ICLHE East Asia Regional Group Symposium, January 2020

Join the ICLHE East Asia Regional Group on Saturday 18th January 2020 at Gakushuin University, Tokyo for an informal day discussing integrating content and language in higher education (ICLHE), EMI and CLIL. We will have presentations and panel discussions with expert researchers and practitioners. There will also be plenty of time for you to network and discuss your research and teaching contexts to help shape the future of ICLHE in Japan and East Asia. 
Sessions include: 

  • Presentations on student experiences in EMI, faculty members’ views of EMI, and learner interaction in the CLIL classroom
  • Panel discussions with practitioners about success in ICLHE in Japan, and with content teachers about their perspectives on EMI and COIL
  • Roundtable discussions on faculty training for EMI, and EAP to EMI curriculum planning

Details:

12th Nordic Conference on Bilingualism at Stockholm University, 10-12 June 2020

The organizers invite proposals for presentations at The 12th Nordic Conference on Bilingualism (NCB12), to be held in Stockholm, Sweden, June 10–12, 2020. The conference is organized by the Centre for Research on Bilingualism, and the venue will be Campus Frescati, Stockholm University.
Click here for website.

Colloquium: Integration, Innovation, Inclusion – Porto, March 20-21, 2020

The 2nd International Colloquium  ‘Integration, Innovation and Inclusion’ in CLIL will take place at the Faculty of Arts and Humanities, University of Porto, Portugal on March 20 & 21, 2020. The call for workshops and posters has been extended to 1 December 2019. Click on link to see the call.
Colloquium site: https://cetaps.wixsite.com/workingclil2

AELFE-TAPP 2020 Conference

AELFE-TAPP 2020 is a joint conference of AELFE (European Association of Languages for Specific Purposes) and TAPP (Trans-Atlantic and Pacific Project), a virtual exchange network.
Date: 8-10 July 2020
Venue: Universitat Politècnica de Catalunya at Vilanova i la Geltrú (Barcelona, Spain)

We’re currently accepting proposals on languages for specific purposes and/or virtual exchange.

The general conference theme is: “Multilingual academic and professional communication in a networked world”.
In particular, ICLHE members may be interested in submitting to the panel on EMI/CLIL. In particular, participants are encouraged to connect the topics in the thematic panels to broader issues, such as the interplay between EMI and ESP, EMI/ESP training or the role of ESP in the context of increasingly internationalized university settings.

Deadline for proposals: 31 October 2019.

Conference website: AELFE/TAPP 2020

Call for Contributions to Thematic Number of European Journal of Language Policy (EJLP)

Internationalisation and English medium education: language, policy and practice, edited by Ute Smit and Patrick Studer

Internationalisation of Higher Education (IoHE) has received much attention over the past twenty years, both as an object of policy-making and a subject of theoretical scrutiny. While the ‘Englishization’ (Coleman 2006) of higher education has formed a central and exponentially increasing element of internationalisation, the transformative impact of this development on teaching and learning is often not given full recognition. There is now an increasing body of research into what has been labelled diversely as English-Medium Instruction (EMI), Integrating Content and Language in Higher Education (ICLHE) or English Medium Education in Multilingual University Settings (EMEMUS) (Wilkinson 2017, Dafouz and Smit 2016). While studies emerging from these research activities focus on a variety of linguistic or pedagogical topics, they tend to offer only fragmentary snapshots of what in fact are long-term and complex language-in-education policy developments linked to local internationalising processes. Further research is needed to describe and critically review the discourses and processes underlying language-in-education policy developments leading to particular English-medium practices.

This volume wishes to address the resulting research gap by (a) foregrounding critical evaluations and assessments of established English-medium educational practices at or across particular HEIs that are (b) thoroughly embedded in recent theorising, taking account of language-in-education policies (LEP) and language as an integral component of internationalisation.

The editors invite papers that explore one or several of the questions below:

o To what extent are internationalisation policies and English-medium educational policies convergent or divergent? How are language and communication conceptualised through the lens of internationalisation? How do these conceptualisations inform and reflect stakeholder views and English-medium education in practice?
o To what extent are institutional visions and missions reflected (or not) in policies, their implementation and subsequent educational practices? What are the gaps between policy on paper, its implementation and resulting educational practices and how do they develop over time? What institutional learning processes can(not) be observed?
o What conceptualisations of language in general and English in particular are noticeable/integral to English-medium educational policies and practices? Under which circumstances is English (or other languages) conceptualised as a commodity or tool, a specific register, as an integral element of knowledge and communication in teaching and learning? How is (which) English positioned sociolinguistically?
o What roles are played by specific social actors at which stage of policy planning and implementation? Who are the responsible agents for shaping specific language conceptualisations connected to English-medium educational practices?

The journal invites contributions to a thematic number of the journal, planned for Autumn 2021. Proposals should be sent in the form of an abstract (up to 300 words) and a curriculum vitae (up to 2 pages) to the Editor, Prof Michael Kelly (M.H.Kelly@soton.ac.uk) by Friday 1 November 2019. Manuscripts may be in English or French and will be required by 31 March 2020. (Note: Submission date for proposals has now been extended to Friday 8 November 2019).

The European Journal of Language Policy/Revue européenne de politique linguistique is a peer- reviewed journal published by Liverpool University Press, in association with the Conseil européen pour les langues/ European Language Council. It has appeared twice yearly since 2009, with a record of rapid review and dissemination.

The journal aims to address major developments in language policy from a European perspective, regarding multilingualism and the diversity of languages as valuable assets in the culture, politics and economics of twenty-first century societies. The journal’s primary focus is on Europe, broadly understood, but it is alert to policy developments in the wider world.

Abstracts of articles will be provided in English and French. Materials may be derived from or refer to texts in other languages. Further details including authors’ guidelines and code of conduct, can be consulted at:
http://online.liverpooluniversitypress.co.uk/loi/ejlp

EQUiiP Final Conference ¨From Experience to Expertise¨ in Freiburg on 13th June 2019

The partners of the Project Educational Quality at Universities for inclusive international Programmes (EQUiiP) are glad to invite you to the final conference of the project that will take place on 13 June 2019.

EQUiiP is an Erasmus+ strategic partnership of seven European universities.

The main outcome of the project is an online platform with resources for educational developers and other academic staff designing and teaching inclusive international programmes. At the conference, members of the EQUiiP team will present the platform and provide tasters of the content in a series of short workshops:
• Opportunities and challenges in the international classroom
• Building intercultural competences in the international classroom
• The role of languages in the international classroom
• Leadership and strategies to promote quality in higher education internationalisation

The EQUiiP project team will also present recommendations for  educational developers and other academic staff involved in planning, managing and teaching inclusive international programmes. Further to this, we will present a profile of an internationally oriented educational developer and a set of recommendations for higher education institution leaders who wish to further internationalise their institutions.

Finally, the first research results based on EQUiiP data will be presented.

The latest version of the programme and registration are available on www.equiip.eu

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

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.

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