37.1829, Confs: From Theory to Practice: Linguistics in the Additional Language Classroom (Norway)

Wed May 20 10:05:02 UTC 2026

LINGUIST List: Vol-37-1829. Wed May 20 2026. ISSN: 1069 - 4875.

Subject: 37.1829, Confs: From Theory to Practice: Linguistics in the Additional Language Classroom (Norway)

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Date: 18-May-2026
From: Lenka Garshol [lenka.garshol at uia.no]
Subject: From Theory to Practice: Linguistics in the Additional Language Classroom

>From Theory to Practice: Linguistics in the Additional Language
Classroom
Short Title: LALC
Theme: Linguistic approaches to instructed second language acquistion

Date: 23-Nov-2026 - 24-Nov-2026
Location: Kristiansand, Norway
Contact: Lenka Garshol
Contact Email: lenka.garshol at uia.no

Linguistic Field(s): Applied Linguistics; General Linguistics;
Language Acquisition; Linguistic Theories

Submission Deadline: 15-Aug-2026

There is a heightened and growing interest in integrating (formal)
linguistics into the language classroom (Trotzke & Kupisch, 2020), as
evidenced by the recent launch of the journal Pedagogical Linguistics
in 2020 (Hudson, 2020; Trotzke, 2023; Widdowson, 2020) and large-scale
pedagogical projects like Sheehan and colleagues’ Modern Foreign
Languages in the UK (Sheehan et al., 2021, 2024). The claim is that
appropriate adaptation of theoretical linguistic concepts and
knowledge for the classroom can benefit learners not only in terms of
improved language skills, but also in terms of metalinguistic
awareness and general knowledge about language, including challenging
the standard language ideology (Milroy & Milroy, 2012) and problems
that come with it (i.e. overly prescriptive language views, linguistic
discrimination, etc.). Sheehan et al. (2021, 2024), for example, have
shown how this might be implemented successfully in an L2 secondary
school classroom, but whether their methods also lead to improvements
in language skills remains to be seen.
At the same time, developments in L2 and L3 acquisition research have
refined our understanding of how languages in the multilingual mind
interact, for example, in terms of a learner’s starting hypotheses
about their Ln, the sources of facilitative and nonfacilitative
transfer, and differences in metalinguistic awareness between L2 and
Ln acquisition (among others, Cabrelli et al., 2023). Angelovska &
Hahn (2023) argue that such findings should feed into instruction in
the language classroom, and doing so requires adequate linguistic
training for teachers. Despite what is often referred to as the
multilingual turn in language education and an increased focus on the
importance of metalinguistic awareness in the L2/Ln classroom (Krulatz
et al., 2018; Šurkalović, 2014), studies show that knowledge of
language structure among language teachers, teacher students, and
presumably also pupils is still low (Borg, 2005; Brøseth & Nygård,
2023).
Baryam & Rothman (2020) point out that findings from linguistic
research, including work on acquisition and theoretical linguistics,
rarely feed into classroom practices. Their integration has, to a
degree, been hindered by the generative distinction between language
acquisition and language learning, which predicts that explicit
grammatical knowledge, or metalinguistic awareness, cannot be
transformed into automatized implicit knowledge. The strength of this
position has been weakened with new theoretical advancements, and
several other scholars (e.g. Angelovska & Hahn, 2023; Rankin & Whong,
2020) also argue that language teaching should be informed by
contemporary research in both language acquisition and theoretical
linguistics. While some suggestions for theory-specific or
theory-neutral approaches to the integration of linguistics in
language education have been made (e.g. Nygård & Børseth, 2025; Rankin
& Whong, 2020; van Rijt & Coppen, 2017; Part I of Whong et al., 2013),
this field and its empirical applicability are still being tested (see
e.g. contributions in Part II of Whong et al., 2013, submissions to
Pedagogical Linguistics).
This workshop aims to bring together researchers in formal
linguistics, multilingualism, pedagogical linguistics, and Ln
acquisition, as a means to explore how these lines of research can
inform each other and feed into practices in the language classroom.
We invite contributions which address the following or related
research questions:
 - How can different traditions within linguistics inform classroom
practices, teacher education, or language education policies?
 - Which linguistic concepts are most appropriate for the language
classroom and at what level of detail?
 - What role do proficiency level, learner type (e.g. child,
adolescent, adult), and type of language classroom (L2, L3) play in
the integration of linguistics in the classroom?
 - What are the major goals of integrating linguistics in the
classroom, and how can we motivate its inclusion for practitioners,
textbook publishers, and policy makers?
 - How can advances in language acquisition, multilingualism, and
formal theoretical linguistics advance language classroom pedagogy
(including teacher training, classroom learning materials, and
language education policies), both individually and together?
 - What role does metalinguistic awareness play in successful
(instructed) language acquisition, and how can it best be utilized to
support language acquisition in the classroom?
 - What are potential issues that arise in integrating linguistics in
the classroom, and how can they be mitigated? Both success stories and
failure stories are welcome.
We invite submissions of anonymous abstracts (Times New Roman 12,
single-spaced, 2 pages max., references and examples included) for
presentations. Oral presentations will be held in English and last 20
minutes with an additional 10 minutes for discussion. Reports on work
in progress with preliminary results are also welcome. The number of
submissions is limited to one single-authored plus one co-authored
abstract per author (or two co-authored ones). By submitting an
abstract, you agree to be contacted to be a reviewer for the workshop
(up to two papers). Please submit your anonymous abstract via Oxford
Abstracts here: https://app.oxfordabstracts.com/stages/82567/submitter
Invited Speakers:
 - Michelle Sheehan (Newcastle University)
 - Tanja Angelovska (University of Kassel)
 - Andreas Trotzke (Universität Konstanz)
 - Rolf Kreyer (Philipps-Universität Marburg)
This workshop is funded by the University of Agder and the European
Second Language Association (pending).
Important Dates:
 - Submission deadline: August 15
 - Notification of acceptance / Registration opens: September 15
 - Registration closes: November 9
 - Workshop dates: November 23-24 (Mon/Tues)
References:
Angelovska, T., & Hahn, A. (2023). Third language acquisition in the
classroom. In J. Cabrelli, A. Chaouch-Orozco, J. González Alonso, S.
M. Pereira Soares, E. Puig-Mayenco, & J. Rothman (Eds.), The Cambridge
handbook of third language acquisition (pp. 466 - 491). Cambridge
University Press. https://doi.org/10.1017/9781108957823.019
Bayram, F. & Rothman, J. (2020). Formal linguistics and language
education: A view from bilingualism research. In Trotzke, A. &
Kupisch, T. (Eds.), Formal linguistics and language education: New
empirical perspectives (pp. 11-19). Springer.
Borg, S. (2005). Experience, Knowledge about Language and Classroom
Practice in Teaching Grammar. In N. Bartels (Ed.), Applied Linguistics
and Language Teacher Education (pp. 325-340). Springer.
https://doi.org/10.1007/1-4020-2954-3_19
Brøseth, H., & Nygård, M. (2023). Norwegian first-year student
teachers’ knowledge of L1 grammar. L1-Educational Studies in Language
and Literature, 23(1), 1-30.
https://doi.org/10.21248/l1esll.2023.23.1.411
Cabrelli, J., Chaouch-Orozco, A., González Alonso, J., Pereira Soares,
S. M., Puig-Mayenco, E., & Rothman, J. (Eds.). (2023). The Cambridge
handbook of third language acquisition. Cambridge University Press.
https://doi.org/10.1017/9781108957823.
Hudson, R. (2020). Towards a pedagogical linguistics. Pedagogical
Linguistics, 1(1), 8-33.
Kreyer, R. (2023). The linguistic toolkit for teachers of English:
Discovering the value of linguistics for foreign language teaching.
Narr Francke Attempto Verlag.
Krulatz, A., Dahl, A., & Flognfeldt, M. E. (2018). Enacting
Multilingualism: From Research to Teaching Practice in the English
Classroom. Cappelen Damm Akademisk.
Milroy, J. & Milroy, L. (2012). Authority in language: Investigating
Standard English. Routledge.
Nygård, M., & Brøseth, H. (2025). A programme for L1 Norwegian grammar
teaching on generative grounds. In H. Härtl & K. Zaychenko (Eds.),
Grammatical Categories in Linguistics and Education (pp. 33-62). De
Gruyter Mouton. https://doi.org/10.1515/9783111140803-003
Rankin, T. & Whong, M. (2020). Grammatical concepts for pedagogical
grammar. In Trotzke, A. & Kupisch, T. (Eds.), Formal linguistics and
language education: New empirical perspectives, (pp. 21-41). Springer.
Sheehan, M., Corr, A., Havinga, A., Kasstan, J., & Schifano, N.
(2021). Rethinking the UK Languages Curriculum: Arguments for the
Inclusion of Linguistics. Modern Languages Open, 2021(1), 1-24,
Article 14. https://doi.org/10.3828/mlo.v0i0.368
Sheehan, M., Havinga, A. D., Kasstan, J. R., Stollhans, S., Corr, A.,
& Gillman, P. (2024). Teacher perspectives on the introduction of
linguistics in the languages classroom: Evidence from a co-creation
project on French, German and Spanish. British Educational Research
Journal, 50(4), 1935-1961. https://doi.org/10.1002/berj.4009
Šurkalović, D. (2014). Forbereder grunnskolelærerutdanningen
engelsklærere for undervisning i engelsk som tredjespråk i Norge? Acta
Didactica Norge, 8(2),1-17.
Trotzke, A. & Kupisch, T. (2020). Formal linguistics and language
education: Bridging the gap. In Trotzke, A. & Kupisch, T. (Eds.),
Formal linguistics and language education: New empirical perspectives
(pp. 1-8). Springer.
Trotzke, A. (2023). Pedagogical linguistics: Connecting formal
linguistics to language teaching. Language, 99(3), e153-e175.
van Rijt, J., & Coppen, P.-A. (2017). Bridging the gap between
linguistic theory and L1 grammar education – experts’ views on
essential linguistic concepts. Language Awareness, 26(4), 360-380.
https://doi.org/10.1080/09658416.2017.1410552
Widdowson, H. (2020). Linguistics, language teaching objectives and
the language learning process. Pedagogical Linguistics, 1(1), 34-43.
Whong, M., Gil, K.-H., & Marsden, H. (2013). Universal Grammar and the
second language classroom. Springer.

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