : Symposium
Track : Virtual Session
Speakers
Sandra Goetz, Philipps-University Marburg
Serge Bibauw, Universidad Central Ecuador; KU Leuven; UCLouvain
Jon Clenton, Hiroshima University
Jennifer Francois, ESL Specialist, German Specialist, Middle Tennessee State University
Maarit Mutta, University Of Turku
Clare Wright, University Of Leeds
Moderators
Pauliina Peltonen, University Of Turku
Pekka Lintunen, Symposium S065, University Of Turku
Penny Heisterkamp, AILA2021 Volunteer
The symposium focuses on current trends in L2 (second language) fluency research. L2 fluency is a complex phenomenon that has been studied from various perspectives, notably as an indicator of oral proficiency. Being studied as one dimension of L2 proficiency (see the CAF framework, e.g., Housen, Kuiken & Vedder, 2012), L2 fluency is a current topic in SLA and relevant to applied linguistic research more broadly. Moreover, besides L2 learning, fluency has also been explored in other fields, including translation, sign language, language assessment, and English as a lingua franca research. The symposium aims to bring together researchers working on fluency-related topics to build connections across disciplines. A forthcoming volume focusing on current approaches to L2 fluency, titled "Fluency in L2 Learning and Use" (Multilingual Matters; edited by Pekka Lintunen, Maarit Mutta & Pauliina Peltonen), forms the foundation for the workshop. By bringing together different perspectives on L2 fluency and building on the multidisciplinary approach to L2 fluency introduced in the volume, the symposium extends current L2 fluency research to new areas and provides directions for future L2 fluency studies. In particular, the symposium highlights theoretically or methodologically novel perspectives on L2 fluency, including, e.g., multimodality and fluency in interaction.S065 detailed programme, click here
Fluency in ENL, ESL, and EFL: an interdisciplinary approach to English as a first, second, and foreign language
02:30PM - 06:00PM
Presented by :
Sandra Goetz, Philipps-University Marburg
This paper takes an interdisciplinary and corpus-based view on fluency and investigates speakers of ENL, ESL, and EFL in order to test if speakers from different types of Englishes establish fluency differently. The corpora are analyzed for various fluency-relevant variables, such as filled or unfilled pauses or discourse markers.
Automatizing L2 fluency measurement: validity and developmental sensitivity of temporal fluency metrics variations
02:30PM - 06:00PM
Presented by :
Serge Bibauw, Universidad Central Ecuador; KU Leuven; UCLouvain
Co-authors :
Thomas François, UCLouvain
Louis Escouflaire, UCLouvain
Piet Desmet, KU Leuven
Automatizing testing and computation of multiple variations (pruning, normalization...) of L2 utterance fluency metrics, we collected pre/post oral interview responses from N=215 learners of French, and compared each metric's variation with external proficiency estimates, to determine which operationalizations best predict proficiency and detect very-short-term developmental changes in L2 fluency.
Investigating the extent to which vocabulary knowledge and skills can predict aspects of fluency
02:30PM - 06:00PM
Presented by :
Jon Clenton, Hiroshima University
This paper investigates whether vocabulary knowledge and skills predict aspects of fluency. We measure vocabulary knowledge, fluency, and vocabulary skills (lexical retrieval and articulation speed). This unique approach indicates that vocabulary knowledge and skills relate to aspects of fluency, which we discuss in terms of language acquisition and testing implications.
Investigating the Effect of Multiword Unit Knowledge on Fluency in Computer-based Speaking Tasks for Elementary and Middle School English Learners
02:30PM - 06:00PM
Presented by :
Jennifer Francois, ESL Specialist, German Specialist, Middle Tennessee State University
Co-authors :
Mohammed Albakry, Middle Tennessee State University
Fluency in second language speaking can be a challenging construct to measure (De Jong & Mora, 2019; Rossiter, 2009). However, it is important to identify the discourse features that may contribute to fluency. The results from this small scale classroom research project suggest positive implications for incorporating recurrent multiword units in second language instruction in order improve fluency on computer-based speaking task production.
Analysing fluency in L2 writing: a focus on the use of formulaic sequences in L2 French
02:30PM - 06:00PM
Presented by :
Maarit Mutta, University Of Turku
This presentation will explore how the use of formulaic sequences (FS) affects the cognitive fluency of the L2 writing process and how these sequences are related to the length of bursts. The presentation will describe L2 French students' pausal behaviour in relation to their use of FSs (learner-internal FSs).
Assessing Study Abroad effects on adult L2 Mandarin fluency development
02:30PM - 06:00PM
Presented by :
Clare Wright, University Of Leeds
This study evaluates task effects on L2 Mandarin fluency during Study Abroad, comparing monologic and dialogic mode; task differences largely reduced during SA, though mode differences remained.
02:30PM - 06:00PM
Room 1
S071 2/2 | L2 Classroom Discourse: Micro-analytic, Multimodal, and Multilingual Perspectives
Format : Symposium
Track : Virtual Session
Speakers
Christine Jacknick, Borough Of Manhattan Community College
Yo-An Lee, Sogang University
Rémi Van Compernolle, Carnegie Mellon University
Stephen Looney, Penn State University
Yumi Matsumoto, Assistant Professor , University Of Pennsylvania
Piibi-Kai Kivik, Indiana University
Elisa Räsänen, Lecturer, Indiana University
Sarah Creider, Teachers College, Columbia University
Moderators
Christopher Jenks, Supreme Ruler Of Pluto, Aalborg University
Olcay Sert, Mälardalen University
Mark Van Huizen, AILA2021 Volunteer
Classrooms are organized according to an architecture of discourse features and structures. These discourse features and structures, such as participation frameworks, are used to accomplish a range of pedagogical activities. In second/foreign or additional language (L2) classrooms, this architecture is complicated by the peculiar task of using a language that both represents the pedagogical objective and the medium of communication. The last decade has witnessed a growing body of research into L2 classrooms; such work draws from a number of theoretical frameworks, including the micro-analytic (e.g. Jenks and Seedhouse 2015; Walsh 2011), multimodal (Sert 2015), and multilingual (e.g. Matsumoto 2019). It is through these micro-analytic, multimodal, and multilingual perspectives that we can achieve a nuanced understanding of the institutional business of teaching and learning L2s. To this end, this symposium brings together presentations that unpack the micro-analytic, multimodal, and multilingual realities of L2 classroom discourse. Our symposium will host ambitious research projects that further our understanding of discursive practices in L2 classrooms. The symposium will illustrate the interactive work of classrooms with "cross-sectional, longitudinal, and retrospective" (Jakonen 2018) approaches with the goal of identifying how end users, such as educators and students, can benefit from such discourse analytic work.S071 detailed programme, click here
What counts as 'participation'?
02:30PM - 06:00PM
Presented by :
Christine Jacknick, Borough Of Manhattan Community College
Although we all have intuitive conceptions of students' "participation" and "engagement," understanding how little we know about these in practice is a crucial step toward better pedagogy. Students are often participating when we think they are not, and likewise, students can appear engaged, when in fact, they are not. In either case, teachers may find themselves encouraging what I call "studenting"-the performance of doing-being-a-student-rather than engaged participation. I argue that teachers and researchers must recognize (1) the complexity of (non-)participation and (dis)engagement, and (2) how much of students' participation and engagement is unknowable.
'So you are saying...': Formulating what the teacher said
02:30PM - 06:00PM
Presented by :
Yo-An Lee, Sogang University
The presentation offers analyses of formulating practices in which nonnative students characterize or recast what was said in the previous turn(s) by their teacher, typically but not limited with 'so you are saying...' These practices offer insight into how students clarify lesson contents, infer what to do and correct misunderstanding.
Topic management and opportunities for learning in an advanced French and Francophone Studies classroom
02:30PM - 06:00PM
Presented by :
Rémi Van Compernolle, Carnegie Mellon University
Drawing on conversation analysis and its extension to classroom discourse studies, this presentation examines the ways in which topic is managed and opportunities for learning are created. The analysis show how topic is accomplished between the teacher and her students in relation to preference organization and epistemic stance.
Teacher Responses to Questions about Grammaticality in an ESL Classroom: Complex Multimodal Gestalts and the Moral Order of Classroom Interaction
02:30PM - 06:00PM
Presented by :
Stephen Looney, Penn State University
Co-authors :
Joan Kelly Hall, The Pennsylvania State University
This paper analyzes sequences in which ESL students ask close-ended information seeking questions regarding the grammaticality of potential utterances. The analysis shows that while both acceptance and rejection of utterances as grammatical involve the deployment of multimodal resources, rejections of candidate constructions are more complex and intense in multimodal design.
Being Clear: Framing, Focusing, and Breaking it down
02:30PM - 06:00PM
Presented by :
Sarah Creider, Teachers College, Columbia University
This talk focuses on the importance of clarity of instruction, particularly in L2 classrooms. Using examples from a variety of instructional settings, we show how conversation analytic insights can be translated into actual teaching methods. We also suggest that being clear helps foster an inviting environment and encourage student participation.
“Because ice cream is delicious.”: Shared codes that emerged in Two Writing Classroom Interactions
02:30PM - 06:00PM
Presented by :
Yumi Matsumoto, Assistant Professor , University Of Pennsylvania
Eunhee Kim, Presenter, State University Of New York
Jay Lee, Presenter, University Of Pennsylvania
Employing concepts of complexity dynamic systems theory, this study examines phrases that instructors initially use and that students later appropriate for their own purposes in different contexts. These phrases, over time, become shared codes among students and instructors for accomplishing relational work in English as a second language writing classrooms.
Past learning in the spotlight: shared histories in classroom talk
02:30PM - 06:00PM
Presented by :
Piibi-Kai Kivik, Indiana University
Elisa Räsänen, Lecturer, Indiana University
Multimodal conversation analysis of talk in foreign language classrooms of Finnish and Estonian at an American university demonstrates how past learning experiences are invoked and made relevant for task at hand. The contexts involve peer interaction in task preparation, peer and teacher interaction in a reflective task, and all-class talk. The focus is on prior learning experiences shared by the group. Sequential analysis supported by the ethnography of the classrooms available to the analysts as teacher-participants reveals the dynamics between individual and collective learning activities in social interaction and on the timeline of prior experience(s) and current talk.
02:30PM - 06:00PM
Room 1
S085 | Language teaching in deaf education: practices and challenges
Format : Symposium
Track : Virtual Session
Speakers
Lodenir Karnopp, Federal University Of Rio Grande Do Sul
Aiko Sano, Presenter, Ritsumeikan University
Mizuho Tanaka, Hokkaido Sapporo School For The Deaf
Daniel Fobi, Project Officer , University Of Leeds
Cátia De Fronza, UNISINOS
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Johan Hjulstad, Project Manager, Oslo Metropolitan University
Hilde Haualand, Presenter, Oslo Metropolitan University
Thilanka Wijesinghe, PhD Candidate, University Of Cambridge
Ofra Rosenstein, Retired Head Of The Department Of English Language And Literature , Gordon College Of Education
Laura Kanto, University Of Jyväskylä
Anu Savolainen, Special Classroom Teacher, Valteri Centre For Learning And Consulting
Helsa Borinstein, Sign Language Interpreter, Overseas Interpreting
Natasha Parkins-Maliko
Moderators
Marjon Tammenga-Helmantel, SLO
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Helsa Borinstein, Sign Language Interpreter, Overseas Interpreting
Natasha Parkins-Maliko
(This symposium is supported with sign-language interpretation) The deaf and deaf education are often not on the agenda of politicians and researchers. (Language) policy is often not developed with deaf learners in mind and sometimes even negatively affects them. Language pedagogy and applied linguistics have paid little attention to deaf education, making it a research domain largely unnoticed. As a result, insights for effective language teaching to deaf learners and related to that implications and guidelines for teaching practice are sparse. This symposium [quotrightB?]'including a school visit[quotrightB?]'explores the challenges for language teaching in deaf education including the perspectives of teachers, parents, students, and school board. We intend to provide a platform to exchange and share experiences and insights from both research and teaching practice addressing the following questions: What insights can applied linguistics and (foreign) language pedagogy offer for this specific teaching context? How does the teaching practice look like when teaching sign language and oral languages? What is the perspective of the students? How do school organizations facilitate language teaching? Special interest is reserved for teaching materials, from bilingual video materials to written textbooks. Those who have developed materials and tools are invited to present these items in talks, posters and on material display tables.14:30 – 14:32: Welcome (by Marjon and Cátia)14:32 – 14:50: Featured speaker: Lodenir Karnopp14:50 – 15:00: Q&A15:00 – 15:15: Aiko Sano15:15 – 15:20: Q&A15:20 – 15:35: Daniel Fobi15:35 – 15:40: Q&A15:40 – 15:55: Cátia De Fronza15:55 – 16:00: Q&A16:00 – 16:15: Marita Everhardt16:15 – 16:20: Q&A16:20 – 16:50: BREAK16:50 – 17:05: Johan Hjulstad17:05 – 17:10: Q&A17:10 – 17:25: Thilanka Wijesinghe17:25 – 17:30: Q&A17:30 – 17:45: Ofra Rosenstein17:45 – 17:50: Q&A17:50 – 18:05: Laura Kanto18:05 – 18:10: Q&A18:10 – 18:25: Anu Savolainen18:25 – 18:30: Q&A
Bilingual deaf education in Brasil: narratives and materials
02:30PM - 06:00PM
Presented by :
Lodenir Karnopp, Federal University Of Rio Grande Do Sul
This presentation focuses on deaf bilingual education. The goal is to discuss which way bilingual education is developed in thirteen Deaf Schools located in the state of Rio Grande do Sul, Brazil. I present the research made through the years of 2015 to 2017. We investigated how bilingual education has been built in the schooling context, through the analysis of interviews made with teachers and deaf students. Besides the interviews, we observed the classes' routine, which captured pedagogic materials and didactic resources used by deaf students. We also analyzed the challenges when developing a bilingual education in specific Deaf Schools.
Using BOLT as a self-reflective tool for teacher education in a translanguaging class for Deaf students in Japan
02:30PM - 06:00PM
Presented by :
Aiko Sano, Presenter, Ritsumeikan University
Mizuho Tanaka, Hokkaido Sapporo School For The Deaf
Effective Deaf education requires teachers to be critical of their use of various communication modes in teaching. This study reports how an experienced teacher at a Deaf school in Japan self-reflected upon her teaching practices through the use of a classroom observation scheme BOLT (Bilingual Orientation in Language Teaching).
Interaction between actors of signed language interpreting in inclusive tertiary classrooms
02:30PM - 06:00PM
Presented by :
Daniel Fobi, Project Officer , University Of Leeds
Ruth Swanwick, University Of Leeds
Jackie Salter, Director Of Student Education, University Of Leeds
Our presentation discusses the role of interpreting in the inclusion of deaf students in tertiary classrooms in Ghana. It presents the participants understandings of inclusion, the demands and control options of interpreting in tertiary classrooms, and the nature of interactions between deaf students, lecturers and interpreters in the classrooms.
Teaching materials for deaf education: what do we have and what do deaf students need?
02:30PM - 06:00PM
Presented by :
Cátia De Fronza, UNISINOS
Marjon Tammenga-Helmantel, SLO
Our presentation discusses the use of teaching materials in deaf education. Four Dutch and six Brazilian deaf school language teachers have been interviewed in order to know more about the course books used in language teaching, how they selected the materials, and what they thought about them.
Challenges in the identification of native and non-native prosody in cochlear implant users and vocoder simulations
02:30PM - 06:00PM
Presented by :
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Co-authors :
Anastasios Sarampalis
Matt Coler
Deniz Başkent
Wander Lowie, University Of Groningen
The quality of transmission of prosody-related acoustic cues through a cochlear implant (CI; an auditory prosthesis that can partially restore hearing in individuals with sensorineural hearing loss) and the linguistic experience of listeners impose challenges on the identification of native and non-native prosody in CI users and vocoder simulations.
How to build sign language teacher education and a professional practice community for sign language teachers?
02:30PM - 06:00PM
Presented by :
Johan Hjulstad, Project Manager, Oslo Metropolitan University
Hilde Haualand, Presenter, Oslo Metropolitan University
Deaf children in Norway have had rights to sign-bilingual education since 1998, but a proper education for sign language teachers has been missing. The presentation describes the steps Oslo Metropolitan University is taking towards building sign language teacher education programs and a professional practice community for sign language teachers.
What works and what doesn’t? Views on teaching Sinhala language literacy skills to primary school Deaf students in Sri Lanka
02:30PM - 06:00PM
Presented by :
Thilanka Wijesinghe, PhD Candidate, University Of Cambridge
This preliminary qualitative case study presents teachers' and head teachers' views on factors which enable and challenge the teaching of the Sinhala language literacy skills to Deaf primary school students in two residential schools in Sri Lanka. Seven basic themes were identified from the information drawn from face-to-face interviews, classroom observations gathered prior to the pandemic and phone interviews gathered during the pandemic. 
How to teach deaf students to read L2 English through grammar
02:30PM - 06:00PM
Presented by :
Ofra Rosenstein, Retired Head Of The Department Of English Language And Literature , Gordon College Of Education
Co-authors :
Svetlana Dachkovsky
Cadit Nissan Zilbiger
Deaf students’ major challenge in reading English in Israel is their inadequate syntactic knowledge. Our method is based on the three basic building blocks of a clause – noun, verb and prepositional phrases. Using visual and interactive means, students learn to recognize, manipulate, and, ultimately, expand them into complex constructions.
Adapting multiple sign language development assessment tools for Finnish Sign Language
02:30PM - 06:00PM
Presented by :
Laura Kanto, University Of Jyväskylä
This presentation describes the adaptation process of multiple sign language development assessment instruments for Finnish Sign Language. Additionally, we will explain how the teacher were trained to use the assessment instruments and how the large data on children acquiring FinSL was collected in collaboration with researchers and teachers.
Distance Teaching FinSL
02:30PM - 06:00PM
Presented by :
Anu Savolainen, Special Classroom Teacher, Valteri Centre For Learning And Consulting
Co-authors :
Katri Ranta, Consulting Teacher, Valteri Centre For Learning And Consulting
The distance teaching is aimed to provide Finnish sign language teaching to pupils whose mother tongue is sign language and there is no qualified teacher available in local municipality. In our experience and according to feedback, this form of study is a good alternative when contact teaching is not possible.
02:30PM - 06:00PM
Room 1
S086 | Language testing and assessment in Latin America
Format : Symposium
Track : Virtual Session
Speakers
Dina Tsagari, Professor, Oslo Metropolitan University
Ana Lígia Barbosa De Carvalho E Silva, Researcher, University Of Campinas
Gloria Toledo, Pontifical Catholic University Of Chile
Anamaria Sagre, University Of Arizona
Isadora Moraes, PhD Candidate / AILA Solidarity Awardee, State University Of Londrina
Juliana Tonelli, Londrina State University
Gabriel Amorim, English Teacher, Núcleo De Línguas | Universidade Federal Do Espírito Santo
Moderators
Isadora Moraes, PhD Candidate / AILA Solidarity Awardee, State University Of Londrina
Hongying Peng, AILA2021 Volunteer, University Of Groningen
Language testing and assessment issues have been part of the agenda in Latin American countries for some time, particularly due to the need to comply with different international demands. Historically, knowledge on language testing and assessment has basically been produced by the main English speaking countries such as the USA, the UK, Canada and Australia. However, many Latin American countries adapt and shape such knowledge to their local realities by putting together local and global expertise aiming at finding specific solutions to their specific problems, thus generating local knowledge development. Although the more than 20 Latin American countries are characterized by huge socio-historical-educational diversity, there are also common or similar problems when it comes to language testing and assessment, and these involve issues related to the development of stakeholders' language assessment literacy, classroom language assessment, development of high-stakes language exams, among others. This has motivated the foundation of LAALTA - Latin American Association for Language Testing and Assessment in 2017. Therefore, this symposium aims at providing researchers with the opportunity of sharing studies conducted on language testing and assessment in Latin American contexts.
Collaboration and Sharing: Building LAL expertise in Latin American Countries
02:30PM - 06:00PM
Presented by :
Dina Tsagari, Professor, Oslo Metropolitan University
This presentation will position a range of language assessment papers from Latin America within Language Assessment Literacy (LAL) and discuss similarities and differences through an emic approach. It will conclude with recommendations for the enhancement of LAL levels through collaborative models and research directions that can inform international practice too.
Aviation English assessment for military and civil pilots in Brazil: similarities and differences
02:30PM - 06:00PM
Presented by :
Ana Lígia Barbosa De Carvalho E Silva, Researcher, University Of Campinas
There is a growing body of research on Aviation English assessment for pilots, although with more focus on civil than military aviation. Thus, the aim of this study is to develop a comparative analysis of the assessment systems in both contexts, based on documents, to search for similarities and differences.
Interlanguage development in Haitian secondary students and how L1 teachers assess students in Chile
02:30PM - 06:00PM
Presented by :
Andrea Lizasoain, Universidad Austral De Chile
Co-authors :
Gloria Toledo, Pontifical Catholic University Of Chile
Karina Cerda, Universidad De Talca
This study explores the way Spanish L1 teachers assess Haitians’ written production in Spanish as a Foreign Language (SFL) and the development of interlanguage through error analysis. Results point at the need to include the teaching of SFL in the public-school curriculum to foster academic literacy.
Multimodal Feedback in EFL Teaching and Learning: Gesture, Gaze, and Intonation
02:30PM - 06:00PM
Presented by :
Anamaria Sagre, University Of Arizona
Co-authors :
Paula Garcia, Presenter, Universidad De Córdoba, Colombia
This paper describes classroom feedback from a multimodal perspective, which does not only analyze teacher-student verbal interaction but gesture, gaze, and intonation.
Promoting English teacher educators' language assessment literacy in Brazil
02:30PM - 06:00PM
Presented by :
Isadora Moraes, PhD Candidate / AILA Solidarity Awardee, State University Of Londrina
This research reports on the impact of an online workshop aimed at promoting the language assessment literacy (LAL) of English teacher educators from universities in the south of Brazil.
Teaching languages to young learners in Brazil: focus on teachers' assessment literacy
02:30PM - 06:00PM
Presented by :
Juliana Tonelli, Londrina State University
This paper discusses English language teachers’ assessment literacy in Brazil. The great majority of the participants consider they either do not know or know little about the issue which indicates the urgent need of offering initial and ongoing education to those teaching foreign languages to children in Brazil.
Designing Indicators for a Placement Test: Drawbacks and Affordances
02:30PM - 06:00PM
Presented by :
Gabriel Amorim, English Teacher, Núcleo De Línguas | Universidade Federal Do Espírito Santo
Through a literature review and with a practical example from a language center in Brazil, this paper addresses how teachers/practitioners can make informed decisions to write or select their own indicators for placement testing and, therefore, monitor the progress of their students and/or the success or pitfalls of their classes/programs/curricula and plan for possible welcome changes.
02:30PM - 06:00PM
Room 1
S089 2/2 | Learner diversity as an asset in the (inclusive) FL classroom: Challenges and solutions
Format : Symposium
Track : Virtual Session
Speakers
Panagiota Kotsoni, Aristotle University Of Thessaloniki
Irina Golubeva, Associate Professor, Director Of Graduate Program In Intercultural Communication , University Of Maryland Baltimore County
Bora Bushati, University Of Graz
Katja Heim, Interim Professor, University Of Wuppertal / University Of Duisburg-Essen
Katerina Kanella, Presenter, National And Kapodistrian University Of Athens
Gayannee Kedia, University Of Graz
Moderators
Julia Weltgen, University Of Bremen
Joanna Pfingsthorn, University Of Bremen
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
The symposium revolves around the question to what extent various forms of learner diversity prove themselves and are perceived as an asset in institutionalized foreign language (FL) teaching in relation to principles of inclusive education. In this context, we perceive learner diversity as an umbrella term that encompasses various dimensions of individual variation observed at school since in school contexts a broad concept of inclusion should be used. It and refers to e.g. learner neurodiversity, cultural and linguistic variation, multilingualism, specific learning differences, cognitive and learning styles. In its discussions the symposium intends to focus on epistemological changes and trends in the understanding of learner diversity as a factor relevant for inclusive FL instruction as well as their implications for ascertaining equal opportunities for all learners in the FL classroom. A particular interest will also be given to attitudes to learner diversity expressed by various stakeholders as well as methodological approaches and ideas that embed learner diversity into teaching practice. We welcome contributions based on both research and teaching practice from various cultural settings that critically explore, examine and exemplify challenges and solutions associated with the accommodation to learner diversity in the inclusive foreign language classroom.
Learning Disabilities, Learning Style, and PSTM: Predictive Factors for Foreign Language Vocabulary Learning in Inclusive Classrooms
02:30PM - 06:00PM
Presented by :
Panagiota Kotsoni, Aristotle University Of Thessaloniki
This study aimed at identifying predictive factors of foreign language vocabulary learning in 52 (33 TD and 19 LD) young learners in inclusive classrooms. Results indicated that Learning Disabilities and PSTM significantly predicted vocabulary retention scores in the two post-tests. However, Learning Style variables were not predictive factors.
Translanguaging practices as a means of ensuring an inclusive environment in multilingual classrooms
02:30PM - 06:00PM
Presented by :
Irina Golubeva, Associate Professor, Director Of Graduate Program In Intercultural Communication , University Of Maryland Baltimore County
In multilingual classrooms students may not only have diverse language and cultural backgrounds, but the level of their language proficiency and heritage culture identification may also significantly vary. This paper will discuss the role of translanguaging practices in creating an inclusive and “safe” space for emergent bilinguals.
Friendship networks as a language learning resource in multilingual classes
02:30PM - 06:00PM
Presented by :
Bora Bushati, University Of Graz
Co-authors :
Gayannee Kedia, University Of Graz
In multilingual classes, social interaction in the context of friendships can be seen as a valuable resource for language acquisition. In this research we study the relationship between friendships in the classroom and the development of language proficiency of in children with German as their first or second language.
Designing inclusive TEFL environments - Expert teachers’ views on achievement gaps & learners’ resources
02:30PM - 06:00PM
Presented by :
Katja Heim, Interim Professor, University Of Wuppertal / University Of Duisburg-Essen
The researcher presents the results of an interview study with expert teachers on inclusive EFL classrooms as well as first results from a case study. After a brief overview of the strategies, which experts generally perceived as successful in inclusive English lessons, the researcher discusses the different reported approaches to successful learning in diverse TEFL classes and highlights one controversial issue regarding experts' attitudes towards closing achievement gaps. First insights into a case study will help to discuss potentials of structures at macro-, meso- and micro-level for accommodating diversity and for supporting language learners.
The importance of “Learning Identity” and the concept of “Differentiated Instruction” for effective grammar acquisition in Foreign Language Lesson.
02:30PM - 06:00PM
Presented by :
Katerina Kanella, Presenter, National And Kapodistrian University Of Athens
”Differentiated Instruction” is introduced as a teaching solution to address heterogeneity characteristics of learners in the Foreign Language Lesson. Based on the students “Learning Identity” appropriate differentiated measures are taken to achieve an effective grammar acquisition. Scientific results prove in practice that “Differentiated Instruction” is highly effective for all students.
02:30PM - 06:00PM
Room 1
S090 2/2 | Learning and teaching interactions in pragmatic aspects: Language use in contexts inside and outside English language classrooms
Format : Symposium
Track : Virtual Session
Speakers
Akira Taneichi, Yokohama City University
Megumi Okugiri, Professor, University Of The Sacred Heart, Tokyo
Lala Takeda, Showa Women’s University
Shin Ishikawa, Kobe University
Tom Gally, The University Of Tokyo
Tomoko Watanabe, Showa Women's University
Yuka Shigemitsu, Tokyo Polytechnic University
Keiko Tsuchiya, Yokohama City University
Shuyuan Liu, Penn State University
Hirokazu Nukuto, Fukuoka Jo Gakuin University Junior College
Shuyuan Liu, Queen's University
Moderators
Lala Takeda, Showa Women’s University
Kazuko Tanabe, Japan Women's University
Anne-Marie Van Boeckel (AILA2021 Volunteer), AILA2021 Volunteer, Rijksuniversiteit Groningen
Changes in social situations and the development of science and technology from the late 20th century to the early 21st century have prompted major reforms in the method and purpose of foreign language education. Under such circumstances, previous studies on social interactions have made it clear that smooth communication is established, not only through the observance of the rules in language use, but also through interactions between speakers and listeners in certain contexts. This symposium intends to focus on the assumption that the appropriate use of pragmatic strategies is considered to contribute efficient communication between interactants not only in the context of second language interactions (cf. Gass and Selinker 2008), but also in the context of lingua franca interactions. Throughout the symposium, the contributors will provide the audience with the chance to consider how, and to what extent, the instructors should apply the findings of pragmatic research to foreign language education. By clarifying the multidimensional negotiation of pragmatic and strategic aspects related to language use in conversational dialogue through research on the pragmatic behaviors mainly in pedagogic and academic settings, each paper will bring up issues on how to deal with pragmatic aspects of foreign language instruction and acquisition.
Reconsideration of Interpretations on Silence in Classroom Interactions
02:30PM - 06:00PM
Presented by :
Akira Taneichi, Yokohama City University
This presentation aims to contribute to the overall understanding of the importance of a new framework for interpreting acts of silence in classroom interaction. Utilizing the framework based on the theory of "pragmatic acts" (Mey, 2001) and "common ground" (Clark, 1996), the ambiguous and dynamic meaning of silence can be fully described. A close look at an sample example reveals different interpretations of silence from the perspectives of teachers and students.
The approach to introductions in English presentations by Japanese university students
02:30PM - 06:00PM
Presented by :
Megumi Okugiri, Professor, University Of The Sacred Heart, Tokyo
Shin Ishikawa, Kobe University
Tom Gally, The University Of Tokyo
Lala Takeda, Showa Women’s University
This study investigated Japanese college students' linguistic and rhetorical patterns in classroom English presentation introductions. We found that, for Japanese speakers, the introduction functions as an introduction of the topic or a clue, and they often use a question form to involve and engage the audience.
The use of English vague language and discourse co-construction in discussions spoken in English as a lingua franca
02:30PM - 06:00PM
Presented by :
Tomoko Watanabe, Showa Women's University
In discussions in English as a lingua franca, maybe spoken by Japanese users of English to mitigate a speaker's assertiveness and fill the linguistic gap was found to serve in the process of enhancing hearers' understanding and clarifying what is said by participants to co-construct discourse and achieve a communication goal.
Clarification request in ELF conversation: A discourse analytical study of conversation between Indians and Japanese business persons
02:30PM - 06:00PM
Presented by :
Yuka Shigemitsu, Tokyo Polytechnic University
This discourse-analytical case study focuses on clarification request in experimental social talk between unacquainted people between Japanese and Indian business persons. The analysis focuses on 1) verbal and non-verbal behaviors when the Japanese participants realize their lack of understandings, 2) the way participants adjust interaction.
Framing learners/users’ pragmatic behaviours: pedagogic orientalism in interlanguage and performativity in English as a Lingua Franca
02:30PM - 06:00PM
Presented by :
Keiko Tsuchiya, Yokohama City University
Studies of pragmatics reflect researchers’ views. This presentation provides a brief review on pragmatics studies in the fields of interlanguage and ELF, especially in Japanese contexts, comparing researchers’ interpretations of learners/users’ pragmatic behaviours. Based on pragmatics studies in ELF, a performative approach to language learning and teaching is also suggested.
The use of pragmatic strategies by newly arrived international undergraduates in English as a lingua franca academic group discussion
02:30PM - 06:00PM
Presented by :
Shuyuan Liu, Penn State University
Through a multiple case study approach, this study reports findings on newly arrived international undergraduates' use of pragmatic strategies for communication effectiveness in ELF academic group discussion in an internationalized university. The presentation will bring up discussion on incorporating ELF findings into EFL pedagogy to prepare competent participants for intercultural communication in globalized universities in 21st century.
Learning and Teaching Interactions in Pragmatic Aspects: Language Use in Contexts inside and outside English Language Classrooms
02:30PM - 06:00PM
Presented by :
Hirokazu Nukuto, Fukuoka Jo Gakuin University Junior College
This case study describes how students’ translanguaging merges as index of becoming communicative in intercultural group interaction in a global education program. With the data collected ethnographically, the study will suggest that translanguaging is competence for students to contribute to their academic community.
02:30PM - 06:00PM
Room 1
S096 1/2 | Made at Home: Family Language Policy in a Mobile World
Format : Symposium
Track : Virtual Session
Speakers
Annick De Houwer, Harmonious Bilingualism Network
Sandra Ballweg, Bielefeld University
Oana Cusen, Kwansei Gakuin University
Francesco Goglia, University Of Exeter
Guofang Li, Professor And Canada Research Chair, University Of British Columbia
Zoe Nikolaidou, Södertörn University
Maria Rydell, Stockholm University
Polina Vorobeva, Doctoral Researcher, University Of Jyväskylä
Naoko Takei, Senior Lecturer , Simon Fraser University
Moderators
Xiao Lan Curdt-Christiansen, University Of Bath
Kristin Vold Lexander, Inland Norway University Of Applied Sciences
Katharina Polsterer, AILA2021 Volunteer, University Of Groningen
Everything begins with the family, and language is the key to communication among family members for all types of endeavours. This is why Family Language Policy (FLP) matters. Whether explicit decisions on what language to use and what language to (dis)continue or implicit language practices within the family, FLP reflects broader societal attitudes and ideologies about languages, sociocultural values, sociopolitical positions and individual identities. We welcome submissions which address the following three sub-themes: Theme 1) includes families with transnational experiences and intercultural marriages. This theme focuses on how divergent cultural values and beliefs are negotiated and how changes in socio-political-cultural environments lead to changes in language practices. Theme 2) highlights studies undertaken in contexts where forceful political decisions and massive internal migration are taking place and where FLP interacts intensively with state and school policies. Theme 3) explores changes in technology and their impact on immediate and extended family members regarding FLP. It focuses on digitally-mediated communications in transnational, contemporary families across time and space. Featured Speakers: Prof Annick De Houwer (theme 1); Dr Mingyue GU (theme 2); Prof Åsa Palviainen (theme 3).
How do mothers' language attitudes relate to their language choice with children? New findings from English-German and Polish-German bilingual families.
02:30PM - 06:00PM
Presented by :
Annick De Houwer, Harmonious Bilingualism Network
Based on longitudinal questionnaire data from mothers in 75 English-German and 15 Polish-German bilingual families with very young children, this talk explores how earlier maternal language attitudes and beliefs possibly influence later mother-child interaction in terms of language choice.
Blurred Biographies and Global Selves: Parents Re-Inventing themselves through their Family Language Policy
02:30PM - 06:00PM
Presented by :
Sandra Ballweg, Bielefeld University
Language choices in multilingual families are strongly influenced by the parents' biographies. This presentation analyses the case of a quadrilingual, translocal family and the parents’ struggle to use their daughter’s linguistic repertoire to re-invent themselves as global citizens and to blur their biographies.
One Week, One Language: Family Language Policy in an Intercultural Family Based in Japan
02:30PM - 06:00PM
Presented by :
Oana Cusen, Kwansei Gakuin University
This presentation introduces a case study of a multilingual intercultural family in Japan, which is employing a "one week, one language" FLP. Findings on the receptive and productive language skills of the family's 5-year-old son, as well as his language choice and code-switching patterns are also discussed.
Onward migration from Italy to the UK: changing family language policies
02:30PM - 06:00PM
Presented by :
Francesco Goglia, University Of Exeter
This paper presents a discussion on family language policies of onward-migrating families who have re-migrated from Italy to the UK. Parents first migrated to Italy from Nigeria, Ghana, India, and Bangladesh, and after a long period of life in Italy and obtaining the Italian citizenship, onward migrated to the UK.
Transnationalism and Cultural Capital: Young Chinese Study Abroad Learners and Families’ Investment Strategies in Second Language Learning in Canada
02:30PM - 06:00PM
Presented by :
Guofang Li, Professor And Canada Research Chair, University Of British Columbia
Using Bourdieu’s (1986) field-capital-habitus lens, this qualitative case study aimed to understand how transnationalism and cultural capital affect Chinese astronaut families’ (sole parents residing in Canada with partners remaining in China) investment strategies in their adolescent study abroad children’s English as a second language learning and schooling experiences in Canada.
What’s at stake? Migration trajectories and family language ideologies in Greek-speaking families in Sweden
02:30PM - 06:00PM
Presented by :
Zoe Nikolaidou, Södertörn University
Maria Rydell, Stockholm University
This study builds on ethnographic family interviews with Greek-speaking families in Sweden. In our talk, we discuss how family language ideologies intersect with the sociopolitical context, migration trajectories, parents' professional and educational background and whether the parents have had a bilingual and bicultural upbringing themselves.
Language policy negotiation within single-parent Russian-speaking families in Finland
02:30PM - 06:00PM
Presented by :
Polina Vorobeva, Doctoral Researcher, University Of Jyväskylä
The current research examines family language policies within Russian-speaking single-parent families in Finland.
Language practices of Japanese mixed heritage youth from an intercultural competence
02:30PM - 06:00PM
Presented by :
Naoko Takei, Senior Lecturer , Simon Fraser University
The language practice of mixed heritage persons has not been studied widely, because of their linguistically and culturally undetermined status; heritage language learners or second language learners, that creates difficulties finding an appropriate analytical framework. However, this paper brings the analysis on language practice of Japanese mixed heritage youths from an intercultural competence perspective.
02:30PM - 06:00PM
Room 1
S107 | Opening Up the L2 Classroom: OER-Enhanced Approaches to Multiliteracies
Format : Symposium
Track : Virtual Session
Speakers
Chantelle Warner, University Of Arizona
Chelsea Timlin, University Of Arizona
Keith Wagner, PhD Student, University Of Texas At Austin
Marylise Rilliard, Ph.D. Candidate, University Of Texas At Austin
Beatrice Dupuy, Professor Of French / Public And Applied Humanities, University Of Arizona
Kate Paesani, University Of Minnesota
Esther Boucher-Yip, Associate Teaching Professor, Worcester Polytechnic Institute
Gabriela Zapata, Associate Professor, Texas A&M University
Carl Blyth, University Of Texas At Austin
Moderators
Carl Blyth, University Of Texas At Austin
Gabriela Zapata, Associate Professor, Texas A&M University
Daan Van Soeren (AILA2021 Volunteer), AILA2021 Volunteer
Advocates of multiliteracies pedagogies for second language (L2) learning have recently claimed that open educational resources (OER) (Blyth, 2013) facilitate the inclusion of new textual genres into L2 curricula (Warner & Dupuy, 2018). Moreover, the use of OER in L2 education is said to help instructors provide more inclusive content that relates to the lifeworld of their learners. For example, teacher-created OER often go beyond logocentric text and incorporate multimodal designs typical of digital media. Finally, research has shown that the creation of OER leads educators to critically reflect on and improve their pedagogical practices (OER Research Hub's 2014 Evidence Report). The purpose of this symposium is to explore how OER-enhanced instruction grounded in multiliteracies pedagogies can contribute to the enrichment of the L2 learning process by making content more inclusive as well as more relevant to learners. The featured speakers will be Dr. Chantelle Warner and Dr. Beatrice Dupuy. Their talks will be followed by presentations on two themes: Models of OER-Enhanced, Multiliteracies-Grounded L2 Instruction and Studies on the Incorporation of OER in Multiliteracies Pedagogies. This symposium is organized by Dr. Gabriela C. Zapata (Texas A&M University) and Dr. Carl Blyth (University of Texas, Austin).
S107 | introduction by organizers
02:30PM - 06:00PM
Presented by :
Carl Blyth, University Of Texas At Austin
Gabriela Zapata, Associate Professor, Texas A&M University
A brief introduction by the symposium organizers
The OER Life Cycle as a Template for Professional Development: Case Studies from the FLLITE Project
02:30PM - 06:00PM
Presented by :
Chantelle Warner, University Of Arizona
The focus of this talk is on two case studies with relatively novice teachers, who participated in a multiliteracies-oriented OER project. Based on their experiences, it is argued that OER can serve a valuable role in the conceptual development of language educators by facilitating reflexivity.
Interacting With, Around, and About Texts: Social, Linguistic, and Textual-Thinking Affordances of Multiliteracies-based Digital Social Reading
02:30PM - 06:00PM
Presented by :
Chelsea Timlin, University Of Arizona
Multiliteracies-oriented materials often over-utilize activities that emphasize "experiencing" texts, creating less opportunities for conceptualization and analysis (Menke & Paesani, 2019). I present findings from the implementation of multiliteracies-informed Digital Social Reading (DSR) and face-to-face interactions in an intermediate German course and discuss how to create balanced multiliteracies curricula using DSR.
Finding an authentic foreign language text as an Instagram user
02:30PM - 06:00PM
Presented by :
Keith Wagner, PhD Student, University Of Texas At Austin
Instagram for Language Learners: A multimodal approach to using a social media app for L2 acquisition. The methods proposed can readily be used both in formal pedagogical environments and outside of the classroom.
Openness vs. Privacy: Addressing One of the Challenges of OERs
02:30PM - 06:00PM
Presented by :
Marylise Rilliard, Ph.D. Candidate, University Of Texas At Austin
This paper investigates how to mitigate the conflict between OERs' openness and the principle of privacy when the open resources are student productions of a personal nature. It discusses one way to approach this issue in an Advanced French Composition class: have students write from the perspective of a self-inspired fictional character.
Opening up communication in L2 classrooms: OERs’ potential to foster multimodal pedagogies among future L2 faculty
02:30PM - 06:00PM
Presented by :
Beatrice Dupuy, Professor Of French / Public And Applied Humanities, University Of Arizona
This study investigated how future L2 faculty enrolled in an OER-embedded graduate course on multiliteracies and multimodality used their theoretical knowledge to develop and apply multimodal practices in a multimodal text and a multimodal text-based lesson they created. Findings reveal that thinking deeply about multimodality and applying knowledge in concrete ways can impact future L2 faculty multimodal pedagogies.
Supporting Teachers Implementing Multiliteracies Pedagogy: A Model for OER-Enhanced Professional Development
02:30PM - 06:00PM
Presented by :
Kate Paesani, University Of Minnesota
Co-authors :
Mandy Menke, University Of Minnesota
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 activities using the knowledge processes framework of multiliteracies pedagogy.
Challenges and possibilities in adopting OER for L2 writing instruction
02:30PM - 06:00PM
Presented by :
Esther Boucher-Yip, Associate Teaching Professor, Worcester Polytechnic Institute
In this session, the presenter discusses the use of OER in supporting L2 writing. The presenter will share how materials are adapted to meet learners’ needs, and the challenges of using open resources for academic success. The presenter will offer tips and resources for beginner adopters of OER.
02:30PM - 06:00PM
Room 1
S111 2/2 | Multilingualism in European education
Format : Symposium
Track : Virtual Session
Speakers
Csanád Bodó, Eötvös Loránd University
János Imre Heltai, Senior Lecturer, Károli Gáspár University
Bernadett Jani-Demetriou, ELTE BTK
Petteri Laihonen, Afinla Representative, Speaker, Moderator, Centre For Applied Language Studies
Heiko Marten, Rezekne Academy Of Technologies
Sanita Lazdina, Rezekne Academy Of Technologies
Nicole Nau, Adam Mickiewicz University
Shu-Chen Huang, National Chengchi University
Irina Moira Cavaion, Researcher, Science And Scientifc Centre Koper
Marianne Starren, Radboud University
Lukas Urbanek, University Of Münster
Jordi Jager, NHL Stenden University Of Applied Sciences
Moderators
Jos Swanenberg, Tilburg University
Eva Knopp, Radboud University
János Imre Heltai, Senior Lecturer, Károli Gáspár University
Hans Van De Velde, Fryske Akademy / Utrecht University
Mirjam Günther-van Der Meij, NHL Stenden University Of Applied Sciences
Petteri Laihonen, Afinla Representative, Speaker, Moderator, Centre For Applied Language Studies
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
With the increase of multilingual pupils in European schools and research insights claiming that language skills are transferable across languages, varieties and registers (Cenoz and Gorter 2015; Cummins 2008), there is a call for a change towards multilingual educational models. Recent research suggests that both multilingual and monolingual pupils would benefit from a so-called heteroglossic approach in which majority as well as minority, immigrant languages and dialects are incorporated in instruction (May 2014; Flores and Beatens-Beardsmore 2015). This approach has been termed the multilingual turn in education (Conteh & Meier 2014). Melo-Pfeifer argues that the multilingual turn "legitimizes the use of multalistic approaches to languages and cultures, as well as the development of an integrated language learning curriculum (namely for the L3 or additional languages), that fully acknowledges pupils' linguistic biographies and previous knowledge" (2018, p. 207). This symposium focuses on multilingual education models in highly diverse areas in Europe (e.g. province of Friesland - the Netherlands, Catalonia and Basque Country - Spain, South Tyrol- Italy, etc.). It aims at exploring different multilingual education models that involve all languages (minority, majority, foreign, immigrant, dialects, etc.) spoken in the areas, including amongst others, didactical approaches such as translanguaging, CLIL and immersion.
Named languages and speakers’ perspectives: Csángó as a contested language in the context of minority education
02:30PM - 06:00PM
Presented by :
Csanád Bodó, Eötvös Loránd University
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 languages.
Bringing Romani into European schools: Translanguaging for equal opportunities
02:30PM - 06:00PM
Presented by :
János Imre Heltai, Senior Lecturer, Károli Gáspár University
Romani appears nowhere in Europe as language of instruction at school. In our translanguaging-project, teachers reorganise learning processes based on the idea of the unitary language repertoire and provide a place for Romani in the lessons. I present how successes of this project result from the rhizomatic features of translanguaging.
Analysing Roma students’ linguistic practices based on heteroglossia
02:30PM - 06:00PM
Presented by :
Bernadett Jani-Demetriou, ELTE BTK
Educational programmes based on the Language Gap theory evaluate linguistic practices on a two-point scale in which children’s linguistic background is contrasted to the norm at school. The presentation provides a different lens; a critical ethnographic sociolinguistic analysis of Roma disadvantaged children examining the enregistered social values of a school’s community.
The practices of naming languages: analysis of language portraits of participants to an educational program of a contested language
02:30PM - 06:00PM
Presented by :
Petteri Laihonen, Afinla Representative, Speaker, Moderator, Centre For Applied Language Studies
In the case of a contested language, there is often disagreement over the naming of the vernacular. I analyze language portraits by pupils participating minority language education to explore how they label different languages at school. The naming practices of such pupils seem to display less fixed categories than usual.
New Perspectives on Latgalian in Education in Latvia: Ideologies, Reforms and Practices
02:30PM - 06:00PM
Presented by :
Nicole Nau, Adam Mickiewicz University
Sanita Lazdina, Rezekne Academy Of Technologies
Heiko Marten, Rezekne Academy Of Technologies
Our paper analyses current discourses, policies and practices regarding the regional language of Latgalian in Eastern Latvia. The paper analyses a. the ideological frame and discourses on multilingualism; b. current policy reactions to demands by speakers of Latgalian; and c. practical obstacles in implementing these new policies.
The learning of neighbor languages in the Asian context of Taiwan
02:30PM - 06:00PM
Presented by :
Shu-Chen Huang, National Chengchi University
This presentation provides an Asian perspective on the topic of neighbor languages (NL). The reasons why Taiwanese teenage students at both senior high school and college chose to enroll in courses of languages other than English were investigated through forty one-on-one interviews. Learners' reasons were grouped into four contextual levels of the learner self, the immediate family and friend circle, the educational environment, and the social milieu. The similarities and differences among two NL groups (Southeastern Asia: Thai, Vietnamese, and Malay; Northeastern Asia: Japanese and Korean) of Taiwan and three European languages (German, French, and Spanish) were analyzed.  
Contact Based Neighbouring Language Learning and Teaching (CoBLaLT): principles, method, tools, current and further research
02:30PM - 06:00PM
Presented by :
Irina Moira Cavaion, Researcher, Science And Scientifc Centre Koper
This paper describes the CoBLaLT model, a validated methodological proposal for the reciprocal learning and teaching of neighbour languages in mainstream lower secondary schools settled in border regions. A set of already developed didactic tools will be presented as far as current and further scientific research linked to the model.
Dialogues between German and Dutch native and non-native speakers in the classroom; whose language?
02:30PM - 06:00PM
Presented by :
Marianne Starren, Radboud University
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 the use of different communication strategies we captured also some more linguistic discourse-driven differences in the patterns that were used in the German/Dutch versus the ELF language modes.
Get to know your neighbours through bilingual Dutch-German CBLE Digi+ - Preliminary results on attitude development and pupils' perception of effectiveness
02:30PM - 06:00PM
Presented by :
Lukas Urbanek, University Of Münster
Jordi Jager, NHL Stenden University Of Applied Sciences
Digi+ is a Dutch-German Computer-Based Learning Environment (CBLE), using the principles of Content and Language Integrated Learning in primary education as a part of the regular curriculum. We will answer research questions on German pupils’ attitudes towards their neighbour language Dutch and on how Digi+ was overall evaluated by pupils.
02:30PM - 06:00PM
Room 1
S119 | Proficiency: Wanting it in Instruction, and Seeing it in Varied Assessment
Format : Symposium
Track : Virtual Session
Speakers
Erwin Tschirner, University Of Leipzig
Xun Yan, Associate Professor, University Of Illinois At Urbana-Champaign
Fernando Rubio, University Of Utah
Lucia Taylor, Dixie State University
Margaret Malone, Director, Assessment And Research, ACTFL
Yu Wu, University Of Rhode Island
Paula Winke, Michigan State University
Susan Gass, Michigan State University
Moderators
Susan Gass, Michigan State University
Paula Winke, Michigan State University
Proficiency assessment is key to understanding the success of foreign language programs. Yet, far too often proficiency assessments do not mirror the curricula they are purported to assess. This symposium is intended to present innovative ways that secondary and post-secondary programs have aligned instruction with proficiency-based standards. From our own experience, we see full development of a robust assessment system as including numerous phases: 1) collection of baseline data from language programs. This entails not only current assessment measures, but also information from actual classrooms (observations, interviews, etc.); 2) triangulation of data sources; 3) acquainting students and instructors with the goals of proficiency-based learning and teaching; and finally 4) development of appropriate placement measures into specific language programs. The main goal of the Symposium is to engage in discussions of various ways that the instruction-assessment link has been implemented, dealing with both traditional assessments (e.g., standardized tests) and alternative assessments (e.g., portfolio, self-assessments, observations). A secondary goal is to understand reasonable growth patterns of language students with an eye to determining reasonable expectations for language programs and setting appropriate goals.
Understanding and supporting language development through proficiency assessment
02:30PM - 06:00PM
Presented by :
Erwin Tschirner, University Of Leipzig
Research-based proficiency assessments provide a powerful framework for well-articulated sequences of courses supporting student language development in secondary and postsecondary language programs. This presentation proposes an instruction-assessment framework for ensuring that students and their instructors know where students are in their linguistic development and what to do to make progress.
Using textbooks to identify core content domains for LCTL proficiency assessment in US universities
02:30PM - 06:00PM
Presented by :
Xun Yan, Associate Professor, University Of Illinois At Urbana-Champaign
This study employs a corpus-driven approach to examine language use in commercial Chinese textbooks, the primary source of language exposure and use for LCTL learners, as an effort to identify core content domains for Chinese assessment in US universities.
Proficiency and complexity in Spanish as a second language
02:30PM - 06:00PM
Presented by :
Fernando Rubio, University Of Utah
Lucia Taylor, Dixie State University
This study analyzes the level of linguistic complexity and lexical diversity of narrations produced by Intermediate and Advanced learners of Spanish. By identifying how specific measures correlate with different proficiency levels, the study provides empirical evidence to help align instruction with proficiency-based standards.
Using proficiency-based professional development to transform classrooms in higher education
02:30PM - 06:00PM
Presented by :
Margaret Malone, Director, Assessment And Research, ACTFL
This paper explores the influence of a blended professional development program for LCTL language instructors in higher education, and long-term influence of the PD program on participants’ understanding of the accompanying proficiency guidelines and implementation/application of what they learned from PD to classroom practice (e.g., teaching, assessment, material development, feedback).
Students are stakeholders too: Exploring how student perspectives can inform proficiency-oriented instruction
02:30PM - 06:00PM
Presented by :
Le Anne Spino, University Of Rhode Island
Yu Wu, University Of Rhode Island
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 initiative that focuses on faculty training, proficiency testing and curriculum revamping with the goal of increasing students' proficiency in the languages they study. We triangulate students' perspectives with their OPIc scores to determine how their opinions can and should shape curricular redesign.
Vocabulary Size, Oral Proficiency, Metacognitive Awareness, and Anxiety: Factors that Contribute to Varied Performance in Proficiency-based Listening Comprehension
02:30PM - 06:00PM
Presented by :
Yu Wu, University Of Rhode Island
Yang Wang, Brown University
Listening comprehension is a difficult and time-consuming language skill to develop, but little is known about what factors contribute to learners’ varied performance in listening. This study explores the relationship between four factors (i.e., vocabulary size, oral proficiency, metacognitive awareness, and anxiety) and learners’ performance in a proficiency-based listening test.
Self-assessment as a method for measuring proficiency in college-level language programs
02:30PM - 06:00PM
Presented by :
Paula Winke, Michigan State University
We investigated the validity and utility of an oral proficiency self-assessment comprised of the ACTFL can-do statements (2015). We had two research questions: (1) What are the correlations among self-assessment results, oral proficiency scores, and course levels? (2) To what extent do oral proficiency scores and course levels predict self-assessment results? We had 820 college-level Spanish language learners at four different curricular levels (years 1, 2, 3, and 4) take the ACTFL OPIc and our self-assessment. The self-assessment measure performed well as a measure of program-level achievement.
02:30PM - 06:00PM
Room 1
S127 2/2 | ReNLA: Autonomy in the time of complexity in a changing world
Format : Symposium
Track : Virtual Session
Speakers
Kevin Yung, Assistant Professor, Education University Of Hong Kong
Jo Mynard, Kanda University Of International Studies
Michael Carroll, Momoyama Gakuin University
Leena Kuure, University Of Oulu
Riikka Tumelius, Doctoral Researcher, University Of Oulu
Diego Mideros, Moderator, The University Of The West Indies
Paola Palma, University Of The West Indies
Jo Mynard, Kanda University Of International Studies
Carmen Becker, TU Braunschweig
Xinyang Lu, University Of Southampton
Moderators
Diego Mideros, Moderator, The University Of The West Indies
Kerstin Dofs, PhD Student, Macquarie University/Ara Institute Of Canterbury
Xuesong Gao, University Of New South Wales
Joanna Porkert , AILA2021 Volunteer, University Of Groningen
In this symposium, presenters will explore the critical issues related to learner and teacher autonomy in the time of complexity in a changing world. Complexity is an emerging theme in language learning and teaching research, and a reality that all language learners and teachers cope with in their pursuit of autonomous learning and teaching. Against this background, researchers will report on research conducted in multiple contexts using a variety of theoretical perspectives and constructs to deconstruct and understand autonomy in language learning. These include studies that critically examine how language learner identity and agency can be used to generate insights into autonomous language learning. The studies may also investigate how language teachers undertake strategic efforts and achieve autonomy in professional practice. Presenters will use emerging perspectives, such as complexity, ecological, and socio-cultural theories to examine a variety of topics in language learning autonomy research. The symposium will help develop nuanced understandings of emerging topics in learner autonomy research in the contexts of: learning in the classroom and beyond, self-access centres, language advising settings, and technology-enhanced language learning. All presenters will work towards synergizing efforts and intellectual investment towards a better understanding of autonomy in this complex and rapidly changing world.
The shifting role of advising in self-access: How can we support the basic psychological needs of our students?
02:30PM - 06:00PM
Presented by :
Jo Mynard, Kanda University Of International Studies
I will draw on results of research into perceptions and use of a self-access centre in Japan from a self-determination theory point of view. I suggest ways in which learning advisors might attend to the three basic psychological needs of competence and relatedness, and autonomy in advising sessions.
Learner autonomy in transition: The affordances of online multimodal interaction between learning advisors and learners
02:30PM - 06:00PM
Presented by :
Jo Mynard, Kanda University Of International Studies
This qualitative study investigates EFL learners in a 15-week Japanese learner autonomy program as they interact with advisors in face-to-face and online environments. It explores learner perspectives on self-selected tasks and resources in developing language learner autonomy, and the mediating roles of peers, language learning advisors, and technologies.
Autonomy through online spaces: How classrooms and online resources interact to foster independent learning and the development of linguistic identity.
02:30PM - 06:00PM
Presented by :
Michael Carroll, Momoyama Gakuin University
This paper describes an investigation into online learning carried out in association with classroom situations. Primarily qualitative data is analysed in terms of learner entry into communities of practice and the contribution of changing identities  to language learning and the development of autonomy, in order to explore how the disparate experiences of learners interacted with each the learning spaces they were in, and how new practices and identities emerged.
Language students as potential change agents in language pedagogy - professional vision in emergence
02:30PM - 06:00PM
Presented by :
Leena Kuure, University Of Oulu
Riikka Tumelius, Doctoral Researcher, University Of Oulu
This study examines the complexity of language students’ agency and identity work while envisioning their profes-sional career as language teachers. The research approach is nexus analysis. The multimodal materials come from Master’s-level courses where the students planned, designed and put into practice online English learning projects for Finnish schoolchildren.
Out-of-class learning in a Spanish for Specific purposes course: A case study in the aviation industry in Trinidad and Tobago
02:30PM - 06:00PM
Presented by :
Paola Palma, University Of The West Indies
Diego Mideros, Moderator, The University Of The West Indies
This study explores blended learning in a Spanish for Specific purposes course. In this study learners preferred face-to-face sessions over independent online sessions. Learners seemed to be better able to take control and make sense of the learning materials after interacting with a more experienced other.
Learning English “autonomously” in private tutoring within a “non-autonomous” system: A complexity theory perspective
02:30PM - 06:00PM
Presented by :
Kevin Yung, Assistant Professor, Education University Of Hong Kong
Through complexity theory, this study aims to understand students’ autonomy in learning ESL in a context where mainstream schooling and private tutoring coexist. It challenges the view that teacher-dependence and learner autonomy are mutually exclusive and proposes that private tutoring can be a platform for students to learn English autonomously.
Creating physical and social spaces for Autonomous Language Learning in the teenage EFL classroom
02:30PM - 06:00PM
Presented by :
Carmen Becker, TU Braunschweig
This paper explores environments which merge personal and institutionalized learning spaces by allowing teenage learners to take control, bring in their identity, and individual repertoire of skills. Empirical data offers insights into learners’ perceptions on optimal conditions for learning, and identifies key features for Learner Autonomy and agency.
Language Learner Autonomy and Social Networks during Residence Abroad: Autonomous Chinese-Speaking Students’ Linguistic and Social Experiences in a UK University
02:30PM - 06:00PM
Presented by :
Xinyang Lu, University Of Southampton
Autonomous Chinese-speaking sojourners exhibit their autonomy through seeking out affordances offered by their social networks for diverse linguistic and non-linguistic encounters within various social settings. This research investigates how a group of autonomous Chinese-speaking sojourners at a UK university exercise their agency to deal with not only linguistic but also interactional, emotional, contextual and identity issues thus better responding to affordances offered by different complex and changing eco-systems in line with their language learning and other personal goals.
02:30PM - 06:00PM
Room 1
S135 | ReN: Intercultural mediation in language and culture teaching and learning/ La médiation interculturelle en didactique des langues et des cultures
Format : Symposium
Track : Virtual Session
Speakers
Noriko Iwasaki, Nanzan University
Anthony Liddicoat, Warwick University
Angela Scarino, University Of South Australia
Barbara Pizziconi, SOAS, University Of London
Wai Meng Chan, National University Of Singapore
Yukiko Saito, National University Of Singapore
Martine Derivry, INSPE | University Of Bordeaux
Seo Won Chi, National University Of Singapore
Jacqueline BREUGNOT, University Of Koblenz-Landau
Elli Suzuki, Université Bordeaux Montaigne
Mariko Himeta, Daito Bunka University, Tokyo
Moderators
Anthony Liddicoat, Warwick University
Martine Derivry, INSPE | University Of Bordeaux
Sannah Debreczeni (AILA2021 Volunteer), AILA2021 Volunteer
This symposium reports on a ReN project on intercultural mediation in languages and cultures teaching and learning by an international team of researchers working multilingually, primarily using English and French. It approaches mediation from two perspectives. The first focuses on the features and processes of mediation that emerge in different language teaching and learning contexts. These presentations investigate how mediation can be understood as a language teaching and learning activity and consider mediation from multiple perspectives including, how mediation is to be understood in diverse contexts of teaching and learning, how teachers and learners act as mediators, how mediation is involved in learning processes, how mediation might be assessed, and the understandings and capabilities teachers and learners need to develop in order to mediate in language learning and use. The second perspective examines the ways that collaborative research across languages and cultures is itself an act of mediation and how such mediation can both expand and challenge existing understandings of the research field. Thinking through different languages creates a better understanding of terms, concepts and ways of working created in different research traditions. This work of using two languages in a plurilingual perspective is an essential act of mediation.
Intercultural mediation as a research process: Médiation interculturelle comme un processus de recherche
02:30PM - 06:00PM
Presented by :
Anthony Liddicoat, Warwick University
Martine Derivry, INSPE | University Of Bordeaux
This chapter will examine multilingualism as a research process and a subject position within that process by considering how multilingualism can contribute to research practice and exemplify the possibilities for multilingual research practice by examining the working processes of a multilingual research group.
The distinctive nature of reflection and reflexivity in intercultural language learning
02:30PM - 06:00PM
Presented by :
Angela Scarino, University Of South Australia
Michelle Kohler
Contemporary understandings of languages learning within a multilingual and intercultural orientation recognise the crucial role of reflection and reflexivity in developing the capability to communicate where there is no shared cultural framing. This paper draws on studies with teachers to investigate how reflection and reflexivity are developed in practice.
Researchers’ positioning in intercultural mediation: Features of the field and methodological issues
02:30PM - 06:00PM
Presented by :
Jacqueline BREUGNOT, University Of Koblenz-Landau
Elli Suzuki, Université Bordeaux Montaigne
Mariko Himeta, Daito Bunka University, Tokyo
Two teams of researchers undertake a retrospective analysis of their practice in researching intercultural mediation in very different cultural contexts. By considering the methodological obstacles, the resources used and retrospective reflections, they synthesise the specific features of researcher’s positioning in intercultural mediation in relation to distinctive features of the field.
Friends as mediators in study abroad contexts in Japan
02:30PM - 06:00PM
Presented by :
Barbara Pizziconi, SOAS, University Of London
Noriko Iwasaki, Nanzan University
Conversations between peers are among the resources learners use to make sense of cultural practices and values. Through an analysis of two pairs discussing Japanese manga on intercultural encounters we look at the ways in which peer mediation affects Japanese learners' understandings and the potential for nuanced or stereotypical interpretations.
Short-term study abroad and intercultural interactions: Towards a data-informed description and classification of intercultural mediations
02:30PM - 06:00PM
Presented by :
Wai Meng Chan, National University Of Singapore
Seo Won Chi, National University Of Singapore
Yukiko Saito, National University Of Singapore
Sasiwimol Klayklueng, National University Of Singapore
Daniel Kwang Guan Chan, National University Of Singapore
SCT-based perspectives of intercultural mediation view it as the mental process of meaning-making and connecting new and existing cultural knowledge, as well as the scaffolding provided by others in this process. This presentation aims to identify, describe and classify instances of intercultural mediation, drawing on extensive data from short-term study abroad of foreign language students in six different countries.
Teaching culture as teachers’ mediation: a case study of Japanese language teachers
02:30PM - 06:00PM
Presented by :
Yukiko Saito, National University Of Singapore
Teachers play a central role in shaping subject content knowledge for teaching culture in foreign language classroom teaching practice. This presentation aims to discuss two findings on teachers’ mediation between their conceptions of culture and its classroom teaching practice, drawing from a case study of three Japanese language teachers.
Investigating the Role of Intercultural Mediators in the Legitimate Peripheral Participation of Students on Short-Term Study Abroad
02:30PM - 06:00PM
Presented by :
Seo Won Chi, National University Of Singapore
Co-authors :
Wai Meng Chan, National University Of Singapore
This study presents and analyses data from Korean language students on short-term study abroad to investigate the roles of intercultural mediators in the target language community who support learners in making sense of new cultural experiences and critically reflecting on self, the target language and their native cultures.
Mediating the intercultural dimension in language teaching and learning: a case study
02:30PM - 06:00PM
Presented by :
Martine Derivry, INSPE | University Of Bordeaux
Geneviève Zarate
George Alao
This presentation investigates the different layers of cultural and intercultural mediation through a comparative case study of two prestigious institutions (Inalco in Paris and Soas in London). Through in depth interviews of teachers, our study seeks to relate the two institutional contexts to the individual profiles of their language teachers.
02:30PM - 06:00PM
Room 1
S142 2/2 | ReN: Methodologies for Researching Writing for Academic Publication by Multilingual Writers
Format : Symposium
Track : Virtual Session
Speakers
Ju Chuan Huang, National Taiwan Ocean University
James Corcoran, Assistant Professor, York University
Sally Burgess, Lecturer, University Of La Laguna
Laura-Mihaela Muresan, Bucharest University Of Economic Studies
Laurie Knox, Senior Lecturer, University Of Tennessee Knoxville
Mary Jane Curry, Associate Professor, University Of Rochester
Theresa Lillis, The Open University
Moderators
Mary Jane Curry, Associate Professor, University Of Rochester
Theresa Lillis, The Open University
Sara Razaghi AILA Volunteer, AILA2021 Volunteer, University Of Groningen
Methodologies for studying pedagogies of writing for publicationThis fourth AILA symposium organized by the Research Network on Academic Publishing and Presenting in a Global Context addresses the necessity for continued rigorous research on the fast-moving developments in academic publishing around the world-including multilingual scholars' commitments to publishing in languages other than English, the emergence of English-medium journals published outside of Anglophone contexts, the potential and problems of open-access journals, evaluation metrics and regimes, and policies and pedagogies for publishing. The symposium therefore will focus on the development and deployment of a range of research methodologies used to investigate writing for publication in a global context, including the social practices of publishing, pedagogies for writing for publication, and texts written for publication. The morning session opens with a featured discussion of the 'text history' methodology developed by Lillis and Curry (2010) that enables researchers to trace the evolution of texts written for publication. The morning symposium includes two additional strands, one will focus on methodologies for researching publishing and presenting scholarly work and the afternoon strand will focus on research on studying pedagogies supporting writing for publication and another covering additional methodologies for investigating writing for publication. The symposium ends with a general discussion with audience.Lillis, T., & Curry, M.J. (2010). Academic writing in a global context: The politics and practices of publishing in English. London: Routledge.
S142 2/2 | introduction by organizers
02:30PM - 06:00PM
Presented by :
Mary Jane Curry, Associate Professor, University Of Rochester
Theresa Lillis, The Open University
A brief introduction by the symposium organizers
Conducting Qualitative Research on Pedagogies for Scholarly Writing: Challenges and Strategies
02:30PM - 06:00PM
Presented by :
Ju Chuan Huang, National Taiwan Ocean University
Researchers who conduct qualitative research on genre-based pedagogies for scholarly writing may experience different problems during data collection and analysis. In this presentation, using my research experiences as examples, I will share my challenges and how I deal with them.
The Potential and Limitations of a Case Study Approach to Researching Publishing Pedagogies
02:30PM - 06:00PM
Presented by :
James Corcoran, Assistant Professor, York University
In this talk, I outline the potential and limitations of taking a case study approach to researching pedagogies aimed at supporting the scholarly research writing of plurilingual scientists living outside centres of knowledge production.
Ethnographic accounts of research publication trajectories as input for course evaluation and design
02:30PM - 06:00PM
Presented by :
Sally Burgess, Lecturer, University Of La Laguna
In their recent paper Unpacking the Lore on multilingual scholars publishing in English: a discussion paper, Curry and Lillis (2019) set out a research agenda for those of us who study the publication practices of scholars who use English as a vehicular language. Among the challenges which they suggest face our community is the need to move beyond survey-based accounts to ethnographic, longitudinal studies focusing on course participants' subsequent publication trajectories. In this paper, we present the results of an attempt to take up this challenge. 
Training professional researchers in Romanian higher education – development opportunities for trainers and students alike
02:30PM - 06:00PM
Presented by :
Laura-Mihaela Muresan, Bucharest University Of Economic Studies
This study explores the experience of Romanian ERPP trainers interacting with fellow academics of different specialisations. A guided-narrative instrument has facilitated the language trainers' reflections on challenges and benefits involved. Narrative data analysis, triangulated with field notes, has helped reveal situated practices, informing the development of suitable ERPP pedagogical approaches.
Tracking the Emergence of a Disciplinary Voice: An Application of Text History and Conversation Analysis
02:30PM - 06:00PM
Presented by :
Laurie Knox, Senior Lecturer, University Of Tennessee Knoxville
Laurie Knox will serve as a discussant for the papers in the afternoon symposium.
02:30PM - 06:00PM
Room 1
S162 | Talking together, thinking together: Alignment in second language conversation and interaction
Format : Symposium
Track : Virtual Session
Speakers
Dwight Atkinson, University Of Arizona
Huiyang Shen, Xi'an Jiaotong University
Marije Michel, Co-chair AILA & Mentor, Groningen University
Christine Appel, Open University Of Catalonia
Bryan Smith, Arizona State University
Marco Cappellini, Aix Marseille University, CNRS, LPL
Benjamin Holt, University Of Lille
Marion Coumel, University Of Warwick
Vanja Vukovic, PhD Student, University Assistant, University Of Vienna
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
Moderators
Marije Michel, Co-chair AILA & Mentor, Groningen University
Marco Cappellini, Aix Marseille University, CNRS, LPL
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
Alignment happens when interlocutors implicitly agree on the use of particular linguistic elements, such as words and multi-word expressions, structures, pronunciations, and prosody. Pickering and Garrod (2004) theorised alignment as the convergence of mental representations to reach shared understanding through aligning at all semiotic levels (e.g., phonetics, morphosyntax, gestures). Alignment has been widely studied in L1 interaction, both in experimental/psycholinguistic and in naturalistic conversations, seeing the phenomenon as an automatic, resource-free cognitive process. Less explored to date is the question whether and how alignment operates in L2 interaction. Rather than automatic, Costa et al. (2008) suggest that for a variety of reasons L2 alignment might include strategic choices. Alignment is a promising theoretical perspective in which to view L2 interaction, acquisition and pedagogy. It is a complementary framework in guiding our understanding of the dynamics of socio-cognitive processes in place during L2 interaction/acquisition and elaborating pedagogical approaches. In this symposium we aim to bring together researchers whose work approaches L2 alignment in a range of contexts, including face-to-face, online, and individual interaction with printed materials during writing among others. We hope to promote a pluridisciplinary approach, encompassing for instance psycholinguistics, NLP, SLA and discourse and interaction analysis.
Alignment in Applied Linguistics & Beyond
02:30PM - 06:00PM
Presented by :
Dwight Atkinson, University Of Arizona
In this presentation, I first review how the term alignment" has been used in applied linguistics. Next, I focus on uses of alignment in allied disciplines. Finally, I describe four important concepts which may overlap with alignment, but use other terms: accommodation; attunement; entrainment; and interactional synchrony"
Effects of Context on L2 Syntactic Alignment of Chinese Ba-construction
02:30PM - 06:00PM
Presented by :
Huiyang Shen, Xi'an Jiaotong University
Co-authors :
Min Wang, Xi'an Jiaotong University
We investigate how context influences the magnitude of syntactic alignment (also known as structural priming) in L2 Chinese learners’ production of Ba-construction. It is demonstrated that L2 syntactic alignment can be boosted by continuous and dynamic context and the contextual boost effect can persist and transfer to a new context.
Alignment of morphosyntactic structures during task-based text chat interaction among peers in an EAP classroom
02:30PM - 06:00PM
Presented by :
Marije Michel, Co-chair AILA & Mentor, Groningen University
This study explores morphosyntactic alignment during text-based computer chat among international EAP students performing six text chat tasks. Chat-logs of the conversations were scrutinized for the re-use of structures that had been introduced by either partner. We discuss how observed group patterns and personal preferences mediate L2 alignment.
Lexical and Syntactic Alignment during English-Spanish Teletandem Meetings
02:30PM - 06:00PM
Presented by :
Christine Appel, Open University Of Catalonia
Marije Michel, Co-chair AILA & Mentor, Groningen University
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
Transcripts of twenty-nine Spanish-English teletandem spoken conversations were scrutinized for aligned language (lexical and morphosyntactic overlap) taking into account task-effects (free conversation vs. Spot-the-Difference tasks). Results are discussed in light of instructed SLA perspectives on L2 learning in teletandem contexts.
Linguistic alignment and focus on form in task-based intra-institutional telecollaboration
02:30PM - 06:00PM
Presented by :
Bryan Smith, Arizona State University
Co-authors :
Xiaomeng Zhang, Lecturer Of Chinese , University Of Pennsylvania
This presentation will outline results of a semester-long mobile-based intra-institutional Telecollaboration study between learners of English and learners of Chinese. The degree of linguistic alignment will be discussed as will text-, video-, and audio-based Language Related Episodes.
Multimodal alignment in conversational side sequences
02:30PM - 06:00PM
Presented by :
Benjamin Holt, University Of Lille
Marco Cappellini, Aix Marseille University, CNRS, LPL
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 differences between the two populations.
L2 speakers in interactions: The effects of lexical overlap, proficiency, attention and motivation on syntactic alignment
02:30PM - 06:00PM
Presented by :
Marion Coumel, University Of Warwick
Co-authors :
Ema Ushioda
Katherine Messenger
We examine whether L2 speakers' individual differences in attention, motivation and proficiency affect syntactic alignment and the resulting learning in interactions with and without lexical overlap. Our interactive alignment task fostered language learning for two different syntactic structures, but immediate alignment only occurred for the least syntactically complex structure. Overall, alignment was influenced by individual differences in attention and motivation but not in proficiency.
A quantitative investigation of alignment processes in English as a lingua franca interactions
02:30PM - 06:00PM
Presented by :
Vanja Vukovic, PhD Student, University Assistant, University Of Vienna
English as a lingua franca (ELF), syntactic alignment, lexical alignment, corpus study
Morphosyntactic alignment in L1-L2 task-based teletandem interaction
02:30PM - 06:00PM
Presented by :
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
Co-authors :
Marije Michel, Co-chair AILA & Mentor, Groningen University
Keywords: morphosyntactic alignment, trigram, teletandem, task-based interaction.
02:30PM - 06:00PM
Room 1
S170 2/2 | The dynamics and challenges of teacher education for immersion and CLIL contexts: Preparing teachers to integrate language and content
Format : Symposium
Track : Virtual Session
Speakers
Susan Ballinger, McGill University
T.J. Ó Ceallaigh, Presenter, Mary Immaculate College
Corinne Mathieu, Assistant Professor, University Of Wisconsin - Green Bay
Paula Kristmanson, Director, University Of New Brunswick- Second Language Research Institute Of Canada
Felicitas Fein, University Of Koblenz-Landau
Nerea Villabona, University Of The Basque Country
Siv Björklund, Åbo Akademi University
Diane Tedick, University Of Minnesota
Moderators
Diane Tedick, University Of Minnesota
Ruth Fielding, Monash University
Andre Korporaal (AILA2021 Volunteer), AILA2021 Volunteer
Immersion and CLIL contexts have grown globally over the past several decades (e.g., Tedick, 2015; Mehisto & Genesee, 2015; Pérez-Cañado, 2016), and there are increasing calls for quality teacher education for CLIL and immersion teachers in a range of different contexts. Teacher education is a complex process, and additional factors add complexity to the education needs of immersion and CLIL teachers. Teaching in immersion or CLIL requires a special knowledge base and skill set that emphasize pedagogies for content and language integration (e.g., Llinares, Morton, & Whittaker, 2012; Lyster, 2007; Tedick & Zilmer, 2018). In this symposium we will explore international perspectives on the dynamics and challenges of teacher education for immersion and CLIL settings at all educational levels. The symposium will begin with featured speaker, Susan Ballinger (McGill University), who will focus on the importance of developing teachers' CLIL awareness (Lindahl, Baecher, & Tomas, 2015) while reporting on three recent projects in diverse content-based contexts. Symposium organizers Diane Tedick and Ruth Fielding invite proposals that are closely linked to the symposium theme at either pre-service or in-service levels to enable discussion of the needs and experiences of novice and more experienced CLIL and immersion teachers.
Teacher language awareness for content and language integration
02:30PM - 06:00PM
Presented by :
Susan Ballinger, McGill University
This featured talk will examine challenges associated with teacher training for content-based instruction. I will discuss three studies across contexts: Canadian French immersion, subject teacher training in France, and bilingual education in China. I will also highlight the central importance of content-language awareness as a cross-context teaching competency.
Transformed identities: the process of secondary immersion teacher development
02:30PM - 06:00PM
Presented by :
T.J. Ó Ceallaigh, Presenter, Mary Immaculate College
Muiris Ó Laoire, Presenter, Munster Technological University, Ireland
Máire Uí Chonghaile, Presenter, Mary Immaculate College, Ireland
This presentation reports on the experiences of nine Irish-medium secondary immersion teachers as they engaged in the instructional integration of language and content during a two year-long PD programme. Teachers reconfigured their professional identities revealing three stages of development – teacher as subject specialist, teacher as learner, teacher as leader.
Redesigning secondary Spanish immersion materials for content and language integration: A materials perspective on immersion teacher education
02:30PM - 06:00PM
Presented by :
Corinne Mathieu, Assistant Professor, University Of Wisconsin - Green Bay
This study explores an immersion teacher professional development experience centered on analyzing and redesigning secondary Spanish immersion instructional materials to include a language focus. Analysis indicated that participants teachers developed content and language knowledge for teaching, but the modified materials were not sufficient for supporting transfer of knowledge to practice.
Experiential and Embedded Professional Learning (PL) for Educators in Immersion and Multilingual Spaces
02:30PM - 06:00PM
Presented by :
Paula Kristmanson, Director, University Of New Brunswick- Second Language Research Institute Of Canada
Co-authors :
Josée LeBouthillier, University Of New Brunswick
Karla Culligan, Assistant Professor, University Of New Brunswick
In this presentation, we will share the experiences of pre- and in-service educators engaged in professional learning (PL) in a variety of spaces, both virtual and physical. These data, collected from interviews and surveys, were analyzed in order to explore how educators navigate teaching content and language within immersion and multilingual contexts.
Educating the educators – Which teacher competences are crucial for providing successful CLIL education?
02:30PM - 06:00PM
Presented by :
Felicitas Fein, University Of Koblenz-Landau
Co-authors :
Constanze Juchem-Grundmann, University Of Koblenz-Landau
Appropriately trained teachers are indispensable for CLIL programmes to live up to the high expectations that are connected to the approach. Hence, this research presents the German Framework for CLIL Teacher Education, serving as a basis for the development of CLIL teacher training programmes adapted to the teachers’ educational backgrounds.
“We don’t correct the language but we learn in English”: CLIL teachers’ knowledge of language and content integration
02:30PM - 06:00PM
Presented by :
Nerea Villabona, University Of The Basque Country
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.
Student teachers’ reflections and experiences of language sensitivity and scaffolding in immersion classrooms.
02:30PM - 06:00PM
Presented by :
Siv Björklund, Åbo Akademi University
Co-authors :
Sanna Pakarinen, Co-author, Åbo Akademi University
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 challenges in content and language integrated teaching
Using a Rubric to Assess Preservice Immersion Teacher Development: Teacher Candidate and Supervisor Perspectives
02:30PM - 06:00PM
Presented by :
Diane Tedick, University Of Minnesota
Co-authors :
Corinne Mathieu, Assistant Professor, University Of Wisconsin - Green Bay
This study explores immersion teacher candidate and student teaching supervisor perspectives on and experiences with the use of an immersion-specific Rubric and accompanying Workbook for assessing and developing preservice teacher performance and practices. Analysis revealed both positive perspectives as well as challenges associated with use of the Rubric and Workbook.
02:30PM - 06:00PM
Room 1
S176 | The Professional Bilingual. Interpreting Institutional Discourse
Format : Symposium
Track : Virtual Session
Speakers
Uldis Ozolins, Presenter, Western Sydney University
Sabine Braun, Director, Centre For Translation Studies, University Of Surrey
Jessica P. B. Hansen, University Of Oslo
Rahaf Farag, Research Associate, Johannes Gutenberg University Of Mainz
Mary Phelan, Dublin City University
Gry Sagli, Oslo Metropolitan University
Tatjana Felberg, Presenter, Oslo Metropolitan University- OsloMet
Hilde Fiva Buzungu, PhD Candidate, Oslo Metropolitan University
Magnus Dahnberg, Senior Lecturer, Stockholm University
Gro Hege Saltnes Urdal, Interpreter Trainer And Researcher , Western Norway University Of Applied Sciences
Elisabet Tiselius, Stockholm University
Hanne Skaaden, Workshop Organizer, Oslo Metropolitan University
Emre Murat Bozer, Bogaziçi University
Moderators
Hanne Skaaden, Workshop Organizer, Oslo Metropolitan University
Mieke Breukelman (AILA2021 Volunteer), AILA2021 Volunteer
In institutional encounters such as police interviews, doctor-patient consultations, court hearings and a plethora of other settings, interpreters serve high status professionals in their communication with clients and patients. Yet, the interpreters' own process of professionalization is underdeveloped, and the ways in which interpreting quality affects these professionals' exercise of discretion has received little attention. Since Cecilia Wadensjö's (1992, 1998) seminal studies on interpreting as interaction research on interpreting in institutional encounters has grown. Yet, the field still debates the value of its professional ethics. Moreover, a recent development is increased use of remote interpreting, where the interpreter interacts with the interlocutors via technological solutions. The technology seems to alter interactional aspects of importance to interpreting quality in ways that we have only started to explore. In the different interpreting settings mentioned, aspects of interpreting are yet to be explored as is the nature and underlying skills required for the different interpreting modes of remote vs onsite interpreting, short sequence consecutive vs. long sequence consecutive, sight translation and simultaneous interpreting. With focus on the interrelationship between practice, research and education the symposium invites poster and paper presentations that focus on different aspects of the process of interpreting and its professionalization.
Remote Interpreting: Technology, Interaction and Future Perspectives.
02:30PM - 06:00PM
Presented by :
Sabine Braun, Director, Centre For Translation Studies, University Of Surrey
Research into remote interpreting (RI) has investigated how interpreters and their clients interact with and through different technologies, especially telephone and video links. Across different institutional settings this research has analysed, for example, the quality of the interpreter's performance and a range of psychological and physiological factors associated with RI, the dynamics of participant interaction, and the strategies that interpreters develop to cope with, and adapt to, this modality of interpreting. The knowledge about RI gained to date has been instrumental in advancing our understanding of its complexities and has begun to inform education and policies and to improve the practice of RI. At the same time, many key questions and concerns remain to be resolved. Among them is the impact that individual variables (e.g. technological and ergonomic parameters, specific features of an interpreting assignment, experience) and broader social and environmental factors (e.g. working conditions, available training, remuneration) have on quality of service and interaction. Further investigation of these issues may provide explanations for the partially inconsistent findings generated by RI research in different institutional settings to date. It will also help identify key factors for educating interpreters and clients about RI and facilitate the development of evidence-based guidance on RI. Against this backdrop, this presentation will begin by providing an overview of key research findings, focussing on findings that warrant further investigation and findings that are particularly relevant from an educational point of view. The second part of the presentation will discuss future directions of RI practice, including, for example, the likely diversification of RI through technological innovation and growing demand, and will outline research questions that arise from the evolving practice. 
Co-creating an interactional space in video-interpreted interaction
02:30PM - 06:00PM
Presented by :
Jessica P. B. Hansen, University Of Oslo
Based on conversation analysis, this paper explores how participants in multilingual hospital settings, with interpreting provided via video-technology, organize their interactional space. The presentation demonstrates how the participants orient to the interpreters’ rights and obligations in interaction and how this in turn affects the co-creation of the interactional space.
Turn taking in Arabic-German interpreter-mediated encounters via telephone
02:30PM - 06:00PM
Presented by :
Rahaf Farag, Research Associate, Johannes Gutenberg University Of Mainz
Co-authors :
Bernd Meyer, Johannes Gutenberg University Of Mainz
Audio-based interpreting has lately become a widespread communicative practice in multilingual encounters. However, its linguistic-communicative requirements have hardly been explored. In this paper, I will outline the features of interactional remoteness and investigate interpreter-mediated encounters via telephone between German counsellors and Arabic clients with regard to turn allocation.
The United Nations sustainable development goals and public service interpreting
02:30PM - 06:00PM
Presented by :
Mary Phelan, Dublin City University
This paper argues that public service interpreters are indispensable for the implementation of at least three United Nations sustainable goals. A fourth sustainable goal relates to decent work and quality jobs, significant issues for public service interpreters in many countries. Can we draw on the UN goals to improve the working conditions of professional public service interpreters?
“Dangerous for the patient and very difficult for the healthcare personnel”: Involving healthcare educators in research on interpreting
02:30PM - 06:00PM
Presented by :
Gry Sagli, Oslo Metropolitan University
Tatjana Felberg, Presenter, Oslo Metropolitan University- OsloMet
In research, involvement of relevant agents (healthcare educators, students, interpreters, patients, doctors/nurses) in all phases, from planning to implementation, is desirable and required. In this presentation, we focus on the involvement of healthcare educators in a research project on interpreting , present examples of their valuable contributions and show its influence on education of interpreters.
Making the case for radical impartiality in interpreting
02:30PM - 06:00PM
Presented by :
Hilde Fiva Buzungu, PhD Candidate, Oslo Metropolitan University
Uldis Ozolins, Presenter, Western Sydney University
Researchers have claimed that centering the role of the interpreter on principles of impartiality and neutrality makes for rigid and insensitive practitioners. We argue that a radical impartiality should be seen as the solution rather than the problem regarding how interpreters can be of service in sensitive and vulnerable situations.
Combining Theory and Practice in Interpreter Training
02:30PM - 06:00PM
Presented by :
Magnus Dahnberg, Senior Lecturer, Stockholm University
This paper is a reflective case-study, describing how a combination of theoretical and practical issues can contribute to public service interpreter training and to the professionalization of interpreting.
Training deaf and hearing signed language interpreting students together. Exploring the experiences from the interpreter trainers’ perspective
02:30PM - 06:00PM
Presented by :
Elisabet Tiselius, Stockholm University
Gro Hege Saltnes Urdal, Interpreter Trainer And Researcher , Western Norway University Of Applied Sciences
Opening up sign language interpreting education for deaf students challenges both the interpreter education and the teachers. We find that educating deaf and hearing students together catalyzed social changes the education and in the interpreter trainers’ professional identity.
Deaf Sign Language Interpreters and the Market
02:30PM - 06:00PM
Presented by :
Gro Hege Saltnes Urdal, Interpreter Trainer And Researcher , Western Norway University Of Applied Sciences
Co-authors :
Ingeborg Skaten
Deaf sign language interpreter BA-students are new in academia and to the market as professional interpreters, in Norway. Our study discusses the extent to which the marked is prepared for these new professionals. We discuss if equal education is enough to be treated equally in the market.
Students developing their professional characteristics as interpreters for deafblind individuals
02:30PM - 06:00PM
Presented by :
Gro Hege Saltnes Urdal, Interpreter Trainer And Researcher , Western Norway University Of Applied Sciences
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.
02:30PM - 06:00PM
Room 1
S199 | ReN: Migrants in working life: language and global (im)mobilities
Format : Symposium
Track : Virtual Session
Speakers
Fiona O'Neill, University Of South Australia
Shaila Shams, Doctoral Candidate, Simon Fraser University
Emre Murat Bozer, Bogaziçi University
Irasema Mora-Pablo, University Of Guanajuato
Maiju Strömmer, University Of Jyväskylä
Florian Hiss, UiT The Arctic University Of Norway
Sanna Mustonen, University Of Jyväskylä
Kristina Humonen, Newcastle University Business School
Minna Suni, University Of Jyväskylä
Moderators
Jo Angouri, University Of Warwick
Julie Kerekes, University Of Toronto
Minna Suni, University Of Jyväskylä
Accessing work is a condition for migrants' settlement in the new country, a priority for national governments and international bodies and on all integration policy agendas. Crossing boundaries, however, is challenging and research has reported the barriers migrants face when going through prototypical gatekeeping events (e.g., job interviews) but also in daily practices at work. Linguistic gatekeeping research has shown repeatedly the nuanced ways in which those perceived as 'different' to 'us' are excluded from decision centers and are often kept in low positions even years after entering the 'new' market. Language provision for migrants and mobile workers is also increasingly tied to working life needs and practices, and more research has to analyse the inclusive or anti-inclusive effects of this trend. This panel aims to go beyond descriptive work in gatekeeping and language education studies and to provide a new way forward for theorizing and studying the field.
Communicative expertise in contemporary policing: navigating multilingual, multicultural interactions
02:30PM - 06:00PM
Presented by :
Fiona O'Neill, University Of South Australia
Contemporary policing in migrant-receiving countries often involves navigating complex interactions in which multiple languages and cultures are present, requiring specific communicative expertise on the part of police to ensure effective communication and the safety of all involved.
Language, Race, and Religion: An Ethnography of Skilled Bangladeshi Muslim Immigrants’ Settlement in Canada
02:30PM - 06:00PM
Presented by :
Shaila Shams, Doctoral Candidate, Simon Fraser University
This emerging ethnography explores the settlement experience of Bangladeshi Muslim skilled immigrants in Canada and the intersectionality of language, race, and religion in their social integration. It focuses on language, access and participation for integration and envisions a reconceptualization of language, learning and immigrants' settlement.
Construction of Expat Workplace Identities: Japanese Language Teachers in Istanbul
02:30PM - 06:00PM
Presented by :
Emre Murat Bozer, Bogaziçi University
This paper presents a linguistic ethnographic study drawing on data from observations, interviews, and audio-recordings of naturally occurring conversations across the Japanese, Turkish and English languages in a multilingual workplace. It focuses on the construction of expat workplace identities of a non-traditional expat community in a non-traditional context of a Western-oriented university in a non-Western country.
“Neither from here nor from there”: Return migrants accessing job opportunities as English teachers at a high cost.
02:30PM - 06:00PM
Presented by :
Irasema Mora-Pablo, University Of Guanajuato
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.
Language and discursive practices governing workplace safety: A case of a multilingual mine in northern Finland
02:30PM - 06:00PM
Presented by :
Maiju Strömmer, University Of Jyväskylä
This ethnographic case study analyses language and discursive practices used in the safety program of a mine located in northern Finland. The critical sociolinguistic analysis demonstrates that language problems are not considered in the program. However, the employees are obligated to take responsibility of shared understanding and safety even if they are not fully equipped to follow the company's preferred language practices.
Access and agency: Practical training as a L2 learning environment for migrants
02:30PM - 06:00PM
Presented by :
Sanna Mustonen, University Of Jyväskylä
Co-authors :
Minna Suni, University Of Jyväskylä
We focus on migrants' opportunities to develop and utilize their field-specific language resources in practical training. Some participants of our ethnographic study found their access to meaningful tasks and L2 resources to be too limited. Language awareness should thus be an integral part of supervision practices in vocational education.
‘Language policies? Maybe we should have some.’ – Diversity at work between strategy and ideology
02:30PM - 06:00PM
Presented by :
Florian Hiss, UiT The Arctic University Of Norway
This study scrutinises the positions Norwegian managers and administrators take vis-à-vis their linguistically and culturally diverse workforces. It adresses the problems arising from the fact that many leaders know little about linguistic diversity and do not share experiences of migration or being part of a linguistic minority.
“[They] thought I couldn’t be a chef because I didn’t speak Finnish”; negotiating professional roles in a multilingual setting.
02:30PM - 06:00PM
Presented by :
Kristina Humonen, Newcastle University Business School
Jo Angouri, University Of Warwick
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.
06:30PM - 07:30PM
Cooking together in Gather.Town | Activity Center | Kitchens
Do you have a (traditional) dish or drink which you would like to prepare live for and with other AILA delegates? During lunch and dinner times we have arranged some time slots, when others can join you in the virtual kitchen. We hope to have dishes/drinks from different parts of our AILA world! Do you want to host such a cooking session? Please sign up here and let us know what dish you wish to make.Go to Gathertown!
07:00PM - 08:00PM
Speed-Meeting
After a long congress day, it may be time for you to meet and mingle with other virtual delegates. This can be done by Speed-Meetings in which you get to talk for 4 minutes with a randomly selected delegate, and you can do as many rounds as you wish. Who knows who you will meet! We will set the timer for one hour, but 30 minutes in total will be fine, too. We will repeat this activity tomorrow.Join us here!
Thursday, August 19, 2021
08:30AM - 12:00 Noon
Room 1
S032 1/2 | Data-driven learning: Expanding corpus-based applications and evaluating their effectiveness
Format : Symposium
Track : Virtual Session
Speakers
Ana Frankenberg-Garcia, University Of Surrey
Yurong Zheng, Mentor, Harbin Engineering University
Rezan Alharbi, King Saud University
Xiaoya Sun, Nanyang Technological University
Biagio Ursi, Aix-Marseille University
Virginie André, University Of Lorraine
Moderators
Alex Boulton, University Of Lorraine
Nina Vyatkina, University Of Kansas
Iryna Menke-Bazhutkina, AILA2021 Volunteer, University Of Groningen
Data-Driven Learning (DDL), i.e. teaching and learning languages with the help of corpora, has been shown to be effective and efficient for many pedagogical purposes and in various contexts. Nevertheless, in its canonical form it is still far from common educational practice. Furthermore, more methodologically rigorous empirical evaluations of DDL processes and outcomes are needed. To address these issues, we invite proposals that focus on one of two broad DDL strands: (1) DDL and open educational resources and practices. Proposals may address the use of open-access corpora in DDL, the development of open educational resources and practices in DDL (e.g., open educational tools, language and content course curricula, teacher and learner guides), DDL and the web/search engines, and more. (2) Empirical evaluation and research methodology in DDL. Proposals may report on quantitative, qualitative, or mixed-method empirical studies of DDL outcomes, behaviors, and representations in language and/or content courses, address intersections of DDL with other approaches and methodologies, or discuss methodological issues in DDL research. Collaborative proposals and proposals addressing DDL for languages other than English or beyond a university context are especially welcome.
Dynamic data-driven learning
08:30AM - 12:00 Noon
Presented by :
Ana Frankenberg-Garcia, University Of Surrey
Data-driven Learning (DDL) has taken two main directions. Learners can engage with corpora the hard, hands-on way, or they can observe pre-selected corpus output the soft, hands-off way. This paper proposes a third way of engaging with DDL: D-DDL, or Dynamic Data-Driven Learning. After explaining D-DDL, two examples will be given: (1) ColloCaid (a writing assistant providing D-DDL academic English collocation suggestions) and (2) BAWE Quicklinks (a tool for providing D-DDL essay feedback).
Corpus-driven Approach of English Vocabulary Learning at Chinese Tertiary Level Program
08:30AM - 12:00 Noon
Presented by :
Yurong Zheng, Mentor, Harbin Engineering University
This corpus-driven approach tries to raise the students’ consciousness of learning English vocabulary innovatively with the RIPE model: resource-providing, information-inputting, paradigm-setting and evaluation-enhancing. The application of RIPE model is encouraging in the way that this method has not only aroused the students’ motivation in learning, but also their critical thinking.
Learning L2 Non-Congruent Collocations: The Effect of a Corpus-assisted Contrastive Analysis and Translation Approach
08:30AM - 12:00 Noon
Presented by :
Rezan Alharbi, King Saud University
Research on the acquisition of L2 collocations has examined different instructional conditions under which these can be best learnt. However, none has investigated the efficacy of a corpus-assisted contrastive analysis and translation approach on learning non-congruent collocations despite the evident theoretical and pedagogical grounds in support of the integration. The current study investigates this integration and argues for its implementation.
Direct and Indirect Data-Driven Learning: Affordances and Constraints
08:30AM - 12:00 Noon
Presented by :
Xiaoya Sun, Nanyang Technological University
This presentation reports on an experimental study designed to compare the effectiveness and efficiency of a direct and an indirect approach to data-driven learning in facilitating Chinese learners’ mastery of hedging in an undergraduate English-as-a-foreign-language writing class.
Corpora in interaction: A conversational study of Data-Driven Learning interactions with the FLEURON database
08:30AM - 12:00 Noon
Presented by :
Biagio Ursi, Aix-Marseille University
Co-authors :
Virginie André, University Of Lorraine
From an interactional perspective, we provide a fine-grained qualitative analysis of Data-Driven Learning interactions between French as Foreign Language students and trainers, during the exploration of the FLEURON database. Conversational and multimodal resources play a pivotal role in the selection of concordance-based instances and the identification of recurrent linguistic patterns.
08:30AM - 12:00 Noon
Room 1
S046 1/2 | English as a lingua franca as a multidimensional resource in professional communication
Format : Symposium
Track : Virtual Session
Speakers
Milene Mendes De Oliveira, Researcher, University Of Potsdam
Tiina Räisänen, University Of Oulu
Li-Chin Chen, National Taichung University Of Science & Technology
Akiko Hagiwara, Tokyo University Of Pharmacy And Life Sciences
Marcelo Concário, São Paulo State University - UNESP
Aliya Aimoldina, AILA Solidarity Awardee, Kazakhstan Branch Of Lomonosov Moscow State University
Alexandra Borschke, University Of Potsdam
Iira Rautiainen, Doctoral Researcher, University Of Oulu
Yuko Ikuta, Professor, Department Of International Understanding, Faculty Of International Studies. Chair, Bunkyo University Language Education Committee, Bunkyo University
Marie-Luise Pitzl, Austrian Academy Of Sciences
Miyuki Takino, Yokohama City University
Paola Vettorel, University Of Verona
Pentti Haddington, University Of Oulu
Stefan Diemer, Trier University Of Applied Sciences
Valeria Franceschi, University Of Verona
Mauranen Anna, Symposium Convener, AFinLA
Moderators
Milene Mendes De Oliveira, Researcher, University Of Potsdam
Tiina Räisänen, University Of Oulu
Sanne Van Eijsden, AILA2021 Volunteer, University Of Groningen
Globalization has strongly impacted professional communication. In this regard, English as a lingua franca (ELF) constitutes an essential resource in the multilingual repertoires of various professionals. It can be considered an asset that enables intercultural contact - and, on the best case scenario, intercultural understanding. Still, this common resource can also pose several difficulties arising from practitioners' different competences or intercultural misunderstandings at a conceptual level. Also, the contexts of use may be challenging for workers who may be forced to step out of their comfort zones and develop new repertoires, including drawing upon multimodal resources in meaning-making. This symposium aims at investigating both how English used as a lingua franca contributes to successful communication in various professional contexts and how it challenges interactants' emerging common ground. Therefore, we welcome contributions featuring empirical or theoretical studies and methodological accounts that shed light on the use of English as a lingua franca in professional communication and contribute to our understanding of English in its various manifestations in the era of globalization. We particularly welcome novel approaches to the study of English as a lingua franca at work. For a detailed program, click here
In academic terms: English as the Lingua Franca
08:30AM - 12:00 Noon
Presented by :
Mauranen Anna, Symposium Convener, AFinLA
The shape and position of English are changing fast in academia. ELF is a complex form of language contact, viewed from three key perspectives: the cognitive, the micro-social, and the macro-social. It is argued that academics use their varying repertoires of English skilfully in co-constructing meanings and academic knowledge.
Interculturality in simulated online (B)ELF interactions
08:30AM - 12:00 Noon
Presented by :
Milene Mendes De Oliveira, Researcher, University Of Potsdam
This paper investigates how 'interculturality' is reflected upon by University students involved in the online simulation game Megacities, which was played in English as a lingua franca. Unversity students participated in the game in the summer term of 2021 and their Zoom interactions were recorded for analysis. Results show that students display their own understandings of 'interculturality'. One of the main findings is that 'national cultures' seem to provide a strong background against which students evaluate their own and others' performances in the game. These findings can contribute to a better understanding of (B)ELF user's values and perceptions.
Conceptualizations of English as a lingua franca in a globalizing start-up company: tensions between authenticity, formality and practicality
08:30AM - 12:00 Noon
Presented by :
Tiina Räisänen, University Of Oulu
This paper investigates the uses and conceptualizations of English as a lingua franca in a globalizing start-up company. By following a key participant’s work practices on site and online, this paper shows tensions that emerge between authenticity, formality and practicality in the use of English in professional contexts.
Does ‘okay’ mean different things in lectures by professors of English as lingua franca and natives?
08:30AM - 12:00 Noon
Presented by :
Li-Chin Chen, National Taichung University Of Science & Technology
Co-authors :
Chia-Yen Lin, Dept. Of Foreign Languages And Applied Linguistics, Yuan Ze University
This study aims to contribute to our understanding of academic lectures delivered in the context of English as lingua franca through an investigation of one of the most frequently used discourse markers – okay, in English mediated academic lectures delivered by native Chinese professors, compared with those of their native English counterparts.
Modifiers in English-medium master’s thesis defenses in Taiwan universities
08:30AM - 12:00 Noon
Presented by :
Li-Chin Chen, National Taichung University Of Science & Technology
This study analyzes modifiers in seven English-medium Master’s thesis defenses from four Taiwan universities. Modifiers are frequently used to co-structure institutionally accredited defense discourses and secure original contributions to disciplinary knowledge. Disparities can be attributed to the influence of institutional duties, dynamic roles, and communicative aims in distinct interaction patterns.
A Comparison of Metadiscourse Markers in Scientific Research Abstracts: An Interlanguage Study
08:30AM - 12:00 Noon
Presented by :
Akiko Hagiwara, Tokyo University Of Pharmacy And Life Sciences
Kaoru Kobayashi, Tokyo University Of Agriculture
Scientific abstracts written by Japanese EFL science majors were compared with the abstracts appeared in published research articles, and we found that EFL students used metadiscourse markers to connect concrete ideas more often and that they were hesitant to use metadiscourse markers to connect abstract ideas.
English as lingua franca: a brief report on the education of communication professionals in a Brazilian University
08:30AM - 12:00 Noon
Presented by :
Marcelo Concário, São Paulo State University - UNESP
Brazilians studying content-based English. Objectives: (1) illustrate tasks in EFL/ELF, and (2) point to challenges in professional/intercultural communication. Data suggest EFL/ELF helps learners realize the need to study topics in their overall education. Participants seem to notice that knowledge of content plays unique role in competencies in EFL/ELF.
08:30AM - 12:00 Noon
Room 1
S115 | Metaphor, argumentation, and political discourse: Metaphor as means of argumentation and persuasion
Format : Symposium
Track : Virtual Session
Speakers
Lydia Schebesta, University Of Bern
Ana Lalic, University Of Sarajevo
Djouroukoro Diallo, Research Associate, Center For The Study Of Language And Society (CSLS)
Lotte Van Poppel, Assistant Professor, University Of Groningen
Roosmaryn Pilgram, Assistant Professor, Leiden University
Moderators
Djouroukoro Diallo, Research Associate, Center For The Study Of Language And Society (CSLS)
Mieke Breukelman (AILA2021 Volunteer), AILA2021 Volunteer
In this symposium, the papers will discuss how metaphors link to argumentation in political discourse as well as to various epistemic contexts of language use. As metaphor and discourse are considered to be "beyond the sentence", the following papers of scholars are welcome in this symposium: relationship between argumentation, persuasion, political discourse and metaphors expressing power relations in healthcare, education, business, politics etc.
Argumentation, Political Discourse and Discursive Representation: A Discourse-Historical Analysis of the Political Discourse on Roma in Switzerland
08:30AM - 12:00 Noon
Presented by :
Lydia Schebesta, University Of Bern
This presentation discusses the results of a study of the political discourse on Romani minorities in Switzerland. Based on the discourse-historical approach (CDA), it aims to show how Romani actors are constructed by the Swiss Federal Council and what argumentation strategies the Federal Council uses to justify its politics concerning Roma.
The metaphor and power discourse: political metaphors and indirect speech acts in a pre-modern Italian language variety
08:30AM - 12:00 Noon
Presented by :
Ana Lalic, University Of Sarajevo
The present paper aims to demonstrate the ways in which metaphors in a fifteenth century political discourse written in a pre-modern Italian language variety function as mitigators for face threatening acts. The metaphor functions as an implicit speech act and its value results to be in upholding sensitive political balance.
Conceptual metaphors as means of persuasion for exclusion in Swiss right-wing political discourse
08:30AM - 12:00 Noon
Presented by :
Djouroukoro Diallo, Research Associate, Center For The Study Of Language And Society (CSLS)
Since the debate over the sheep poster, the Swiss People’s Party (SVP) constructs its political discourse on the exclusion of some ethnic and racial groups for not being (enough) Swiss. Using methods of critical discourse analysis, this paper discusses the SVP’s political discourse of exclusion as a per se means of political performance.
Types of resistance to metaphor in argumentation
08:30AM - 12:00 Noon
Presented by :
Lotte Van Poppel, Assistant Professor, University Of Groningen
Roosmaryn Pilgram, Assistant Professor, Leiden University
Metaphor can be a powerful means of persuasion, but may also meet resistance. This paper explores resistance to argumentatively used metaphor. It presents a typology of resistance to metaphor, offering tools to audiences to resist undesirable metaphors and insight to speakers in what resistance to metaphor they can anticipate.
The Effect of Metaphor in Argumentation: A Quantitative Study on the Evaluation of Arguments that Contain Metaphors as Premises
08:30AM - 12:00 Noon
Presented by :
Roosmaryn Pilgram, Assistant Professor, Leiden University
Metaphors are deemed to have rhetorical potential. In what way and to what extent they affect argumentative discourse is, however, not entirely clear. This presentation discusses the results of an empirical study on the effect of the metaphor presence on the evaluation of sound and fallacious argumentation.
08:30AM - 12:00 Noon
Room 1
S027 1/2 | Conversation Analysis and Interactional Linguistics in foreign language learning: understanding what provides for 'competent' interaction
Format : Symposium
Track : Virtual Session
Speakers
Satoko Hamamoto, Yasuda Women's University
Benio Suzuki, Utsunomiya University
Zachary Nanbu, Kobe University
Josephine Lee, Ewha Womans University
Hyun Sunwoo, Sogang University
Tim Greer, Kobe University
Daisuke Kimura, Tokyo Institute Of Technology
Joan Kelly Hall, The Pennsylvania State University
Katharina Kley, Rice University
Sam Schirm, University Of Waterloo
Tianfang Wang, Penn State University
Taiane Malabarba, University Of Potsdam
Moderators
Taiane Malabarba, University Of Potsdam
Dagmar Barth-Weingarten, University Of Potsdam
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Despite the growing body of research focused on language learners' interactional resources (e.g. Pekarek Doehler et al., 2018), too little is still known about learners' ability to employ linguistic and embodied resources to jointly engage in interactional practices for turn taking organization, turn design, repair, topic management, action accomplishment, etc. (Hall, Hellermann, and Pekarek Doehler, 2011; Wong and Waring, 2010). Therefore also what makes for "greater or less competence" (Waring 2018: 60) in a given situation is still to be established. Against this background, this symposium intends to gather studies on foreign language learners' interactional practices which will help us advance our understanding of L2 learners' interactional competence/repertoires/expertise (cf. Hall, 2018, 2019) and develop criteria for assessing it. It will specifically bring together scholars from Conversation Analysis and Interactional Linguistics to continue fleshing out how these approaches may advance SLA research. The papers' detailed examinations of the development of foreign language practices will thus contribute to classroom interaction research and at the same time help to provide novice and more experienced language teachers with necessary tools to support L2 learners in the development of their 'grammar-for-interaction' (Pekarek Doehler, 2018). Keywords: Conversation Analysis/ Interactional Linguistics; FL learning; Interactional competence; Classroom interaction.Welcome to Part 1 of the symposium, Conversation Analysis and Interactional Linguistics in foreign language learning: understanding what provides for 'competent' interaction organized by Taiane Malabarba & Dagmar Barth-Weingarten (University of Potsdam). The symposium has the following structure:Watch the recorded video available on DryftaType your questions and comments to the Q&A area Join the live 5-min Q&A after each video Please see the schedule below for the specific slots of each presentation. If you have any technical issues, please contact me via the Chat box or e-mail me tmalabar@uni-potsdam.de. SCHEDULE08:30 – 08:40 | Welcome and organizational mattersWATCH: 08:40 – 09:00 | GreerLIVE: 09:00 – 09:05 | Q&A with GreerWATCH: 09:05 – 09:25 | LeeLIVE: 09:25 – 09:30 | Q&A with LeeWATCH: 09:30 – 09:50 | KimuraLIVE: 09:50 – 09:55 | Q&A with KimuraWATCH: 09:55 – 10:15 | SuzukiLIVE: 10:15 – 10:20 | Q&A with Suzuki10:20 – 10:45 | COFFEE BREAKWATCH: 10:45 – 11:05 | SunwooLIVE: 11:05 – 11:10 | Q&A with SunwooWATCH: 11:10 – 11:30 | HamamotoLIVE: 11:30 – 11:35 | Q&A with HamamotoWATCH: 11:35 – 11:55 | Nambu & GreerLIVE: 11:55 – 12:00 | Q&A with Nambu & Greer
Coaxing competence: 'Feigned' non-understanding in roleplay interaction
08:30AM - 12:00 Noon
Presented by :
Tim Greer, Kobe University
Drawing on CA, this study examines roleplay interaction video-recorded between expert and novice speakers of English at an experience-oriented English-education facility. It focus on instances in which the expert orients to competence by "feigning" a next-turn display of misunderstanding to implicitly signal trouble located in the learner's prior talk."
Recipient affiliation and interactional competence in EFL interaction
08:30AM - 12:00 Noon
Presented by :
Josephine Lee, Ewha Womans University
This conversation analytic study explores the relationship between recipient affiliation and interactional competence by examining how participants of different L2 proficiencies orient to the projected expectations of the speaker and mobilize responding actions that endorse the speaker's conveyed stance.
Local enactment and ongoing expansion of biographical repertoires: Analysis of an English-mediated peer language tutorial
08:30AM - 12:00 Noon
Presented by :
Daisuke Kimura, Tokyo Institute Of Technology
This presentation examines a peer language tutorial involving Thai and Japanese students mediated through the use of English and embodied resources. Findings of the study will add useful insight into language learning in the context global mobility wherein individuals ceaselessly expand their repertoires of interaction in their unfolding life trajectories.
The role of L1 knowledge for L2 development in peer interaction in an EFL context
08:30AM - 12:00 Noon
Presented by :
Benio Suzuki, Utsunomiya University
The present study examines L2 peer interaction in an EFL context. The aim of the current study is to reconsider the role of peer interaction and L1 use for L2 development. The findings show speakers' use of L1 linguistic repertoires and L1 cultural knowledge in L2 interaction. 
Developmental change in non-native English speaker’s interactional competence: a case study of a Korean college student
08:30AM - 12:00 Noon
Presented by :
Hyun Sunwoo, Sogang University
The findings of this study offer empirical resource for the developmental change of non-native English speakers' interactional competence over time.
Assessment of Japanese ESL Learners’ Interactional Competence during Their Study Abroad Program
08:30AM - 12:00 Noon
Presented by :
Satoko Hamamoto, Yasuda Women's University
My central question in this study is what makes an English study abroad context unique for L2 learning and particularly L2 learners’ development of interactional competence. In other words, the aim of this study is to reveal what type of knowledge and ability could promote successful participation in NS-NNS interactions.
General and explicit test prompts: Their consequences for turn-taking and topic management in paired EFL discussion tests
08:30AM - 12:00 Noon
Presented by :
Zachary Nanbu, Kobe University
Co-authors :
Tim Greer, Kobe University
This presentation uses CA to analyze two styles of test prompt for a paired EFL speaking test. The analysis suggests that the wording of the prompt can influence the test-takers' turn-taking and topic development, leading to differing assessments of their interactional competence.
08:30AM - 12:00 Noon
Room 1
S036 | Discourse on ´Disability´ within Digital Media
Format : Symposium
Track : Virtual Session
Speakers
Konstanze Marx, Greifswald University
Annamária Fábián, University Of Bamberg
Igor Trost, University Of Passau
Moderators
Konstanze Marx, Greifswald University
Luisa Valesquez , AILA2021 Volunteer
Although disability is an established topic of discourse analysis in the social sciences, fewstudieshave discussed it from a linguistic point of view. There is an increasing number of people living with disabilities worldwide following an impressive revolution in health care over the past 70 years. Moreover, the recent impact of digital media has made them more visible than ever. Therefore, the aim of this interdisciplinary panel is to explore public discourses on disability in digital media. The focus is threefold, as we would like to highlight the communication strategies and practices involved in talking about 'Disability' in public, examine the framing of disability in digital media and their cognitive impact on the public, analyze and reveal linguistic strategies and communication practices in the discourse of disability which are sensitive to people living with disabilities. Contributions from different linguistic fields, for instance discourse analysis, internet linguistics, cognitive linguistics, frame semantics and neurolinguistics are invited. They should undertake a multi-faceted analysis on disability in digital media and/or contribute to an awareness in the public of the power of language, the force of words and the linguistic mechanisms which contribute to the rise, maintenance and spread of prejudice and stereotypes in society.
Framing 'disability' in online political discourses on inclusive education of children living with disability
08:30AM - 12:00 Noon
Presented by :
Igor Trost, University Of Passau
My talk will cover the representation and framing of disability, prenatal diagnosis, inclusion and exclusion in the political discourse in Germany. I will do a corpus linguistic research using the example of a debate in the German Federal Parliament concerning the Praenatest and the reactions in the press and social media.
Framing ´disability´ in German and in English tweets – Discourse Analysis and Corpus Linguistics
08:30AM - 12:00 Noon
Presented by :
Annamária Fábián, University Of Bamberg
I will undertake a contrastive analysis of the use, semantics and framing of lexemes in English and in German referring to ´disability´ within DM (Twitter) with methods of DA. This study is corpus-assisted as I will examine n-grams and collocations recurrently appearing in the context of ´disability´.
Speaking about sayability
08:30AM - 12:00 Noon
Presented by :
Konstanze Marx, Greifswald University
Using the specific blog corpus 22months, patterns of sayability are elicited.
08:30AM - 12:00 Noon
Room 1
S041 1/2 | Early Foreign Language Learning in classroom settings
Format : Symposium
Track : Virtual Session
Speakers
Alessandra Corda, Amsterdam University Of Applied Sciences
Wander Lowie, University Of Groningen
Lieneke Ritzema, University Of Groningen
Sakiko Yoneda, Tamagawa University
Yoichi Nishimura, Seigakuin University
Vi Thanh Son, Senior Lecturer, University Of Gothenburg
Vera Savic, AILA Solidarity Awardee, University Of Kragujevac
Claire Goriot, Postdoctoral Researcher, University Of Amsterdam/Wageningen University
Barbara Hofer, Researcher, Lecturer, English Teacher, DYME Innsbruck University, Free University Of Bolzano
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Sybille Heinzmann, Pedagogical University Of St. Gallen
Moderators
Alessandra Corda, Amsterdam University Of Applied Sciences
Wander Lowie, University Of Groningen
Floor Van Den Berg (AILA2021 Volunteer), AILA2021 Volunteer, University Of Groningen
The growing tendency to start early with second language instruction seems to indicate that an early start has lasting advantages for L2 learning. However, evidence is mixed and there are many mediating factors affecting the L2 learning process. In this symposium we are inviting papers concerning research in early foreign language learning (EFLL) in classroom contexts, describing and exploring variables affecting FL proficiency levels. These variables may be school and curriculum related (like age of onset, hours of instruction, type of instruction, group size) or student related (like language background, typological distance, extramural FL exposure, parents' attitude, personality, motivation, and wilingness to communicate). Particularly relevant to this symposium is research carried on in areas with one officially recognized language, but with a growing multilingual population due to immigration. An interesting research question, as pointed out by Singleton & Pfenninger (2019), concerns the interplay between the home language(s) and the two languages learnt at school on foreign language proficiency levels. From a methodological point of view, only research acknowledging the complexity of early learning is relevant to this symposium, to stimulate the discussion on the impact of multiple factors on attained levels of FL proficiency.S041 detailed programme, click here
Making sense of language competence: English CEFR levels of young learners in the Netherlands
08:30AM - 12:00 Noon
Presented by :
Wander Lowie, University Of Groningen
Alessandra Corda, Amsterdam University Of Applied Sciences
Lieneke Ritzema, University Of Groningen
This paper reports on the results of a national survey of English language competence for young learners in the Netherlands. Using CEFR-induced tasks for reading, listening and spoken interaction, the study estimated the relative contribution of a wide variety of factors, ranging from hours of instruction to extramural use of English.
Relations between attained competence levels in English and individual differences: results from a Dutch national survey among young learners
08:30AM - 12:00 Noon
Presented by :
Lieneke Ritzema, University Of Groningen
In 2017-2018, a national language survey was conducted in the Netherlands among young learners (aged 11-12) in the final year of primary school, aimed at determining the students' English competence levels in reading, listening, speaking and vocabulary. Results can be compared to results from the previous (2012) survey. For the first time, test results were related to CEFR levels. Analyses are based on language test results, questionnaires filled in by pupils (about attitude towards English, language self-confidence and extramural exposure to and use of English), and school data registered in respectively the school's and a national database.
Measuring interactional oral competence related to CEFR levels among young learners: results from a Dutch national survey
08:30AM - 12:00 Noon
Presented by :
Alessandra Corda, Amsterdam University Of Applied Sciences
Wander Lowie, University Of Groningen
Lieneke Ritzema, University Of Groningen
Young learners (aged 11-12) were tested in pairs through role-plays (CEFR-related) in a multistage test design. The results, analysed using item response theory (IRT), show that performances in interactional oral competence could be consistently related to a standardized competence scale. The scores could also be interpreted according to the CEFR
Examining the efficacy of a new Japanese Course of Study in enhancement of Japanese primary school pupils’ English proficiency
08:30AM - 12:00 Noon
Presented by :
Sakiko Yoneda, Tamagawa University
Yoichi Nishimura, Seigakuin University
This study examines the efficacy of the new Course of Study in terms of enhancing public primary school pupils' proficiency in English by using a global standardized test, Pre A1 Starters. The results indicated the potentials of the new measure as well as problems in light of the CEFR's action-oriented rationale.
Multiple factors on young language learners' linguistics knowledge in L2 learning.
08:30AM - 12:00 Noon
Presented by :
Vi Thanh Son, Senior Lecturer, University Of Gothenburg
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 and its complexity which influence the young learner outcomes in different cultural settings.
Acquiring Literacy in EFLL: Reading Strategies and Reading Success of EFL Learners
08:30AM - 12:00 Noon
Presented by :
Vera Savic, AILA Solidarity Awardee, University Of Kragujevac
Co-authors :
Danijela Prošić Santovac, Associate Professor, University Of Novi Sad
Becoming successful strategic readers in EFLL is a true challenge for children. Our study indicates that although there is a statistically significant difference in reading results in relation to the use of some comprehension strategies, young learners are not fully aware of a range of strategies and their effective application.
08:30AM - 12:00 Noon
Room 1
S045 1/2 | Emotions and Second Language learning
Format : Symposium
Track : Virtual Session
Speakers
Kata Baditzné Pálvölgyi, Eötvös Loránd University
Fernando Bustos
Cristina Herrero Fernández, Nebrija University
Margarita Planelles, Nebrija University
Empar Devís Herraiz, Universitat De Barcelona
Carmen Fonseca, Featured Speaker, University Of Huelva
Mari Cruz Amorós Céspedes, University Of Alicante
Dolors Font-Rotchés, University Of Barcelona
Karina Oliveira De Paula, Texas Tech University
Sanchez-Mesas Javier, Qatar University
Antonio Fernández-García, University Of Huelva
Irini Mavrou, Universidad Antonio De Nebrija | University College London
Laura Martorell Morales, University Of Barcelona
Marta Gallego García, PhD Student, Lecturer, Nebrija University, KU Leuven
Muzakki Bashori, PhD Student, Radboud University Nijmegen
Xiaoting Shi, Xi'an Jiaotong University
Teresa Simon, PhD Candidate, Nebrija University
Maureen Kendrick, University Of British Columbia
Moderators
Francisco José Cantero Serena, Head Of Applied Phonetics Laboratory, University Of Barcelona
Dolors Font-Rotchés, University Of Barcelona
Mark Van Huizen, AILA2021 Volunteer
Emotion research is mainly dominated by psychology and cognitive sciences where linguistics and language research still can contribute. But, the variability of emotions and of affective factors indicate the need to consider at least the following main subthemes to have a broader picture of emotions in language learning: Prosody and emotional expression.Prosodic features (intonational accent, intensity, duration), speech speed and pauses are extremely important because they provide significance (affection), i.e. allow the speaker to express emotions, (joy, sadness, anger, fear,...) or (DIS)courtesy or irony to interlocutors, key aspects to achieve a good communicative competence. Further analyses of how emotional expressions are prosodically characterised may explain how the language learners'communicative competence evolves. Emotions and intercultural communication.Emotions are cultural artifacts that can be explained by analysing the intercultural dimension. In plurilingual and pluricultural classrooms, exploring the analysis of emotions in different languages may help to understand learners' emotional reactions. Emotions and communicative contexts.In the foreign language classroom, productive communicative contexts can be activated through the proposal of different types of tasks that can feed students' curiosity. But, curiosity in the language classroom needs to be further studied in relation to meaningful interactions, to teachers' and learners' oral and written language production.
Expressing insecurity by prosodic features in the spontaneous speech of Hungarian learners of Spanish
08:30AM - 12:00 Noon
Presented by :
Kata Baditzné Pálvölgyi, Eötvös Loránd University
Stress patterns and the impression of insecurity were reported to be problematic areas of Hungarian learners of Spanish (HLS) by native Spanish informants. In this study we investigate how prosodic aspects in stress realization can lead to the impression of speaker insecurity in the Spanish oral production of HLS. The study was carried out of 600 utterances by using Cantero's three-dimensional prosodic analysis model (2019), and according to the results, stresses are accompanied by less prosodic prominence in the case of HLS, but phrase accents are realized with a higher rise and a longer duration than in native Spanish. 
Projecting emotions on texts: The relation between working memory capacity, emotional intelligence, and emotional vocabulary in L2 writing.
08:30AM - 12:00 Noon
Presented by :
Fernando Bustos
Co-authors :
Irini Mavrou, Universidad Antonio De Nebrija | University College London
This study explores the relation between working memory capacity, emotional intelligence, and emotional vocabulary in the written production of learners of Spanish L2. Pedagogical implications are discussed, stressing the importance of including the affective dimension in the L2 classrooms in order to help students to achieve meaningful communications in L2.
Acquisition of the intonation of mitigating politeness in L2 Spanish by Chinese immigrants in Spain
08:30AM - 12:00 Noon
Presented by :
Cristina Herrero Fernández, Nebrija University
Margarita Planelles, Nebrija University
Empar Devís Herraiz, Universitat De Barcelona
The present study investigates whether Chinese immigrant workers in Spain are perceived as polite as they intend to be by L1 Spanish speakers when producing requests in Spanish and, if not, whether intonation might be responsible for these communicative misunderstandings.
Emotions, affective factors and emotional expression in the language classroom
08:30AM - 12:00 Noon
Presented by :
Carmen Fonseca, Featured Speaker, University Of Huelva
The aim is to explore the affective-emotional basis of second language learning by reflecting on the place of emotion as regards cognition, and on the neural mechanism for stimulus appraisal based on positive and negative evaluations of the second language learning situation. Then, a qualitative synthesis of some works published during the last 20 years helps to draw the big picture. The 21st century affective language research defines the socio-emotional basis of human interaction and communication as the way we construct our social world and therefore, needs to be considered in language education. 
La expresión de las emociones por hablantes de ELE: ¿contexto o prosodia?
08:30AM - 12:00 Noon
Presented by :
Mari Cruz Amorós Céspedes, University Of Alicante
Analizamos de manera acústica y perceptiva la expresión de las emociones en hablantes de ELE para ver si realmente las emociones expresadas se reconocen e identifican por factores prosódicos codificados y distintivos o si, por otro lado, es el contexto pragmático el que nos permite distinguir de qué emoción se trata.
Emotion and Prosodic Features of Emphasis in Spanish Spoken by Chinese People
08:30AM - 12:00 Noon
Presented by :
Dolors Font-Rotchés, University Of Barcelona
Co-authors :
Francisco José Cantero Serena, Head Of Applied Phonetics Laboratory, University Of Barcelona
This paper describes the prosodic characteristics of emphasis found in utterances by various Chinese students of Spanish as an FL in the expression of emotions, comparing them with different emphatic patterns described for Peninsula Spanish and identifying their communicative efficiency in order to develop educational proposals for improving their competence.
Chinese EFL Learners' Cognition of Color and Color-Related Emotional Expressions-In the Case of Red and BLue
08:30AM - 12:00 Noon
Presented by :
Xiaoting Shi, Xi'an Jiaotong University
The current research suggests that L2 learning does affect L2 learners' cognition of color and color-related emotional expressions.
Intercultural climate in segregated classrooms: language, emotions and gender
08:30AM - 12:00 Noon
Presented by :
Sanchez-Mesas Javier, Qatar University
Working as a Teacher of Spanish as a Foreign Language in the Middle East is not an easy job. However, it can even be more difficult if you add gender segregation: female students and male instructor. Interculturality becomes the handicap and emotions can play in your favor or against.
08:30AM - 12:00 Noon
Room 1
S052 1/2 | Experiencing illness and disease. Putting perceptions and emotions into language
Format : Symposium
Track : Virtual Session
Speakers
Elena Semino, Lancaster University
Karina Frick, PostDoc, University Of Zurich
Susanne Kabatnik, University Of Greifswald
Susan Tamasi, Emory University
Carolin Schneider, University Of Duisburg-Essen
Moderators
Daniel Knuchel, Moderator, University Of Zurich
Carolin Schwegler, University Of Koblenz And Landau
Sannah Debreczeni (AILA2021 Volunteer), AILA2021 Volunteer
With the growing prevalence of technical possibilities in medicine and the digitalisation of (health-related) knowledge, new "normalities" evolve. On the one hand, individuals are increasingly confronted with a new (predictive) type of health-related information and decision-making. On the other hand, digital information about illnesses and diseases is emerging in an almost unmanageable abundance. From an individual's perspective, these developments lead to difficulties in finding and selecting valid and trustworthy health information. The new possibilities also create ambiguous conditions, such as the "healthy ill", which are accompanied by a variety of problems in subjective health perception and embodied experience. When these perceptions and experiences are communicated and manifest themselves in narrative structures, metaphorical expressions, or emotive sequences, they reveal underlying knowledge and coping strategies and, furthermore, can become objects of linguistic analysis. The goal of this symposium is to shed light on the complexity of such socio-semiotic constructions of experience: Different current approaches within applied linguistics such as metaphor analysis, analysis of narratives, or online communication provide useful tools to elucidate subjective experiences of illness and disease in times of medical technical and digital progress. Saskia Juenger (Health Sciences) and Elena Semino (Linguistics) will frame the symposium as keynote speakers.S052 detailed programme, click here
Metaphor in the experience of illness
08:30AM - 12:00 Noon
Presented by :
Elena Semino, Lancaster University
This talk shows the crucial and varied role of metaphor in the experience of three different kinds of illnesses: chronic pain, schizophrenia and cancer. The practical implications of research on metaphor and illness are also discussed, with particular reference to the ‘Metaphor Menu for people living with cancer’.
Illness and Disease Re-told: Writing About the Deceased
08:30AM - 12:00 Noon
Presented by :
Karina Frick, PostDoc, University Of Zurich
The talk is concerned with re-narrations of fatal illnesses by bereaved loved ones based on extracts from online memorial sites.
Experiencing #depression on Twitter
08:30AM - 12:00 Noon
Presented by :
Susanne Kabatnik, University Of Greifswald
This contribution examines the narrative practices for experiencing depression on Twitter that are linked by the hashtag #depression.
Social Media as a Lens for Viewing Patient Perceptions of Healthcare
08:30AM - 12:00 Noon
Presented by :
Susan Tamasi, Emory University
This paper presents the findings from two studies that examine social media narratives to reveal health experiences from the patient point of view. Using a multi-method approach, we show that communicative cooperation is a fundamental part of a positive healthcare experience.
“I have to be sincere, my mind is failing at times” Expressing memory loss in the face of Alzheimer’s Dementia
08:30AM - 12:00 Noon
Presented by :
Carolin Schneider, University Of Duisburg-Essen
This study explores pragmatic strategies used by people living with Alzheimer’s Dementia (AD) to express memory loss while facing linguistic symptoms of the disease. In a qualitative approach, it sheds light on the triangulation of self-perception of AD, emotional state and identity construction.
08:30AM - 12:00 Noon
Room 1
S053 | Extensive Reading for Specific Purposes in Second Language Acquisition
Format : Symposium
Track : Virtual Session
Speakers
Kiyomi Okamoto, Osaka University
Mami Yoshida, Kyoto University Of Foreign Studies
Marcel Vanamelsvoort, Juntento University
Yuko Hijikata, University Of Tsukuba
Cristina Tat, Kwansei Gakuin University
Paul Sevigny, Associate Professor, Ritsumeikan Asia Pacific University
Vicky A. Richings, Kobe Shoin Women's University
Noriko Hanabusa, Univ. Of Notre Dame
Geri Atanassova, Ohio State University
Thomas E Bieri, Moderator, Presenter, Nanzan University
Moderators
Thomas E Bieri, Moderator, Presenter, Nanzan University
Michelle Mattuzzi (AILA2021 Volunteer), AILA2021 Volunteer
Extensive reading (ER) is an instructional approach which involves providing learners with large amounts of comprehensible input often using texts which are graded for lexical and syntactical difficulty to match varied levels of linguistic competence among learners. How to best define the approach, what elements are essential or not, whether and how to assess it, what direct and indirect gains can be identified, and what specific purposes and settings it is useful for are all being discussed and debated among practitioners and theorists, with significant growth in interest and use in East and Southeast Asia. This full-day symposium, chaired by Thomas E. Bieri and Thomas N. Robb, includes various multimodal presentations addressing reading pedagogy for varied purposes and contexts and for promotion of lexical competence. The first strand commences with Kiyomi Okamoto presenting about an ER-based project in a community learning setting. The second strand begins with Charlie Browne presenting on intersections between extensive reading and contextualized vocabulary acquisition. Presentations addressing areas including the application of ER in diverse pedagogical settings and for varied purposes, including development of lexical competencies, and detailing how the variables in the environment and curriculum encourage or restrict implementation and outcomes follow the featured presenters.
HERO program: University outreach extensive reading scheme for professional development as a feasible language learning option for working adults
08:30AM - 12:00 Noon
Presented by :
Kiyomi Okamoto, Osaka University
The English need for Japanese companies increases as they expand globally. This presentation introduces the HERO program, an educational model that supports a community-based ER program as a means of workplace language provision to help fulfill this need, and discusses why ER is a feasible language learning option for adults.
Bridging to ungraded novels: How can ER prepare L2 readers and what are effective approaches and strategies?
08:30AM - 12:00 Noon
Presented by :
Mami Yoshida, Kyoto University Of Foreign Studies
This study explores challenges and effective approaches in moving from graded readers up to ungraded novels. A case study will be reported about university students in Japan who experienced two years of extensive reading with graded readers. The effects of their previous ER experience and effective strategies will be explored.
Background Knowledge as a Moderating Factor in Extensive Reading Comprehension and Vocabulary Learning
08:30AM - 12:00 Noon
Presented by :
Marcel Vanamelsvoort, Juntento University
Background knowledge can facilitate comprehension and vocabulary learning during extensive reading. Related to, but often different from, lexical knowledge, it supports cognitive processes such as inference, integration, and comprehension monitoring by freeing up resources. A study done in an L2 EAP ER program in Japan looked at its effects.
Development of L2 Reading Attitude Through Extensive Reading
08:30AM - 12:00 Noon
Presented by :
Yuko Hijikata, University Of Tsukuba
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 change.
Reading to write, writing to read.
08:30AM - 12:00 Noon
Presented by :
Cristina Tat, Kwansei Gakuin University
Reading to write, writing to read" is an elective course that is being introduced with the aim of encouraging university students to read for pleasure and to become more actively engaged with texts by developing their creative writing skills."
Community Literacy Activists: Amateur authors writing graded readers for specific purposes
08:30AM - 12:00 Noon
Presented by :
Paul Sevigny, Associate Professor, Ritsumeikan Asia Pacific University
Shoichi Manabe, Ritsumeikan Asia Pacific University
Community Literacy Activists: Amateur authors writing graded readers for specific purposesThis presentation introduces Community Literacy Activism as a new approach for developing Language Learner Literature (in this case, bilingual graded readers). Community Literacy Activists (CLAs) are highly motivated bilinguals learning to write graded readers. The case presented, from a dual language university in Japan, features international student authored theatrical performances that present original cultural stories set in their home countries. Students (CLAs) were recruited to re-interpret these theater scripts into short stories, grade them appropriately for high intermediate learners, and finally translate them to create bilingual readers.
Introducing a new university ER program using M-Reader: Reflections on management
08:30AM - 12:00 Noon
Presented by :
Vicky A. Richings, Kobe Shoin Women's University
Simon Bibby, Kobe Shoin Women's University
Philip Spaelti, Kobe Shoin Women's University
The presentation offers considered reflection of the management of a new ER program using M-Reader, introduced in AY 2016 at a small women-only university in Japan. Presenters talk of lessons learned in managing all aspects of the ER program. Presenters explain across three sections: (1) initial set-up; (2) improvements, and finally (3) managing the program during the time of COVID-19. Particular attention is paid to tracking and assessing extensive reading using the online software M-Reader.
From Extensive Reading to Extensive Listening/Viewing in the Japanese Classroom
08:30AM - 12:00 Noon
Presented by :
Noriko Hanabusa, Univ. Of Notre Dame
This presentation describes extensive reading and extensive listening/viewing activities in Japanese language courses at a United States university. The presenter will discuss the significance of various inputs in language courses, and how they can elicit learners’ autonomous learning.
Extensive reading in the beginning and intermediate Arabic FL classroom – effects on reading anxiety and attitudes towards reading
08:30AM - 12:00 Noon
Presented by :
Geri Atanassova, Ohio State University
This study investigates the occurence of Foreign Language Reading Anxiety in beginning and intermediate-level Arabic FL classrooms and the effect of a semester-long extensive reading program on learners’ attitudes towards reading in Arabic and their reported FLRA levels.
08:30AM - 12:00 Noon
Room 1
S054 1/2 | Fluidity and Fixity: Standards, networks and situated complexity in language and literacy practices
Format : Symposium
Track : Virtual Session
Speakers
Mike Baynham, University Of Leeds
Akiko Katayama, University Of Tokyo
Margaret Early, University Of British Columbia
Stef Slembrouck, Ghent University
Lara-Stephanie Krause, University Of Leipzig
Mastin PRINSLOO, Symposium Organizer, Presenter, University Of Cape Town
Carolyn McKinney, University Of Cape Town
Obaidul Hamid, The University Of Queensland, Australia
Sue Ollerhead, Macquarie University, Sydney
Maureen Kendrick, University Of British Columbia
Moderators
Lara-Stephanie Krause, University Of Leipzig
Mastin PRINSLOO, Symposium Organizer, Presenter, University Of Cape Town
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
This symposium features studies of contrasting homogenizing and heterogenizing dynamics in language, literacy and semiosis. On one hand, there is a recent emphasis on the fluidity of linguistic and literacy dynamics, and on literacies as multiple. Monolingualist perspectives on language and unitary notions of literacy as always the 'same thing' have been problematized by research that pays attention to the contingency and dynamism of linguistic phenomena in terms of movement and fluidity. Recent attention to such concepts as spatialised repertoires, translanguaging, trans-semiotics and metrolingualism, amongst others, index these concerns in language and literacy studies. On the other hand, persistent standard language and literacy ideologies continue to stabilize the various zonings off of territories as sites of standardised language and literacies which come to dominate in institutional settings, such as in schooling. Thus, along with attention to movement and flow, of people as well as linguistic and semiotic resources, come renewed emphases on various kinds of borders rather than their transcendence, as seen in resistances to migration on the part of conservative nationalists as well as in the continued influence of linguistic, literacy and semiotic essentialisms. The papers grapple with these entangled dynamics of fluidity and fixity in multiple contexts.
From events to assemblages: transborder literacies in an embordered world
08:30AM - 12:00 Noon
Presented by :
Mike Baynham, University Of Leeds
How have literacy studies changed in reponse to technological innovation and changes in the world order? This paper documents a shift from the study of texts/events/practices in relatively settled contexts to focus on displaced literacies across borders. Notions of assemblage and bricolage may better characterize these contemporary displaced, transcontextual literacies.
Being and staying “monolingual” : A rhizomatic analysis of life and language narrated by “Japanese-only” users
08:30AM - 12:00 Noon
Presented by :
Akiko Katayama, University Of Tokyo
This presentation discusses life-story narratives of self-claimed monolingual speakers of Japanese about their language learning and language use from the perspective influenced by the Deleuzian concept of rhizome. The language experiences of the "monolinguals" were structured by linguistically diverse signs and symbols transcended across time and space including cyberspace.
Digital stories as pedagogic possibility: Refugee background youth realizing literacies in and across geopolitical, social, emotional, and semiotic borders
08:30AM - 12:00 Noon
Presented by :
Margaret Early, University Of British Columbia
Maureen Kendrick, University Of British Columbia
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 literacy strengths and challenges, and affirm their identities.
Translanguaging and “its volatile exchange rates”.
08:30AM - 12:00 Noon
Presented by :
Stef Slembrouck, Ghent University
I raise the question whether the concept of “translanguaging” has become prone to effects of “overshooting”? I will focus on its “exchange value” (sociolinguistically, language pedagogically, morally-politically, etc.). What might one learn from a “disentanglement” of the concept’s interlocking currencies (sociolinguistically, language pedagogically, morally-politically, etc.)?
Relanguaging in South African English classrooms: Between languagING and languageS
08:30AM - 12:00 Noon
Presented by :
Lara-Stephanie Krause, University Of Leipzig
The concept of ‘relanguaging’, introduced in this study based on language practices in South African English classrooms, systematically unsettles the dichotomy between linguistic fluidity and fixity. Based on the conceptual integration of these two dimensions of language, I propose alternative ways of assessing Standard English beyond monolingual tests.
‘Like Family’: Intimacy and discord between domestic workers and their employers
08:30AM - 12:00 Noon
Presented by :
Mastin PRINSLOO, Symposium Organizer, Presenter, University Of Cape Town
The term domestic worker contributes to a range of borders and suppressions where certain bodies are marked in material-discursive practices as placed, classed, gendered and raced in relation to activities marked as reproductive labour. Drawing on ideas on relationality, performance and language, this paper examines instances of exploitation and hostility in domestic work and their sometimes co-existence with relations and discourses of hospitality and intimacy between domestic workers and those for whom they work.
08:30AM - 12:00 Noon
Room 1
S063 | Implicit and incidental learning; Technology in teaching, assessing and learning; Language in Dietary Counseling
Format : Symposium
Track : Virtual Session
Speakers
Yang Liu, Beijing Institute Of Technology
Duy Van Vu, PhD Researcher, KU Leuven
Susanna Kouri, Project Manager, Vocational College Lappia
Dana Di Pardo Léon-Henri, Associate Professor And Researching Lecturer, University Of Bourgogne Franche-Comté, France
Yu-Feng Diana Yang, Associate Professor, National Sun Yat-Sen University
Moderators
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
Duy Van Vu, PhD Researcher, KU Leuven
Aline Oelen - AILA Volunteer, AILA2021 Volunteer
This symposium consists of papers from three symposia that have been cancelled, but the authors wanted to present their papers; therefore, this is a 3 topic symposium; the papers will be presented at the following times.8.30-9.00 Nao-robot assists immigrants to learn and develop their Finnish language with tailor-made lessons at their workplaces (Susanna Kouri)9.00-9.30 The Effects of Input Mode on the Implicit Learning of Classifier-Noun Collocations (Yang Liu)9.30-10.0 A longitudinal study on the effect of mode of reading on incidental collocation learning and predictors of learning gains (Duy van Vu)BREAK10.30-11.00 Diagnostic Language Assessment and Evaluation with an Artificial Intelligence Virtual Trainer (AIVT) (Dana Di Pardo Leon-Henri)11.00-11.30 Working for Challenges in an English Mobile Urban Game: English Language Learners and their Gaming Dialogues (Diana Yang)
Nao-robot assists immigrants to learn and develop their Finnish language with tailor-made lessons at their workplaces
08:30AM - 12:00 Noon
Presented by :
Susanna Kouri, Project Manager, Vocational College Lappia
Co-authors :
Ellinoora Köpman
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, utilizing the robot in various jobs and tasks.
The Effects of Input Mode on the Implicit Learning of Classifier-Noun Collocations
08:30AM - 12:00 Noon
Presented by :
Yang Liu, Beijing Institute Of Technology
The present study explored the effect of input mode on the implicit learning of semantic distinction of articles. 65 participants were exposed to large amount of article-noun collocations  with different input modes. Results indicated that input combining the verbal  and nonverbal mode facilitated the implicit learning of the shape-based semantic distinctions of the target articles.
A longitudinal study on the effect of mode of reading on incidental collocation learning and predictors of learning gains
08:30AM - 12:00 Noon
Presented by :
Duy Van Vu, PhD Researcher, KU Leuven
Co-authors :
Elke Peters, KU Leuven
This paper reports on a longitudinal study on the effects of reading-while-listening, reading with textual input enhancement (i.e. underlining), and reading-while-listening plus textual input enhancement on Vietnamese pre-intermediate EFL learners' acquisition of collocations.
Diagnostic Language Assessment and Evaluation with an Artificial Intelligence Virtual Trainer (AIVT)
08:30AM - 12:00 Noon
Presented by :
Dana Di Pardo Léon-Henri, Associate Professor And Researching Lecturer, University Of Bourgogne Franche-Comté, France
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 adapted to suit language learners of any age.
Working for Challenges in an English Mobile Urban Game: English Language Learners and their Gaming Dialogues
08:30AM - 12:00 Noon
Presented by :
Yu-Feng Diana Yang, Associate Professor, National Sun Yat-Sen University
This research aims to explore English language learners' (ELLs) gaming practices in a location-based mobile game. Informed by Swain's (2000) languaging, ELL's gaming dialogues emerged during the gameplay are examined. Study participants include 3 focal groups who are undergraduates. The study reports that participants practice language-related and place-related dialogues during the gameplay. While language-related dialogues are carried out to clarify in-game narratives and solve language problems, place-related dialogues emerge when participants initiate community explorations for the gameplay. How to design game tasks for L2 learning and community explorations will be discussed.
08:30AM - 12:00 Noon
Room 1
S057 1/2 | Foreign/Second Language Education in Europe: post-war history and crosslinguistic perspectives
Format : Symposium
Track : Virtual Session
Speakers
Richard Smith, University Of Warwick
Nathalie Van Der Sanden-Piva, University Of Grenoble
Christiane Fäcke, University Of Augsburg
Lucilla Lopriore, Roma Tre University
Alice Gruber, Heilbronn University Of Applied Sciences
Christine Vidon, Lecturer And Coordinator Of French Proficiency , University Of Groningen
Claire Tardieu, Professor Of English Didactics, New Sorbonne University Paris 3
Grégory Miras, Associate Professor, University Of Rouen
Guillaume Gentil, Carleton University
Shona Whyte, University Of Côte D'Azur
Moderators
Christiane Fäcke, University Of Augsburg
Daan Van Soeren (AILA2021 Volunteer), AILA2021 Volunteer
This symposium proposes a comparative analysis of foreign language education and research since 1945 in different European countries. In spite of efforts by the Council of Europe to pursue consensual language policies, divergences in language policy and research traditions have led to fragmentation of the field and often miscommunication. In France, for example, FL specialists work in la didactique des langues rather than applied linguistics, and the terms Fremdsprachendidaktik and Glottodydaktyka reveal the continued existence of national traditions arising from country-specific terminology and disciplinary cultures. The AILA ReN Crosslinguistic perspectives on L2 studies seeks to improve collaboration across scholarly communities by comparing terms and concepts in second and foreign language teaching across languages and research cultures, and this symposium explores the historical reasons for these differences, which have been little studied from a country-comparative perspective.S057 detailed programme, click here
Unity and diversity in European language education: perspectives from historical research
08:30AM - 12:00 Noon
Presented by :
Richard Smith, University Of Warwick
Recent historical work has juxtaposed accounts of the teaching of particular languages and of teaching in various European locations, increasing the potential for comparison. Here, I focus attention on similarities and divergencies which can already be identified and I highlight some possible directions for further historical research.
Foreign / Second Language Teaching in France and in the Netherlands after World War 2: traditions, stakes and goals.
08:30AM - 12:00 Noon
Presented by :
Nathalie Van Der Sanden-Piva, University Of Grenoble
Traditions in Foreign Language Teaching [FLT] may be similar or differ. Therefore we need to compare languages policies, teaching programs and textbooks in different countries. In our communication we will first compare FLT in France and in the Netherlands and then how French and Dutch are taught as foreign languages.
Curricula between Berlin and Bavaria. An Analysis of Language Teaching Methods in Germany since 1945 Reflected Through Language Curricula
08:30AM - 12:00 Noon
Presented by :
Christiane Fäcke, University Of Augsburg
Teaching methods in Germany in the 20th century include the Grammar Translation Method, the Direct Method, behavioristic methods, communicative language teaching and the orientation towards competences. What is the relationship between curricula and language teaching methods? The focus will be mainly on the impact of a selection of curricula on teaching languages.
Cycles of hope and disenchantment: language education in England, 1960–2020
08:30AM - 12:00 Noon
Presented by :
Richard Smith, University Of Warwick
This poster surveys the last 60 years of languages education in England, identifying three cycles of innovation and disillusionment: (1) from optimism surrounding entry into the Common Market to disenchantment (1960s–1970s); (2) from grass-roots innovation in 'languages for all' to conformism to a new National Curriculum (1980s–1990s); and various further constructive initiatives being discontinued by government (2000s–2010s).
Language policies, curriculum development and teaching materials: the interface between theory and practice in Italian foreign language education
08:30AM - 12:00 Noon
Presented by :
Lucilla Lopriore, Roma Tre University
This contribution offers a historical overview of foreign language policies in the Italian school system in the last five decades through the analysis of its main school reforms, of most used course-books and of specific foreign language teaching terminology as used in language teacher education programs and in teaching materials.
08:30AM - 12:00 Noon
Room 1
S074 | L2 writing research: The dynamics and complexity of writing development
Format : Symposium
Track : Virtual Session
Speakers
Gary Fogal, Sophia University
Ryo Nitta, Rikkyo University
Yurong Zheng, Mentor, Harbin Engineering University
Junping Hou, AILA2020 Committee Member, Xi'an University; University Of Groningen
Attila M. Wind, Assistant Lecturer, Eötvös Loránd University
Marije Michel, Co-chair AILA & Mentor, Groningen University
Alexander Imig, Chukyo University
Moderators
Gary Fogal, Sophia University
Penny Heisterkamp, AILA2021 Volunteer
Alexander Gilmore, Associate Professor, Tokyo University
The application of complex dynamic systems theory (CDST) to L2 writing scholarship has gained significant momentum over the past 15 years. As this research domain matures, there is now grounds to consider the past, present, and future of research on L2 writing from a CDST perspective. To this end, this symposium begins with Gary Fogal (Sophia University) as a featured speaker. Fogal will provide a descriptive report that underscores how said research has developed over these 15 years. Drawing on over 40 studies, Fogal will highlight thematic research strands that have surfaced in this time. This talk aims to help academics with varied interests to better understand the historical context of the field and to assist new researchers eager to join the conversation. In addition to Fogal, the symposium brings together experts with a wide range of interests to broaden the scope of CDST's contribution to understanding how various aspects of L2 writing develop, and more broadly for the field of applied linguistics, how such studies contribute to ongoing debates about the mechanisms driving language change. The symposium introduces a range of aspects related to CDST and L2 writing scholarship, including theory, research, praxis, and methods.SCHEDULE08:30 – 09:10: Fogal09:15 – 09:35: Nitta & Baba09:40 – 10:00: Zheng10:00 – 10:30: Break (break-out rooms available for socializing)10:30 – 10:50: Hou & Verspoor10:55 – 11:15: Wind11:20 – 11:40: Live session, general discussion and Q&A 11:45 – 11:50: Poster Pitch: Imig & D'Angelo 12:00 – 13:30: Lunch and opportunity to connect  Speakers will conclude their individual segments with a live 5-min Q&A, followed by another live panel session with all speakers at 11:20.  
L2 writing scholarship from a complexity theory perspective: An overview of fifteen years of research
08:30AM - 12:00 Noon
Presented by :
Gary Fogal, Sophia University
Drawing on over 40 publications, this presentation describes how CDST-L2 writing scholarship has developed since the first widely acknowledged study in the field (i.e., Larsen-Freeman, 2006). This talk aims to assist those familiar with the literature to consolidate their knowledge and to help new researchers to join the conversation. 
Understanding L2 writing development from the perspective of learner agency: Biographical retrodiction
08:30AM - 12:00 Noon
Presented by :
Ryo Nitta, Rikkyo University
Kyoko Baba, Kinjo Gakuin University
We present how students’ writing skills develop in relation to the evolution of learner agency by using biographical retrodiction. Narratives of individuals were constructed based on in-depth interviews. The findings suggest complementary roles of agency and writing and benefits of the proposed methodology to understand their dynamic and complex interrelations.
Dynamic Lexical Richness in Chinese EFL Learners’ Writing: A Longitudinal Learner Corpus-based Study
08:30AM - 12:00 Noon
Presented by :
Yurong Zheng, Mentor, Harbin Engineering University
The longitudinal obseration, from the perspective of Dynamic Systems Theory entails challenge to the generally-held “plateau phenomenon”. Via the five indices in lexical richness, there exist the sequential attractor states and repellor states in the development process. The dynamic characteristic of interlanguage is also proved by connected growers and competitors.
Coordination of linguistic subsystems as sign of automatization?
08:30AM - 12:00 Noon
Presented by :
Junping Hou, AILA2020 Committee Member, Xi'an University; University Of Groningen
Co-authors :
Hanneke Loerts
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
This is a research on whether the Coordination of linguistic subsystems as sign of automatization with a CDST perspective.
Coevolution of self-regulation and linguistic complexity in second language writing development
08:30AM - 12:00 Noon
Presented by :
Attila M. Wind, Assistant Lecturer, Eötvös Loránd University
This study explores how students' self-regulation, operationalized as self-assessment ability, and L2 writing develop over one semester. 11 students were asked to compose and self-assess 10 essays during an Academic Writing programme. The self-assessment scores were compared to teacher assessment, while the essays were analysed by computational tools. Little correspondence was found between group and individual data. The accuracy of self-assessment developed nonlinearly and the interaction between self-assessment and teacher assessment were dynamic. Participants used shorter sentences at the end than at the beginning of the study.
Epistemic Writing and Mediation – CEFR-informed Second-order Observations
08:30AM - 12:00 Noon
Presented by :
Alexander Imig, Chukyo University
James DAngelo, Chair, Global Liberal Studies Major, Chukyo-University
Within the 3-minute framework for poster presentations, our recording focuses on work conducted on a 3-year Japanese research grant.  We first mention various links offered via the Prezi file, demonstrating how we employ the constructs of "Mediation" and CEFR writing descriptors to observe their complex relation to the production of student epistemic writing. Brief background is given on the history of our project, after which we explain several graphics demonstrating preliminary data analysis. We strongly encourage you to explore the various links to the project in a more leisurely manner, and welcome your questions and comments. Poster-link  
08:30AM - 12:00 Noon
Room 1
S084 | Language teaching and learning in the classroom: challenges and opportunities for longitudinal research
Format : Symposium
Track : Virtual Session
Speakers
Elsa Tragant, Associate Professor, University Of Barcelona
Leslie Piggott, Utrecht University
Ingela Holmström, Stockholms Universitet
Abid El Majidi, Utrecht University
Maria Nelly Gutierrez Arvizu, Professor, Universidad De Sonora
Hedi Kwakkel, PhD Student, Behavioural Science Institute / Radboud University
Maria Coady, University Of Florida
Chie Ogawa, Associate Professor, Kyoto Sangyo University
Ronald Leow, Professor, Language Program Director, Georgetown University
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Moderators
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Leslie Piggott, Utrecht University
Many studies on the effect of instruction on second language acquisition apply short term interventions and focus on the acquisition of specific language features. Such studies have provided evidence for positive effects of explicit FFI on L2 acquisition (Norris & Ortega, 2000; Spada & Tomita, 2015). However, several scholars have stressed the need for classroom studies that are set in an ecologically valid environment, evaluate language development from a multi-componential view, and follow language development over a longer period of time. Longitudinal classroom studies meeting these requirements are rare, as indicates DeKeyser & Botana's recent literature review (2019) of 194 publications. Moreover, Larsen-Freeman (2015) argues that there is still a gap between findings of L2 learning and teaching studies on the one hand, and the practice of foreign language teachers on the other hand. This symposium will discuss research challenges and opportunities on longitudinal classroom studies in L2 acquisition. Contributions take a teaching pedagogical, a learning process or an outcome perspective. Discussion will focus on ways in which researchers and teachers can collaborate in such studies and how they can benefit from this collaboration. Participation by action researchers who are also language teachers or teacher educators, is encouraged.
Thinking strategically about longitudinal classroom research
08:30AM - 12:00 Noon
Presented by :
Elsa Tragant, Associate Professor, University Of Barcelona
Longitudinal research can show language learning and teaching in ways that are not possible with cross-sectional research yet it is scarce. The academic context does not often provide the time longitudinal classroom research requires, which means that researchers, associations and journals should plan for it to happen with a number of actions.
Teaching English as a foreign language with and without explicit form-focused instruction: teachers’ account on a two-year intervention study
08:30AM - 12:00 Noon
Presented by :
Leslie Piggott, Utrecht University
In a two-year intervention study, explicit form-focused instruction concerning grammar rules and reproductive practice was removed from the curriculum. This presentation evaluates seven teachers’ accounts on the implementation of an implicit form-focused approach in mainstream secondary education when teaching English as a foreign language.
Developing the Swedish Sign Language teaching at an interpreter program through an action research-based project
08:30AM - 12:00 Noon
Presented by :
Ingela Holmström, Stockholms Universitet
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.
The potential of debate as an effective vehicle for L2 writing development in secondary education
08:30AM - 12:00 Noon
Presented by :
Abid El Majidi, Utrecht University
Co-authors :
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Daniel Janssen, Utrecht University
Debate holds promise as a conducive mechanism for second language writing development. We will present the findings of a longitudinal study that we conducted in three secondary schools in which we explored the potential of L2 debating tasks for developing L2 writing skills.
Stories in language teaching: improving vocabulary and oral skills in public EFL elementary schools
08:30AM - 12:00 Noon
Presented by :
Maria Nelly Gutierrez Arvizu, Professor, Universidad De Sonora
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 retell measures.
Predicting the development of phonological awareness in Dutch-English bilingual primary education
08:30AM - 12:00 Noon
Presented by :
Hedi Kwakkel, PhD Student, Behavioural Science Institute / Radboud University
Bilingual primary education is new in The Netherlands. In a longitudinal study during the early years (from kindergarten to third grade), success factors of children in bilingual primary education are examined. This particular study focused on the impact of home and classroom literacy environment, and parent and teacher expectations, on vocabulary development from kindergarten to first grade.
The 1963 Coral Way Bilingual Program: A Longitudinal Analysis
08:30AM - 12:00 Noon
Presented by :
Maria Coady, University Of Florida
This presentation describes the Coral Way Bilingual Program, the first publicly funded dual language (Spanish/English) bilingual education program that opened in the US in 1963. Archival data and oral histories are presented to demonstrate the long term outcomes from the program on students’ language and social learning.
Form-focused Intervention on the Development of Japanese University Students' Oral Performances
08:30AM - 12:00 Noon
Presented by :
Chie Ogawa, Associate Professor, Kyoto Sangyo University
This study examined the impact of a form-focused intervention during repetitive tasks on students’ oral fluency development over 13 weeks. Forty-eight Japanese university students were divided into three groups based on the degree to which they received an intervention focused on formulaic language. The participants’ fluency development was statistically analyzed.
Challenges in ISLA: Theoretical, empirical, methodological, pedagogical, and curricular
08:30AM - 12:00 Noon
Presented by :
Ronald Leow, Professor, Language Program Director, Georgetown University
This presentation argues that one major challenge in ISLA lies in a minimal acknowledgment of what comprises the real instructed setting, especially when viewed from a contextual, processing, and curricular perspective. To address issues raised, an exemplar of a longitudinal study embedded within the language syllabus and curriculum is presented.
08:30AM - 12:00 Noon
Room 1
S096 2/2 | Made at Home: Family Language Policy in a Mobile World
Format : Symposium
Track : Virtual Session
Speakers
Michelle Mingyue Gu, The Education University Of Hong Kong
Åsa Palviainen, University Of Jyväskylä
Fatma Said , Assistant Professor In Applied Linguistics , Zayed University, UAE
Anna Ritter, University Of Regensburg
Natalia Ringblom, Stockholm University | Dalarna University
Kristin Vold Lexander, Inland Norway University Of Applied Sciences
Thi Minh Thu Bui, Monash University
Moderators
Xiao Lan Curdt-Christiansen, University Of Bath
Kristin Vold Lexander, Inland Norway University Of Applied Sciences
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
Everything begins with the family, and language is the key to communication among family members for all types of endeavours. This is why Family Language Policy (FLP) matters. Whether explicit decisions on what language to use and what language to (dis)continue or implicit language practices within the family, FLP reflects broader societal attitudes and ideologies about languages, sociocultural values, sociopolitical positions and individual identities. We welcome submissions which address the following three sub-themes: Theme 1) includes families with transnational experiences and intercultural marriages. This theme focuses on how divergent cultural values and beliefs are negotiated and how changes in socio-political-cultural environments lead to changes in language practices. Theme 2) highlights studies undertaken in contexts where forceful political decisions and massive internal migration are taking place and where FLP interacts intensively with state and school policies. Theme 3) explores changes in technology and their impact on immediate and extended family members regarding FLP. It focuses on digitally-mediated communications in transnational, contemporary families across time and space. Featured Speakers: Prof Annick De Houwer (theme 1); Dr Mingyue GU (theme 2); Prof Åsa Palviainen (theme 3).
Constructing classed language ideologies and linguistic practices across borders: Family language policy in migrant families in Hong Kong
08:30AM - 12:00 Noon
Presented by :
Michelle Mingyue Gu, The Education University Of Hong Kong
This study investigates how migrant South Asian mothers and children in Hong Kong strategize to achieve class mobility through constructing new class identities and practicing linguistic and cultural repertoires, and how they practice language policy in the multiple contexts of home, school, community and society, and explore the underlying reasons.
Data collection on digital practices in families: practical and ethical issues
08:30AM - 12:00 Noon
Presented by :
Åsa Palviainen, University Of Jyväskylä
In order to increase the understanding of the role of mediated communication in family language policy, methodological protocols need to be adapted to capture current digital family practices. This paper discusses the potentials as well as practical and ethical challenges that come with data collection on digital practices in families.
“She performs her reading like Shams!”: Digital applications and platforms as partners in parental language policy implementation
08:30AM - 12:00 Noon
Presented by :
Fatma Said , Assistant Professor In Applied Linguistics , Zayed University, UAE
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 skills.
The impact of digital technologies on the language practices within the Russian-German immigrant families in Germany
08:30AM - 12:00 Noon
Presented by :
Anna Ritter, University Of Regensburg
The present paper aims to explore changes in language practices within the Russian-German immigrant families in Germany after the introduction of digital technologies into everyday life and the impact of digital technologies on the family language policy.
The real and virtual public space of Cyprus, Estonia and Sweden, its relevance to family language policy and language transmission
08:30AM - 12:00 Noon
Presented by :
Natalia Ringblom, Stockholm University | Dalarna University
Co-authors :
Sviatlana Karpava, University Of Cyprus
Anastassia Zabrodskaja , Professor Of Intercultural Communication, Tallinn University
The aim of this study is to investigate the linguistic landscape, on-line and off-line, used by particular Russian-speaking families in Cyprus/Estonia/Sweden, and to compare the positions and the preferences of the minority and dominant languages, exclusion and/or imposition as a reflection of power difference, and linguistic diversity and complexity
Heritage language use in digital family interaction: children’s agency and parents’ ideologies
08:30AM - 12:00 Noon
Presented by :
Kristin Vold Lexander, Inland Norway University Of Applied Sciences
This paper looks at digital language practices in four Norwegian-Senegalese families. Collected interactions and interview data as well as focus group data is analysed to discuss the children’s agency regarding language choice in communication with extended family members in relation to the parents’ ideas of FLP and heritage languages.
“I want to learn Vietnamese to speak to my grandma” – Intergenerational ties as key factor in family language policy
08:30AM - 12:00 Noon
Presented by :
Thi Minh Thu Bui, Monash University
This paper discusses one factor - intergenerational ties and its role in successful family language policy. The two Vietnamese families discussed in this paper are two distinctive examples of successful versus unsuccessful family language policy in Melbourne settings. Among the different data collection tools, children’s own voice was investigated.
08:30AM - 12:00 Noon
Room 1
S097 1/2 | Maximising multilingual potential in schools
Format : Symposium
Track : Virtual Session
Speakers
Åsta Haukås, University Of Bergen
Linda Fisher, University Of Cambridge
Dieuwerke Rutgers, University Of Cambridge
Irina Tiurikova, University Of Bergen
André Storto, University Of Bergen
Euline Cutrim Schmid, Professor, University Of Education Schwäbisch Gmünd
Heike Speitz, University Of South-Eastern Norway
Aasne Vikøy, Western Norway University Of Applied Sciences
Shu-Chen Huang, National Chengchi University
Kathrin Wild, Europa University Flensburg
Marianne Turner, Monash University
Meng Liu, PhD Candidate, Presenter, University Of Cambridge
Tracey Costley, University Of Essex
Radha Iyer, Queensland University Of Technology
Michal Tannenbaum, Tel Aviv University
Moderators
Åsta Haukås, University Of Bergen
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
The need to develop linguistic proficiency beyond English, to use the full linguistic repertoire to advance learning, and to help learners negotiate their future multilingual lives are just some of the demands placed on schools which, with the movement of people worldwide, are increasingly diverse spaces. This symposium will contribute to work exploring the challenge of maximising the multilingual potential of schools. Questions as to why and how schools can design and enact a multilingual policy are central. Our plenary speaker is Professor Britta Hufeisen (TU Darmstadt), who will present her model and strategies for developing schools as multilingual contexts in her talk 'Implementing a multilingual whole school policy'. Additional papers will be sought that address this sub-theme of policy with regard to multilingual schooling. Key to enacting any policy level plans at a classroom level are teachers. Our second sub-theme is, therefore, teachers' beliefs about multilingualism and multilingual pedagogies. The final sub-theme of multilingual identity is focused on the learners' conceptions of themselves as multilinguals, which has been shown to be conducive to aspects of language learning.
Developing multilingual identity in school – insights from two parallel studies
08:30AM - 12:00 Noon
Presented by :
Linda Fisher, University Of Cambridge
Åsta Haukås, University Of Bergen
This presentation considers the commonalities and differences between secondary school pupils’ multilingual identifications in England and Norway. Findings from parallel mixed-methods projects in both contexts are presented and implications drawn for policy and practice.
Understanding the role of multilingualism in educational achievement: Evidence from UK secondary schools
08:30AM - 12:00 Noon
Presented by :
Dieuwerke Rutgers, University Of Cambridge
Co-authors :
Angela Gayton, University Of Glasgow
With classrooms becoming ever more multilingual, there is a growing need to understand the relationship between multilingualism and educational achievement. We report on a longitudinal, mixed-methods study tracking this relationship to further our understanding of the role of multilingual identity in the learning and teaching of adolescents.
Multilingualism and Open-mindedness in secondary school students
08:30AM - 12:00 Noon
Presented by :
Irina Tiurikova, University Of Bergen
The study explores if and to what extent multilingualism, self-identification as multilingual and other related factors are associated with open-mindedness in secondary school students. 
Engaging schoolchildren in debates about multilingual schooling: challenges and potentials.
08:30AM - 12:00 Noon
Presented by :
André Storto, University Of Bergen
Schoolchildren play a crucial role in maximizing the multilingual potential at schools. This presentation discusses the development and implementation of interactive sessions in which schoolchildren engage in discussions about multilingualism and multilingual using data they helped generate. During the presentation the audience is encouraged to explore the main pedagogical tool used in the sessions: digital data visualizations. Taken together, the sessions and the visuals represent an effort towards more structured, systematic pedagogical interventions aimed at raising schoolchildren's awareness of their potential multilingual identities, while providing researchers with broader insights into multilingual schooling.
A classroom-based investigation into pre-service EFL teachers evolving understandings of a plurilingual pedagogy to foreign language education
08:30AM - 12:00 Noon
Presented by :
Euline Cutrim Schmid, Professor, University Of Education Schwäbisch Gmünd
This paper presents findings of a classroom-based investigation into the professional development paths of five pre-service English as a foreign language (EFL) teachers, as they learned how to translate concepts of plurilingualism and plurilingual education studied at University into their situated practice in primary and secondary schools in Germany.
08:30AM - 12:00 Noon
Room 1
S100 | Multimodality in the Applied Linguistics of Teaching- & Learning-Related Interaction
Format : Symposium
Track : Virtual Session
Speakers
Steven Thorne, Portland State University | University Of Groningen
Sara Routarinne, University Of Turku
Keiko Yoshioka, Leiden University
Matteo Farina, University Of Adelaide | Flinders University
Helena Torres-Purroy, Associate Lecturer, University Of Lleida
Sònia Mas-Alcolea, University Of Lleida
Baohua Yu, The Education University Of Hong Kong
Matthias Grein, University Of Tübingen
Bernd Tesch, Full Professor, University Of Tübingen
Eton Churchill, Kanagawa University
Anamaria Sagre, University Of Arizona
Dwight Atkinson, University Of Arizona
Elif Burhan-Horasanlı, University Of Arizona
Amable Daiane Custodio Ribeiro, PhD Student In Second Language Acquisition & Teaching, University Of Arizona, USA
James Carpenter, Rikkyo University
Moderators
Dwight Atkinson, University Of Arizona
Elena Taylor
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
Befitting a term beginning with "multi-," multimodality has been studied from diverse perspectives. This symposium focuses on approaches to multimodality involving multiple parties in interaction engaged in teaching- and/or learning-related activities ("teaching and learning-related" because some interaction studies, e.g., in CA-based research, can have meaningful implications for teaching/learning without focusing on them per se). Ultimately, teaching and learning take place through embodied interaction, involving a wide range of ecological-semiotic tools and affordances such as gesture, gaze, facial expression, non-gestural body movement, meaningful objects, text, emoticons, and virtual social structures (e.g., activity systems, genres, routines) (Block, 2014). Such resources together form dynamic "action packages" through which humans "inhabit each other's actions" (Goodwin, 2013:15), as commonly studied in the analysis of video-recorded--including computer-mediated (Meyer et al. 2017)--interaction. Teaching and learning have usually been studied apart from rather thana part ofbasic human interaction. As Goodwin pointed out, however, "pedagogy [and learning are] built into the organization of action itself" (2018, no page numbers). This symposium will contribute to applied linguistic research by elaborating on the richness, organization, and dynamicity of teaching- and learning-related interaction across modes, tools, and affordances.
The multimodal organization of action in teaching and learning in Mobile Augmented Reality
08:30AM - 12:00 Noon
Presented by :
Steven Thorne, Portland State University | University Of Groningen
To expand discussions of teaching and learning beyond classroom spaces, this talk describes instances of embodied and situated action in language learning interventions using mobile Augmented Reality (AR), the primary objective of which is to embed languaging events and resources in phenomenologically rich and embodied experience in the world.
Taking notes in science class – epistemic positions in comprehensive school
08:30AM - 12:00 Noon
Presented by :
Sara Routarinne, University Of Turku
Riitta Juvonen, University Of Helsinki
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 scale of knowing or unknowing participants.
Are L2 mimetics expressive? Mimetics and accompanying gestures in motion event descriptions in L2 Japanese
08:30AM - 12:00 Noon
Presented by :
Keiko Yoshioka, Leiden University
Co-authors :
Noriko Iwasaki, Nanzan University
This study explores whether L2 Japanese speakers produce for the purpose of expressiveness by examining the production of expressive morphology and accompanying gesture used by L2 Japanese speakers with English as L1 and Korean as L1, with L1 Japanese speakers as baseline. We demonstrate that, unlike in L1, some mimetics in L2 may be used as ordinary words and that gestures accompanying mimetics may have different roles.
Multimodality in Facebook interactions
08:30AM - 12:00 Noon
Presented by :
Matteo Farina, University Of Adelaide | Flinders University
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 interaction.
Learning by doing, stumbling and communicating: a critical multimodal approach to scientists’ expertise acquisition
08:30AM - 12:00 Noon
Presented by :
Helena Torres-Purroy, Associate Lecturer, University Of Lleida
Sònia Mas-Alcolea, University Of Lleida
From a critical multimodal approach to communication (Machin, 2014), and drawing on the situated learning theory of the community of practice (Lave & Wenger, 1991), this paper analyses daily practices and discourses of scientist practitioners in order to uncover what ‘learning by doing’ stands for in science.
The effect of integrating student-developed digital videos into teaching and learning on students’ autonomy and digital literacy skills
08:30AM - 12:00 Noon
Presented by :
Baohua Yu, The Education University Of Hong Kong
Co-authors :
Artem Zadorozhnyy, Education University Of Hong Kong
Research project demonstrates the benefits of integrating the multimedia presentations for improving students' learning autonomy, as well as language, collaborative and digital literacy skills.
Norms and practices in the foreign language classroom. From epistemological perspectives to interactional analysis and the reconstruction of practical logics
08:30AM - 12:00 Noon
Presented by :
Matthias Grein, University Of Tübingen
Bernd Tesch, Full Professor, University Of Tübingen
Modern video technology allows for a holistic capture of classroom interaction and its multifaceted multimodal structures. The talk will present a videobased research project for the exploration of the foreign language classroom aiming to reconstruct everyday practices in lessons of French and Spanish.
Intercorporeal X-Frames in Skill Learning
08:30AM - 12:00 Noon
Presented by :
Eton Churchill, Kanagawa University
This paper examines how experts and novices align their bodies to facilitate mutual monitoring and coordinated action in skill learning. Through a multimodal analysis of videotaped interaction in a variety of instructional settings, this paper explores participant frameworks used to synchronize enactments of novices with those of experts.
Co-operative Action, Embodiment, and Multimodality in Second/Foreign Language Teaching-involved Learning
08:30AM - 12:00 Noon
Presented by :
Amable Daiane Custodio Ribeiro, PhD Student In Second Language Acquisition & Teaching, University Of Arizona, USA
Anamaria Sagre, University Of Arizona
Elif Burhan-Horasanlı, University Of Arizona
Dwight Atkinson, University Of Arizona
Jorge Andres Mejia Laguna, Graduate Associate, Pontificia Universidad Javeriana / University Of Arizona
Veronica Oguilve, University Of Arizona
This paper investigates teaching-involved learning in terms of its basic interactional--that is its interaffective, interembodied, and multimodal/multisemiotic character. Drawing on sociolinguistics, anthropological linguistics, social semiotics, and conversation analysis, we examined data through multimodal microanalysis and investigated how teachers and students engage in basic human interaction in learning spaces.
‘Let them Imagine’: How Congenitally Blind, Japanese EFL Students Achieve Socio-Cognitive Alignment
08:30AM - 12:00 Noon
Presented by :
James Carpenter, Rikkyo University
This presentation will give the results of a study conducted in an EFL class for congenitally blind students in Japan. This study focused on how these students achieved socio-cognitive alignment. In particular, this presentation will emphasize the ways that alignment can be understood as an inter-corporeal, inter-subjective process.
08:30AM - 12:00 Noon
Room 1
S117 | Problematizing Neoliberal Language Policy and Practice in English Medium of Instruction (EMI) Higher Education: Transnational Issues and Possibilities
Format : Symposium
Track : Virtual Session
Speakers
Peter De Costa, Michigan State University
Sara Hillman, Texas A&M University At Qatar
Heath Rose, University Of Oxford
Steven Yeung, Chinese University Of Hong Kong
Sandra Kouritzin, University Of Manitoba
Yingliang He, Penn State University
Penny Ding, Assistant Professor In Chinese Studies/Applied Linguistics, University Of Liverpool
Moderators
Peter De Costa, Michigan State University
Wendy Li, Nagoya University Of Commerce & Business
Curtis Green, Michigan State University
Given the neoliberal turn in language education (De Costa, Park & Wee, 2016; 2019) and the exponential rise in transnational higher education (TNHE) as mediated through the establishment of satellite campuses by Western universities, English-as-a-medium (EMI) of instruction (Macaro et al., 2018) has witnessed remarkable internationalization. From a language policy perspective, this recent development within this sector of education has, however, been criticized for its hegemonic and colonial tendencies (Phan, 2017) that shape the texture of the educational experience of mobile students who traverse physical and cultural borders. Building on this critique and recent research on university-based language policies (Hult & Kalkvist, 2016), our full-day symposium problematizes neoliberal EMI language policy and practice and adopts an ecological approach (Han, De Costa & Cui, 2019) to understand how English monolingual biases are negotiated within multilingual academic and social settings as various social actors engage in complex identity work that often results in individuals being sorted and sieved according to the various levels of capital that they possess. Using Western-partnered institutions in Asia and the Middle East as focal points, our international panel of presenters examines how students, faculty and administrators reclaim local languages through making strategic policy and pedagogical decisions.
Unpacking Profit and Pride in EMI Higher Education: How Universities Manage this Precarious Balancing Act
08:30AM - 12:00 Noon
Presented by :
Peter De Costa, Michigan State University
Adopting an ecological approach to better understand EMI satellite campuses in Asia and the Middle East, I investigate the ways in which English monolingual biases and an emergent interest and pride in local languages within several countries that have hosted such joint venture foreign campuses have been negotiated.
Oscillating between pride and shame: Negotiating language and identity as a Qatari international branch campus student
08:30AM - 12:00 Noon
Presented by :
Sara Hillman, Texas A&M University At Qatar
Drawing on a five-year ethnographic study of Qatari national students' experiences in EMI international branch campuses, I examine the integral role that linguistic shame (Liyanage & Canagarajah, 2019) plays in identity construction as students engage with neoliberal, transnational higher education and often navigate different cultural and linguistic norms than members of their family and communities.
University policy trends for English medium instruction (EMI) in the wake of transnational campus growth in China
08:30AM - 12:00 Noon
Presented by :
Heath Rose, University Of Oxford
University policy trends for English medium instruction (EMI) are explored in this study in the wake of transnational campus growth in China. Data were collected via a policy scan of more than 400 'double first class' universities and interviews with EMI programme heads. Findings highlight the emergence of a ‘Chinese-style’ of EMI.
A narrative inquiry of a Hong Kong Chinese-medium school graduate navigating local and overseas English-medium universities
08:30AM - 12:00 Noon
Presented by :
Steven Yeung, Chinese University Of Hong Kong
Graduates from Chinese-medium schools in Hong Kong often have lower competence in English and are disadvantaged in schooling and the labour market. This narrative inquiry traces the socio-academic trajectory of a CMI school graduate in local and overseas EMI higher education and relevant consequences from his lack of cultural capital.
The impact of neoliberalism on university language programs
08:30AM - 12:00 Noon
Presented by :
Sandra Kouritzin, University Of Manitoba
Co-authors :
Satoru Nakagawa, University Of Manitoba
This paper reports on research examining the influence of neoliberalism on language programs in universities through a case study of one language program, examining how teachers in these programs are marginalized and devalued, forming part of the academic precariat.
Ratemyprofessors.com – Embodiment of Neoliberal Education
08:30AM - 12:00 Noon
Presented by :
Yingliang He, Penn State University
Tianfang Wang, Penn State University
This study examines the ideology of Neoliberal education manifested in Ratemyprofessors.com’s mission, rating criteria, and students’ comments. College education is commodified, from which students are expecting a high return rate for their time and money invested. Such ideology promotes a hostile relationship between students and professors.
The Impact of Language Policy on TESOL Teacher Education in a Sino-foreign Institution
08:30AM - 12:00 Noon
Presented by :
Penny Ding, Assistant Professor In Chinese Studies/Applied Linguistics, University Of Liverpool
Peter De Costa, Michigan State University
Adopting a language policy perspective, this study examines the impact of national, regional, institutional and classroom language policy in an MA TESOL programme at an English Medium of Instruction (EMI) Sino-Foreign university. Our findings show how university language policy is inextricably linked to national and regional policy, inevitably influencing the case study institution's teacher education program.
08:30AM - 12:00 Noon
Room 1
S139 | ReN: Language teachers in the 21st century: Perspectives and Trajectories
Format : Symposium
Track : Virtual Session
Speakers
Ursula Stickler, Senior Lecturer, Open University
Jenny Mendieta, Learning Adviser, The University Of Auckland
Sundeep Dhillon, PhD Researcher, University Of Warwick
Lucilla Lopriore, Roma Tre University
Aline Germain-Rutherford, Vice Provost, Academic Affairs, University Of Ottawa
Martina Emke, Affiliated Researcher, The Open University
Patricia Vasconcelos Almeida, Universidade Federal De Lavras
Moderators
Aline Germain-Rutherford, Vice Provost, Academic Affairs, University Of Ottawa
Martina Emke, Affiliated Researcher, The Open University
Ursula Stickler, Senior Lecturer, Open University
Regine Hampel, The Open University
Niklas Abel, AILA 2021 Volunteer, University Of Groningen
Banafsheh Karamifar, University Of Ottawa
Sarah Heiser, Open University UK
In the last decade, demands on language teachers in terms of digital skills have risen in line with the growth of information and communication technology (ICT). Several training initiatives have been developed over the past years to support language teachers' development of digital skills for the 21st century. Additionally, many institutions offer awards for "model teachers", and organisations often design their training around the notion of a "good" or "ideal" teacher. However, a key consideration is whether these models of excellence are genuinely keeping pace with the rapidly changing societal demands and expectations implicit in communication in the 21st century. Based on this context our Symposium invites language educators and researchers, to provide answers to the following questions: How do institutional models for continuing professional development (CPD) and teaching excellence reflect changing societal demands and expectations implicit in communication in the 21st century? To what extent has the digital revolution affected notions of the "ideal" language teacher, perceptions of language teacher training needs, and current models of language teacher training? We are particularly interested in creating a picture of current needs, training provision for the 21st century and teachers' beliefs about the "ideal teacher" across different cultural perspectives.08:30 - 08:35: Start, introducing the format of the symposium08:35 - 08:40: Perspectives and Trajectories of Language Teachers in the 21st Century – an overview08:40 - 08:50: Interview08:50 - 08:55: Investigating the perspectives of English for Academic Purposes (EAP) teachers on their development and experience of digital literacy skills08:55 - 09:05: Interview09:05 - 09:10: A narrative inquiry of language teacher leadership in the context of technological innovation09:10 - 09:20: Interview09:20 - 09:30: Discussion09:30 - 09:35: A platform for celebrating plurilingualism – insights from the Lincdire LITE E-portfolio project09:35 - 09:45: Interview09:45 - 09:50: English language teachers' and learners' perceptions and needs: emerging professional perspectives and trajectories from a 5-country investigation in multilingual classrooms.09:50 - 10:00: Interview10:00 - 10:30: Coffee break 10:30 - 10:35: Freelance language teachers' Twitter-based professional development: New (career) opportunities and persistent challenges10:35 - 10:45: Interview10:45 - 10:55: Discussion 10:55 - 11:00: Ideals of language teachers – from past to future11:00 - 11:10: Interview 11:10 - 11:15: Pre-service language teachers' technobiographies: understanding digital practices11:15 - 11:25: Interview 11:25 - 11:40: Future of the ReN 11:40 - 11:50: Discussion11:50 - 12:00: Rounding up and closing remarks
Perspectives and Trajectories of Language Teachers in the 21st Century – an overview
08:30AM - 12:00 Noon
Presented by :
Ursula Stickler, Senior Lecturer, Open University
Aline Germain-Rutherford, Vice Provost, Academic Affairs, University Of Ottawa
Martina Emke, Affiliated Researcher, The Open University
Regine Hampel, The Open University
Banafsheh Karamifar, University Of Ottawa
Sarah Heiser, Open University UK
The AILA Research Network entitled Trajectories and Perspectives of Language Teachers in the 21st Century (TPLang21) brings together 35 established language educators and researchers from 15 countries across five continents who work on information and communication technology (ICT) and (self-)empowering methods of continuing professional development (CPD) for language teachers.
Investigating the perspectives of English for Academic Purposes (EAP) teachers on their development and experience of digital literacy skills
08:30AM - 12:00 Noon
Presented by :
Sundeep Dhillon, PhD Researcher, University Of Warwick
This research study investigated the development and experience of applying digital literacy skills within English for Academic Purposes teaching from the teachers' perspectives. The use of technology in EAP teaching, development of conversancy in digital literacy skills within teacher training courses and updates in professional development resources are also considered.
A narrative inquiry of language teacher leadership in the context of technological innovation
08:30AM - 12:00 Noon
Presented by :
Jenny Mendieta, Learning Adviser, The University Of Auckland
This presentation explores educational change by examining how a group of language teachers implemented blended learning at a Colombian university. I discuss, in particular, the experiences of four teacher leaders responsible for implementing the change and suggest implications for the professional development of teachers involved in the implementation of innovations.
A platform for celebrating plurilingualism – insights from the Lincdire LITE E-portfolio project
08:30AM - 12:00 Noon
Presented by :
Aline Germain-Rutherford, Vice Provost, Academic Affairs, University Of Ottawa
How can we make plurilingual competence more tangible and empower learners as participants in ‘glocal’ communities? This talk discusses the development and piloting of an E-portfolio and platform for plurilingual action-oriented learning, as a feature of LINCDIRE (LINguistic and Cultural DIversity Reinvented), a 3 year international collaborative research project.
English language teachers’ and learners’ perceptions and needs: emerging professional perspectives and trajectories from a 5-country investigation in multilingual classrooms.
08:30AM - 12:00 Noon
Presented by :
Lucilla Lopriore, Roma Tre University
Sezen Bektas Yuksel, Bogaziçi University
Stefania Kordia, Hellenic Open University
This presentation will report and discuss the preliminary findings of a cross-country investigation of English language teaching practices in multilingual classrooms as carried out in five countries. The needs analysis results are meant to inform and sustain forms of ELT continuous professional development in a time of major social changes.
Freelance language teachers’ Twitter-based professional development: New (career) opportunities and persistent challenges
08:30AM - 12:00 Noon
Presented by :
Martina Emke, Affiliated Researcher, The Open University
This presentation discusses (career) opportunities and challenges of new subjectivities which have been made available to language teachers within their Twitter-based professional development as part of the symposium on trajectories and perspectives of language teachers in the 21st century.
Ideals of language teachers – from past to future
08:30AM - 12:00 Noon
Presented by :
Ursula Stickler, Senior Lecturer, Open University
This presentation will outline qualitative research undertaken to gather images and information about the “ideal” language teacher in the 21st Century. Data was collected in eight countries across Europe and beyond, engaging more than 30 experienced language teachers.
Pre-service language teachers' technobiographies: understanding digital practices
08:30AM - 12:00 Noon
Presented by :
Patricia Vasconcelos Almeida, Universidade Federal De Lavras
This presentation intends to contribute to the field of Educational Technology by encouraging an understanding of the facts that involve pre-service language teachers' experiences with the digital technology in their personal and academic lives, known as digital practices.
08:30AM - 12:00 Noon
Room 1
S155 | Researching and Teaching Academic Genres in a Changing and Interconnected World
Format : Symposium
Track : Virtual Session
Speakers
Carmen Perez-Llantada, University Of Zaragoza
Raffaella Negretti, Presenter, Chalmers University Of Technology
Elina Vitikka, PhD Researcher, University Of Helsinki
Sylvia Jaworska, University Of Reading
Duygu Candarli, University Of Dundee
Elisa Marchioro Stumpf, Federal University Of Rio Grande Do Sul
Elif Burhan-Horasanlı, University Of Arizona
Dorothy Worden-Chambers, The University Of Alabama
Jeroen Gevers, University Of Arizona
Moderators
Christine Tardy, Moderator, University Of Arizona
Bruna Sommer-Farias, Michigan State University
Jeroen Gevers, University Of Arizona
Scholarship into genre has provided a productive and generative lens for understanding academic communication. Much of this work, to date, has focused on high-stakes written academic genres like research articles or dissertations, often through discourse analysis of rhetorical structures, rhetorical strategies, and lexico-grammatical features. Less attention has been paid to the ever-increasing range of new academic genres and methods for analyzing and teaching them. Scholars increasingly disseminate their work through blogs, tweets, and video abstracts, and even more traditional text-based genres incorporate visuals and animations in many research areas. Students, too, create multimodal portfolios, Instagram projects, TED talks, and 3-minute thesis (3MT) presentations. Technologies have facilitated new genre ecologies, marked by hybridity, fluidity, and evolving forms of authorship. This symposium (organized by Jeroen Gevers, Christine Tardy, and Bruna Sommer-Farias) will explore the possibilities for research and teaching genre in today's dynamic world of communication. Our featured speaker, Carmen Pérez-Llantada, will discuss how writers work across genres and modes (visual and verbal), as well as across languages and language varieties to reach diverse audiences. We envision contributions to address genre from various theoretical, methodological, and pedagogical perspectives, emphasizing genre innovation and change amid increased mobility and interconnectedness.
Genres, science and Web 2.0: intersemiotic relationships in the digital space
08:30AM - 12:00 Noon
Presented by :
Carmen Perez-Llantada, University Of Zaragoza
Drawing on the view of genre as “an open category at least partly bounded by constraints of time, resources, availability and access” (Swales, 2004: 72), this talk addresses several theoretical and methodological challenges of investigating the intersemiotic relationships between traditional and new genres of science communication in digital environments.
Communicating to heterogeneous audiences: How STEM PhD students manipulate conventions and achieve agency in research writing
08:30AM - 12:00 Noon
Presented by :
Raffaella Negretti, Presenter, Chalmers University Of Technology
We examine if genre pedagogy fosters uncritical compliance with genre conventions. Thirty doctoral students in STEM reported genre manipulation in research writing, critiquing and intentionally deploying authorial choices in response to diverse audiences and exigencies, even bending the genre. Genre manipulation empowered students, who demonstrated agency and creativity.
Constructing authorial voice and expertise in science-based non-fiction written by Finnish scholars
08:30AM - 12:00 Noon
Presented by :
Elina Vitikka, PhD Researcher, University Of Helsinki
How is science-based expertise communicated in times of science denialism and competing voices of experts-by-experience? In my presentation, I introduce different discursive resources and rhetorical strategies that are used to construct authorial voice and expertise and interaction with reader in popular science texts written by Finnish scholars.
Email signatures as generic wriggle rooms: Performing the academic self in online communication
08:30AM - 12:00 Noon
Presented by :
Sylvia Jaworska, University Of Reading
Co-authors :
Erhan Aslan, University Of Reading
This paper explores academic email signatures as a new emerging genre and is based on an analysis of a corpus of 300 signatures. The findings show that email signatures have a core set of moves and steps and are increasingly used to construct and perform unique academic self.
Lexico-grammatical variation in online academic forum posts across tasks, first language background, and writing quality
08:30AM - 12:00 Noon
Presented by :
Duygu Candarli, University Of Dundee
This study examines a relatively new register, online academic forum posts which are used as a form of assessment in higher education. By using an multidimensional analysis, the lexico-grammatical characteristics of online academic forum posts were explored across two L1 backgrounds (L1 Chinese and L1 English) and three subregisters.
Reading and writing in Portuguese as an additional language: designing a course based on the academic literacies model
08:30AM - 12:00 Noon
Presented by :
Elisa Marchioro Stumpf, Federal University Of Rio Grande Do Sul
We aim at presenting two courses of Portuguese as an additional language for academic purposes at a higher education institution in Brazil as well as discussing the implications of a questionnaire done with foreign graduate students attending the courses in regards to their language practices. Our research shows the importance of considering the interplay between genres and languages, the emergence of new academic genres in communicating science to lay audiences, and the need for welcoming multiple languages in internationalization initiatives.
Researching occluded genres in STEM fields: A case study on academic socialization into responding to reviewer comments
08:30AM - 12:00 Noon
Presented by :
Elif Burhan-Horasanlı, University Of Arizona
This ethnographically-oriented project explores an international doctorate student's (Ryan) socialization into an occluded genre, responding to reviewer comments, in an engineering research team. Findings indicated that through textual interactions, oral interactions, and mentoring, Ryan was socialized into anticipating reviewers' expectations as well as the conventions of responding to reviewer feedback.
The use of questions in English-medium Master’s thesis defenses at Taiwan universities
08:30AM - 12:00 Noon
Presented by :
Li-Chin Chen, National Taichung University Of Science & Technology
Co-authors :
Chia-Yen Lin, Dept. Of Foreign Languages And Applied Linguistics, Yuan Ze University
This study analyzes the use of questions in English-medium Master’s thesis defenses conducted at Taiwanese universities. The preliminary analytical results reveal significant disparities in the frequency, forms and functions of the questions, which can be attributed to the influence of institutional duties, dynamic roles, and the relationship between the participants.
EAP Teachers Developing Knowledge of Diverse Genres through the Unfamiliar Genre Project
08:30AM - 12:00 Noon
Presented by :
Dorothy Worden-Chambers, The University Of Alabama
Genre-based writing pedagogies place particularly high demands on teachers, requiring explicit knowledge and the flexibility to learn new genres for teaching purposes. This study examines the effect of a project in which EAP teachers analyzed, wrote, and designed materials to teach an unfamiliar genre on their developing knowledge.
08:30AM - 12:00 Noon
Room 1
S158 | Shadowing as a Practice in Second Language Acquisition: Connecting Inputs and Outputs
Format : Symposium
Track : Virtual Session
Speakers
Shuhei Kadota, Professor, Kwansei Gakuin University
Naoya Hase, Symposium Co-organizer (S158), Kwansei Gakuin University
Emiko Kaneko, University Of Aizu
Yuka Muraoka, Seigakuin University
Hiroshi Nakanishi, Seinan Gakuin University
Kayoko Ito, Koyasan University
Yutaka Yamauchi, Soka University
Moderators
Naoya Hase, Symposium Co-organizer (S158), Kwansei Gakuin University
Shuhei Kadota, Professor, Kwansei Gakuin University
Alsu Buiting (AILA2021 Volunteer)
Shadowing is a technique for enhancing L2 acquisition, in which learners repeat speech aloud as they hear it, as precisely as possible, while continuing to listen attentively to the incoming speech, though so far the task has usually been considered to be effective only in improving L2 listening comprehension through immediate "online" repetition of input speech. However, Kadota (2019) suggests, based on theoretical and empirical research, that shadowing enhances L2 learning in four different ways: 1) Shadowing facilitates automatic perception of input speech, which leads to improvement of L2 listening skill (input effect). 2) Shadowing enhances L2 learners' subvocal rehearsal rates in a phonological working memory and accelerates intake or internalization of words, formulas, constructions, etc. (practice effect). 3) Shadowing promotes speaking at L2 by simulating parts of the cognitive process involved in speech production (output effect). 4) Shadowing develops L2 metacognitive monitoring and control, that is, the executive functions, by the executive working memory (metacognitive monitoring effect). The present symposium is intended to examine the empirical data on the effectiveness of shadowing practice, and to provide a forum for discussion for researchers and educators engaged in learning and teaching various languages as L2.
Shadowing as a Practice in Second Language Acquisition: Connecting Inputs and Output
08:30AM - 12:00 Noon
Presented by :
Shuhei Kadota, Professor, Kwansei Gakuin University
Assessing Shadowing Training for Developing L2 Listening and Speaking: Focusing on Input and Output Effects
08:30AM - 12:00 Noon
Presented by :
Shuhei Kadota, Professor, Kwansei Gakuin University
Shadowing is a technique for enhancing L2 acquisition, in which learners repeat speech aloud, while listening attentively to the incoming speech. Of the four effects of shadowing (i.e. input, practice, output, and monitoring) proposed by Kadota (2019), my focus here is on input and output effects in this featured presentation.
Effects of shadowing and elicited imitation on L2 speaking
08:30AM - 12:00 Noon
Presented by :
Emiko Kaneko, University Of Aizu
This research examined the effects of shadowing and elicited imitation (EI) on L2 speaking. In EI, learners wait for three seconds (longer than the phonological loop lasts) after they hear the stimulus before repeating. The results of our experiment suggest that these similar activities may involve different cognitive processing.
Shadowing and L2 Fluency: Is Shadowing Practice Effective for Preparing for Speaking Tests?
08:30AM - 12:00 Noon
Presented by :
Yuka Muraoka, Seigakuin University
This study explores how shadowing practice using the Xreading program helps Japanese learners of English develop their speaking abilities. Nine participants engaged in four-weeks shadowing training. Qualitative changes in their speaking abilities were measured through four tasks: shadowing, oral reading, a picture-description task, and an opinion-expression task. The results of analyses showed significant improvements in the shadowing task and oral reading and large effect sizes for fluency indexes of the opinion-expression task. These results indicate that shadowing is especially effective in facilitating the accurate reproduction of sound and articulation speed.   
An eye-tracking study on the influence of audiovisual cues on shadowing performance
08:30AM - 12:00 Noon
Presented by :
Naoya Hase, Symposium Co-organizer (S158), Kwansei Gakuin University
This study investigated the effects of two types of the audiovisual materials for shadowing?audio cues either with a still image or with a moving image of a speaker' face including lips?through an eye-tracking experiment with L1-Japanese speaking learners of English.
The Effect of Attentional Direction on Specific Aspects of Language Processing: Japanese EFL Learners and Shadowing Training
08:30AM - 12:00 Noon
Presented by :
Hiroshi Nakanishi, Seinan Gakuin University
This study examined whether directing participants’ attention to different aspects of the content (i.e., semantic, syntactic, or pragmatic) during content shadowing would influence the improvement of their phonological processing skills.
An analysis of L2 learners’ shadowing recordings and evaluations
08:30AM - 12:00 Noon
Presented by :
Kayoko Ito, Koyasan University
Shadowing is to imitate model voices without seeing its scrip within a second delay. Though it is a well-examined training for L2 learners, specialized texts focusing on weaknesses of learners’ listening abilities have not fully developed yet in Japan. Adequate texts with analyzing evaluations and recordings will be shown in the symposium.
Effects of continuous shadowing practice on L2 overall proficiency improvement
08:30AM - 12:00 Noon
Presented by :
Yutaka Yamauchi, Soka University
Kayoko Ito, One Of The Members Of Symposium, Koyasan University
Megumi Nishikawa, Tokai University
This study attempted to clarify the cause-and-effect relationship between shadowing practice and overall proficiency improvement. The experimental results revealed that three-month continuous shadowing practice, requiring learners to orally reproduce a variety of 200- to 300-word passages five times per week, significantly improved overall L2 proficiency as well as shadowing performances.
08:30AM - 12:00 Noon
Room 1
S159 | Sign language for all?
Format : Symposium
Track : Virtual Session
Speakers
Graham Turner, Heriot-Watt University
Suvi Sipronen, University Of Jyväskylä
Onno Crasborn, Organiser, Radboud University
Mari Kakuta, Kanto Gakuin University
Sarah Sheridan, Trinity College Dublin
Rannveig Sverrisdóttir, University Of Iceland
Juhana Salonen, Project Researcher, University Of Jyväskylä
Helsa Borinstein, Sign Language Interpreter, Overseas Interpreting
Natasha Parkins-Maliko
Ren Kikukawa, Freelance Sign Langauge Instructor
Moderators
Onno Crasborn, Organiser, Radboud University
Siemone Zuidema (AILA2021 Volunteer), AILA2021 Volunteer
Helsa Borinstein, Sign Language Interpreter, Overseas Interpreting
Natasha Parkins-Maliko
(This symposium is supported with sign-language interpretation) Sign languages are minority languages in all countries. Although increasingly receiving official recognition by national governments, the number of users of sign languages is not substantially changing. The large number of hard-of-hearing people (about 10% of Western populations) would appear to make visual communication a priority for all of society, however. Why is sign language not taught to all children from an early age, so that they can profit from it when they become hard of hearing themselves and in communication with people with hearing loss? This symposium aims to discuss two different sides of this question. On the one hand, there is the linguistic distinction between full-fledged sign languages and speech-supporting signs. To what extent should teaching methods focus on sign languages as full-fledged languages, or make use of the gradual learning curve that is enabled by acquiring speech-supporting signs first? Are there pedagogical or linguistic arguments for a clear choice? On the other hand, there are ethical issues related to the increasing use of sign language by hearing people. In most countries, there are already more sign language learners than native users. What does this mean for deaf communities and for sign languages?08:30 - 08:40 Opening of symposium Onno Crasborn08:45 - 09:10 Video Keynote Graham Turner LUMOS and other spells of British Sign Language: Who will be enlightened by the proposed spread of signing in Scotland?09:10 - 09:25 Live Discussion09:30 - 09:45 Video Presentation Suvi Sipronen & Laura Kanto L1 and L2 fluency in Finnish Sign Language narratives09:45 - 09:55 Live Questions10:00 - 10:15 Video Presentation Mari Kakuta & Ren Kikukawa Sign Language recognition by the Deaf in Japan : Case study on the Deaf views towards sign language10:15 - 10:20 Live Questions10:25 - 10:40 Video Presentation Sarah Sheridan Changing Landscapes: The Role of (Hearing) Sign Language Learners in the Re-Vitalisation Debate10:40 - 10:45 Live Questions10:50 - 11:05 Video Presentation Rannveig Sverrisdóttir Complexities of language 'survivance' in Iceland: Icelandic Sign Language for all is not a solution11:05 - 11:10 Live Questions11:15 - 11:30 Video Presentation Juhana Salonen & Antti Kronqvist The contribution of corpus to sign language teaching in mainstream schools11:30 - 11:35 Live Questions11:40 - 11:50 Video Presentation Onno Crasborn Use of speech-supporting signs by hearing speakers: a threat or an opportunity for deaf communities?11:50 - 12:00 Live Questions & final discussion
LUMOS and other spells of British Sign Language: Who will be enlightened by the proposed spread of signing in Scotland?
08:30AM - 12:00 Noon
Presented by :
Graham Turner, Heriot-Watt University
Identifying general conclusions pertinent to the fortunes of signing communities worldwide, this paper sets out the challenges faced by those seeking to embed British Sign Language within Scotland’s ‘1+2 languages’ programme for schools, examining the risks inherent in trying to deliver such a transformative programme.
L1 and L2 fluency in Finnish Sign Language narratives
08:30AM - 12:00 Noon
Presented by :
Suvi Sipronen, University Of Jyväskylä
Co-authors :
Laura Kanto, University Of Jyväskylä
The study delves into the similarities and differences in L1 and L2 signers' utterance fluency in Finnish Sign Language. The aim is to find out the average signing speed and breakdown frequency in the two groups by gauging the number of signs and breakdowns per minute in narrative signing.
Sign Language recognition by the Deaf in Japan : Case study on the Deaf views towards sign language
08:30AM - 12:00 Noon
Presented by :
Mari Kakuta, Kanto Gakuin University
Ren Kikukawa, Freelance Sign Langauge Instructor
With the changing trends in sign language education and recognition, this study looks at how Deaf people from different backgrounds view sign language. Will Japanese Sign Language (JSL) become an endangered language or will it co-exist with Signed Japanese? This study will provide more insights into the future of JSL.
Revisioning the deaf community: the journey to developing a mixed-modality multilingual identity
08:30AM - 12:00 Noon
Presented by :
Sarah Sheridan, Trinity College Dublin
The role of the 'new signer' is explored here in relation to adult university learners of Irish Sign Language (ISL). This study presents empirical data considering the extent to which being a sign language learner contributes to the formation or (re)negotiation of a multilingual identity.
Complexities of language 'survivance' in Iceland: Icelandic Sign Language for all is not a solution
08:30AM - 12:00 Noon
Presented by :
Rannveig Sverrisdóttir, University Of Iceland
Co-authors :
Elena Koulidobrova, Central Connecticut State University
In this presentation we will claim that teaching sign language to everyone is not a solution for a small linguistic community. Instead we propose a different approach for Icelandic Sign Language, an Icelandic Sign Language based school in the spirit of indigenous languages.
The contribution of corpus to sign language teaching in mainstream schools
08:30AM - 12:00 Noon
Presented by :
Juhana Salonen, Project Researcher, University Of Jyväskylä
Co-authors :
Antti Kronqvist, University Of Jyväskylä
Today, most of deaf children are studying in a mainstream school, which has created new challenges in organizing bilingual teaching (spoken + signed language together). The corpus can serve as a tool for accessing sign language teaching. A digital learning environment develops educational materials as well methods for deaf children.
Use of speech-supporting signs by hearing speakers: a threat or an opportunity for deaf communities?
08:30AM - 12:00 Noon
Presented by :
Onno Crasborn, Organiser, Radboud University
Supporting ones speech with signs from a sign language holds great potential for hard of hearing people and their environment. This talk argues that this will hold great potential for deaf communities, as it massively increases the number of people with some (lexical) knowledge of the sign language, with many hearing adults moving on acquiring sign language proper.
08:30AM - 12:00 Noon
Room 1
S181 | The Third Wind of Language Learning Strategy Research
Format : Symposium
Track : Virtual Session
Speakers
Andrew D. Cohen, Professor Emeritus, University Of Minnesota
Isobel Kaihui Wang 
Xuesong Gao, University Of New South Wales
Jingjing Hu, Sun Yat-sen University
Akihiko Sasaki, Professor, Mukogawa Women's University
Natsumi Wakamoto, Doshisha Women's College Of Liberal Arts
Yumiko Imai, Professor, Doshisha Women's College Of Liberal Arts
Michi Saki, Associate Professor , Doshisha Women's College Of Liberal Arts
Tomomi Otsuka, Associate Professor, Osaka Jogakuin College
Bao Tram Nguyen, Macquarie University
Teresa Hernandez-Gonzalez, Department Of Education - Concordia University
Pamela Gunning, Lecturer, Department Of Education - Concordia University
Heath Rose, University Of Oxford
Akiko Fukuda, Rikkyo University
Moderators
Nathan Thomas, UCL Institute Of Education / University Of Oxford
Heath Rose, University Of Oxford
Amanda Bruscato - AILA Volunteer, University Of Groningen
The field of language learning strategies has experienced a number of twists and turns since its initial inception. The first wind of strategy research can be described as early studies that began in the 1970's with an initial focus on what 'good' language learners did and is characterized by its very practical focus. The second wind, as described by Dornyei and Ryan (2015), refers to studies taking place at and shortly after the turn of the century that typically incorporate a sense of self-directedness (e.g. self-regulation, agency, and autonomy) in their more thorough theoretical foundation. The third wind, a term which we are proposing, pertains to very recent work that can be delineated into two, albeit often overlapping, categories: 1) the incorporation of complexity theory perspectives with language learning strategies and self-directedness (e.g. Oxford, 2017; Oxford, Lavine, Amerstorfer, 2018; Griffiths, 2018) and 2) a return to previous conceptualizations that allow for both self- and other-regulated strategy usage (e.g. Thomas & Rose, 2019; Thomas, Rose, & Pojanapunya, 2019/forthcoming). We are interested in receiving proposals that address these and other recent developments and attempt to advance the field with empirical studies that incorporate innovative research methods and/or contribute to ongoing theoretical discussions.
How Strategies Actually Combine in the Performance of Language Tasks
08:30AM - 12:00 Noon
Presented by :
Andrew D. Cohen, Professor Emeritus, University Of Minnesota
Isobel Kaihui Wang 
This example of a "third-wind approach" delves into the complexity when learners strategically perform tasks. One study examined the moment-to-moment functions that are activated in the use of the same strategy and across strategies. The other investigated a hyperpolyglot's strategic fine-tuning his understanding of Chinese vocabulary through mobile apps, online programs, and interactions with a tutor.
Advancing a sociocultural Perspective on bilingual students’ self-regulated strategic learning
08:30AM - 12:00 Noon
Presented by :
Xuesong Gao, University Of New South Wales
Jingjing Hu, Sun Yat-sen University
This paper recounts a sociocultural inquiry into bilingual students’ self-regulated strategic learning of language and subject content, through which we interpreted how and why the students appropriated resources strategically for self-regulated learning. It contends that sociocultural perspectives be adopted to enrich our understanding of the students’ strategic self-regulated learning.
The use of smartphone-based L2 learning strategies: From other-regulation to self-regulation
08:30AM - 12:00 Noon
Presented by :
Akihiko Sasaki, Professor, Mukogawa Women's University
Co-authors :
Osamu Takeuchi, Kansai University
The authors investigated the e-Learning strategies used by Japanese university students. The results showed that students' use of strategies was not necessarily self-regulated, but rather other-regulated. The authors then argue that some forms of other-regulation to scaffold their strategy use is required for L2 learners to gradually become self-regulated learners.
Developing listening comprehension ability by helping college students to explore listening strategies to use English as a global lingua franca
08:30AM - 12:00 Noon
Presented by :
Natsumi Wakamoto, Doshisha Women's College Of Liberal Arts
Yumiko Imai, Professor, Doshisha Women's College Of Liberal Arts
Michi Saki, Associate Professor , Doshisha Women's College Of Liberal Arts
Tomomi Otsuka, Associate Professor, Osaka Jogakuin College
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.
English writing strategy use development during a four-year training program: A mixed -method design in a Vietnamese context.
08:30AM - 12:00 Noon
Presented by :
Bao Tram Nguyen, Macquarie University
This study focuses on how writing strategy use develops during a university English language training program with an expectation to provide language learners and teachers new effective writing strategies, activities, guidance both in class and out of class to enhance students’ English writing proficiency in a non-English speaking environment.
Gamification of Language Learning Strategy Instruction: From Other-Regulated to Self-Regulated Strategic Behaviour
08:30AM - 12:00 Noon
Presented by :
Teresa Hernandez-Gonzalez, Department Of Education - Concordia University
Pamela Gunning, Lecturer, Department Of Education - Concordia University
Blending language learning strategy (LLS) instruction and gamification might contribute to the progression from other-regulated to self-regulated strategic learning. Exploratory results from primary students' use of L2 reading comprehension strategies in Spain contribute to the scarce research on LLS with young learners and the re-conceptualization of LLS (self, other-regulation/source of volition).
Shifting attitudes in the self-study of English as a foreign language: A case study of self-regulated language learning
08:30AM - 12:00 Noon
Presented by :
Akiko Fukuda, Rikkyo University
This study demonstrates the changes in EFL learners' attitudes over seven months of SRL based on self-study. Using the Q methodology, four learners in two groups are qualitatively compared to determine how learners come to deal with learning English self-regulatorily from the self-motivational beliefs, goals setting, and self-reflection of SRL.
08:30AM - 12:00 Noon
Room 1
S190 | Virtual Exchange: affordances and challenges
Format : Symposium
Track : Virtual Session
Speakers
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
Karina Doi, Doctoral Researcher (PhD Student), University Of Jyväskylä
Aparajita Dey-Plissonneau, Assistant Professor In French, Dublin City University
Timo Ahlers, University Of Potsdam
Sake Jager, Projectmanager Teaching And Learning Innovation / Assistant Professor Applied Linguistics, University Of Groningen
Hsin-Chou Huang, Professor, National Taiwan Ocean University
Françoise Blin, School Of Applied Language And Intercultural Studies, Dublin City University
Judit Hahn, Senior University Lecturer, University Of Jyväskylä
Moderators
Sake Jager, Projectmanager Teaching And Learning Innovation / Assistant Professor Applied Linguistics, University Of Groningen
May Wu
Gerdientje Oggel, Lecturer/coordinator Of Spanish Proficiency, University Of Groningen
Hongying Peng, AILA2021 Volunteer, University Of Groningen
Among the reported learning benefits of virtual exchange (VE) - previously referred to as telecollaboration - are areas as diverse as learner autonomy (Fuchs, Hauck & MÏ‹ller-Hartmann 2012; O'Rourke, 2006), linguistic accuracy and fluency (Ware & O'Dowd, 2008), intercultural awareness (Müller-Hartmann, 2000; O'Dowd, 2006; Ware, 2005), online intercultural communication skills (Belz & Müller-Hartmann, 2003; Lenkaitis, Calo, & Venegas Escobar, 2019; Müller-Hartmann, 2006), electronic literacy (Helm, 2014) and teacher development (Dooly & Sadler, 2013; The EVALUATE Group, 2019).Among the challenges are issues such as failed communication in telecollaboration (O'Dowd & Ritter, 2006), issues related to varying levels of participants' multimodal communicative competence and their impact on learner interaction and intercultural communicative competence (Hauck, 2007), the interrelationship between multimodal literacy and social presence (Kern and Develotte, 2018; Satar, 2016), and group formation and task design (Müller-Hartmann & Kurek, 2016).This symposium offers three separate yet interrelated foci:1) VE and language education 2) VE and multimodality 3) VE and critical digital literacyIts aim is to identify gaps and outline future directions in VE research such as the need to sharpen VE participants' critical lens (Darvin, 2017).An outline for the symposium, with an overview of times for live and recorded sessions can be found here. 
Virtual Exchange and Teacher Education: Finding our Digital Footing in a Changing World
08:30AM - 12:00 Noon
Presented by :
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
This talk first provides a brief overview of the relatively short development from the first virtual exchanges in language education to its recent expansion into language teaching around the world. We will then consider key areas of concern for language teacher education and possible steps for further development.
Virtual Exchange between Japan and Finland: Discourse practices of self-presentation in students’ online introductions
08:30AM - 12:00 Noon
Presented by :
Karina Doi, Doctoral Researcher (PhD Student), University Of Jyväskylä
Judit Hahn, Senior University Lecturer, University Of Jyväskylä
The study focuses on a Virtual Exchange project arranged between a Japanese and a Finnish university. Using multimodal discourse analysis, the aim is to explore how the participating students used visual images to present their identities in their self-introductory Facebook posts.
Systemic Tensions and Breakdowns in Tutor- Tutee Interactions via Videoconferencing for L2 Learning and Teaching: An Activity Theoretical Study
08:30AM - 12:00 Noon
Presented by :
Aparajita Dey-Plissonneau, Assistant Professor In French, Dublin City University
Françoise Blin, School Of Applied Language And Intercultural Studies, Dublin City University
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 characteristic of videoconferencing mediated tutor-tutee interactions are then discussed.
L2 Learning on the couch: Game-based language learning in Social Virtual Reality (SVR)
08:30AM - 12:00 Noon
Presented by :
Timo Ahlers, University Of Potsdam
This paper presents results from an analysis of language tandem conversation in Social VR. We will discuss a) possibilities to learn grammar and pragmatics in oral, immersive, game-based VR-communication and b) solutions to establish successful language tandem interactions and to track the learning progress in SVR.
Development of language proficiency, intercultural competence and critical digital literacy across the disciplines: Results from the EU-funded project EVOLVE
08:30AM - 12:00 Noon
Presented by :
Sake Jager, Projectmanager Teaching And Learning Innovation / Assistant Professor Applied Linguistics, University Of Groningen
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 of the research will be presented in this presentation.
Engaging EFL Learners in Telecollaboration: Analyzing Online Interaction, Group Functionality, and Intercultural Effectiveness
08:30AM - 12:00 Noon
Presented by :
Hsin-Chou Huang, Professor, National Taiwan Ocean University
Co-authors :
Barbara Loranc-Paszylk, University Of Bielsko-Biala
This study integrated telecollaboration into EFL classes through structured tasks. Research focused on meaning-making and tension-resolution processes in online interactions as revealed by videoconferencing. It examined the degree of intercultural effectiveness achieved by various telecollaborative techniques. Findings can help teachers design effective telecollaborative tasks for future global citizens.
08:30AM - 12:00 Noon
Room 1
S192 1/2 | Ways of ‘becoming’: Exploring new materialist perspectives in Educational Research
Format : Symposium
Track : Virtual Session
Speakers
Kate Pahl, Presenter, Manchester Metropolitan University
Cristina Ros I Sole, Lecturer, Goldsmiths
Kimie Yamamura, Assistant Professor, Aoyama Gakuin University
Gabriele Budach, University Of Luxembourg
Anastasia Badder, University Of Luxembourg
Aisha Ravindran, Simon Fraser University
Diane Dagenais, Professor, Simon Fraser University
Francis Bangou, Associate Professor, University Of Ottawa
Magali Forte, Simon Fraser University
Monica Waterhouse, Université Laval
Nicole Siffrinn, University Of Southern Maine
Moderators
Gabriele Budach, University Of Luxembourg
Seyit Omer Gok, AILA2021 Volunteer
Traditionally, educational research has focused on learning as human centered, designed along predetermined pathways, and leading towards anticipated outcomes. Growing diversity in student populations, the networked nature of communication, and the complex ways in which we identify and belong, profoundly challenge our ability to predict and anticipate what happens for people in learning, and in life. New materialist perspectives contribute importantly to revisiting existing educational theory, by approaching learning, meaning making and knowledge formation as processes of becoming and as open-ended, indeterminate and unpredictable (Deleuze and Guattari 1987). We welcome contributions exploring: (*) assemblages (Coleman & Ringrose 2013) of people and things, technology and infrastructure, and their entanglement and inter-action (Barad 2007) in processes of teaching, learning and researching (*) experimentation and co-creation (Bennett 2010) as transforming people and materials producing new meanings and ways of knowing (*) affect examining the role of sensibilities and unconscious knowing of the body and mind, as sources for knowledge that is 'not yet known' (Spinoza [1677] 1981) We invite contributions from a broad range of angles, including theoretical, methodological and empirical reflection on teaching, learning and researching in contexts of schools, communities and teacher education, as well as language policy and curriculum research.
Meaning matters: multimodality, (new) materialism and co-production in applied linguistics
08:30AM - 12:00 Noon
Presented by :
Kate Pahl, Presenter, Manchester Metropolitan University
I describe the intersections of visual and material phenomena with written and spoken language, as I found them entangled in home and community contexts (Pahl and Rowsell 2010). I explore a language of description for more than human encounters within everyday meaning making.
Styling the self in a multilingual world
08:30AM - 12:00 Noon
Presented by :
Cristina Ros I Sole, Lecturer, Goldsmiths
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 becoming.
Performing experiments with ants and bananas for EFL scientific writing: Alloplastic amalgamation shaping the assemblages of “science”
08:30AM - 12:00 Noon
Presented by :
Kimie Yamamura, Assistant Professor, Aoyama Gakuin University
This study describes how EFL learners in a Japanese university worked with incoherent entities for learning scientific writing and how the assemblages of incoherent entities of "science" are shaped at the science resource center for an EFL writing course in a Japanese university. This study argues that students' entanglement with non-human entities in laboratory work is alloplastic amalgamation, shaping the assemblages of "science" at LaBo.
Re-territorialising learning: The experience of time in stop frame animation
08:30AM - 12:00 Noon
Presented by :
Gabriele Budach, University Of Luxembourg
The talk investigates the intra-action (Barad 2007) of humans, objects and technical apparatus as actants and co-creators in animation making. It posits that this assemblage generates an affective flow between all participating entities - human and non-human - and it explores the workings and consequences of such a flow for communicating and (language) learning. 
“But what does it mean?”: Exploring new potentials for text in a Talmud Torah class in Luxembourg
08:30AM - 12:00 Noon
Presented by :
Anastasia Badder, University Of Luxembourg
As they learn to engage with religious Hebrew, the children of a liberal Talmud Torah class in Luxembourg encounter new possibilities for reading as a practice, text as written, oral, and material object, and meaning making with text. This paper will explore this transformative process and its sometimes unpredictable outcomes.
10:00AM - 11:00AM
Discussion group: Internship under the threat of Pandemic @ GatherTown
On behalf of the organizer of S156 we would like to invite AILA friends to join the discussion group.The topic is related to Internship under the threat of Pandemic. The sub-topics will be included but not limited to:Are we ready to go viral? How to deal with remote interns hear and there? What might happen if an internship takes place virtually or remotely?Date: August 19 (Thursday) and Time:10:00-11:00 AM (Amsterdam Time).Location: Classroom @ GatherTown
12:00 Noon - 01:30PM
Lunch
12:15PM - 01:00PM
Body-Mind-Recharge in Gather.Town | Activity Center
During all lunch times in between symposia, we can revitalize with Iryna, an international and multilingual yoga teacher with over 10 years of experience. She will guide the 45 minutes yoga & stretching break to help you recharge and rebuild your mental and physical resources. Every session, she will start with breathing practice for a better focus, continue with yoga postures for shoulders, chest and lower back and finish with grounding meditation. This session is suitable and accessible for all levels and all you need is comfortable clothes for stretching, a mat, a towel or a chair to sit on.Go to Gathertown!
12:15PM - 01:15PM
Cooking together in Gather.Town | Activity Center | Kitchens
Do you have a (traditional) dish or drink which you would like to prepare live for and with other AILA delegates? During lunch and dinner times we have arranged some time slots, when others can join you in the virtual kitchen. We hope to have dishes/drinks from different parts of our AILA world! Do you want to host such a cooking session? Please sign up here and let us know what dish you wish to make.Go to Gathertown!
01:30PM - 02:30PM
Room 1
Keynote Simone Pfenninger
Format : Plenary
Track : Virtual Session
Speakers
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
Simone Pfenninger, University Of Salzburg
Moderators
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
May Wu (AILA2021 Team)
Simone Pfenninger(University of Salzburg, Austria)Simone is one of the rising stars in our field. She has done important research on the evaluation of teaching methodologies and the age factor, but also more fundamental research on research methodology. She represents the future of AL at the conference. Her topic will be questioning causality in applied linguistics and she will discuss dynamic methodological perspectives on the future of inferential goals and causal concepts. 
Introduction by Merel Keijzer
01:30PM - 02:30PM
Presented by :
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
Merel Keijzer will introduce the keynote presentation of Simone Pfenninger
Questioning causality in applied linguistics
01:30PM - 02:30PM
Presented by :
Simone Pfenninger, University Of Salzburg
There is an extensive literature in the social and natural sciences that outlines biases and "errors" in the understanding of causal powers. However, there is less work on how (applied) linguists themselves fall into various "traps" when trying to assign cause and consequence to various linguistic phenomena. In this talk, I attempt to explore today's causal reasoning climate in Applied Linguistics, with an eye on key open questions for future research. Drawing on my research on language learning in the third age, I offer a critical review of empirical and theoretical results concerning understanding of the role of 'explanation' – in particular, causal and causal mechanism theories of explanation – as a means of satisfying a psychological need as well as of contributing to explaining prediction, control, and other dimensions of research. How does the quality of an explanation affect our judgments, beliefs and, by extension, our research approaches? Do these features of explanation help us achieve particular epistemic goals? Or do they sometimes lead us astray, leading to errors in our reasoning and decision-making as researchers? I will argue that an improved understanding of causal argument should benefit directly a range of areas such as argumentation, choice of method and statistical testing.
02:30PM - 06:00PM
Room 1
S032 2/2 | Data-driven learning: Expanding corpus-based applications and evaluating their effectiveness
Format : Symposium
Track : Virtual Session
Speakers
Alex Boulton, University Of Lorraine
Tanjun Liu, Post Doc Researcher, Hong Kong Baptist University
Bruna Sommer-Farias, Michigan State University
Adriana Picoral, University Of Arizona
John Liontas, University Of South Florida
Imelda Bangun, University Of South Florida
Siying Li, University Of South Florida
Reka Jablonkai, University Of Bath
Neva Cebron, Researcher And Lecturer, University Of Primorska
Moderators
Alex Boulton, University Of Lorraine
Nina Vyatkina, University Of Kansas
Iryna Menke-Bazhutkina, AILA2021 Volunteer, University Of Groningen
Data-Driven Learning (DDL), i.e. teaching and learning languages with the help of corpora, has been shown to be effective and efficient for many pedagogical purposes and in various contexts. Nevertheless, in its canonical form it is still far from common educational practice. Furthermore, more methodologically rigorous empirical evaluations of DDL processes and outcomes are needed. To address these issues, we invite proposals that focus on one of two broad DDL strands: (1) DDL and open educational resources and practices. Proposals may address the use of open-access corpora in DDL, the development of open educational resources and practices in DDL (e.g., open educational tools, language and content course curricula, teacher and learner guides), DDL and the web/search engines, and more. (2) Empirical evaluation and research methodology in DDL. Proposals may report on quantitative, qualitative, or mixed-method empirical studies of DDL outcomes, behaviors, and representations in language and/or content courses, address intersections of DDL with other approaches and methodologies, or discuss methodological issues in DDL research. Collaborative proposals and proposals addressing DDL for languages other than English or beyond a university context are especially welcome.
Empirical evaluation and research methodology in data-driven learning
02:30PM - 06:00PM
Presented by :
Alex Boulton, University Of Lorraine
Tens or thousands of publications make it difficult to really know a scientific field in depth. Taking the case of data-driven learning, this paper presents an overview of different types of synthesis, then moves on to a new overview of historical developments, with implications for best practice.
Data-driven learning (DDL): Corpus use in the learning of Chinese resultative constructions by L2 learners of Chinese
02:30PM - 06:00PM
Presented by :
Tanjun Liu, Post Doc Researcher, Hong Kong Baptist University
Co-authors :
Shuo Yu, Lecturer, Minzu University Of China
Chinese resultatives are one of the most challenging types of constructions for L2 Chinese learners and DDL has not been applied to Chinese language learning. This study, therefore, focuses on investigating the effect of corpus use in learning Chinese resultatives by learners of Chinese.
Teachers’ perceptions on open educational resources: Dynamic DDL and MACAWS
02:30PM - 06:00PM
Presented by :
Bruna Sommer-Farias, Michigan State University
Adriana Picoral, University Of Arizona
This study investigated teachers' perceptions about the implementation of ready-made and interactive-DDL materials (a resource developed to facilitate DDL activities) after professional development workshops for instructors of Portuguese and Russian as a FL using the learner corpus MACAWS. Challenges reported by the participants, and suggestions to tackle them are discussed.
The Effectiveness of Corpus-Based Language Learning on EAP Students’ Lexical Collocation Competence and Academic Writing Proficiency
02:30PM - 06:00PM
Presented by :
John Liontas, University Of South Florida
Imelda Bangun, University Of South Florida
Siying Li, University Of South Florida
Explicit instruction in lexical units, particularly in academic writing courses via corpus-based learning, is of critical import to learners’ language proficiency. This session presents the results of a study on the effectiveness of COCA to improve students’ lexical collocation competence and academic writing proficiency while exploring the lexical-and-writing proficiency interrelationship.
Establishing some tentative principles for corpus-based ESP courses
02:30PM - 06:00PM
Presented by :
Reka Jablonkai, University Of Bath
Neva Cebron, Researcher And Lecturer, University Of Primorska
The study aims to establish some tentative principles to develop corpus-based courses by investigating undergraduate students' perception of a corpus-based ESP course. A mixed-methods approach was applied and data from multiple sources were analysed to explore students' autonomous corpus consultation and perceived usefulness of corpora.
02:30PM - 06:00PM
Room 1
S004 1/2 | Academic language proficiency and academic achievement of L2 and L1 students in higher education
Format : Symposium
Track : Virtual Session
Speakers
Ineke Vedder, Research Associate Amsterdam Center For Language And Communication, University Of Amsterdam
Jordi Heeren, KU Leuven
Veronica Benigno, Principal Research Scientist, Pearson Education
Franke Teunisse, Programme Manager Language Testing , Radboud In'to Languages, Radboud University Nijmegen
Eleonora Piangerelli, University Of Pavia | University Of Bergamo
Rakel Österberg, Stockholm University
Akiko Nagao, Ryukoku University
Danijela Trenkic, University Of York
Folkert Kuiken, University Of Amsterdam
James Broadbridge, Bunkyo Gakuin University
Weilei Zhang, Dean, Shanghai University Of International Business And Economics
Peter Collins, Professor , Tokai University
Verbra Pfeiffer, Senior Lecturer, Stellenbosch University
Yukiko Hatasa, Hiroshima University
Zainab M. Gaffas, Assistant Professor Of Applied Linguistics & ELT, Umm Al-Qura University
Moderators
Folkert Kuiken, University Of Amsterdam
Penny Heisterkamp, AILA2021 Volunteer
The symposium investigates the links between academic language proficiency and academic achievement in higher education among international students and home students. International students do not enjoy the same level of academic success as home students and are at a greater risk of failure. Similar issues have been reported for home students from less traditional backgrounds (so-called 'first generation students'), since large differences in language and literacy ability have been found among L1 students. L2 and L1 students thus appear to have many problems in common, as academic language is a special register that has to be learned by everyone. The symposium will focus on (i) the definition of academic language proficiency as a construct; (ii) both global and specific measures for assessing academic language proficiency; (iii) the influence of individual learner variables on academic language proficiency; (iv) academic language proficiency as a predictor of academic achievement; (v) the effect of a remedial language program. Addressing these issues is crucial not just for identifying students at risk and providing practical remediation, but also for a full understanding of language learning development at advanced levels. Symposium organizers: Folkert Kuiken and Ineke Vedder (University of Amsterdam). Featured speaker: Danijela Trenkic (University of York).
The interplay between academic language proficiency, remedial programs and academic achievement in higher education
02:30PM - 06:00PM
Presented by :
Ineke Vedder, Research Associate Amsterdam Center For Language And Communication, University Of Amsterdam
Co-authors :
Folkert Kuiken, University Of Amsterdam
The paper investigates the interplay between academic language proficiency, remedial programs and academic achievement in higher education, focusing on (i) academic language proficiency as a construct; (ii) the relationship between academic language proficiency, individual learner variables and academic achievement; (iii) the effects of a remedial language program.
Academic language proficiency as a predictor of university achievement in language minority speakers: implications for language support and policy
02:30PM - 06:00PM
Presented by :
Jordi Heeren, KU Leuven
Globalization led to an increase in the linguistic diversity of students in higher education, including domestic language minority speakers (LMS). We will look at the predictive value of academic language proficiency of LMS in relation to other demographic and educational background factors and consider policy implications.
Validity arguments for the automated assessment of English academic proficiency
02:30PM - 06:00PM
Presented by :
Veronica Benigno, Principal Research Scientist, Pearson Education
This paper presents validity arguments for the automated assessment of English academic proficiency by discussing the case of a fully computerized and automatically scored test of academic English. Evidence of the validity of construct definition will be presented, drawing from research on second language acquisition, assessment, and related fields.
No more students under the RADAr: Developing and implementing a diagnostic assessment and remedial programme for academic communication.
02:30PM - 06:00PM
Presented by :
Franke Teunisse, Programme Manager Language Testing , Radboud In'to Languages, Radboud University Nijmegen
The RADAr is a unique language assessment in the sense that the constructs tested in both the Dutch version of the assessment (taken by mostly native speakers of Dutch enrolled in a Dutch-language programme) and the English version of the assessment (taken by mostly Dutch and international students enrolled in an English-medium programme) are almost identical. It is also unique because the constructs are derived from CEFR, common language problems among first-year students taken from writing assignments and panel sessions with academic staff and tutors.
Translanguaging in a collaborative summary writing task among university students of immigrant background
02:30PM - 06:00PM
Presented by :
Eleonora Piangerelli, University Of Pavia | University Of Bergamo
Remedial programs in the target language are often not enough to support plurilingual students in university and fill the achievement gap. Can translanguaging be the answer? We aim to identify from the ground up tools and strategies which could be implemented in support of plurilingual students in higher education
Advanced literacy in the academic written production of bilingual users of Swedish and Spanish as a Heritage Language. Cross-linguistic influence.
02:30PM - 06:00PM
Presented by :
Rakel Österberg, Stockholm University
Alejandra Donoso, Senior Lecturer In Spanish, Linneaus University
Enrique Sologuren, Senior Lecturer And Researcher, Universidad De Chile
This paper focuses on HL speakers’ academic writing and will discuss measures of literacy as a function of cross-linguistic influence and educational background. The need to write academic texts in Spanish is growing as a part of higher education (e.g. Teacher education). The results highlight the need of measures which reflect the genre.
02:30PM - 06:00PM
Room 1
S009 | Applied Linguistics and Language Teaching in a Neo-Nationalist Era
Format : Symposium
Track : Virtual Session
Speakers
Bryan Meadows, Seton Hall University
Aleksandra Kasztalska, Boston University
Liana Konstantinidou, Zurich University Of Applied Sciences
Paul McPherron, Hunter College Of The City University Of New York (CUNY)
Kyle Mcintosh, Assistant Professor Of English & Writing, University Of Tampa
Moderators
Kyle Mcintosh, Assistant Professor Of English & Writing, University Of Tampa
Paul McPherron, Hunter College Of The City University Of New York (CUNY)
This symposium will explore how resurgent nationalism across the world requires us to re-examine our theories and practices as we contend with political forces that seek to limit the movement of people, goods, and services across borders and, in many cases, to enact violence upon those with linguistic and/or ethnic backgrounds that differ from the dominant culture. Some questions that the symposium will address are: How does rising dissatisfaction with globalization, especially among the working class, affect public perception of second and/or foreign language learning and learners? Could neo-nationalism in some countries be seen as a corrective measure to the hegemony of English and Anglo-American power? How might the field of applied linguistics reaffirm a commitment to multilingualism and multiculturalism in opposition to nationalist ideologies without sounding like apologists for neoliberalism? To address these questions, presenters will offer illustrations and analysis of recent neo-nationalist movements in disparate contexts such as China, the United States, Germany, Canada, and elsewhere. The presentations will point to historical understandings and practical actions in response to the binary of nationalism versus neo-liberalism that many language educators and policy makers find themselves in across the globe.
S009 | introduction by organizers
02:30PM - 06:00PM
Presented by :
Kyle Mcintosh, Assistant Professor Of English & Writing, University Of Tampa
Paul McPherron, Hunter College Of The City University Of New York (CUNY)
This introduction provides a brief overview of how the global resurgence of nationalism is impacting language policies and educational practices in several different countries. It then explores innovative ways that applied linguists and language teachers can work together to continue building bridges across hardening political divides.
Neo-nationalism, xenophobia, and language-in-education policy: Critical Discourse Analysis of state-level legislative proposals in the United States
02:30PM - 06:00PM
Presented by :
Bryan Meadows, Seton Hall University
This presentation will examine how politicians in the United States apply neo-nationalism to the language-in-education policies they support. The study applies critical discourse analysis to publicly available state-level policy proposals pertaining to language-in-education policies for second/foreign language learners.
Language Ideologies and English Language Teaching in Poland
02:30PM - 06:00PM
Presented by :
Aleksandra Kasztalska, Boston University
Aleksandra Swatek
The nationalistic stance of Poland’s ruling party clashes with EU’s multilingual, multicultural values. Because no studies examined the impact of language ideologies on language teaching, we interviewed five English instructors in Poland to understand the role of multiculturalism and multilingualism in their teaching vis-à-vis the political climate in the region.
Mobility or migration? Linguistic Participation or Integration? A novel curriculum in Applied Linguistics
02:30PM - 06:00PM
Presented by :
Liana Konstantinidou, Zurich University Of Applied Sciences
Co-authors :
Ursula Stadler, Zurich University Of Applied Sciences
In this paper, we will present policies and laws that illustrate the relationship between language acquisition and migration policies in Switzerland. We will present the major considerations and challenges related to the development of a curriculum for a new study program and for a new profession in the field of linguistic integration and in the spotlight of the public, politics and media.
The changing role of English and foreign language teaching in China in a neo-nationalist era
02:30PM - 06:00PM
Presented by :
Paul McPherron, Hunter College Of The City University Of New York (CUNY)
Kyle Mcintosh, Assistant Professor Of English & Writing, University Of Tampa
Through analysis of student and teacher experiences, the presentation reveals the impacts recent nationalist policies have had on ELT in China, and we point to pedagogical interventions that balance internationalist and nationalist desires in China, a binary that many language educators and policy makers find themselves in across the globe.
02:30PM - 06:00PM
Room 1
S027 2/2 | Conversation Analysis and Interactional Linguistics in foreign language learning: understanding what provides for 'competent' interaction
Format : Symposium
Track : Virtual Session
Speakers
Taiane Malabarba, University Of Potsdam
Joan Kelly Hall, The Pennsylvania State University
Carmen Taleghani-Nikazm, Professor, The Ohio State University
Katharina Kley, Rice University
Tianfang Wang, Penn State University
Shuyuan Liu, Queen's University
Yingliang He, Penn State University
Benio Suzuki, Utsunomiya University
Daisuke Kimura, Tokyo Institute Of Technology
Josephine Lee, Ewha Womans University
Sam Schirm, University Of Waterloo
Satoko Hamamoto, Yasuda Women's University
Hyun Sunwoo, Sogang University
Tim Greer, Kobe University
Zachary Nanbu, Kobe University
Budimka Uskokovic, The Ohio State University
Moderators
Taiane Malabarba, University Of Potsdam
Dagmar Barth-Weingarten, University Of Potsdam
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Despite the growing body of research focused on language learners' interactional resources (e.g. Pekarek Doehler et al., 2018), too little is still known about learners' ability to employ linguistic and embodied resources to jointly engage in interactional practices for turn taking organization, turn design, repair, topic management, action accomplishment, etc. (Hall, Hellermann, and Pekarek Doehler, 2011; Wong and Waring, 2010). Therefore also what makes for "greater or less competence" (Waring 2018: 60) in a given situation is still to be established. Against this background, this symposium intends to gather studies on foreign language learners' interactional practices which will help us advance our understanding of L2 learners' interactional competence/repertoires/expertise (cf. Hall, 2018, 2019) and develop criteria for assessing it. It will specifically bring together scholars from Conversation Analysis and Interactional Linguistics to continue fleshing out how these approaches may advance SLA research. The papers' detailed examinations of the development of foreign language practices will thus contribute to classroom interaction research and at the same time help to provide novice and more experienced language teachers with necessary tools to support L2 learners in the development of their 'grammar-for-interaction' (Pekarek Doehler, 2018). Keywords: Conversation Analysis/ Interactional Linguistics; FL learning; Interactional competence; Classroom interaction.Welcome to Part 2 of the symposium, Conversation Analysis and Interactional Linguistics in foreign language learning: understanding what provides for 'competent' interaction organized by Taiane Malabarba & Dagmar Barth-Weingarten (University of Potsdam). The symposium has the following structure:Watch the recorded video available on DryftaType your questions and comments to the Q&A area Join the live 5-min Q&A after each video Please see the schedule below for the specific slots of each presentation. If you have any technical issues, please contact me via the Chat box.SCHEDULE 14:30 – 14:50 | CANCELLED14:50 – 14:55WATCH: 14:55 – 15:15 | MalabarbaLIVE: 15:15 – 15:20 | Q&A with MalabarbaWATCH: 15:20 – 15:40 | Schirm, Uskokovic & Taleghani-NikazmLIVE: 15:40 – 15:45 | Q&A with Schirm, Uskokovic & Taleghani-NikazmWATCH: 15:45 – 16:05 | Kley & KunitzLIVE: 16:05 – 16:10 | Q&A with Kley & KunitzWATCH: 16:10 – 16:30 | Wang, He, Khor, Liu, Kelly Hall & WangLIVE: 16:30 – 16:35 | Q&A with Wang, He, Khor, Liu, Kelly Hall & Wang16:40 – 17:00 | COFFEE BREAKWATCH: 17:00 – 17:30 | Featured speaker: Joan Kelly HallLIVE: 17:30 – 17:55 | Q&A + Final discussion17:55 – 18:00 | Closing18:00 – 19:00 | DRINKS AND POSTERS IN DEDICATED POSTER AREA / MEETING AT GATHERTOWN
Accomplishing requests over time in WhatsApp interaction: evolving linguistic repertoires or increased entitlement?
02:30PM - 06:00PM
Presented by :
Taiane Malabarba, University Of Potsdam
Through longitudinal close analysis of Whatsapp group chat messages, this study reports changes in how EFL students accomplish requests overtime. The findings suggest that changes are both due to students' evolving linguistic repertoires and to an increased entitlement to make the requests.
The competence in little words: Response patterns in German L2 interaction
02:30PM - 06:00PM
Presented by :
Sam Schirm, University Of Waterloo
Budimka Uskokovic, The Ohio State University
Carmen Taleghani-Nikazm, Professor, The Ohio State University
In this conversation analytic study, we analyze the use of response tokens by L2 Speakers of German at different proficiency levels in face-to-face German-language interaction to show how the competence of interaction is to be understood on a gradient (from less to more competent) rather than as an absolute.
Expanding topics in beginning foreign language peer-to-peer interactions: Examples from Chinese and German
02:30PM - 06:00PM
Presented by :
Katharina Kley, Rice University
Co-authors :
Silvia Kunitz, Karlstad University
This paper centers on the practices that beginning learners employ to expand topics in interaction with one peer-interlocutor. The student pairs use, for example, questions, assessments, news-markers, and word repetitions from prior talk to mobilize elaborations from the coparticipant. Implications for instruction and assessment will be discussed.
Learner’s awareness of embodied resources in classroom interaction
02:30PM - 06:00PM
Presented by :
Tianfang Wang, Penn State University
Yingliang He, Penn State University
Shuyuan Liu, Penn State University
Yuanheng Wang, Ph.D. Candidate In Applied Linguistics, The Pennsylvania State University
Co-authors :
Su Yin Khor, The Pennsylvania State University
Joan Kelly Hall, The Pennsylvania State University
Drawing on Interactional Linguistics and Conversation Analysis, this study examines students’ responses engendered by information-seeking teacher questions and argues that students’ awareness and employment of available semiotic resources constitute their competence in engaging in interactional practices, enabling them to recognize the kinds of actions accomplished by teacher questions.
The interdependent relationship between the linguistic designs of L2 teacher questions and L2 learners’ developing interactional repertoires
02:30PM - 06:00PM
Presented by :
Joan Kelly Hall, The Pennsylvania State University
Drawing on usage-based understandings of language, and specifically on research from conversation analysis and interactional linguistics, I will present data from an ongoing research project that examines the sequential and linguistic connections between two types of information-seeking questions - specifying questions and telling questions - and the student responses they engender. I will conclude with a discussion of the insights on SLA and L2 pedagogy such research affords.
02:30PM - 06:00PM
Room 1
S038 | Does task modality matter? Understanding linguistic differences across oral and written tasks
Format : Symposium
Track : Virtual Session
Speakers
Charlene Polio, Michigan State University
Hyung-Jo Yoon, California State University, Northridge
Parvaneh Tavakoli, University Of Reading
Phuong-Thao Duong, KU Leuven
Myeongeun Son, Nagoya University Of Commerce & Business
Janire Zalbidea, Temple University
Minkyung Kim, Nagoya University Of Commerce And Business
Moderators
Charlene Polio, Michigan State University
Alsu Buiting (AILA2021 Volunteer)
This full-day symposium focuses on issues related to task modality and their effects on second language performance and development. Tasks came to the forefront in the realm of various conceptions of task-based language teaching as well as in the realm of variation in second language oral performance. Over the past few years, with the recognition that writing can facilitate second language learning, researchers have begun trying to understand how task modality can affect language production (Gilabert, Manchón, & Vasylets, 2016). The first featured talk (Polio & Yoon) will discuss the history of and rationale for extending research on task complexity from oral to written language as well as the associated theoretical and methodological problems in doing so. We will solicit empirical studies that address task modality with regard to, but not limited to, task complexity, task repetition, effects of performing oral versus written tasks on short-term and long-term learning, and transfer of learning across modalities. The symposium will end with a second featured talk (Tavokoli) focusing on the relationship between the findings emerging from this body of research and the implications they offer to professional practice in L2 teaching and assessment.
Task differences in writing versus speaking: Apples and oranges?
02:30PM - 06:00PM
Presented by :
Charlene Polio, Michigan State University
Hyung-Jo Yoon, California State University, Northridge
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 communicative functions.
The role of modality in L2 language development
02:30PM - 06:00PM
Presented by :
Myeongeun Son, Nagoya University Of Commerce & Business
This study investigates L2 learners’ language developmental patterns in oral and written modalities on the basis of processability theory. Similarities and differences in L2 learners’ oral and written production were analyzed in terms of the emergence and accuracy of morphosyntactic structures.
Linguistic Features Linked to Higher Rated Language Use During Second Language Speaking and Writing Performance: A Cross-Modality Study
02:30PM - 06:00PM
Presented by :
Minkyung Kim, Nagoya University Of Commerce And Business
Co-authors :
Scott Crossley, Georgia State University
This study examines how higher-rated language use during second language speaking and writing performance can be predicted by linguistic features found in speaking and writing samples while controlling for linguistic knowledge. Findings provide similarities and distinctions between speaking and writing in language use including lexical, syntactic, and cohesive features.
Task modality, working memory, and L2 outcomes: An individual-differences approach
02:30PM - 06:00PM
Presented by :
Janire Zalbidea, Temple University
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.
Task-modality effects: From theory to practice
02:30PM - 06:00PM
Presented by :
Parvaneh Tavakoli, University Of Reading
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.
Tasks across modalities: The effects of Input-based and Output-based Tasks on vocabulary learning in oral and written mode
02:30PM - 06:00PM
Presented by :
Phuong-Thao Duong, KU Leuven
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.
02:30PM - 06:00PM
Room 1
S041 2/2 | Early Foreign Language Learning in classroom settings
Format : Symposium
Track : Virtual Session
Speakers
Vanessa Dewilde, Ghent University
Barbara Hofer, Researcher, Lecturer, English Teacher, DYME Innsbruck University, Free University Of Bolzano
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Sybille Heinzmann, Pedagogical University Of St. Gallen
Claire Goriot, Postdoctoral Researcher, University Of Amsterdam/Wageningen University
Roeland Van Hout, Radboud University
Jan Willem Chevalking, External PhD Candidate, Radboud University
Moderators
Alessandra Corda, Amsterdam University Of Applied Sciences
Wander Lowie, University Of Groningen
Siemone Zuidema (AILA2021 Volunteer), AILA2021 Volunteer
The growing tendency to start early with second language instruction seems to indicate that an early start has lasting advantages for L2 learning. However, evidence is mixed and there are many mediating factors affecting the L2 learning process. In this symposium we are inviting papers concerning research in early foreign language learning (EFLL) in classroom contexts, describing and exploring variables affecting FL proficiency levels. These variables may be school and curriculum related (like age of onset, hours of instruction, type of instruction, group size) or student related (like language background, typological distance, extramural FL exposure, parents' attitude, personality, motivation, and wilingness to communicate). Particularly relevant to this symposium is research carried on in areas with one officially recognized language, but with a growing multilingual population due to immigration. An interesting research question, as pointed out by Singleton & Pfenninger (2019), concerns the interplay between the home language(s) and the two languages learnt at school on foreign language proficiency levels. From a methodological point of view, only research acknowledging the complexity of early learning is relevant to this symposium, to stimulate the discussion on the impact of multiple factors on attained levels of FL proficiency.S041 detailed programme, click here
Can the teacher beat the game? Early foreign language learning in formal and informal settings.
02:30PM - 06:00PM
Presented by :
Vanessa Dewilde, Ghent University
Co-authors :
June Eyckmans, Presenter, Ghent University
This presentation reports on a study investigating children's language learning in two languages, French and English. The children received formal instruction in French whereas contact with English came only from out-of-school exposure. We will look into the children's vocabulary size for both languages and the factors which influence word learning. 
Early multilingual learning in multilingual contexts
02:30PM - 06:00PM
Presented by :
Barbara Hofer, Researcher, Lecturer, English Teacher, DYME Innsbruck University, Free University Of Bolzano
This paper looks into early multilingual learning in a multilingual context in northern Italy. The complexity and dynamism underpinning multilingual development are addressed in some detail. Selected findings from work in progress are presented and discussed. A new tool for the promotion and assessment of components of multilingual competences is introduced. The paper closes with an outlook and recommendations for future directions.
Bilingual Primary Education in the Netherlands: teaching processes and learning outcomes
02:30PM - 06:00PM
Presented by :
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
In a primary education partial immersion setting in the Netherlands, pupils’ language proficiency as well as quality and quantity of EFL teachers’ language use was observed and analyzed. Results indicate that pupils’ EFL proficiency is related to quantity of exposure, but also to the quality of teachers’ language use.
Factors affecting Dutch & English language development in Bilingual Primary Education in the Netherlands.
02:30PM - 06:00PM
Presented by :
Jan Willem Chevalking, External PhD Candidate, Radboud University
Co-authors :
Roeland Van Hout, Radboud University
Sharon Unsworth, Associate Professor, Radboud University
Dutch children in Bilingual Primary Schools are taught in English at least nine hours a week. But how does their Dutch and English language and language awareness development compare to that of their monolingual peers? Are there advantages or disadvantages, and for whom? This study aims to answer these questions. Link to presentation: https://youtu.be/9CwUHkuOzXY
Early-English education works no miracles: Cognitive and linguistic development of mainstream, early-English, and bilingual primary-school pupils in the Netherlands
02:30PM - 06:00PM
Presented by :
Claire Goriot, Postdoctoral Researcher, University Of Amsterdam/Wageningen University
Co-authors :
Roeland Van Hout, Radboud University
This study compared 4-12-years-old early-English pupils, mainstream pupils, and simultaneous Dutch-English bilingual children in Dutch elementary schools. Early-English education did not affect children’s executive functions, phonological awareness, and perception of difficult English phonetic contrasts; positive effects on English vocabulary and perception of one English phonetic contrast were small and inconsistent.
02:30PM - 06:00PM
Room 1
S045 2/2 | Emotions and Second Language learning
Format : Symposium
Track : Virtual Session
Speakers
Antonio Fernández-García, University Of Huelva
Muzakki Bashori, PhD Student, Radboud University Nijmegen
Laura Martorell Morales, University Of Barcelona
Marta Gallego García, PhD Student, Lecturer, Nebrija University, KU Leuven
Teresa Simon, PhD Candidate, Nebrija University
Susana Martin Leralta, Nebrija University
Xiaoting Shi, Xi'an Jiaotong University
Karina Oliveira De Paula, Texas Tech University
Moderators
Francisco José Cantero Serena, Head Of Applied Phonetics Laboratory, University Of Barcelona
Dolors Font-Rotchés, University Of Barcelona
Mark Van Huizen, AILA2021 Volunteer
Emotion research is mainly dominated by psychology and cognitive sciences where linguistics and language research still can contribute. But, the variability of emotions and of affective factors indicate the need to consider at least the following main subthemes to have a broader picture of emotions in language learning: Prosody and emotional expression.Prosodic features (intonational accent, intensity, duration), speech speed and pauses are extremely important because they provide significance (affection), i.e. allow the speaker to express emotions, (joy, sadness, anger, fear,...) or (DIS)courtesy or irony to interlocutors, key aspects to achieve a good communicative competence. Further analyses of how emotional expressions are prosodically characterised may explain how the language learners'communicative competence evolves. Emotions and intercultural communication.Emotions are cultural artifacts that can be explained by analysing the intercultural dimension. In plurilingual and pluricultural classrooms, exploring the analysis of emotions in different languages may help to understand learners' emotional reactions. Emotions and communicative contexts.In the foreign language classroom, productive communicative contexts can be activated through the proposal of different types of tasks that can feed students' curiosity. But, curiosity in the language classroom needs to be further studied in relation to meaningful interactions, to teachers' and learners' oral and written language production.
The connection between EFL learners' speaking proficiency and emotional understanding
02:30PM - 06:00PM
Presented by :
Antonio Fernández-García, University Of Huelva
The emotional understanding ability is one of the four branches included in the theoretical model on emotions by Mayer and Salovey (1997). There seems to be a connection between EFL learners' speaking proficiency and the emotional understanding ability. Emotional understanding can play an important part in the development of EFL learners' speaking proficiency through the use of authentic materials and meaningful communicative tasks about everyday topics.
I Love Indonesia: Web-based Language Learning and Speaking Anxiety
02:30PM - 06:00PM
Presented by :
Muzakki Bashori, PhD Student, Radboud University Nijmegen
Co-authors :
Roeland Van Hout, Radboud University
Helmer Strik, Radboud University
Catia Cucchiarini, Radboud University
We investigated the presence of foreign language speaking anxiety in Indonesian learners of English. We also tested whether learners have positive evaluations of web-based programs equipped with Automatic Speech Recognition and whether these web-based programs might help reduce speaking anxiety, and, additionally, support more effective vocabulary learning.
Melodic features of emphatic intonation in Spanish spoken by Swedish speakers
02:30PM - 06:00PM
Presented by :
Laura Martorell Morales, University Of Barcelona
Presentation of the results of the analysis of the melodic features of 77 emphatic utterances in the spontaneous speech of 33 native speakers of Swedish who speak Spanish as a foreign language, using the MAS method (Melodic Analysis of Speech), to characterise the emphatic intonation of their phonic interlanguage, compare it with that of Spanish and develop suitable didactic proposals for its improvement.
Lengua de migración y lengua de herencia en los procesos de aculturación emocional.
02:30PM - 06:00PM
Presented by :
Marta Gallego García, PhD Student, Lecturer, Nebrija University, KU Leuven
Co-authors :
Anna Doquin De Saint-Preux, Nebrija University
Kris Buyse, Full Professor, KU Leuven / Nebrija University
Las experiencias emocionales están estrechamente relacionadas con las culturas a las que pertenecemos y las lenguas que hablamos. En este sentido, analizamos la relación entre el mantenimiento de la lengua de origen y la aculturación emocional de los migrantes españoles y sus descendientes respecto a los españoles no migrantes.
Valence, arousal and grammatical categories in the oral expression of emotion of Chinese learners of Spanish
02:30PM - 06:00PM
Presented by :
Teresa Simon, PhD Candidate, Nebrija University
Susana Martin Leralta, Nebrija University
The purpose of our study was to determine if Chinese learners of Spanish used dimensions of valence and arousal and the distribution of grammatical categories of Spanish vocabulary similarly or close to native speakers of Spanish in oral narratives. To achieve this, we elicited oral emotional narratives of different valence: negative (sadness), positive (joy) and one neutral (answering the question: what do you do in a normal day?)
Student’s Dynamic Motivation in the second language classroom
02:30PM - 06:00PM
Presented by :
Karina Oliveira De Paula, Texas Tech University
Co-authors :
Yayoi Akita
This study investigated adult L2 learners’ motivation with the dynamic system framework by replicating Waninge et al. (2014). The instruments used were Motometer, classroom observations, a questionnaire, and stimulated recall. The results found the type of activities and students’ positive attitude toward the class are variabilities in student’s dynamic motivation.
02:30PM - 06:00PM
Room 1
S046 2/2 | English as a lingua franca as a multidimensional resource in professional communication
Format : Symposium
Track : Virtual Session
Speakers
Pentti Haddington, University Of Oulu
Yuko Ikuta, Professor, Department Of International Understanding, Faculty Of International Studies. Chair, Bunkyo University Language Education Committee, Bunkyo University
Iira Rautiainen, Doctoral Researcher, University Of Oulu
Tuire Oittinen, Postdoctoral Researcher, University Of Oulu
Marie-Luise Pitzl, Austrian Academy Of Sciences
Stefan Diemer, Trier University Of Applied Sciences
Miyuki Takino, Yokohama City University
Aliya Aimoldina, AILA Solidarity Awardee, Kazakhstan Branch Of Lomonosov Moscow State University
Paola Vettorel, University Of Verona
Valeria Franceschi, University Of Verona
Alexandra Borschke, University Of Potsdam
Moderators
Milene Mendes De Oliveira, Researcher, University Of Potsdam
Tiina Räisänen, University Of Oulu
Mieke Breukelman (AILA2021 Volunteer), AILA2021 Volunteer
Globalization has strongly impacted professional communication. In this regard, English as a lingua franca (ELF) constitutes an essential resource in the multilingual repertoires of various professionals. It can be considered an asset that enables intercultural contact - and, on the best case scenario, intercultural understanding. Still, this common resource can also pose several difficulties arising from practitioners' different competences or intercultural misunderstandings at a conceptual level. Also, the contexts of use may be challenging for workers who may be forced to step out of their comfort zones and develop new repertoires, including drawing upon multimodal resources in meaning-making. This symposium aims at investigating both how English used as a lingua franca contributes to successful communication in various professional contexts and how it challenges interactants' emerging common ground. Therefore, we welcome contributions featuring empirical or theoretical studies and methodological accounts that shed light on the use of English as a lingua franca in professional communication and contribute to our understanding of English in its various manifestations in the era of globalization. We particularly welcome novel approaches to the study of English as a lingua franca at work. For a detailed program, click here
Code-switching back to English recovers shared situation awareness: ELF in multinational crisis management training
02:30PM - 06:00PM
Presented by :
Pentti Haddington, University Of Oulu
Co-authors :
Antti Kamunen, University Of Oulu
ELF is the working language of multinational crisis management. In this professional context, successful communication is a prerequisite. The use of some other language potentially hinders shared situation awareness. We analyse four practices by which practitioners switch back to English and thereby resume shared access to a situation.
A Study of Expected Standard of ELF in International Communities
02:30PM - 06:00PM
Presented by :
Yuko Ikuta, Professor, Department Of International Understanding, Faculty Of International Studies. Chair, Bunkyo University Language Education Committee, Bunkyo University
Reiko Takahashi, Gakushuin Women's College
This study investigates the core elements of which constitute the expected standards of ELF in international communities. Quantitatively, two online surveys were conducted with one hundred participants of both Japanese and non-Japanese who are related to international communities; and qualitatively, semi-structured interviews were conveyed with four Japanese U.N. officials.
Negotiating differential language expertise and intersubjectivity in crisis management training
02:30PM - 06:00PM
Presented by :
Iira Rautiainen, Doctoral Researcher, University Of Oulu
Tuire Oittinen, Postdoctoral Researcher, University Of Oulu
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 collaboratively solve these moments.  
Establishing common ground and shared practices from T0: Methodological implications for the study of Transient International Groups in professional contexts
02:30PM - 06:00PM
Presented by :
Marie-Luise Pitzl, Austrian Academy Of Sciences
Many multilingual groups and professional teams tend to be too fleeting or unstable to be considered Communities of Practice. This presentation puts the spotlight on interactions in which professionals from diverse L1 backgrounds meet for the first time (T0). It focuses on methodological implications of studying such Transient International Groups.
Multimodal Meaning Negotiation in Instagram Company Interactions: BELF in a Digital Setting
02:30PM - 06:00PM
Presented by :
Stefan Diemer, Trier University Of Applied Sciences
Co-authors :
Marie-Louise Brunner, Trier University Of Applied Sciences
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 posts, domain-specific discourse and plurilingual resources in customer comments.
Languages, motivation and identity: A life history of a Japanese BELF user on the move
02:30PM - 06:00PM
Presented by :
Miyuki Takino, Yokohama City University
This paper explores a life history of 40-year career told by one Japanese professional who has worked extensively all over the world and examines how he has used English as a Business Lingua Franca (BELF). His motivation for pursuing his global career and construction and transformation of his identity will be discussed.
English in the Workplace of Kazakhstan: Peculiarities, Trends and Challenges
02:30PM - 06:00PM
Presented by :
Aliya Aimoldina, AILA Solidarity Awardee, Kazakhstan Branch Of Lomonosov Moscow State University
Co-authors :
Damira Akynova, L.N. Gumilyov Eurasian National University
The paper’s findings are based on survey research in form of a survey questionnaire and set of semi-structured interviews in companies in Kazakhstan in order to explore how English is important in performing their jobs and to investigate main features, trends and challenges of the use of English in the workplace.
Communication Strategies in BELF interactions: implications for teaching practices Paola Vettorel, Valeria Franceschi, University of Verona
02:30PM - 06:00PM
Presented by :
Paola Vettorel, University Of Verona
Valeria Franceschi, University Of Verona
Meaning co-construction through Communication Strategies (CSs) is an integral part of BELF; their inclusion in business ELT materials and teaching practices can foster the development of skills for international/intercultural business contexts. This presentation explores how CSs can be integrated in the classroom through reflection on their relevance and active use.
Investigating learners’ beliefs about their (B)ELF online learning experiences using conceptualization analysis
02:30PM - 06:00PM
Presented by :
Alexandra Borschke, University Of Potsdam
The current study investigates learner beliefs (see Ellis, 2004) held by foreign language learners regarding their experience in learning Business English online. The study also aims at contributing to the search of conceptual understanding of English from the perspective of BELF users and learners of Business English.
02:30PM - 06:00PM
Room 1
S052 2/2 | Experiencing illness and disease. Putting perceptions and emotions into language
Format : Symposium
Track : Virtual Session
Speakers
Saskia Jünger, University Of Applied Health Sciences Bochum
Wolfgang Imo, University Of Hamburg
Yvonne Ilg, University Of Zurich
Anke Maatz
Carolin Schwegler, University Of Koblenz And Landau
Elena Semino, Lancaster University
Daniel Knuchel, Moderator, University Of Zurich
Moderators
Daniel Knuchel, Moderator, University Of Zurich
Carolin Schwegler, University Of Koblenz And Landau
Sannah Debreczeni (AILA2021 Volunteer), AILA2021 Volunteer
With the growing prevalence of technical possibilities in medicine and the digitalisation of (health-related) knowledge, new "normalities" evolve. On the one hand, individuals are increasingly confronted with a new (predictive) type of health-related information and decision-making. On the other hand, digital information about illnesses and diseases is emerging in an almost unmanageable abundance. From an individual's perspective, these developments lead to difficulties in finding and selecting valid and trustworthy health information. The new possibilities also create ambiguous conditions, such as the "healthy ill", which are accompanied by a variety of problems in subjective health perception and embodied experience. When these perceptions and experiences are communicated and manifest themselves in narrative structures, metaphorical expressions, or emotive sequences, they reveal underlying knowledge and coping strategies and, furthermore, can become objects of linguistic analysis. The goal of this symposium is to shed light on the complexity of such socio-semiotic constructions of experience: Different current approaches within applied linguistics such as metaphor analysis, analysis of narratives, or online communication provide useful tools to elucidate subjective experiences of illness and disease in times of medical technical and digital progress. Saskia Juenger (Health Sciences) and Elena Semino (Linguistics) will frame the symposium as keynote speakers.S052 detailed programme, click here
Subjective theories of illness and patients‘ emotional reactions in the face of cancer: a contrastive approach
02:30PM - 06:00PM
Presented by :
Wolfgang Imo, University Of Hamburg
Co-authors :
Irina Mostovaia, University Of Hamburg
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 topical aspects emotional verbalizations of patients occur.
Talking about mental illness – how experiences are shaped and shared through language
02:30PM - 06:00PM
Presented by :
Yvonne Ilg, University Of Zurich
Anke Maatz
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 experiences are intertwined.
S052 | Coffee Table Talk
02:30PM - 06:00PM
Presented by :
Carolin Schwegler, University Of Koblenz And Landau
Daniel Knuchel, Moderator, University Of Zurich
Elena Semino, Lancaster University
Saskia Jünger, University Of Applied Health Sciences Bochum
Risk literacy revisited – (re-)constructing understanding and meaning of disease risk beyond statistics
02:30PM - 06:00PM
Presented by :
Saskia Jünger, University Of Applied Health Sciences Bochum
Early detection of disease risk challenges people to make sense of their ‘being at risk’. Beyond understanding statistics, risk literacy involves critically appraising biomedical information, interpreting it against one’s individual lifeworld. Attention to people’s narratives constitutes an important resource for reclaiming epistemic power in a data-driven and biomedically dominated discourse.
02:30PM - 06:00PM
Room 1
S054 2/2 | Fluidity and Fixity: Standards, networks and situated complexity in language and literacy practices
Format : Symposium
Track : Virtual Session
Speakers
Carolyn McKinney, University Of Cape Town
Sue Ollerhead, Macquarie University, Sydney
Obaidul Hamid, The University Of Queensland, Australia
Moderators
Lara-Stephanie Krause, University Of Leipzig
Mastin PRINSLOO, Symposium Organizer, Presenter, University Of Cape Town
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
This symposium features studies of contrasting homogenizing and heterogenizing dynamics in language, literacy and semiosis. On one hand, there is a recent emphasis on the fluidity of linguistic and literacy dynamics, and on literacies as multiple. Monolingualist perspectives on language and unitary notions of literacy as always the 'same thing' have been problematized by research that pays attention to the contingency and dynamism of linguistic phenomena in terms of movement and fluidity. Recent attention to such concepts as spatialised repertoires, translanguaging, trans-semiotics and metrolingualism, amongst others, index these concerns in language and literacy studies. On the other hand, persistent standard language and literacy ideologies continue to stabilize the various zonings off of territories as sites of standardised language and literacies which come to dominate in institutional settings, such as in schooling. Thus, along with attention to movement and flow, of people as well as linguistic and semiotic resources, come renewed emphases on various kinds of borders rather than their transcendence, as seen in resistances to migration on the part of conservative nationalists as well as in the continued influence of linguistic, literacy and semiotic essentialisms. The papers grapple with these entangled dynamics of fluidity and fixity in multiple contexts.
Decoloniality, monolingual Ideologies and heteroglossia in bi(multi)lingual children’s writing
02:30PM - 06:00PM
Presented by :
Carolyn McKinney, University Of Cape Town
Use of fluid language practices in classroom discourse in the Global South is often contrasted with monoglossic policies. Using a Decolonial lens this paper focuses on the impact of language ideologies on literacy practices and written text production of emergent bilingual children, inviting us to re-imagine possibilities for schooled literacy.
Towards a transnational third space for teacher education: a virtual exchange between Hamburg and Sydney
02:30PM - 06:00PM
Presented by :
Sue Ollerhead, Macquarie University, Sydney
Co-authors :
Sílvia Melo-Pfeifer, University Of Hamburg
Alice Chik, Macquarie University
This paper reports on a transnational virtual exchange between university teacher education students in Sydney, Australia and Hamburg, Germany. Their exchange is conceptualised as a third space, a symbolic zone of collective critical reflection in which students were called to reflect upon and analyse their own and their peers' linguistic repertoires and biographies. In so doing, they developed valuable decentering and analytical skills in preparation for enacting critical, responsive and humanizing pedagogies with their multilingual students.
World Englishes or situated practice of English? Investigating the use of English in education in Bangladesh
02:30PM - 06:00PM
Presented by :
Obaidul Hamid, The University Of Queensland, Australia
By analysing textbooks, websites and publications, this presentation attempts to theorise grounded views of English use in education in Bangladesh. It is highlighted that local use of English is invariably complex reflecting both monolingual and translingual views, and the implicit desire for metropolitan standards faces the reality of its localisation.
02:30PM - 06:00PM
Room 1
S057 2/2 | Foreign/Second Language Education in Europe: post-war history and crosslinguistic perspectives
Format : Symposium
Track : Virtual Session
Speakers
Claire Tardieu, Professor Of English Didactics, New Sorbonne University Paris 3
Alice Gruber, Heilbronn University Of Applied Sciences
Shona Whyte, University Of Côte D'Azur
Grégory Miras, Associate Professor, University Of Rouen
Guillaume Gentil, Carleton University
Christine Vidon, Lecturer And Coordinator Of French Proficiency , University Of Groningen
Moderators
Christiane Fäcke, University Of Augsburg
Daan Van Soeren (AILA2021 Volunteer), AILA2021 Volunteer
Grégory Miras, Associate Professor, University Of Rouen
This symposium proposes a comparative analysis of foreign language education and research since 1945 in different European countries. In spite of efforts by the Council of Europe to pursue consensual language policies, divergences in language policy and research traditions have led to fragmentation of the field and often miscommunication. In France, for example, FL specialists work in la didactique des langues rather than applied linguistics, and the terms Fremdsprachendidaktik and Glottodydaktyka reveal the continued existence of national traditions arising from country-specific terminology and disciplinary cultures. The AILA ReN Crosslinguistic perspectives on L2 studies seeks to improve collaboration across scholarly communities by comparing terms and concepts in second and foreign language teaching across languages and research cultures, and this symposium explores the historical reasons for these differences, which have been little studied from a country-comparative perspective.S057 detailed programme, click here
Foreign Language Didactics in France since 1945: English textbooks, theories and curricula
02:30PM - 06:00PM
Presented by :
Claire Tardieu, Professor Of English Didactics, New Sorbonne University Paris 3
This paper will focus on the evolution of English as a foreign language (EFL) programs in France from the mid-20th century up to the present day. Our purpose is to trace this evolution both upstream and downstream, that is, in theories of reference and in secondary school textbooks.
Foreign language curricula at secondary school level in England and Germany: an intra- and international comparison
02:30PM - 06:00PM
Presented by :
Alice Gruber, Heilbronn University Of Applied Sciences
This presentation compares secondary school French curricula in England and Germany (North Rhine-Westphalia) over time. It analyses differences and similarities regarding approaches to communicative competence, vocabulary, grammar, texts and topics and the alignment to the CEFR. Implications for teaching and learning will be discussed.
The dirty dozen: bridging gaps between la didactique des langues and second language studies in 12 key terms
02:30PM - 06:00PM
Presented by :
Shona Whyte, University Of Côte D'Azur
This paper takes an epistemological perspective on differences in language teaching research in English and French as evidenced in a small collection of key terms in L2 studies and la didactique des langues. For each term, the paper briefly retraces historical differences and suggests ways of bridging the gaps.
Do we “correct” pronunciation the same way in English and French? Questioning terminology in a corpus of scientific papers.
02:30PM - 06:00PM
Presented by :
Grégory Miras, Associate Professor, University Of Rouen
Pronunciation is often considered as a neglected area or particularly difficult compared to other domains in Lx teaching and learning. The study will question terminology in the field of Lx pronunciation research in two corpora of scientific papers in French and English in order to understand the specificities of this domain.
Translangageons sur le translanguaging: Exploring the adoption of a new notion into French academic discourse
02:30PM - 06:00PM
Presented by :
Guillaume Gentil, Carleton University
Translanguaging has become an inescapable notion in the anglophone literature on multilingual education. To what extent has it been adopted into francophone educational discourse? Should it be? How? This paper explores these questions by investigating uses, translations, and equivalences from onomasiological and semiological angles in a bilingual academic corpus.
Multilingualism in the Netherlands. Myth or reality ?
02:30PM - 06:00PM
Presented by :
Christine Vidon, Lecturer And Coordinator Of French Proficiency , University Of Groningen
Co-authors :
Marije Michel, Co-chair AILA & Mentor, Groningen University
Wander Lowie, University Of Groningen
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
We will showcase the development of modern foreign language (MFL) teaching in the Netherlands since 1945, by evaluating how changes in national policy might have affected the variety and proficiency of MFL knowledge of the Dutch. In essence, we ask what is left of the long tradition of Dutch multilingualism.
02:30PM - 06:00PM
Room 1
S072 | L2 language and literacy learning in adulthood with no/low educational background
Format : Symposium
Track : Virtual Session
Speakers
Martha Young-Scholten, Academic , Newcastle University
Naeema Hann, Leeds Beckett University
Hannelore Hooft, KU Leuven
Egle Mocciaro, Masaryk University
Anna Mouti, Assistant Professor, Aristotle University Of Thessaloniki
Laura Eilola, Tampere University
Taina Tammelin-Laine, University Of Jyväskylä
Moderators
Taina Tammelin-Laine, University Of Jyväskylä
Marta Maggioni, AILA2021 Volunteer
According to UNESCO (2017), 750 million adults worldwide have limited formal schooling and low or no literacy skills in any language. In recent decades, many of these adults have migrated to highly literate countries for a variety of reasons, including flight from wars or natural disasters. For these migrants and refugees, linguistic integration into the receiving country is especially challenging as they are expected to acquire the target language swiftly, both in its spoken and written form. This learner group is still highly under-studied in contrast to the vast amount of scholarship conducted on educated L2 adult learners. The aim of this symposium is to bring this growing body of research into the larger knowledge base by sharing some studies on adult L2 learners with low or no literacy skills with the broader field of applied language studies. The symposium brings together researchers from various countries and of different languages. References UNESCO Institute for Statistics, 2017. Literacy Rates Continue to Rise from One Generation to the Next. UIS Fact Sheet No. 45. September 2017. FS/2017/LIT/45.
Literacy and adult L2 acquisition: Why it matters to all of us.
02:30PM - 06:00PM
Presented by :
Martha Young-Scholten, Academic , Newcastle University
I describe how theories and hypotheses of adults’ acquisition of L2 competence and ideas in pedagogy are based on the educated and literate to the detriment of the non-educated and non-literate and discuss exciting new research on such L2ers’ morphosyntax, syntax and phonology which is starting to fill this gap.
The Role of Coaching in Developing Autonomy in Low-literate Learners
02:30PM - 06:00PM
Presented by :
Naeema Hann, Leeds Beckett University
In highly textualized societies, individuals with low alphabetic literacy are at risk of being left out. This paper reports findings from a European project which explored coaching to promote independence in alphabetically low literate learners acquiring a second language. Findings suggest that coaching played a role in increasing autonomy, though in unexpected ways.
Identifying and supporting low literate adult asylum seekers: a mixed-method search for the best approach.
02:30PM - 06:00PM
Presented by :
Hannelore Hooft, KU Leuven
Mariet Schiepers, Director, Centrum Voor Taal En Onderwijs
Though low literate asylum seekers face considerate challenges during their reception and integration, concrete information on this issue is scare. Through our mixed-method study we gained insights into the extent, nature and impact of low literacy among adult asylum seekers, while developing an assessment tool for this unique, diverse group.
The development of verbal strategies in L2 Italian of low/non-literate adult learners
02:30PM - 06:00PM
Presented by :
Egle Mocciaro, Masaryk University
I will present the results of a longitudinal study on L2 Italian verbal morphosyntax in low/non-literate learners involving the collection of adult migrants' speech in different stages of their acquisition. Data analysis allows us to verify the degree at which existing descriptions on L2 Italian also apply to these learners.
Literacy Profiles and SLA: the case of non-literate or/and low-literate adult refugees and migrants
02:30PM - 06:00PM
Presented by :
Anna Mouti, Assistant Professor, Aristotle University Of Thessaloniki
Christina Maligkoudi, Aristotle University Of Thessaloniki
Adult migrants are a heterogeneous group in which different literacy profiles can be identified, taking account of migrants' educational background.  In this study, we focus on non-literate and low-literate refugees and migrants in Greece, drawing on qualitative data provided by language teachers with some teaching experience to non-literate and/ or low-literate immigrant and refugee adults through an online survey, in order to study their profiles, their students' literacy profiles, related challenges, and teaching practices. The findings  reveal interesting and detailed students' profiles considering the four literacy groups proposed by the Council of Europe and LIAM.
The design of requests by adult L2 users with emergent literacy
02:30PM - 06:00PM
Presented by :
Laura Eilola, Tampere University
In this paper, multimodal CA is used to demonstrate how requests by adult second language (L2) users with emergent literacy are formulated as 'complex multimodal Gestalts', consisting typically of deictic or depictive gestures, in the situations where the participants' shared linguistic resources are limited. The findings contribute to the discussion on second language interaction in different learning environments, needs of adult migrants with emerging literacy in them, and the ways these interactions can be supported in the formal education.
02:30PM - 06:00PM
Room 1
S079 | Language learning never gets old: linguistic, social and cognitive effects of third age language learning
Format : Symposium
Track : Virtual Session
Speakers
Judith Kroll, University Of California, Irvine
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
Floor Van Den Berg, AILA2021 Volunteer, University Of Groningen
Laurence Bruggeman, Western Sydney University
Simone Pfenninger, University Of Salzburg
Brittany Blankinship, PhD Researcher, University Of Edinburgh
Mara Van Der Ploeg, University Of Groningen
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
Jelle Brouwer, AILA2021 Volunteer, University Of Groningen
Moderators
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
Eleonora Rossi, University Of Florida
Michelle Mattuzzi (AILA2021 Volunteer), AILA2021 Volunteer
Anna Pot
The world is aging and the pace of population aging is unprecedented. By 2020, people aged 60 or up will outnumber children younger than 5 years old (WHO, 2019). This changed demographic poses challenges for social and health systems and aging research is put high on the agenda. A significant contribution can come from applied linguistics; from old-age wellbeing studies we know that purposeful activities in older adulthood help prevent age-associated depression (Sarsak, 2018). Third-age foreign language learning can fulfill an important purpose in this respect but can have a cognitive benefit as well: lifelong bilingualism has been found to build cognitive reserve and boost cognitive flexibility in seniors (cf. Alladi et al., 2013) and there is evidence that short foreign language learning experiences in seniors could have similar effects (Pot, Keijzer, & de Bot, 2018). At the same time, we currently do not yet know what the best foreign language teaching method or intensity is for seniors (cf. Pfenninger & Singleton, 2019). This symposium tackles the following subthemes 1) a systematic review of social and cognitive outcomes of third-age language learning studies until now; 2) effective third-age language teaching methods; 3) cognitive reserve to ensue from third-age language learning.
Adaptive control and language regulation in older bilinguals: Merging the evidence from training studies and dementia
02:30PM - 06:00PM
Presented by :
Judith Kroll, University Of California, Irvine
Two separate lines of research have considered how bilingualism might protect older adults against cognitive and neural decline and what consequences are observed when older adults learn a new language. Here we bring these together to ask how cognitive control and language regulation processes function in each domain.
Learning to preserve: foreign language training as a cognitive ‘vaccine’ to prevent old-age disorders?
02:30PM - 06:00PM
Presented by :
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
Co-authors :
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
Marie-José Van Tol, University Medical Center Groningen
Andre Aleman, University Medical Center Groningen
Bilingualism is suggested to boost cognitive flexibility, an effect that may extend to foreign language learning. In this paper we present the method and preliminary results of our study aimed to evaluate the unique effect of foreign language learning in elderly at risk for old-age disorders.
The early markers of foreign language learning in older adulthood
02:30PM - 06:00PM
Presented by :
Floor Van Den Berg, AILA2021 Volunteer, University Of Groningen
Co-authors :
Eleonora Rossi, University Of Florida
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
Judith Kroll, Professor, University Of California, Irvine
Our pilot study examined the linguistic, cognitive, and mental effects of brief but intensive foreign language learning on Dutch healthy seniors by uniquely combining behavioral and neural testing. Results showed that healthy older adults can quickly achieve vocabulary learning through an online foreign language course involving the target language only.
Later language learning: The listening dimension
02:30PM - 06:00PM
Presented by :
Laurence Bruggeman, Western Sydney University
Co-authors :
Anne Cutler, Western Sydney University
Listening involves competition between candidate words activated by incoming speech signals. Using eye-tracking, we compare activation and competition patterns in listeners varying in age and bilingualism. Results speak against claims that competition is necessarily exacerbated for older listeners (which, if true, could inhibit beneficial outcomes of later language learning).
The cognition-affect interface in third age additional language learning: A longitudinal study with dense time serial measurements
02:30PM - 06:00PM
Presented by :
Simone Pfenninger, University Of Salzburg
This longitudinal intervention study analyzes (1) when and why L2 English and L2 Spanish development in the third age is statistically significantly increasing (or decreasing), and (2) whether our set of predictors (age, cognitive fitness, bilingualism, socio-affect, EEG) has a significant effect on the 140 trajectories under investigation.
The social and cognitive aspects of mixed-age language learning groups
02:30PM - 06:00PM
Presented by :
Brittany Blankinship, PhD Researcher, University Of Edinburgh
Co-authors :
Mariana Vega-Mendoza
Deirdre Dunlevy, Research Fellow, University Of Edinburgh
Thomas Bak
It is not yet clear whether third-age language learning is more effective and enjoyable in mixed-age or homogenous classes. Our results suggest that mixed-age classes are well tolerated by both students and teachers, although they do pose higher demands on teacher flexibility in teaching approaches and style.
Learning a language in the third-age: a new methodology that includes learning needs, proficiency, well-being and cognition.
02:30PM - 06:00PM
Presented by :
Mara Van Der Ploeg, University Of Groningen
Co-authors :
Wander Lowie, University Of Groningen
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
In this symposium contribution, we present the first third-age language learning needs analysis. Ascertaining seniors' language learning needs is of vital importance as language learning needs of seniors are not only unaddressed in research but also in teaching pedagogy.
The Bidirectional in Bilingual: Cognitive, Social and Linguistic Effects of and on Third-Age Language Learning
02:30PM - 06:00PM
Presented by :
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
In this paper, we aim to shed light on the bidirectional and individual cognitive, social and linguistic factors in relation to bilingualism and second language learning, with a special focus on older adulthood. a meta-study of third-age language learning studies is presented and future research avenues are proposed.
Foreign language learning to promote cognitive flexibility in mild cognitive impairment and late life depression.
02:30PM - 06:00PM
Presented by :
Jelle Brouwer, AILA2021 Volunteer, University Of Groningen
Co-authors :
Floor Van Den Berg (AILA2021 Volunteer), AILA2021 Volunteer, University Of Groningen
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
The current project investigates the potential of foreign language learning as a cognitive therapy aimed at seniors diagnosed with mild cognitive impairment or late life depression. Functionally monolingual participants follow a language course, to enhance cognitive flexibility. Gains in cognitive flexibility are assessed using eye-tracking paradigms, and behavioral methods.
02:30PM - 06:00PM
Room 1
S097 2/2 | Maximising multilingual potential in schools
Format : Symposium
Track : Virtual Session
Speakers
Tracey Costley, University Of Essex
Marianne Turner, Monash University
Michal Tannenbaum, Tel Aviv University
Meng Liu, PhD Candidate, Presenter, University Of Cambridge
Aasne Vikøy, Western Norway University Of Applied Sciences
Kathrin Wild, Europa University Flensburg
André Storto, University Of Bergen
Dieuwerke Rutgers, University Of Cambridge
Linda Fisher, University Of Cambridge
Moderators
Åsta Haukås, University Of Bergen
Sanne Van Eijsden, AILA2021 Volunteer, University Of Groningen
The need to develop linguistic proficiency beyond English, to use the full linguistic repertoire to advance learning, and to help learners negotiate their future multilingual lives are just some of the demands placed on schools which, with the movement of people worldwide, are increasingly diverse spaces. This symposium will contribute to work exploring the challenge of maximising the multilingual potential of schools. Questions as to why and how schools can design and enact a multilingual policy are central. Our plenary speaker is Professor Britta Hufeisen (TU Darmstadt), who will present her model and strategies for developing schools as multilingual contexts in her talk 'Implementing a multilingual whole school policy'. Additional papers will be sought that address this sub-theme of policy with regard to multilingual schooling. Key to enacting any policy level plans at a classroom level are teachers. Our second sub-theme is, therefore, teachers' beliefs about multilingualism and multilingual pedagogies. The final sub-theme of multilingual identity is focused on the learners' conceptions of themselves as multilinguals, which has been shown to be conducive to aspects of language learning.
Bringing the outside in: Multilingual language and literacy practices in Zambia, Botswana and Tanzania
02:30PM - 06:00PM
Presented by :
Tracey Costley, University Of Essex
Colin Reilly, University Of Essex
This talk presents initial findings from a project examining translanguaging and other multilingual practices in Zambia, Botswana and Tanzania. It explores which language and literacy practices are promoted, valued and expected inside classrooms and the ways in which these reflect and differ from those in the broader community.
Teachers dealing with multilingual classroom situations
02:30PM - 06:00PM
Presented by :
Kathrin Wild, Europa University Flensburg
To date, we do not know much about early simultaneous language learning in instructional settings. For empirical substantiation, 1,400 minutes of video and audio data were analysed focusing on how teachers deal with multilingual teaching situations. The presentation will discuss some of the results.
The significance of language choices on student learning: Teaching linguistically diverse students in a bilingual primary school program
02:30PM - 06:00PM
Presented by :
Marianne Turner, Monash University
In this presentation, I suggest that strict language allocation in bilingual programs may – perhaps unwittingly – encourage transmissive, rather than student-centred learning. Data are drawn from a longitudinal study investigating a whole-school Japanese-English primary bilingual program in Australia. Language use was investigated in both English and Japanese-medium classrooms over three years.
Tmuno't, ya'ani pictures' Jewish-Arab Shared Education in Israel as a multilingual setting
02:30PM - 06:00PM
Presented by :
Michal Tannenbaum, Tel Aviv University
Co-authors :
Dafna Yitzhaki
The study examined Jewish and Arab school children in Israel - 6th- and 7th graders - who met to learn English together, based on the 'Shared Education' model. Analysis of the lessons' transcripts revealed a complex set of translanguaging between the three languages that serve both educational and social purposes.
Learners’ Future Self Guides: A Multilingual Motivational Self System Perspective
02:30PM - 06:00PM
Presented by :
Meng Liu, PhD Candidate, Presenter, University Of Cambridge
While in recent L2 motivation literature, languages other than English (LOTEs) have garnered increasing attention, the case of simultaneous language learning remains largely neglected. Adopting a person-centred and multilingual perspective, this study drew on the multilingual motivational self system framework (Henry 2017) and used latent profile analysis to investigate simultaneous language learners' profiles of future self guides.
Multilingualism: “a hidden curriculum” of Norwegian L1?
02:30PM - 06:00PM
Presented by :
Aasne Vikøy, Western Norway University Of Applied Sciences
The notion “hidden curriculum” (Jackson, 1968) will be discussed as a potential tool to visualize discrepancies between curriculum rhetoric and teaching practice regarding multilingualism in the Norwegian L1-subject. To maximise the multilingual potential in schools it is important to reveal eventually hidden agendas of the largest subject.
02:30PM - 06:00PM
Room 1
S113 | Pop culture in applied linguistics and language education
Format : Symposium
Track : Virtual Session
Speakers
Joe Trotta, University Of Gothenburg
Anastasia Rothoni, National & Kapodistrian University Of Athens
Valentin Werner, University Of Bamberg
Lieven Bollansée, KU Leuven
Pauline Degrave, Assistant Professor, UCLouvain
Raymond Pai, The University Of British Columbia
Marissa E Kwan Lin, Lecturer/University Town Writing Programme Coordinator, National University Of Singapore
Sabine Tan, Curtin University
Yiqi Liu, Assistant Professor, The Education University Of Hong Kong
Viviane Ruellot, Western Michigan University
Karen Ludke, Edge Hill University
Moderators
Valentin Werner, University Of Bamberg
Katharina Polsterer, AILA2021 Volunteer, University Of Groningen
Pop culture is ubiquitous in its various manifestations (such as pop music, shows and movies available in cinemas, on TV and streaming services, YouTube clips, podcasts, comics, cartoons, memes, video games, etc.). "Pop language" thus also plays a pervasive and highly relevant role in the lives of many language learners. Given this large social impact and many favorable theoretical arguments for using pop culture (from various fields of study such as the psychology of learning and motivation, sociology, language pedagogy, and SLA theory) in language education, it is surprising that to date the use of relevant artifacts and their language has been undertheorized and underresearched in the applied linguistic community. To address this gap, this symposium aims to provide a platform for empirically informed research that addresses both theoretical concerns and practical implications. More specifically, it focuses on how pop culture materials can be exploited for the development of individual language skills areas and welcomes case studies on how pop culture can be used in language education both in and beyond the language classroom. The symposium also invites papers that extend the perspective to interdisciplinary work (e.g. tackling media literacy and multimodal literacy) through using pop culture materials.
Popular Culture in the EFL Classroom
02:30PM - 06:00PM
Presented by :
Joe Trotta, University Of Gothenburg
"The focus of this talk is on the role of Popular Culture in the context of teaching English as a Foreign Language (EFL) in higher education. In many EFL countries, most encounters with the English language are outside of the classroom and mostly involve the so-called 'passive' use of English, for example when watching TV or films, listening to music or podcasts, surfing the internet, etc., but may also include some more 'active' situations, such as text messaging, gaming, Twitter, etc.
Intertextual links in Greek teenagers’ everyday English literacy practices flowing from their popular culture interests
02:30PM - 06:00PM
Presented by :
Anastasia Rothoni, National & Kapodistrian University Of Athens
This presentation draws on an ethnographic multiple case study to explore the ways Greek teenagers’ everyday literacy practices relate to their pop culture interests in music, films or sports. The aim is to illustrate that their interest-driven engagement is characterized by intertextuality, circulation of texts and media and genre crossings.
Teaching grammar through pop culture: A case study using lyrics
02:30PM - 06:00PM
Presented by :
Valentin Werner, University Of Bamberg
This contribution highlights the potential of pop culture texts for introducing and illustrating grammar in foreign language education. It is suggested that using authentic pop culture materials, such as lyrics, present a viable option to rely on authentic material and to achieve meaningful contextualization in a learner-centered fashion.
The relationship between extramural English and productive vocabulary knowledge
02:30PM - 06:00PM
Presented by :
Lieven Bollansée, KU Leuven
This talk will shed light on the relationship between extramural English and productive English-as-a-foreign-language vocabulary knowledge in young learners who have not yet received any formal instruction in English. Audio-visual input without subtitles and video games were found to contribute to learners’ productive English vocabulary knowledge.
Can songs or beat help learners to discriminate lexical stress in a foreign language?
02:30PM - 06:00PM
Presented by :
Pauline Degrave, Assistant Professor, UCLouvain
Previous studies revealed that the use of songs can help learners in various linguistic tasks. In our research, we found that the use of a melody helps learners in a foreign language lexical stress discrimination task and that musicians outperform non-musicians in this perception.
Pop culture in teaching Chinese as an additional language
02:30PM - 06:00PM
Presented by :
Raymond Pai, The University Of British Columbia
Patricia Duff, Prof & Associate Dean (Research), The University Of British Columbia
This presentation reviews and extends the theoretical foundations for the educational uses of pop culture, and consider applications to the teaching and learning of Chinese languages. We review research trends and then describe teaching principles and practices. We conclude with criteria for optimally leveraging pop culture for pedagogical purposes.
Popular Science Fiction Television for the Language Educator: ‘Black Mirror’ as a Potential Teaching Tool in the CLIL Classroom
02:30PM - 06:00PM
Presented by :
Marissa E Kwan Lin, Lecturer/University Town Writing Programme Coordinator, National University Of Singapore
Sabine Tan, Curtin University
This study investigates how the popular science fiction television anthology series ‘Black Mirror’ can be used to introduce first year university undergraduates in a CLIL-motivated classroom to threshold concepts associated with neoliberalism. A multimodal social semiotic approach is utilized and the findings discussed in relation to active learning.
Translanguaging and Trans-semiotizing as Artistic Performance: Rapping the City, Rapping the Hong Kong Identity
02:30PM - 06:00PM
Presented by :
Yiqi Liu, Assistant Professor, The Education University Of Hong Kong
Complementary to the research literature focusing on spontaneous, on-the-spot, translanguaging, our study on MC Yan's music video that raps the city and the Hong Kong identity shows that translanguaging can also be non-spontaneous, carefully and systemically crafted. Our study therefore fills the gap in literature by investigating whole-body, pre-crafted/scripted translanguaging.
Stereotypical accent and French pronunciation learning: Can Pepe le Pew help?
02:30PM - 06:00PM
Presented by :
Viviane Ruellot, Western Michigan University
This study investigated the benefits of using stereotypical French accent imitation in English to improve French pronunciation learning. Results, which suggest modest improvement of voiceless plosive consonants and French /ʁ/, are explained in terms of learner proficiency level and practice duration.
How L2 music and songs can support informal language learning
02:30PM - 06:00PM
Presented by :
Karen Ludke, Edge Hill University
"This paper describes some ways that young people find, listen to, and learn L2 songs and engage in informal language learning. Songs and musical resources developed by teachers for the classroom (including folk/traditional music and children's songs, chants and rhymes) may contain ""simplified"" or ""targeted"" language, whereas the pop music and rap songs found by young people contains more ""authentic"" language. The linguistic benefits of using foreign language songs and music may include gains in listening comprehension, speaking and pronunciation; vocabulary knowledge, including informal, idiomatic and slang expressions; improved literacy and more automatised use of grammar; and increased intercultural understanding."
02:30PM - 06:00PM
Room 1
S138 1/3 | ReN: Language Policy: Theory, Method, and Advocacy for Contemporary Geopolitics
Format : Symposium
Track : Virtual Session
Speakers
Sarah Catherine Kaser Moore, University Of Maryland College Park
Nkonko Kamwangamalu, Howard University
Ana Maria Benton, University Of Auckland
Sarah Berthaud, Galway-Mayo Institute Of Technology
Iker Erdocia, Assistant Professor, Dublin City University
Gregory Paul Glasgow, Associate Professor, Kanda University Of International Studies
Jeremie Bouchard, Hokkai Gakuen University
Haley De Korne, Associate Professor, University Of Oslo, MultiLing Center
Kyria Finardi, Professor- Researcher, Federal University Of Espirito Santo - UFES
Bruna Elisa Frazatto, AILA Solidarity Awardee/PhD Student, University Of Campinas
Donald Allison, Washington State University
Jorunn Simonsen Thingnes, Associate Professor , Western Norway University Of Applied Sciences
Jeff Bale, OISE - University Of Toronto
Katharine Burns, Assistant Professor Of Second Language Acquisition And Hispanic Studies, Carnegie Mellon University
Kristof Savski, Prince Of Songkla University
Chrismi-Rinda Loth, University Of The Free State
Michal Tannenbaum, Tel Aviv University
Guowen Shang, University Of Bergen
Stephen May, University Of Auckland
Su-Chiao Chen, National Taiwan University Of Science And Technology
Tomislav Stojanov, Marie Skłodowska-Curie Postdoctoral Fellow, University Of Nottingham
Moderators
David Johnson, University Of Iowa
Francis Hult, University Of Maryland
Sarah Catherine Kaser Moore, University Of Maryland College Park
Marta Maggioni, AILA2021 Volunteer
The Language Policy Research Network (LPReN) symposium is organized around three areas within the broader field of scholarship relevant to language policy, politics, and planning: theory, method, and advocacy. Foci include reconceptualizing global innovations in language policy and planning, employing novel research methodologies in language policy, and promoting language rights to preserve minoritized languages. To submit to the LPReN Call for proposals, select ONE of the three areas: Theory, Method, or Advocacy and clearly indicate the selection on your proposal. Theory: Exploration of the theoretical constructs, origins, potential, and philosophical implications of language policy, politics, and planning as they relate to the structures, individuals, communities, and societies within and among which they are undertaken. Method: Identification and explication of the means through which language policymaking, management, and planning take shape, including identification of the particular overt and covert activities, parties, and institutions that constitute methods employed to burden, obstruct, or facilitate the implementation of policy. Also, critical examination of research methods for investigating language policy texts and practices including issues of ethics and research design in language policy research. Advocacy: Engagement with of the role of power, elitism, prejudice, privilege, exclusivity, and hegemony in acts associated with language policy; engagement in activities to expose majoritarian narratives and highlight language rights, promote heritage language maintenance and prosperity, and resolve conflicts among language communities and in organizations.
S138 1/3 | introduction by organizers
02:30PM - 06:00PM
Presented by :
Sarah Catherine Kaser Moore, University Of Maryland College Park
Francis Hult, University Of Maryland
David Johnson, University Of Iowa
A brief introduction by the symposium organizers
Advocating for minoritized languages in the global south: challenges and prospects (advocacy)
02:30PM - 06:00PM
Presented by :
Nkonko Kamwangamalu, Howard University
Advocacy for minoritized languages has tended to focus on a critical deconstruction paradigm – critiquing post-colonial language policies for excluding those languages from higher domains in favor of inherited colonial languages, but not offering alternative policies to remedy the situation. In contrast, this talk considers the challenges facing such policies and explores the prospects as well as language policy alternatives for minoritized languages in light of insights from critical theory and language economics.
An LP ‘Pickled onion’, a view into the local language planning of an indigenous bilingual school.
02:30PM - 06:00PM
Presented by :
Ana Maria Benton, University Of Auckland
Tosepan Kalnemachtiloyan is an indigenous immersion and bilingual school working to 1) revitalize indigenous language, 2) recover indigenous knowledge, and 3) reframe indigenous identity. Through critical ethnography, I considered the ‘Language Planning (LP) Onion’, and finally adapted a useful LP ‘Pickled onion’ to examine their complex effort and historical dimension.
Language Policy in Institutes of Technology and Technological Universities in Ireland: a disconnect from ‘Languages Connect’?
02:30PM - 06:00PM
Presented by :
Sarah Berthaud, Galway-Mayo Institute Of Technology
This study examines language provision in some of the Republic of Ireland's higher level institutions. It compares data collected on the ground to the goals set in the recently launched language policy that aims to increase the uptake of foreign languages in Ireland.
Agency and power in foreign language policy-making: The case of Languages Connect in Ireland
02:30PM - 06:00PM
Presented by :
Susanna Nocchi, Lecturer, TU Dublin
Mary Ruane, Lecturer, University College Cork
Co-authors :
Iker Erdocia, Assistant Professor, Dublin City University
This paper explores the policy-making process of "Languages Connect - Ireland's Strategy for Foreign Languages in Education 2017-2026" by focusing on the way agents wield the meaning of language policy ideas and the way power relations are manifested behind interactive processes of ideational power. Adopting a discursive institutionalism approach, we present the data from policy documents and interviews with seven language experts and civil servants involved in the policy process. Our findings indicate that agents are dependent on existing ideational structures to develop and defend their ideas. We show how ideational structures exert constraints on ideational agency.
Agency in Language Policy and Planning: Multidisciplinary Directions and Future Implications
02:30PM - 06:00PM
Presented by :
Jeremie Bouchard, Hokkai Gakuen University
Gregory Paul Glasgow, Associate Professor, Kanda University Of International Studies
This presentation outlines a conceptual model for the study of agency in language policy and planning (LPP) informed by social realist theory, and grounded in empirical research conducted in various national contexts.
What makes a language activist? Strategies and stances of minority language politics in Mexico
02:30PM - 06:00PM
Presented by :
Haley De Korne, Associate Professor, University Of Oslo, MultiLing Center
Drawing on an ethnographic study of Indigenous education initiatives in Mexico, this paper focuses on the roles of local activists in language policy. I examine different strategies and stances of language activism, examining popular culture activists who do not focus on 'language' in a traditional way. I argue that strategies and stances that approach language as object, communication practice, identity, social relation, and more, are all meaningful elements in language politics.
Orthographic reforms/changes and language policy development in the countries of the former Yugoslavia
02:30PM - 06:00PM
Presented by :
Tomislav Stojanov, Marie Skłodowska-Curie Postdoctoral Fellow, University Of Nottingham
I will present how four research dimensions – speakers' attitudes, media coverage, methodology of orthographic codification, and socio-political context of Bosnian, Croatian, Montenegrin, and Serbian – can make a descriptive model of spelling reforms/changes in the 1990s and 2000s, providing better understanding of the phenomena of orthographic conflicts.
Language Policies in Brazil - possibilities for multilingualism and agency in times of Anglicization of higher education
02:30PM - 06:00PM
Presented by :
Kyria Finardi, Professor- Researcher, Federal University Of Espirito Santo - UFES
Brazilian LPs are analyzed to suggest that top-down decisions seem to prevail, leaving little room for bottom-up policies, agency of local stakeholders and other languages besides English. The paper concludes with the suggestion of using approaches such as CLIL, COIL and IC in the context of internationalization of higher education.
02:30PM - 06:00PM
Room 1
S153 | Representation of Multimodal and Multilingual Data in Linguistic Ethnography
Format : Symposium
Track : Virtual Session
Speakers
JEFF BEZEMER, University College London
Lucas Seuren, Health Services Researcher, University Of Oxford
Anne Warren, Uppsala University
Nathan Ducker, Miyazaki Municipal University
Ingrid Rodrick Beiler, Associate Professor, Oslo Metropolitan University
Yi-Ju Lai, University Of Minnesota
Sezen Bektas Yuksel, Bogaziçi University
Catherine Levasseur, University Of Ottawa
Kate Pahl, Presenter, Manchester Metropolitan University
Hugh Escott, Sheffield Hallam University
Joke Dewilde, University Of Oslo
Moderators
Ingrid Rodrick Beiler, Associate Professor, Oslo Metropolitan University
Joke Dewilde, University Of Oslo
In line with multilingual (Conteh & Meier, 2014; May, 2014) and spatial turns (Canagarajah, 2018; Li Wei, 2018) in applied linguistics, linguistic ethnographers increasingly gather complex multilingual and multimodal data sets. During transcription or other representation of data for analysis, the analyst necessarily reduces these complex data to a set of salient features and often translates one type of data (e.g. audio or video recordings) to a more static and manageable form (e.g. text), which in turn shapes the resulting analysis (Ayass, 2015; Bezemer & Mavers, 2011; Duranti, 2006). These processes of reduction and translation pose a host of methodological, theoretical, and ethical issues related to, for instance, making selections in large and rich data sets, representing and marking spoken language in relation to written standards, and balancing participants' wishes for confidentiality with the imperative to share data with collaborators and audiences. The Linguistic Ethnography Forum invites contributions that address any of these aspects of the process of representing multilingual or multimodal data in linguistic ethnographic or other contextually sensitive applied linguistics research. In particular, we invite contributions related to the processes of transcription and representation of recorded data, including but not limited to audio, video, and screen recordings.S153 detailed programme, click here
Transcription: Reflections on the (trans)formation of data in linguistic ethnography
02:30PM - 06:00PM
Presented by :
JEFF BEZEMER, University College London
In this talk I will theorize the notion of transcription and explore some of the semiotic operations through which we form and transform ‘data’. This serves to make explicit and consider the affordances of semiotic principles and resources for transcription and provide a framework for evaluation.
To transcribe or not to transcribe?
02:30PM - 06:00PM
Presented by :
Lucas Seuren, Health Services Researcher, University Of Oxford
Co-authors :
Sara Shaw
Data representations are critical to making analyses of multimodal interaction understandable and to demonstrate their validity. To optimally support both aspects, we argue that representations should be primarily visual so as to be as simple and as objective as possible for the goal of each analysis.
Representing and analyzing community language teachers’ professional identities through poetic transcriptions
02:30PM - 06:00PM
Presented by :
Anne Warren, Uppsala University
Katrin Ahlgren, Stockholm University
This presentation investigates the dialogical relationship between poetic transcriptions and analysis of interviews with two teachers of Vietnamese in a community language school in Australia. It is suggested that the use of poetic transcription can simultaneously highlight, validate and valorize the often marginalized voices of community language teachers.
Representations of psychometric data and non-verbal processes in classroom talk
02:30PM - 06:00PM
Presented by :
Nathan Ducker, Miyazaki Municipal University
New technologies providing more detailed accounts of learner behaviors require novel approaches to transcription. This study elicited data concerning learners’ cognitive / affective processes and related behaviors. Juxtaposing second-by-second psychometric variations against observable phenomenon required various non-standard transcriptions; their respective strengths and weakness becoming evident during transcription, analysis, and writing-up.
Implementing screen recordings in a linguistic ethnography of writing: Balancing ethical concerns and analytical possibilities
02:30PM - 06:00PM
Presented by :
Ingrid Rodrick Beiler, Associate Professor, Oslo Metropolitan University
Spatial and embodied theoretical turns provide an imperative for collecting multimodal data, but video recording may be perceived as invasive in school settings. In this study, screen recordings allowed for multimodal analysis of translingual writing, while also providing participants with control in sharing data. Ethical and analytical implications are discussed.
Traveling through spatial repertoires and mathematics: Researching dialogic nature of language socialization in physics
02:30PM - 06:00PM
Presented by :
Yi-Ju Lai, University Of Minnesota
This study discusses how a multimodal semiotic approach offers Language Socialization a robust analytical method for examining the dialogic nature of physics socialization interlinking past experiences and present on-going involvements, to future responses across learning spaces. (Re/pre)contextualization of multimodal cues is part of the socialization becoming competent members in physics.
Exploring children’ identification and linguistic repertoire. Discussing the pitfalls of over/under-interpretation of a multilingual and multimodal set of data
02:30PM - 06:00PM
Presented by :
Catherine Levasseur, University Of Ottawa
This paper discusses a research investigating identification and languages in a linguistic minority context in Canada. Workshops were organized to facilitate the participation of children (6 to 11 years old). The paper will describe the workshops and then discuss the challenges of transcribing, analysing and interpreting multimodal and multilingual data.
Affective understandings of prescriptivism and spelling in video narratives co-produced with children in a post-industrial area of the UK
02:30PM - 06:00PM
Presented by :
Hugh Escott, Sheffield Hallam University
Kate Pahl, Presenter, Manchester Metropolitan University
In this paper we focus on the lived and affective realities of children’s engagement with language and schooling by exploring everyday understandings of spelling. We draw on co-produced film data from a research project that took place in an elementary school in the North of the UK.
02:30PM - 06:00PM
Room 1
S157 | Responsibilities of Applied Linguistics in Post-truth Times
Format : Symposium
Track : Virtual Session
Speakers
Sandra Kouritzin, University Of Manitoba
Gulbahar Beckett, Presenter, Iowa State University
Taylor Ellis, University Of Manitoba
Moderators
Sandra Kouritzin, University Of Manitoba
Mariam Jamureli , AILA2021 Volunteer, University Of Groningen
Post-truth, the Oxford Dictionary word of the year for 2016, is defined as an adjective "relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief." Fish (2016) warns that the skepticism engendered by post-truth politics is now spilling over onto expertise and scientific evidence (p. 211). Tallis (2016) suggests that "we post-positivists rightly congratulate ourselves on having developed a sophisticated and reflexive relation to 'facts', 'information' and, indeed, '(post-)truth.' However...we...too often disavow our authority by failing to sufficiently engage in public debate and political action on explicitly post-truth terms" (p. 11). Academic and popular discussions of post-truth make clear that the circumstances giving rise to post-truth are not local (Gross, 2017), nor are they new. Fueled by the communications revolution and decay of democracy (Keane, 2018), post-truth is rapidly disseminated through forms of social media in which no vetting is required to reach a wide audience. Keeping in mind that all transference of information depends on language, and given that the post truth condition is a cross-cultural and cross-linguistic phenomenon, we will grapple with what it means to be applied linguists in post truth times.
Post-truth pedagogy: Principles and practices
02:30PM - 06:00PM
Presented by :
Sandra Kouritzin, University Of Manitoba
Everyday, we educators support post-truth practices by engaging in such small sacrifices of our integrity. We need to engage in a post truth pedagogy; this presentation will begin to articulate principles and practices to guide this post truth pedagogy
Critical Applied Linguistics and Critical CALL: Social Media Analysis
02:30PM - 06:00PM
Presented by :
Gulbahar Beckett, Presenter, Iowa State University
This paper will discuss how applied linguistics can be a more responsible field by implementing critical language and critical thinking development utilizing the extended affordances of technology. It illustrates how this can be taught and researched with linguistic analysis of social media postings using appraisal theory and analysis methods.
Adjunctification and Commodity Fetishism: Obscuring Academic Labour through Neoliberal Discourse
02:30PM - 06:00PM
Presented by :
Taylor Ellis, University Of Manitoba
Co-authors :
Satoru Nakagawa, University Of Manitoba
Sandra Kouritzin, University Of Manitoba
This presentation considers the linguistic patterns found in marketing materials at a Canadian university. This survey looked for references to neoliberal language of market freedom, expediency, and economic mobility. These were then mapped onto ways that these linguistic forms reproduce a commodity form of higher education.
The onslaught on academic dignity in the neoliberal university: Linguistic neoliberalism in the academy
02:30PM - 06:00PM
Presented by :
Sandra Kouritzin, University Of Manitoba
The purpose of the research informing this paper was to examine the impact of workload creep on academic identities. Engaging in critical discourse analysis of interview data, emergent linguistic 'clusters' will be contrasted with clusters extant on university websites, suggesting that academic dignity cannot co-exist with neoliberal language.
02:30PM - 06:00PM
Room 1
S160 1/3 | Speaking subjects – Biographical methods in multilingualism research
Format : Symposium
Track : Virtual Session
Speakers
Brigitta Busch, University Of Vienna | Stellenbosch University
Joanna Mcpake, University Of Strathclyde
Christine Anthonissen, University Of Stellenbosch
Helle Pia Laursen, Aarhus University & Inland Norway University Of Applied Sciences
Verena Platzgummer, Eurac Research - University Of Vienna
Olga Solovova, University Of Oslo
Isabelle Leblanc, Université De Moncton
Claire Kramsch, University Of California, Berkeley
Gergely Szabó, Open University Of Catalonia
Jonas Hassemer, University Of Vienna | University Of Bonn
Judith Purkarthofer, University Duisburg-Essen
Julia Sonnleitner, University Of Vienna
Clara Keating, University Of Coimbra
Natalia Ganuza, Uppsala University
Sandra Radinger, University Of Vienna
Sarah Muller, Research Associate, University Of Sheffield
Sonia Perelló Bover, University Of Vienna
Tim McNamara, Professor Emeritus, University Of Melbourne
Moderators
Judith Purkarthofer, University Duisburg-Essen
Mi-Cha Flubacher, University Of Vienna
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
Biographical approaches give access to individuals' learning trajectories across the lifespan, societal influences and language ideologies and the construction of language use in social spaces, as such they are prone to be used globally in different settings. For example, 'language portraits' have become a staple method in research on multilingualism, language repertoires and lived experience of language, to name just a few examples. While the colourful drawings of the portraits originated in research on language awareness in primary school education, biographical methodology in multilingualism research has since developed into an approach in its own right, covering and combining visual, verbal and multimodal data and analysis. This symposium will thus invite contributions working on the interplay between language use in individuals and societies, language-related inequalities and opportunities for speakers and salient moments of multilingual encounter that can be gained with a focus on speakers' lived experience of language (Busch 2006, 2013). These insights shall contribute to an understanding of e.g., how biographical research can contribute to our understanding of linguistic diversity, how we as researchers can empirically account for experiences of lived languages, and how to embed them in a larger discussion on social (in)equality.
Ceci n‘est pas une autobiographie – Exploring the potential of auto-socio-bio-ethnographical vignettes in linguistic research
02:30PM - 06:00PM
Presented by :
Brigitta Busch, University Of Vienna | Stellenbosch University
Judith Purkarthofer, University Duisburg-Essen
Judith Purkarthofer, University Duisburg-Essen
Looking back on salient historical texts largely based on self-socioanalysis and with regard to current developments in sociology and linguistics, the concepts of lived experience of language and the creative multimodal approach of the language portrait are located within the broad and heterogeneous field of biographical research.Link to the video including captions: https://www.uni-due.de/germanistik/purkarthofer/videos
Walking and Talking: Exploring bilinguals’ language practices over time, in place and on the move
02:30PM - 06:00PM
Presented by :
Joanna Mcpake, University Of Strathclyde
Walking and talking, an ethnographic method building on participant observation and interviewing, was used to explore Gaelic-English bilinguals’ language practices – and their perspectives on these practices – en route. This method provides opportunities to consider changes over place and time, and the impact of mobilities – physical, historical, metaphorical – on linguistic repertoires.
Profiles of multilingualism: Language biographies and linguistic repertoires of urbanised youth at a higher education institution in South Africa
02:30PM - 06:00PM
Presented by :
Christine Anthonissen, University Of Stellenbosch
Language portraits, supplemented by a questionnaire and interview, were used to elicit data on the language biographies and linguistic repertoires of students at a tertiary institution in Johannesburg. The paper reports on insights regarding the effects of mobility, language attitudes, multilingual identities, and on contradictions between heteroglossia and a monolingual habitus.
Travelling ways of knowing language. Map-along as biographical approach
02:30PM - 06:00PM
Presented by :
Helle Pia Laursen, Aarhus University & Inland Norway University Of Applied Sciences
Co-authors :
Naja Dahlstrup Mogensen
This paper explores how multilingual children re-signify three intertwined myths about the bilingual student, linguistic diversity and language competence, when, in the researcher-generated activity, My linguistic world, they are invited to map and talk about their lived experiences as multiple language users seen in the light of place and movement.
Negotiating mother tongue ideologies in language-biographical interviews
02:30PM - 06:00PM
Presented by :
Verena Platzgummer, Eurac Research - University Of Vienna
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 as interactional resources and at times re-negotiating them.
Biographical approaches towards decolonising multilingualism: incorporating history, dialogue and change.
02:30PM - 06:00PM
Presented by :
Olga Solovova, University Of Oslo
Co-authors :
Elsa Lechner
In this paper, aiming at decolonising multilingualism (Phipps 2019), we propose the concept of ‘biographical encounter’ to capture the messy yet dialogic nature of constructing a life story in a research event, where both the researcher’s and the participant’s lifetime and language learning trajectories intersect and are being reexamined.
From the familiar to the unfamiliar: the embodiment and mobility of French Speakers from Canada to Louisiana in the late 1960s
02:30PM - 06:00PM
Presented by :
Isabelle Leblanc, Université De Moncton
This presentation will focus on examining "what happens when speakers come from a space where they are familiar with the social rules and the language practices, and enter a space where this is not the case ?" (Busch 2015). The talk will focus on a student mobility from Canada to the United States and how women's bodies became metaphors and sites of discourses for Frenchness/Whiteness in the social construct of transnational Acadianness in the 1960's.
02:30PM - 06:00PM
Room 1
S171 1/2 | INVITED SYMPOSIUM: The dynamics of language, communication and culture in applied linguistic research in Latin America
Format : Symposium
Track : Virtual Session
Speakers
Claire Kramsch, University Of California, Berkeley
Pedro De Moraes Garcez, Professor, Universidade Federal Do Rio Grande Do Sul
Rogerio Tilio, Associate Professor, Federal University Of Rio De Janeiro
Jaime Usma, Teacher Educator And Researcher, Universidad De Antioquia
Claudia Gutierrez, Presenter, University Of Antioquia
Janeth Ortiz Medina, Professor, University Of Antioquia
Aguirre Maure, University Of Antioquia
Nara Hiroko Takaki, Federal University Of Mato Grosso Do Sul
Paola Andrea GAMBOA DIAZ, Researcher And Teaching Assistant, Sorbonne Nouvelle University
Paula T Carrera Szundy, Associate Professor, Federal University Of Rio De Janeiro
Gabriela N. Tavella, AILA Solidarity Awardee, Facultad De Lenguas, Universidad Nacional Del Comahue
Harold Castañeda, Full-time Teacher, Francisco José De Caldas District University
Moderators
Paola Andrea GAMBOA DIAZ, Researcher And Teaching Assistant, Sorbonne Nouvelle University
Luisa Valesquez , AILA2021 Volunteer
In 2015 AILA, faithful to its mission to promote Applied Linguistics around the world, initiated a new research network Research Cultures in Applied Linguistics (ReCAL), that would investigate the cultural diversity of research philosophies, epistemological groundings, modes of inquiry and institutional constraints that exist among the present and future AILA affiliates. How does each affiliate define Applied Linguistics (AL)? How do they view the relationship of AL to language education, language policy and planning, the study of language in everyday life, the social and political issues of the time? What is the institutional status, the intellectual scope, the disciplinary boundaries of AL in their respective countries? Marjolijn Verspoor and Kees de Bot have invited us to feature our ReCAL meeting as an "invited symposium" at the AILA 2020 Congress in Groningen, NL. We are thankful for the opportunity to feature some of the diverse and exciting research taking place in Applied Linguistics in Argentina, Brazil, Colombia, Mexico, and Uruguay. We have programmed the two half-days of this symposium according to the two subthemes that emerged from the abstracts received: 1) Academic policy and intercultural mediation 2) Social justice, language policy and gender.From 18.00 -19.00 there will be a general discussion and closing remarks in AILA Gather Town. Please go to gathertown log in and go to the classroom at the activity center (or you can search for Paola Andrea GAMBOA DIAZ and click on follow).
The (in)visibility of Brazilian AL research: what’s “publish or perish” for applied linguists in Brazil? Reflection and update to 2021
02:30PM - 06:00PM
Presented by :
Pedro De Moraes Garcez, Professor, Universidade Federal Do Rio Grande Do Sul
This presentation reappraises the localist dynamics in the Applied Linguistics research and publishing ethos in Brazil as suggested by a survey presented at AILA 2017, and discusses the extent to which Brazilian Applied Linguistics remains a self-sufficient realm with an insular dynamic driven by regional concerns or local development needs.
On being critical: ideology and linguistic ideologies in Brazilian educational policies
02:30PM - 06:00PM
Presented by :
Paula T Carrera Szundy, Associate Professor, Federal University Of Rio De Janeiro
Rogerio Tilio, Associate Professor, Federal University Of Rio De Janeiro
This paper aims at problematizing the ideologies and language ideologies that are refracted in two Brazilian educational policies: BNCC and PNLD. In order to accomplish this purpose, our analysis will focus on the views of language and literacies (des)legitimized in these policies and the extent to which they establish dialogues with critical views of education.
A critical intercultural approach to contest market-based English policies: Initiatives to indigenous and African descent university students in Colombia
02:30PM - 06:00PM
Presented by :
Jaime Usma, Teacher Educator And Researcher, Universidad De Antioquia
Janeth Ortiz Medina, Professor, University Of Antioquia
Claudia Gutierrez, Presenter, University Of Antioquia
Aguirre Maure, University Of Antioquia
Diana Calderón, Universidad De Antioquia
While governments in Latin America position English as "the" language to learn across educational systems, the authors elaborate on a series of projects that incorporate a decolonial approach to interculturality in language teaching and learning in Colombia and intend to promote respect for sociolinguistic diversity and work for more equitable learning spaces in higher education.
A community service learning experience with university language students in Argentina
02:30PM - 06:00PM
Presented by :
Gabriela N. Tavella, AILA Solidarity Awardee, Facultad De Lenguas, Universidad Nacional Del Comahue
Co-authors :
Melina Porto, Universidad Nacional De La Plata
Carina Fernández, Professor, Universidad Nacional Del Comahue
In this session we will describe a service-learning experience carried out by volunteer university students. The teaching of languages in higher education should contribute to the integral development of students and democratic societies. The theoretical framework, the service learning experience itself and the findings will be presented.
Critical language teacher education in Brazil: contamination of narratives and dancing as a decolonial option
02:30PM - 06:00PM
Presented by :
Nara Hiroko Takaki, Federal University Of Mato Grosso Do Sul
This work presents university students´ decolonial authorship to disrupt the authority of cultural-social practices related to gender. The research draws on critical and decolonial perspectives, qualitative and intersubjective methodology. The procedures included interviews and students´ production of a video clip. The results revealed students´ notion of social justice deserves problematizations.
Non-normative Corporalities and Trans-gender Identity in Student-teachers. Thinking of Educating from Border Thinking Perspectives
02:30PM - 06:00PM
Presented by :
Harold Castañeda, Full-time Teacher, Francisco José De Caldas District University
This narrative study revealed that gender is contested when the idea of transgender works as a personal mechanism to question existing normativities of one’s own body and the self. Identity then is presented as a series of choices and performances that are validated in the persona’s transgender and blind condition.
02:30PM - 06:00PM
Room 1
S172 | The fifth C: CLIL principles and practices in local contexts
Format : Symposium
Track : Virtual Session
Speakers
Neslihan Onder-Ozdemir, Mentor, Bursa Uludag University
Peeter Mehisto, University College London Institue Of Education
Zeynep Köylü, University Of Basel
Benjamin Kremmel, University Of Innsbruck
Eva Olsson, University Of Gothenburg
Laurence Mettewie, University Of Namur
Jianqiu Tian, Associate Professor, Peking University
Xuan Li, University Of South Australia
Rie Adachi, Teacher & Researcher, ​Sugiyama Jogakuen University
Pablo M Oliva Parera, Middlebury Institute Of International Studies
Tessa Mearns, Leiden University
Miray Korkmaz, Teacher, Co-author, Yeşilyurt Açı College
Moderators
Esli Struys, Vrije Universiteit Brussel
Tessa Mearns, Leiden University
Jill Surmont, Moderator, Vrije Universiteit Brussel
Niklas Abel, AILA 2021 Volunteer, University Of Groningen
Coyle's (2007) 4Cs model of content and language integrated learning (CLIL) emphasises the elements of Content, Communication and Cognition, intertwined with attention for local, international and subject-specific Cultures. In the ever-expanding field of research into CLIL and multilingual education, these elements have been explored to varying degrees. As highlighted in a recent review of research into CLIL pedagogical practices (van Kampen et al. 2018), however, the interpretation and implementation of these four elements can be heavily influenced by the model's understated fifth C: Context. In what ways can local contexts on national, regional, institutional or classroom levels influence the principles and practices in CLIL? As researchers, what can we learn about the added value of CLIL on Communication, Content, Cognition and Culture if Contexts are so different? As practitioners, how can we continue to develop in order to best-serve the contexts in which we teach? Or can the context be shaped to accommodate CLIL programmes? And how can the comparison of our diverse contexts in terms of principles and outcomes guide pedagogical recommendations and research agendas? This colloquium will bring together research findings and educational practices from CLIL and bi/multilingual education in different contexts focusing on context-specificity, transfer and generalizability.
Critical pedagogy in CLIL: Fostering learner engagement, critical thinking, and content and language learning
02:30PM - 06:00PM
Presented by :
Peeter Mehisto, University College London Institue Of Education
The talk discusses how CLIL teachers in three schools use critical pedagogy – the exploration of matters of social justice and equity – to respond to issues arising in their contexts such as the Syrian refugee crisis and Brexit. Teachers reported that this has led to increased student engagement, motivation and learning,
CLIL or non-CLIL: Comparing Two K-12 Settings for Written L2 Development
02:30PM - 06:00PM
Presented by :
Zeynep Köylü, University Of Basel
This study investigated K-12 level EFL learners' written development through syntactic and lexical complexity measures in light of two teaching methodologies: CLIL and non-CLIL. The results indicated that despite the higher amount of exposure in the CLIL setting, no significant differences were found between the two groups, both of which had significant gains in lexical diversity after a semester of instruction. 
A baseline study of the vocabulary knowledge of CLIL and non-CLIL students in Swedish middle school
02:30PM - 06:00PM
Presented by :
Eva Olsson, University Of Gothenburg
Benjamin Kremmel, University Of Innsbruck
Initial results from the pre-test of a largescale longitudinal study of English and Swedish vocabulary knowledge among students in Swedish middle school are reported. The results are compared between CLIL and non-CLIL students, and between different CLIL groups as the way CLIL is implemented varies considerably between schools.
When the target language does matter in CLIL: comparing socio-affective outcomes for two target languages, English vs. Dutch
02:30PM - 06:00PM
Presented by :
Laurence Mettewie, University Of Namur
More favorable affective profiles were found in CLIL in terms of motivation, language attitudes and emotions, yet not for both target languages (English, Dutch) in the politically and linguistically polarized context of Belgium. Comparative results highlight that the socio-affective (and linguistic) outcomes of CLIL also depend on the socio-political macro-context.
Contextualizing CLIL in elementary schools in Japan as an EFL country
02:30PM - 06:00PM
Presented by :
Rie Adachi, Teacher & Researcher, ​Sugiyama Jogakuen University
The presenter describes how primary school teachers could conduct CLIL lessons in Japanese schools and explains how CLIL is effective for pupils and helps pupils cultivate international understanding. Teachers could encourage pupils to develop social and global community involvement through CLIL.
'The Fifth Element': the added value of context in CLIL through discipline-specific language learning.
02:30PM - 06:00PM
Presented by :
Pablo M Oliva Parera, Middlebury Institute Of International Studies
We will be describing the added value of CLIL experiences from a university that has the mission to provide international and professional education in areas of critical importance to a rapidly changing world. We will address practice in this particular context (programmatic synergies, different stakeholders, etc.)
Designing a Vocational English Course for Nursing Students in Line with 21st Century Skills: Content-driven Language Education
02:30PM - 06:00PM
Presented by :
Neslihan Onder-Ozdemir, Mentor, Bursa Uludag University
Miray Korkmaz, Teacher, Co-author, Yeşilyurt Açı College
Using critical EAP, the present study sought to elucidate vocational English course design with the active participation of all the stakeholders (n=56) with a focus on content-and-language-integrated-learning (CLIL). This course has been designed for the undergraduate nursing students in light of critical needs analysis, observation, in-house course materials and also syllabus design that has been tailored to the nursing students’ needs.
A C1-level English for Science and Technology Course at a comprehensive university in China as a CLIL case
02:30PM - 06:00PM
Presented by :
Jianqiu Tian, Associate Professor, Peking University
This paper reports the practice of a C1-level English for Science and Technology CLIL course at a Chinese university. Drawing on the pluriliteracies model, it explores the practice and efficacy of a genre-based pedagogy backed up by solid linguistic theory that integrates all the 4Cs and its implications for CLIL.
Developing bilingual and biliteracy capability in Chinese and English for learning bilingually across the curriculum
02:30PM - 06:00PM
Presented by :
Xuan Li, University Of South Australia
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 effective Chinese-English bilingual programs.
02:30PM - 06:00PM
Room 1
S180 | ISLA research and the research-pedagogy dialogue
Format : Symposium
Track : Virtual Session
Speakers
Shawn Loewen, Michigan State University
Masatoshi Sato, Symposium Organizer, Andrés Bello National University
Graham Hall, Northumbria University
Lieselotte Sippel, Yale University
Inge Alferink, University Of York
Ronald Leow, Professor, Language Program Director, Georgetown University
Mai Nguyen, Speaker, Manchester Metropolitan University
Moderators
Masatoshi Sato, Symposium Organizer, Andrés Bello National University
Aline Oelen - AILA Volunteer, AILA2021 Volunteer
This symposium, organized by Masatoshi Sato (Universidad Andres Bello) and Shawn Loewen (Michigan State University), will feature empirical instructed second language acquisition (ISLA) research and aim to bridge the gap between research/researchers and pedagogy/teachers in the field of second language (L2) teaching and learning. Regardless of their theoretical (e.g., cognitive vs. social) and methodological (e.g., quantitative vs. qualitative) frameworks, ISLA studies endeavor to examine L2 teaching and learning issues, with an ultimate goal of contributing to pedagogical practices. To that end, the symposium will be comprised of three subthemes: (a) laboratory-based research; (b) classroom-based research; and (c) the research-pedagogy link. The first subtheme entails laboratory-based studies in which a specific pedagogical issue was examined. A study may focus on a theoretical issue; however, its connection to L2 teaching must be clear. The second subtheme includes observational and quasi-experimental classroom-based studies where a particular teaching issue was examined. The third subtheme focuses on the link between research and practice. A study may be a survey related to the link or a project designed to facilitate the dialogue between researchers and teachers.
Exploring the research-pedagogy link in second language teaching
02:30PM - 06:00PM
Presented by :
Shawn Loewen, Michigan State University
The relationship between second language (L2) acquisition research and L2 pedagogy can be contentious. However, it is important for researchers and teachers to have a good-faith dialogue in order to facilitate research that is relevant for teachers and that produces evidence-based implications for the classroom.
Do L2 researchers care about L2 teaching?
02:30PM - 06:00PM
Presented by :
Masatoshi Sato, Symposium Organizer, Andrés Bello National University
Co-authors :
Shawn Loewen, Michigan State University
The current survey focused on L2 researchers in the research-pedagogy dialogue. The survey (N = 184) showed that most researchers had L2 teaching experiences, which predicted a favorable view of the dialogue. However, in general, lack of time and institutional rewards prevented researchers from engaging with teachers.
English language teachers’ engagement with published research: perceptions, priorities and pedagogy
02:30PM - 06:00PM
Presented by :
Graham Hall, Northumbria University
This presentation focuses on the relationship between research and practice within English Language Teaching (ELT).  It reports on a project exploring English language teachers' engagement with published research (and research-oriented 'mediating' texts within the field) and their perceptions of its relevance for their own situated pedagogic practice. Drawing on both quantitative survey data and qualitative focus group and interview data gathered from ELT practitioners around the world, the presentation will develop detailed insights into the ways in which English language teachers engage (or do not engage) with published research in the field, in particular, that which focuses on ISLA.
The role of teachers, program directors, and administrators for the research-pedagogy link: The case of US Ivy League universities
02:30PM - 06:00PM
Presented by :
Lieselotte Sippel, Yale University
Co-authors :
Masatoshi Sato, Symposium Organizer, Andrés Bello National University
This study examined beliefs about the research-pedagogy link by graduate students, full-time L2 instructors, and language program directors at Ivy League universities. Results indicated that participants held different beliefs depending on their roles, with language program directors holding the most positive beliefs about L2 research. Results further showed that L2 teaching qualification and L2 teacher training experience positively predicted participants' engagement with research.
Using OASIS summaries to facilitate a dialogue between research and pedagogy
02:30PM - 06:00PM
Presented by :
Inge Alferink, University Of York
Co-authors :
Sible Andringa, University Of Amsterdam
Emma Marsden, University Of York
Language teachers report having limited direct contact with research findings despite generally having positive perceptions of research. We will discuss how OASIS summaries can be used to facilitate interaction between research and pedagogy, by providing examples of and suggestions for their use.
ISLA research: Toward a more curricular and pedagogical perspective
02:30PM - 06:00PM
Presented by :
Ronald Leow, Professor, Language Program Director, Georgetown University
This presentation argues for ISLA to be more curricular and pedagogically-based and proposes the division of ISLA into two sub-strands to include ISLA applied studies that seek to inform pedagogical practice via instruction. An exemplar of a longitudinal study embedded within the language syllabus and curriculum will be presented.
Nurturing a research mindset in an inquiry-based language teacher education course
02:30PM - 06:00PM
Presented by :
Mai Nguyen, Speaker, Manchester Metropolitan University
The current study investigated the impact of a language teacher education course focused on ISLA in nurturing L2 teachers' research mindset, defined as teachers' cognition and action toward research. The course was designed following an inquiry-based approach, with course activities focused on promoting teacher learners' curiosity about ISLA issues and their engagement with and in ÍSLA research. Findings revealed that the inquiry-based course activities enabled the participants to adopt a stronger research mindset: they were able to articulate and experience first-hand the importance of research for teaching practice, as well as to gain confidence in conducting research.
02:30PM - 06:00PM
Room 1
S192 2/2 | Ways of ‘becoming’: Exploring new materialist perspectives in Educational Research
Format : Symposium
Track : Virtual Session
Speakers
Francis Bangou, Associate Professor, University Of Ottawa
Monica Waterhouse, Université Laval
Nicole Siffrinn, University Of Southern Maine
Diane Dagenais, Professor, Simon Fraser University
Magali Forte, Simon Fraser University
Genevieve Brisson, Université De Sherbrooke
Aisha Ravindran, Simon Fraser University
Moderators
Gabriele Budach, University Of Luxembourg
Seyit Omer Gok, AILA2021 Volunteer
Traditionally, educational research has focused on learning as human centered, designed along predetermined pathways, and leading towards anticipated outcomes. Growing diversity in student populations, the networked nature of communication, and the complex ways in which we identify and belong, profoundly challenge our ability to predict and anticipate what happens for people in learning, and in life. New materialist perspectives contribute importantly to revisiting existing educational theory, by approaching learning, meaning making and knowledge formation as processes of becoming and as open-ended, indeterminate and unpredictable (Deleuze and Guattari 1987). We welcome contributions exploring: (*) assemblages (Coleman & Ringrose 2013) of people and things, technology and infrastructure, and their entanglement and inter-action (Barad 2007) in processes of teaching, learning and researching (*) experimentation and co-creation (Bennett 2010) as transforming people and materials producing new meanings and ways of knowing (*) affect examining the role of sensibilities and unconscious knowing of the body and mind, as sources for knowledge that is 'not yet known' (Spinoza [1677] 1981) We invite contributions from a broad range of angles, including theoretical, methodological and empirical reflection on teaching, learning and researching in contexts of schools, communities and teacher education, as well as language policy and curriculum research.
Ways of Becoming Technologically-Enhanced Second Language Teachers: Experimentations in Contact with the Real.
02:30PM - 06:00PM
Presented by :
Francis Bangou, Associate Professor, University Of Ottawa
This presentation draws on current new materialist scholarship in applied linguistics and language education to unfold realms of possibilities for language teaching, learning, and the associated research. Both strength and limitations of new materialist research are considered to open lines of thought not otherwise conceivable and contribute to a future yet to come for language education.
Walking with teacher stories of/as affective becomings
02:30PM - 06:00PM
Presented by :
Monica Waterhouse, Université Laval
Walking with stories is an experiment that evokes and provokes by juxtaposing researcher wonderings with language teachers’ accounts of emotionally charged events from their work with newcomers. This non-representational technique examines material and affective relations, and intimates the becomings happening in these classrooms and in the process of doing research.
Making the Language System Stutter: The Potential of Rhizosemiotics for Educational Change
02:30PM - 06:00PM
Presented by :
Nicole Siffrinn, University Of Southern Maine
This paper explores how language emerges and moves among other forces and bodies in a youth participatory action research project with multilingual youth. Using Deleuze’s (1990/1995) notion of stuttering, it illustrates how youth were connected to the immediacy of their socio-political-material environment through what are being theorized as rhizosemiotic irruptions.
Becoming(s) and Multimodal and Multilingual Story Creation
02:30PM - 06:00PM
Presented by :
Magali Forte, Simon Fraser University
Gwénaëlle André, Doctoral Student, Simon Fraser University
Genevieve Brisson, Université De Sherbrooke
Diane Dagenais, Professor, Simon Fraser University
Adopting a lens informed by posthumanism and materiality, we explore the dynamics of multilingual and multimodal story creation mediated by ScribJab (scribjab.com), involving human and more-than-human participants. We focus on agencements and processes of becoming at work in a multilingual and multimodal home environment.
A “Double Becoming”: Spatio-temporal Pedagogical Ecologies and Second Language Teacher Agency
02:30PM - 06:00PM
Presented by :
Aisha Ravindran, Simon Fraser University
Co-authors :
Roumiana Ilieva, Simon Fraser University
Animating the experiences of TEFL/SL graduate international students at a Canadian university with new materialities concepts, we seek an understanding of agentive navigation of pedagogical ecologies as a double becoming (Massumi, 2015, p. 124). We offer possibilities for de-territorializing the field of TESL/TEFL through diffractive interferences of existing discursive structures.
02:30PM - 06:00PM
Room 1
S195 | What’s ‘franca’ about English as a lingua franca?
Format : Symposium
Track : Virtual Session
Speakers
Barbara Seidlhofer, University Of Vienna
Rino Bosso, PhD Candidate, University Of Vienna
Iris Schaller-Schwaner, Lecturer, AILA 2021 Presenter & Co-presenter, University Of Fribourg, Department Of English & University Language Centre
Svitlana KLÖTZL, Associate Researcher, University Of Vienna
Vanja Vukovic, PhD Student, University Assistant, University Of Vienna
Veronika Thir, University Of Vienna | University Of Passau
Natsuno Funada, University Of Tokyo
Eva Knechtelsdorfer, University Of Vienna | University College Of Teacher Education Vienna/Krems
Moderators
Sandra Radinger, University Of Vienna
Vanja Vukovic, PhD Student, University Assistant, University Of Vienna
Veronika Thir, University Of Vienna | University Of Passau
Mohamed Salama, PhD Student (Moderator), University Of Groningen
Numerous "practical, everyday problems related to language and communication" (https://aila.info/about/) are connected to globalization: digital interactive networks and (in)voluntary mass migration break down traditional borders between cultures and communities, engendering confrontation and conflict in human relationships. Currently the language most extensively used to resolve such problems is English. The success of negotiations on conflict resolution, global warming, or refugee settlement often depends on how effectively English is used- but as a lingua franca, ELF. It is the lingua of English as a lingua franca that has tended to get most attention, because the linguistic form it takes often does not conform to the norms of 'standard' English. This 'lingua'-focus has led to the characterization of lingua francas as makeshift, impoverished languages. In this symposium, we follow an alternative etymological interpretation, which suggests that 'lingua franca' should be thought of as 'free language', and ELF thus as "a linguistic resource that is not contained in, or constrained by, traditional (and notoriously tendentious) ideas of what constitutes 'a language'" (Seidlhofer 2011: 81). It is this conceptualization of the franca of ELF that we explore as having central relevance to the global communicative issues that concern applied linguistics. Seidlhofer, Barbara. 2011. Understanding English as a lingua franca. Oxford: OUP. Please click here for the detailed program.
Beyond the lingua: the applied linguistic significance of English as a lingua franca communication
02:30PM - 06:00PM
Presented by :
Barbara Seidlhofer, University Of Vienna
This talk will consider the significance of ELF not just as a linguistic phenomenon of academic interest but as implicated in pretty much all the socio-political developments of globalization and the problems these give rise to, and so directly relevant to applied linguistic investigation.
“It’s like a carnaval”: Understanding linguistic hybridity in Virtual English as a Lingua Franca Exchanges on Facebook
02:30PM - 06:00PM
Presented by :
Rino Bosso, PhD Candidate, University Of Vienna
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 time, become part of the linguistic repertoire VELF users share, thus sustaining mutual understanding.
Let’s be frank about franca: four factors in code-sharing in academic settings
02:30PM - 06:00PM
Presented by :
Iris Schaller-Schwaner, Lecturer, AILA 2021 Presenter & Co-presenter, University Of Fribourg, Department Of English & University Language Centre
This paper describes a four-factor model which captures what is franca about ELF in terms of: how a speech event instantiates English; how a Community of Practice (CoP) regulates degrees of involvement; how (self-)socialization/multilingualisation promotes code-sharing somatic habitus; and habitat, which is where we first look for ELF.
ELF the final frontier: exploration of gamers and couples’ discourse
02:30PM - 06:00PM
Presented by :
Svitlana KLÖTZL, Associate Researcher, University Of Vienna
Co-authors :
Birgit Swoboda, Independent Researcher
By examining how English as a lingua franca is exploited as communicative resource in two different ELF contexts of gaming and couple discourse, the exploration raises the same issues how people interact with each other by making use of language in general and English as a lingua franca in particular.
Converging divergence: a corpus study of accommodation in English as a lingua franca
02:30PM - 06:00PM
Presented by :
Vanja Vukovic, PhD Student, University Assistant, University Of Vienna
This paper focuses on accommodation in English as a lingua franca with a special emphasis on convergence. Based on the VOICE corpus, it is demonstrated that even forms which diverge from native-speaker standards can represent a basis for convergence and contribute to successful ELF communication.
Phonological intelligibility in ELF: moving from ‘lingua’ to ‘franca’
02:30PM - 06:00PM
Presented by :
Veronika Thir, University Of Vienna | University Of Passau
Research on phonological intelligibility in ELF communication has largely focused on identifying the pronunciation features that tend to cause miscommunication among ELF users. I argue for a shift from this 'lingua'-focus to a 'franca'-focus which takes proper account of how phonological intelligibility is affected by the co(n)textual conditions of interaction.
An attitudinal study of English language learners toward English in a Japanese context.
02:30PM - 06:00PM
Presented by :
Natsuno Funada, University Of Tokyo
This study explores English language learners' attitudes toward English as 'free language' and lingua franca communication.
Assessing ELF? A focus on the process of learning in the English language classroom
02:30PM - 06:00PM
Presented by :
Eva Knechtelsdorfer, University Of Vienna | University College Of Teacher Education Vienna/Krems
The use of the meaning potential of English beyond the standard variety and the exploitation of personal multilingual repertoires is essential in ELF use. Formative assessment empowers learners to explore their personal linguistic potential in order to face international communicative situations that are not constrained by rules of the standard language.
07:00PM - 08:00PM
Speed-Meeting
Today is the last chance to enjoy the Speed-Meetings: a fun way to meet and mingle with other virtual delegates. During the Speed-Meetings you get to talk for 4 minutes with a randomly selected delegate, and you can do as many rounds as you wish. Who knows who you will meet! We will set the timer for one hour, but 30 minutes in total will be fine, too. Join us here!
Friday, August 20, 2021
08:30AM - 12:00 Noon
Room 1
S018 1/2 | Chunks and chunking – offline and online perspectives
Format : Symposium
Track : Virtual Session
Speakers
Morten Christiansen, Cornell University
Susan Hunston, University Of Birmingham
Sijing Fu, City University Of Hong Kong
Katja Mäntylä, University Of Jyväskylä, Finland
Birgit Füreder, University Of Salzburg
Lars Meyer, Research Group Leader, MPI For Human Cognitive And Brain Sciences
Alena Konina, Doctoral Student, University Of Helsinki
Aleksandra Dobrego, Doctoral Researcher, University Of Helsinki
Georgeta Cislaru, University Of Paris III
Svetlana Vetchinnikova, PostDoc, University Of Helsinki
Joo Hyun Lee, Cornell University / Currently Working At Omnis Labs Company
Svenja Wagner, Doctoral Student, University Of Edinburgh
Alice Blumenthal-Dramé, Department Of English, University Of Freiburg, Germany
Moderators
Mauranen Anna, Symposium Convener, AFinLA
Alice Blumenthal-Dramé, Department Of English, University Of Freiburg, Germany
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Several lines of linguistic research have investigated chunks, i.e., recurrent multi-word sequences like I don't knowwhich are likely to be mentally represented as single units (for review, see Blumenthal-Dramé 2017). These approaches have mainly drawn on corpus data, which inherently reflect the results of past production processes (but see Sinclair & Mauranen 2006), effectively thus promoting an offline view on chunks. Conversely, psycholinguistic research has mainly focused on chunking (or segmentation) in incremental language comprehension, thereby adopting an online perspective on the phenomenon. However, many questions around the chunking process in online language comprehension are still under debate. The following questions serve as subthemes for the two parts of our symposium: 1. Synoptic and dynamic. What is the relationship between the 'production chunks' identified in corpus research and the 'comprehension chunks' highlighted by psycholinguistic experiments? How much variation is there in terms of size and mode? 2. Constraints and variability. How do variables like working memory or the typological makeup of a language modulate online chunking (Stine-Morrow & Payne, 2016; McCauley & Christiansen, 2019). Do different languages chunk alike? The symposium explores these questions from cognitive, psycholinguistic and applied linguistic perspectives towards an integrated understanding of chunking.08:30-09:00: LIVE INTRODUCTION by Anna Mauranen and Alice Blumenthal-Dramé09:30-10:00:"Theorising chunks from a corpus perspective" by Susan Hunston10:00-10:30: LIVE DISCUSSION10:30-12:00:"Electrophysiological Cycles as Neural Constraints on Chunking " by Lars Meyer"Spontaneous chunking while writing: Semantic and constructional highlights" by Georgeta Cislaru"Individual differences in chunk boundary perception" by Svetlana Vetchinnikova12:00-12:30: LIVE DISCUSSION
Theorising chunks from a corpus perspective
08:30AM - 12:00 Noon
Presented by :
Susan Hunston, University Of Birmingham
The concept of chunk covers a wide range of phenomena that have been identified from the observation of corpora. This paper considers the relation between these phenomena and the relation between the phenomena and theories of language as a mental or social construct.
Electrophysiological Cycles as Neural Constraints on Chunking
08:30AM - 12:00 Noon
Presented by :
Lars Meyer, Research Group Leader, MPI For Human Cognitive And Brain Sciences
Studies on ambiguity suggest that chunking is time-constrained. Neuroscientific work suggests that the brain processes information in discrete time windows provided by electrophysiological cycles. We found cycles in the order of seconds to affect ambiguity resolution, and thus chunking. Cycles, duration-confined by anatomical principles, may be a neural chunking bottleneck.
Spontaneous chunking while writing: semantic and constructional highlights
08:30AM - 12:00 Noon
Presented by :
Georgeta Cislaru, University Of Paris III
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
Individual differences in chunk boundary perception
08:30AM - 12:00 Noon
Presented by :
Svetlana Vetchinnikova, PostDoc, University Of Helsinki
The chunkedness of language is assumed to be rooted in the properties of cognitive processing. Yet, we commonly investigate chunking using data aggregated from a population sample. This paper examines the extent to which individuals rely on different cues when processing chunks in natural speech. 
08:30AM - 12:00 Noon
Room 1
S019 1/2 | Classroom Discourse: Intercultural, Interactional and Assessment Perspectives
Format : Symposium
Track : Virtual Session
Speakers
Elena Pleshakova, University Of Bonn
Ming Dong, Xi'an International Studies University
Alfredo Urzúa, San Diego State University
Seiko Harumi, SOAS, University Of London
Alexander Lee, AILA Solidarity Awardee, Teachers College, Columbia University
Katherina Walper, Austral University Of Chile
Andrea Lizasoain, Universidad Austral De Chile
Jingya Li, University Of Chinese Academy Of Sciences
Moderators
Nienke Smit, Assistant Professor, Utrecht University
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
This symposium showcases papers that focus on various aspects of classroom interaction. The three thematic strands of the symposium are intercultural classroom discourse, teachers' classroom interactional competence and assessing teacher classroom discourse.08:30 - 08:35 | WELCOME08:35 - 09:35 | STANDARD PRESENTATIONS: PLESHAKOVA; DONG; URZUA09:35 - 10:00 | Q&A10:00 - 10:30 | BREAK10:30 - 11:10 | FOCUSED PRESENTATIONS: HARUMI; LEE; WALPER & LIZASOAIN; LI:11:10 - 11:35 | Q&A FOCUSED PRESENTATIONS11:35 - 12:00 | GENERAL DISCUSSION MORNING SESSIONS14:30 - 14:35 | WELCOME BACK14:35 - 15:35 | STANDARD PRESENTATIONS: BORGHETTI; BAUMGART; BLUME15:35 - 16:00 | Q&A16:30 - 16:30 | BREAK16:30 - 17:10 | FOCUSED PRESENTATIONS: DE OLIVEIRA; ZUO; KIM; RIORDAN 17:10 - 17:35 | Q&A FOCUSED PRESENTATIONS17:35 - 18:00 | GENERAL DISCUSSION AFTERNOON SESSIONS
The role of teacher questions in scaffolding reading comprehension.
08:30AM - 12:00 Noon
Presented by :
Elena Pleshakova, University Of Bonn
The verbal scaffolding within the classroom discourse does not go in a linear way. Teacher questions are a powerful tool for scaffolding. They allow monitoring learners' level of knowledge, directing and controlling the discourse development. They may indicate the change occurring in the learners' cognitive domain structuring.
Teacher Questioning in Intensive Reading Classrooms: A Pedagogy-oriented Insider’s Account
08:30AM - 12:00 Noon
Presented by :
Ming Dong, Xi'an International Studies University
Co-authors :
Lin Lin
Lin He
This article proposes an approach where TQ can be reconfigured to make it more pedagogy-oriented, series-based, and reflection-supplemented. Using EFL intensive reading classroom as a case, the article contextualizes how this approach can be applied to achieve the pedagogy in reading compression, language use, and critical thinking.
Teacher development through guided self-analysis and reflection on L2 teacher talk
08:30AM - 12:00 Noon
Presented by :
Alfredo Urzúa, San Diego State University
Description of a mentoring project to help novice language teachers reflect on their teacher talk. Participants (Spanish instructors in the US) conducted a series of self-analysis tasks targeting different modes in Walsh’s (2006) SETT inventory. Task results and interview data are discussed, as well as implications for teacher education programs.
Approaches to interacting with classroom silence: the role of teacher talk
08:30AM - 12:00 Noon
Presented by :
Seiko Harumi, SOAS, University Of London
This study explores the interaction between Japanese EFL learners' use of classroom silence and teacher talk in Japanese EFL contexts. Adopting conversational analysis, it specifically examines the extent to which learner silence can be utilised as an interactional space scaffolded by teacher talk in L2 learning.
Using Binding with Prosody to Encourage and Discourage Further Participation
08:30AM - 12:00 Noon
Presented by :
Alexander Lee, AILA Solidarity Awardee, Teachers College, Columbia University
This research uses conversation analysis to describe three prosodic techniques a teacher uses to facilitate learner participation. While he validates and connects all student responses, he employs larger prosodic features to encourage further participation whereas these prosodic features remain largely absent when a student is discouraged from further participation.
Developing teacher trainees’ CIC and interactional awareness in Literature co-teaching practice sessions
08:30AM - 12:00 Noon
Presented by :
Katherina Walper, Austral University Of Chile
Co-authors :
Andrea Lizasoain, Universidad Austral De Chile
Amalia Ortiz De Zarate, Universidad Austral De Chile
This presentation will report on a project we have been implementing at Universidad Austral since 2010 in the Anglophone Literature and Culture courses of our English as a Foreign Language teacher training programme. In groups, students carry out simulated co-teaching sessions with their peers in which they test activities to teach English using the Literary pieces taught in the course as authentic materials. We are now incorporating a worksop on Classroom Interactional Competence and the SETT framework (Walsh, 2011) in order to tackle our trainees' most common interactional difficulties when leading the sessions.
Scaffolding Language Learning in Teacher-Student Classroom Interactions: The Processes and Effectiveness in Situ
08:30AM - 12:00 Noon
Presented by :
Jingya Li, University Of Chinese Academy Of Sciences
This study examines the process and effectiveness of the teacher’s scaffolding in teacher-student classroom interactions. It aims to illustrate the effectiveness of scaffolding by exploring the relation between the teacher’s scaffolding strategies and the degree of students’ participation and cognitive development in situated discourses.
08:30AM - 12:00 Noon
Room 1
S004 2/2 | Academic language proficiency and academic achievement of L2 and L1 students in higher education
Format : Symposium
Track : Virtual Session
Speakers
James Broadbridge, Bunkyo Gakuin University
Peter Collins, Professor , Tokai University
Hiroko Suzuki, Co-presenter, Tokai University
Miho Fujieda, Osaka Medical And Pharmaceutical University
Akiko Nagao, Ryukoku University
Weilei Zhang, Dean, Shanghai University Of International Business And Economics
Zainab M. Gaffas, Assistant Professor Of Applied Linguistics & ELT, Umm Al-Qura University
Verbra Pfeiffer, Senior Lecturer, Stellenbosch University
Danijela Trenkic, University Of York
Yukiko Hatasa, Hiroshima University
Leticia Temoltzin-Espejel, Meritorious Autonomous University Of Puebla
Moderators
Folkert Kuiken, University Of Amsterdam
Luisa Valesquez , AILA2021 Volunteer
The symposium investigates the links between academic language proficiency and academic achievement in higher education among international students and home students. International students do not enjoy the same level of academic success as home students and are at a greater risk of failure. Similar issues have been reported for home students from less traditional backgrounds (so-called 'first generation students'), since large differences in language and literacy ability have been found among L1 students. L2 and L1 students thus appear to have many problems in common, as academic language is a special register that has to be learned by everyone. The symposium will focus on (i) the definition of academic language proficiency as a construct; (ii) both global and specific measures for assessing academic language proficiency; (iii) the influence of individual learner variables on academic language proficiency; (iv) academic language proficiency as a predictor of academic achievement; (v) the effect of a remedial language program. Addressing these issues is crucial not just for identifying students at risk and providing practical remediation, but also for a full understanding of language learning development at advanced levels. Symposium organizers: Folkert Kuiken and Ineke Vedder (University of Amsterdam). Featured speaker: Danijela Trenkic (University of York).
How to teach notetaking in ELT: Reports from action research
08:30AM - 12:00 Noon
Presented by :
James Broadbridge, Bunkyo Gakuin University
Co-authors :
Yoko Kusumoto, Tokyo University Of Technology
Joseph Siegel, Stockholm University
This presentation reports findings from 2 action research studies (in Japan and Sweden) that introduced scaffolded notetaking instruction in one-way (i.e., lecture) listening. The presentation describes the notetaking instruction, discusses research findings, and uses examples of student work to illustrate changes in notetaking behaviour stimulated by the instruction.
The Effects of Recycling Language from Contextualized Reading Passage in Situated Writing Activities
08:30AM - 12:00 Noon
Presented by :
Peter Collins, Professor , Tokai University
Hiroko Suzuki, Co-presenter, Tokai University
Miho Fujieda, Osaka Medical And Pharmaceutical University
A reading/writing course design and materials for tertiary-level EAP learners will be shared. Student outcomes will demonstrate how the course’s scaffolded activities enabled students to recycle reading language in their own writing, advancing their critical and logical thinking skills as well as their EAP vocabulary and mastery of complex structures.
Applying the Teaching and Learning Cycle in L2 writing classes in Japan: Case study of a genre-based approach to writing
08:30AM - 12:00 Noon
Presented by :
Akiko Nagao, Ryukoku University
This study adopts the Teaching and Learning Cycle for L2 writing classes to influence learners’ understanding of the target texts’ social and communicative purposes. I will summarise the functions of the original TLC. Then, I will explore how EFL learners’ writing skills change through the modified TLC writing teaching method.
EAP Teaching in China : A Case Study of Four Shanghai Universities
08:30AM - 12:00 Noon
Presented by :
Weilei Zhang, Dean, Shanghai University Of International Business And Economics
This is a study on EAP teaching in China, it researches on 5 aspects: curriculum setting, teaching assessment, teaching material development, teacher training and teacher beliefs. We found the deficiencies and suggestions for current EAP programs in China.
Using Twitter in an English for Specific Purposes classroom: Students’ Attitudes and Perceptions
09:30AM - 12:00 Noon
Presented by :
Zainab M. Gaffas, Assistant Professor Of Applied Linguistics & ELT, Umm Al-Qura University
This study examined the use of Twitter in an English for Specific Purposes (ESP) course for EFL medical students. Students were encouraged to communicate with their tutor and with each other via Twitter during 10-week ESP course. To measure their attitudes and experiences in using Twitter, data were collected through questionnaires and semi-structured interviews. Initial results of this study will be presented.
Challenges of writing for pre-service English teachers from the global south; when English is not their home language.
08:30AM - 12:00 Noon
Presented by :
Verbra Pfeiffer, Senior Lecturer, Stellenbosch University
With multilingualism as the backdrop, this study was based on pre-service teachers who are studying to become English teachers in South Africa and Brazil. A comparison on the similarities and differences to the answers given by the students from Brazil and South Africa was conducted.
Language and literacy measures as predictors of academic achievement of home and international students in higher education
08:30AM - 12:00 Noon
Presented by :
Danijela Trenkic, University Of York
How much do language and literacy skills of international students differ from those of home students, to what extent does this affect academic achievement, and when does language proficiency stop being a barrier for learning? The talk explores these issues and implications for university policies and support for international students.
Literacy skills developed by returnees inserted in higher education in Mexico: sociolinguistic and sociocultural profiles
08:30AM - 12:00 Noon
Presented by :
Leticia Temoltzin-Espejel, Meritorious Autonomous University Of Puebla
This in-progress study analyzes the literacy needs of students that have been returned and inserted into the Mexican higher educational system upon completing their previous studies in the United States. The purpose is to identify academic areas of improvement, so they develop their Cognitive Academic Language Proficiency in Spanish.
Task-Based Assessment of Academic Speaking Ability in Japanese: L1 & L2 difference in complexity, accuracy, fluency and functional adequac
08:30AM - 12:00 Noon
Presented by :
Yukiko Hatasa, Hiroshima University
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 proficiency group.
08:30AM - 12:00 Noon
Room 1
S005 | Acquiring communicative competence beyond the classroom: language learning in the era of globalization
Format : Symposium
Track : Virtual Session
Speakers
Fabiana Fazzi, Post-doc Researcher, University Ca' Foscari Of Venice
Claudia Meneghetti, PhD Student, University Ca' Foscari Of Venice
Nico Nassenstein, Department Of Anthropology And African Studies, JGU Mainz
Nazli Deniz Barutcuoglu, PhD Student, Boğaziçi University
Jasmine Bylund, PhD-student, University Of Gothenburg
Judith Borràs, University Of Lleida
Siyang Zhou, University Of Oxford
Natallia Liakina, McGill University
Joannie Proulx, Faculty Lecturer, McGill University
Cathy Brady, Senior Lecturer In Education , Manchester Metropolitan University
Laurence Mettewie, University Of Namur
Toshiko Koyama, Osaka Ohtani University, JAPAN
Tomoko Yabukoshi, Nihon University
Martin Parsons, Hannan University
Keiko Hattori, Professor, Kindai University
Kaoruko Takechi, Kindai University
Ai Ohmori, Nihon University
Nami SAKAMOTO, Okayama University Of Science
Susanne Mohr, Symposium Convenor (S005) & Mentor, Norwegian University Of Science And Technology
Moderators
Katrin Renkwitz, Symposium Organiser, University Of Bonn
Susanne Mohr, Symposium Convenor (S005) & Mentor, Norwegian University Of Science And Technology
Amanda Bruscato - AILA Volunteer, University Of Groningen
In an increasingly mobile world, language repertoires reflect mobility as language knowledge becomes more and more dynamic and changeable. In this vein, repertoires do not develop along linear paths but rather unsystematically, "explosively" or "gradually" in different phases of life (Blommaert & Backus 2011). Under these circumstances, the trajectories and, with emerging new technologies, the means of language learning have become increasingly diverse and polycentric (Douglas Fir Group 2016). Formal and informal learning often go hand in hand as learners want to acquire communicative competence, i.e. the capacity to be a full social being and make oneself understood by others in a wide range of social arenas (Hymes 1972). From a usage-based point of view (e.g. Barlow & Kemmer 2000), this competence is built on active language use. This symposium addresses the increasingly diverse language learning trajectories in a modern, globalized world, specifically outside of formal classroom situations. This includes, but is not restricted to: study abroad contexts, mobile-assisted language learning and tourist contexts. Studies showcasing the interaction of formal and informal language learning are particularly welcome and we encourage scholars working on any language (including sign languages) to submit their papers. The featured speaker will be Nico Nassenstein (Mainz).8.30-9.00: Nico Nassenstein - Beach learners and beach teachers: Learning (host/tourist) languages in informal contexts of inequality along the Kenyan cost9.00-9.10: Q/A (Nico Nassenstein)9.10-9.30: Nazli Deniz Barutcuoglu - Dynamic language repertoires: the case of multilingual Italians in Istanbul9.30-9.35: Q/A (Nazli Deniz Barutcuoglu)9.35-9.55: Jasmine Bylund - Exploring the role of out-of-school-multilingual practices and the interplay of attitudes, investment and identity9.55-10.00: Q/A (Jasmine Bylund)10.00-10.30 Coffee Break10.30-10.50: Judith Borrás & Àngel Llanes - Do participants' L2 reading skills vocabulary and proficiency level improve after undertaking an SA experience in an ELF country?10.50-10.55: Q/A (Judith Borrás & Àngel Llanes)10.55-10.15: Siyang Zhou: Informal language contact and phrasal verb acquisition of study abroad students in the UK10.15-10.20: Q/A (Siyang Zhou)11.20-11.40: Natallia Liakina & Joannie Poisson Proulx - Developing L2 sociolinguistic competence through AR games: Ça marche-tu?11.40-12.00 Poster Pitches12.00-13.30 Lunch and Poster Sessions
Beach learners and beach teachers: Learning (host/tourist) languages in informal contexts of inequality along the Kenyan coast
08:30AM - 12:00 Noon
Presented by :
Nico Nassenstein, Department Of Anthropology And African Studies, JGU Mainz
In this contribution, I approach strategies of language learning and teaching in touristic contexts based on empirical research with beach vendors, in hotel resorts, villages and  Swahili/Mijikenda speakers' homes in Mombasa, Kenya. I am particularly interested in speakers' agency in contexts of inequality and in the impact of touristification in the coastal areas on (emergent and creative) language practices. I suggest to broaden perspectives on language acquisition in and beyond the classroom with reference to the multilingual situation at the Kenyan coast.Backup Video Link: https://us02web.zoom.us/rec/play/OmFmbWc_i58oRy3pgLF665l6ECX23i-os2uMlo8bpTCbeqUcW4SGb6ulgBj3SLfv6V0KIQ1gb4kffaVG.ydGyKWBS_Dufu7fl
Dynamic Language Repertoires: The Case of an Italian-Turkish Couple in Istanbul
08:30AM - 12:00 Noon
Presented by :
Nazli Deniz Barutcuoglu, PhD Student, Boğaziçi University
This paper reports on a linguistic ethnographic study focusing on a multilingual Italian-Turkish couple living in Istanbul. By examining naturally occurring conversations across the Italian, Turkish, and English languages, the paper examines how the participants' language repertoires are shaped by their experiences, and the phases they go through to become competent communicators.
Exploring Out-of-School Language Use and the Interplay of Ideologies, Investment and Identities
08:30AM - 12:00 Noon
Presented by :
Jasmine Bylund, PhD-student, University Of Gothenburg
Employing a mixed-methods approach (questionnaire, language diaries and interviews) the paper explores the out-of-school language use of 6th graders in Swedish multilingual urban areas. The role of out-of-school language use in shaping ideologies, investment and identities is investigated. Preliminary findings shed light on methodological issues involved in exploring dynamic trajectories.
Do participants’ L2 reading skills, vocabulary and proficiency level improve after undertaking a SA experience in an ELF country?
08:30AM - 12:00 Noon
Presented by :
Judith Borràs, University Of Lleida
Co-authors :
Àngels Llanes, University Of Lleida
The present study investigates whether L2 English is improved in a study abroad context where the language is used as a lingua franca. It examines whether this context can lead to positive changes in participants’ L2 reading, vocabulary and general proficiency. Results are positive regarding vocabulary and general proficiency.
Informal language contact and phrasal verb acquisition of study abroad students in the UK
08:30AM - 12:00 Noon
Presented by :
Siyang Zhou, University Of Oxford
Phrasal verbs are a subcategory of highly common and informal formulaic language that is important for daily spoken communication. The present longitudinal mixed-method study investigates the out-of-class language contact of over 200 foundation year students in the UK and its relationship with the phrasal verb acquisition of these students.
Developing L2 Sociolinguistic Competence through AR games: ça marche-tu?
08:30AM - 12:00 Noon
Presented by :
Natallia Liakina, McGill University
Joannie Proulx, Faculty Lecturer, McGill University
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 a Canadian university and discuss implications for L2 learning.
From Language Learners to Language Users – how CMC can support spoken language in MFL classroom - a longitudinal study.
08:30AM - 12:00 Noon
Presented by :
Cathy Brady, Senior Lecturer In Education , Manchester Metropolitan University
A number of studies have shown the potential benefits of Computer Mediated Communication (CMC) on Second language (L2) oral proficiency, but fewer focus on using technology offering classroom opportunities to support spoken language (Lin, 2014). Within the context of England and learners of school age there is a clear gap for exploring this with Secondary learners at KS3 and 4 This study investigates the opportunities for using skype in MFL classrooms, with secondary pupils engaging in real time spoken conversation with French pupils using video calling (Skype). in real time over a period of 6 months
Does the advent of new mobile technologies affect pedagogical environments?
08:30AM - 12:00 Noon
Presented by :
Toshiko Koyama, Osaka Ohtani University, JAPAN
Tomoko Yabukoshi, Nihon University
The present paper examines how the mobile technologies affect the pedagogical environments focusing on dictionaries in a globalized world. The difference s in lookup frequency, reading comprehension, and retention of looked up words among the users of E-dictionary , smartphone apps, and tablet apps were compared.
Podcasting as a Means of Developing Communicative Competence in the Japanese Context: Potentialities and Difficulties
08:30AM - 12:00 Noon
Presented by :
Martin Parsons, Hannan University
Podcasting technology, though little known to the majority of Japanese, may represent an as yet untapped resource for providing English language learners in Japan with the opportunity to engage with English outside the classroom. Technologies such as this can be utilised to provide students with opportunities to develop various skills and competencies (e.g. intercultural understanding, digital literacy, etc.). However, in order to realise any potential benefits, some difficulties will also need to be addressed.
Tips for better internationalization of Japanese young people, based on a mixed methods research
08:30AM - 12:00 Noon
Presented by :
Keiko Hattori, Professor, Kindai University
Kaoruko Takechi, Kindai University
Co-authors :
Yasuhiro Sakawa
The purpose of this study is to analyze the learnings of Japanese students who study in Korea. By analyzing their reports, questionnaires, interview data, their awareness to different language and cultures, orientations for their future works are observed. The study will contribute to programs for ‘Global Human Resources’ (MEXT 2012).
Introducing a Global Englishes perspective in ELT: Investigating instructional effects on Japanese university students
08:30AM - 12:00 Noon
Presented by :
Ai Ohmori, Nihon University
Changes in socioliguistic landscape of English call for ELT that equips students with the knowledge and positive attitudes towards diversity of English. To achieve this, lessons including a Global Englishes (GE) perspective was implemented, and pre- and post- questionnaires were conducted to examine the instructional effects. The analyses of 56 Japanese university students revealed statistically significant difference in the areas of students' perception on pronunciation and fluency of speaking English before and after GE perspectives were introduced in class. This study contributes to the field GE by suggesting possible ways to quantitatively measure the impact of GE instructions.
Inquiry into professional teacher development of Assistant Language Teachers in Japan and Australia
08:30AM - 12:00 Noon
Presented by :
Nami SAKAMOTO, Okayama University Of Science
The purpose of the study is to explore the process of teacher development of assistant language teachers in Japan and Australia. The sociocultural narrative analysis of informal interviews illuminates how they (re)construct their own teaching theories in each of their contexts of different countries.
Affordances and issues of museums for language learning: towards a pedagogical model
08:30AM - 12:00 Noon
Presented by :
Fabiana Fazzi, Post-doc Researcher, University Ca' Foscari Of Venice
Claudia Meneghetti, PhD Student, University Ca' Foscari Of Venice
Bridging the gap between language learning in the classroom and at the museum
08:30AM - 12:00 Noon
Room 1
S033 | Decolonial musings gesturing toward teaching languages otherwise
Format : Symposium
Track : Virtual Session
Speakers
Kathleen Heugh, University Of South Australia
Simone Hengen, English Language Instructor, University Of Regina
Peter Joun, Doctoral Student, Lecturer, Kansai University/Tamagawa University
Leticia Yulita, Associate Professor, University Of East Anglia
Julma Vilarinho Borelli, Professor / AILA Solidarity Awardee, Federal University Of Rondonópolis
Laura Gurney, Senior Lecturer, University Of Waikato
Adriana Diaz, Senior Lecturer In Spanish And Latin American Studies, The University Of Queensland
Moderators
Adriana Diaz, Senior Lecturer In Spanish And Latin American Studies, The University Of Queensland
Laura Gurney, Senior Lecturer, University Of Waikato
Alsu Buiting (AILA2021 Volunteer)
Ruptures in dominant ways of thinking about what we understand as 'language' in languages education (Demuro & Gurney, 2018) as well as the role that languages have in knowledge transmission and (re)production (Díaz, 2018) are all part of a larger move towards decoupling from traditional approaches to teaching and learning languages. This move is driven by radical explorations of our own professional identities and, with it, our complicity in maintaining the current state of play, to problematising the teaching methodologies and resources we deploy in everyday classroom interactions. Drawing from emerging theoretical engagement with these ideas (see, for instance, Guilherme & de Souza, 2019; Macedo, 2019; Phipps, In press), contributions to this symposium are intended as a provocation to reflect upon the ideologies underpinning how we think and frame our practice and how we could possibly do so "otherwise", from a performative, decolonial or dewesternized lens, challenging the enduring legacies of colonialism in our field.8.30- 9.10:Featured speaker 30-minute presentation with 10-minute discussion1) Southern multilingualisms, translanguaging and transknowledging (Kathleen Heugh)9.10-10.00: 2 x Standard presentations of 20 minutes each + 5 minutes discussion.2) Exhuming the Ghosts Which Haunt English Education in Japan (Peter Joun)3) Decolonising language education: Re-imagining the discipline from an intercultural citizenship perspective (Leticia Yulita)10.00-10.30: AILA Sessions' Coffee break10.30-11.00: 2 x Focused multimodal presentations of 10 minutes each + 5 minutes discussion.4) English Language Teaching and Indigenous Epistemologies (Simone Hengen) 5) Applying assemblage thinking to language studies (Laura Gurney and Eugenia Demuro)11.00-11.50: 2 x Standard presentations of 20 minutes + 5 minutes discussion + 1 x Focused presentation6) Living language teacher education otherwise: a decolonial project (Julma Borelli) 7) Actionable Decolonial Pedagogies in Spanish as Foreign Language (Adriana Díaz)
Southern multilingualisms, translanguaging and transknowledging
08:30AM - 12:00 Noon
Presented by :
Kathleen Heugh, University Of South Australia
Multilingualism in mainstream northern debates is neither a mirror of, nor a mirror for, southern multilingualisms. Southern and decolonial pedagogies that embed heterogeneity require a shift from language teaching and learning in isolation from knowledge exchange. The shift is to balance systematic use of translanguaging with multidirectional knowledge exchange (transknowledging).
Exhuming the Ghosts Which Haunt English Education in Japan
08:30AM - 12:00 Noon
Presented by :
Peter Joun, Doctoral Student, Lecturer, Kansai University/Tamagawa University
This presentation seeks to examine the historical post-war factors which have created Japan's English education system, explore what possible systemic problems have emerged in the classroom, and then look into how such problems may be addressed.
Decolonising language education: Re-imagining the discipline from an intercultural citizenship perspective
08:30AM - 12:00 Noon
Presented by :
Leticia Yulita, Associate Professor, University Of East Anglia
This presentation discusses the development of a UK manifesto for decolonising language teaching developed with colleagues from 12 British Universities on behalf of the Association of University Language Communities in the UK and Ireland (AULC). Informed by intercultural citizenship theory, I reassess language education through a decolonising lens by presenting the rationale behind the initiative and the discussions that the AULC group held during the past year which led to the creation of the manifesto.
English Language Teaching and Indigenous Epistemologies
08:30AM - 12:00 Noon
Presented by :
Simone Hengen, English Language Instructor, University Of Regina
This presentation explores the decolonization of English language teaching in Canada, and the benefits Indigenous epistemologies can bring to ELT pedagogy. Informed by my situatedness in a Canadian settler community, and an exploration into ESL students’ experiences with indigenous culture, it provides a critical view of English language teaching.
Applying assemblage thinking to language studies
08:30AM - 12:00 Noon
Presented by :
Laura Gurney, Senior Lecturer, University Of Waikato
Co-authors :
Eugenia Demuro, Deakin University
In this presentation, we ask what might be involved in undertaking an analysis of the language assemblage. 
Living language teacher education otherwise: a decolonial project
08:30AM - 12:00 Noon
Presented by :
Julma Vilarinho Borelli, Professor / AILA Solidarity Awardee, Federal University Of Rondonópolis
Viviane Silvestre, Professor, State University Of Goiás
Rosane Pessoa, Full Professor, Federal University Of Goiás
By looking for alternative ways to live language teacher education otherwise, we have found in decolonial thinking possibilities for the resignification of our praxis. In this paper, we will present three praxes, which represent our efforts to fight coloniality, and we conclude by arguing for a decolonial language teacher education.
Actionable Decolonial Pedagogies in Spanish as Foreign Language
08:30AM - 12:00 Noon
Presented by :
Adriana Diaz, Senior Lecturer In Spanish And Latin American Studies, The University Of Queensland
This paper is inspired and motivated by emerging scholarship (Guilherme & de Souza, 2019; Macedo, 2019; Phipps, 2019; Pennycook & Makoni, 2019, among others) inviting language and culture education practitioners to question the ideologies underpinning how we think and frame our practice and how we could possibly do so "otherwise", from a performative, decolonial dewesternised lens, challenging the enduring legacies of colonialism in our field. While emergence of this scholarship has been critical in promoting critical engagement with the way in which we conceptualise our practice, there is a paucity of examples of how this may look like in practice.
08:30AM - 12:00 Noon
Room 1
S060 1/2 | Innovative approaches to TESOL materials and textbook research
Format : Symposium
Track : Virtual Session
Speakers
John Gray, UCL Institute Of Education
Jürgen Kurtz, Justus Liebig University Giessen
German Canale, Universidad De La República O. Del Uruguay
Nigel Harwood, Sheffield University
Xiaoli Yu, Middle East Technical University
Raquel Criado, University Of Murcia
Kunkun Zhang, Xiamen University
Susanna Schwab, PHBern/Bern University Of Teacher Education
Moderators
Nigel Harwood, Sheffield University
Seyit Omer Gok, AILA2021 Volunteer
Research on TESOL materials and textbooks has proliferated over the last twenty years since the publication of Tomlinson's Materials Development in Language Teaching (1998). Formerly largely restricted to evaluation checklists, scholars have begun to employ a wider range of approaches and research designs to analysing TESOL materials and textbooks at the level of content (analysing the materials/books), at the level of consumption (exploring how the materials/textbooks are used in situ, in and out of the classroom), and at the level of production (investigating the process of materials/textbook writing from the perspectives of writers and publishers) (Harwood, 2014). As Harwood (2017) has argued, however, TESOL research on materials/textbooks is rather insular and could profitably draw upon methods and research designs employed by older, more established research traditions of textbook research in other disciplines, principally mathematics education. In mathematics education, for instance, there are classroom observation schedules to calibrate a teacher's fidelity to the textbook which could be adapted to serve a TESOL focus. This symposium duly seeks proposals on state-of-the-art work on materials/textbook research at the three levels of content, consumption, and production, and will introduce heuristics from other disciplines which will prove fruitful for TESOL researchers.S060 detailed programme, click here
Seizing the means of production – moving beyond textbooks
08:30AM - 12:00 Noon
Presented by :
John Gray, UCL Institute Of Education
This talk argues the case for moving beyond textbooks, given their enduring silence on key social issues. I report on how teachers and researchers have come together to design and produce materials which address gender and sexual diversity, and on the ways in which these are received by language learners.
Investigating EFL Textbook Consumption: A qualitative-empirical research perspective
08:30AM - 12:00 Noon
Presented by :
Jürgen Kurtz, Justus Liebig University Giessen
In EFL textbook research, little is known about how teachers use prefabricated textbook packages to promote student learning and achievement. Adopting a qualitative-empirical research perspective, the talk outlines a holistic, case-based strategy for examining teachers’ use of materials and media in the pre-, while- and post stages of textbook consumption.
Negotiating culture in the EFL textbook: a multimodal ethnography of textbook representation, interaction and learning
08:30AM - 12:00 Noon
Presented by :
German Canale, Universidad De La República O. Del Uruguay
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 transforming multimodal signs available in it.
TESOL Materials: what can we research, how, and why?
08:30AM - 12:00 Noon
Presented by :
Nigel Harwood, Sheffield University
I differentiate the various approaches to research on TESOL textbooks and materials by using the framework of content, consumption, and production. To make the differences between these three approaches clearer, I will review strong exemplars of each type, then present examples of innovative research from work on mathematics textbooks.
Examining and comparing English textbooks and high-stakes exams in Turkey
08:30AM - 12:00 Noon
Presented by :
Xiaoli Yu, Middle East Technical University
This study aims to examine and compare English textbooks and high-stakes exams in Turkey. The results revealed a significant mismatch between the two corpora. The study is expected to be informative for textbook writing, exam designing, and curriculum revising.
Do Spanish CLIL textbooks comply with Coyle’s 4 Cs Framework?
08:30AM - 12:00 Noon
Presented by :
Raquel Criado, University Of Murcia
Co-authors :
José Andrés Carrasco
The scarce CLIL textbook content analyses available (e.g. Banegas, 2014; Carrasco & Criado, 2019) have not examined all Coyle's (1999) 4 Cs: Content, Communication, Cognition and Culture. This study examines to what degree CLIL Natural Science textbooks used in Spanish Primary Education adhere to such a framework. Banegas's (2014, 2018) and López's (2016) parameters were adapted and applied to a convenient sample of activities (N = 280). Results will be discussed in the light of the theoretical principles and methodological recommendations for CLIL materials design. Ultimately, this paper aims to lay the basis for more consistent analyses of CLIL materials.
A social semiotic study of the bilingual adaptation of English graded readers in China: Textual transformations and beyond
08:30AM - 12:00 Noon
Presented by :
Kunkun Zhang, Xiamen University
This presentation explores the textual transformations occurred in the bilingual adaptation of Cambridge English Readers in China, and discusses 1) the change of view of foreign language learning behind the adaptation and 2) implications for Chinese learners of English.
Teachers’ use of a compulsory EFL textbook in Switzerland
08:30AM - 12:00 Noon
Presented by :
Susanna Schwab, PHBern/Bern University Of Teacher Education
The research project presented explores how teachers use an EFL textbook at primary school in Switzerland. Insights gained from observing six teachers teaching the same unit of the textbook will be presented. The addition of a fourth category to Shawer's (2010) classification system as well as a finding that contradicts the common understanding of more experienced teachers adapting more than inexperienced teachers will be highlighted.
08:30AM - 12:00 Noon
Room 1
S131 1/2 | ReN: Creative Inquiry and Applied Linguistics: Researching communication with, into and through the arts
Format : Symposium
Track : Virtual Session
Speakers
Sari Pöyhönen, Professor, University Of Jyväskylä
Dobrochna Futro, University Of Glasgow
Heini Lehtonen, University Of Helsinki
Kate Pahl, Presenter, Manchester Metropolitan University
Matilde Portalés-Raga, Lecturer In Art & Visual Education, University Of Valencia
Niina Lilja, Tampere University
Jessica Bradley, Universty Of Sheffield
Heidi Hänninen, Community Artist, Kontula Art School
Agustin Reyes-Torres, University Of Valencia
Moderators
Jessica Bradley, Universty Of Sheffield
Daan Van Soeren (AILA2021 Volunteer), AILA2021 Volunteer
The arts have become an increasing focus of attention for applied linguists, with a rich diversity of approaches and models of working emerging. Creative inquiry can be defined as 'any social research or human inquiry that adapts the tenets of the creative arts as a part of the methodology' (Leavy, 2014: 1). However, there is a risk that creative inquiry is seen as method, and that its theoretical affordances and implications remain unmined. This colloquium therefore considers what creative inquiry in applied linguistics is, how it has been used, and how it might extend our understandings of communication and language in relation to 'real-world problems' (cf. Brumfit 1995: 27). The papers present a range of research from different contexts, working with, into and through the arts in multiple ways. These projects - broad-ranging in scope, in place, in questions, and grounded in different forms of arts practice- enable us collectively to ask what the relationship is between communication and creative arts and, importantly, what the affordances of this might be for applied linguistics. The papers will therefore set out the scope of research engaging with creative inquiry in applied linguistics and discuss theoretical implications arising for the field. S131 detailed programme, click here
Working in, with and through the arts in forced migration settings – insights from collaborative photography and documentary theatre
08:30AM - 12:00 Noon
Presented by :
Sari Pöyhönen, Professor, University Of Jyväskylä
This paper focuses on two fields of creative practice, collaborative photography and documentary theatre, and considers how creative practice allows communication across modes and enables stories of forced migration that might otherwise stay hidden.
Participatory exploration of translanguaging in and through art in a (foreign) language classroom.
08:30AM - 12:00 Noon
Presented by :
Dobrochna Futro, University Of Glasgow
This presentation will discuss two studies run with  9-11-year-old pupils in 2019 and in 2020 in mainstream primary schools in Scotland in which multilingual artworks created by visual artists were employed to explore the potential of translanguaging art for language teaching in a multilingual context. https://player.vimeo.com/video/589445194
Raising language awareness and making diversity visible through community arts: Examples from a sociolinguistically informed action research project
08:30AM - 12:00 Noon
Presented by :
Heini Lehtonen, University Of Helsinki
Heidi Hänninen, Community Artist, Kontula Art School
In this paper we will analyze the ways in which community arts and sociolinguists achieve their common goals in an action research project. Our research shows that sociolinguistically informed art sessions can create a space where the institutional monolingual norm is overcome, and the children embrace their role as language experts.
Making meaning in the everyday – re-imagining the emergent voices of young people
08:30AM - 12:00 Noon
Presented by :
Kate Pahl, Presenter, Manchester Metropolitan University
In the paper, I consider the role of creative inquiry in eliciting and then shaping young people’s emergent voices in everyday and school contexts. I will draw on a number of projects that were located in the field of everyday literacies and language practices together with a creative inquiry lens.
Creative Inquiry in Pre-service Teacher Education: Designing Multimodal and Multiliteracies-oriented Lessons through Picturebooks
08:30AM - 12:00 Noon
Presented by :
Matilde Portalés-Raga, Lecturer In Art & Visual Education, University Of Valencia
Agustin Reyes-Torres, University Of Valencia
Based on the four processes of the pedagogy of multiliteracies and the combination of linguistic, literary and visual features, this paper presents a multimodal approach that aims to equip pre-service teachers with a model to guide young students to produce meaning and elaborate knowledge through artistic resources such as picturebooks.
Social Circus as an arena for embodied language learning
08:30AM - 12:00 Noon
Presented by :
Niina Lilja, Tampere University
This paper uses multimodal CA to analyze embodied second language learning in social circus workshops. The participants are young adult refugees learning Finnish. The analysis shows how the supportive and tolerate atmosphere of the circus activities creates conditions for second language users to try out and play with language.
Art education as communicative repertoire: Questions for arts practice and applied linguistics
08:30AM - 12:00 Noon
Presented by :
Jessica Bradley, Universty Of Sheffield
In this paper we consider the theoretical affordances of producing collaborative research into language diversity with young people using the creative arts. We consider a project, 'Multilingual Streets', which focuses on linguistic landscapes. We suggest that the arts offer new lenses to understand the lived experience of multilingualism.
08:30AM - 12:00 Noon
Room 1
S194 1/2 | What does language mean for teachers and what difference does it make?
Format : Symposium
Track : Virtual Session
Speakers
Paula Golombek, University Of Florida
Ana Maria Ferreira Barcelos, Universidade Federal De Vicosa
Xuying Fan, South China Normal University
Argyro Kanaki, University Of Dundee
Lynell Chvala, Oslo Metropolitan University
Line Møller Daugaard, Senior Associate Professor, VIA University College
Kelsey Swift, PhD Candidate And Lecturer, Graduate Center, City University Of New York
Paolo Della Putta, Researcher, University Of Turin
Anuchaya Montakantiwong, Lecturer, Mahidol University, University Of Oxford
Maj Schian Nielsen, University Of Agder
Yue Peng, Shanghai University Of Finance And Economics
Joke Dewilde, University Of Oslo
Jéssica Carvalho, PhD Candidate, Tilburg University
Maria Ahlholm, University Lecturer, University Of Helsinki
Thor Sawin, Middlebury Institute Of International Studies
Anne Pitkänen-Huhta, University Of Jyväskylä
Moderators
Anne Pitkänen-Huhta, University Of Jyväskylä
Johanna Ennser-Kananen, University Of Jyväskylä
Maria Ruohotie-Lyhty, University Of Jyväskylä
Iryna Menke-Bazhutkina, AILA2021 Volunteer, University Of Groningen
Teachers hold a key position in determining what is taught and how in the language classroom. In their decision making, they draw on policies, educational authorities, textbooks, teacher education, and their experiences. Previous research on teachers' personal practical knowledge, subject-matter knowledge, practical knowledge, teacher cognition or beliefs (e.g. Clandinin 1985, Golombek 1998, Craig 2004, Borg 2003, Kubanyiova & Feryok 2015, Barcelos & Kalaja 2011) has established that the knowledge base and beliefs of teachers are guiding the their pedagogical choices and that teaching practices are essential in what and how the learners learn. However, we know little about the moment-by-moment processes of classroom practices through which teachers' conceptualizations of language develop and/or surface, particularly in interaction with their students. Given their position, teachers constantly apply, enact, and thus reinvent current theories in their classroom practices. At the same time, they work in different, multi-layered contexts and their agency and identities interact in complex ways with local, societal, and global conditions. This symposium sets out to explore the relationship between teachers' conceptualizations of language, i.e. their socially and historically developed and interactively shaped understandings of language and how they surface in teachers' practices in various contexts around the world.Click here for the detailed program.
“I think therefore I act”: aligning beliefs about language and instructional practice
08:30AM - 06:00PM
Presented by :
Paula Golombek, University Of Florida
Ana Maria Ferreira Barcelos, Universidade Federal De Vicosa
A key factor in research on teachers’ beliefs is their influence on their practices. In this talk, we discuss some of the factors that affect this relationship and address how language teacher educators can help beginning teachers to enact their conceptualizations of language.
“I say what I mean” - exploring teacher cognition-in-interaction of language in EFL classrooms.
08:30AM - 06:00PM
Presented by :
Xuying Fan, South China Normal University
Co-authors :
Li Li, University Of Exeter
Language teacher cognition research has been of interest for the last two decades. However, few studies have explored how cognition is constructed in interaction. This presentation provides an in-depth analysis of Chinese EFL teachers cognition-in-interaction about language, explaining how language teacher conceptualise “I say what I mean” in class.
An ethnographic approach exploring teacher beliefs and practices for Modern Foreign Language teaching in a Scottish primary school
08:30AM - 06:00PM
Presented by :
Argyro Kanaki, University Of Dundee
This paper sets out to explore teacher beliefs and practices for Modern Foreign Language teaching in a Scottish primary school under the 1+2 Scottish language policy. It illustrates an antagonistic relationship between pupils who behave as multilingual individuals, neoliberal policy orientations and monolingual teacher practices.
Teacher conceptualizations of the English language in the expanding circle and how they surface (or not) in reported classroom practices
08:30AM - 06:00PM
Presented by :
Lynell Chvala, Oslo Metropolitan University
This presentation reports on findings from an in-depth interview study of teachers' conceptualizations of English in society and English in school and how they surface in teachers' reported classroom practices or not. Findings are discussed in light of global oriented approaches to develop democratically engaged, cosmopolitan English speakers and a possible initiative to help teachers in developing these approaches.
Conceptualizations of language and language teaching among student teachers in a specialized language teacher profile in Denmark
08:30AM - 06:00PM
Presented by :
Line Møller Daugaard, Senior Associate Professor, VIA University College
This presentation explores student language teachers' conceptualizations of language and language teaching as they surface in the introductory course "An appetite for language" in a specialized language teacher profile as part of the teacher education programme in a university college in Denmark. The primary empirical basis is reflective memos from a total of 99 student teachers. The presentation lays forward a preliminary analysis of the conceptualizations of language and language teaching among the student teachers in the reflective memos and discusses the consequences for further research as well as for language pedagogical practice in school and in teacher education.
'The Good English': Teachers’ Conceptualization of the Target Language in Adult ESOL
08:30AM - 06:00PM
Presented by :
Kelsey Swift, PhD Candidate And Lecturer, Graduate Center, City University Of New York
Without taking the linguistic reality of named languages for granted, what does 'English' mean in the context of adult ESOL? This project seeks to interrogate this issue by analyzing recurrent discourse patterns and meta-linguistic/pragmatic commentary in two classrooms, exploring teachers' linguistic ideologies, as well as their historical development.
Volunteer teachers’ beliefs and practices in a non-profit school of L2 Italian. Principles and outcomes of a teacher training course.
08:30AM - 06:00PM
Presented by :
Paolo Della Putta, Researcher, University Of Turin
We present the characteristics and outcomes of a teacher training course designed for Italian volunteer teachers according to a sociocultural and reflective perspective. 10 teachers were enrolled in the study and, via a questionnaire and classroom observation, positive effects of the training course both on beliefs and practices were detected.
Investigating EFL Teachers’ Cognition and Incorporation of Global Englishes into their Pedagogical Practices: ethnographic perspectives
08:30AM - 06:00PM
Presented by :
Anuchaya Montakantiwong, Lecturer, Mahidol University, University Of Oxford
Based on data from an ethnographic fieldwork in Thailand, my presentation seeks to address how the global spread of English has impacted the way EFL teachers perceive English, what it means to teach it, and how these perceptions are translated into their local classroom practices. Prominent in the findings is the theme of tension and the broader issue of theory-practice divide, manifested as a mismatch between the teachers' awareness of Global Englishes and lack of action. I argue that underlying this mismatch are the emerging tensions as they navigate the many ideologies, both within themselves and with external realities.
University lecturers’ reflections on fostering crosslinguistic awareness as a tool for foreign language learning among pre-service teachers
08:30AM - 06:00PM
Presented by :
Maj Schian Nielsen, University Of Agder
This research investigates crosslinguistic awareness (XLA) looking at conditions for future teachers to become skilled facilitators of XLA. Teaching approaches used in German L3-language courses at Norwegian and Danish universities were observed and compared. Interviews with lecturers were conducted for insights into i.a. conceptualization of language and language teaching philosophies.
Reproducing or Recreating Pedagogies? The Journey of Three CSL Teachers’ Learning of the Communicative Approach
08:30AM - 06:00PM
Presented by :
Yue Peng, Shanghai University Of Finance And Economics
This study explored teachers’ professional learning of pedagogy from prior experiences of language learning. It found teachers’ comparative and dialogic reflections on the language experiences from three resources (i.e., the traditional classroom, non-traditional classroom, and participation outside class) contributed to their conception of language and language teaching and learning.
08:30AM - 12:00 Noon
Room 1
S077 1/2 | Language immersion as linguistic ideology
Format : Symposium
Track : Virtual Session
Speakers
Martina Zimmermann, University Of Teacher Education Lucerne
Jessica McDaid, PhD Candidate, Autonomous University Of Barcelona
Caroline Staquet, Ghent University
Larissa Schedel, University Of Bonn
Beatriz Lorente, University Of Bern
Shuang Gao, University Of Liverpool
Aurelie Joubert, University Of Groningen
Amanda Brown, Syracuse University
Cora Jakubiak, Grinnell College
Neriko Musha Doerr, Presenter, Ramapo College
Nicholas Faraclas, University Of Puerto Rico
Patrick Smith, Professor Of Bilingual Education, Texas State University
Stephanie Lerat, ATILF (Université De Lorraine/CNRS)
Sylvie Roy, University Of Calgary, Werklund School Of Education
Eva Codó, Associate Professor, Universitat Autònoma De Barcelona
Moderators
Beatriz Lorente, University Of Bern
Larissa Schedel, University Of Bonn
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
The term 'immersion' was coined in the mid-1960s in Quebec, Canada, when English-speaking parents requested the schooling of their children in French. Since then, language immersion - which entails the exposure of language learners to social environments where the target language is spoken - has come to be viewed as the most efficient language learning method in schools where various forms of language immersion are being implemented and enforced, in the language teaching industry where immersion is often highlighted as a central feature of language learning programs, and among enterprises in the experience economy where activities based on 'immersion-experiences' are being designed and marketed. By viewing 'immersion' as linguistic ideology, this symposium aims to critically engage with the discourses, practices and subjectivities that are animated by the concept, and to ask how these relate to social structures and processes of power, inequality and (neoliberal) governance. It explores how social actors in the various contexts where 'immersion' has been adapted, imagine, resignify and challenge the concept, and what the educational, social and political-economic consequences are for them. The symposium is organized by Beatriz Lorente and Larissa Schedel. The featured speakers are Eva Codó, Shuang Gao and Ruanni Tupas.
Linguistic Gains in Exchange for Work: The (Hollow?) Promise of Immersion in the Voluntourism Industry
08:30AM - 12:00 Noon
Presented by :
Larissa Schedel, University Of Bonn
This contribution critically investigates the promise of immersion in the context of voluntourism. By drawing on an ethnographic study of language-motivated voluntourism in Malta, I explore how learning English through immersion by working abroad is imagined and promoted, takes place (or not), and generates what kind of 'gains' and for whom.
English immersion without going abroad: Analyzing the ideological foundation of an immersive experience in Switzerland
08:30AM - 12:00 Noon
Presented by :
Martina Zimmermann, University Of Teacher Education Lucerne
I analyse discourses/practices of a camp offering an immersive English experience to teenagers following Swiss mainstream education. Drawing on an on-going ethnography, I highlight contradictory ideologies with regard to the immersive setting centred around flown-in native speakers and accentuate social inequalities related to the selective education system in multilingual Switzerland.
“They don’t go abroad to learn the language!”: A social class lens on language immersion experiences in contemporary Spain
08:30AM - 12:00 Noon
Presented by :
Eva Codó, Associate Professor, Universitat Autònoma De Barcelona
Jessica McDaid, PhD Candidate, Autonomous University Of Barcelona
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 perspective.
Constructing a European Educational Product: A Critical Genealogy of CLIL Research
08:30AM - 12:00 Noon
Presented by :
Caroline Staquet, Ghent University
In this contribution, I aim to trace back the genesis of current scientific controversies on CLIL by analysing the ideological context of birth of CLIL research. To do so, I analyse a key document authored by the founding father of CLIL (i.e. the Marsh 2002 Report). Thereby I shed light on how the immersion-concept has been reconceptualized in Europe to fulfill political and economic aims.
08:30AM - 12:00 Noon
Room 1
S083 | Language Teacher Education, Intercultural Communicative Competence and the ‘Web 4.0’: Scaling Up with Virtual Exchange
Format : Symposium
Track : Virtual Session
Speakers
Carolin Fuchs, Northeastern University
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
Marina Orsini-Jones, Professor In Education Practice (Applied Linguistics), Coventry University
Nils Drixler, Ludwigsburg University Of Education
Mirjana Fildokic, University Of Groningen
Gerdientje Oggel, Lecturer/coordinator Of Spanish Proficiency, University Of Groningen
Cristina Pascual Aibar, University Of Groningen
Ana Cristina Biondo Salomão, São Paulo State University - UNESP
Ana Vivian Fernández Peraza, American University
Yumiko Furumura, Nagoya University Of Foreign Studies
Moderators
Marina Orsini-Jones, Professor In Education Practice (Applied Linguistics), Coventry University
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
Sara Razaghi AILA Volunteer, AILA2021 Volunteer, University Of Groningen
Intercultural Communicative Competence (ICC) plays a key role in acquiring 'techno-collaborative' skills, 'techno-social' skills, 'techno-ethic' awareness and in developing 'techno-creativity' (Dooly & Thorne, 2018) - some of the key skills required for an increasingly interconnected world. This underscores the need for fuller integration of innovative practices such as Virtual Exchange (VE) (also known as telecollaboration) into language teacher education. This symposium will focus on examples of technology-enhanced research and practice into language teacher education programmes. It will open discussion on how telecollaborative teacher education can adapt to the relationship between humans and machines (Web 4.0) while supporting the development of teachers' (and their students') autonomous approach to learning and teaching languages and ICC (Orsini-Jones et. al. 2018). It will illustrate how reflective and process-oriented telecollaborative approaches in teacher education can foster novel perspectives on ICC in language teaching and learning, including emerging multimodal online genres and netiquette awareness. Dooly, M. & Thorne, S.L (2018). Knowledge for network-based education, cognition & teaching: Competences for the 21st century. KONECT white paper. Barcelona: KONECT. Orsini-Jones, M., Conde, B., Borthwick, K, Zou, B & Ma, W. (2018) BMELTT: Blending MOOCs for English Language Teacher Training, Teaching English, ELT Research Papers 18.02, British Council, J121.
Participants’ Appropriation of Tasks in a US-China Virtual Exchange
08:30AM - 12:00 Noon
Presented by :
Carolin Fuchs, Northeastern University
Bruce Tung, American University Of Central Asia
Bill Snyder
This case study investigates EFL learners' appropriation of written genres (e.g., statement of purpose, business letter) and student teachers' appropriation of their roles as task designers in a US-China virtual exchange. US-based participants designed technology-based writing tasks for implementation with EFL learners in China. The student teachers' tasks required mediation by the teacher in China regarding available technology and cultures-of-use; timing; classroom conditions; and student interests for implementation. The EFL learners' products showed both blind copying of task inputs and creativity. Implications for developing task design expertise in student teachers will also be discussed.
Language Teacher Education, Intercultural Communicative Competence and the ‘Web 4.0’: Scaling Up
08:30AM - 12:00 Noon
Presented by :
Melinda Dooly, Https://www.melindadooly.com/, Autonomous University Of Barcelona
This presentation explores how the full integration of Telecollaboration/Virtual Exchange into teacher education programmes can have a significant impact on the development of the competences needed for the Web 4.0. In this talk, the evolution of Virtual Exchange (VE) in language education is briefly outlined, followed by a list of some of the central competences that are widely considered to be essential for teachers and learners for the immediate and long term future. The presentation offers suggestions regarding how these competences can be delivered through VE pedagogy. Future areas of inquiry are proposed.
BMELTET - Blending MOOCs into English Teacher Education with Telecollaboration
08:30AM - 12:00 Noon
Presented by :
Marina Orsini-Jones, Professor In Education Practice (Applied Linguistics), Coventry University
Co-authors :
Abraham Cervero
This paper reports on how a FutureLearn Massive Open Online Course (MOOC) was blended into English Language Teaching (ELT) university programmes in conjunction with telecollaboration/Virtual Exchange (COIL). It discusses how the addition of a MOOC blend can enhance a telecollaborative exchange .
Telecollaboration 2.0 and beyond - Extended Collaborative Practice between Israel and Germany
08:30AM - 12:00 Noon
Presented by :
Nils Drixler, Ludwigsburg University Of Education
This presentation will present the findings of six semesters of virtual exchange between Israel and Germany with special focus on the conversation analysis of student video conferencing and second language interactional competence (L2IC).
The new normality: an interdisciplinary virtual exchange in times of Covid-19
08:30AM - 12:00 Noon
Presented by :
Mirjana Fildokic, University Of Groningen
Gerdientje Oggel, Lecturer/coordinator Of Spanish Proficiency, University Of Groningen
Cristina Pascual Aibar, University Of Groningen
This presentation looks at how social emotional factors at play in the interdisciplinary VE 'The new normality', between BA students of Social Psychology at the University of Valencia and BA students of European Languages and Cultures in different Spanish proficiency courses at the University of Groningen shared their experiences with the pandemic across cultures and disciplines, contributed to their development of intercultural communicative competence in relation to the topic and discipline.
The Three Continents Telecollaborative Project for Teacher Education: Reflections from Experience Journals
08:30AM - 12:00 Noon
Presented by :
Ana Cristina Biondo Salomão, São Paulo State University - UNESP
Paloma Castro, University Of Valladolid
Martine Derivry, INSPE | University Of Bordeaux
Sa-Hui Fan
This presentation aims at describing and discussing a virtual exchange environment designed through three continents to support the learning and collaborative activities of student-teachers from Brazil, Spain, France and Taiwan. Content analysis of the students’ experience journals will be presented to show their impact as emerging practices of reflection and negotiation.
Project-based learning to teach culture and develop intercultural communicative competence in VE contexts
08:30AM - 12:00 Noon
Presented by :
Ana Vivian Fernández Peraza, American University
Yumiko Furumura, Nagoya University Of Foreign Studies
This paper is aimed at incorporating intercultural communicative competence in English language teacher education by using project-based learning in VE contexts.
08:30AM - 12:00 Noon
Room 1
S092 | Linguistic Hegemony: Implications for teachers’ language attitudes and practice in the language learning classroom
Format : Symposium
Track : Virtual Session
Speakers
Crissa Stephens, Assistant Professor Of Teaching, Georgetown University
Nikolaos Katsaounis, Aristotle University Of Thessaloniki
Katherine Christoffersen, Assistant Professor In Applied Linguistics, University Of Texas Rio Grande Valley
Amanda Montes, Assistant Professor, Bilingual-Bicultural Education, Northeastern Illinois University
Moderators
Amanda Montes, Assistant Professor, Bilingual-Bicultural Education, Northeastern Illinois University
Miguel Fernández Álvarez, Associate Professor, Technical University Of Madrid
Floor Van Den Berg (AILA2021 Volunteer), AILA2021 Volunteer, University Of Groningen
Power structures that exist within societies are often replicated in classrooms settings. In language learning education programs this can manifest itself via the languages being spoken and learned. It is often the case that within this power structure there exists a language with higher prestige that oftentimes overshadows the other language(s) in these settings. With this being the case, this linguistic hegemony that takes over often influences the internalized feelings with which language teachers approach their practice, resulting in less than ideal language learning environments; something that may be brought into the classroom setting from a teacher's own upbringing. In recognizing this existence, practitioners can work toward the use of a more dynamic set of classroom practices that include the conscious and strategic use of more than one language in ways that allow students to be aware of this power struggle and to feel empowered in using languages that have been designated as "less important" through translanguaging and linguistic mediation approaches. In this critical look at linguistic hegemony, we suggest that teachers must introspectively address their own roles in upholding these power structures in order to work towards education that allows students to embrace and effectively use their multilingual abilities.
Countering Hegemony in Language Education through Identity Texts as Anti-Oppressive Pedagogy
08:30AM - 12:00 Noon
Presented by :
Crissa Stephens, Assistant Professor Of Teaching, Georgetown University
Jamie Schissel, University Of North Carolina At Greensboro
This collaborative case study examines the development of critical reflexivity (Gay & Kirkland, 2003) of pre-service EL (English Learner) teachers’ identities as a basis for anti-oppression pedagogy in TESOL. Our conceptual framework draws from anti-oppressive education (Kumashiro, 2000, 2002, 2015) and intersectionality (Crenshaw, 1991) as we examine how language teachers might best be prepared to engage with the social implications of their own identities in the language classroom, and to counter hegemony more broadly through anti-oppressive language pedagogy.
Current Discourses of an Online Foreign Language Teachers Community in Greece: Implications for Classroom Practice
08:30AM - 12:00 Noon
Presented by :
Nikolaos Katsaounis, Aristotle University Of Thessaloniki
The article records stances, attitudes and preferences as discussed in an online-community of foreign language teachers in Greece. It investigates, how the written discourse of FL teachers reflects the relations of languages with higher/lower status and how this influences the agency of language teachers in society and in the classroom.
“Hablo pocha, ¿no?”: Countering linguistic hegemony through community corpora
08:30AM - 12:00 Noon
Presented by :
Katherine Christoffersen, Assistant Professor In Applied Linguistics, University Of Texas Rio Grande Valley
Ideologies of linguistic purism frequently result in teaching prestige language varieties. The present study examines the use of derogatory terms for Chicano language varieties in two community corpora. I argue that the development of community corpora can be used to develop critical language awareness and an alternative language textbook.
08:30AM - 12:00 Noon
Room 1
S110 1/2 | Plurilingual approaches in the language classroom
Format : Symposium
Track : Virtual Session
Speakers
Kerstin Göbel, University Of Duisburg-Essen
Lina Adinolfi, The Open University
Elisabeth Peyer, University Of Fribourg
Vera Busse, Group Leader - Multilingualism And Education, University Of Münster
Christoph Hülsmann, Senior Scientist, University Of Salzburg, Language Centre
Verena Platzgummer, Eurac Research - University Of Vienna
Sandra Garbarino, Maître De Conférences, Lumière University Lyon 2
Dorothee Kohl-Dietrich, Post-Doc, University Of Koblenz-Landau
Mathieu Daure, PhD Student, Institut National Des Langues Et Civilisations Orientales (INALCO Paris), Research Center Structure & Dynamics Of Languages (UMR 8202 SeDyL)
Moderators
Ursula Lanvers, Dr
The erasure of plurilingualism in foreign language (FL) classrooms marginalises plurilingual students, reinforces monolithic and hierarchical thinking about languages, and neglects the opportunities to utilize plurilingual resources in the classroom to foster both motivation and language awareness. A plethora of plurilingual approaches in the FL classroom exist, but to date, these are mostly reported in an isolated manner. Pedagogues have applied plurilingual approaches to the FL for a variety of reasons. In classrooms where students from a variety of migratory backgrounds come together to learn a FL, they offer pathways for a better integration of students with migratory, boost their self confidence, and use their language awareness to aid FL learning for all. In Anglophone contexts, where the misapprehension of 'English is enough' often demotivates students, such approaches can help to 'burst the monolingual bubble', and foster students' awareness of the plurilingual nature of their own surroundings, including that of the English language. This symposium offers a platform to present, discuss and evaluate plurilingual approaches in an interdisciplinary and holistic manner, covering conceptual, pedagogical, and methodological issues. We invite contributions that report on using students' plurilingual skills in the FL classroom, or bringing plurilingual surroundings into the classroom.
Intercultural learning and multilinguality in foreign language teaching
08:30AM - 12:00 Noon
Presented by :
Kerstin Göbel, University Of Duisburg-Essen
The lecture presents theoretical models and empirical findings on intercultural teaching quality and teaching approaches to multilingualism in foreign language teaching. Against the backdrop of the presented findings, the presentation raises the question how applied linguistic models and psychological models of intercultural learning can be intertwined to develop a concept for integrated language sensitization and intercultural learning in foreign language teaching. Conclusions for an intercultural and language-sensitive school and teaching development will be discussed.
Translanguaging as a plurilingual pedagogic strategy in online modern language learning
08:30AM - 12:00 Noon
Presented by :
Lina Adinolfi, The Open University
Co-authors :
Caroline Tagg, The Open University
This paper examines the plurilingual practices of adult learners in the context of online modern language instruction. Our analysis of four FutureLearn MOOCs shows how learners draw on their full plurilingual repertoires to scaffold their own learning and that of their peers, often with reference to other known languages and through language play.
Multilingual activities in the foreign language classroom: a videographic study on challenges and possibilities
08:30AM - 12:00 Noon
Presented by :
Elisabeth Peyer, University Of Fribourg
Co-authors :
Gabriela Lüthi, University Of Fribourg
We present findings of a videographic study on primary and secondary school pupils dealing with multilingual activities, such as interlinguistic comparisons and language awareness activities. Our results show that especially activities referring to home languages can be demanding for pupils and teachers and may lead to unintended effects.
Addressing linguistic diversity in the language classroom in a resource-oriented way: An intervention study with primary school children
08:30AM - 12:00 Noon
Presented by :
Vera Busse, Group Leader - Multilingualism And Education, University Of Münster
Adequately responding to linguistic diversity in the classroom is imperative in European school contexts. The intervention study combined insights from multilingual education and L2 motivational research and addressed diversity in a resource-oriented way. The data are promising and indicate a positive effect on attitudinal aspects of learning and vocabulary retention.
Acquiring plurilingual receptive competences through intercomprehension – A course concept for Romance languages in adult education
08:30AM - 12:00 Noon
Presented by :
Christoph Hülsmann, Senior Scientist, University Of Salzburg, Language Centre
The contribution presents the course concept of an intercomprehension course for Romance languages offered at the Language Centre of the University of Salzburg. The primary aim of the course is the construction of (receptive) plurilingual and pluricultural competencies.
08:30AM - 12:00 Noon
Room 1
S116 | Practitioner Research and classroom dynamics: emic insights through a small lens
Format : Symposium
Track : Virtual Session
Speakers
Richard Sampson, Rikkyo University
Fergal Bradley, University Of Helsinki
Sal Consoli, Hong Kong Polytechnic University
Yuzo Kimura, University Of Toyama
Sam Morris, Rikkyo University
Jon Rowberry, Sojo University
Harumi Kimura, Miyagi Gakuin Women's University
Kuei-Ju Tsai, Associate Professor, National University Of Kaohsiung
Richard Pinner, Symposium Organiser (S116), Sophia University
Moderators
Richard Pinner, Symposium Organiser (S116), Sophia University
Rick De Graaff, Mentor ; Coordinator Of Symposium S084, Utrecht University | UAS Utrecht
Ushioda's 'small lens' approach to researching classroom phenomena was originally intended to focus on motivation with a 'more sharply focused or contextualised angle of inquiry' (2016: 566). This can be achieved by utilising various established and emerging practitioner-based research methodologies which utilise a methodical and evidence-based design in order to gain emic insights into the language learning classroom. In this symposium, researchers will utilise a small lens approach to examine a range of psychological and social factors relating to classroom dynamics focusing on both learners and teachers, such as emotions, identity, motivation, autonomy, values and beliefs. Research done by practitioning teachers is strongly advocated in the literature on complexity paradigm approaches, both within education (Davis and Sumara, 2008) and SLA (Larson-Freeman and Cameron, 2008). As the field of applied linguistics is reshaped by a tendency toward more situated and complexity-informed ways of understanding, insights from practitioner research are also gaining traction. The complex social dynamics that emerge inside specific classrooms are still rare and under-reported within applied linguistics, and this symposium aims to provide a springboard to learn from more emic perspectives from inside language learning classrooms.
Complexity, L2 Learner Psychology, and Practitioner Research
08:30AM - 12:00 Noon
Presented by :
Richard Sampson, Rikkyo University
This presentation will act as an introduction to what a complexity approach can offer practitioner researchers in investigating the psychologies of second language learners. Through 'complexity thinking' tasks and consideration of a range of introspective and audio data, the session will scaffold participants to think about the L2 learners in their classrooms and research contexts from new angles.
Reflective practitioner research on social language learning in an autonomous learning setting
08:30AM - 12:00 Noon
Presented by :
Fergal Bradley, University Of Helsinki
This paper examines social learning in the context of a university English course based on the principles of learner autonomy. This is achieved through a research approach to practice, employing ideas from autoethnography (Choi, 2017), Exploratory Practice (Allwright & Hanks, 2009) and reflective practice (Moon, 2005).
Understanding Motivation through Ecological Research
08:30AM - 12:00 Noon
Presented by :
Sal Consoli, Hong Kong Polytechnic University
Researching complex and dynamic constructs such as motivation can be challenging. However, approaching this inquiry from a practitioner perspective may offer a multitude of opportunities. I will relate my experience as a teacher-researcher who investigated motivation during and English for Academic Purposes programme by using Exploratory Practice.
The Same Peak from Different Routes: illuminating L2 Teacher Motivation via TEA, CDST, and AT
08:30AM - 12:00 Noon
Presented by :
Yuzo Kimura, University Of Toyama
This presentation addresses the interpretational strengths of three phenomenological theories (AT, CDST, TEA) for illuminating data collected during a teacher motivation study at a high school EFL classroom in Beijing. By focusing on mediation (AT), system changes (CDST), and bifurcation points (TEA), researchers can excavate information from various angles.
Reflecting on the potential of stimulated recall in emotion research
08:30AM - 12:00 Noon
Presented by :
Sam Morris, Rikkyo University
Research into the regulation and performance of teacher emotions is frequently conducted through interviews and surveys; however, less commonly employed is the stimulated recall methodology, through which participants are observed teaching and asked to reflect on their thought processes during classroom events. With examples from a recent 'small lens' study, the researcher will demonstrate how stimulated recall reveals deep insights into the complexity of classroom emotional behaviours and advocates for increased use of this methodology.
Exploring teacher cognition as a complex system: Voices from teachers in a self-directed learning unit in Japan
08:30AM - 12:00 Noon
Presented by :
Jon Rowberry, Sojo University
Co-authors :
Erhan Aslan, University Of Reading
Teacher cognition influences, and is influenced by, the emergent dynamics of language classrooms. Drawing on qualitative data, this study investigates the interactions between teacher cognition and lived teaching experiences, while highlighting examples of co-adaptation between learners, teachers, and resources in a self-directed language learning unit in Japan.
L2 Pronunciation Anxiety under Peer and Societal Pressure: Social Processes in Contexts
08:30AM - 12:00 Noon
Presented by :
Harumi Kimura, Miyagi Gakuin Women's University
This study seeks to examine L2 pronunciation anxiety as a social process and promote a focus on individual learners situated in co-existing, layered social contexts. Both interpersonal and societal settings impose constraints on speakers’ self-presentational concerns since accent serves as a way of establishing, demonstrating, and judging their social identities.
Preparing students to 'talk to learn' in a flipped classroom
08:30AM - 12:00 Noon
Presented by :
Kuei-Ju Tsai, Associate Professor, National University Of Kaohsiung
This action research stemmed from my teaching context where the flipped classroom has been gaining wider currency without taking cognizance of students’ readiness for the idea of ‘talk to learn’. A pedagogical intervention on academic conversation/discussion skills was implemented to help students accustom to the practice of learning through discussion.
08:30AM - 12:00 Noon
Room 1
S118 1/2 | Processes, challenges and interventions in reading in another language
Format : Symposium
Track : Virtual Session
Speakers
Tineke Brunfaut, Lancaster University
Akira Hamada, Kobe City University Of Foreign Studies
Nour Elhouda Toumi, Lancaster University
Prichard Caleb, Okayama University
Gregory Rouault, Hiroshima Shudo University
Patrick Snellings, University Of Amsterdam, Rudolf Berlin Center For Learning Disabilities
Barbara Rindlisbacher, University Of Fribourg
Angela Meyer Sterzik, Fanshawe College
Camilo Andrés Bonilla Carvajal, AILA Solidarity Awardee, Universidad Del Quindio - Universidad Santiago De Cali
Judit Kormos, Lancaster University
Loes Groen, University Of Groningen
Yunjung Nam, Georgia State University
Moderators
Suzanne Graham, University Of Reading
Judit Kormos, Lancaster University
Anne-Marie Van Boeckel (AILA2021 Volunteer), AILA2021 Volunteer, Rijksuniversiteit Groningen
Reading in an additional language is an essential literacy skill, which often poses challenges for language learners and multilingual language users. This symposium focusses on recent research findings on the processes and challenges of reading different types of texts in another language. We invite presentations on empirical research that investigates cognitive processes of second language reading, the role of individual differences in reading in another language and the challenges posed by different text types such as health-related or academic texts. Research on students with reading-related difficulties such as dyslexia and intervention studies that aim to develop second language reading skills are also welcome. We gladly receive submissions that examine bi- and multilingual readers speaking languages other than English across the lifespan from young learners to adults. In the symposium we want to bring together researchers who study second language reading from psychological and pedagogical perspectives across a wide variety of contexts. In addition to the discussion of recent research in this important area of second language acquisition, the symposium will offer an excellent opportunity to exchange ideas on challenges in researching second language reading processes and pedagogical tools that assist in overcoming reading difficulties.The day will start with the featured presentation without an introductory section. Please watch the presentation and join us for the online discussion session at 9.00 am. You can find the rest of the schedule below. 08.30-09.00: Through the eyes of the reader: The use of eye-tracking Brunfaut09.00-09.10: Discussion09.10-09.30: Latent Rank Model for Pedagogical Screening of L2 Reading Anxiety Hamada09.30-09.50: Clearly understood? The comprehension of health-related texts Ratajczak09.50-10.00: DiscussionCoffee break10.30-10.43: L2 readers' vocabulary coping strategies and their effect: Caleb10.43-10.55: Developing foreign language reading rates Rouault10.55-11.05: Discussion11.05-11.30: Early English learning as a Foreign Language in primary school Snellings11.30-11.55: Differences in lower-level reading skills in children learning French Rindlisbacher10.55-11.05: Discussion
Through the eyes of the reader: The use of eye-tracking to advance insights into reading in another language
08:30AM - 12:00 Noon
Presented by :
Tineke Brunfaut, Lancaster University
By means of a series of recent studies, this talk describes the wide-ranging potential, and limitations, of eye-tracking technology for research into reading in another language. It also considers the development of specific methodological guidelines and eye-tracking measures to best fulfil the function of advancing insights in this area.
Latent Rank Model for Pedagogical Screening of Individual Differences in L2 Reading Anxiety
08:30AM - 12:00 Noon
Presented by :
Akira Hamada, Kobe City University Of Foreign Studies
Shuichi Takaki, Fukushima
This study introduces a new methodology of “ranking assessment” into pedagogical screening for the identification of second language (L2) readers requiring specific interventions. Results showed that a latent rank model has the potential to provide diagnostic information that determines what works for whom in L2 reading instruction.
Clearly understood? What factors predict the comprehension of health-related texts?
08:30AM - 12:00 Noon
Presented by :
Judit Kormos, Lancaster University
Our research investigated how individual differences and text features interact to predict comprehension of health-related texts. We found that younger, more educated, health-literate, and proficient participants were more likely to understand health-related texts than older, low proficiency, less educated and health literate individuals. Text features did not predict comprehension.
L2 readers' vocabulary coping strategies and their effect: An eye tracking study
08:30AM - 12:00 Noon
Presented by :
Prichard Caleb, Okayama University
Co-authors :
Andrew Atkins, Kindai University
When a reader encounters an unknown word, they can infer the meaning, ignore the word, or use a dictionary. This study utilizes eye tracking and other data to examine which strategy is best for L2 readers in a variety of specific contexts. Implications for teachers and learners will be discussed.
Developing foreign language reading rates: A comparison of the effectiveness and efficiency between extensive reading and grammar translation activities
08:30AM - 12:00 Noon
Presented by :
Gregory Rouault, Hiroshima Shudo University
Design features of this experimental study addressed the limitations in previous research into the impact of extensive reading on reading rate development. The findings provide evidence of the effectiveness and efficiency of extensive reading as a pedagogical tool over grammar translation activities and offer implications for teachers and curriculum administrators.
Early English learning as a Foreign Language in primary school: which individual factors predict reading comprehension success three years later?
08:30AM - 12:00 Noon
Presented by :
Patrick Snellings, University Of Amsterdam, Rudolf Berlin Center For Learning Disabilities
Co-authors :
Nihayra Leona, University Of Amsterdam
Margreet Van Koert
Judith Rispens
Jurgen Tijms
Maurits Van Der Molen
There are huge individual differences in English reading comprehension at the end of primary school. We need to determine which cognitive, motivational and linguistic factors predict successful English reading comprehension. A longitudinal study involving 279 Dutch children revealed these factors and their implications for formal English teaching to young learners
Differences in lower-level reading skills in children learning French as a foreign language in primary school
08:30AM - 12:00 Noon
Presented by :
Barbara Rindlisbacher, University Of Fribourg
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, different models are tested drawing on a structural equation modelling approach.
08:30AM - 12:00 Noon
Room 1
S123 1/2 | Re-Envisioning Language Assessment to Meet the Needs of Learners in a Changing World: What Can Diagnostic and Dynamic Assessment Contribute?
Format : Symposium
Track : Virtual Session
Speakers
Matthew E. Poehner, Penn State University
Simin Zeng, Harbin Institute Of Technology
Weiwei Song, Director, R&D, Foreign Language Teaching And Research Press
Magdalini Liontou, PhD Student / English Teacher, University Of Jyväskylä
Yaru Meng, PhD Supervisor, Professor, Director For Lantolf Research Center, Xi'an Jiaotong University
Vanessa Mota, PhD Student In Applied Linguistics, Federal University Of Rio De Janeiro
Bruna Vargas, PhD Student / English Teacher, Federal University Of Rio De Janeiro (UFRJ) / Federal University Of Juiz De Fora (UFJF)
Hye-won Lee, Senior Research Manager, Cambridge Assessment English
Raili Hilden, University Of Helsinki
Yukiko Hatasa, Hiroshima University
Ari Huhta, University Of Jyväskylä
Daniel Isbell, Assistant Professor, University Of Hawaiʻi At Mānoa
Próspero García, Associate Professor Of Spanish Applied Linguistics, Rutgers University, Camden
Pirjo Pollari, EFL Teacher And Teacher Educator, University Of Jyväskylä
Susana Madinabeitia, Universidad De Navarra
Thomais Rousoulioti, Co-Presenter, Teaching Fellow, Aristotle University Of Thessaloniki - Researcher, Centre For The Greek Language
Rémi Van Compernolle, Carnegie Mellon University
Lu Yu, Penn State University
Moderators
Ari Huhta, University Of Jyväskylä
Dmitri Leontjev, Postdoctoral Researcher, University Of Jyväskylä
Siemone Zuidema (AILA2021 Volunteer), AILA2021 Volunteer
Diagnostic and dynamic assessment share a common goal, namely promoting learning and teaching. Diagnostic assessment emphasizes carefully defined and measured constructs in order to provide detailed information regarding learner strengths and weaknesses. Dynamic assessment takes a dialectical view of teaching and assessment. Thus, support is provided to learners during dynamic assessment whenever they require it, which yields insights into learners' abilities and simultaneously promotes these abilities. The goal of the symposium is to take stock of, and bring together, the most interesting recent developments in both diagnostic and dynamic assessment to pave way for integrating the strengths of these two assessment frameworks. To set the scene for the symposium, the featured speaker, Professor Matthew Poehner, will give a talk about an ongoing project that aims to merge dynamic and diagnostic assessment. We encourage participation from scholars working on dynamic assessment or diagnostic assessment. The expected outcome of the symposium is to initiate dialogue among the researchers with a view to start a new line of research merging the two assessment approaches into a dynamic diagnostic assessment framework. This could lead both to new theoretical frameworks and novel practical applications of assessment. Click here for the detailed program
Mediation as conceptual vantage and practical approach to formulating a possible dynamic diagnostic assessment framework
08:30AM - 12:00 Noon
Presented by :
Matthew E. Poehner, Penn State University
Diagnostic assessment and dynamic assessment have emerged as important areas in L2 research. While they emerge from different theoretical traditions, they share an interest in uncovering learner current language abilities and leveraging these insights to promote development. To date, L2 researchers working in these approaches have proceeded in relative isolation from one another (although see Antón, 2018). This paper aims to open discussion among researchers in both traditions through a conceptual investigation of mediation as one approach to integrating them. An emerging research project organized according to this idea is also discussed.
How does dynamic assessment enable learner development in EFL classroom context: microgenetic analysis of classroom interactions and teacher narratives
08:30AM - 12:00 Noon
Presented by :
Simin Zeng, Harbin Institute Of Technology
Microgenetic analysis of L2 learners’ mediated performance and post-class teacher reflections show that DA, especially a cumulative model of group DA, can work in whole group settings and facilitate learner development, as evidenced in positive changes in their language awareness and/or control.
Developing Diagnostic Assessment for the Needs of Learners: Bridging the National Standards and the Curriculum Requirements
08:30AM - 12:00 Noon
Presented by :
Weiwei Song, Director, R&D, Foreign Language Teaching And Research Press
Co-authors :
Liping Liu
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 requirements and national standards of English.
Know thyself: diagnostic tests and self-assessment lists A comparison between Finnish and Chinese university students
08:30AM - 12:00 Noon
Presented by :
Magdalini Liontou, PhD Student / English Teacher, University Of Jyväskylä
Diagnostic tests have been traditionally associated with the identification of students’ needs. However, in combination with CEFR self-assessment lists could be a tool for self-reflection. This presentation will report the students’ perceptions concerning the value of their own work and how these correspond to an external standardised tool.
Cognitive Attribute-based Dynamic Mediation Modelling for EFL Listening Development
08:30AM - 12:00 Noon
Presented by :
Yaru Meng, PhD Supervisor, Professor, Director For Lantolf Research Center, Xi'an Jiaotong University
Cognitive Diagnostic Assessment (CDA) distinguishes itself with finer-grained attributes such as knowledge structures and processing skills underlying learners' responses. Dynamic Assessment (DA) can integrate assessment and mediation into one unified activity, making it possible to track how learners' potential abilities emerge and develop through graduated mediation. In order to be more valid in diagnosing and mediating EFL listening, the mediation moves are advised to match the task attributes. The combination of the above two holds a great potential in promoting students' language ability. Therefore, this study attempts to construct the Attribute-based Mediation Model (AMM) for English listening.
Mediated Assessment: an experience in a Brazilian public school
08:30AM - 12:00 Noon
Presented by :
Bruna Vargas, PhD Student / English Teacher, Federal University Of Rio De Janeiro (UFRJ) / Federal University Of Juiz De Fora (UFJF)
Vanessa Mota, PhD Student In Applied Linguistics, Federal University Of Rio De Janeiro
This research investigated the implementation of an assessment activity inspired by Dynamic Assessment (DA – POEHNER, 2005, 2008, 2011), Mediated Development (POEHNER & INFANTE, 2015) and Mediated Learning Experience (FEUERSTEIN, FEUERSTEIN; FALIK, 2014) theories, as a way to stimulate learning during assessment moments. It aimed at understanding the effects that this activity would have on students' motivation and progress in an English class. The results indicate the development of learning as an interactive and collaborative praxis.
How Learners Engage with Item-Level Diagnostic Feedback on a Digital Self-Study Reading Assessment Tool
08:30AM - 12:00 Noon
Presented by :
Hye-won Lee, Senior Research Manager, Cambridge Assessment English
Co-authors :
Thomas Booth
Our study focuses on item-level diagnostic feedback in an online self-study reading assessment. We explored how learners act upon this feedback, and whether they can transfer this to subsequent items. The findings suggest some important individual and contextual factors that influence the way learners respond to the feedback.
Digital support for training and assessing second language speaking
08:30AM - 12:00 Noon
Presented by :
Raili Hilden, University Of Helsinki
We discuss the possibilities of automatic speech recognition (ASR) based software for diagnostic feedback. The aim of our research is to develop personalized ASR so that it can be utilized as both self-learning and assessment tool. This will raise learners´ linguistic awareness and enrich the construct of learner autonomy.
The development of diagnostic tests of Japanese pronunciation
08:30AM - 12:00 Noon
Presented by :
Yukiko Hatasa, Hiroshima University
A diagnostic test of pronunciation is developed for L2 learners of Japanese and administered to American and Chinese learners of Japanese. Results showed that Chinse students outperformed American students for almost all measures, especially rhythm and accent perception, and production errors on rhythm and accent were rated severely.
08:30AM - 12:00 Noon
Room 1
S138 2/3 | ReN: Language Policy: Theory, Method, and Advocacy for Contemporary Geopolitics
Format : Symposium
Track : Virtual Session
Speakers
Jeff Bale, OISE - University Of Toronto
Donald Allison, Washington State University
Stephen May, University Of Auckland
Kristof Savski, Prince Of Songkla University
Jorunn Simonsen Thingnes, Associate Professor , Western Norway University Of Applied Sciences
Adrian Lundberg, Malmö University
Joseph Lo Bianco, University Of Melbourne
Chrismi-Rinda Loth, University Of The Free State
David Johnson, University Of Iowa
Sarah Catherine Kaser Moore, University Of Maryland College Park
Francis Hult, University Of Maryland
Moderators
David Johnson, University Of Iowa
Francis Hult, University Of Maryland
Sarah Catherine Kaser Moore, University Of Maryland College Park
Kees De Bot, AILA2021 Organizer, Mentor, AILA 2021
Andre Korporaal (AILA2021 Volunteer), AILA2021 Volunteer
The Language Policy Research Network (LPReN) symposium is organized around three areas within the broader field of scholarship relevant to language policy, politics, and planning: theory, method, and advocacy. Foci include reconceptualizing global innovations in language policy and planning, employing novel research methodologies in language policy, and promoting language rights to preserve minoritized languages. To submit to the LPReN Call for proposals, select ONE of the three areas: Theory, Method, or Advocacy and clearly indicate the selection on your proposal. Theory: Exploration of the theoretical constructs, origins, potential, and philosophical implications of language policy, politics, and planning as they relate to the structures, individuals, communities, and societies within and among which they are undertaken. Method: Identification and explication of the means through which language policymaking, management, and planning take shape, including identification of the particular overt and covert activities, parties, and institutions that constitute methods employed to burden, obstruct, or facilitate the implementation of policy. Also, critical examination of research methods for investigating language policy texts and practices including issues of ethics and research design in language policy research. Advocacy: Engagement with of the role of power, elitism, prejudice, privilege, exclusivity, and hegemony in acts associated with language policy; engagement in activities to expose majoritarian narratives and highlight language rights, promote heritage language maintenance and prosperity, and resolve conflicts among language communities and in organizations.
S138 2/3 | introduction by organizers
08:30AM - 12:00 Noon
Presented by :
Sarah Catherine Kaser Moore, University Of Maryland College Park
Francis Hult, University Of Maryland
David Johnson, University Of Iowa
Welcome to the second Language Policy Research Network symposium. During this year's World Congress, sessions are organized around three areas within the fields of language policy, politics, and planning: theory, method, and advocacy. For Method, we address: Identification and explication of the means through which language policymaking, management, and planning take shape, including identification of the particular overt and covert activities, parties, and institutions that constitute methods employed to burden, obstruct, or facilitate the implementation of policy and critical examination of research methods for investigating language policy texts and practices including issues of ethics and design in language policy research.
History, Genealogy, and Language-Policy Research Methods
08:30AM - 12:00 Noon
Presented by :
Jeff Bale, OISE - University Of Toronto
This paper focuses on historical research methods in language-policy analysis. While history in general has not been central to the field, Foucault’s notion of genealogy has inspired a growing number of language-policy studies. This paper discusses three key questions that genealogy poses for language-policy scholarship and how historical analysis might inform contemporary language-policy advocacy.
Vulgaridad as common language use in medical care: Implications in language policy for Mexican migrant farmworker men
08:30AM - 12:00 Noon
Presented by :
Donald Allison, Washington State University
Healthcare access is limited for Mexican Migrant and Seasonal Farmworker men. Low English proficiency and education level contribute to power differentials limiting health literacy and agency. Language policy considering the concept of vulgaridad (common language) equalize power dynamics between provider and patient, potentially decreasing health disparity with sensitive topics such as HIV/AIDS.
Superdiversity, linguistic citizenship and language rights: Disjunctures and connections for language policy
08:30AM - 12:00 Noon
Presented by :
Stephen May, University Of Auckland
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 constituent populations and wider trends of migration/transmigration in a globalized world.
Reconceptualizing the analysis of language policy texts: a textual ethnographic approach
08:30AM - 12:00 Noon
Presented by :
Kristof Savski, Prince Of Songkla University
Since the scope of language policy has expanded beyond its once exclusive focus on top-down structural forces, our analyses of policy texts should embrace complexity, dynamicity and hybridity and shift toward 'ethnography of text' focussing on how fragments of policy texts are imbued with context-specific meanings.
Ensuring student’s language rights or reinforcing hegemony? The case of Nynorsk at the largest university in Norway
08:30AM - 12:00 Noon
Presented by :
Jorunn Simonsen Thingnes, Associate Professor , Western Norway University Of Applied Sciences
This paper provides insight into the writing practices and language attitudes of university staff who are asked to write in Nynorsk in order to ensure the language rights of Nynorsk using students. It investigates if attitudes expressed by staff can explain a lack of commitment to language legislation.
Language Policy and Social Cohesion Analysis in Multi-ethnic Settings: The Role of Q-Methodology
08:30AM - 12:00 Noon
Presented by :
Joseph Lo Bianco, University Of Melbourne
Adrian Lundberg, Malmö University
This paper contrasts multi-ethnic immigrant European (Sweden and Switzerland) with Asian settings (Myanmar and South Thailand) to explore the illuminating role of Q methodology in mapping the range of argumentative positions about linguistic pluralism where debates about minorities and majorities are encountered and social cohesion is at risk.
Privacy in the public space – implications for Linguistic Landscape research
08:30AM - 12:00 Noon
Presented by :
Chrismi-Rinda Loth, University Of The Free State
Language choices on signs constitute a manifestation of de facto language policy. While signage in the public space is freely accessible, those on homes call for different ethical considerations. This paper explores the ethical considerations regarding privacy in Linguistic Landscape research as well as appropriate research methodologies.
08:30AM - 12:00 Noon
Room 1
S144 1/2 | ReN: New dynamics for new cultural, linguistic and digital realities: Adapting mainstream learning environments to and for migrant learners
Format : Symposium
Track : Virtual Session
Speakers
Gee Macrory, Visiting Research Fellow, Manchester Metropolitan University
Burcu Yaman Ntelioglou, Associate Professor, Brandon University, Canada
Stephanie Löbl, PhD Fellow, University Of Copenhagen
Amir Michalovich, PhD Candidate, University Of British Columbia
Saskia Van Viegen, Assistant Professor, York University, Canada
Stef Slembrouck, Ghent University
Shelley Taylor, Professor, Western University
Colette Despagne, Professor, Benemérita Universidad Autónoma De Puebla (BUAP)
Antoinette Gagne, Associate Professor And Associate Chair, Student Experience, OISE, University Of Toronto
Coral Buitrón, Benemérita Universidad Autónoma De Puebla
Emmanuelle Le Pichon, University Of Toronto | Utrecht University
Ester De Jong, University Of Florida
James Cummins, Presenter, University Of Toronto
Kate Paterson, PhD Candidate, Western University
Margaret Early, University Of British Columbia
Maureen Kendrick, University Of British Columbia
Mitsuyo Sakamoto, Sophia University
Nickesha McGregor, Participant, N/A
Peter De Costa, Michigan State University
Moderators
Shelley Taylor, Professor, Western University
Saskia Van Viegen, Assistant Professor, York University, Canada
Bapujee Biswabandan, Western University
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
Knowledge production that is unrelated to real-world problems requiring urgent attention and alternate frames of reference has been likened to structures that are decontextualized, depoliticized and colonial (Lorente, 2019). Learning environments with decontextualized, depoliticized structures are ill-equipped to meet migrant learners' needs. Researchers have called for empirical work that supports educator initiatives to meet migrant learners' needs in mainstream educational settings; however, such initiatives meet resistance and are under-explored despite growing affordances of 4.0 technology linking people, information and digital supports. This Symposium highlights responses to the real-world needs of educators seeking to adapt mainstream instructional settings to migrant learner needs while drawing on their cultural/linguistic strengths and resources, and technological innovations. This alignment of mainstream and alternative knowledges adds a new dynamic to knowledge production, reflecting real-world language use in societies, and migrant learners' plurilingual / pluricultural backgrounds. The two featured speakers in our ReN's symposium, Gee Macrory and Jim Cummins, and the other contributors, address the types of re-imagining needed.The first featured speaker, Gee Macrory, discusses the transnational use of technology to enable primary school-aged children of migrant backgrounds to work together, sharing and co-developing knowledge. The second featured speaker, Jim Cummins, discusses research involving software used by European and North American educators to reflect and support migrant learners' knowledges in mainstream settings. The other participants' contributions provide cutting-edge, international perspectives on how to develop and support the adaptations to learning environments needed in changing times when population shifts challenge educators' preparedness for meeting all learners' needs. S144 detailed programme, click here.Please find the handout here
Using video-conferencing to maximise engagement in foreign language learning by ethnic minority groups in two English primary schools
08:30AM - 12:00 Noon
Presented by :
Gee Macrory, Visiting Research Fellow, Manchester Metropolitan University
This contribution draws upon the findings of a European project (Technologically Enhanced Language Learning Pedagogy), which linked two primary schools in England with schools in France and Spain through video-conferencing, to argue that such technologies provide language learning opportunities for children of migrant backgrounds to maximise their language learning skills.
Trans’lingual’ Approaches: Multimodal, Multilingual and Transcultural Pedagogies to Support Students from Refugee Backgrounds in Third-Tier City K-12 Classrooms
08:30AM - 12:00 Noon
Presented by :
Burcu Yaman Ntelioglou, Associate Professor, Brandon University, Canada
This paper presents findings from a participatory ethnography project that investigates translingual approaches that acknowledge the significance of multimodal, multilingual  and transcultural practices that educators used in a middle-years EAL classroom in a third-tier city in Canada to better support plurilingual students from refugee backgrounds in K-12 classrooms.
The role of culture when teaching French as a foreign language in primary school in Denmark. Eurocentric or francophone perspective?
08:30AM - 12:00 Noon
Presented by :
Stephanie Löbl, PhD Fellow, University Of Copenhagen
All children in Denmark has the option of studying French in (public) elementary school and later in highschool, which includes various immigrant backgrounds. Whether their French teachers adopt inclusive approaches to teaching culture and the pupils see themselves reflected in the French curriculum, could have an impact on their self-image.
Digital Multimodal Composing in Popular New Media Genres: Possibilities for Second/Additional Language Learning.
08:30AM - 12:00 Noon
Presented by :
Amir Michalovich, PhD Candidate, University Of British Columbia
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 growing urgency to understand, through context- and case-specific research, how Canadian schools can support emergent bi/multilingual newcomer youth to achieve their full potential in language learning classrooms. The study makes a timely contribution to helping educators, teacher-educators, and education systems better understand the possibilities of in-school digital multimodal composing for language learning among this population of youth.
Translanguaging pedagogies with youth from refugee backgrounds (Canada)
08:30AM - 12:00 Noon
Presented by :
Saskia Van Viegen, Assistant Professor, York University, Canada
Co-authors :
Nickesha McGregor, Participant, N/A
Jaslyn Prihar, York University
This presentation highlights inclusive, compassionate and effective responses to meeting the needs of children and youth who are in the process of resettlement and integration, sharing teacher perceptions of and approaches to students’ language and literacy practices through development and enactment translanguaging pedagogy at the secondary level.
Learning-through-translanguaging in monolingual school policy contexts
08:30AM - 12:00 Noon
Presented by :
Stef Slembrouck, Ghent University
Co-authors :
Kirsten Rosiers
Alongside the challenge of empirically and conceptually mapping the spectrum of translanguaging practices, we address its multiple functions-in-context and its interactional manifestations. We concentrate on data in ‘prohibitive’ educational contexts in multilingual Brussels. The analysis highlights the importance of role identifications, which are not free from paradoxes and internal contradictions.
Youth refugees at the postsecondary level: Writing/righting their stories through multimodal products
08:30AM - 12:00 Noon
Presented by :
Shelley Taylor, Professor, Western University
Co-authors :
Kate Paterson, PhD Candidate, Western University
Yasmeen Hakooz, PhD Student, Western University
Wenmin Liang, Phd Student, Western University
Bapujee Biswabandan, Western University
Migrant youths represent a demographic shift in postsecondary institutions across Canada. This talk outlines the second (student-focused) phase of a multi-site/multi-phase project exploring youth refugees' language and literacy development at the postsecondary level. Preliminary findings from student surveys, interviews, and multimodal products (i.e., multilingual digital storytelling, personal websites, etc.) provide counter-narratives to inform and begin decolonizing educational structures and pedagogical practices. 
Youth Return Migration (US-Mexico): Students' Citizenship in Mexican Schools
08:30AM - 12:00 Noon
Presented by :
Colette Despagne, Professor, Benemérita Universidad Autónoma De Puebla (BUAP)
This research analyzes how Mexican-American transnational students, who have been educated in the US and forced to return, adapt and participate to the Mexican school system. In this study, I explore different ways in which return students enact their own bilingual and bicultural citizenship by looking at multiple forms of participating in, or outside, classroom settings while constructing and maintaining their communicative repertoires as a way of reclaiming their citizenship in both countries, the US and Mexico.
08:30AM - 12:00 Noon
Room 1
S156 | Reshaping English Learning in a Changing World
Format : Symposium
Track : Virtual Session
Speakers
Wen-Ling Tsai, Shih Chien University
Min-chieh Chou, Chinese Culture University
Eleanor K. P. Kwan, Lecturer, University Of Hong Kong
Masataka Yamaguchi, Kobe City University Of Foreign Studies
Li-Te Li, Associate Professor, Shih Chien University
Luciane Sturm, Professor, University Of Passo Fundo
Kahoko Matsumoto, Tokai University
Cheng-Yi Lin, Assistant Professor, National Taiwan Ocean University
Shu-Chen Huang, National Chengchi University
Moderators
Min-chieh Chou, Chinese Culture University
Li-Te Li, Associate Professor, Shih Chien University
Wen-Ling Tsai, Shih Chien University
Mark Van Huizen, AILA2021 Volunteer
This symposium aims to draw attention and discussion on the changes and challenges encountered in the field of English language teaching and learning. To respond to the need of the industry, to foster the new dynamism, and to strengthen the competitiveness and innovation of Net-generation, the emphasis of higher education seems to gradually switch from research orientation to practical orientation. This change influences the curriculum design, affects the attitudes of language learners, and challenges the expertise of the language educators. Four sub-themes, therefore, are designed to cover the relevant issues. It is hoped that each of the sub-themes will elicit insightful papers and arouse profound discussion to help re-shape the English learning in this changing world. Four sub-themes-- English Learning for Academia-Industry Exchange -- How can different industries benefit from research in applied linguistics? 2. English Learning and Transdisciplinary Studies -- What curriculum design can effectively promote the cross-disciplinary collaboration? 3. Undergraduate Research Experiences and Information Literacy in the EFL Context -- What might be the role of academic research and English research paper writing in a practical-oriented curriculum? 4. Engagement and Involvement of English teachers/learners in the 21st Century -- The concerns cover agency, empowerment, and/or work-life balance.
Collegiate Internship Programs for English Majors in the Aviation Industry
08:30AM - 12:00 Noon
Presented by :
Wen-Ling Tsai, Shih Chien University
The purposes of this presentation are to highlight the interdisciplinary nature of the study of English and to present the challenges faced and endeavors needed by the two major stakeholders – the department and students – in creating successful internship programs in the aviation industry.
The Effect of an Internship Course on English Majors' Future Career Development
08:30AM - 12:00 Noon
The internship course of an English Department in Taiwan provided students real-life work experience before graduation. The diverse internship jobs included English teachers in language institutes, workers in service industries, interns in trading or technology companies, receptionists in international exhibitions, and others. The interns obtained favorable evaluations from their employers.
Transferability of literacy skills of ESP and discipline specific EAP courses: Learners’ perspectives
08:30AM - 12:00 Noon
Presented by :
Eleanor K. P. Kwan, Lecturer, University Of Hong Kong
Co-authors :
Kan Chai, University Of Hong Kong
Jessica Hui, University Of Hong Kong
Based on survey results, this paper examines and compares students' perceptions of and experiences in transferring skills of three English-in-the-Discipline courses designed for Social Sciences undergraduates in an English medium university in Hong Kong: one discipline specific English for Academic Purposes course, one report writing course, and one public speaking course.
Learning to use English in the era of globalization: The case of international students on a LEGO task
08:30AM - 12:00 Noon
Presented by :
Masataka Yamaguchi, Kobe City University Of Foreign Studies
Co-authors :
Midori Tanimura, Ritsumeikan University
We examine interactions taken from 32 international students who use lingua franca English on a LEGO task. Through analysis, we highlight features of collaborative interactions such as “positive face” maintenance and joint production of utterances, which indicate their engagement and involvement in the task. Implications for “symbolic competence” are provided.
Enhancing Employability with Undergraduate Research Experiences: A Myth or Not?
08:30AM - 12:00 Noon
Presented by :
Li-Te Li, Associate Professor, Shih Chien University
Academic English writing has been considered essential for higher education; however, for the industry, could undergraduate research experiences properly equip students with employability skills? Fifty-six students and 27 professionals participated in this study. The results, from analyzing the survey and reflective-journals, encouraged a new shape of research practice.
Creative writing as an engagement strategy to develop ELT teachers’ literacy at university
08:30AM - 12:00 Noon
Presented by :
Luciane Sturm, Professor, University Of Passo Fundo
This work presents qualitative longitudinal research in the Applied Linguistics area. It was examined the curricular innovation proposal impact and benefits, titled 'Creative Writing to develop literacy competence', in an undergraduate course for English teachers in Brazil. The data were generated from field notes, questionnaires, 14 participants' artifacts, and portfolio reflections. The results evidence the positive impact of the interventions on the participants' literacy.
Creation of an Assessment Tool for Global Citizenship
08:30AM - 12:00 Noon
Presented by :
Kahoko Matsumoto, Tokai University
This study demonstrates the attempt to create an assessment tool for global citizenship with its pilot results. The finalized rubric reflects the voices of over 300 workers who are considered internationally successful in various sectors, while the assessment tool was piloted with both university students and workers.
A Course Design for English for Occupational Purposes with Needs Analysis and Practice: An Action Research
08:30AM - 12:00 Noon
Presented by :
Cheng-Yi Lin, Assistant Professor, National Taiwan Ocean University
This action research reflects the teacher-researcher’s curriculum of Workplace English and reconstructs a pedagogy for English for Occupational Purposes. Data was gathered from 17 interviews, teaching logs, and teaching evaluation. The findings are hoped to shed light on the learner-centered approach to ESP course design proposed by Hutchinson and Waters (2009).
08:30AM - 12:00 Noon
Room 1
S160 2/3 | Speaking subjects – Biographical methods in multilingualism research
Format : Symposium
Track : Virtual Session
Speakers
Tim McNamara, Professor Emeritus, University Of Melbourne
Julia Sonnleitner, University Of Vienna
Sarah Muller, Research Associate, University Of Sheffield
Natalia Ganuza, Uppsala University
Maria Rydell, Stockholm University
Boglárka Straszer, Presenter, Dalarna University
BethAnne Paulsrud, Dalarna University
Sandra Radinger, University Of Vienna
Jonas Hassemer, University Of Vienna | University Of Bonn
Moderators
Judith Purkarthofer, University Duisburg-Essen
Mi-Cha Flubacher, University Of Vienna
Jelle Brouwer, AILA2021 Volunteer, University Of Groningen
Biographical approaches give access to individuals' learning trajectories across the lifespan, societal influences and language ideologies and the construction of language use in social spaces, as such they are prone to be used globally in different settings. For example, 'language portraits' have become a staple method in research on multilingualism, language repertoires and lived experience of language, to name just a few examples. While the colourful drawings of the portraits originated in research on language awareness in primary school education, biographical methodology in multilingualism research has since developed into an approach in its own right, covering and combining visual, verbal and multimodal data and analysis. This symposium will thus invite contributions working on the interplay between language use in individuals and societies, language-related inequalities and opportunities for speakers and salient moments of multilingual encounter that can be gained with a focus on speakers' lived experience of language (Busch 2006, 2013). These insights shall contribute to an understanding of e.g., how biographical research can contribute to our understanding of linguistic diversity, how we as researchers can empirically account for experiences of lived languages, and how to embed them in a larger discussion on social (in)equality.
Discourse and the agency of the subject in autobiographical narratives
08:30AM - 12:00 Noon
Presented by :
Tim McNamara, Professor Emeritus, University Of Melbourne
Co-authors :
Judith Purkarthofer, University Duisburg-Essen
The way the subject is understood in poststructuralism sees discourse as enabling and constraining the agency of the subject. This paper explores this notion in some autobiographical texts of Derrida, and considers the extent to which it features in the work of Busch and Pavlenko on autobiographical narratives of multilinguals.
“We all need histories that no history book can tell”: Chronotopic agency and embodiment in biographical accounts.
08:30AM - 12:00 Noon
Presented by :
Julia Sonnleitner, University Of Vienna
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.
Visual silence in the language portrait
08:30AM - 12:00 Noon
Presented by :
Sarah Muller, Research Associate, University Of Sheffield
This paper explores the potentially self-empowering ways in which young people can use the language portrait to visualise and validate their linguistic repertoire by erasing languages from its visual representation in the language portrait silhouette. These erasures are conceptualised as visual silence.
Biographical narratives and lived experiences of language in contemporary Swedish fiction
08:30AM - 12:00 Noon
Presented by :
Natalia Ganuza, Uppsala University
Maria Rydell, Stockholm University
This paper approaches the speaking subject through the work of fiction, which depicts multilingual encounters in contemporary Sweden. We exemplify and discuss how lived experiences of language are made salient in boundary transgressions, and how the authors use linguistic variation to construct images of belonging and difference.
Methodological reflections on one child’s language portraits over time
08:30AM - 12:00 Noon
Presented by :
Boglárka Straszer, Presenter, Dalarna University
BethAnne Paulsrud, Dalarna University
This paper presents methodological reflections from a study using language portraits combined with interviews with a multilingual child over a three-year period. We highlight the connections between the child's linguistic repertoire and her lived experience of her own languaging, identifying challenges and possibilities with the language portrait method.
Combining biographical research with philosophical practice for investigating Spracherleben
08:30AM - 12:00 Noon
Presented by :
Sandra Radinger, University Of Vienna
This contribution draws upon an exploratory project which combined philosophical dialogue in groups with biographical research to investigate Spracherleben of people involved in a grassroots organization engaged in the context of immigration in Austria. Based on the insights gained, it elaborates on how this approach can contribute to grasping Spracherleben empirically and how positioning biographical research itself as a practice of dialogic ineraction with others and the world can help to anchor lived experiences in larger discussions on social (in)equality.
Embodied reflexivity and the speaking subject: on being a ‘good’ counsellor in refugee support
08:30AM - 12:00 Noon
Presented by :
Jonas Hassemer, University Of Vienna | University Of Bonn
In this paper, I look into 'reflexivity' as a valued quality of practice and personhood among counsellors working in a refugee support NGO in Vienna, Austria. My aim is to understand embodied reflexivity not so much as an embodied professional knowledge, but as the affective and moral positioning of professional subjects within the ideological and material, i.e. political-economic, conditions of their work.
08:30AM - 12:00 Noon
Room 1
S163 1/2 | Task-Based Language Teaching: Interfaces between Research, Pedagogy and Assessment
Format : Symposium
Track : Virtual Session
Speakers
Martin East, University Of Auckland
Ali Shehadeh, Presenter, UAE University
Ágnes Albert, Senior Lecturer, Eötvös Loránd University
Natsuyo Suzuki, Tokyo Woman's Chrisitian University
Chihiro Inoue, Senior Lecturer In Language Assessment, University Of Bedfordshire
Marcos Benevides, Associate Professor, J. F. Oberlin University
Goedele Vandommele, KULeuven
Ana Flávia Boeing Marcelino, Federal University Of Santa Catarina
Li-Shih Huang, University Of Victoria
Paul Toth, Temple University
Roger Gilabert Guerrero, University Of Barcelona
Sanghee Kang, Georgia State University
Moderators
Andrea Revesz, UCL Institute Of Education
Martin East, University Of Auckland
Roger Gilabert Guerrero, University Of Barcelona
Aline Oelen - AILA Volunteer, AILA2021 Volunteer
Since the 1980s, Task-Based Language Teaching (TBLT) has become a phenomenon of increasing interest in applied linguistics among both researchers and practitioners. TBLT is a learner-centred, experiential pedagogical approach that focuses on tasks as vehicles for successful second language acquisition (SLA). Empirical research into task effectiveness has yielded positive findings for SLA. However, despite its relatively long history, TBLT is still classed as an innovation. TBLT's contrast to more established teacher-led and grammar-focused communicative approaches means that it is often viewed with suspicion among teachers. This symposium addresses the interface between research and practice, bringing together those with a range of interests in TBLT. The symposium is convened by two experts in TBLT from two different parts of the world- Martin East (New Zealand), current President of the International Association for TBLT (IATBLT), and Andrea Révész (UK), current Vice President- and features an address from Pauline Foster, Professor of Applied Linguistics, St. Mary's University, London, UK. In the symposium we will explore and discuss research into task efficacy alongside the benefits and challenges of using tasks both in the real worlds of classrooms and for assessment purposes. Our aim is to address these dimensions from different theoretical and methodological perspectives.TIME MAIN PRESENTER 8.30 - 9.10 Martin East (Featured)9.10 - 9.35 Ali Shehadeh 9.35 - 10.00 Agnes Albert  Break 10.30 - 10.55 Natsuyo Suzuki 10.55 - 11.20 Chihiro Inoue 11.20 - 11.45 Marcos Benevides 11.45 - 12.10 Goedele Vandommele  BREAK 14.30 - 15.10 Roger Gilabert (Featured)15.10 - 15.35 Ana Flávia Boeing Marcelino  BREAK 16.30 - 16.55 Paul Toth 16.55 - 17.20 Sanghee Kang 17.20 - 17.45 Li-Shih Huang 
Task-Based Language Teaching as innovation – Implications for practice
08:30AM - 12:00 Noon
Presented by :
Martin East, University Of Auckland
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 of teacher education in making TBLT as innovation more sustainable.
Implementation of task-based language teaching and focus on form in a United Arab Emirates EFL middle school setting
08:30AM - 12:00 Noon
Presented by :
Ali Shehadeh, Presenter, UAE University
This presentation reports on a recent study that investigated the implementation of task-based language teaching (TBLT) in an EFL school setting in the United Arab Emirates (UAE), focusing specifically on how teachers focus on form (FonF) in this TBLT-based setting in their teaching practice.
The role of emotions, motivation, and self-efficacy beliefs in classroom task performance: investigating secondary school students in Hungary
08:30AM - 12:00 Noon
Presented by :
Ágnes Albert, Senior Lecturer, Eötvös Loránd University
Co-authors :
Kata Csizér, Eotvos Lorand University
Katalin Piniel, Eotvos Lorand University
Our study explores how emotions, motivation, and self-efficacy beliefs about English classes in general and language tasks in particular shape secondary school students' task performance on a written narrative task. Results suggest that links can be established between emotions, engagement/flow and self-efficacy and different task performance measures, as well as the quantity of output produced.
Does learners’ shared L1 use in higher order thinking tasks hinder L2 development?
08:30AM - 12:00 Noon
Presented by :
Natsuyo Suzuki, Tokyo Woman's Chrisitian University
The study investigated the impact of L1 use in tasks where an intermediate level of university students (n = 76) can engage in at higher cognitive level on L2 language development. Among lexical diversity, plainness of English, errors, and interpersonal discoursmarkers, the students used English only developed some discourse abilities.
Effect of extended planning time in listening-into-speaking tasks
08:30AM - 12:00 Noon
Presented by :
Chihiro Inoue, Senior Lecturer In Language Assessment, University Of Bedfordshire
This ETS-funded study investigated the effects of the extended planning time on the performance elicited by lecture listening-into-speaking tasks in the TOEFL iBT test across the two different proficiency groups. Effects were examined in terms of the (1) scores, (2) linguistic performance variables (CAF, and reproduction of idea units) and (3) reported use of cognitive/ metacognitive processes and strategies. Although some differences were found in (3), no statistically significant effects were found in (1) or (2). The different use of cognitive/ metacognitive processes and strategies are discussed, which has implications for planning time research using integrated tasks.
Inter-rater reliability of a task-based assessment tool designed for practicality in the classroom
08:30AM - 12:00 Noon
Presented by :
Marcos Benevides, Associate Professor, J. F. Oberlin University
Co-authors :
Jeffrey Martin, Instructor, J. F. Oberlin University
This presentation introduces a universal rubric for teachers to more easily grade speaking, writing, or mixed-skills task performance in the classroom. The tool emphasizes practicality of use while conforming to TBLT assessment principles, has "good enough" validity and inter-rater reliability for the classroom, and allows for guided instructional feedback based on adapted Gricean maxims. It is compatible with language descriptor systems, and can be used with a wide range of communicative tasks and proficiency levels.
Task-based language assessment in an online environment: match made in heaven or an impossible endeavor?
08:30AM - 12:00 Noon
Presented by :
Goedele Vandommele, KULeuven
Co-authors :
Lies Strobbe, KULeuven
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 exams.
08:30AM - 12:00 Noon
Room 1
S168 | Language Teacher Education and Professional Development in Technology Integration
Format : Symposium
Track : Virtual Session
Speakers
David Ortega, Yale University
Nelleke Van Deusen-Scholl, Director, Center For Language Study, Yale University
Emily Heidrich Uebel, Michigan State University
Luca Giupponi, Michigan State University
Timothy Kochem, Graduate Research/Teaching Assistant, Iowa State University
Zhi Li, Assistant Professor, University Of Saskatchewan
Thomas E Bieri, Moderator, Presenter, Nanzan University
Hyangeun Ji, PhD Student, Temple University
Jaerin Ahn, University Of Wisconsin-Madison
Jinjin Lu, Masaryk University; China University Of Geosciences (Wuhan) China
Maryann Christison, University Of Utah
Christina Gitsaki, Research Coordinator, Zayed University, UAE
Moderators
Philip Hubbard, Senior Lecturer Emeritus, Language Center, Stanford University
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
In line with technological developments in the digital age, language teachers are in high demand to integrate technology into their teaching while supporting their students' formal and informal learning. The implementation of technology-enhanced language teaching is largely affected by teachers' competencies in the use of digital technologies and their ongoing professional development in computer-assisted language learning (CALL). Despite various efforts to improve language teacher education and development, however, there are still concerns about how language teachers can be adequately prepared to make effective use of CALL and how they can continuously develop their CALL knowledge and skills throughout their careers. This symposium looks at the role and use of technology in language teacher education and discusses professional development in CALL. It explores the following questions: What new skills and knowledge need to be developed? What should the relative roles of theory, research and practice be in a teacher training program? How can teacher educators prepare teachers to develop a critical mindset toward the affordances offered by new developments in technology? How should digital literacies and technology standards for teachers should be addressed? What teacher education models are most likely to provide adequate foundations to support lifelong learning for teachers?
Developing new pedagogical and technological skills: A distance language training program for graduate students
08:30AM - 12:00 Noon
Presented by :
David Ortega, Yale University
Nelleke Van Deusen-Scholl, Director, Center For Language Study, Yale University
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 in distance education.
Normalizing Online Language Teaching Readiness: A professional development and assessment model
08:30AM - 12:00 Noon
Presented by :
Luca Giupponi, Michigan State University
Emily Heidrich Uebel, Michigan State University
Co-authors :
Koen Van Gorp, Michigan State University
This presentation describes a framework for Online Language Teaching (OLT) Readiness, built drawing widely from online pedagogy, CALL literature, and our experience of OLT practitioners. We argue that, given the normalization of online instruction, these skills and competencies should be integrated in CALL teacher education programs and professional development initiatives.
Considerations for Future Technology Development Based on EFL Teachers’ Integration of CALL Technologies
08:30AM - 12:00 Noon
Presented by :
Timothy Kochem, Graduate Research/Teaching Assistant, Iowa State University
Technology-enhanced language learning (TELL) is changing the way students learn and the way educators teach. However, much work is still needed in this area, specifically providing educators an opportunity to develop techno-pedagogical knowledge through professional development. This presentation will address three major hurdles in this area.
From chatting with a social chatbot to designing chatbot-based teaching activities: Focusing on the perspectives of preservice ESL teachers
08:30AM - 12:00 Noon
Presented by :
Zhi Li, Assistant Professor, University Of Saskatchewan
Situated in a CALL course in a TESOL master’s program in Canada, this mixed-methods study explores how pre-service ESL teachers’ experiences with a chatbot impacted their perceptions of the chatbot as a language learning tool and their design of chatbot-based teaching activities.
Understanding Teachers’ Technological Pedagogical and Content Knowledge (TPACK): A Case of Graduate Students in South Korea
08:30AM - 12:00 Noon
Presented by :
Hyangeun Ji, PhD Student, Temple University
Co-authors :
Hye Won Shin
Merrilee Brinegar
This study examined the individual characteristics of pre/in-service teachers in South Korea and their understanding of Technological Pedagogical and Content Knowledge (TPACK). The results revealed an association between teachers' self-reported TPACK and teaching experience, and suggestions are provided for future graduate programs.
“I was scared!” Exploring Language Teachers’ Perceptions, Beliefs, and Practices Related to Classroom Technology Use
08:30AM - 12:00 Noon
Presented by :
Jaerin Ahn, University Of Wisconsin-Madison
This research project addresses how Korean language teachers shape and reshape their beliefs about technology and assess their actual uses of technology in classrooms while participating in a teacher research project.
Strengthening novice EFL teachers' digital habitat in the Czech Republic.
08:30AM - 12:00 Noon
Presented by :
Jinjin Lu, Masaryk University; China University Of Geosciences (Wuhan) China
We focused on exploring how to use digital technology, particularly, social media web tools 2.0, to enhance EFL novice teachers' interaction and communication at multicultural schools in the digital era. Also, implications of teaching practice and teachers' development programs have been also discussed.
Using Digital Technology to Educate Language Teachers about the Design, Development, and Use of Research in Applied Linguistics
08:30AM - 12:00 Noon
Presented by :
Maryann Christison, University Of Utah
In our presentation, we present a fully developed research use argument (RUA) and software for instructed second language acquisition, using a newly developed Python-based software application. The RUA addresses concerns in the field of applied linguistics by guiding users to supply specific data necessary for replication.
Teacher Professional Development through Reflection and Engagement in SoTL
08:30AM - 12:00 Noon
Presented by :
Christina Gitsaki, Research Coordinator, Zayed University, UAE
 This session will describe a structured faculty professional development program aimed at helping faculty take full advantage of the affordances of mobile technology to enhance their teaching practices and provide an innovative learning environment for their students. Research results will be presented showing how faculty involvement in a series of critical discussion and reflective activities and the Scholarship of Teaching and Learning have led to the innovation of teaching and student learning.
08:30AM - 12:00 Noon
Room 1
S183 | Thesis and dissertation writing in multilingual contexts: Genre, contexts, identities
Format : Symposium
Track : Virtual Session
Speakers
Brian Paltridge, Professor Of TESOL, University Of Sydney
Madhu Neupane Bastola, Hong Kong Polytechnic University
Pascal Patrick Matzler, Associate Professor, Pontificia Universidad Catolica De Valparaiso
Ana Maria Benton, University Of Auckland
Jenny Mendieta, Learning Adviser, The University Of Auckland
Morena Botelho De Magalhaes, The University Of Auckland
Steven Thurlow, University Of Melbourne
Naoko Mochizuki, Kanda University Of International Studies
Sue Starfield, UNSW Sydney
Moderators
Sue Starfield, UNSW Sydney
Globally, the number of students writing a doctoral thesis or dissertation in English continues to grow, raising many challenges for students, their supervisors and institutions. Thesis and dissertation writing varies according to context, although there are certain conventions and expectations which hold across disciplinary and geographical borders. This symposium seeks proposals on studies that go beyond the text to examine texts within the contexts in which they are being produced, circulated, received and responded to. We are interested in how multilingual writers in diverse contexts across the globe negotiate their identities in their thesis and dissertation writing, the kinds of relationships that support or hinder their writing and the ways in which their knowledge of the thesis genre develops over time. We are also interested in ways in which doctoral writing and the doctoral genre are evolving in response to the diversity of contexts in which these texts are being written, and the impact of new technologies on thesis and dissertation writing. Themes to address include: Building doctoral genre knowledge in multilingual contexts; Constructing and negotiating voice, identity, agency in doctoral writing in multilingual contexts; Mentoring relationships in doctoral writing; The impact of new technologies on thesis and dissertation writing.
Change and stability in thesis and dissertation writing: The evolution of an academic genre
08:30AM - 12:00 Noon
Presented by :
Brian Paltridge, Professor Of TESOL, University Of Sydney
Doctoral dissertations can be written in a number of different ways and alternate scholarly forms are now being accepted for the award of the degree. This presentation discusses thesis and dissertation writing from the point of view of genre change and evolution, and what these changes means for student writers.
Supervisory feedback: Constructing and negotiating voice, identity, and agency in doctoral writing
08:30AM - 12:00 Noon
Presented by :
Madhu Neupane Bastola, Hong Kong Polytechnic University
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.
Doctoral writing practices in the sciences: the shifting roles of expert and novice
08:30AM - 12:00 Noon
Presented by :
Pascal Patrick Matzler, Associate Professor, Pontificia Universidad Catolica De Valparaiso
Doctoral students and supervisors in the sciences commonly co-author and publish research articles which then form the bulk of the students’ thesis. Drawing on a multiple-case study (environmental sciences, neurosciences and computational chemistry), this presentation describes the shifting roles of novice and expert that participants assume in their writing-focused meetings.
Finding your scholarly self: EAL writing and identity in the early stages of the doctorate
08:30AM - 06:00PM
Presented by :
Morena Botelho De Magalhaes, The University Of Auckland
Ana Maria Benton, University Of Auckland
Jenny Mendieta, Learning Adviser, The University Of Auckland
Our presentation focuses on EAL doctoral candidates completing an English language goal in their first year of doctoral studies. Our interest is in their writing development experiences and engagement with academic activities in the early stages of their doctorate.
Creativity is for poets and pop singers, isn’t it? How doctoral writers and academics perceive creativity in doctoral writing contexts
08:30AM - 12:00 Noon
Presented by :
Steven Thurlow, University Of Melbourne
Based on tracing interviews with multi-lingual thesis writers and their academic readers, this study considers the complex role creativity has in doctoral writing and how doctoral writers emerge – or may fail to emerge – as creative academic writers. It also examines how this identity influences thesis writing throughout the doctorate.
Thesis writers’ dialogic and social voice construction through oral feedback exchange: An activity system analysis
08:30AM - 12:00 Noon
Presented by :
Naoko Mochizuki, Kanda University Of International Studies
Co-authors :
Sue Starfield, UNSW Sydney
The study investigates how oral feedback exchange on writing, an often-used classroom pedagogy, can facilitate dialogic voice construction. The participants were twelve graduate students attending group writing conferences for thesis writing. The findings highlight the role that dialogic interactions play during both writing conferences and revising activities.
08:30AM - 12:00 Noon
Room 1
S197 1/2 | Writing processes: Strategies from idea to text
Format : Symposium
Track : Virtual Session
Speakers
Marie-Christin Reichert, University Of Cologne
Lindgren Eva, Umeå University
Chifen Tseng, Presenter, National Taichung University Of Science And Technology
Jingwen Wu, PhD Student, Curtin University
Jongbong Lee, Nagoya University Of Commerce & Business
Zulaikha Al-saadi, Assistant Professor , University Of Technology And Applied Sciences- Rustaq College Of Education
Junko Imai, Juntendo University | University Of Hawaii At Manoa
Kei Kawanishi, Mukogawa Women's University
Mikie Nishiyama, Postgraduate School, Tokyo Healthcare University
Lise Fontaine, Speaker & Mentor, Cardiff University
Xiaojun Lu, Southeast University
Airlie Rose, Writing Associate, Amherst College
Minkyung Kim, Nagoya University Of Commerce And Business
Hugh Escott, Sheffield Hallam University
Rafael Petermann, Federal Institute Of Paraná (IFPR)
Jeremie Seror, Director - Associate Dean, Official Languages And Bilingualism Institute, University Of Ottawa
Stefania Torri, PhD In General And Comparative Literature And PhD Candidate In Education, Free University Of Bolzano
Victoria Johansson, Moderator In Symposium S197 1&2 | Writing Processes: Strategies From Idea To Text, Lund University
Noriko Matsuda, Kindai University
Moderators
Asa Wengelin
Victoria Johansson, Moderator In Symposium S197 1&2 | Writing Processes: Strategies From Idea To Text, Lund University
Penny Heisterkamp, AILA2021 Volunteer
Until quite recently studies of writing in real-life contexts have focused largely on the final product of the writing process- the written texts. Research on writing processes has, on the other hand, mainly taken place in experimental settings- perhaps because of a certain dominance of experimental psychology within the field, but also due to the need of theoretical and methodological development in a relatively novel research area. However, during recent years, writing process research has come to include not only experimental studies but widened its scope to various social contexts and writing tools. Linguistic studies of writing processes (e.g. idea generation, formulating, reading and revision) and their relation to the final texts by means of real-time recordings, such as keystroke-logging or screen recordings, and/or ethnographic studies, can increase our understanding of the communicative activities and strategies that writers in different contexts engage in during text production, not only on the word or sentence levels, but also on a discourse level. Hence they can contribute to further our knowledge about the relation between various writing strategies and text characteristics, but also about applications such as writing instruction or professional writing. In this symposium we welcome all proposals related to ongoing real-time writing processes that are not necessarily visible in the final written texts.
Keystroke logging and qualitative analysis
08:30AM - 12:00 Noon
Presented by :
Lindgren Eva, Umeå University
Keystroke logging software includes a number of automatic analyses. Most studies to date use the automatic outputs from keystroke logging quantitatively with statistical analysis. In this paper I will give an overview of keystroke logging research to date, then present and discuss the applicability of a qualitative analytical approach.
Chinese EFL learners’ cognitive process in composing English essays with and without Graphic Organizers: A Stimulated Recall Study
08:30AM - 12:00 Noon
Presented by :
Chifen Tseng, Presenter, National Taichung University Of Science And Technology
This presentation reports on the findings from an investigation into Chinese EFL learners’ cognitive processes while composing argumentative essays in English by applying stimulated recall. Findings revealed that with GOs as a visual aid, EFL learners stayed more focused, got less sidetracted in writng and composed better-organized essays.
The effect of pre-task planning on the process of second language writing
08:30AM - 12:00 Noon
Presented by :
Jingwen Wu, PhD Student, Curtin University
Co-authors :
Rod Ellis, Professor, Curtin University
Pre-task planning refers to the planning activity carried out before commencing a task. The present study by using the technique of keystroke logging investigates the effect of pre-task planning on the process features of second language writing.
L2 learners’ writing processes and perceptions of task difficulty: The effects of genre and time constraints
08:30AM - 12:00 Noon
Presented by :
Jongbong Lee, Nagoya University Of Commerce & Business
This study adopts a mixed-methods design and uses keystroke logging, stimulated recalls, and a questionnaire to investigate L2 writing behaviors, cognitive processes and perceptions about different writing tasks. The findings showed that the L2 learners’ writing behaviors and task difficulty were affected by differences in time constraints, genre, and proficiency.
The Effects of EFL Proficiency and Gender on the Writing Processes and Products of Undergraduate Students using Keystroke Logging Program
08:30AM - 12:00 Noon
Presented by :
Zulaikha Al-saadi, Assistant Professor , University Of Technology And Applied Sciences- Rustaq College Of Education
Identifying the factors that affect the effectiveness of academic writing is an important step in improving the efficiency of teaching writing. This study explored the influence of EFL proficiency and gender on writing processes and text quality using Keystroke. Using Keystroke contributed in broaden our understanding of cognitive writing process.
Read-aloud, think-aloud, text-aloud during L2 writing conferences
08:30AM - 12:00 Noon
Presented by :
Junko Imai, Juntendo University | University Of Hawaii At Manoa
This paper illustrates the interactive structure of L2 writing conferences in several learner–tutor pairs who often engaged in collaborative writing to develop the learner texts further. In particular, it explores the role or functions of reading aloud, thinking aloud and text-aloud in relation to learners’ L2 proficiency and languaging.
Finding a stance: Exploring Japanese university students’ writing processes and stance formation in L2 writing
08:30AM - 12:00 Noon
Presented by :
Kei Kawanishi, Mukogawa Women's University
Akinori Usami, Mukogawa Women's University
The purpose of this study was to explore the process of L2 writing for stance. A beginner to intermediate level student in an undergraduate seminar was observed and narrative inquiry was used. Weaker L2 writers' struggle with stance formation and the role of L1 will be discussed.
Learners’ Use of Machine Translation as Strategies in Foreign Language Writing
08:30AM - 12:00 Noon
Presented by :
Mikie Nishiyama, Postgraduate School, Tokyo Healthcare University
Noriko Matsuda, Kindai University
This study explores nine EFL learners' writing processes with MT when writing in English and discusses the results of a questionnaire survey of 123 EFL learners about their use of MT strategies in FL writing. The findings suggest how and why EFL learners might use MT in FL writing.
Dynamic Writing Processes: Revision as Composing Strategy across Languages and Writing Tasks
08:30AM - 12:00 Noon
Presented by :
Marie-Christin Reichert, University Of Cologne
Revision is used strategically and is considered central to the writing process, but little is known about its differential use in digital, multilingual and multidomain environments. The question of domain and language specificity is addressed in a project investigating writing in two domains and two languages by the same writers.
09:00AM - 12:30PM
Room 1
S152 1/2 | ReN: Women in the History of Language Learning and Teaching
Format : Symposium
Track : Virtual Session
Speakers
Sabine Doff, Speaker At The Symposium S152 , University Of Bremen
Raf Van Rooy, University Of Oslo
Ariane Ruyffelaert, University Of Granada
Rachel Allan, Associate Professor, Mittuniversitetet
Irmina Kotlarska, University Of Zielona Góra
Giovanni Iamartino, Symposium S152 Convenor And Moderator, University Of Milan
Layenne De Oliveira, AILA Solidarity Awardee, University Of São Paulo
Maria Grazia Giulia Chiappori, Sapienza University Of Rome
Polina Shvanyukova, University Of Udine
Susana Fontes, University Of Trás-os-Montes And Alto Douro
Moderators
Giovanni Iamartino, Symposium S152 Convenor And Moderator, University Of Milan
Rosmawati AILA VOLUNTEER, Postdoctoral Researcher, The University Of Sydney
The role of women in the history of language learning and teaching (HoLLT) has so far been largely neglected. This HoLLT AILA research network symposium considers the ways and channels by which as well as possible reasons why this has been the case, in different linguistic and cultural contexts. The fact that the contribution of half of the language learning community has been consistently overlooked in the historiography of language education may, for example, be due to an over-emphasis on theorists or on certain types of source, as well as the circumstance that women were not in a position to make their voices heard. It is high time to award female language learners and teachers the attention they deserve and to re-evaluate their contribution to the history of language language learning and teaching outside traditional frameworks as well as within institutional contexts. Topics from the field of the history of language learning and teaching may include, but are not limited to: a) Language schools and institutes for women; b) Language books for women; c) Construction of gender and gender stereotypes in language books; d) Women, education and languages; e) Women as language educators and learners; f) Sexism and discrimination against women within language education.
Teaching Living Languages as Political Statement: Female Teachers in 19th Century Germany
08:30AM - 12:00 Noon
Presented by :
Sabine Doff, Speaker At The Symposium S152 , University Of Bremen
Co-authors :
Marjon Tammenga-Helmantel, SLO
Female teachers in Germany for most of the 19th century professionally were restricted to private contexts. Thus for women, teaching – in particular living languages – in 19th century Germany was not just a pedagogical act, but always a political statement. To illustrate this hypothesis, the paper will look at the conditions under which female (language) teachers in 19th century Germany were educated and worked, at their everyday lifes and at exemplary biographies.
A female student of Greek in the Renaissance: The case of Ippolita Sforza
08:30AM - 12:00 Noon
Presented by :
Raf Van Rooy, University Of Oslo
How did women learn Ancient Greek in the Renaissance? My paper will address this question by discussing two Greek grammar books written for Ippolita Sforza, the eldest daughter of the Duke of Milan Francesco I Sforza and a highly intelligent woman who produced numerous Latin letters, orations, and poems.
The role of women in the reflection on French grammar and the teaching of the French language.
08:30AM - 12:00 Noon
Presented by :
Ariane Ruyffelaert, University Of Granada
Co-authors :
Javier Suso López
The main objective of this study is to shed light on three works that show the influence of women in the history of French language learning and teaching in the 17th-18th centuries.
English for Foreigners: A study of female-authored textbooks for immigrants in early twentieth century America
08:30AM - 12:00 Noon
Presented by :
Rachel Allan, Associate Professor, Mittuniversitetet
This presentation considers the contribution made by women to English language teaching and learning in early 20th century America. A corpus-based analysis of five female-authored English teaching manuals published between 1906 and 1915 offers insights into learners’ needs during this period, and in some cases demonstrates a uniquely female perspective.
Women’s Role in Promoting English Culture through English-language Education in Poland (the First Half of the 20th Century)
08:30AM - 12:00 Noon
Presented by :
Irmina Kotlarska, University Of Zielona Góra
The presentation examines women’s contribution to the EFL market in Poland from a historical perspective. Its main aim is to present women authors of English handbooks published in the first half of the 20th and their didactic achievements, especially those regarding promoting English culture.
12:00 Noon - 01:30PM
Lunch
12:15PM - 01:00PM
Body-Mind-Recharge in Gather.Town | Activity Center
During all lunch times in between symposia, we can revitalize with Iryna, an international and multilingual yoga teacher with over 10 years of experience. She will guide the 45 minutes yoga & stretching break to help you recharge and rebuild your mental and physical resources. Every session, she will start with breathing practice for a better focus, continue with yoga postures for shoulders, chest and lower back and finish with grounding meditation. This session is suitable and accessible for all levels and all you need is comfortable clothes for stretching, a mat, a towel or a chair to sit on.Go to Gathertown!
01:30PM - 02:30PM
Room 1
Keynote Alastair Pennycook
Format : Plenary
Track : Virtual Session
Speakers
Sake Jager, Projectmanager Teaching And Learning Innovation / Assistant Professor Applied Linguistics, University Of Groningen
Alastair Pennycook, University Of Technology Sydney
Moderators
Sake Jager, Projectmanager Teaching And Learning Innovation / Assistant Professor Applied Linguistics, University Of Groningen
May Wu (AILA2021 Team)
Alastair Pennycook(University of Technology Sydney, Australia)Alastair has never been afraid to enter new territory. Over the years he has challenged many of the core ideas in applied linguistics, arguing for the importance of considering language as a social and political practice, with implications for many domains of inquiry such as the global spread of English or critical applied linguistics. Recently, this has involved a turn towards posthumanist ideas and southern theories in an attempt to understand the relations among language, things, people and place, and to rethink applied linguistic concerns from alternative spaces. Thirty years ago, he outlined a project for a 'critical applied linguistics for the 1990s'. His paper will revisit that proposal, explore what has changed since, and outline ways in which a renewed critical applied linguistics can be developed to engage with contemporary conditions and concerns. 
Introduction by Sake Jager
01:30PM - 02:30PM
Presented by :
Sake Jager, Projectmanager Teaching And Learning Innovation / Assistant Professor Applied Linguistics, University Of Groningen
Sake Jager will introduce the keynote presentation of Alastair Pennycook
Towards a critical applied linguistics for the 2020s: Rethinking our field again
01:30PM - 02:30PM
Presented by :
Alastair Pennycook, University Of Technology Sydney
02:30PM - 06:00PM
Room 1
S123 2/2 | Re-Envisioning Language Assessment to Meet the Needs of Learners in a Changing World: What Can Diagnostic and Dynamic Assessment Contribute?
Format : Symposium
Track : Virtual Session
Speakers
Luke Harding, Lancaster University
Lu Yu, Penn State University
Rémi Van Compernolle, Carnegie Mellon University
Tianyu Sophie Qin, University Of North Georgia
Próspero García, Associate Professor Of Spanish Applied Linguistics, Rutgers University, Camden
Daniel Isbell, Assistant Professor, University Of Hawaiʻi At Mānoa
Ana Radovic, Slovenian National Examinations Centre
Pirjo Pollari, EFL Teacher And Teacher Educator, University Of Jyväskylä
Dmitri Leontjev, Postdoctoral Researcher, University Of Jyväskylä
Thomais Rousoulioti, Co-Presenter, Teaching Fellow, Aristotle University Of Thessaloniki - Researcher, Centre For The Greek Language
Ifigeneia Karagkouni, Co-Presenter, Μ.Α. Teacher Of Modern Greek Language - Ministry Of Education And Religious Affairs
Susana Madinabeitia, Universidad De Navarra
Moderators
Ari Huhta, University Of Jyväskylä
Dmitri Leontjev, Postdoctoral Researcher, University Of Jyväskylä
Siemone Zuidema (AILA2021 Volunteer), AILA2021 Volunteer
Diagnostic and dynamic assessment share a common goal, namely promoting learning and teaching. Diagnostic assessment emphasizes carefully defined and measured constructs in order to provide detailed information regarding learner strengths and weaknesses. Dynamic assessment takes a dialectical view of teaching and assessment. Thus, support is provided to learners during dynamic assessment whenever they require it, which yields insights into learners' abilities and simultaneously promotes these abilities. The goal of the symposium is to take stock of, and bring together, the most interesting recent developments in both diagnostic and dynamic assessment to pave way for integrating the strengths of these two assessment frameworks. To set the scene for the symposium, the featured speaker, Professor Matthew Poehner, will give a talk about an ongoing project that aims to merge dynamic and diagnostic assessment. We encourage participation from scholars working on dynamic assessment or diagnostic assessment. The expected outcome of the symposium is to initiate dialogue among the researchers with a view to start a new line of research merging the two assessment approaches into a dynamic diagnostic assessment framework. This could lead both to new theoretical frameworks and novel practical applications of assessment. Click here for the detailed program 
Where can dynamic assessment fit in a theory-driven approach to diagnostic language assessment? Insights from the DIALANG 2.0 project
02:30PM - 06:00PM
Presented by :
Luke Harding, Lancaster University
In this presentation, we discuss the possibilities and challenges of combining the paradigms of dynamic assessment and diagnostic language assessment, at the conceptual level and at the operational/design level. We explore this through the DIALANG 2.0 project, a regeneration exercise of an existing, widely used computer-based diagnostic language assessment system.
Dynamic Assessment of L2 Writing: Diagnosing and tracing learner emerging writing abilities in the ZPD
02:30PM - 06:00PM
Presented by :
Lu Yu, Penn State University
This case study analyzes the developmental trajectories of two L2 learners through dynamic assessment (DA) of academic writing. The study investigates how DA yielded a diagnosis of learner emerging writing abilities, how this diagnosis informed an instructional enrichment program, and the effectiveness of that program in promoting learner writing development.
Diagnosing responsiveness to instruction through computerized dynamic assessment: The case of L2 pragmatic comprehension
02:30PM - 06:00PM
Presented by :
Tianyu Sophie Qin, University Of North Georgia
Rémi Van Compernolle, Carnegie Mellon University
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 responsiveness to instruction.
Understanding language diagnosis as developmentally-mediated activity through Dynamic Assessment
02:30PM - 06:00PM
Presented by :
Próspero García, Associate Professor Of Spanish Applied Linguistics, Rutgers University, Camden
This presentation explores the implementation of an interactionist Dynamic Assessment model aimed at diagnosing and promoting the conceptual development of aspectual contrasts in novice L2 Spanish learners in a K-12 context.
Exploring the Aftermath of Diagnostic Feedback: What Do Learners Do and How Effective is It?
02:30PM - 06:00PM
Presented by :
Daniel Isbell, Assistant Professor, University Of Hawaiʻi At Mānoa
This presentation focuses on the self-directed learning of 14 learners following feedback from a diagnostic assessment of L2 Korean pronunciation. Learners’ self-reported learning activities and retesting (after ~3 months) illustrate how diagnostic feedback can lead to genuine L2 development. Ways in which mediation can enhance outcomes are suggested.
Do you want to ask anything? Diagnosing learner problems during oral feedback sessions
02:30PM - 06:00PM
Presented by :
Pirjo Pollari, EFL Teacher And Teacher Educator, University Of Jyväskylä
Dmitri Leontjev, Postdoctoral Researcher, University Of Jyväskylä
We report on a teacher-researcher collaboration whose goal was to change the role of the Matriculation Examination from an obstacle hindering learner writing to a means to guide their writing. We focus on one teacher-learner interaction, tracing how the teacher probed and guided the learner to reconceptualising the ME role.
Dynamic assessment on writing: a case study of adult Greek second language learners
02:30PM - 06:00PM
Presented by :
Thomais Rousoulioti, Co-Presenter, Teaching Fellow, Aristotle University Of Thessaloniki - Researcher, Centre For The Greek Language
Ifigeneia Karagkouni, Co-Presenter, Μ.Α. Teacher Of Modern Greek Language - Ministry Of Education And Religious Affairs
Results of several studies prove that implementation of dynamic assessment in the second language teaching contributes to the definition of students' learning potential and improvement (Fulcher, 2013). This paper introduces a case study aiming to investigate the effectiveness of dynamic assessment on improving adult learners' writing skill in Greek as a second language.
The use of Dynamic Assessment to forward students to envision and experiment their expanding learning abilities.
02:30PM - 06:00PM
Presented by :
Susana Madinabeitia, Universidad De Navarra
This presentation documents how the inclusion of dynamicity affords new learning and development opportunities beyond an achievement assessment purpose. Students’ verbalizations inform teachers on individual second language developmental process and students' envision and experimentation of expanding learning abilities, resilience, and assessment reconceptualization.
02:30PM - 06:00PM
Room 1
S018 2/2 | Chunks and chunking – offline and online perspectives
Format : Symposium
Track : Virtual Session
Speakers
Sijing Fu, City University Of Hong Kong
Katja Mäntylä, University Of Jyväskylä, Finland
Svenja Wagner, Doctoral Student, University Of Edinburgh
Birgit Füreder, University Of Salzburg
Alena Konina, Doctoral Student, University Of Helsinki
Aleksandra Dobrego, Doctoral Researcher, University Of Helsinki
Joo Hyun Lee, Cornell University / Currently Working At Omnis Labs Company
Daniel Wiechmann, Institute For Logic, Language And Computation, University Of Amsterdam
Moderators
Mauranen Anna, Symposium Convener, AFinLA
Alice Blumenthal-Dramé, Department Of English, University Of Freiburg, Germany
Marita Everhardt (AILA2021 Volunteer), PhD Student, University Of Groningen / University Medical Center Groningen
Several lines of linguistic research have investigated chunks, i.e., recurrent multi-word sequences like I don't knowwhich are likely to be mentally represented as single units (for review, see Blumenthal-Dramé 2017). These approaches have mainly drawn on corpus data, which inherently reflect the results of past production processes (but see Sinclair & Mauranen 2006), effectively thus promoting an offline view on chunks. Conversely, psycholinguistic research has mainly focused on chunking (or segmentation) in incremental language comprehension, thereby adopting an online perspective on the phenomenon. However, many questions around the chunking process in online language comprehension are still under debate. The following questions serve as subthemes for the two parts of our symposium: 1. Synoptic and dynamic. What is the relationship between the 'production chunks' identified in corpus research and the 'comprehension chunks' highlighted by psycholinguistic experiments? How much variation is there in terms of size and mode? 2. Constraints and variability. How do variables like working memory or the typological makeup of a language modulate online chunking (Stine-Morrow & Payne, 2016; McCauley & Christiansen, 2019). Do different languages chunk alike? The symposium explores these questions from cognitive, psycholinguistic and applied linguistic perspectives towards an integrated understanding of chunking.14:30-15:30: "Are Chunk sizes the same across different languages?" by Aleksandra Dobrego, Alena Konina, and Mauranen Anna"What role do pauses play in chunking across different languages?" by Alena Konina, Aleksandra Dobrego, and Mauranen Anna"Chunking in Romance – what corpus research and experimental research tell us about it"by Birgit Füreder15:30-16:00: LIVE DISCUSSION16:00-17:30: "The Impact of Compositionality on the Learnability of Fusional and Agglutinating Word Structures" by Svenja Wagner"L1 Chinese L2 English learners' acquisition of English collocations: online and offline perspectives" by Sijing Fu"Processing L2 formulaic sequences in writing" by Katja Mäntylä, Sinikka Lahtinen, Outi Toropainen, and Mari Mäkilä"Chunking in Second Language Production: Insights from Keystroke Logging" Joo Hyun Lee, Daniel Wiechmann and Elma Kerz17:30-18:00: LIVE DISCUSSION
Are chunk sizes the same across different languages?
02:30PM - 06:00PM
Presented by :
Aleksandra Dobrego, Doctoral Researcher, University Of Helsinki
Co-authors :
Alena Konina, Doctoral Student, University Of Helsinki
Mauranen Anna, Symposium Convener, AFinLA
Our study aims at examining cross-linguistic differences in naturalistic speech perception. We hypothesised that size of chunks in Swedish, Russian and Finnish is affected by differences in the structure of these languages. We chose extracts of spontaneous spoken speech and asked native speakers to mark boundaries between speech segments. We operationalised chunk size as the mean number of orthographic words between non-random boundaries placed by the participants. We found that the continuum of chunk size is highest for Swedish, followed by Russian, and shortest for Finnish. We  suggest that nature of a language have influenced participants' boundary choices. 
What role do pauses play in chunking across different languages?
02:30PM - 06:00PM
Presented by :
Alena Konina, Doctoral Student, University Of Helsinki
Co-authors :
Aleksandra Dobrego, Doctoral Researcher, University Of Helsinki
Mauranen Anna, Symposium Convener, AFinLA
We have conducted a cross-linguistic study investigating the role of pauses in online speech processing by Finnish, Swedish, and Russian speakers. We hypothesize that pauses have better potential to explain chunking behavior in Swedish compared to Russian and Finnish.
Chunking in Romance – what corpus research and experimental research tell us about it
02:30PM - 06:00PM
Presented by :
Birgit Füreder, University Of Salzburg
Given the importance of chunks in language processing, the present paper investigates the 'chunking behaviour' of verbal periphrases in Romance. To this end, offline data from corpus research will be related to online data from reading behaviour, exploring the relationship between patterns of chunking in production and comprehension.
The Impact of Compositionality on the Learnability of Fusional and Agglutinating Word Structures
02:30PM - 06:00PM
Presented by :
Svenja Wagner, Doctoral Student, University Of Edinburgh
Co-authors :
Jennifer Culbertson, University Of Edinburgh
Kenny Smith, University Of Edinburgh
Agglutinating structures are often predicted to be easier to learn than fusional structures due to compositional transparency. In a series of artificial language learning experiments, we test the importance of transparency and compositional structure as well as offline decomposition for the learnability of fusional and agglutinating structures of words expressing two grammatical features.
L1 Chinese L2 English learners’ acquisition of English collocations: online and offline perspectives
02:30PM - 06:00PM
Presented by :
Sijing Fu, City University Of Hong Kong
This study is in line with the theme of the symposium “Chunks and chunking—online and offline perspectives”. It used an online primed lexical decision task and an offline fill-in-the-blank and multiple-choice task to investigate the processing and production of English collocations by L1 Chinese L2 English learners.
Processing L2 formulaic sequences in writing
02:30PM - 06:00PM
Presented by :
Katja Mäntylä, University Of Jyväskylä, Finland
Co-authors :
Sinikka Lahtinen, University Of Turku
Outi Toropainen, Luleå University Of Techonology
Mari Mäkilä, University Of Turku
We discuss writers with typologically different L1s (Finnish/Swedish) and what they produce as sequences when writing in L2 English or L2 Swedish/Finnish, and in their L1. Keystroke logging programme reveals that L1 structures affect the production of sequences regardless of proficiency level, challenging prevailing views on learning and using FSs.
Chunking in Second Language Production: Insights from Keystroke Logging
02:30PM - 06:00PM
Presented by :
Joo Hyun Lee, Cornell University / Currently Working At Omnis Labs Company
Daniel Wiechmann, Institute For Logic, Language And Computation, University Of Amsterdam
Co-authors :
Elma Kerz, RWTH Aachen University
This study demonstrates the role of chunking in the realm of second language writing. It presents a novel approach based on the analysis of large amounts of keystroke logging data. The statistics of the multi-word sequences in these texts provide direct evidence for a chunk-based production mechanism in written production.
02:30PM - 06:00PM
Room 1
S110 2/2 | Plurilingual approaches in the language classroom
Format : Symposium
Track : Virtual Session
Speakers
Mathieu Daure, PhD Student, Institut National Des Langues Et Civilisations Orientales (INALCO Paris), Research Center Structure & Dynamics Of Languages (UMR 8202 SeDyL)
Verena Platzgummer, Eurac Research - University Of Vienna
Sandra Garbarino, Maître De Conférences, Lumière University Lyon 2
Dorothee Kohl-Dietrich, Post-Doc, University Of Koblenz-Landau
Moderators
Ursula Lanvers, Dr
The erasure of plurilingualism in foreign language (FL) classrooms marginalises plurilingual students, reinforces monolithic and hierarchical thinking about languages, and neglects the opportunities to utilize plurilingual resources in the classroom to foster both motivation and language awareness. A plethora of plurilingual approaches in the FL classroom exist, but to date, these are mostly reported in an isolated manner. Pedagogues have applied plurilingual approaches to the FL for a variety of reasons. In classrooms where students from a variety of migratory backgrounds come together to learn a FL, they offer pathways for a better integration of students with migratory, boost their self confidence, and use their language awareness to aid FL learning for all. In Anglophone contexts, where the misapprehension of 'English is enough' often demotivates students, such approaches can help to 'burst the monolingual bubble', and foster students' awareness of the plurilingual nature of their own surroundings, including that of the English language. This symposium offers a platform to present, discuss and evaluate plurilingual approaches in an interdisciplinary and holistic manner, covering conceptual, pedagogical, and methodological issues. We invite contributions that report on using students' plurilingual skills in the FL classroom, or bringing plurilingual surroundings into the classroom.
Meditation tasks as a means to implement plurilingual approaches in the English as a Foreign Language Classroom
02:30PM - 06:00PM
Presented by :
Dorothee Kohl-Dietrich, Post-Doc, University Of Koblenz-Landau
Co-authors :
Axel Zinkernagel, Post-Doc, University Of Koblenz-Landau
Mediation is an appropriate task type to implement plurilingual and pluricultural approaches in the EFL classroom. This talk presents insights from an empirical study on mediation with secondary school students (Years Ten to Thirteen) in Germany (N = 92). On this empirical basis conclusions are drawn for task development.
The analysis of mediation sequences for assessing and evaluating oral intercomprehension skills
02:30PM - 06:00PM
Presented by :
Sandra Garbarino, Maître De Conférences, Lumière University Lyon 2
Paola Leone, University Of Salento
This paper aims at analysing mediation sequences carried out in teletandem exchanges in order to assess and evaluate oral intercomprehension skills. Research questions regard the dynamics of communication processes in mediating concepts sequences and intralingual strategies for adapting discourse. This research will test the existing evaluation and assessment tools.
Activating Linguistic Repertoires and Multilingual Competencies in the “Language Village”
02:30PM - 06:00PM
Presented by :
Verena Platzgummer, Eurac Research - University Of Vienna
This contribution presents the "Language Village" as an empirically valid method and didactic approach for activating linguistic repertoires of multilingual secondary students, while not only integrating all schooling languages but also other foreign and heritage languages in tasks, material and interaction.
Students' multilingual repertoires as resources for plurilingual approaches in French Guianese classrooms
02:30PM - 06:00PM
Presented by :
Mathieu Daure, PhD Student, Institut National Des Langues Et Civilisations Orientales (INALCO Paris), Research Center Structure & Dynamics Of Languages (UMR 8202 SeDyL)
Co-authors :
Isabelle Léglise, Senior Research Fellow At CNRS, Laboratory Structure & Dynamics Of Languages (UMR 8202 SeDyL CNRS, INALCO, IRD)
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 activities, as tongue comparison, may promote a plurilingual language awareness.
02:30PM - 06:00PM
Room 1
S019 2/2 | Classroom Discourse: Intercultural, Interactional and Assessment Perspectives
Format : Symposium
Track : Virtual Session
Speakers
Claudia Borghetti, University Of Bologna
Joanna Baumgart, University Of Hildesheim
Carolyn Blume, Associate Professor Of Digital Teaching & Learning, Technical University Of Dortmund
Daniel De Oliveira, Professor, Southeastern Minas Gerais Federal Institute
Miaomiao Zuo, Anyang Normal University
Jade Kim, University Of Toronto
Emma Riordan, University Language Teacher, University College Cork
Moderators
Nienke Smit, Assistant Professor, Utrecht University
Laura Nap (AILA2021 Volunteer), AILA2021 Volunteer, NHL Stenden University Of Applied Siences
This symposium showcases papers that focus on various aspects of classroom interaction. The three thematic strands of the symposium are intercultural classroom discourse, teachers' classroom interactional competence and assessing teacher classroom discourse.08:30 - 08:35 | WELCOME08:35 - 09:35 | STANDARD PRESENTATIONS: PLESHAKOVA; DONG; URZUA09:35 - 10:00 | Q&A10:00 - 10:30 | BREAK10:30 - 11:10 | FOCUSED PRESENTATIONS: HARUMI; LEE; WALPER & LIZASOAIN; LI:11:10 - 11:35 | Q&A FOCUSED PRESENTATIONS11:35 - 12:00 | GENERAL DISCUSSION MORNING SESSIONS14:30 - 14:35 | WELCOME BACK14:35 - 15:35 | STANDARD PRESENTATIONS: BORGHETTI; BAUMGART; BLUME15:35 - 16:00 | Q&A16:30 - 16:30 | BREAK16:30 - 17:10 | FOCUSED PRESENTATIONS: DE OLIVEIRA; ZUO; KIM; RIORDAN 17:10 - 17:35 | Q&A FOCUSED PRESENTATIONS17:35 - 18:00 | GENERAL DISCUSSION AFTERNOON SESSIONS
What do we look at when we research interculturality in class discourse? Towards a set of discursive and interactional features
02:30PM - 06:00PM
Presented by :
Claudia Borghetti, University Of Bologna
The presented exploratory case study precedes a larger investigation on class interaction and HE students’ intercultural learning. It aims to create a set of discursive and interactional features of intercultural relation management in elicited student-student discussions. Among other phenomena, strategies of conversational mitigation and practices of membership categorization are identified.
Through the language glass: communication and interaction in a multilingual mathematics classroom
02:30PM - 06:00PM
Presented by :
Joanna Baumgart, University Of Hildesheim
This paper presents a data-led interdisciplinary action research project set in a multilingual second level mathematics classroom in Ireland. The implementation of pedagogical interventions saw classroom interaction diversify with CL/DA methodologies used to trace the changes. Moreover, post-lessons reflective meetings created space for further analysis of talk and interaction patterns.
Complexifying Classroom Interactional Competence for Inclusive, Digitally-Mediated EFL Classrooms
02:30PM - 06:00PM
Presented by :
Carolyn Blume, Associate Professor Of Digital Teaching & Learning, Technical University Of Dortmund
Considering both the methods and models of classroom interactive competence (CIC) in teacher professionalization, this presentation will first identify the affordances of multi-perspective videography before examining how digitally-mediated CIC is enacted in inclusive EFL classes in German secondary schools. The potential implications for further development of CIC will be discussed.
Power and Interactional Asymmetries in a multicultural classroom of Portuguese as a Foreign Language
02:30PM - 06:00PM
Presented by :
Daniel De Oliveira, Professor, Southeastern Minas Gerais Federal Institute
This paper explores how student-student interaction in a Brazilian multicultural classroom of Portuguese as a foreign language echoes the teacher-student participation structure. Attendees will analyze the emergence of power relations, social and institutional dimensions as well as how those foster a productive classroom environment for conversation activities in foreign language classroom settings.
Providing Chinese translation in EFL classrooms: Informing teachers’ translanguaging effort
02:30PM - 06:00PM
Presented by :
Miaomiao Zuo, Anyang Normal University
By using conversation analysis under the SETT (self-evaluation of teacher talk) framework, this paper addresses how EFL teachers’ use of translation varieties, along with other prosodic cues and/or speech devices, is assimilated to a translanguaging pedagogical frame in alignment with the dynamic second language classroom modes.
Graduate-Level Classroom Discourse: International Students and Their Patterns of Interaction in a Canadian University
02:30PM - 06:00PM
Presented by :
Jade Kim, University Of Toronto
There is a dearth of research on oral academic language use in seminar-type classes in higher education. Addressing this gap, this study focuses on working with international students speaking English as an additional language and their course instructors to explore spoken classroom interaction patterns in graduate-level seminar classes.
Codeswitching processes and practices in the non-immersion language classroom
02:30PM - 06:00PM
Presented by :
Emma Riordan, University Language Teacher, University College Cork
This paper examines teachers’ code-switching in the non-immersion language classroom as a means of further understanding teacher language use. I consider how the processes and practices of code-switching in this context differ from those observable in general language use, and argue that code-switching may have educational benefits nonetheless.
02:30PM - 06:00PM
Room 1
S040 | Dynamic Literacy Practices for Diverse Multicultural and Multilinguistic Settings
Format : Symposium
Track : Virtual Session
Speakers
Raichle Farrelly, University Of Colorado Boulder
Georgios Neokleous, NTNU
Fernanda Minuz, Senior Lecturer , Independent Researcher - Formerly Johns Hopkins Universty - SAIS Europe
Chatwara Duran, University Of Houston
Mona Evelyn Flognfeldt, Oslo Metropolitan University
Hilde Tørnby, Presenter, OsloMetropolitan University
Kirsi Leskinen, PhD Student, University Of Jyväskylä
Sara Schroeter, University Of Regina
Sviatlana Karpava, University Of Cyprus
Maryann Christison, University Of Utah
Moderators
Anna Krulatz, NTNU
Maryann Christison, University Of Utah
Sara Razaghi AILA Volunteer, AILA2021 Volunteer, University Of Groningen
Literacy has traditionally been associated with the linguistic and functional ability to read and write; however, in the 21st century, language educators have moved away from this perception of literacy to more a complex and expanded definition that introduces new literacies and focuses on preparing students to reach their full potentials in modern societies (Lankshear & Knobel, 2011). The complexity in literacy instruction lies in the need to prepare language learners "to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, [and] present ideas and opinions" (Australian Curriculum, Assessment, and Reporting Authority, 2016, p. 1) while using multilingual literacy practices (Edwards, 2015). We welcome papers that explore the multifaceted nature of literacy development in language learners across the lifespan from childhood to adulthood because literacy instruction in contemporary language classrooms must serve diverse multilingual student populations, go beyond developing reading and writing abilities, and include multi-modal practices. Discussions about literacy practices among applied linguists are crucial as recent research underscores the fact that language teachers are not adequately prepared to respond to the emerging and ever-broadening changes in the literacy needs of their learners (Breivik, 2005; Hobbs, 2008).
Leveraging the Multimodal, Multilingual Literacy Practices of Refugee-background Youth
02:30PM - 06:00PM
Presented by :
Raichle Farrelly, University Of Colorado Boulder
The speaker highlights extant research that uncovers the literacy practices that immigrant and refugee-background youth employ to leverage their cultural, linguistic and social capital. We will explore the intersectionality between what youth are doing with literacy across languages and modalities and the literacy demands and expectations of the academic setting.
The use of emergent bilinguals' mother tongue(s) in enhancing EFL literacy in linguistically diverse settings
02:30PM - 06:00PM
Presented by :
Georgios Neokleous, NTNU
In increasingly culturally and linguistically diverse EAL classrooms, the use of the students' mother tongue(s) can provide students with valuable accoutrements that would optimize pedagogy. This presentation discusses how integrating the students' mother tongues in the classroom can contribute towards fostering meaningful and affirming ways of teaching and learning EAL literacy.
Online Hub of Heritage Language Resources: Use With Adults With Limited Education and Literacy
02:30PM - 06:00PM
Presented by :
Fernanda Minuz, Senior Lecturer , Independent Researcher - Formerly Johns Hopkins Universty - SAIS Europe
Co-authors :
Martha Young-Scholten, Academic , Newcastle University
Presenters review research on the value of reading in one’s heritage language, describe an online hub of resources in adult learners’ heritage languages, and describe ways these materials can be used with adult migrants who are learning a new language and have limited education and literacy in their heritage language.
Theorizing transnational women’s legal literacy: Law, right, and cultural value
02:30PM - 06:00PM
Presented by :
Chatwara Duran, University Of Houston
This paper presents data excerpts and findings of a case study that explores legal and transnational literacy among female participants from Thailand yet residing in the U.S. as recently-naturalized citizens.
Emergent multimodal literacy in Norwegian and English in multilingual early primary classrooms
02:30PM - 06:00PM
Presented by :
Mona Evelyn Flognfeldt, Oslo Metropolitan University
The presentation addresses literacy pedagogy in the language of schooling and English in Norwegian Year 2 classrooms. Findings based on reports from classroom observations and teacher interviews are discussed with a focus on aspects of emergent multimodal and multilingual literacy and pedagogy and its implications for language teacher education.
A Sense of Spring First graders representation of spring through verbal and visual texts
02:30PM - 06:00PM
Presented by :
Hilde Tørnby, Presenter, OsloMetropolitan University
In this paper I analyze a group of first graders' multimodal texts about spring. In their learning to read they use the STL+ program where writing on iPads is the starting point for reading. My main interest is to analyze the students’ verbal and visual texts – what does the verbal text communicate and what does the visual text portray?
Multilingual refugee-background students negotiating academic literacy practices in L2
02:30PM - 06:00PM
Presented by :
Kirsi Leskinen, PhD Student, University Of Jyväskylä
This paper focuses on the academic literacies of two multilingual, refugee-background students who took a university course in their L2 Finnish in Finland. Drawing on nexus analysis and multiple data sources, the study explores how the students negotiate their course assignments.
Multimodality, Affect, and Language Production: Teaching Children’s Literature Through Drama in a Canadian Francophone Minority Language School
02:30PM - 06:00PM
Presented by :
Sara Schroeter, University Of Regina
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 engagement when multimodal drama activities were used to teach children’s literature.
Biliterate vs. mono-literate Tamazight-Arabic bilinguals in Morocco: Does L1 literacy matter in additional language acquisition?
02:30PM - 06:00PM
Presented by :
Sviatlana Karpava, University Of Cyprus
This study investigates the effect of L1 Tamazight literacy on additional language acquisition by Tamazight-Arabic bilinguals in Morocco. It was found that biliterate bilinguals acquire additional languages differently from bilinguals with no L1 literacy. The results suggest the existence of a biliterate advantage in terms of semantic and phonemic fluency.
02:30PM - 06:00PM
Room 1
S060 2/2 | Innovative approaches to TESOL materials and textbook research
Format : Symposium
Track : Virtual Session
Speakers
Suha Alansari, King Abdulaziz University
Madoka Kawano, Meiji University, School Of Interdisciplinary Mathematical Sciences
Beilei Wang, Tongji University
Lin An, Shanghai International Studies University
Abdullah Yıldız, University Of Sheffield
Izabelle Fernandes, AILA Solidarity Awardee, Federal University Of Rio De Janeiro
Sebnem Yalcin, Bogaziçi University
Kıymet Merve Celen, Ph.D Candidate, Bogaziçi University
Federico Espinosa, Director Of Learning Design, Busuu
Moderators
Nigel Harwood, Sheffield University
Seyit Omer Gok, AILA2021 Volunteer
Research on TESOL materials and textbooks has proliferated over the last twenty years since the publication of Tomlinson's Materials Development in Language Teaching (1998). Formerly largely restricted to evaluation checklists, scholars have begun to employ a wider range of approaches and research designs to analysing TESOL materials and textbooks at the level of content (analysing the materials/books), at the level of consumption (exploring how the materials/textbooks are used in situ, in and out of the classroom), and at the level of production (investigating the process of materials/textbook writing from the perspectives of writers and publishers) (Harwood, 2014). As Harwood (2017) has argued, however, TESOL research on materials/textbooks is rather insular and could profitably draw upon methods and research designs employed by older, more established research traditions of textbook research in other disciplines, principally mathematics education. In mathematics education, for instance, there are classroom observation schedules to calibrate a teacher's fidelity to the textbook which could be adapted to serve a TESOL focus. This symposium duly seeks proposals on state-of-the-art work on materials/textbook research at the three levels of content, consumption, and production, and will introduce heuristics from other disciplines which will prove fruitful for TESOL researchers.S060 detailed programme, click here
The Glocal ELT Textbook: a Critical Multimodal Discourse Perspective
02:30PM - 06:00PM
Presented by :
Suha Alansari, King Abdulaziz University
This paper conceptualizes the ELT textbook as a multimodal cultural artifact. It uses an innovative framework that combines Social Semiotic Multimodality with CDA in order to throw a new light onto the Glocal ELT textbook.
Creating Authentic Materials for University ESP Classes in Japan
02:30PM - 06:00PM
Presented by :
Madoka Kawano, Meiji University, School Of Interdisciplinary Mathematical Sciences
This presentation reports on two cases of university English textbooks from authentic materials in Japan. One is a pharmacy textbook as an ESP course book, and the other is an in-house textbook for STEM students, both of which were shown to be effective and motivating for students.
Integrating local culture in EFL textbooks for Chinese senior high schools
02:30PM - 06:00PM
Presented by :
Lin An, Shanghai International Studies University
Beilei Wang, Tongji University
This study reports an experience of integrating local culture in EFL textbooks for Chinese senior high school learners. The main focuses are why Chinese culture should be embedded in the EFL textbooks and how different aspects of Chinese culture have been incorporated in the texts and activities.
Insights From Textbook Publishing Insiders: Why Textbooks Are The Way They Are
02:30PM - 06:00PM
Presented by :
Abdullah Yıldız, University Of Sheffield
Textbook publishing has become a very competitive market where decisions are made mostly with financial concerns rather than producing better materials. This study attempts to map the current state of textbook production industry, what has changed in textbook production, and why textbooks are the way they are.
Promoting Critical Literacy and Social Transformation in TESOL Materials: challenges, innovations and students’ entextualizations
02:30PM - 06:00PM
Presented by :
Izabelle Fernandes, AILA Solidarity Awardee, Federal University Of Rio De Janeiro
This session aims at investigating the role of innovative TESOL materials in the critical posture of learners. I will provide an overview of activities prepared to empower lower-class students to do highly- disputed university entrance exams, as well as the analysis of these students’ discourses about the activities.
Designing tasks for advanced L2 vocabulary learning through the manipulation of lexical sophistication of reading texts
02:30PM - 06:00PM
Presented by :
Kıymet Merve Celen, Ph.D Candidate, Bogaziçi University
Sebnem Yalcin, Bogaziçi University
This paper describes the creation of two reading tasks which are aimed at teaching low-frequency words to advanced second language learners. The kinds of modifications made to the source text, other task components accompanying the texts and what is expected of learners to complete the tasks are elaborated.
Applying a cognitive linguistic evaluative framework to autonomous online language learning
02:30PM - 06:00PM
Presented by :
Federico Espinosa, Director Of Learning Design, Busuu
There are many language learning websites and apps marketed directly to consumers for autonomous language study, yet we lack standards by which to evaluate these learning platforms’ worth. This presentation will present a set of evaluative criteria for considering the linguistic merit of autonomous language learning products.
02:30PM - 06:00PM
Room 1
S077 2/2 | Language immersion as linguistic ideology
Format : Symposium
Track : Virtual Session
Speakers
Nicholas Faraclas, University Of Puerto Rico
Neriko Musha Doerr, Presenter, Ramapo College
Cora Jakubiak, Grinnell College
Patrick Smith, Professor Of Bilingual Education, Texas State University
Aurelie Joubert, University Of Groningen
Stephanie Lerat, ATILF (Université De Lorraine/CNRS)
Sylvie Roy, University Of Calgary, Werklund School Of Education
Amanda Brown, Syracuse University
Latisha Mary, University Of Strasbourg
P.M. Kester, Associate Professor, Utrecht University
Shuang Gao, University Of Liverpool
Moderators
Beatriz Lorente, University Of Bern
Larissa Schedel, University Of Bonn
Ting Huang AILA Volunteer, AILA2021 Volunteer, Fudan University
The term 'immersion' was coined in the mid-1960s in Quebec, Canada, when English-speaking parents requested the schooling of their children in French. Since then, language immersion - which entails the exposure of language learners to social environments where the target language is spoken - has come to be viewed as the most efficient language learning method in schools where various forms of language immersion are being implemented and enforced, in the language teaching industry where immersion is often highlighted as a central feature of language learning programs, and among enterprises in the experience economy where activities based on 'immersion-experiences' are being designed and marketed. By viewing 'immersion' as linguistic ideology, this symposium aims to critically engage with the discourses, practices and subjectivities that are animated by the concept, and to ask how these relate to social structures and processes of power, inequality and (neoliberal) governance. It explores how social actors in the various contexts where 'immersion' has been adapted, imagine, resignify and challenge the concept, and what the educational, social and political-economic consequences are for them. The symposium is organized by Beatriz Lorente and Larissa Schedel. The featured speakers are Eva Codó, Shuang Gao and Ruanni Tupas.
Chronotope, behavioral scripts, and personhood: Ideologies of language and language learning in language educational tourism
02:30PM - 06:00PM
Presented by :
Shuang Gao, University Of Liverpool
This paper discusses the language ideologies that inform language educational tourism. Through examining ethnographic data on language educational tours in China (Gao 2012, 2019), I identify three interrelated ideologies, including language learning as a temporal-spatial project, language learning as/through interaction, and language learning as reflexive self-development. 
Colonial, neocolonial and postcolonial ideologies in immersion programs for students in formal education systems: The Scol Multilingual program in Aruba
02:30PM - 06:00PM
Presented by :
Nicholas Faraclas, University Of Puerto Rico
Initial results achieved by the Scol Multilingual Program on the Caribbean island of Aruba show how replacing a colonial understanding of immersion by a postcolonial one based on plurilingualism and translanguaging can result in higher skill levels in both home and colonial languages, and in areas such as critical thinking.
Immersion Effect, Language Effect, Maruwa Effect: English-Medium Program in Japan and Subversion of Nation-State Linguistic Ideology
02:30PM - 06:00PM
Presented by :
Neriko Musha Doerr, Presenter, Ramapo College
This presentation examines three ways that nation-state-based linguistic ideology was subverted at an English-medium program in Japan through: recognizing "immersion effect" (othering by labeling an experience "immersion"); evading "language effect" (viewing language as a discrete unit); and allowing "Maruwa effect" (repeated misrecognition of appearance-linguistic proficiency matches resulting in correcting it).
Language immersion as linguistic ideology in English-language voluntourism
02:30PM - 06:00PM
Presented by :
Cora Jakubiak, Grinnell College
English-language voluntourism is a practice in which young, often uncredentialled and inexperienced, Inner Circle (Kachru, 1997) speakers teach English in the Global South on a short-term basis. This paper examines how language immersion is used as a dominant linguistic ideology within these programs and with what effects.
“My parents speak another language and it’s not English”: Hiding Indigenous identities in a Spanish/English dual language immersion program
02:30PM - 06:00PM
Presented by :
Patrick Smith, Professor Of Bilingual Education, Texas State University
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.S. Midwest.
Immersive experience and language endangerment: the remnants of an intangible heritage or successful pedagogical tool?
02:30PM - 06:00PM
Presented by :
Aurelie Joubert, University Of Groningen
The study of linguistic immersion in an endangered language spoken in the southern part of France, Occitan, sheds light on the perceptions of this practice by learners and outsiders. The view of the importance of immersion is linked to the situation of the community and reflects the evolution of ideologies in the area.
Deconstructing ideologies and reimagining languages in a primary English-language immersion school in France
02:30PM - 06:00PM
Presented by :
Latisha Mary, University Of Strasbourg
Co-authors :
Stephanie Lerat, ATILF (Université De Lorraine/CNRS)
Véronique Lemoine-Bresson
Anne Choffat-Durr, Teacher Trainer / English Teacher / , University Of Lorraine | ATILF Lab
This presentation considers teachers’ discourses surrounding different languages at an immersion school including teachers’ and pupils’ use of the dominant language and children’s other home languages during the different designated times; the teachers’ roles concerning school language policies and teachers’ developing understanding of these roles during a participatory action-research project.
French immersion and multilinguals: Challenging the dichotomy of two languages
02:30PM - 06:00PM
Presented by :
Sylvie Roy, University Of Calgary, Werklund School Of Education
Julie Byrd Clark , Western University
This presentation focuses on examining multilinguals’ practices in French immersion programs and how youth from various backgrounds negotiate their linguistic and cultural resources, even in a space which was originally intended for something else. Data come from sociolinguistic and ethnographic studies in Ontario and Alberta, Canada.
Immersive versus Non-Immersive Language Teaching: Intervention Studies in English, French, and Arabic Classrooms
02:30PM - 06:00PM
Presented by :
Amanda Brown, Syracuse University
Longitudinal studies of twelve second/foreign English, French, and Arabic classrooms across proficiencies and methodologies contrasted immersive (L2-only) versus non-immersive pedagogies. Comparisons of assignment scores revealed little/no differences, suggesting a limited impact of classroom language use on learning outcomes, a finding with implications for ideologically charged debates over immersive L2 teaching/learning.
02:30PM - 06:00PM
Room 1
S105 | New approaches to empower sojourners in higher education
Format : Symposium
Track : Virtual Session
Speakers
Fabiola Ehlers-Zavala, Professor, Colorado State University
Mira Kim, University Of New South Wales
Kerstin Dofs, PhD Student, Macquarie University/Ara Institute Of Canterbury
Peng Yin, UC Berkeley
Roumiana Ilieva, Simon Fraser University
Bosheng Jing, UNSW Sydney
Long Li, Lecturer, UNSW Sydney
Moderators
Long Li, Lecturer, UNSW Sydney
Sanne Van Eijsden, AILA2021 Volunteer, University Of Groningen
Bosheng Jing, UNSW Sydney
The rapid globalization in the last few decades has led to a significant increase of sojourners in higher education, with record-breaking enrolments of international students in universities especially in the English-speaking countries (cf. IIE 2016; Robinson 2018). Whereas these sojourners have made significant educational and financial contributions to the host countries and institutions, they often have been disproportionately problematized in institutional discourse and mainstream media coverage (cf. Burton-Bradley 2018). The danger of perpetuating the deficit discourse has been critically discussed (cf. Benzie, 2010; Haugh, 2016). In this symposium, we argue that it is imperative to diverge from the prevalent deficit model that stigmatizes sojourners as problems to fix, and instead explore constructive approaches to recognize their contributions, enhance their learning experiences in the host countries and ultimately empower them to realise their potential further. Thus, we warmly invite papers that can lead or inspire the community to move forward to a positive direction from various perspectives including pedagogical model, identity, cultural competence, autonomy, diversity & inclusion, reflective practice and sojourners in their own land (e.g. Australian Indigenous students) but not limited to these.
Ensuring the success of internationalization in higher education: Advocating for bilingual/multilingual policies
02:30PM - 06:00PM
Presented by :
Fabiola Ehlers-Zavala, Professor, Colorado State University
This session addresses the topic of internationalization efforts around the globe. The presenter argues for embracing bilingualism and multilingualism in supporting and ensuring student success. Strategies to accomplish this goal are presented.
A Personalised Autonomous Model for International Sojourners in Higher Education
02:30PM - 06:00PM
Presented by :
Mira Kim, University Of New South Wales
This paper introduces a Personalised Autonomous (PA) model as a new approach to addressing diverse language learning needs of international sojourners in higher education. It discusses its pedagogical efficacy based on both qualitative and quantitative data collected from more than 1,000 students from 2016 to 2019.
Empowering students to be mentors in Personalised English Language Enhancement (PELE) course
02:30PM - 06:00PM
Presented by :
Bosheng Jing, UNSW Sydney
This study sets to explore a constructive approach of empowering students to be mentors in PELE course. It looks at how students use autonomy associated with the new identity as mentors. The study is hoped to benefit students, teachers and global higher education.
The Empowering Role of Technology in a Self-directed Course of English Language Enhancement
02:30PM - 06:00PM
Presented by :
Long Li, Lecturer, UNSW Sydney
Mira Kim, University Of New South Wales
This paper explores the potential role of technologies in further enhancing the pedagogical efficacy of PELE with an ultimate aim to increase its scalability and availability. First, it reports on a project that developed an asynchronous learning platform for PELE using OpenLearning, which was used to aid synchronous face-to-face teaching in 2019 and synchronous online teaching from 2020. Second, it will also introduce an ongoing pilot study that reviews and synthesizes third-party tests and tools, especially those of an automated nature based on artificial intelligence (AI), to help international students diagnose their English language proficiency.
We can, we do, we excel: Mutual adjustment by EAL students and higher educational institutions
02:30PM - 06:00PM
Presented by :
Kerstin Dofs, PhD Student, Macquarie University/Ara Institute Of Canterbury
This presentation reports on how EAL students adjust to using a second language, in a new socio-culture, and in an unfamiliar higher educational New Zealand institution. It advocates for these students’ capability and autonomous life skills, and how second language use may impact positively on EAL students’ academic success.
Beyond home-host dichotomies: Towards a transliteracy-based understanding of the learning and living experiences of Chinese international students in the U.S.
02:30PM - 06:00PM
Presented by :
Peng Yin, UC Berkeley
Based on findings from a case study derived from a larger ethnographic project that attends to the learning and living experiences of 8 undergraduate Chinese international students in the U.S., we foreground in this paper the affordances of a transliteracy-based understanding to examine student sojourners’ educational paths and life trajectories.
The CLIL “dance”: Collaborations between language and content faculty as a linguistically responsive pedagogy in the internationalized university
02:30PM - 06:00PM
Presented by :
Roumiana Ilieva, Simon Fraser University
Co-authors :
Amanda Wallace, PhD Candidate , Simon Fraser University
Valia Spiliotopoulos, Assistant Professor Of Teaching, University Of British Columbia
This paper uses the metaphor of “dance” to conceptualize interdisciplinary collaborations between applied linguists and content faculty at a Canadian university for the purpose of developing strategies and approaches to support linguistically diverse students in content classrooms. The findings suggest such collaborations are sites of complex negotiations and creative improvisation.
02:30PM - 06:00PM
Room 1
S131 2/2 | ReN: Creative Inquiry and Applied Linguistics: Researching communication with, into and through the arts
Format : Symposium
Track : Virtual Session
Speakers
Marta Nitecka Barche, University Of Aberdeen
Theresa Catalano, University Of Nebraska-Lincoln
Jenelle Reeves, University Of Nebraska-Lincoln
Kathleen McGovern, Assistant Professor, The University Of Southern Maine
Kelli Zezulka, Lecturer In Technical Theatre, University Of Salford
Biagio Ursi, Aix-Marseille University
Moderators
Jessica Bradley, Universty Of Sheffield
Daan Van Soeren (AILA2021 Volunteer), AILA2021 Volunteer
The arts have become an increasing focus of attention for applied linguists, with a rich diversity of approaches and models of working emerging. Creative inquiry can be defined as 'any social research or human inquiry that adapts the tenets of the creative arts as a part of the methodology' (Leavy, 2014: 1). However, there is a risk that creative inquiry is seen as method, and that its theoretical affordances and implications remain unmined. This colloquium therefore considers what creative inquiry in applied linguistics is, how it has been used, and how it might extend our understandings of communication and language in relation to 'real-world problems' (cf. Brumfit 1995: 27). The papers present a range of research from different contexts, working with, into and through the arts in multiple ways. These projects - broad-ranging in scope, in place, in questions, and grounded in different forms of arts practice- enable us collectively to ask what the relationship is between communication and creative arts and, importantly, what the affordances of this might be for applied linguistics. The papers will therefore set out the scope of research engaging with creative inquiry in applied linguistics and discuss theoretical implications arising for the field. S131 detailed programme, click here
Creative Inquiry in ESOL context: “but how can I learn grammar this way?”
02:30PM - 06:00PM
Presented by :
Marta Nitecka Barche, University Of Aberdeen
This presentation will explore the question of creative inquiry in applied linguistics from a formal, exam-focused context of adult ESOL learners. Presented data come from a PhD research project which focuses on creativity-based second language acquisition for adults and approaches second language development as a complex, dynamic, and creative process.
Creative Inquiry and Community Engagement: Bringing Refugees and Preservice Teachers Together through Arts-Based Interventions
02:30PM - 06:00PM
Presented by :
Theresa Catalano, University Of Nebraska-Lincoln
Jenelle Reeves, University Of Nebraska-Lincoln
This presentation describes an art-based intervention between preservice teachers and Yazidi refugees which examines the way that visual arts and dance aided teachers in disrupting stereotypes of migrant/refugee students while providing a space to explore the complex relationships that bind community members together and break down linguistic barriers.
The concord in the discord: Conflict and resistance in research on teaching a second language through drama
02:30PM - 06:00PM
Presented by :
Kathleen McGovern, Assistant Professor, The University Of Southern Maine
This ethnographic case study of a drama-based ESL class for adult immigrants in the U.S. examines the improvisational nature of qualitative research and L2 pedagogies. Findings demonstrate the importance of attending to messiness in our research and pedagogy and the productive nature of resistance for researchers, teachers, and language learners.
Asymmetry and conflict in collaboration: the case of theatre technical rehearsals
02:30PM - 06:00PM
Presented by :
Kelli Zezulka, Lecturer In Technical Theatre, University Of Salford
A linguistic analysis of personal and professional conflict can shed light on how collaborative creativity is enacted, allowing for further insights into the latent processes at play in theatre-making, while broadening the scope of applied linguistics and showing how creative inquiry can answer wider questions of collaboration and joint intention.
Seeing by touch: redefining creative inquiry through the lens of multimodality and multisensoriality
02:30PM - 06:00PM
Presented by :
Biagio Ursi, Aix-Marseille University
From an interactional perspective, I study a carving workshop led by a blind sculptor, with visually impaired and sighted people. Particular attention is paid to participants' tactile resources and trainer's embodied demonstrations. In this creative context, multimodal practices offer stimulating ideas on the way learners experience and (re)create the world.
02:30PM - 06:00PM
Room 1
S194 2/2 | What does language mean for teachers and what difference does it make?
Format : Symposium
Track : Virtual Session
Speakers
Thor Sawin, Middlebury Institute Of International Studies
Maria Ahlholm, University Lecturer, University Of Helsinki
Jéssica Carvalho, PhD Candidate, Tilburg University
Joke Dewilde, University Of Oslo
Moderators
Anne Pitkänen-Huhta, University Of Jyväskylä
Johanna Ennser-Kananen, University Of Jyväskylä
Maria Ruohotie-Lyhty, University Of Jyväskylä
Iryna Menke-Bazhutkina, AILA2021 Volunteer, University Of Groningen
Teachers hold a key position in determining what is taught and how in the language classroom. In their decision making, they draw on policies, educational authorities, textbooks, teacher education, and their experiences. Previous research on teachers' personal practical knowledge, subject-matter knowledge, practical knowledge, teacher cognition or beliefs (e.g. Clandinin 1985, Golombek 1998, Craig 2004, Borg 2003, Kubanyiova & Feryok 2015, Barcelos & Kalaja 2011) has established that the knowledge base and beliefs of teachers are guiding the their pedagogical choices and that teaching practices are essential in what and how the learners learn. However, we know little about the moment-by-moment processes of classroom practices through which teachers' conceptualizations of language develop and/or surface, particularly in interaction with their students. Given their position, teachers constantly apply, enact, and thus reinvent current theories in their classroom practices. At the same time, they work in different, multi-layered contexts and their agency and identities interact in complex ways with local, societal, and global conditions. This symposium sets out to explore the relationship between teachers' conceptualizations of language, i.e. their socially and historically developed and interactively shaped understandings of language and how they surface in teachers' practices in various contexts around the world.Click here for the detailed program.
How multilingual staff challenge and enforce prevailing language ideologies
02:30PM - 06:00PM
Presented by :
Joke Dewilde, University Of Oslo
Co-authors :
Ingrid Rodrick Beiler, Associate Professor, Oslo Metropolitan University
The focus of this paper is multilingual staff's beliefs guiding their pedagogical choices as they relate to traditional ideologies of multilingualism and multilingual education in adult basic education in Norway, sometimes challenging entrenched ideologies and at other times reinforcing them when teaching newly arrived learners.
Towards an understanding of the language ideologies informing student teachers’ voices in Moscow, Russia
02:30PM - 06:00PM
Presented by :
Jéssica Carvalho, PhD Candidate, Tilburg University
This doctoral research aims at investigating the language ideologies that inform a group of English language student teachers at a state university in Moscow, Russia, in the development of their professional voices. In dialogue with scholarly works in applied linguistics and linguistic anthropology, this ethnographic study works towards better understanding the ideological complexities that take part in teacher education in this country. 
Three distinctive linguistic norms in Finnish schools
02:30PM - 06:00PM
Presented by :
Maria Ahlholm, University Lecturer, University Of Helsinki
Co-authors :
Liisa Tainio, Professor, University Of Helsinki
Salla-Maaria Suuriniemi, University Teacher, University Of Helsinki
Research inevitably shows how students benefit from integrative and blending linguistic practices, compared with keeping to one language within one textual event in classroom. Still, the norms that steer practices are belief-based and change slowly. Teachers are also in need of practical tools for implementing good ideas. Large data from Finnish schools show three types of teacher attitudes towards multilingualism: positive, deliberating, and cautious. This presentation gives voice particularly to the deliberating teachers. 
“Language as hospitality” as a re-visioning for linguistics training among language teacher trainees
02:30PM - 06:00PM
Presented by :
Thor Sawin, Middlebury Institute Of International Studies
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 and motivating language analysis courses.
02:30PM - 06:00PM
Room 1
S114 | Positive Psychology in SLA: From Theory to Evidence-based Interventions
Format : Symposium
Track : Virtual Session
Speakers
Agnese Bresin, LaTrobe University
Meagan Driver, Michigan State University
Angela Karsten Tsunoda, Takasaki University Of Health And Welfare
Jean-Marc Dewaele, Birkbeck, University Of London
Peter Macintyre, Cape Breton University
Tammy Gregersen, American University Of Sharjah
Gaby Benthien, Shumei University
Kota Ohata, Ferris University
Pia Resnik, University College Of Teacher Education Vienna/Krems & University Of Vienna
Moderators
Peter Macintyre, Cape Breton University
Tammy Gregersen, American University Of Sharjah
Saskia Nijmeijer, AILA2021 Volunteer, University Medical Center Groningen
Positive psychology has been introduced in language education with two goals. First, to introduce new theoretical constructs and ensure a more balanced view of the psychology of the language learning and teaching process. The second goal is to improve the experience of both language learners and teachers. Positive psychology in general moves us away from focussing on simply identifying the damage or deficiencies in life toward also building its best qualities and promoting flourishing. The emergence of Positive Psychology in SLA has opened up rich potential for expanded theory, research, and innovative evidence-based language teaching practice. Positive psychology fits the zeitgeist of modern education by promoting wellbeing as a desirable, necessary, and integral part of the learning process and also a learning outcome. New theories and research are being accompanied by ideas for practical interventions both inside and outside the language classroom. With the emergence of positive psychology, SLA is addressing teaching and learning with a wider lens than ever before, recognizing the unique networks of strengths situated within a diverse range of contexts spanning theoretical, empirical and practical perspectives. The time has come to take stock of what we know so far and what possible directions lie ahead.S114 detailed programme, click here
The flowering of positive psychology in foreign language teaching and acquisition research
02:30PM - 06:00PM
Presented by :
Jean-Marc Dewaele, Birkbeck, University Of London
The introduction of Positive Psychology in applied linguistics in 2012 started a first wave of studies on positive and negative emotions of foreign language learners in relatively peripheral journals. Since 2016, we witness an exponential increase in empirical research in more mainstream journals, focusing not just on learners but also on their teachers.
Positively insecure: The relationship between foreign language enjoyment, motivation, and linguistic insecurity for heritage language learners of Spanish
02:30PM - 06:00PM
Presented by :
Meagan Driver, Michigan State University
This presentation discusses the results of a dissertation exploring the relationship between the linguistic insecurities, language learning motivation, and emotions of heritage language learners of Spanish, with particular attention to Spanish language learning interest and joy. A comparison between heritage and foreign language learners’ classroom emotions will also be presented.
'It's very cool when you learn something new': Students' perceived enjoyment of German and English classes in the German-speaking world
02:30PM - 06:00PM
Presented by :
Pia Resnik, University College Of Teacher Education Vienna/Krems & University Of Vienna
Co-authors :
Jean-Marc Dewaele, Birkbeck, University Of London
This paper deepens our understanding of affective variables in the (foreign) language class by presenting the findings of a web-based survey study on perceived enjoyment of English (foreign language) and German (first language) classes. Data from 754 secondary- and tertiary-level students in the German-speaking world offers insights into contextual differences.
L2 ‘flourishing’ through classroom interaction. Evidence from an Italian L2 classroom.
02:30PM - 06:00PM
Presented by :
Agnese Bresin, LaTrobe University
This paper presents some preliminary results of a micro-longitudinal mixed methods research project that explores Italian L2 learners’ “flourishing”, namely/i.e. the “students’ psychological, emotional and social wellbeing” (Rubino, Strambi and Tudini, 2017; Keyes, 2002). The project combines the fine-grained examination of classroom interaction, using Conversation Analysis, with a Positive Psychology-informed survey
Disruptions and Inhibitions of L2 Directed Motivational Currents: What is on the Way of these Surges of Motivation?
02:30PM - 06:00PM
Presented by :
Angela Karsten Tsunoda, Takasaki University Of Health And Welfare
L2 Directed Motivational Currents (L2 DMCs) are defined as unique, stable and long-term periods of intense motivation among L2 learners. This paper will describe the results of a study that considers psycho-emotional factors that might contribute to disrupting or inhibiting L2 DMCs among language learners living in Japan.
Instilling a positive mindset: Pre-service primary L2 teacher development in Japan
02:30PM - 06:00PM
Presented by :
Gaby Benthien, Shumei University
This exploratory mixed-methods study investigates the effectiveness of class-based activities to encourage a positive mindset among pre-service primary teachers. Conducted during English for Primary School and Primary School English Teaching Methods classes at a private university in Japan, the results of the study indicate that the activities can help build self-awareness, self-assuredness, and self-sufficiency.
Silver Linings May Tarnish Quickly: The Individual and Context Matter
02:30PM - 06:00PM
Presented by :
Tammy Gregersen, American University Of Sharjah
Co-authors :
Peter Macintyre, Cape Breton University
This case study examines the positive psychology intervention, Finding Silver Linings, a cognitive reappraisal strategy to ameliorate the stress teachers feel in the workplace. Results demonstrated positive effects in-the-moment, but not enduring change. The fit among the individual, context, and specific positive intervention interact to determine its efficacy.
02:30PM - 06:00PM
Room 1
S118 2/2 | Processes, challenges and interventions in reading in another language
Format : Symposium
Track : Virtual Session
Speakers
Loes Groen, University Of Groningen
Angela Meyer Sterzik, Fanshawe College
Yunjung Nam, Georgia State University
Judit Kormos, Lancaster University
Camilo Andrés Bonilla Carvajal, AILA Solidarity Awardee, Universidad Del Quindio - Universidad Santiago De Cali
Marijke Schipper
Suzanne Graham, University Of Reading
Nour Elhouda Toumi, Lancaster University
Moderators
Judit Kormos, Lancaster University
Anne-Marie Van Boeckel (AILA2021 Volunteer), AILA2021 Volunteer, Rijksuniversiteit Groningen
Suzanne Graham, University Of Reading
Reading in an additional language is an essential literacy skill, which often poses challenges for language learners and multilingual language users. This symposium focusses on recent research findings on the processes and challenges of reading different types of texts in another language. We invite presentations on empirical research that investigates cognitive processes of second language reading, the role of individual differences in reading in another language and the challenges posed by different text types such as health-related or academic texts. Research on students with reading-related difficulties such as dyslexia and intervention studies that aim to develop second language reading skills are also welcome. We gladly receive submissions that examine bi- and multilingual readers speaking languages other than English across the lifespan from young learners to adults. In the symposium we want to bring together researchers who study second language reading from psychological and pedagogical perspectives across a wide variety of contexts. In addition to the discussion of recent research in this important area of second language acquisition, the symposium will offer an excellent opportunity to exchange ideas on challenges in researching second language reading processes and pedagogical tools that assist in overcoming reading difficulties.14.30-14.50: An academic reading intervention in the Netherlands Groen14.50-15.15: Navigating the challenges of L2 reading Graham15.15-15.30: Discussion15.30-15.50: Language and Task Effects on the Inferencing Processes of Skilled Readers Meyer Sterzik15.50-16.00: DiscussionCoffee break16.30-16.45: Understanding Second Language Reading and Listening Comprehension Nam16.45-17.00: Effect of L1 Interlinear Glosses on L2 Reading and Translation Tasks Bonilla Carvajal17.00-17.10: Discussion17.10-17.40: Concept mapping and summarization in L2 metacognitive monitoring Toumi17.40-17.50: Discussion
An academic reading intervention at pre-university level schools in The Netherlands: adding depth and content to the subject of English
02:30PM - 06:00PM
Presented by :
Loes Groen, University Of Groningen
Co-authors :
Wander Lowie, University Of Groningen
Marije Michel, Co-chair AILA & Mentor, Groningen University
Merel Keijzer, AILA Organizational Committee Member And Symposium Organizer, University Of Groningen
This study evaluates a reading intervention to bridge the gap between Dutch secondary school and university reading. The lesson series addresses prereading- (activating preknowledge, interpreting graphs), while-reading (text monitoring, critical reading) and post-reading strategies (graphic organizers, summarising) and centres around linguistics topics.
Navigating the challenges of L2 reading: Self-efficacy, self-regulation and individual differences
02:30PM - 06:00PM
Presented by :
Suzanne Graham, University Of Reading
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 relation to theories of self-regulation and classroom practice for reading.
Language and Task Effects on the Inferencing Processes of Skilled Readers in L1 and L2 for Two Academic Tasks
02:30PM - 06:00PM
Presented by :
Angela Meyer Sterzik, Fanshawe College
This paper presents an expository-specific model of inferences used to investigate inference processes of skilled L1 and L2 readers for two academic tasks. Results showed inferencing processes differed across languages for a summary but not a position-paper task, and inferences differed significantly across tasks in L2, but not in L1
Understanding Second Language Reading and Listening Comprehension: Roles of Working Memory, Inferencing-Making, First Language Ability, and Linguistic Knowledge
02:30PM - 06:00PM
Presented by :
Yunjung Nam, Georgia State University
Minkyung Kim, Nagoya University Of Commerce And Business
Co-authors :
Scott Crossley, Georgia State University
This study examines second language (L2) reading/listening comprehension in adolescent English learners. Results showed direct effects of L2 vocabulary/grammar on L2 reading/listening comprehension, and indirect effects of working memory, L1 inferencing-making, and general L1 ability via L2 vocabulary/grammar. This study reports direct and indirect relations among language, cognition, and comprehension.
Effect of L1 Interlinear Glosses on L2 Reading and Translation Tasks
02:30PM - 06:00PM
Presented by :
Camilo Andrés Bonilla Carvajal, AILA Solidarity Awardee, Universidad Del Quindio - Universidad Santiago De Cali
Interlinear translations remain an understudied type of materials for reading instruction in a second language. This study reports the findings of an experiment using interlinear translations in a reading comprehension task, and the results using construed and columnar translations. Interlinears facilitated word recall and overall comprehension.
Concept mapping and summarization in L2 metacognitive monitoring: A quantitative study
02:30PM - 06:00PM
Presented by :
Nour Elhouda Toumi, Lancaster University
This empirical study examined the effects of concept mapping and summarization on learners’ comprehension monitoring and metacognitive accuracy skills in L2 reading. The obtained results revealed a significant positive effect of these instructional strategies on the outcome measures of comprehension monitoring. Participants showed less bias after receiving the concept mapping intervention.
02:30PM - 06:00PM
Room 1
S138 3/3 | ReN: Language Policy: Theory, Method, and Advocacy for Contemporary Geopolitics
Format : Symposium
Track : Virtual Session
Speakers
Su-Chiao Chen, National Taiwan University Of Science And Technology
Bruna Elisa Frazatto, AILA Solidarity Awardee/PhD Student, University Of Campinas
Guowen Shang, University Of Bergen
Tomislav Stojanov, Marie Skłodowska-Curie Postdoctoral Fellow, University Of Nottingham
Michal Tannenbaum, Tel Aviv University
Katharine Burns, Assistant Professor Of Second Language Acquisition And Hispanic Studies, Carnegie Mellon University
David Johnson, University Of Iowa
Sarah Catherine Kaser Moore, University Of Maryland College Park
Francis Hult, University Of Maryland
Moderators
David Johnson, University Of Iowa
Francis Hult, University Of Maryland
Sarah Catherine Kaser Moore, University Of Maryland College Park
Kees De Bot, AILA2021 Organizer, Mentor, AILA 2021
Andre Korporaal (AILA2021 Volunteer), AILA2021 Volunteer
The Language Policy Research Network (LPReN) symposium is organized around three areas within the broader field of scholarship relevant to language policy, politics, and planning: theory, method, and advocacy. Foci include reconceptualizing global innovations in language policy and planning, employing novel research methodologies in language policy, and promoting language rights to preserve minoritized languages. To submit to the LPReN Call for proposals, select ONE of the three areas: Theory, Method, or Advocacy and clearly indicate the selection on your proposal. Theory: Exploration of the theoretical constructs, origins, potential, and philosophical implications of language policy, politics, and planning as they relate to the structures, individuals, communities, and societies within and among which they are undertaken. Method: Identification and explication of the means through which language policymaking, management, and planning take shape, including identification of the particular overt and covert activities, parties, and institutions that constitute methods employed to burden, obstruct, or facilitate the implementation of policy. Also, critical examination of research methods for investigating language policy texts and practices including issues of ethics and research design in language policy research. Advocacy: Engagement with of the role of power, elitism, prejudice, privilege, exclusivity, and hegemony in acts associated with language policy; engagement in activities to expose majoritarian narratives and highlight language rights, promote heritage language maintenance and prosperity, and resolve conflicts among language communities and in organizations.
S138 3/3 | introduction by organizers
02:30PM - 06:00PM
Presented by :
Sarah Catherine Kaser Moore, University Of Maryland College Park
Francis Hult, University Of Maryland
David Johnson, University Of Iowa
‘New’ Language Policy and Planning in Taiwan in the 21st Century: Planning, Implementation, and Challenges
02:30PM - 06:00PM
Presented by :
Su-Chiao Chen, National Taiwan University Of Science And Technology
This study investigates how and to what extent the new bilingual education policy in Taiwan has been implemented. Data will be collected through policy documents, interviews and questionnaires, and analyzed with the language-in-education policy framework proposed by Kaplan & Baldauf, Jr. (2003).
Internationalization in a Brazilian university: what about Portuguese as an Additional Language and language policy?
02:30PM - 06:00PM
Presented by :
Bruna Elisa Frazatto, AILA Solidarity Awardee/PhD Student, University Of Campinas
The paper aims to present how overt and covert language policies related to Portuguese as an Additional Language are narrated by East Asian international students in a Brazilian university and in what way these policies impact on their insertion during their academic sojourn.
Wrestling between English and Pinyin: Language Politics and Ideologies of Coding Street Names in China
02:30PM - 06:00PM
Presented by :
Guowen Shang, University Of Bergen
A study of the language management, language practice and language ideology for two competing codes (English vs. Hanyu Pinyin) on street name signs in China, using Spolsky’s (2004, 2009) tripartite language policy model as analytical framework.
The Role of Research in Language Policy
02:30PM - 06:00PM
Presented by :
Michal Tannenbaum, Tel Aviv University
Co-authors :
Elana Shohamy, Professor, Researcher, Tel Aviv University
A new multilingual education policy, driven by research, is being promoted in Israel. Results of two studies and their contribution to the new policy are addressed in this presentation, emphasizing the essential role of empirical studies in shaping valid language policies.
L2 Program Language Policy and Marginalized Language Varieties: The Case of Spanish in the United States
02:30PM - 06:00PM
Presented by :
Katharine Burns, Assistant Professor Of Second Language Acquisition And Hispanic Studies, Carnegie Mellon University
How are marginalized language varieties treated in foreign and heritage language programs? Drawing on discourse analysis data from pedagogical materials and instructor focus group transcripts, this presentation reports on a case study of a large U.S. university Spanish program’s language policy toward marginalized varieties of Spanish, in particular U.S. varieties.
02:30PM - 06:00PM
Room 1
S144 2/2 | ReN: New dynamics for new cultural, linguistic and digital realities: Adapting mainstream learning environments to and for migrant learners
Format : Symposium
Track : Virtual Session
Speakers
James Cummins, Presenter, University Of Toronto
Antoinette Gagne, Associate Professor And Associate Chair, Student Experience, OISE, University Of Toronto
Ester De Jong, University Of Florida
Margaret Early, University Of British Columbia
Emmanuelle Le Pichon, University Of Toronto | Utrecht University
Mitsuyo Sakamoto, Sophia University
Coral Buitrón, Benemérita Universidad Autónoma De Puebla
Peter De Costa, Michigan State University
Moderators
Saskia Van Viegen, Assistant Professor, York University, Canada
Shelley Taylor, Professor, Western University
Bapujee Biswabandan, Western University
Saioa Cipitria, AILA2021 Volunteer, University Of Groningen
Knowledge production that is unrelated to real-world problems requiring urgent attention and alternate frames of reference has been likened to structures that are decontextualized, depoliticized and colonial (Lorente, 2019). Learning environments with decontextualized, depoliticized structures are ill-equipped to meet migrant learners' needs. Researchers have called for empirical work that supports educator initiatives to meet migrant learners' needs in mainstream educational settings; however, such initiatives meet resistance and are under-explored despite growing affordances of 4.0 technology linking people, information and digital supports. This Symposium highlights responses to the real-world needs of educators seeking to adapt mainstream instructional settings to migrant learner needs while drawing on their cultural/linguistic strengths and resources, and technological innovations. This alignment of mainstream and alternative knowledges adds a new dynamic to knowledge production, reflecting real-world language use in societies, and migrant learners' plurilingual / pluricultural backgrounds. The two featured speakers in our ReN's symposium, Gee Macrory and Jim Cummins, and the other contributors, address the types of re-imagining needed.The first featured speaker, Gee Macrory, discusses the transnational use of technology to enable primary school-aged children of migrant backgrounds to work together, sharing and co-developing knowledge. The second featured speaker, Jim Cummins, discusses research involving software used by European and North American educators to reflect and support migrant learners' knowledges in mainstream settings. The other participants' contributions provide cutting-edge, international perspectives on how to develop and support the adaptations to learning environments needed in changing times when population shifts challenge educators' preparedness for meeting all learners' needs. S144 detailed programme, click here.Please find the handout here.
Challenging the Pedagogical Divide: Mobilizing the Affordances of Digital Technology for Teaching Minoritized Multilingual Students
02:30PM - 06:00PM
Presented by :
James Cummins, Presenter, University Of Toronto
The presentation will examine the potential of digital technologies to close the pedagogical divide that frequently consigns socially disadvantaged and minoritized multilingual students to less intellectually challenging instructional experiences than their more advantaged peers. Examples will be presented in the context of transmission, social constructivist, and transformative pedagogical orientations.
Digital ‘Me Mapping’ with Newcomer Youth and Their Future Teachers
02:30PM - 06:00PM
Presented by :
Antoinette Gagne, Associate Professor And Associate Chair, Student Experience, OISE, University Of Toronto
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 teacher education.
Normalizing multilingualism in school: Preparing mainstream teachers for multilingual practices
02:30PM - 06:00PM
Presented by :
Ester De Jong, University Of Florida
This presentation explores the intersection of monolingual orientations in teacher education and efforts to normalize multilingual practices. Using examples from a teacher preparation program to cultivate a multilingual stance, the paper explores how mainstream teacher candidates respond to activities designed to normalize multilingualism in their classroom.
Lessons Learned from Educators Working with Refugee Background Students
02:30PM - 06:00PM
Presented by :
Margaret Early, University Of British Columbia
Co-authors :
Maureen Kendrick, University Of British Columbia
We report on a two-part study drawing on semi-structured interviews, focus groups and classroom observations with experienced educators of refugee background learners to better understand the language and literacy needs/challenges and mindful pedagogical responses used to build relationships with these learners while mitigating factors that may be potential academic disadvantages.
Developing a co-languaging pedagogy: the role of a multilingual digital learning tool called Binogi/ Studi
02:30PM - 06:00PM
Presented by :
Emmanuelle Le Pichon, University Of Toronto | Utrecht University
Co-authors :
James Cummins, Presenter, University Of Toronto
Dania Wattar, University Of Toronto
In this paper, we report on the implementation of a web-based multilingual learning tool. The innovation of this tool resides in its ability to deliver academic content in different languages. By giving students the option to choose between home and school languages it makes academic content accessible to all students.
Defying decontextualization, depoliticization and colonialism in plurilingual Brazil: Narratives of fourth-generation Nikkei Brazilians
02:30PM - 06:00PM
Presented by :
Mitsuyo Sakamoto, Sophia University
This case study investigates ethnolinguistic vitality among fourth-generation Japanese-Brazilians. Takashi and Keiko (pseudonyms) were both invited to speak at a weekly online forum open to those interested in learning about the realities of ethnolinguistic vitality among South American Nikkei. Their presentations were entirely in Japanese, recorded and transcribed for analysis.Their narratives collected in winter 2021 challenge colonial discourse that ascribes them decontextualized, depoliticized stereotypical migrant identity, allowing for calibration of bilingual and heritage language education, parental, community and social expectations and involvement, and learning materials and opportunities that are conducive to language and cultural learning and maintenance.
Return migration: A Spanish literacy program for transnational students in Puebla, Mexico
02:30PM - 06:00PM
Presented by :
Coral Buitrón, Benemérita Universidad Autónoma De Puebla
The aim of this research is to offer an innovative Spanish literacy course for transnational high school students in Puebla, Mexico. The course will be designed based on student's funds of knowledge and plurilingual needs and will include pedagogies involving heritage language learning and second language acquisition.
Mainstream learning environment as a contested space: Immigrant youth’s perceptions of high school content classrooms in a U.S. public school
02:30PM - 06:00PM
Presented by :
Peter De Costa, Michigan State University
This paper presents a female Iraqi student’s perceptions of how mainstream U.S. high school content classrooms function as a contested space for multilingual and multicultural immigrant youth. This space, which is constituted by a lack of support, in turn affected the academic achievement and overall well-being of such youth.
02:30PM - 06:00PM
Room 1
S149 | ReN: Sports Discourse and Digital Technology: Innovations, Applications and Implications in Data and Method
Format : Symposium
Track : Virtual Session
Speakers
Simon Meier-Vieracker, TU Dresden
Antje Wilton, University Of Siegen
Ulrike Vogl, Ghent University
Eva-Maria Graf, University Of Klagenfurt
Julien Longhi, Cergy-Pontoise University
Ben Clarke, University Of Gothenburg
Moderators
David Caldwell
Antje Wilton, University Of Siegen
Lilly Göthe - AILA Volunteer, Volunteer, University Of Groningen
Cornelia Gerhardt, Saarland University
This symposium brings together members from the Applied Linguistics in Sport ReN, with a specific focus on how digital media shapes sports discourse as both data and method. Areas of focus will include, for example, deep mediatisation and datafication of sports (including e-sports), and digital journalistic genres as live texts and live blogs, including new forms of automated journalism. The symposium will begin with a brief historical account of the seminal works in applied linguistics and sport. It will then turn to various topics related to not only sports discourse, but to the various innovations, applications and implications of digital technology in relation to new media sports discourse, and sports culture more broadly. In this way, the symposium draws on several recent publications that engage with the interface of sport discourse and digital technology, including: Schitaro (2013), Caldwell et al. (2016), and more recently, Callies & Levin (2019). In the spirit of the Applied Linguistics in Sport ReN, the symposium is not limited to types of linguistics, or types of sporting contexts. The defining theme of this symposium will be its focus on future thinking and digital technology in the context of applied linguistics and sport.
Digital football discourse: From mediatisation to automation
02:30PM - 06:00PM
Presented by :
Simon Meier-Vieracker, TU Dresden
With a special focus on football, I will discuss two opposite strands of recent developments of datafication and deep mediatisation: The polyphonic representation of different types of live data on the one hand and the technological innovation of automated journalism on the other.
Virtual & fit: on authenticity in digital fitness
02:30PM - 06:00PM
Presented by :
Ulrike Vogl, Ghent University
Co-authors :
Karin Andersson
We investigate the construction of an "authentic instructor" in digital fitness. The COVID-19 pandemic has led to a relocation of instructorhood into the virtual sphere: this implies a transition in professional identity, where authenticity needs a re-definition, otherwise instructors cannot feel successful anymore. Our analysis is based on three rounds of focus group discussions with Les Mills group fitness instructors across the globe; we use a discourse-analytical approach.
Mediated Selves In-Between Professionals and Amateurs – Identity Construction on Instagram by U16 Female Football Players
02:30PM - 06:00PM
Presented by :
Eva-Maria Graf, University Of Klagenfurt
This talk focuses on practices of athletic identity construction on Instagram by young female football players in Austria. The goal is to investigate strategies of self-presentation, self-disclosure and parasocial interactions used by these amateur players. Juxtaposing these with practices by professional athletes, we discuss differences, commonalities and in-betweens.
Values of Olympism in institutional texts and their circulation in social networks
02:30PM - 06:00PM
Presented by :
Julien Longhi, Cergy-Pontoise University
Co-authors :
Carine Duteil
Arnaud Richard
This talk deals with Olympism and its mythification through instituted values and a sought-after ideal, as set out in charters and other official texts. Our research is based on behaviors and rules to be observed in order to guarantee peace in the world and harmony among people. A comparison with amateur sports practices allows us to question the values of Olympism and to observe the way they are put into discourse and reconfigured.
The re-naming of sports stadiums: The role of digital technology
02:30PM - 06:00PM
Presented by :
Ben Clarke, University Of Gothenburg
Co-authors :
Cornelia Gerhardt, Saarland University
In FIFA men’s football, two ideologies clash: the practices of fans as celebration of local identity and big business. We explore the role of new media and digital technology in these competing discourses with regard to (re-)namings of stadia (e.g. St. James Park to Sports Direct Arena in Newcastle).
The post-match football interview as a media ritual
02:30PM - 06:00PM
Presented by :
Antje Wilton, University Of Siegen
This focused multimodal presentation presents studies done on post-match interviews with male professional football players in German, English as a Lingua Franca and English. The studies show how the structural, linguistic and interactional features of the interviews contribute to the media social function of this media ritual.
02:30PM - 06:00PM
Room 1
S160 3/3 | Speaking subjects – Biographical methods in multilingualism research
Format : Symposium
Track : Virtual Session
Speakers
Judith Purkarthofer, University Duisburg-Essen
Clara Keating, University Of Coimbra
Sonia Perelló Bover, University Of Vienna
Gergely Szabó, Open University Of Catalonia
Shpresa Jashari, University Of Zurich
Cloris Porto Torquato, State University Of Ponta Grossa
Claire Kramsch, University Of California, Berkeley
Moderators
Judith Purkarthofer, University Duisburg-Essen
Mi-Cha Flubacher, University Of Vienna
Jelle Brouwer, AILA2021 Volunteer, University Of Groningen
Biographical approaches give access to individuals' learning trajectories across the lifespan, societal influences and language ideologies and the construction of language use in social spaces, as such they are prone to be used globally in different settings. For example, 'language portraits' have become a staple method in research on multilingualism, language repertoires and lived experience of language, to name just a few examples. While the colourful drawings of the portraits originated in research on language awareness in primary school education, biographical methodology in multilingualism research has since developed into an approach in its own right, covering and combining visual, verbal and multimodal data and analysis. This symposium will thus invite contributions working on the interplay between language use in individuals and societies, language-related inequalities and opportunities for speakers and salient moments of multilingual encounter that can be gained with a focus on speakers' lived experience of language (Busch 2006, 2013). These insights shall contribute to an understanding of e.g., how biographical research can contribute to our understanding of linguistic diversity, how we as researchers can empirically account for experiences of lived languages, and how to embed them in a larger discussion on social (in)equality.
And the subject speaks to you. Biographical narratives as memories and stories of the narratable self
02:30PM - 06:00PM
Presented by :
Judith Purkarthofer, University Duisburg-Essen
By introducing important notions in research on language biographies, this contribution exemplifies with a case study how biography and language do not belong to one person alone, and change across the lifespan while staying consistent with the (changing) image of the self.Link to the video including captions: https://www.uni-due.de/germanistik/purkarthofer/videos
Biographization as biopolitical work: The role of objects and bodies in the construction of speakerhood
02:30PM - 06:00PM
Presented by :
Clara Keating, University Of Coimbra
I draw on biographization research with migrants to explore how a focus on the research apparatus as material assemblages contributes to understand language repertoires. I focus on objects as “prisms” (Budach et al. 2015) to illustrate how objects and human actions help understand speaking conditions and repertoires.
“It runs through my veins”: exploring multilingual subjectivities through language portraits
02:30PM - 06:00PM
Presented by :
Sonia Perelló Bover, University Of Vienna
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 ethnographic study in a school in Spain. Through the analysis of two cases, I illustrate how shame and anxiety portray a monolingual habitus (Gogolin, 1997) and I suggest that a move towards a multilingual habitus (Benson, 2013) should be centred on developing affects aiming at creating "multilingual comfort".
Lived experiences of multilingualism in the case of Hungarians in Catalonia
02:30PM - 06:00PM
Presented by :
Gergely Szabó, Open University Of Catalonia
In my talk, I analyse biographic narrative conducted during an ethnographic study of Hungarian-speaking groups in Catalonia. I compare various data sources on the conceptualisations of the local linguistic diversity experienced in Catalonia and ways of imaginations of adjustment and integration to the local social milieu.
Speaking and Being Albanian in Switzerland & Germany: Language Choice, Language Attitudes and the Negotiation of Spatialized Belonging in Biographic Narratives
02:30PM - 06:00PM
Presented by :
Shpresa Jashari, University Of Zurich
Co-authors :
Blerina Kelmendi, LMU Munich
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 positioning by others in institutional and private spaces.
Speaking Subjects in the digital age
02:30PM - 06:00PM
Presented by :
Claire Kramsch, University Of California, Berkeley
Co-authors :
Judith Purkarthofer, University Duisburg-Essen
This paper retraces the changes in biographical research on young minority immigrants once the internet and social media became available in the 90's. It explores notions such as voice, identity, community and belonging that are conceived differently online, and the challenges the internet poses for multilingual educational research in the digital age.
02:30PM - 06:00PM
Room 1
S163 2/2 | Task-Based Language Teaching: Interfaces between Research, Pedagogy and Assessment
Format : Symposium
Track : Virtual Session
Speakers
Roger Gilabert Guerrero, University Of Barcelona
Ana Flávia Boeing Marcelino, Federal University Of Santa Catarina
Paul Toth, Temple University
Sanghee Kang, Georgia State University
Li-Shih Huang, University Of Victoria
Moderators
Andrea Revesz, UCL Institute Of Education
Martin East, University Of Auckland
Roger Gilabert Guerrero, University Of Barcelona
Aline Oelen - AILA Volunteer, AILA2021 Volunteer
Since the 1980s, Task-Based Language Teaching (TBLT) has become a phenomenon of increasing interest in applied linguistics among both researchers and practitioners. TBLT is a learner-centred, experiential pedagogical approach that focuses on tasks as vehicles for successful second language acquisition (SLA). Empirical research into task effectiveness has yielded positive findings for SLA. However, despite its relatively long history, TBLT is still classed as an innovation. TBLT's contrast to more established teacher-led and grammar-focused communicative approaches means that it is often viewed with suspicion among teachers. This symposium addresses the interface between research and practice, bringing together those with a range of interests in TBLT. The symposium is convened by two experts in TBLT from two different parts of the world- Martin East (New Zealand), current President of the International Association for TBLT (IATBLT), and Andrea Révész (UK), current Vice President- and features an address from Pauline Foster, Professor of Applied Linguistics, St. Mary's University, London, UK. In the symposium we will explore and discuss research into task efficacy alongside the benefits and challenges of using tasks both in the real worlds of classrooms and for assessment purposes. Our aim is to address these dimensions from different theoretical and methodological perspectives.TIME MAIN PRESENTER 8.30 - 9.10 Martin East (Featured)9.10 - 9.35 Ali Shehadeh 9.35 - 10.00 Agnes Albert  Break 10.30 - 10.55 Natsuyo Suzuki 10.55 - 11.20 Chihiro Inoue 11.20 - 11.45 Marcos Benevides 11.45 - 12.10 Goedele Vandommele  BREAK 14.30 - 15.10 Roger Gilabert (Featured)15.10 - 15.35 Ana Flávia Boeing Marcelino  BREAK 16.30 - 16.55 Paul Toth 16.55 - 17.20 Sanghee Kang 17.20 - 17.45 Li-Shih Huang 
From needs analysis to task design
02:30PM - 06:00PM
Presented by :
Roger Gilabert Guerrero, University Of Barcelona
Task-based needs analysis is a professional, in-depth inquiry into the tasks and language associated with them that second or foreign language learners need to perform. the focus of this paper will be the transfer from needs analysis to actual design and how NA may inform all dimensions of task and syllabus design.
Conducting Needs Analysis to design cycles of tasks to teach Portuguese as a Host Language to adult immigrants in Brazil
02:30PM - 06:00PM
Presented by :
Ana Flávia Boeing Marcelino, Federal University Of Santa Catarina
Co-authors :
Raquel Carolina De Souza Ferraz D'Ely, Co-author, Federal University Of Santa Catarina
This presentation reports the partial results of a Master's study which applied a needs analysis to establish the target communicative situations of adult immigrant learners of Brazilian Portuguese as a Host Language, which lasted for about five months and comprised classroom observation, interview sessions with teachers, assistants, and learners.
Assessing outcomes of grammatical consciousness-raising tasks in L2 Spanish classes at three U.S. high schools
02:30PM - 06:00PM
Presented by :
Paul Toth, Temple University
This study compares L2 Spanish learning after inductive, consciousness-raising tasks vs. deductive explanations in three U.S. high schools. Both groups improved significantly on picture description and grammaticality judgment assessments, but the deductive group made modestly stronger judgment gains. Implications for the accessibility of useful explicit L2 knowledge will be discussed.
Examining the Quality of Mobile-Assisted Task Performance: The Role of L2 Proficiency, L1 Narrative Ability, Digital Literacy and Motivation
02:30PM - 06:00PM
Presented by :
Sanghee Kang, Georgia State University
Co-authors :
YouJin Kim
This study investigated predictive factors of the quality of mobile-assisted task performance in an EFL context (e.g., L2 writing proficiency, L1 narrative ability, digital literacy, motivation). Forty-eight Korean adolescent completed a narrative video-making task using a mobile app. Pedagogical implications of mobile-assisted task performance in foreign language classrooms are discussed.
Breaking down barriers: A task-based approach to teaching learners with refugee experience
02:30PM - 06:00PM
Presented by :
Li-Shih Huang, University Of Victoria
This presentation shares the outcomes of a project focusing on identifying the unique language-learning needs of Syrian learners with refugee experiences, using surveys, interviews, and learners' oral production data, to inform the design of pedagogical tasks and classroom materials within a task-based instructional framework.
02:30PM - 06:00PM
Room 1
S171 2/2 | INVITED SYMPOSIUM: The dynamics of language, communication and culture in applied linguistic research in Latin America
Format : Symposium
Track : Virtual Session
Speakers
Claire Kramsch, University Of California, Berkeley
Carmen Guerrero-Nieto, Francisco José De Caldas District University
Yecid Ortega, OISE/University Of Toronto
Matilde Olivero, National University Of Rio Cuarto
Lane Igoudin, Professor Of ESL And Linguistics, Los Angeles City College
Paola Andrea GAMBOA DIAZ, Researcher And Teaching Assistant, Sorbonne Nouvelle University
Rafael Vetromille Castro, Associate Professor, Federal University Of Pelotas
Moderators
Paola Andrea GAMBOA DIAZ, Researcher And Teaching Assistant, Sorbonne Nouvelle University
Mark Van Huizen, AILA2021 Volunteer
In 2015 AILA, faithful to its mission to promote Applied Linguistics around the world, initiated a new research network Research Cultures in Applied Linguistics (ReCAL), that would investigate the cultural diversity of research philosophies, epistemological groundings, modes of inquiry and institutional constraints that exist among the present and future AILA affiliates. How does each affiliate define Applied Linguistics (AL)? How do they view the relationship of AL to language education, language policy and planning, the study of language in everyday life, the social and political issues of the time? What is the institutional status, the intellectual scope, the disciplinary boundaries of AL in their respective countries? Marjolijn Verspoor and Kees de Bot have invited us to feature our ReCAL meeting as an "invited symposium" at the AILA 2020 Congress in Groningen, NL. We are thankful for the opportunity to feature some of the diverse and exciting research taking place in Applied Linguistics in Argentina, Brazil, Colombia, Mexico, and Uruguay. We have programmed the two half-days of this symposium according to the two subthemes that emerged from the abstracts received: 1) Academic policy and intercultural mediation 2) Social justice, language policy and gender.From 18.00 -19.00 there will be a general discussion and closing remarks in AILA Gather Town. Please go to gathertown log in and go to the classroom at the activity center (or you can search for Paola Andrea GAMBOA DIAZ and click on follow).
The syntax of marginalization in Colombian Language policies: From colonialism to neoliberalism
02:30PM - 06:00PM
Presented by :
Carmen Guerrero-Nieto, Francisco José De Caldas District University
This paper intends to show that language planning in Colombia has followed patterns of exclusion and marginalization towards minority groups. The language policies adopted during the Spanish colonization have been followed, enhanced, fostered and legitimized during the different history periods of our country and have successfully merged into internal colonialism (González Casanova, 2006; Rivera Cusicanque, 2010) which in turn serves the interests of a neoliberal take on education.
Pedagogies of Be[ing], Be[longing] and Be[coming]: A Critical Ethnography to Understanding Colombian Youth Experiences of Social Justice in English Teaching
02:30PM - 06:00PM
Presented by :
Yecid Ortega, OISE/University Of Toronto
A critical ethnography was conducted in a marginalized high school in Colombia to understand the youth lived experiences as they engaged in social justice-oriented pedagogies to learn English. Findings revealed how the teachers counter neoliberal narratives of teaching by negotiating the curriculum with the students to promote social cohesion.
Transformative Approaches for Building Peace in an Argentine EFL Practicum: Developing Cultural, Emotional, and Cognitive Competencies
02:30PM - 06:00PM
Presented by :
Matilde Olivero, National University Of Rio Cuarto
Framed within Oxford’s (2013) peace language model and transformative approaches, this presentation reports on a study that explored a group of Argentine EFL pre-service teachers’ beliefs and emotions regarding a pedagogical intervention in the practicum aimed at fostering peacebuilding competencies, including ethnocultural empathy, intercultural understanding, emotional self-regulation, and cognitive flexibility.
North-South Dialogues: Critical Ethnography of Brazilian EFL Education
02:30PM - 06:00PM
Presented by :
Lane Igoudin, Professor Of ESL And Linguistics, Los Angeles City College
Sociolinguistic ethnography is framed by the researchers' sociocultural and psychological frames of reference. Research of the attitudes towards English and its use by Brazilian university students conducted by their US peers highlighted the issues of class, race, and language identity. Critically-informed analysis of students' research papers and self-reflexive essays revealed dialogic relationships between language researchers and subjects. The study showed critical approaches as capable of enriching study of L2 learning with understanding of deeper social processes that belie language data. Critically-guided scholarship can move language researchers from simply receiving, or processing knowledge, to being transformed by it.
Co-constructing Multimodal Teaching Proposals to Make Situations of Alterity and Critical Intercultural Dimensions Explicit. A Colombia - France Action Research.
02:30PM - 06:00PM
Presented by :
Paola Andrea GAMBOA DIAZ, Researcher And Teaching Assistant, Sorbonne Nouvelle University
By using this didactic proposal to “teach the plurality” (Molinié, 2015), MOOC participants are expected to consider all forms of alterity, to become more reflective, to learn how to build third spaces, and to play the role of intercultural mediators in their sociolinguistic interactions and social experiences.
Virtual (or unvirtuous?) language use and digital technologies: power niches in social networking sites
02:30PM - 06:00PM
Presented by :
Rafael Vetromille Castro, Associate Professor, Federal University Of Pelotas
In this presentation, my aim is to reflect on the use of social networking sites to build and/or reinforce power niches and autonomous zones by the language used by certain groups. Collateral issues will be approached, such as the impermeability of power niches to discourses in opposition.
02:30PM - 06:00PM
Room 1
S197 2/2 | Writing processes: Strategies from idea to text
Format : Symposium
Track : Virtual Session
Speakers
Rafael Petermann, Federal Institute Of Paraná (IFPR)
Guillaume Gentil, Carleton University
Jeremie Seror, Director - Associate Dean, Official Languages And Bilingualism Institute, University Of Ottawa
Stefania Torri, PhD In General And Comparative Literature And PhD Candidate In Education, Free University Of Bolzano
Hugh Escott, Sheffield Hallam University
Minkyung Kim, Nagoya University Of Commerce And Business
Lise Fontaine, Speaker & Mentor, Cardiff University
Xiaojun Lu, Southeast University
Airlie Rose, Writing Associate, Amherst College
Marie-Christin Reichert, University Of Cologne
Moderators
Asa Wengelin
Victoria Johansson, Moderator In Symposium S197 1&2 | Writing Processes: Strategies From Idea To Text, Lund University
Penny Heisterkamp, AILA2021 Volunteer
Until quite recently studies of writing in real-life contexts have focused largely on the final product of the writing process- the written texts. Research on writing processes has, on the other hand, mainly taken place in experimental settings- perhaps because of a certain dominance of experimental psychology within the field, but also due to the need of theoretical and methodological development in a relatively novel research area. However, during recent years, writing process research has come to include not only experimental studies but widened its scope to various social contexts and writing tools. Linguistic studies of writing processes (e.g. idea generation, formulating, reading and revision) and their relation to the final texts by means of real-time recordings, such as keystroke-logging or screen recordings, and/or ethnographic studies, can increase our understanding of the communicative activities and strategies that writers in different contexts engage in during text production, not only on the word or sentence levels, but also on a discourse level. Hence they can contribute to further our knowledge about the relation between various writing strategies and text characteristics, but also about applications such as writing instruction or professional writing. In this symposium we welcome all proposals related to ongoing real-time writing processes that are not necessarily visible in the final written texts.
Writing processes and undergraduate student writers in the UK context
02:30PM - 06:00PM
Presented by :
Lise Fontaine, Speaker & Mentor, Cardiff University
Keystroke logging methods offer important insights to writing processes and writing behaviours. This talk reports on results from keystroke-based studies of university student writing which captures some of the features of their writing processes and outlines an agenda for future work on student digital writing.
Writing in a non-alphabetic language on a computer: L2 proficiency, real-time writing processes and text quality in L2 Chinese
02:30PM - 06:00PM
Presented by :
Xiaojun Lu, Southeast University
This study investigates the extent to which writers' second language (L2) proficiency affects the emergence of real-time writing behaviours (captured by the keystroke logging program) and the relationship between behaviours and text quality. Different from previous writing studies, this study was conducted with L2 writers of the non-alphabetic Chinese language.
Write Without Stopping: Using Inputlog to Evaluate a Cognitive Model of Freewriting
02:30PM - 06:00PM
Presented by :
Airlie Rose, Writing Associate, Amherst College
Freewriting is a drafting strategy used to help writers get ideas out onto the page. In this mixed-methods study, keyboard logging data is collected while participants freewrite. I use Inputlog and other data to explore the question: Does freewriting do what we think it does?""
Cognitive processes in second language writing: Exploring the relationship among cognitive resources, writing processes, and written products
02:30PM - 06:00PM
Presented by :
Minkyung Kim, Nagoya University Of Commerce And Business
Co-authors :
Yu Tian
Scott Crossley, Georgia State University
This study examines the relationship among cognitive resources, writing processes, and written products in second language writing. Findings indicate interactions between cognitive resources (attention and literacy-related resources) and writing processes (pausing behavior) when producing better essays, and indirect effects of working memory on written products via literacy-related resources.
'I zeez a weirredd ting': Childrens' affective understandings of the semiotic potential of spelling.
02:30PM - 06:00PM
Presented by :
Hugh Escott, Sheffield Hallam University
This paper explores moments of improvisation in creative writing workshops with 11-12 year old children by using ethnographic fieldnotes, audio recordings, creative texts, and research interviews to consider the coming together of the material, affective, social, modal, cultural, and environmental elements on which writing activity is provisionally situated.
Negotiations on the Scientific Writing: a Literacy Trajectory in a Brazilian High School
02:30PM - 06:00PM
Presented by :
Rafael Petermann, Federal Institute Of Paraná (IFPR)
We seek to recognize aspects of academic writing constructed dialogically by a Brazilian high school students and their advisors. We analyze orientation sessions and text editing versions produced on a digital platform. Academic writing in this context is constituted from the construction of the image of an interlocutor.
Plurilingual writing processes at the heart of biliteracy development
02:30PM - 06:00PM
Presented by :
Jeremie Seror, Director - Associate Dean, Official Languages And Bilingualism Institute, University Of Ottawa
Guillaume Gentil, Carleton University
This paper reports on an ongoing longitudinal case study of university students completing their programs in multiple languages at a large bilingual university. Screen capture recordings are analyzed to document students’ plurilingual writing processes, strategies, and resources. Implications focus on insights for biliteracy development and plurilingual writing instruction.
Writing together: how writing processes’ management enhances plurilingual competences. A case study at the end of the primary school.
02:30PM - 06:00PM
Presented by :
Stefania Torri, PhD In General And Comparative Literature And PhD Candidate In Education, Free University Of Bolzano
An educational project on writing processes in Italian English and German at the final stage of two primary school classes (fifth grade) in South Tyrol (Italy), should lead to the growth of plurilingual competences. Moving from socio-cultural, interactionist and meta-cognitive perspectives proper didactic solutions to this end are experimented.
03:00PM - 06:30PM
Room 1
S152 2/2 | ReN: Women in the History of Language Learning and Teaching
Format : Symposium
Track : Virtual Session
Speakers
Polina Shvanyukova, University Of Udine
Maria Grazia Giulia Chiappori, Sapienza University Of Rome
Layenne De Oliveira, AILA Solidarity Awardee, University Of São Paulo
Moderators
Giovanni Iamartino, Symposium S152 Convenor And Moderator, University Of Milan
Rosmawati AILA VOLUNTEER, Postdoctoral Researcher, The University Of Sydney
The role of women in the history of language learning and teaching (HoLLT) has so far been largely neglected. This HoLLT AILA research network symposium considers the ways and channels by which as well as possible reasons why this has been the case, in different linguistic and cultural contexts. The fact that the contribution of half of the language learning community has been consistently overlooked in the historiography of language education may, for example, be due to an over-emphasis on theorists or on certain types of source, as well as the circumstance that women were not in a position to make their voices heard. It is high time to award female language learners and teachers the attention they deserve and to re-evaluate their contribution to the history of language language learning and teaching outside traditional frameworks as well as within institutional contexts. Topics from the field of the history of language learning and teaching may include, but are not limited to: a) Language schools and institutes for women; b) Language books for women; c) Construction of gender and gender stereotypes in language books; d) Women, education and languages; e) Women as language educators and learners; f) Sexism and discrimination against women within language education.
First women authors of English language teaching materials in Italy
02:30PM - 06:00PM
Presented by :
Polina Shvanyukova, University Of Udine
The history of English language teaching and learning in Italy is to a large extent still uncharted territory. This contribution aims to further our knowledge of how English was taught in Italy at the turn of 20th century by surveying English language teaching materials produced by women authors in Italy.
Gemma Harasim Intellectual and Teacher
02:30PM - 06:00PM
Presented by :
Maria Grazia Giulia Chiappori, Sapienza University Of Rome
Gemma Harasim played a significant role in the international cultural contest in the first half of the twentieth century. She developed an innovative method for teaching Italian Language. She experienced it in Fiume/Rijeka, under the Hungarian Crown, in a multi-ethnic context at a politically crucial moment.
Race and English tecahing: discussing narratives of black female teachers in the brazilian context
02:30PM - 06:00PM
Presented by :
Layenne De Oliveira, AILA Solidarity Awardee, University Of São Paulo
This paper is part of a master's degree reasearch and aims to discuss narratives of black female teachers, emphasizing their teacher identities and their racial identities. Results indicate that racial awareness influences how the teachers relate to students and to the teaching process.
06:00PM - 06:30PM
Room 1
Closing Ceremony
Track : Virtual Session
Speakers
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
Azirah Hashim, AILA Vice-President , University Of Malaya
Moderators
Marjolijn Verspoor, Chair AILA Organizing Committee And Mentor, University Of Groningen
Daniel Perrin, AILA President, AILA International Association Of Applied Linguistics
Azirah Hashim, AILA Vice-President , University Of Malaya
We will close the congress officially together with Daniel Perrin who will step down as president and with Azirah Hashin who will be the new AILA president and introduce you to the new AILA board members.• Marjolijn Verspoor (AILA 2021 chair)• Daniel Perrin (AILA president)• Azirah Hashin (AILA vice president)During and right after the closing ceremony, the AILA 2021 organizing team will welcome you to mingle and have a drink in Gathertown as of 18:00 CET. 
06:30PM - 07:00PM
After Movie
More information to follow
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