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XVIII AELFE Congress (Spanish Association of Languages for Specific Purposes ), taking place in Navarra, Pamplona, 20 – 21 June 2019.

CfPs for a Panel entitled Research, practice and teacher professional development in English Medium Instruction, organised within the XVIII AELFE Congress (Spanish Association of Languages for Specific Purposes)

Deadline for abstract submission: March 10

Proposals addressing one or more of the following questions will be considered for inclusion in the panel:

  • How do students’ language levels influence what is possible in EMI?
  • How does the degree of institutional internationalisation influence or change EMI experiences and practices?
  • What factors are needed for sustainable EMI programmes?
  • What is the role of the L1 (or other languages) in EMI settings?
  • What are students’ and teachers’ attitudes towards EMI, and how do they intersect with institutional attitudes or discourses?
  • How has the role of EAP and ESP courses changed, and how can they be adapted to provide more appropriate support for EMI students?

Organisers: Emma Dafouz (Universidad Complutense de Madrid/INTER-LICA Project) and Ruth Breeze  (Universidad de Navarra)

Inquiries and proposals for papers (300 words) should be directed to Ruth Breeze at: rbreeze@unav.es

More information at: 

https://www.unav.edu/en/web/instituto-cultura-y-sociedad/discurso-publico/xviii-congreso-aelfe/call-for-papers

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New Book: ENGLISH-MEDIUM INSTRUCTION AND PRONUNCIATION ~ Exposure and Skills Development

 This book offers new insights into the language gains of adult learners enrolled in an English-medium instruction degree programme. It provides longitudinal evidence of the phonological gains of the learners and investigates whether increased exposure to the target language leads to incidental learning of second language pronunciation.

EMI_Pronunciation_Karin_RichterDownload
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New book: English Medium Instruction in Multilingual and Multicultural Universities – Academics’ Voices from the Northern European Context

English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic. Drawing on field studies from a Northern European context and based primarily on research carried out at the University of Copenhagen, this book:

  • Introduces a topical global issue that is central to the higher education research agenda;
  • Identifies the issues and challenges involved in EMI in relation to central linguistic, pedagogical, sociolinguistic and socio-cultural concepts;
  • Captures university lecturers’ experiences in the midst of curricular change and presents reflections on ways to navigate professionally in English to meet the demands of the multilingual and multicultural classroom.

English Medium Instruction in Multilingual and Multicultural Universities is key reading for researchers, pre- and in-service teachers, university management, educational planners, and advanced students with an interest in EMI and the multilingual, multicultural university setting.

The book is available for purchase here.

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Call for papers for the EATAW2019 Conference

Please submit your abstract proposals to EATAW2019 – Academic writing at intersections: Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality .

Deadline for abstract submissions: Jan 18, 2019

Venue: Chalmers University of Technology, Göteborg, Sweden

When: July 2-4, 2019

Theme: The theme of EATAW2019 invites contributions that explore and problematize the possibilities and challenges of academic writing as a place of intersections. Such intersections may include academic writing across and beyond disciplinary audiences as well as the hybridization of academic writing genres.

Other intersections would be: academic writing as a site of intercultural communication, academic writing by translingual writers and in multilingual societies, academic writing in digitalized settings, including digital genres, and blended learning.

Closely aligned with these potential intersections are questions about how academic writing as a discipline and as a higher education activity succeeds in promoting writing development and disciplinary learning at the many various intersections. The full range of formats are yet to be decided but will include both research-oriented contributions and practice-oriented ones.

For more information about the conference, click here.

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