25.843, Calls: Applied Linguistics/UK

Wed Feb 19 17:01:58 UTC 2014

LINGUIST List: Vol-25-843. Wed Feb 19 2014. ISSN: 1069 - 4875.

Subject: 25.843, Calls: Applied Linguistics/UK

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Date: Wed, 19 Feb 2014 12:01:39
From: Martin Lamb [m.v.lamb at education.leeds.ac.uk]
Subject: 10th Annual Conference of the BAAL Language Learning and Teaching SIG

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Full Title: 10th Annual Conference of the BAAL Language Learning and Teaching SIG 
Short Title: BAAL LLT SIG 

Date: 03-Jul-2014 - 04-Jul-2014
Location: University of Leeds, United Kingdom 
Contact Person: Louise Williams
Meeting Email: baalsig2014 at leeds.ac.uk
Web Site: http://www.baal.org.uk/sig_learn_teach.html 

Linguistic Field(s): Applied Linguistics 

Call Deadline: 23-Mar-2014 

Meeting Description:

Recognizing complexity in language learning and teaching
Hosted by the School of Education, University of Leeds

Confirmed Plenary Speakers:

Professor Adrian Holliday, Canterbury Christ Church University
Dr Sarah Mercer, Karl-Franzen University Graz, Austria
Professor Pauline Foster, St Mary’s University College Twickenham

Registration:

Conference registration will open in the spring of 2014. Conference fees (subject to confirmation at opening of registration) are likely to be:

BAAL members: £135.00
Non-BAAL members: £155.00
Student/unwaged: £110.00
Conference dinner: £35.00

Bed & breakfast accommodation at less than £40/night will be available on campus. 

For Sporting Linguists:

Stay till the Saturday to watch Le Grand Départ from Leeds city centre as the Tour de France comes to Yorkshire! 

General enquiries should be addressed to Martin Lamb m.v.lamb at education.leeds.ac.uk, Richard Badger r.g.badger at education.leeds.ac.uk, or James Simpson j.e.b.simpson at education.leeds.ac.uk.

2nd Call for Papers:

BAAL Language Learning and Teaching SIG conference in Leeds, UK, 3-4 July

Everywhere we look in language education, things seem to be getting more complex. Once it seemed we had a manageable set of individual differences to distinguish learners; now, recognizing them as whole persons, we see an almost infinite array of attributes, identities and trajectories. Regarding learning activities, we long ago abandoned the search for a one-size-fits-all methodology for language teaching but the pedagogic options continue to multiply and the potential subject matter of the syllabus keeps expanding. We know teaching must fit the context, but on close inspection the classroom is found to be irreducibly complex too, and is often just one node in a network of communities relevant for learning. And in the broader context of language development and use, communities which were once largely monolingual are now ‘superdiverse’.

What are teachers to do? Will continued research in language education inevitably complexify matters further? Or is it producing insights that can genuinely help teachers and learners? Are there theories, new or old, which offer hope of greater clarity in our understanding of learning and teaching processes?
Contributions are invited that address any of these questions, or indeed any other question broadly pertaining to the theme.

Papers are invited for presentations of 20 minutes + 10 minutes for questions. Poster proposals are also welcomed. Please send title and 250-word proposals for these by Sunday, 23 March 2014 to: baalsig2014leeds.ac.uk.

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