Past Language Education Seminars
The following seminars have been run by CLER since October 2005.
Wednesday 22 July 2009
Tom Morton
Content and Language Integrated Learning (CLIL) lessons as discursive practice: investigating interactional competence, learning opportunity and teacher cognition
Room: HP 2.25
Time: 12:30 - 2:00 p.m.Content and Language Integrated Learning (CLIL), a form of bilingual education in which the study of curricular content is combined with the learning of a modern foreign language, is rapidly growing in popularity throughout the world. Graddol (2006) sees CLIL, along with teaching English to young learners (EYL) and English as a Lingua Franca (ELF) replacing EFL as the dominant paradigm in English language learning in the relatively near future. However, in spite of this popularity, language objectives for learning in CLIL are not always clearly specified, and practitioners often lack a metalanguage for talking about the communication in their classrooms (Dalton-Puffer, 2007). In this talk I report on a study of the discursive practices and cognitions of four CLIL teachers in a bilingual department in a secondary school in Spain. In the study, video recording and transcription were used to explore the discursive practices and interactional competences (Young, 2009) displayed in the classrooms. Follow-up video stimulated interviews were used to elicit the teachers’ perceptions, opinions, beliefs and attitudes (POBAs) about the discursive practices in their classrooms. From the study, a framework for describing discursive practices in the CLIL classrooms was developed. It is proposed that this framework would be of use in developing a more theoretically sound and precise understanding of the constraints and affordances for both curricular content and language learning in CLIL classrooms, for practitioners, researchers and policy-makers.
References
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins.
Graddol, D. (2006). English Next. Why global English may mean the end of ‘English as a Foreign Language’ British Council.
R. F. Young. (2009). Discursive practice in language learning and teaching. Malden MA, & Oxford, UK: Wiley-Blackwell.
Thursday 16 July 2009
Pilar Mur Dueñas (University of Zaragoza)
Analysing academic discourse: an intercultural view on research publications
Room: HP 2.25
Time: 12:30 - 2.00 p.m.English has no doubt become the language of publication in the academia. Most -if not all- high impact journals are nowadays published in English, and getting one's research article accepted in any of them is a great concern for scholars worldwide, as tenure, promotion and other reward systems are based on them. Writing academic texts in English is even harder for non-native scholars who are used to different writing conventions and styles in their own disciplinary national contexts. In this context, carrying out intercultural specific analyses may be useful to better determine where the differences lie in writing in two different socio-cultural contexts (local in a national language, and international in English) and thus better inform non-native scholars on the necessary adjustments to be made to have better chances of successful publication in the competitive international context. Further, in the last decades the interpersonal nature of academic communication has been stressed in the English for Academic Purposes literature. Previous studies have highlighted the fact that the use of particular rhetorical and discursive features which contribute to building the writer-reader interaction responds to differing conventions in different disciplines and academic genres as well as in different cultural contexts. That is, the use of these features which signal the author’s presence in the text is determined by the particular context in which academic texts are written and read.Thus, it is the aim of this talk to unveil the different ways in which academic writers project themselves in their texts, interacting with their audience and their texts, in two specific linguistic/cultural contexts. The analysis draws on research articles taken from the SERAC (Spanish-English Research Article Corpus) corpus, compiled by the InterLAE Research Group at the University of Zaragoza (Spain) (www.interlae.com). This corpus currently consists of 576 RAs belonging to 8 different disciplines and is divided into three comparable corpora: (i) research articles published in English by native speakers in international publications of high impact, (ii) research articles in English published in the same international publications by Spanish writers, and (iii) research articles in Spanish by Spanish writers taken from national publications. For this talk, I will mainly draw on research articles from the discipline of business management in the three sub-corpora. Text-based analyses, combined with ethnographic insights from authors, will show how the writer-reader interaction is usually encoded differently in the academic texts according to the authors' linguistic background and/or context of publication. Pedagogical applications and implications from the analysis will be drawn and suggestions for creating materials upon them offered.
Tuesday 31 March 2009
Mohammad Reza Anani Sarab (Shahid Beheshti University, Tehran)
The current state of language education in Iran: meeting the challenges
Room: Hillary Place G.18
Time: 12:30 - 2:00 p.m.
Tuesday 25 November 2008
Candace Harper (University of Florida)
Disciplinary Experts? EAL and Reading Teachers Perspectives and Practices in Teaching Reading to EAL Learners
Room: ECS 10.81
Time: 12:30 - 2.00 pm
Current educational accountability requirements in the U.S. have mandated that all students scoring below grade level on a standardized reading test must receive 90 minutes of intensive reading instruction daily. Many EAL learners are caught in this net of remediation and scheduled into Reading Intervention classes with native English-speaking students and with teachers who have not been formally prepared to address their language and literacy development needs. This paper explores the perspectives and reported instructional and assessment practices of Reading teachers and of EAL specialist teachers through semi-structured interviews conducted in four Florida schools. Emerging insights into these teachers’ divergent views on the nature of literacy teaching, learning, and assessment can inform our understanding of EAL/Reading teacher expertise, preparation, and professionalism.
Thursday 23 October 2008
Professor Carol Bohmer (Department of Government, Dartmouth College, Hanover, USA)
The Catch 22 of Political Asylum
Room: LSSI, Beech Grove House
Time: 12.00 - 2.00 p.m.This presentation will address the many contradictions and paradoxes in current asylum policy. Based on comparative micro level research in the US and the UK, I examine how these countries can reconcile the obligation to provide a safe haven for those fleeing persecution with their concern about opening the floodgates to millions of refugees, as well as concerns about abuse of the asylum system by economic migrants and potential security breaches by would-be terrorists. Because of these concerns, the system is administered in ways intended to drastically limit the numbers of successful asylum seekers. The asylum seekers themselves are caught in a web of contradictory and unfulfillable expectations.
All welcome, there is no charge for attendance but places are limited and therefore it is essential you register your intention to attend by emailing your details to a.chantry@leeds.ac.uk
A sandwich lunch will be provided.
Tuesday 21 October 2008
Prof. Ken Hyland (Institute of Education, University of London)
Being Swales and Cameron: Constructing identity in applied lingusitics
Room: EC Stoner 10.70
Time: 12:30 - 2:00 pm
Identity is a central organizing principle of our social worlds, yet remains something of an elusive and contested concept. Recent research, however, has emphasized the close connections between writing and the construction of an author’s identity as we negotiate representations of ourselves through the discourses of our communities. In academic contexts this is often viewed as a repressive and determining system which privileges certain ways of making meanings and so encourages the performance of certain kinds of identities. We can, however, see disciplinary conventions as pattern of options which allows writers to actively accomplish an identity through discourse choices. In this paper I show how this is achieved in the work of two leading figures in applied linguistics: John Swales and Debbie Cameron. By comparing the work of each author with a broader applied linguistics corpus of 750,000 words, I show how their linguistic choices reflect distinctive discoursal identities which marks out their work from the broader corpus. I suggests how disciplinary status can contribute to an independent creativity shaped by shared practices.
Tuesday 14 October 2008
Dr Chefena Debenna
Eritrean Mother Tongue Education Policy in a Global Sociolinguistic Perspective
Room: EC Stoner 7.73a
Time: 12:30 - 2pmEritrea, the newest and a small country in the Horn of Africa, has a population of 3.5 ml who speak nine different languages. Its mother tongue education policy, guided by the legacy of egalitarian social policy, was declared upon independence in 1991. However, language policy in Eritrea is least debated, publicized and research area of study. According to the rhetoric level all languages have equal status and equal opportunity to develop and so nine ethnic group use their languages as medium at the primarily school level. Eritrea’s adult literacy rate is 15 % while 80% of its population live in the rural area.
This paper investigates the viability of this policy given the controversy and resistance it generated among some communities and in the light of the emerging language values and attitudes. An overview of evaluations of language policy decisions by Eritrean scholars vis-à-vis existing paradigms on in multilingual context is given is given. The nation-state triple tasks - of guaranteeing linguistic equality of its diverse communities, forging nationalism and mediating in global sociolinguistic processes is discussed. Amid the global discourse of linguistic right which informs Eritrean language policy versus the global sociolinguistics processes which exert influence locally are analysed. The consequences of language policy decisions and public evaluation is viewed against the backdrop of nation-building which the state claims to be engaged in. How state fulfils is function of mediating between the world and the village in terms of delivering and ensuring equal distribution of communicative resources to enable its citizens to survives at both local and global systems is critically analysed. The paper also gives an overview of the impact of globalization with regard to recent narrative of Eritrean nationalism. Finally, the paper identifies the salient issue involved in language policy decisions that need to be addressed and critically debated .
Tuesday 10 June 2008
Dr Do Coyle, University of Nottingham
Using Languages for Learning - a critical exploration of the CLIL explosion
Room: ECS 7.73a
Time: 12:30 - 14:00In this talk I will take a critical view of Content and Language Integrated Learning (CLIL) as an answer to current language learning issues in the UK. I shall deconstruct what CLIL really means in the UK context and advocate that for successful implementation it demands a reconceptualisation of the role which a foreign language plays in learning. I shall also suggest that CLIL provides a context for exploring a fundamental shift in how language learning might develop and the barriers which may prevent this evolution.
Tuesday 20 May 2008
Prof. Malcolm Coulthard, Aston University
The linguist as detective: forensic applications of linguistic analysis
Room: School of Music, LT1
Time: 17:15-18:30
This lecture is part of the series 'Language in the Public Interest'. Please contact Catherine Haworth to confirm your attendance.
Tuesday 15 April 2008
Dr Steve Walsh (Newcastle University)
Interaction, language use and orientation to knowledge in small group teaching in higher education
Room: ECS 7.83
Time: 12:30 - 14:00In Higher Education, the seminar is seen as a context in which academic dialogue and critical thinking around disciplinary content are most likely to take place. However, it is not clear which types of interaction in seminars and other tutor-led small group teaching contexts are most conducive to the learning of disciplinary content. In this talk, I consider the relationship between interaction, language use and orientation to disciplinary knowledge in tutor-led small group teaching sessions. Using a combined corpus linguistics/conversation analysis methodology, I relate Bernstein’s notions of ‘vertical’ and ‘horizontal’ discourses in education to interaction patterns and language use. I describe four distinct ‘micro-contexts’ (procedural, didactic, empathic and argumentational) and then characterize the interactional organisation of these micro-contexts, relating them to the different orientations to knowledge displayed by the participants. Finally, I consider how a greater awareness among tutors and students of these features may enable them to further develop the seminar as a space for learning.
Thursday 06 March 2008
Professor Guy Cook, Open University
'Specially selected': Persuasive language and the politics of food
Room: School of Music, LT1
Time: 17:00 - 18:45
This lecture is part of the series 'Language in the Public Interest', and tea and coffee will be available from 17:00. Please email Catherine Haworth to reserve your place (c.m.haworth@leeds.ac.uk).
Wednesday 13 February 2008
Prof. Tope Omoniyi (Roehampton University)
Autoethnography and Applied Linguistics: Interrogating the Journey to Now-Self
Room: ECS 8.90
Time: 12:30 - 14:00
My objective in this talk is to theorize autoethnography as part of a social interventionist regime that entails self-reflection, revisitation, public vision and construction. I shall attempt to do this through a critique of autoethnography both as a method and as a theoretical paradigm and argue that it lends itself usefully to the tracking of an intellectual journey on which applied linguistics simply for the sake of applied linguistics (or any academic enterprise for that matter) becomes less desirable, less expedient and a luxury, more so in some contexts than others. I shall explore how our reflections and dialogues through time both construct US in the present, the Now Self and locate us as 'public intellectuals' (Edward Said 1993).
Tuesday 04 December 2007
Dr Simon Borg (University of Leeds)
Integrating grammar in adult TESOL classrooms
Room: HP G18
Time: 12:30 - 14:00
This talk reports on a study which examined the beliefs and practices about the integration of grammar and skills teaching reported by 176 English language teachers from 18 countries. The study also examined how teachers conceptualize the notion of integration and the sources of evidence they draw on in assessing the effectiveness of their instructional practices in teaching grammar.
Thursday 22 November 2007
Professor Hilary Nesi (Coventry University)
The function of laughter in university lectures
Room: ECS 7.70
Time: 12:30 - 14:00
Laughter has been studied in some detail in recent years, both from a biological and psychological perspective (Provine 2000) and from a sociolinguistic perspective (Glenn 2003). There is also a growing body of research into the expression and purpose of conversational and workplace humour (for example Norrick 2003, Kotthoff 2003, and the New Zealand-based Language in the Workplace project led by Janet Holmes). Rather surprisingly, however, the role of laughter in educational settings has been neglected, even though this would be relevant to any investigation of power-distance relationships in educational contexts, and the means by which teachers impart values to their students, and model attitudes to knowledge.This talk will examine laughter episodes in the lecture components of British Academic Spoken English (BASE) corpus http://www.coventry.ac.uk/base, a collection of speech events recorded at the Universities of Warwick and Reading between 1998 and 2005, and the Michigan Corpus of Academic Spoken English (MICASE), a collection of speech events recorded at the University of Michigan between 1997 and 2001. The two corpora are similar in size (about 1,700,000 words) and contain lectures on comparable topics, at a comparable level of study, although the MICASE lecture component is smaller than that of BASE because MICASE includes a wider variety of speech events, whereas BASE focuses solely on lectures (primarily monologic) and ‘seminars’ (where the students tend to do the talking).
In both corpora university teachers impart values and model attitudes to knowledge, thus functioning to socialize students into the discourse community. Speech events complement the written component of the academic programme by presenting a more informal and social response than is acceptable in the public arena, and this interpersonal dimension is expressed through explicit self-reference and somewhat more polarized evaluative comments (as noted in Swales and Burke, 2003).
A comparison of the two sets of lectures reveals some interesting differences in terms of lecturing style and student participation. In both corpora, much student laughter can be interpreted as a display of compliance, subservience or solidarity with the dominant group member – the lecturer. In the more interactive MICASE lectures, however, there is less micromanagement of discourse organisation than in the BASE lectures, leading to longer anecdotes rather than British-style wordplay and pre-rehearsed ‘one-liners’. Also, whereas laughter episodes are clearly linked in both corpora to functions such as speaker self-deprecation and teasing, British and American lecturers tend to focus on different defects in themselves and their audiences.
The talk will be illustrated with examples from BASE and MICASE.
Further details of this seminar.
Tuesday 13 November 2007
Professor Ruth Wodak, Lancaster University
Constructing European Identities: Aspects of Access, Participation and Exclusion in the EU Political Process
Room: LT1, School of Music
Time: 17:00 - 18:45
This lecture is part of the series 'Language in the Public Interest', and tea and coffee will be available from 17:00. Please email Catherine Haworth to reserve your place (c.m.haworth@leeds.ac.uk).
Thursday 13 September 2007
Ouyang Huhua, Guangdong University of Foreign Studies
Authoritarian decision maker, protector, and a caring mother? The ideal supervisors in the Chinese research students' eyes
Room: RSLT 1
Time: 12:30 - 14:00
Based on longitudinal ethnographic observation, this talk would offer insider's views on Chinese research students' deeply rooted assumptions and expectations for their supervisors,on who they are, what and how they should help the students in the process of the thesis writing. I shall analyze the underlying socio-cultural machanism of such expectations, using a sociopsychological framework that interprets the interaction between supervisors and students as leaders to subordinates. I shall also put this leadership practice as constituted by and of the kind of community of practices featured by a state-owned work unit 'danwei', Or traditional extended family, in which the Chinese students have been socialized. The implication for the supervisors coming from a different socio-cultural community of practices, largely featured by civil society, will be elaborated.
Tuesday 15 May 2007
John Flowerdew (City University of Hong Kong)
Writing for scholarly publication in English in Hong Kong and China: some reflections on an ongoing research project
Room: BT 1.17
Time: 13:00 - 14:00
While it is difficult to find firm evidence of intentional discrimination against scholarly writers who use English as an additional language, there is not doubt that in general they are at a disadvantage to scholars who have English as their first language. As Van Dijk (1994:276) has put it, such writers suffer “the triple disadvantage of having to read, do research and write in another language.” In this presentation, I will offer some ideas on how the difficulties experienced by scholarly writers who use English as an additional language might be conceptualized. I will talk about plagiarism, the experiences of a manuscript editor, and Goffman’s notion of “stigma”.
Tuesday 08 May 2007
Constant Leung (King's College London)
Second language competence: a view from academic discourse and literacies
Room: BT 1.17
Time: 13:00 - 14:00
The ability to communicate informally for social purposes in a second/additional language, even at high levels of lexico-grammatical accuracy and pragmatic familiarity, does not automatically translate into effective formal use, particularly in relation to reading and writing. A good deal of research in second language curriculum and pedagogy is focussed on this ‘language problem’. A high level of second language proficiency, however, does not automatically mean effective use of language for academic discourse. In this discussion, my main focus is on what counts as ‘good’ academic discourse (with particular reference to written discourse) because it highlights a profound conceptual, pedagogic and research issue in the prevailing notions of second language communicative competence. Samples of writing by 17-year-old pre-university students in London will be used to support the discussion.
Tuesday 24 April 2007
Elizabeth Taylor (Deakin University, Australia)
Saving face: the challenge for native and non-native speakers in MTESOL online discussions
Room: BT 1.17
Time: 13:00 - 14:00A study into how we could improve the online participation of postgraduate students was undertaken in the MTESOL coursework program at Deakin University in 2006. A key feature of all courses at Deakin, a major distance education provider, is the use of online discussions and reflections, both as a learning tool and for assessment purposes. Students in the MTESOL are a mixture of international students studying in Australia and local students who either attend classes face-to-face or who participate through distance learning. Some are experienced teachers, while some are quite new to the profession. Even when students are already teachers, many are changing their discipline area to TESOL as a career move. Both face-to-face and distance students interact in the same online spaces.
Online learning is particularly challenging for international students, not only because they are second-language speakers of English, but because the culture of study in Australia is unfamiliar. Lack of knowledge of the social conventions of interaction in English, both face-to-face and online, has been shown in the literature to affect the ability of international students to benefit from consultations with their lecturers. However, we have also found that online learning is challenging for local mature professionals returning to study. Most of these students appear reluctant to participate online, possibility due to the exposure of their written communication to the scrutiny of lecturers and peers.
Brown and Levinson’s (1987) concept of face-threatening acts (FTAs) carried out through language provides the theoretical approach to analysing the online discussions. This talk will present samples of the online communication and its analysis, to show how the analysis was able to throw light on types of language and behaviours that either discourage or promote online participation in a postgraduate study context.
Co-researchers: Elizabeth Taylor and Zosia Golebiowski - Deakin University, Melbourne
Tuesday 06 March 2007
Melinda Whong (Department of Linguistics and Phonetics, University of Leeds)
Situating Practice in Theory: An approach to teaching academic English
Room: BT 1.17
Time: 13:00 - 14:00This paper outlines an approach to teaching academic English which has been developed as an attempt to follow theoretical points in linguistics to their logical conclusion as they apply to the language classroom. The theoretical framework is the Modular On-line Growth and Use of Language (MOGUL) of Sharwood Smith and Truscott, which brings together a generative view of mental architecture with a processing view of language development from psycholinguistics. The curriculum itself draws from work in Construction Grammar (Goldberg 1995, 2006) and Genre Analysis (e.g. Swales 1990). The ultimate aim of the paper is to ask whether abstract linguistic theory has any more to say to language teachers than the general notions contributed by Krashen and his colleagues of several decades ago.
Tuesday 20 February 2007
Adrian Blackledge (University of Birmingham)
Identity Negotiation in Multilingual Settings
Room: BT 1.17
Time: 13:00 - 14:00In this paper I reflect on research in the field of multilingualism in Britain and ask questions which problematise the traditional dichotomies of micro/macro dimensions of social research. In particular, I ask questions about the ways in which language ideologies and linguistic practices are linked, rather than constituted as discrete and separate phenomena. Underpinning these questions is a focus on the complexity of language practices in a society in which the dominant ideology of English monolingualism is at odds with the reality of its multilingual population. I describe the English context and look at how English accrues a privileged value in relation to the minority languages of Britain, through constant ‘misrecognitions’ which occur in a wide range of language practices in public and private settings. I raise a number of questions in relation to micro and macro dimensions of multilingualism research: What do everyday interactional practices have to do with long-term forms of social organisation? Who has access to particular linguistic resources, how, where, when, and why? What constraints are there on access to linguistic resources? How do interactional practices influence existing structures?
I then consider how language ideologies and practices in relation to multilingualism interact in two quite different settings: (i) a language ideological debate in elite political discourse, which links languages other than English, and therefore speakers of these languages, with civil disorder, school underachievement, social segregation, poor employment prospects, mental health difficulties, and threats to democracy, citizenship and nationhood (ii) young people studying in complementary (community language) schools, where the complementary schools privilege and encourage particular identity positionings in their endorsement of flexible bilingualism, and allow the students a safe space for exploring ethnic and linguistic identities while producing opportunities for performing successful learner identities.
Tuesday 06 February 2007
David Block (Institute of Education, University of London)
Identity in second language learning research: Where we have been and where we are at present
Room: BT 1.17
Time: 13:00 - 14:00
In recent years, identity has become a key construct in the social sciences, ‘today’s talk of the town and the most commonly played game in town’, according to Zygmunt Bauman (2001: 16). Judging by the number of publications on the topic in the past decade, I think it is safe to say that Bauman’s words are relevant when applied to Applied Linguistics in general and Second Language Learning research (SLLR) in particular. Indeed for many SLLR scholars today, it is considered axiomatic that identity and language are inextricably linked. This paper is a reflection on where we have been and where we are at present as regards identity in SLLR. I begin by discussing what I call a generally post-structuralist approach to identity, suggesting that this approach to the topic has become the preferred one among researchers interested in links to be made between language learning and identity. I then consider how identity has been dealt with in SLLR over the years. First, I suggest that although identity was not a declared area of interest in SLLR in the 1970s and 1980s, it probably should have been, since identity issues often seem to be waiting in the shadows. I then examine how identity actually is a declared area of interest in much current SLLR and what some of the findings have been in this research. Finally, I conclude with some comments on where identity in SLLR might go in the future.
Tuesday 12 December 2006
Mª de Fatima F. Guilherme de Castro (UFU – PUC/SP – CAPES, Brazil)
Oral Competence in English: the frontier of pre-service education and the limits of in-service practice
Room: BT 1.17
Time: 13:00 - 14:00
This presentation has the aim of presenting part of my PhD research that has been developed in Brazil since August 2004. The objective has been to develop a study, in two phases, in order to investigate some subjects - in the position of pre-service and in-service teachers - aiming at expliciting the relation they have with their oral competence in English. In other words, how they represent their oral competence in English in each phase, what is the relation that can be established between these two phases and the implications and impacts of such representations in their learning and teaching experiences.
Tuesday 05 December 2006
Bethan Davies (Department of Linguistics and Phonetics, University of Leeds)
Institutional Apologies in UK Higher Education: Getting back into the black before going into the red
Room: BT 1.17
Time: 13:00 - 14:00This research is concerned with both the nature / structure of apology, and the effect(s) of a particular context on the function of a linguistic act. A small corpus of undergraduate student e-mail apologies was collected from the inboxes of two UK-based lecturers. These were analysed according to the type of offence apologised for, the structure of the apology and whether the offence had already occurred or not. Much of the data consisted of apologies occurring alongside other acts: the apology was often not the main business. Why, then, do students apologise to staff, particularly when apology is a minor function? The concepts of equity and equilibrium are used to explicate this usage: apologies are employed to pay debts/gain credit within this institutional relationship. A previously undescrived apology strategy which is focussed on improving the writer’s standing as ‘good student’ or ‘good person’ (and thus their credit balance) is also identified. This strategy – termed but-justification – is used to show that although an offence may have been committed, such behaviour is not indicative of the student’s “right relationship” and “pious attitude” (Goffman 1971: 118) to their institutional role as a student.
Tuesday 28 November 2006
Solange Faraco (University of Niteroi, Rio de Janeiro)
Metaphors of TIME in women's discourse
Room: BT 1.17
Time: 13:00 - 14:00
I am interested in talk about TIME in women's discourse and discourses
directed to women, and its potentially ideological implications. I use
metaphor analysis as a tool for exploring the ideology underlying text to
investigate the concept of TIME for Brazilian mature women.
In my talk I will briefly outline relevant aspects of contemporary
metaphor theory and their implications for the study of ideology and
language. I will present some conventionalised TIME metaphors discussed in
the literature and, finally, I will present an analysis of some of my
research data.
Tuesday 21 November 2006
Fiona Douglas, School of English, University of Leeds
Scottish lexis in Scotland’s newspapers – a pre and post-devolution comparison
Room: BT 1.17
Time: 13:00 - 14:00This paper examines the relationship between Scottish language (specifically lexis), national identity, and the press. In the past, Scotland has been described as a ‘stateless nation’ – a nation with a strong sense of national identity, but without the usual trappings of socio-political or economic self-determination. Under such circumstances, some would argue that language and other cultural identifiers have increased significance as national rallying points. Scotland has had, for many years, a vibrant Scottish national press, with its own distinctively Scottish identity. And arguably, Scottish newspapers can use distinctively Scots language as one way of maintaining their distinctive identity and appealing to a Scottish readership. Using a sizeable corpus of newspaper texts, this paper investigates the ‘how, what, where, why and when’ of Scots lexis in the press during two key data periods – 1995 (four years before Scottish devolution – devolution in 1999 having restored at least some, if not all, of Scotland’s nationhood) and 2005 (ten years later and securely in the post-devolution period).
Monday 17 July 2006
Michael Hoey Baines Professor of English The University of Liverpool
MA TESOL and TEFL one day conference
Room: BT 1.17
Time: 10.30 a.m. - 3.30 p.m.
This is a one day conference for MA TESOL and TEFL students. Michael Hoey's plenary will be at 10.30 followed by talks given by M.A nd PhD students.
Thursday 08 June 2006
Mukul Saxena (Universiti Brunei Darussalam)
A gradual transitional model of medium-of-instruction: A proposal for bilingual education policy planning in Brunei Darussalam
Room: HP G18
Time: 12:30 - 14:00
Further details of this seminar.
Tuesday 02 May 2006
Viv Edwards (University of Reading)
Language and social inclusion: translation and interpreting services in a multilingual society
Room: HP G18
Time: 13:00- 14:00
Further details of this seminar.
Tuesday 04 April 2006
Eddie Williams (University of Wales at Bangor)
Education as mystification: language in African classrooms
Room: HP G18
Time: 13:20 - 14:00
Please note that this paper will follow Dr Maeve Conrick - see details below. Sandwiches and soft drinks available from 12:00.
Further details of this seminar.
Tuesday 04 April 2006
Maeve Conrick, French Department, University College Cork
Language and Education: access to English schools in Quebec
Room: HP G18
Time: 12:30 - 13:10
Please note that this paper will be followed by Dr Eddie Williams - please see details above. Sandwiches and soft drinks available from 12:00
Further details of this seminar.
Tuesday 21 March 2006
Tom Morton (University of Leeds)
Aligning classroom talk and pedagogical goals in teacher-student interaction in a CLIL classroom
Room: ECS 8.90
Time: 13:00 - 14:00
Further details of this seminar.
Thursday 16 March 2006
Tommaso Milani (Centrum för tvåspråkighetsforskning Stockholms Universitet)
Language testing and citizenship: Poststructuralist perspectives on a language ideology in Sweden
Room: BT G.02
Time: 13:00-14:30
This seminar is a joint venture between the Centre for Language Education Research (CLER) and the Centre for Citizenship and Human Rights Education (CCHRE). Tea and coffee available from 12:45
Further details of this seminar.
Tuesday 14 March 2006
Martin Wedell (University of Leeds)
Teachers’ perceptions of EFL reform: exciting opportunity or threatening imposition? Some implications for policy makers and planners
Room: HP G18
Time: 13:00 - 14:00
Further details of this seminar.
Tuesday 21 February 2006
Caroline Dyer (POLIS, University of Leeds)
Literacy teaching and learning in Indian urban schools: Gujarati experiences
Room: G18
Time: 13:00 - 14:00
NB - This seminar was originally scheduled for 7 February 2006
Further details of this seminar.
Tuesday 13 December 2005
Belen Diez
The use of corpora in the TESOL classroom
Room: G 19 Hillary Place
Time: 2.00 p.m.- 4.00 p.m.
Numbers are limited for this seminar. Please contact Richard Badger on r.g.badger@education.leeds.ac.uk if you are planning to come.
Tuesday 06 December 2005
Jane Plastow (School of English and Drama, University of Leeds) and John Holmes (School of Education, University of Leeds)
Drama as a Research Resource: Investigating oracies and literacies in rural Eritrea
Room: Hillary Place G.18
Time: 13:00-14:00
Further details of this seminar.
Tuesday 06 December 2005
Penelope Robinson (University of Leeds)
Concerns, Challenges and Professional Development in the Young Learner EFL Classroom
Room: BT 1.17
Time: 14:00 - 16:00
Tuesday 29 November 2005
James Simpson (University of Leeds)
Testing the speaking skills of ESOL learners
Room: BT 1.17
Time: 14:00 - 16:00
Further details of this seminar.
Tuesday 22 November 2005
Martin Lamb (University of Leeds)
The impact of school on motivation to learn English: an Indonesian case study
Room: Hillary Place G.18
Time: 13:00 - 14:00
Further details of this seminar.
Tuesday 22 November 2005
Alice Deignan (University of Leeds)
Thinking and speaking with metaphors
Room: BT 1.17
Time: 14:00 - 16:00
Tuesday 08 November 2005
Rebecca O'Rourke (University of Leeds)
"Anything but teach": Situating Creative Writing in Education
Room: Hillary Place G.18
Time: 12:30 - 14:00
Further details of this seminar.
Tuesday 08 November 2005
Tom Morton (University of Leeds)
Learning to teach in pre-service teacher education in TESOL: A Dialogic Approach?
Room: RSLT 2
Time: 14:00 - 16:00
Tuesday 11 October 2005
Mike Baynham and James Simpson (University of Leeds)
The ESOL Effective Practice Project: Issues in combining quantitative and qualitative methodologies in classroom based research
Room: Hillary Place G.18
Time: 12:30 - 14:00
Further details of this seminar.
Tuesday 07 December 2004
Simon Borg (University of Leeds)
Evidence-based practice in TESOL
Room: ECS 8.90
Time: 12:30 - 14:00
Tuesday 23 November 2004
Sally Johnson (University of Leeds)
Spelling trouble? Language, identity and the reform of German orthography
Room: ECS 8.90
Time: 12:30 - 14:00
Tuesday 09 November 2004
Angi Malderez (University of Leeds)
Challenges and rewards in large scale longitudinal educational research: early experiences and findings from the Becoming A Teacher project
Room: ECS 8.90
Time: 12:30 - 14:00
Tuesday 26 October 2004
Mike Baynham (University of Leeds)
Narrative, migration and identity
Room: ECS 8.90
Time: 12:30 - 14:00