For the first time on the European scene, the International Researchers Consortium of the College Conference on Composition and Communication will host a workshop in connection with the first European Literacy Network Summit in Porto, November 1-3, 2018. The International Researchers Consortium is unique, because the majority of its workshop participants take the role of workshop collaborators who create the content for the workshop. This half day permits every collaborator to get rich feedback on their own projects-in-process, as well as work to understand each other’s work through its unique institutional, cultural, and political contexts.

We will host a pre-Summit half-day workshop on October 31, afternoon.

Here is the call , and please follow this link to the proposal form.

Here is also a link to the video from this year’s corresponding workshop at the annual College Conference on Composition and Communication (CCCC) in the U.S.

Welcome to EATAW2019 – Academic writing at intersections: Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality​.

​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.

More information will soon be announced here.

The University of York will host a one-day workshop to address the question of the role of English-Language Experts (ELEs) in Higher Education institutions, where EMI has been or is being introduced. One of the keynote speakers is ICLHE’s very own Kevin Haines.

It will take place on 10th September 2018, for more information click here.

This symposium is jointly offered by the University of Rome Tor Vergata and the Centre for Higher Education Internationalisation (CHEI), Università Cattolica del Sacro Cuore.

The worldwide expansion of English-medium instruction (EMI) now affects practically everyone who works with English in Italian universities—whether researchers, lecturers, students, tutors, teacher trainers, language teachers or policy makers and administrators-–and our one-day international symposium aims to be accessible to this wide audience. Talks on EMI in Europe, Asia and Italy will provide an overview of EMI around the world and two roundtable sessions will debate the many controversial issues that EMI has given rise to: how can the global spread of EMI coexist with multilingualism? Is EMI affecting the prestige of local languages? How does ELF language use affect learning in different disciplines? What criteria for quality control are there for EMI courses? What model of English do we need? What kind of research is needed to investigate EMI courses? Which methods work best?

We are also interested in widening our network of researchers and practitioners interested in EMI and in discussing our research agenda with them. So graduates, trainee teachers, young researchers and PhD students working in languages and education are particularly welcome to attend.

For more information, visit this site.

A new book on internationalization in higher education in Spanish edited by Cristina Escobar Urmeneta and Laura Arnau Sabatés.

Los programas denominados AICLE, que utilizan una lengua adicional como lengua vehicular, se extienden en Europa como estrategia educativa preferente de promoción del plurilingüismo. En esta línea, la puesta en marcha del Espacio Europeo de Educación Superior (EEES) ha impulsado la emergencia de programas de docencia universitaria en inglés (DUI) que aspiran a mejorar la competencia comunicativa de los estudiantes y atraer alumnado internacional. Sin embargo, su puesta en funcionamiento no está exenta de obstáculos que conviene abordar con criterios informados. …

EXTRACTO DEL ÍNDICE:
Docencia universitaria en inglés (DUI) en el grado de Educación. Primaria: fundamentación, contexto y toma de decisiones • La Atención a la Forma en las aulas de integración de contenidos y lengua en la educación superior • Factores sociolingüísticos influyentes en la decisión de estudiar el grado de Educación Primaria en Inglés • Cuatro años de docencia universitaria en inglés. Miradas críticas de los participantes • El desarrollo de la competencia discursiva en lengua extranjera en un entorno ICLES: la efectividad de la estrategia GUIDEWAY • Docencia en inglés y formación inicial del profesorado de Educación Primaria. Resultados preliminares y próximos retos • Adaptaciones metodológicas de la didáctica de la educación física en los grados universitarios en inglés. El aprendizaje integrado de contenidos y lengua inglesa y la competencia discursiva • La construcción y aplicación de herramientas de coevaluación e integración de contenido y lengua en la educación superior (ICLES) • Manual de usos lingüísticos para grados universitarios con docencia en inglés

See: Editorial Sintesis

(Nice to see ICLHE has its Spanish equivalent: ICLES)

We (= the members of the Erasmus Virtual Exchange Project) are writing to you with some information about a new opportunity which has become available through the new Erasmus+ Virtual Exchange project, currently being piloted by the European Commission (https://lnkd.in/d3CBRkM). Among the activities promoted in Erasmus+ Virtual Exchange are Transnational Erasmus+ Virtual Exchange Projects (TEPs). TEPs are small-scale, project-based Virtual Exchanges jointly developed by university educators from two or more different countries. They are intended to foster meaningful intercultural experiences, the development of transversal skills as well as knowledge of a particular subject. In higher education contexts, partnering educators work together to adapt a portion of their existing courses to include a Virtual Exchange lasting 6-10 weeks. More details and links are available in this online document: https://lnkd.in/dCQRuAD

For further information and any questions, please contact us at directly at eve@unicollaboration.org

Vitoria/Gasteiz, Friday 1 June 2018

EMI (English-medium instruction) teachers are often dissatisfied with the quality of support their higher education institutions offer when faced with the many challenges that EMI poses. One such challenge is the EMI teacher’s role regarding language issues. This is a crucial matter as the vast majority of EMI lecturers in Europe are non-native speakers of English, specialists in their field as opposed to being language experts. Neglecting the linguistic aspect on EMI courses may eventually negatively affect students’ learning outcomes.

In this workshop EMI experts from different European contexts will present theoretical frameworks, practical implications and recommendations to be implemented in the classroom. In addition, the workshop will include a panel discussion in which EMI lecturers teaching at the University of the Basque Country (UPV/EHU) will talk about their own experiences and address questions proposed by the audience.

The workshop is especially aimed at in-service EMI teachers, those teachers who are considering the possibility of joining EMI programmes, and language teachers. More information can be found at: https://laslabws.wixsite.com/workshop2018

Organized by members of ALCE (Applied Linguistics in Language and Culture Acquisition) at the University of Oviedo, this multilingual international conference (English, Spanish, German, and French) connects the world of actual teaching in the classroom to that of educational design and linguistic policy, and all of them to the empirical research in the learning and acquisition of one or several languages and cultures in linguistic immersion contexts. For this reason, the congress is of interest to those who are in contact with any aspect of learning one or several foreign languages in any educational level, or those who wish to do so in a near future.

Keynote speakers:

• ‘ROAD-MAPPING’ as a (re)framing tool for EMI interactional research by Ute Smit (Universität Wien, Austria)
• Researching language policies & professional development in the international university by Emma Dafouz (Universidad Complutense de Madrid)
• Repensar el multilingüismo desde la investigación intercultural (Rethinking multilingualism from intercultural research) by Ana Ruiz (Universidad Autónoma de Madrid)
• What are the key factors in effective bilingual (or CLIL) programmes: What we’ve learned over 20 years by Mark Levy (British Council, Madrid)

One workshop:

Common Framework for Digital Teaching Competence by Arantxa Ruiz (U. de Cantabria)

Organized by members of ALCE (Applied Linguistics in Language and Culture Acquisition) at the University of Oviedo, this multilingual international conference (English, Spanish, German, and French) connects the world of actual teaching in the classroom to that of educational design and linguistic policy, and all of them to the empirical research in the learning and acquisition of one or several languages and cultures in linguistic immersion contexts. For this reason, the congress is of interest to those who are in contact with any aspect of learning one or several foreign languages in any educational level, or those who wish to do so in a near future.

Keynote speakers:

• ‘ROAD-MAPPING’ as a (re)framing tool for EMI interactional research by Ute Smit (Universität Wien, Austria)
• Researching language policies & professional development in the international university by Emma Dafouz (Universidad Complutense de Madrid)
• Repensar el multilingüismo desde la investigación intercultural (Rethinking multilingualism from intercultural research) by Ana Ruiz (Universidad Autónoma de Madrid)
• What are the key factors in effective bilingual (or CLIL) programmes: What we’ve learned over 20 years by Mark Levy (British Council, Madrid)

One workshop:

Common Framework for Digital Teaching Competence by Arantxa Ruiz (U. de Cantabria)

Three Round Tables:

• Empirical studies in bilingualism
• Pending challenges: CLIL at the university
• Language policy of the Consejería de Educación y Cultura de Asturias (Regional Government of Asturias)

To find out more, click here.