Category: CFP

La educación superior como espacio multilingüe y multicultural

 

Mesa redonda: La educación superior como espacio multilingüe y multicultural

Higher Education as a multilingual and multicultural space

Viernes 17 de abril de 2015, 12:00 – 13:30

MR12, Fundación, Salón Actos

 AESLA 2015 Books of Abstracts

PANEL DE SOCIOLINGÜíSTICA

Organizadores: Emma Dafouz Milne (UCM) y  Pascual Pérez Paredes (UMU)

Foro para la reflexión y el debate del eje temático “La educación superior como espacio multilingüe y multicultural” programado dentro del panel de Socioligüística.

Desde el punto de vista organizativo tendrá el siguiente formato:

1) introducción por parte de los organizadores (5 minutos)

2) intervención de 3 ponentes explicando las experiencias/logros/retos en su respectivas universidades (5 minutos cada uno)

3) síntesis y reflexión/comentario por parte de un “discussant” externo (5 minutos)

4) intervención de los otros 3 ponentes (5 minutos) y

5) síntesis y reflexión/comentario de un segundo “discussant” (5 minutos),

6) puesta en común global con la intervención de todos los miembros de la mesa + preguntas del público (20 -30 minutos) y cierre por uno de los organizadores.

En total 90 minutos

 

IMG_2884

1) Introduction: Emma Dafouz, UCM

2) Part 1: 3 contributions

Striving to boost multilingualism in higher education: A case study
David Lasagabaster, University of the Basque Country UPV/EHU

University policy

Spolsky: examine what all actors involved think about it

Less attention to teachers and admin workers

The Multilingual Program in UPV started in 2005

Found interest in multilingualism but students are more reluctant. Good students reluctant to take part in EMI programs, afraid of negative impact on their grades.

 

Identifying the challenges of bilingual programmes in Higher Education: first decisions
Victor Pavón, University of Córdoba (Spain)

A mono lingual context.

Authorities are to be motivated to invest in this area and understand EMI, ICLHE or CLIL focus.

Employability is a key issue.

University policy to be affected.

Global language policy.

Incentives essential.

 

English-medium instruction as a transformation policy
Pascual Pérez Paredes, University of Murcia

 

3. Discussant for Part 1: Ute Smit (University of Vienna)

The above as good examples of language policy in action.

Complex map.

Internationalisation in Spain as a different issue from Austria

Language proficiency is topicalised.

Those in the management positions are not precisely those with expertise in language teaching or multilingualism.

English as a Lingua Franca: a process approach, it’s action, dynamic, diverse

 

4. Part 2: 3 contributions

The International Classroom in the European Higher Education Area: Multilingual policies towards internationalization in a bilingual university
Carmen Pérez Vidal, Universidad Pompeu Fabra

UPF policies on multilinguism in bilingual territories.

The impact of Bolognia process on language use in HE.

The PAM plan.

Linguistic security, a novel concept.

 

Quality of Plurilingual Higher Education programs in Andalusia

Fernando D. Rubio Alcalá, Universidad de Huelva

Multi/pluri terminology

Language competence in teachers

Interesting project in Andalucía

 

An interdisciplinary and international approach to English-medium instruction in Higher Education

Emma Dafouz Milne, Universidad Complutense Madrid

The views of the content teachers.

INTER-R-LICA

Dafouz & Smit  (2014)

 

5. Discussant for part 2: Julia Hüttner, University of Southampton

Can universities do it all? Mutilingual programs in HE.

Education is a slow “project”.

What makes a university international?

We need more in-depth understanding of the comples landscape in different countries.

Cam we compare EMI in Spain to other countries?

 

6. Discussion: all participants take part as well as questions and comments from audience

7. Summary and conclusions: Pascual Pérez-Paredes

 

IMG_2874

Short bios

David Lasagabaster is Associate Professor at the University of the Basque Country. From 2005 to 2009 he was responsible for the implementation of the Multilingualism Programme at his university. He has co-edited the volume “English-medium Instruction at Universities: Global Challenges” published by Multilingual Matters in 2013.

As an author, researcher and lecturer at the University of Córdoba (Spain), Víctor Pavón is active in bilingual education development programmes including higher education. Most recently he is coordinating the linguistic policy and the Bilingual Programme in this University.

Pascual Pérez-Paredes is Associate Professor with the University of Murcia. His main research interests are quantitative research of register variation, the compilation and use of language corpora and the implementation of Information and Communication Technologies in the field of applied linguistics. From Feb. 2011 to May 2014, Prof. Pérez-Paredes was General Coordinator of Campus Mare Nostrum, part of the Excellence Program of the Spanish Ministry of Education.

Carmen Pérez is a full lecturer of the Department of Translation and Philology at UPF. Doctor in English Philology by the UB (1995), she was awarded the research prize by the Spanish Association of Applied Linguistics. Previously, she obtained her Master’s in Applied Linguistics (Reading, UK) and her degrees in Hispanic Philology (UAB) and English Philology (UB). She is an official translator for French and English. She is investigating language acquisition in bilingual and multilingual circumstances, the age factor and the impact of mobility, both in European and national projects. She has directed UPF’s Language Training Programme since it was set up.

Fernando Rubio is Vice Dean Of International Relations and Plurilingualism at the Faculty of Education and a lecturer at the University of Huelva. His research interests lie primarily in the area of teaching and learning foreign languages, concretely affective factors, curriculum and plurilingualism. He has published these articles about plurilingual education: with Víctor Pavón: Teachers’ concerns and uncertainties about the introduction of CLIL programmes. Porta Linguarum, 2010; Toledo, I., Rubio, F.D. y Hermonsín, M. (2012). Creencias, rendimiento académico y actitudes de alumnos universitarios principiantes en un programa plurilingüe. Rubio, F.D. y Hermosín, M. (2010). Implantación de un programa de plurilingüismo en el Espacio Europeo de Educación Superior: Análisis de contexto y detección de necesidades. Siglo XXI. Revista de Educación. He has run a plurilingual program at the Faculty of Education since 2010.

Emma Dafouz is associate professor at the Complutense University of Madrid. Since 2001 she has focused on English-medium instruction (EMI) in higher education and currently coordinates an interdisciplinary research group, funded by the Spanish Ministry of Economy and Competitiveness, on the Internationalization of Higher Education and EMI. She has published in national and international journals (Language and Education, Modern Language Journal or Applied Linguistics). At present, she works as Advisor of the Language Plan for Internationalization at the Complutense University.

L1 Teaching, Learning and Technology, Leipzig, 3/09

macbook

Satellite of SLaTE 2015: L1 Teaching, Learning and Technology

Satellite of Satellite of INTERSPEECH 2015, Leipzig, Germany, September 3, 2015

Due date full paper submission: May 1, 2015

The aim of this 1-day SoS (Satellite of a Satellite) workshop is to bridge the gap between researchers in education and researchers in speech and text processing technology by organizing a joint event where researchers from one workshop are able to visit the other workshop to get an idea of the respective positions on the state of the art on the topic of language and technology in education.
The SoS workshop intends to join researchers across countries on the topic of language teaching/learning. In contrast to SLaTE, papers submitted here do not have to employ any technology yet. We are looking for contributions from users that may not be aware of all the possibilities that the technologies have to offer to solve educational research problems. What these papers bring to the table are problem statements and data collections that the speech and text processing community may in turn not be aware of. Thus we are looking for symbioses between the two disciplines in research about learning/teaching language. Topics should include information about collection, annotation and free sharing of data for research purposes. Automation in data analysis and children’s applications for learning L1 and foreign language are equally important to share between researchers.

Submissions are expected to be formal papers that will be submitted to an international double-blind review process. It is important for both areas to get to know each others research questions and potential application for technologies. Key to this will be provided by this side-by-side platform that allows you to meet people with similar interests, share our work and forge new interactions across disciplines. In doing so, we are looking for a broad range of contributions from didactics, psychology and pedagogy from researchers interested in bridging the current gap to automation. Demonstrations as well as samples of data collections and annotations are welcome.

CFP .@calicojournal

Special Issue of the CALICO Journal (34.1)
Computer-Assisted Language Learning (CALL) in Extracurricular/Extramural Contexts

Special issue editors: Liss Kerstin Sylvén and Pia Sundqvist

This special issue of the CALICO Journal will focus on CALL in extracurricular, or extramural, contexts. The terms extracurricular and extramural are used interchangeably and refer to any type of contact that learners have with a target language outside educational settings (universities, evening classes et cetera). Sometimes, the term naturalistic CALL is used for the same phenomenon. Recent research in the field of extramural learning of second/foreign (L2) languages indicates that this is an important new arena for L2 acquisition. The aim of this special issue is, therefore, to highlight that L2 learning is not restricted to the classroom; today L2 learning may very well take place also outside of institutional settings.
Several recent empirical and theoretical studies have examined links between different extramural activities, such as playing digital games, being involved in fan fiction, watching TV, et cetera, and various aspects of L2 proficiency. For instance, Reinders and Wattana (2011) show correlations between playing an adapted online multiplayer game and willingness to communicate in the target language (English) in their study at tertiary level education in Thailand. Furthermore, the same authors (2015) reveal that gameplay may lower affective barriers to learning and increase learners’ willingness to communicate. In the same vein, Peterson (2010; 2012a; 2012b) points at positive findings between playing a massively multiplayer online role-playing game (MMORPG) and different aspects of target language interaction in studies from Japan (also tertiary level). Others have looked at fan fiction in relation to learning (Sauro, 2014) with promising suggestions for task-based learning. There are also links between time spent watching TV/films and L2 vocabulary acquisition (Webb & Rodgers, 2009a, 2009b). Studies such as these are very important contributions to the field of CALL and language learning, but it should be noted that they are conducted (a) at tertiary level and (b) in educational settings. As is well-known, L2 learning often starts much earlier, when learners are children or in their teens. What is less known is that learners may acquire language skills also outside of school, for instance, through the use of digital media. To date, there are some empirical studies that have investigated relations between engagement in different extramural English digital activities and L2 English proficiency among young learners, that is, learners in primary or secondary school, for example in Belgium (Kuppens, 2010), Finland (Piirainen-Marsh & Tainio, 2009), and Sweden (Olin-Scheller & Wikström, 2010; Sylvén & Sundqvist, 2012; Sundqvist & Sylvén, 2014). All of these studies indeed highlight the potential of extramural L2 learning.
For this special issue we seek proposals that target the relation between extramural activities, exposure, and L2 learning from different national settings and perspectives. Topics could cover, but are not limited to:
· chats

· digital games

· fan fiction

· film

· lyrics

· manga/anime

· TV

and their relation to the learning of an L2, as measured either in formal educational settings or by other means of evaluation. Although we are particularly interested in papers presenting in-depth empirical data, papers targeting theoretical perspectives or methodological issues that illuminate the possible relation between extramural target language exposure/engagement and language learning outside of institutional settings are also welcome. Furthermore, as there are so few studies carried out among young learners, we especially welcome studies from primary, secondary, and upper secondary levels. Any target language is of relevance for this special issue.
Please send a Word document with your title and 250-word abstract by 1 September to lisskerstin.sylven@ped.gu.se and pia.sundqvist@kau.se. Full papers are to be submitted through the OJS of the CALICO Journal by 31 December 2015; please consult the author guidelines (For Authors; http://www.equinoxpub.com/CALICO) and from there access the online submission.

Publication timeline:
Call for papers: April 6, 2015 (1st CfP), June 1, 2015 (2nd CfP)
Submission deadline for abstracts: September 1, 2015
Invitation to authors to submit full papers: September 15, 2015
Submission deadline for manuscripts: December 31, 2015
Revised draft deadline: May 31, 2016

 

Publication: January, 2017

CFP International Journal of Learner Corpus Research

The International Journal of Learner Corpus Research (IJLCR) is a forum for researchers who collect, annotate, and analyse computer learner corpora and/or use them to investigate topics in Second Language Acquisition and linguistic theory in general, inform foreign language teaching, develop learner-corpus-informed tools (e.g. courseware, proficiency tests, dictionaries and grammars) or conduct natural language processing tasks (e.g. annotation, automatic spell- and grammar-checking , L1 identification).

 

IJLCR aims to highlight the multidisciplinary and broad scope of practice that characterizes the field and publishes original research covering methodological, theoretical and applied work in any area of learner corpus research.

IJLCR features research papers, shorter research notes and reviews of books, corpora and software tools. The language of the journal is English. The journal will also publish special issues. All contributions are peer-reviewed.

IJLCR is now inviting submissions for Vol. 2 No. 1 (to be published in spring 2016).

For more information, visit the official website of the journal.

 

Corpus Linguistics 2015: @UCREL_Lancaster registration open

From the Corpora List
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Corpus Linguistics 2015: In honour of the life and work of Geoffrey Leech

 
 


The eighth international Corpus Linguistics conference (CL2015) will be held at Lancaster University from Tuesday 21st July 2015 to Friday 24th July 2015. The main conference will be preceded by a workshop day on Monday 20th July.

This series of conferences began in 2001 with an event celebrating the career of Professor Geoffrey Leech, on the occasion of his retirement. In August of 2014, we reported with great sadness Geoff’s sudden death.

By dedicating this eighth conference in the Corpus Linguistics series once again to a celebration of Geoff’s life, his career, and his truly remarkable influence on the field, we once more pay tribute to, and commemorate, a remarkable intellect and a sorely-missed colleague and friend.

Conference themes and topics

The goals of the conference are:

. To gather together current and developing research in the study and application of corpus linguistics; . To push the field forwards by promoting dialogue among the many different users of corpora across interconnected sub-disciplines of linguistics – be they descriptive, theoretical, applied or computational; . To explore new challenges both within corpus linguistics, and in the extension of corpus approaches to new fields of study.

CL2015 will have three thematic streams and a general programme.

Stream A: A tribute to Geoffrey Leech

For this stream we invite contributions using corpus methods in any of the branches of linguistics with which Geoffrey Leech’s research was especially closely associated, namely:

. Pragmatics
. Stylistics
. Description of English grammar and grammatical change . Grammatical annotation of corpus texts

Stream B: Discourse, Politics and Society

For this stream we invite contributions in the following areas:

. The use of corpora in discourse analysis . Corpus approaches to the study of new media . Applications of corpus approaches in the social sciences and humanities

Stream C: Language learning and teaching

For this stream we invite contributions in the following areas:

. Learner corpus research
. Corpus-based work in English language teaching, including ESP and EAP . Use of corpora in second language acquisition studies . Data-driven learning . Development of learner materials

General Programme

For the general programme, we invite contributions on as broad and inclusive a basis as possible. The areas in which we particularly welcome submissions include but are not limited to:

. Corpus methodology:
o Critical explorations of existing measures and methods in corpus linguistics; o New methods and techniques in corpus development, annotation and analysis; o New tools and techniques developed in corpus-based computational linguistics; o Advances in quantitative techniques.
. Theoretical corpus linguistics:
o The interface between corpus and linguistic theory; o Syntax, morphology, semantics; o Psycholinguistic and cognitive explorations; o Multi-lingual comparative and contrastive analysis; o Historical linguistics.
. Lexis and lexicon:
o Lexicography;
o Collocation and meaning in context.
. Sociolinguistics, language variation and applied linguistics:
o Regional and social variation in language; o Code-switching and bilingualism; o Forensic linguistics; o Genre, register and textual variation.

Plenary speakers

We are delighted to announce that the following speakers have accepted our invitation to give plenary lectures at CL2015:

. Douglas Biber (Northern Arizona University, USA) . Sylviane Granger (Université catholique de Louvain, Belgium) . Michaela Mahlberg (University of Nottingham, UK) . Alan Partington (Università di Bologna, Italy)

Call for pre-conference workshops

As noted above, CL2015 will include a workshop day on Monday 20th July 2015. We hereby issue a call for workshop proposals on any theme relevant to the conference.

“Workshops” may take two main forms.

The first type is the colloquium-style workshop, which operates as a mini-conference with its own programme committee and call for papers to be presented: proposals for this type of workshop should specify the scope of the workshop, who its organisers will be, and whether the creation of workshop proceedings is envisaged. Proposals should also provide an initial version of the text of the call for papers.

The other main type of workshop is a practical or applied workshop providing a demonstration of or training in some particular corpus linguistic technique or piece of software. In this case the proposal must explain the content of the workshop, provide an initial version of the text of a call for participation, and give an indication of the workshop’s IT requirements, if any.

We are also happy to consider innovative forms of workshop intermediate between colloquium-style workshop and practical workshop.

All proposals must in addition specify the proposed running time. Our timetable allows for the following lengths of workshop:

. Full-day workshop – up to 7 hours (plus lunch/breaks) . Half-day workshop – up to 3.5 hours (plus break) . Short workshop – up to 2 hours (single session)

There is no fixed format for workshop proposals, as long as they include all the details specified above. Proposals should be sent by email to Andrew Hardie by 15th December. We are happy to respond to informal expressions of interest in advance of formal submission of a proposal.

Call for papers, posters and panels

We invite submission of abstracts for papers, posters and panels on any topic relevant to the conference themes.

For this conference, we are requesting extended abstracts (750-1500 words), as we do not plan to produce a volume of conference proceedings. All abstracts will be peer-reviewed by the conference programme committee.

Paper presentations will consist of a 20 minute talk followed by 10 minutes for questions and discussion. Please note: paper submissions should present either complete research, or research in progress where at least some substantial results have been achieved. Work in progress which has yet to produce results can instead be submitted as a poster abstract.

Submissions for panel discussions should take the form of a single 1500 word abstract on behalf of all speakers to be on the panel. The abstract should include a note to specify whether the panel is intended to be 1 hour or 1.5 hours in length.

Submissions for poster presentations should be shorter (400-750 words). We especially welcome poster abstracts that (a) report on innovative research that is in its very earliest phases (b) report on new software or corpus data resources.

We especially encourage abstract submissions from early-career researchers, including postgraduate research students and postdoctoral researchers.

All abstracts must be submitted via the conference website; the submission system is now live (see http://ucrel.lancs.ac.uk/cl2015/call.php ). Details on how to submit an abstract to a specific conference stream are available on the website.

Key dates

. End October 2014 – call for papers; call for proposals for pre-conference workshops . 
7th January 2015 – deadline for abstract submission . 
16th January 2015 – earlybird registration opens . 
24th January 2015 – all abstract review outcomes will be returned by this date . 
30th March 2015 – end of earlybird registration (rates rise) .
 21st June 2015 – end of main registration (late registration not guaranteed, though we’ll try) . 
21st June 2015 – final deadline for cancellation with refund of registration fees . 
20th July 2015 – pre-conference workshop day . 
21st July to 24th July 2015 – main conference

General information

For information on registration, accommodation travel etc., see the conference website: http://ucrel.lancs.ac.uk/cl2015 ; email: cl2015@lancaster.ac.uk

The conference is hosted by the UCREL research centre (http://ucrel.lancs.ac.uk), which brings together the Department of Linguistics and English Language (http://www.ling.lancs.ac.uk/) with the School of Computing and Communications (http://www.scc.lancs.ac.uk/).

Local organising committee of CL 2015: Andrew Hardie (chair), Tony McEnery, Paul Rayson.

Innovative Corpus Query and Visualization Tools

QueryVis – Workshop on Innovative Corpus Query and Visualization Tools

at Nodalida 2015, Vilnius (Lithuania), May, 11th, 2015

Recent years have seen an increased interest in and availability of many different kinds of corpora. These range from small, but carefully annotated treebanks to large parallel corpora and very large monolingual corpora for big data research. It remains a challenge to query the multilayer annotations of small corpora, to efficiently access large corpora as well as to visualize the query results.

Invited Speaker

We are proud to announce that the plenary speech “Scaling out corpus technology: the open source query and analysis engine KorAP” will be presented by Marc Kupietz (Institut für Deutsche Sprache, Mannheim).

Topics to be covered
Querying corpora with multiple levels of annotation
Querying parallel and multi-parallel corpora
Visualization of annotation and alignment
Visualization of query results over very large corpora
Querying by example
Querying multimodal corpora

Workshop Format

We are planning for a half-day workshop with paper presentations, demos and an invited talk.
Call for Papers

We are seeking short papers (4 pages) or long papers (8 pages) on the topics specified above. Papers should be formated according to the Nodalida guidelines. Submission will be through EasyChair.
Important Dates

Paper submission 16. March 2015
Information to authors 17. April 2015
Final papers due 1. May 2015

Contact

Gintarė Grigonytė (Stockholm University)
queryvis_nodalida@ifi.uzh.ch