Other Linguistics News

Glossary of Grammatical Terminology for Schools

Remove 25 February 2016

As some of you may know, the Linguistics Association of Great Britain (LAGB) has a long-standing interest in building bridges to schools and an education committee responsible for this building process (http://lagb-education.org/).

Reacting to recent developments in England's schools, this committee has produced a glossary of grammatical terminology for use in schools: http://lagb-education.org/grammatical-terminology-for-schools . This glossary includes 302 head words, with hyperlinks between entries. It has been formally adopted by the LAGB as an internally consistent guide for school teachers through the complexities of our discipline. Even though no LAGB member is happy with every entry, we do agree that it is better for us to produce a compromise synthesis than to leave this task to individual school teachers.

Colleagues in other countries, especially in English-speaking countries, may be interested to know about this glossary. We would, of course, be delighted to hear of similar initiatives or glossaries in other countries.

Richard Hudson (dickhudson.com)

Response to Nurse Review

Press release from the Academy of Social Sciences and Campaign for Social Science

Remove 25 February 2016

View online here

Download pdf here

The Nurse review’s praise for the excellence of UK research must translate into continuing financial support for science when the Chancellor announces the government’s spending plans next week, say social scientists.

The Academy of Social Sciences together with its Campaign for Social Science welcome the report to the Department of Business, Innovation and Skills today from Sir Paul Nurse, president of the Royal Society – but his strong endorsement of the quality of research makes it even more urgent that the money is found.

The government should take especial note of Nurse’s warning against setting the level of public funding for science and technology at ‘sub-optimal’ level.

The Academy and Campaign have joined the Campaign for Science and Engineering, the British Academy and others in urging the government to sustain public investment in science, at least maintaining the real value of the science budget.

Professor Roger Goodman, chair of the Academy Council, called on social scientists to ‘seize the opportunity to lead and shape the cross-disciplinary research commended by Nurse. The review is welcome recognition that none of the challenges facing the UK can be addressed except by mobilising all the disciplines – with social science involved from start to finish.’

Social scientists should be at the forefront of exploiting the ‘common research fund’ proposed in the review, helping to frame the societal challenges and needs to which all the research councils will respond. The Economic and Social Research Council this year celebrates its 50th anniversary. In recent years, it has led several of the cross-disciplinary programmes launched by Research Councils UK – which demonstrates the appetite of social scientists to work with their colleagues, Professor Goodman noted.

But there are gaps in the new report. ‘Nurse leaves open important questions about the organisation of the research councils and support for research in universities, which we would like to see quickly resolved. It is unclear how funds will be allocated within Research UK (the new overarching body proposed by Nurse), creating ‘unwelcome uncertainty’ according to Professor James Wilsdon, chair of the Campaign for Social Science.

‘Nor is it clear how research funds will be distributed to universities under the dual support system – which Nurse has strongly supported. We will be underlining to the  government the Nurse recommendation that administration of quality-related funds  be kept strictly separate from research council grants, to preserve a mechanism that everyone agrees is responsible for the UK’s amazing performance.’

The Academy and Campaign, which will publish their full response to the Nurse proposals and the higher education green paper in the New Year, welcome proposals to enrich conversations between Whitehall departments and the devolved administrations and the research councils, including the proposed new ministerial committee (depending on how it is constituted). Social researchers and economists in both universities and in government have a common interest in addressing ‘what works’ questions to do with productivity, public services, ageing and social mobility.

Notes to Editors

  • The Academy of Social Sciences is the principal national academy for social sciences in the UK, representing 40 learned societies and 1,000 distinguished fellows.
  • The Campaign for Social Science earlier this year published The Business of People, setting out the strengths of UK social science.

For more information, please contact

David Walker, Head of Policy, Academy of Social Sciences / Campaign for Social Science


Spoken British National Corpus 2014 Early Access Data Grant scheme

Remove 11 December 2015

Lancaster University’s ESRC funded Centre for Corpus Approaches to Social Science (CASS) and Cambridge University Press are excited to announce the Spoken British National Corpus 2014 Early Access Data Grant scheme.

Applications are now open for researchers at any level in the field of corpus linguistics and beyond to gain early access to a large subset of the Spoken BNC2014, which is currently being compiled and is due for release in late 2017. Successful applicants will write a paper based on their proposed research for exclusive publication (subject to peer review) in either a special issue of the International Journal of Corpus Linguistics or an edited collection.

We invite proposals for interesting and innovative research that would use approximately five million words of the upcoming Spoken BNC2014 as its primary source of data.

Successful applicants will gain access to the data via the CQPweb platform (cqpweb.lancs.ac.uk). Standard CQPweb functionality will be provided, including annotation (POS tagging, lemmatisation, semantic tagging) and with one new feature: the ability to search the corpus according to categories of speaker metadata such as gender, age, dialect and socio-economic status.

Proposals can approach the data from any theoretical angle, provided corpus methodologies are used and the research can be carried out within the affordances of CQPweb. Successful applicants will receive access to the data in February 2016with a deadline for full paper submission in October 2016. Subject to peer review, papers will be published in one of the two Spoken BNC2014 launch publications in 2017 (a special issue of the International Journal of Corpus Linguistics has been agreed and a thematic edited collection is being planned).

This is a fantastic opportunity to work with the first very large, general corpus of informal British English conversation created since the original BNC more than twenty years ago. Successful applicants will get access to a large subset of the Spoken BNC2014 eighteen months before the full corpus is released, and will be the very first scholars to undertake and publish research based on this new dataset.

More details about the terms of the data grant scheme can be found in the application form. To apply, download and complete the application form and email it to Robbie Love (r.m.love@lancaster.ac.uk). The deadline for applications is Friday 11th December 2015.

WANTED: Hosts for UKLO Training Camp 2016

Remove 7 December 2015

The UK Linguistics Olympiad warmly welcomes bids from UK universities to host the 2016 training course for high-scoring UK Linguistics Olympiad participants.

The UK Linguistics Olympiad is a competition that challenges school pupils to crack language-based puzzles. In 2015, there were just over 1400 participants in the advanced paper, from which 20 were shortlisted for the national team that participates in the annual International Linguistics Olympiad in July. Despite the relative youth of the UK Linguistics Olympiad, the national team was exceptionally successful this year, taking in two golds, one silver, a bronze, three honorable mentions and the top spot in the team competition.

The Olympiad currently organises a residential course for shortlisted participants as round 2 of the advanced paper in March, hosted each year by a UK Linguistics department. However, as the main aim for future years is to grow the overall number of participants, particularly amongst schools in the state sector, the UK Linguistics Olympiad is also instituting a 3-day training course for pupils from state-maintained schools, to be held the first week of each September.

The first edition of the training course was held at Corpus Christi college Cambridge in September 2015. Besides sessions specifically focusing on olympiad puzzles, there were sessions dedicated to Linguistics in higher education, including a general session introducing the discipline, a Q&A session with graduate students in the department and a short Q&A session with an admissions tutor. The participants are all from state-maintained schools, from a wide range of subject backgrounds, and are selected on the basis of their score in the round 1 advanced paper and on their age, i.e. participants must have at least one year of schooling remaining.

We welcome bids from any university in the UK. Future calls are anticipated on a yearly basis for both the September training course and, from 2018 onwards, for the round 2 residential course.

The UK Linguistics Olympiad will contribute financial resources up to £2000, as well as tutors and administration (timetabling, liaising with participants and tutors).

The host institution will need to provide:

  • Lodging and full board for 20 school pupils and c.5 tutors
  • Refreshments during breaks
  • 1 teaching room with AV equipment and 1 social room
  • 1-2 social activities (in 2015: movie night and punting)
  • Speakers for Q&A sessions on Linguistics/admissions if desired

To register your interest, please complete the form below before 7th December 2015.


If you have any questions, please contact Jessica Brown at jb789 at cam.ac.uk.

To find out more about the UK Linguistics Olympiad, go to: www.uklo.org

RaAM Early Career Research Prize

Remove 31 March 2016

The RaAM (Association for Researching and Applying Metaphor) Early Career Research Prize aims to encourage the production and dissemination of high quality research in the field of metaphor. The prize will be awarded biennially for the best research paper published by a researcher who has recently completed a PhD.

For application details see: http://www.raam.org.uk/about-raam/early-career-prize/

The prize for 2016 will be GPB200 + 1 year’s free membership of RaAM.

The deadline for submitting a paper is 31 March 2016.

Language Teaching Christopher Brumfit award 2014

Remove 30 November 2015

Christopher Brumfit PhD/Ed.D. Award 2015

Sponsored by Cambridge University Press and promoted by Language Teaching


To recognize doctoral thesis research that makes a significant and original contribution to the field of SLA and/or foreign/second language teaching and learning.


  • Cambridge University Press books to the value of £500


To be considered for the award:

  • The candidate’s institution must have accepted the thesis for the PhD/Ed.D. no more than two years before the date of the award application.
  • The research must have been completed as part of the requirements for a doctoral degree or its equivalent at a university.
  • Although the thesis under consideration must be in English, the research may be related to work concerning any second language.
  • Candidates should not have applied for the award on a previous occasion

Application Process

In the first instance, applicants must submit the following:

  • Proof of the award of the degree by the candidate’s university. This can be a scanned copy in pdf form of the degree certificate or a scanned official letter/transcript from the university in question stating clearly the date of conferment of the degree.
  • Two files: One MS WORD file containing a summary of the thesis, not to exceed 17 double-spaced pages including references, font size 12, and a separate MS WORD file containing a 150-word abstract of the thesis. Both files should be clearly labelled with the candidate’s name. The maximum size of any file sent should not exceed 2 Mb.

Preparing your summary

Care should be taken in drafting the summary so that the referees are provided with as detailed a report as possible on the work undertaken. Candidates should prepare the text for an audience that may not be expert in all the specific concepts or methods used in your specialist topic area.

The summary should include a brief description of the theoretical background of the research and (where appropriate) specify the research questions, the research methods (including data analyses) used and why these were chosen, the results, and implications of these outcomes. Examiners will pay particular attention to: whether the study makes a significant and original contribution to knowledge and understanding of the field concerned; whether the problem tackled emerges naturally and clearly from the review of the theoretical background of the research; whether the method is presented in sufficient detail and with enough explanation as to why the methods used were chosen; whether the analytic methods used are justified and shown to be sufficient for the task and if these are clearly linked to the explicit hypotheses, predictions, or questions which formed part of the stated research problem; whether the discussion and/or conclusion evaluates the project’s contribution to the local and wider field of research; finally, whether there is a clear and significant contribution to the field of SLA and/or FL teaching and learning.

Only electronic applications are accepted.

Evaluation Criteria

  • Scholarly or professional significance to the field of second or foreign language
  • Originality and creativity
  • Quality of presentation


  • 30th November 2015 – Deadline for receipt of summary and abstract and official proof of thesis acceptance
  • 20th February 2016 – Feedback given to all candidates and call for electronic submission of theses of short-listed candidates
  • 3rd March 2016 – Deadline for receipt of theses
  • 1st August 2016 – Announcement of award winner by the Editorial Board of Language Teaching

Contact details for application and further information

Dr Graeme Porte, Editor Language Teaching: editorlanguageteaching@gmail.com

4th British Council ELT Masters Dissertation Award

Remove 12 December 2015

Please send submissions and queries to ELTMasters@britishcouncil.org.

Deadline for applications: 21/12/2015

The British Council is pleased to announce the 4th British Council ELT Masters Dissertation Award for work with the best potential for impact on ELT practice. This award recognises and promotes the achievements of students on UK university Masters programmes. The scheme is an opportunity for institutions to promote their programmes and for recent graduates to establish themselves in the field.

Call for entries

Each institution is invited to submit one dissertation which has already been marked at distinction level. A summary of no more than two pages, written by the tutor, should be sent with the dissertation. In addition to summarising the dissertation this should address the issue of potential for impact.  Impact here is defined as the potential of the work to change the attitudes, practices or policies of individuals or institutions. The British Council will publish the best dissertations and summaries online free of charge. A document with FAQs about the scheme is attached to this message.  

Conditions of entry:

Permission from the author for both the summary and the dissertation to be published in any form by British Council on a non-exclusive basis.

Note that, as last year we have removed the requirement for submitting institutions to commit to providing a judge.

Application process

Please submit the following:

  • The Dissertation
  • The summary – maximum two pages written in Arial 12, single-spaced with a line between paragraphs. Bullet points may be used. The first section should contain the summary of the dissertation (which may include the abstract written by the student) and the second should address the issue of potential for impact. This summary should be written by the institution, with appropriate input from the author.

N.B. Both documents must be completely unbranded with no reference to the submitting author, tutor or university. Applications which do not comply will not be accepted.

  • A covering letter with the name and email addresses of the submitting university, the member of staff submitting the dissertation and the student.
  • A statement of permission from the dissertation author for the submission and permission to publish.

English Grammar for Teachers CPD days

Remove 16 January 2016

We are pleased to inform you about the 2015-2016 ‘English Grammar for Teachers’ CPD days. For more information, click on this link:


This is a one-day course, held at the UCL Institute of Education.

These are the dates:

  • Thursday 22 October 2015
  • Wednesday 25 November 2015
  • Friday 11 December 2015
  • Friday 15 January 2016
  • Friday 12 February 2016
  • Thursday 10 March 2016
  • Friday 15 April 2016
  • Friday 13 May 2016
  • Friday 17 June 2016  

Bas Aarts and Ellen Smith, on behalf of the Englicious Team

New Open Access Journal: LingOA

Remove 16 January 2016

A group of leading international linguists are aiming to make accessibility to academic research results less dependent on expensive commercial publishers. The editorial boards of various academic journals in linguistics are in the process of leaving their publishers or are renegotiating their collaboration. They will soon be publishing their articles on a universal free access basis at extremely low costs. Supported by universities, this unique initiative will be launched under the name of LingOA and is a significant step on the road towards open access.

More details here:


Monica Gonzalez-Marquez

Journal of Applied Linguistics first on-line issue

Remove 16 January 2016

The Journal of Applied Linguistics (JAL) has published its first on-line issue (http://www.enl.auth.gr/gala/jal_volumes.asp).

It is a Special Edition in honour of Professor Angeliki Psaltou-Joycey, Prof. Emeritus of Theoretical and Applied Linguistics at the School of English, Aristotle University of Thessaloniki, Greece, former president of GALA and Editor of JAL. The general theme is 'Strategies in Language Learning and Teaching'.

We invite you to visit our website to have a look at the Table of Contents and then review articles and items of interest. You can also look at the Table of Contents of previous (printed) volumes of our Journal.

In order to have full-text access please use the following:

User: aila

Password: g@l@$381

Should you wish to submit an article for publication, please consult the 'Notes to Contributors' which you will find on our webpage (http://www.enl.auth.gr/gala/jal_notes.html).

Assoc. Prof. Marina Mattheoudakis President of GALA

Newcastle University's Applied Linguistics & Communication online

Remove 9 January 2016

For those of you who are social media-savvy and curious what what we're up to here in Newcastle, you might be interested to follow our Applied Linguistics & Communication group's various online accounts.

Through our blog, and Facebook and Twitter accounts, we provide news, updates and discussions related to our research activities and interests, mostly in the areas of Applied Linguistics, language learning, TESOL, Cross-/Inter-Cultural Communication, and Discourse and social interaction.

You can find us here:

Blog: https://blogs.ncl.ac.uk/alc/

Facebook: https://www.facebook.com/NCLALC

Twitter: https://twitter.com/ncl_alc

Please feel free to follow, and join in the discussions!

The Applied Linguistics & Communication team, Newcastle University

Institute of Modern Languages Research: Research Training

Remove 30 December 2015

I am pleased to enclose a link (see below) to the Institute of Modern Languages Research's current programme of Research Training seminars and workshop. These sessions are taught by experts. They are also free and open to all.

We look forward to welcoming you there!


Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies

Remove 30 December 2015

Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies has just published its latest issue at https://periodicos.ufsc.br/index.php/desterro. The Guest Editors for this thematic issue on L2/FL Teacher Education: bridging the complexities of teaching and the learning of teaching are Karen E. Johnson and Adriana de C. Kuerten Dellagnelo. We invite our readers to review the Table of Contents and visit our web site for articles of interest.

Thanks for the continuing interest in our Journal.

Anelise R. Corseuil, Editora Chefe

Revista Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies

Arab Journal of Applied Linguistics special issue on Language and Literacy in the Arab World

Remove 30 December 2015

The Arab Journal of Applied Linguistics has just published its first special issue on Language and Literacy in the Arab World at http://tjaling.org/jor/index.php/tjal. We invite you to have a look at the Table of Contents and then visit our web site to review articles and items of interest.

I would like to thank the editor-in-chief, Professor Habib Abdesslem, and the guest editor, Prof. Abdessatar Mahfoudhi, for their support, encouragement and hard work. A special thank-you goes to the authors, editors and users associated with this journal for their commitment. You all made this dream come true after a difficult start.

Should you have any comments or suggestions, kindly contact the >editor-in-chief.

Arab Journal of Applied Linguistics

Vol 1, No 1 (2015): Language and Literacy in the Arab World. Table of Contents


Country of origin as a criterion for TESOL Teachers

Remove 30 December 2015

One of the students on our MA TESOL at Leeds who is a native speaker of English but not from North America, Australia, New Zealand or the UK has been applying for jobs teaching English to speakers of other languages.

The student has felt unable to apply for some jobs because only candidates from North America, Australia, New Zealand will be considered and has been turned down for other jobs and on the basis of where he comes from. Country of origin does not seem relevant to the student's competence as a teacher of English to speakers of other languages.

I was wondering whether any other members of the list have experience of country of origin being used as a criterion for who can apply or as a justification for not offering a post to a particular candidate.

I would be happy for responses to be sent direct to me rather than to the list and I can summarise the responses in due course. My email is r.g.badger@education.leeds.ac.uk

Richard Badger

Teachers College, Columbia University Roundtable in Second Language Studies 2014 conference records

Remove 30 December 2015

In October 2014, the Teachers College, Columbia University Roundtable in Second Language Studies (TCCRISLS) was organized around the topic of learning-oriented assessment (LOA) in language classroom and large-scale assessment contexts. This three-day roundtable welcomed approximately 200 educators, scholars, and assessment experts from around the world to TC to share their work and discuss the interface among language, assessment, and learning.

The RT featured four types of presentations:

  • Theoretical approaches to L2 learning and assessment
  • Theoretical approaches to learning and assessment in the content areas (math, science)
  • Empirical studies on learning-oriented assessment in both areas
  • Technological innovations and other applications of LOA in learning or assessment contexts

We are delighted to share with you the link to the website, especially being that many folks interested in the topic told us they could not afford to attend. We have uploaded the following from the RT:

  • Abstracts of each talk
  • Video recordings of the talks (provided permission was granted)
  • Powerpoint presentations (provided permission was granted)
  • Responses to all online questions submitted during the talk (provided the presentation was facilitated by Pigeonhole)

Here is the link to this incredible resource: http://www.tc.columbia.edu/tccrisls/

New Historical Spoken Corpus

Remove 23 December 2015

I have recently developed an historical spoken corpus, the Bolton/Worktown Corpus with conversational data from the late 1930s. The data comes from the Mass-Observation sociological study which took place in Bolton (England) at that time.

The project was funded by Leverhulme and is open access at: ivortimmis.wix.com/theboltoncorpus

Please take a look if you have time,

Dr Ivor Timmis, Leeds Beckett University

Effects of attention to form on second language comprehension: A multi-site replication study

Remove 16 December 2015

We are inviting international collaborators to participate in a multi-site replication. The procedures and materials are registered with the Open Science Framework. Please see https://osf.io/tvuer/ for more details and to participate.  We would be very grateful if you could circulate this call widely to your networks and colleagues who may be interested.


1) There is a paucity of high quality replication in the field of second language learning research.  Very large scale replication initiatives are happening in Psychology, using open access platforms to make the research process more transparent. The current project adopts similar procedures to assess its feasibility in our field.

2) These replications will improve our understanding of whether consciously attending to the form of language (morphosyntax or the lexicon) interferes with comprehension - a critical issue for both pedagogy and theory - and we test whether the modality of the input affects the findings. We hope that collaborators will join the team to investigate the role of the first language, by using participants with an L1 other than English.  


We are investigating the effects of attending to form whilst hearing or reading. The studies will replicate and extend the line of research inspired by VanPatten and others. There are two versions of the study: one in the oral modality (listening) and one in the written (reading). 60-70 low-mid intermediate learners of Spanish are required for each version. All materials and procedures have been finalized and are ready to distribute to collaborators via the Open Science Framework. Each version takes about 40 minutes to administer: a passage to comprehend, some comprehension questions, and a proficiency test. Sites may choose to administer one or both versions of the study.


The project is being co-led by Emma Marsden (University of York) and Kara Morgan-Short (University of Illinois at Chicago). It is funded by a Language Learning small grant. Other project partners include Professor Ron Leow (Georgetown University) and Professor Roumyana Slabakova (University of Southampton, UK). Collaborations are welcome from any bona fide researcher who has access to the required number of participants, hardware and appropriate software (the specific software used is negotiable). Collaborators must agree to use registered materials and procedures, as posted to the Open Science Framework. In particular, we encourage involvement from those with access to participants who do not have English as their first language, e.g., a language that is not inflectionally rich.


Preferably data will be collected in the FALL term, by end December 2015.  However, all data collection should be complete by the end April 2016.


Please see https://osf.io/tvuer/ for more details and to participate.

For queries, please email emma.marsden@york.ac.uk and karams@uic.edu

OU Department of Applied Linguistics launches Twitter account!

Remove 16 December 2015

For those of you interested in Twitter and Applied Linguistics, my department has just launched a Twitter account - please follow us! @OUDALEL

Dr Frank Monaghan

TeachLing Recruitment Drive

Remove 9 December 2015

Do you teach linguistics? Do you like email? Are you tired of having to find all your readings and design your lectures all on your own? If you answered yes to any of these, then TeachLing is the place for you! It's a list for anyone who teaches (or might be about to teach...) linguistics of any kind, and wants some company in this lonely old world.

Now September is upon us, the carefree gallivanting of conference season is drawing to a close, a flurry of academic employment contracts have been signed, and the lecture halls are once again beckoning us into their warm embrace. So this seems a good time to plug our little list, and beat the drum for membership. It's completely free! And if you aren't 100% satisfied then you'll be refunded in full!

For this annual rush it would be easiest to funnel people into a secure Google doc so that email addresses can be collected and added to the list en masse. I know there's a self-registration system, but with that each new member request has to be individually approved. Call me lazy...

So, if teaching linguistics currently occupies some or all of your time, please head along here and add your email address: http://goo.gl/PvYu97.

Lastly, allow me to introduce my co-moderator / co-overlord (coverlord?), Dr. Charlotte Selleck at the University of Worcester: c.selleck@worc.ac.uk. Please distribute any praise and/or blame equally between us.

Dave Sayers dave.sayers@cantab.net