Other Linguistics News

ELTRA 2015

English Language Teaching Research Awards

Remove 20 April 2015

Following the success of the past six years, the British Council is pleased to announce its 2015 call for research proposals under the ELT Research Awards scheme.  Through this scheme we aim to facilitate the production of innovative research to benefit the learning and teaching of English throughout the world by co-funding a number of partnership awards. Resulting articles will be published as part of the British Council Research Papers series online. The deadline for the 7th round of applications is 20th April 2015.

What is the purpose of the ELTRA scheme?

  • To facilitate the production of high quality research from the UK relevant to ELT practitioners.
  • To improve access of ELT policy makers and professionals worldwide to high quality and relevant research from the UK.
  • To facilitate and encourage the establishment and maintenance of active research links between ELT professionals and policy makers in the UK and overseas.

Who may apply?

Any person resident in the UK with an affiliation to a UK educational institution. The award agreement may be with either the individual or the institution.

Note: Although the applicant must be resident in the UK, the research may, in whole or in part, take place outside the UK or by persons not resident in the UK.

What type of activity can be considered?

The British Council is particularly interested in research within the following areas:

  • Learning & teaching of English at younger ages
  • ICT and new technologies in ELT
  • Teacher education and training
  • English as a Medium of Instruction (EMI)
  • English language testing and assessment and applications of the CEFR
  • English language programme evaluation
  • English for development: Social, economic, political aspects of English, education, and language teaching

However, proposals for any research activity relating directly to the learning, teaching, or assessment of English as a foreign, second, or additional language will be considered.

There must be a clear research output which the British Council will disseminate and which must be in a format that can be shared publicly and without cost throughout the world. Successful applicants must produce a final article on the project. This would normally include the rationale, methodology, findings, discussion and implications, and references. See guidelines to authors for more information. In addition to this output, researchers are encouraged to publish further outputs elsewhere, for example in peer-reviewed journals and at conferences.

New AILA Research Network for the History of Language Learning and Teaching

Remove 17 May 2015

Website: http://hollt.net

AILA - L'Association Internationale de Linguistique Appliquée or International Association of Applied Linguistics http://www.aila.info/en/about.html) - has a changing portfolio of Research Networks (ReNs). They are approved for three years, are renewable once, and are not generally expected to last for longer than six years. They receive no financial support from AILA, nor can they charge for membership, in other words they have no budget of their own for activities. All ReNs are required to organize a symposium at the AILA Congress, which happens every three years (the next one is in Rio de Janeiro, in 2017). Beyond this, the Research Networks are largely autonomous and decide on their own activities. More information about ReNs here: http://www.aila.info/en/research/about-research-network.html

In January 2015 the AILA Research Network committee approved a proposal submitted by Giovanni Iamartino (Milan), Friederike Klippel (Munich), Nicola McLelland (Nottingham) and Richard Smith (Warwick) to found a Research Network for the History of Language Learning and Teaching (HoLLT). This AILA Research Network can be seen as the extension of an AHRC-funded network project (2012-2014) coordinated by Nicola McLelland and Richard Smith. The principal activities of the previous project consisted of two workshops (December 2012 in Nottingham and June 2013 at Warwick, both in the UK) and an international conference in Nottingham in July 2014. At the 2013 Warwick meeting, representatives of a number of existing national and language-based associations (APHELLE, CIRSIL, the Henry Sweet Society, PHG, SEHEL and SIHFLES)  agreed that a further intensification and internationalization of networking would be desirable.

Emerging from this background, the AILA Research Network for the History of Language Learning and Teaching is intended to provide a forum which existing national and language-based associations (see 'Links' tab on the website) can take advantage of to communicate with one another and build research collaborations, and which can provide them with additional publicity, thus helping to strengthen them. At the same time, a major function of the Research Network is to serve individual researchers interested in the history of language learning and teaching for whom no dedicated national or language-based association currently exists.

HoLLT.net (The AILA Research Network for the History of Language Learning and Teaching) is free to join for all interested researchers! To join, please see the instructions on the website.

We will be posting more information and resources on the website over the coming weeks and months relating to the projected activities of this Research Network.

Free online learning course on Dyslexia and language teaching

Remove 20 April 2015

We are pleased to announce a free online learning course on 'Dyslexia and language teaching' (https://www.futurelearn.com/courses/dyslexia) which runs from 20th of April - 17th of May 2015.

This exciting new course is offered by Lancaster University in cooperation with FutureLearn and takes place over four weeks entirely online. It is aimed at English language teachers, teachers of modern foreign languages, teacher trainers, educators and trainee teachers who are interested in how they can accommodate and cater for the needs of students with dyslexia in foreign/second language classrooms.

In this course, which is based on the award-winning materials of the Dystefl project (www.dystefl.eu), you can find out about the nature of dyslexia and how it affects the learning of additional languages. You can explore a variety of useful techniques, including recent computer-assisted tools that you can take into the classroom to help students with dyslexia in acquiring another language.

Lead educator Dr. Judit Kormos and well-known experts Anne Margaret Smith and Dr. Joanna Nijakowska give practical guidance and advice on enhancing the phonological awareness, vocabulary knowledge and reading skills of dyslexic language learners.

The materials and tasks in the course can be applied for various age groups of dyslexic students and for a variety of language learning contexts including the teaching of English as a foreign/second language and the teaching of modern foreign languages.

Enrolment is now open (https://www.futurelearn.com/register) and we are looking forward to welcoming you and your colleagues as one of our participants. Please feel free to distribute this course information to other interested colleagues, teachers, students and share it on social media and the word-wide web.

Lexical Studies @CardiffUni

Lexical Studies month 2015

Remove 13 March 2015


BAAL members might be interested to know about the launch of 'Lexical Studies @CardiffUni', the Cardiff University Lexical Studies Group webpages. The pages include information about group members, activities, events, publications, and our distance PhD programme in Applied Linguistics (Lexical Studies).

The launch of the webpages coincides with the beginning of our 'Lexical Studies month' http://blogs.cardiff.ac.uk/lexicalstudies/events-2/#1, during which distance PGR students, academic visitors, guest speakers and other affiliated researchers will be visiting Cardiff to take part in seminars, workshops, discussion groups and two mini-conferences. Details of the month's events are on the webpages; please let the appropriate 'contact' person know if you would like to take part in any of them.

Dawn Knight and Tess Fitzpatrick

University of Edinburgh Summer Course: New Directions in Second Language Teaching

Remove 11 May 2015

This course will introduce and explore the complex relationship between global level contexts of second language acquisition, language learning and language pedagogy, and a micro-level approach focused on the language itself. It presents the current evidence base that informs practice and encourages participants to engage with this evidence on a critical and practical level.

This course introduces the evidence base of second language learning and teaching and its practical implications for a range of diverse contexts. It considers this with regards to the practical applicability of practitioners’ knowledge and skills in relation to their own background, interest and future direction.

There is a strong emphasis on research and problem-based pedagogy, considering the importance of the participants own experiences in the inquiry.

The course gives students the opportunity to research aspects of the field, e.g. through the use of corpora or collecting data in a natural setting. There may also be opportunities to observe practitioners and experiment with pedagogies in practical microteaching tasks.

Students will work, with guidance, on small research projects and present their research outcomes at the end of each week. The feedback from these presentations will feed forward to the summative poster presentation at the end of week 3.

The course will be staffed by regular TESOL staff (for lectures) and TESOL PhD students and ATs (for workshop and assessment).


Request for assistance: student survey

Remove 15 March 2015

Dear language student,

I'm currently conducting an English-related language survey as part of my Master's thesis, so I am looking for participants. The attached short questionnaire mostly consists of multiple-choice questions and is primarily concerned with your opinions.

It should only take about 5-8 minutes to complete. It will be handled anonymously, so you will not be giving your name.

If you are a language student, have a good grasp of English and 5-8 minutes to spare, please participate. I would be most grateful!

The link to the survey is https://elomake.uef.fi/lomakkeet/10508/lomake.html

The deadline for the results is the 15th of March.

Juho Oksanen, University of Eastern Finland

Third issue of The International Journal of Education for Diversities Published

Remove 6 April 2015

It is our pleasure to announce the publication of the third issue of The International Journal of Education for Diversities (IJE4D, ISSN: 2242-7430), which is published by the Department of Teacher Education at the University of Helsinki.   

The third volume of this journal brings together a special issue and a varia section. The special issue is entitled Diverse Teachers for Diverse Learners and was edited by Clea Schmidt, Heini Paavola and Samúel Lefever. The special issue was prepared by members of the network Diverse Teachers for Diverse Learners (2011-2014, https://vefir.hi.is/dtdl/) sponsored by Nordforsk, an organisation under the Nordic Council of Ministers that provides funding for research and cooperation. The project explored diverse students' experiences in schools, how students benefit from linguistically and culturally diverse teachers and how the teaching force generally benefits from diversification, how diverse teachers in the different countries effect and contribute to diverse teaching practices and school cultures, and how teacher education in the different countries should develop and take into account the diversification of teachers and students.

The issue also contains two varia articles.

The countries covered in the issue include: Canada China, Finland, Iceland, Norway, and the UK.

The articles are available online free of charge: http://blogs.helsinki.fi/ije4d-journal/volume-3-2014/

The International Journal of Education for Diversities (IJE4D) is a fully blind peer-reviewed journal which is published since 2012. We are accepting proposals for the 2015 issue until 25th June 2015. Please refer to: http://blogs.helsinki.fi/ije4d-journal/aims-and-scope/

Please contact us for special issue proposals.

Before submitting an article, please read carefully the journal aims and scope.

French Assessment Primary School Materials Available

Remove 26 March 2015

We have recently updated the www.pmlresearch.com website to include the French assessment tasks used in our Nuffield Foundation funded research into the teaching of French in primary schools. You will find the assessment tasks and a copy of the motivation questionnaire under the Additional Resources tab.

We do hope you find these materials informative and useful and we would be very grateful to receive comments on the blog or via email about how you used the tasks and with whom, and also any feedback.

Do not hesitate to contact me if you have any questions regarding any of the content and please share with colleagues and students.

Louise Courtney, l.m.courtney@reading.ac.uk

History of Distributed Cognition seminars now available

Remove 26 March 2015

The Edinburgh-based AHRC research project, A History of Distributed Cognition (http://www.hdc.ed.ac.uk), is pleased to announce that the first in its series of 8 online seminars is now available to view.

This first seminar is an introduction to 'Distributed Cognition in the Analytic and Continental Traditions' by Professor Mike Wheeler (Stirling): http://www.hdc.ed.ac.uk/seminars/distributed-cognition-analytic-and-continental-traditions

Further seminars, each designed to present aspects of distributed cognition with potential applications in the humanities, will follow at weekly intervals. I'll send regular updates and a final update when all are available.

There is an online discussion forum open for each seminar. To comment one only has to sign up at: https://disqus.com/ (only takes a minute).

Mark Sprevak

LAGB Glossary of Grammatical Terms for Use in Schools: Announcement and Call for Feedback

Remove 26 March 2015

Schools in England are emerging from a long period without any systematic teaching of grammar, so there is no established tradition of grammatical concepts or terminology. The new 2013 National Curriculum for English and the tests of Spelling, Punctuation and Grammar for every Keystage 2 child demand more teaching of grammar, but give very little guidance on the content of this teaching, either in terms of concepts or of terminology (apart from a brief glossary of elementary grammatical terms for primary schools in the National Curriculum for English).

A workshop at the LAGB conference in 2012 agreed that this is an opportunity for the LAGB to share expertise with schools, so a new LAGB glossary has been developed by LAGB grammarians to meet this need. The project was carried forward by a group of LAGB members advising the editor, Dick Hudson.

The glossary can be found here: http://lagb-education.org/grammatical-terminology-for-schools.

The glossary must by necessity be a work in progress. No project of this type can be perfect or future-proof. For that reason, a standing committee has been set up to oversee changes to the glossary in view of comments and suggestions from fellow linguists or developments in the field. The members of the standing committee are Bas Aarts, David Denison, John Payne and Dick Hudson (who will also act as editor). Needless to say, your feedback is very welcome! It can be sent directly to Dick (r.hudson@ucl.ac.uk).

Is UKLO Working for You?

Remove 26 March 2015

Several thousand school children are now taking the Linguistics Olympiad every year (see www.uklo.org if you don't know about the Olympiad = UKLO), so we might expect some effect on recruitment to undergraduate courses. UKLO would welcome feedback from admissions tutors on the following questions:

  • Do many applicants mention UKLO on their UCAS forms?
  • When they do mention it, does it raise their credibility in your eyes?
  • Do you see any evidence that UKLO may help in recruitment? (There's no clear statistical evidence in the national figures to 2013 - see http://dickhudson.com/trends-in-uk-language-education/#ling ).

Replies to me, please - dick@ling.ucl.ac.uk

Dick Hudson

Englishes in Practice now open access

Remove 16 March 2015

Englishes in Practice is the title of the working papers of the Centre for Global Englishes, University of Southampton, UK.  It provides a forum for both members of the Centre and other scholars to present research and explore matters related to global users and uses of Englishes, including English as a lingua franca (ELF).   The journal welcomes submissions which report empirical findings or which discuss theoretical, conceptual or methodological aspects of relevance to the field.  

The journal is quarterly and the first issue is available here:  http://www.degruyter.com/view/j/eip

Please contact me for further information or to submit an article.

Jill Doubleday, jd5v07@soton.ac.uk

2014 Working Papers in Urban Language & Literacies

Remove 10 March 2015

Here is a list of the 2014 Working Papers in Urban Language & Literacies so far, very loosely classified by topic:

Theory and method:

  • WP140 Rampton 2014. Conviviality and phatic communication?
  • WP138 Blommaert 2014. Meaning as a non-linear effect: The birth of cool
  • WP136 Rampton 2014. Gumperz and governmentality in the 21st century: Interaction, power and subjectivity
  • WP135 Blommaert 2014. From mobility to complexity in sociolinguistic theory and method
  • WP133 Blommaert & Maly 2014. Ethnographic linguistic landscape analysis and social change: A case study
  • WP131 Georgakopoulou 2014. Between narrative analysis and narrative inquiry: The long story of small stories research
  • WP125 Rampton, Maybin & Roberts 2014. Methodological foundations in linguistic ethnography
  • WP123 Blommaert, Westinen, Leppänen 2014. Further notes on sociolinguistic scales
  • WP122 Arnaut & Spotti 2014. Superdiversity discourse

Language ideology:

  • WP141 Wiese with Eley & Rampton 2014. Linguist in an ideological firestorm: Personal reflections on the Kiezdeutsch controversy
  • WP127 Cornips, Jaspers & de Rooij 2014. The politics of labeling youth vernaculars in the Netherlands and Belgium
  • WP126 Gao 2014. Interactional straining and the neoliberal self: Learning English in China's biggest English corner
  • WP124 Stæhr 2014. Metapragmatic activities on Facebook: Enregisterment across written and spoken language practices  
  • WP121 Silverstein with van der Aa & Blommaert 2014. Michael Silverstein in conversation: Translatability and the uses of standardisation
  • WP120 Wiese 2014. Voices of linguistic outrage: Standard language constructs and the discourse on new urban dialects

Language, discourse & social categorisation:

  • WP144 Bock 2014. Negotiating race and belonging in post-Apartheid South Africa: Bernadette's stories
  • WP142 Tremlett 2014. Roma integration and evidence-based policy makingmore
  • WP134 Fabrício 2014. The pragmatics of entextualizing a digital 'Lusophone' territory
  • WP132 Bock & Hunt 2014. "It's just taking our souls back": Apartheid and race in the discourses of young South Africans

Language, (in)security and conflict:

  • WP137 Rampton, Charalambous & Charalambous 2014. De-securitising Turkish: Teaching the language of a former enemy, and intercultural language education
  • WP130 Khan 2014. Citizenship, securitization and suspicion in UK ESOL policy

Language and education:

  • WP143 Collins 2014. Literacy practices, linguistic anthropology and social inequality
  • WP139 Milans 2014. Bilingual education in Hong Kong: History, challenges & directions for research
  • WP129 Pérez-Milans 2014. Mandarin Chinese in London education: Language aspirations in a working-class secondary school
  • WP128 Rampton & Harris 2014 (2010). Change in urban classroom culture and interaction
  • New European vernaculars
  • WP119 Freywald, Cornips, Ganuza, Nistov & Opsahl 2014. Urban vernaculars in contemporary northern Europe: Innovative variants of V2 in Germany, Norway and Sweden

WPULL is currently among the 0.5% most visited sites on academia.edu, and since these pages became active in October 2014, the most downloaded papers on this site (but not necessarily elsewhere) have been:

  • WP141 Wiese with Eley & Rampton 2014. Linguist in an ideological firestorm: Personal reflections on the Kiezdeutsch controversy
  • WP143 Collins 2014. Literacy practices, linguistic anthropology and social inequality
  • WP131 Georgakopoulou 2014. Between narrative analysis and narrative inquiry: The long story of small stories research
  • WP125 Rampton, Maybin & Roberts 2014. Methodological foundations in linguistic ethnography

The series focuses on linguistic practice, literacies and mediated communication in diverse and stratified urban settings. It publishes research committed to developing

  • sociolinguistic, applied and educational frameworks adequate for the analysis of urban language, literacies, interaction and learning
  • modes of intervention in language policy and practice that are productively tuned to the realities of contemporary urban life.

You can follow WPULL on Twitter @UrbLang (http://twitter.com/UrbLang)

2015 Founders’ Emergent Scholars Award

International Society for Language Studies

Remove 1 March 2015

Application deadline: March 1, 2015


Award description:

This award is intended to promote critical language scholarship and to recognize and advance the academic work of emergent scholars who have completed their doctoral dissertations within the past five years and are entering into the community of scholars. It honors the efforts of the founding members of the International Society for Language Studies (ISLS) who established the first international society dedicated to critical scholarship in language studies. In particular, it recognizes research that addresses neglected populations, focuses on little-studied research sites, offers new perspectives, and/or uses innovative methods. The award is granted once a year. Previous applicants are welcome to reapply. We encourage all applicants to join the ISLS, but membership is not required for nomination. The winner is expected to become an ISLS member.

The award includes an opportunity for awardees to publish an article in the society’s journal, Critical Inquiry in Language Studies (CILS) or in their Readings in Language Studies book series. Awardees will be recognized at the society’s biennial conference and will have a portion of their travel expenses to the conference covered.

Direct link to the call for nominations: http://www.languagefoundation.org/FESA_2015.pdf

Presentations at Right to Left Scripted Languages seminar

Remove 25 February 2015

Here is a link to some of the presentations from the seminar in June http://natecla.org.uk/news/790/Presentations-Right-to-Left-Scripted-Languages.

We are working on the proceedings and hope to have these out early in 2015.

Dr.Naeema B. Hann

New publication from the Centre for Language, Discourse and Communication, KCL

Remove 20 February 2015

We would like to draw your attention to a new publication from the Centre for Language, Discourse and Communication at King's College London.

This book is a sociolinguistic analysis of a key gatekeeping encounter - the licensing of doctors to practise in the UK and is based on a Knowledge Transfer Partnership between King's, Nottingham and Cardiff Universities in partnership with the Royal College of General Practitioners.  

Performance Features in Clinical Skills Assessment: Linguistic and Cultural Factors in the MRCGP exam  by Celia Roberts, Sarah Atkins & Kamila Hawthorne can now be found here:



The Forum for Modern Language Studies Prize competition 2015

Remove 3 April 2015

The Forum for Modern Language Studies Prize competition 2015 invites submissions on the subject of translating cultures.

Submissions may address literature of any period, from a literary or linguistic perspective, and in any of the languages covered by the journal (usually Arabic, English, French, German, Italian, Portuguese, Spanish and Russian, but we will consider others too). The competition is open to all researchers, whether established or early-career: it is worth noting that previous competitions have been won by scholars in both categories.

The winner's prize will consist of:

  • Publication of the winning essay in the next appropriate volume of Forum for Modern Language Studies
  • A cheque for £500

A panel of judges will read all entries, which will be assessed anonymously.

At the judges' discretion, a runner-up prize of £200 may be awarded. The Editors may commission for publication any entries that are highly commended by the judges.

The closing date for entries is Friday 3 April 2015.

Full details of the Essay Prize rules can be found at: