Details of Edinburgh TESOL and Applied Linguistics (ETAL) seminars.
2019 Seminar Series
|Date/Speaker/Presentation details /Recordings||Venue/Time|
Dr Katerina Strani, Heriot-Watt University - Further details TBC
|Venue + time TBC|
Dr Yongcan Liu, University of Cambridge
The importance of developing a cross-field language policy to help unlock the potential of bilingual migrant children
In this talk, I argue for the importance of developing a cross-field language policy to help unlock the potential of bilingual migrant children in schools and communities. I start with a theoretical argument for the need to redefine the concept of ‘communicative competence’ to include a heritage dimension, in wake of the context of ‘super-diversity’ and ‘super-uncertainty’. I then illustrate this argument based on several distinct yet interlocking strands of work that I have been involved in the past few years: English as an additional language, MFL in schools, heritage language maintenance, and languages in EiE. A common thread that runs through all four strands of work seems to point to the importance of valuing language heritage in learning. The talk concludes by suggesting some preliminary ideas for a cross-field language strategy to support the education of bilingual children on the move based on a broadened notion of ‘communicative competence’.
|PL 1.18 / 5:30pm|
Professor Wei Li, University College London (UCL) Institute of Education
Multi-competence, translanguaging and mobile self-directed learning
This is a conceptual paper that aims to extend the concept of Linguistic Multi-Competence and advance Translanguaging as a research perspective. It focuses on the theoretical foundations of Translanguaging and explores the implications for language teaching and learning in particular and for bilingualism and multilingualism research generally. Empirical examples from self-directed mobile language learning will be used to demonstrate the added value of the Translanguaging approach.
|PL 1.18 / 5:30pm|
Licia Masoni, University of Bologna
Authentic children’s literature as a source of language for primary EFL learners and trainee teachers
Authentic picturebooks constitute a motivating and emotionally conducive means to acquire natural English in context and develop intercultural competence for (very) young learners (Masoni 2018, 2019). The highly formulaic language of picturebooks promotes mechanisms of implicit learning which children rely on to a great extent in the process of acquiring a second or foreign language (Snow 1983, Muñoz 2006, Wray 2008). Books use language in ways that are both linguistically enriching for learners and pedagogically informed: they accompany and sustain children in their learning process.
Primary EFL teachers worldwide are making growing use of picturebooks in the classroom.Yet, children’s literature represents much more than a valid teaching tool: it is first and foremost a powerful source of learning for teachers themselves (Ding 2007). Indeed, research has proved that exposure to children’s literature has positive effects in the adult EFL classroom, and various scholars have been advocating for the need to boost formulaic learning among adults (Wray 2008). Exposure to children’s literature grants prospective teachers access to formulaic language and most of all English as used by, with and around children, as well as a knowledge of the culture and imagination of childhood embedded in the target language.
I argue that these and other factors can have important effects on trainee teachers’ ability to experience a sense of authenticity when learning and teaching the FL, as well as on their future ability to communicate with children in meaningful ways.
|PL 1.19 / 5:30pm|
Dr Katerina Strani, Heriot-Watt University
Discussing Multilingualism and Politics
Multilingualism constitutes an integral part of post-national citizenship, in which political argumentation may defy linguistic barriers. Together with the profusion of new publics, the rise of new media and ‘third spaces’ of communication (Wright, 2014; Bhabha, 1994), multilingual communication has altered the normative make-up of the public sphere both in terms of structure and communicative nature.
‘Emergent publics’ (Angus, 2001; Koller & Wodak, 2008), ‘counter-publics’ (Fraser, 1993; 1997) and diasporic public spheres are no longer defined solely by their agonistic nature but also by the way this is expressed through their (choice of) language. Multiple languages representing multiple cultures signify multiple competing rationalities in essentially agonistic public spheres. Power differentials in these multilingual - physical and virtual - public spheres are not rooted in status, education, or access, for instance, but instead on the language (chosen) for communication. In cases where a lingua franca is chosen, the power differentials are clearer between native and non-native speakers of the lingua franca. In diasporic public spheres, power differentials may also derive from different stages of integration. And yet at a political level, the interplay between language and citizenship practices needs to be emphatically thematised and investigated. Important work has been done in the fields of translation and politics, the politics of multilingualism, and multilingual publics that needs to be considered before revisiting the nexus between multilingualism and politics (Wodak, Nanz, Doerr, Baker, to name but a few).
There have also been studies on migrant publics in diasporic public spheres (Volkmer, 2014; Hill, 2016 and many others). We need to recognise and thematise the liminality of such publics, who, partly because of their heterolinguality, shift between counterpublic and ‘mainstream’ publics, or are often part of culturally enriched hybrid publics. It is without doubt that multilingualism affects both the social construction of cosmopolitan civic identities as well as the actual conduct of democratic politics, such as new concepts of citizenship and new forms of deliberation. This seminar will discuss ways of revisiting the relationship between multilingualism and citizenship practices.
|CH 2.03 /5:30pm|
Professor Adrian Blackledge and Professor Angela Creese, University of Stirling
> Recording of talk: Translanguaging as pedagogy in and beyond the classroom
|PL 1.26 /5:30pm|
Andrew Drybrough, PhD Student here at MHSE, University of Edinburgh
Reflections on a PhD story so far
Writing a PhD has often been compared to writing a story. In this presentation I will talk about the PhD as a story, or rather I will present it in the form of a number of stories which include reflections based on my own experience on ideas such as: ‘serendipitous moments and plot turns’, ‘stories behind stories’, ‘stories within stories’ and the ‘story climax’.
|PL 1.26 /6pm|
Dr Samaneh Zandian, MHSE, University of Edinburgh
> Recording of talk: Children's Perceptions of Cross-cultural Encounters
Examples of other past events
EELC Conference 2018 - Edinburgh | Linguistic Ethnography in a Changing World | 20-21 Sept 2018
EELC Conference 2018 will bring together researchers from around the world, to share research around ethnography, language and communication. The conference title is ‘Linguistic Ethnography in a Changing World’ – asking how LE might contribute to public and scholarly debate.
Keynote Speakers: Plenary: Dr Deborah Swinglehurst and Jürgen Jaspers
Workshops: Digital Ethnography Workshop: Professor Rodney Jones, Multimodal Interaction Workshop: Dr Jeff Bezemer
Date: Thursday 20 - Friday 21 September 2018
Venue: Holyrood Campus
SATEAL Conference 2018 | 17 March 2018
The annual conference of the Scottish Association for Teachers of EAL (SATEAL)
Speakers/Workshops: Opening remarks from Dr Andy Hancock followed by a series of workshops
Date/Time: Sat 17 March 2018
Edinburgh TESOL and Applied Language (ETAL) Seminar Series | Jan - Mar 2018
Dates / Speakers / Titles
- 17 January 2018: Professor Do Coyle, Edinburgh: Why language teachers need to care: making sense of a pluriliteracies approach to deeper learning from a transdisciplinary and translinguistic perspective
- 31 January 2018: Professor Jonathan Culpeper, Lancaster: Impoliteness: A survey
- 14 February 2018: Dr Robert Sharples, Edinburgh: Is it time for a ‘mobile turn’ in EAL?
- 28 March 2018: Professor Steve Walsh, Newcastle: Dialogic Reflection