Do Coyle, Professor of CLIL, University of Edinburg
Beyond CLIL: how teachers’ practices embrace pluriliteracies pathways in bilingual classrooms
In this session, the spotlight is on how transforming emergent pedagogic principles into classroom realities impacts on young people’s learning in bilingual education/CLIL settings. Building on the Pluriliteracies Teaching for Deeper Learning model (PTDL) this session reports on how participatory classroom enquiry Beyond CLIL has provided classroom evidence of what can be achieved through professional co-operative communities of practice. Working together can create ‘safe’ spaces, where questioning what we do and why, is a shared, debated and experimented endeavour. An increasingly urgent need to engage learners in languaging their deeper learning, foregrounds critical spaces where three fundamental types of fluencies become ‘normalised’ in professional dialogue and task design. In so doing, the roles of languages of, for and through learning across different contexts and subject disciplines become transparent. Indeed, repositioning language learning as a discipline in any national curriculum, alongside other subjects or phenomena opens up the potential for equitable learning trajectories built on collective responsibility, and, in the words of a participating headteacher – it’s so powerful!
Bio
Do is Chair in Language(s) Education and Classroom Pedagogies at the University of Edinburgh. She has worked tirelessly over several decades in the field of plurilingual education with governments and professional agencies but especially with CLIL teachers and learners across the world to promote pedagogical innovation that is inclusive, accessible and equitable. Earlier work led to many iterations of the 4Cs Framework, and the Language Triptych, used by teachers globally. Do’s ongoing and more recent work with Oliver Meyer and the Graz Group has developed a Pluriliteracies approach to Teaching for Deeper Learning (PTDL) that explores holistic ways of developing critical pluriliteracies skills across languages and cultures for all learners everywhere and anywhere.
In this session, the spotlight is on how transforming emergent pedagogic principles into classroom realities impacts on young people’s learning in bilingual education/CLIL settings. Building on the Pluriliteracies Teaching for Deeper Learning model (PTDL) this session reports on how participatory classroom enquiry Beyond CLIL has provided classroom evidence of what can be achieved through professional co-operative communities of practice. Working together can create ‘safe’ spaces, where questioning what we do and why, is a shared, debated and experimented endeavour. An increasingly urgent need to engage learners in languaging their deeper learning, foregrounds critical spaces where three fundamental types of fluencies become ‘normalised’ in professional dialogue and task design. In so doing, the roles of languages of, for and through learning across different contexts and subject disciplines become transparent. Indeed, repositioning language learning as a discipline in any national curriculum, alongside other subjects or phenomena opens up the potential for equitable learning trajectories built on collective responsibility, and, in the words of a participating headteacher – it’s so powerful!
Bio
Do is Chair in Language(s) Education and Classroom Pedagogies at the University of Edinburgh. She has worked tirelessly over several decades in the field of plurilingual education with governments and professional agencies but especially with CLIL teachers and learners across the world to promote pedagogical innovation that is inclusive, accessible and equitable. Earlier work led to many iterations of the 4Cs Framework, and the Language Triptych, used by teachers globally. Do’s ongoing and more recent work with Oliver Meyer and the Graz Group has developed a Pluriliteracies approach to Teaching for Deeper Learning (PTDL) that explores holistic ways of developing critical pluriliteracies skills across languages and cultures for all learners everywhere and anywhere.
Evdokia (Kia) Karavas, Associate Professor of Language/Linguistics, National and Kapodistrian University of Athens
Paradigm change in language education: Developing plurilingual competence through identity texts and cross-linguistic mediation
In this increasingly globalised and technologically enhanced multilingual and multicultural world we are living in, language education can no longer be monolingual, monocultural and monomodal. Τhe traditional model of language teaching in which languages were separated and taught in isolation and never mixed with one another as well as the unrealistic aim of achieving native speaker competence, have been severely challenged (Cenoz and Gorter 2013, Piccardo and North 2019). Our advanced understanding of plurilingualism, plurlingual competence, how individuals draw on their linguistic resources and creatively combine them in order to communicate, the emergence of new text types and forms as a result of rapidly increasing diversity in technology make absolutely necessary a paradigm change in language education. New language pedagogies are needed for the development of learners’ plurilingual competences and their ability to “plurilanguage” (Piccardo 2017).
This talk will focus on this evolving multilingual and multicultural world and its implications for language pedagogy. Two examples of classroom practice which prompt learners to use the languages they know and those they are learning as meaning making mechanisms, to use all their competences and resources in order to increase the quality and quantity of their communication with speakers of other languages (Dendrinos 2018) will be presented: cross linguistic mediation and identity texts. The use of these two practices will be discussed with examples from the Greek foreign language teaching and testing context.
Bio
Evdokia Karavas is Associate Professor at the Department of English Language and Literature, Scientific coordinator of the Teaching Practice and Mentor Education programmes and Deputy Director of the Research Centre for Language Teaching, Testing and Assessment of the National and Kapodistrian University of Athens. She is a Member of the Central Examination Board of the National Foreign Language Exams in Greece and scientific coordinator of a number of nationwide language teacher education programmes. She has also been responsible for the development and co-coordination of a number of English language programmes for adult refugees. She has done extensive research and published on issues regarding foreign language teaching, testing and teacher education and training.
In this increasingly globalised and technologically enhanced multilingual and multicultural world we are living in, language education can no longer be monolingual, monocultural and monomodal. Τhe traditional model of language teaching in which languages were separated and taught in isolation and never mixed with one another as well as the unrealistic aim of achieving native speaker competence, have been severely challenged (Cenoz and Gorter 2013, Piccardo and North 2019). Our advanced understanding of plurilingualism, plurlingual competence, how individuals draw on their linguistic resources and creatively combine them in order to communicate, the emergence of new text types and forms as a result of rapidly increasing diversity in technology make absolutely necessary a paradigm change in language education. New language pedagogies are needed for the development of learners’ plurilingual competences and their ability to “plurilanguage” (Piccardo 2017).
This talk will focus on this evolving multilingual and multicultural world and its implications for language pedagogy. Two examples of classroom practice which prompt learners to use the languages they know and those they are learning as meaning making mechanisms, to use all their competences and resources in order to increase the quality and quantity of their communication with speakers of other languages (Dendrinos 2018) will be presented: cross linguistic mediation and identity texts. The use of these two practices will be discussed with examples from the Greek foreign language teaching and testing context.
Bio
Evdokia Karavas is Associate Professor at the Department of English Language and Literature, Scientific coordinator of the Teaching Practice and Mentor Education programmes and Deputy Director of the Research Centre for Language Teaching, Testing and Assessment of the National and Kapodistrian University of Athens. She is a Member of the Central Examination Board of the National Foreign Language Exams in Greece and scientific coordinator of a number of nationwide language teacher education programmes. She has also been responsible for the development and co-coordination of a number of English language programmes for adult refugees. She has done extensive research and published on issues regarding foreign language teaching, testing and teacher education and training.
Shaofeng Li, Professor of Foreign and Second Language Education, Florida State University
Working Memory and Second Language Acquisition
Working memory is a cognitive space for simultaneous information manipulation and storage. In the field of second language acquisition, working memory has been investigated as a key individual difference variable involved in various aspects of the process and outcome of language learning. Despite the voluminous body of research, there has been confusion over its conceptualization, measurement, and mechanism, and the research has yielded disparate, and sometimes contradictory, findings. This talk seeks to clarify the construct and navigate through the empirical evidence that has been accumulated over the past three decades with a view to extracting meaningful patterns and trends emerging from the research. The talk starts with a discussion of the theories, architecture, and measurement of working memory, followed by a synthesis of the research findings on its associations with other individual difference variables and with learning outcomes. It concludes by identifying issues, proposing solutions, and pointing out future directions.
Bio
Shaofeng Li is Professor of Foreign and Second Language Education at Florida State University, where he conducts research and teaches courses on second language acquisition and language pedagogy. He received a Ph.D. in Second Language Studies from Michigan State University. He has published on a wide range of topics including task-based language teaching and learning, corrective feedback, second language writing, research methods, meta-analysis, and individual difference factors such as anxiety, language aptitude, motivation, and working memory. His publications constantly appear in leading journals in the field of applied linguistics, such as Annual Review of Applied Linguistics, Applied Linguistics, Language Learning, Language Teaching, Language Teaching Research, Modern Language Journal, Studies in Second Language Acquisition, TESOL Quarterly, among others. He is the founding editor and editor-in-chief of Research Methods in Applied Linguistics, the first and only journal focusing exclusively on research methods in applied linguistics. He was included in the 2022 and 2023 Stanford University lists of the world’s top 2% most influential scientists.
Working memory is a cognitive space for simultaneous information manipulation and storage. In the field of second language acquisition, working memory has been investigated as a key individual difference variable involved in various aspects of the process and outcome of language learning. Despite the voluminous body of research, there has been confusion over its conceptualization, measurement, and mechanism, and the research has yielded disparate, and sometimes contradictory, findings. This talk seeks to clarify the construct and navigate through the empirical evidence that has been accumulated over the past three decades with a view to extracting meaningful patterns and trends emerging from the research. The talk starts with a discussion of the theories, architecture, and measurement of working memory, followed by a synthesis of the research findings on its associations with other individual difference variables and with learning outcomes. It concludes by identifying issues, proposing solutions, and pointing out future directions.
Bio
Shaofeng Li is Professor of Foreign and Second Language Education at Florida State University, where he conducts research and teaches courses on second language acquisition and language pedagogy. He received a Ph.D. in Second Language Studies from Michigan State University. He has published on a wide range of topics including task-based language teaching and learning, corrective feedback, second language writing, research methods, meta-analysis, and individual difference factors such as anxiety, language aptitude, motivation, and working memory. His publications constantly appear in leading journals in the field of applied linguistics, such as Annual Review of Applied Linguistics, Applied Linguistics, Language Learning, Language Teaching, Language Teaching Research, Modern Language Journal, Studies in Second Language Acquisition, TESOL Quarterly, among others. He is the founding editor and editor-in-chief of Research Methods in Applied Linguistics, the first and only journal focusing exclusively on research methods in applied linguistics. He was included in the 2022 and 2023 Stanford University lists of the world’s top 2% most influential scientists.
George J. Xydopoulos, Professor of Linguistics, University of Patras & Hellenic Open University
English influence on Greek: lexical and structural borrowing
Nowadays, the influence of English on Greek is immense, largely owing to the widespread use of the internet, social media, and technology. This influence is evident not only in vocabulary (for instance, "τένις" for "tennis" and "κόνσεπτ" for "concept") but also in instances where English idiomatic phrases are directly incorporated through literal translation (such as "κλαίω πάνω από το χυμένο γάλα" for "cry over spilled milk"). What's particularly noteworthy is that the impact of English on Greek extends to morpho-syntactic structures, revealing new linguistic structures that appear to mirror those of English, previously absent in our language's grammatical framework. The introduction of such patterns in Greek syntax seems to be gradually reshaping some of the language's grammatical principles. This study presents research conducted over the past decade at the University of Patras, highlighting cases which demonstrate that lexical borrowing is indeed extensive to the point where direct loans are introduced with the use of the English orthographic form. Additionally, intact English idiomatic structures are being transferred and integrated into Greek through a mere translation. By presenting these cases, I examine their typical characteristics (morphological, syntactic, etc.), assess their distribution, compare them with corresponding structures found in English, and explore the changes they bring to the grammatical system of Greek. the resulting changes in the Greek grammatical system.
Bio
George J. Xydopoulos (Ph.D., University College London) is Professor of Linguistics at the Department of Philology of the University of Patras, Greece, and has taught various undergraduate and postgraduate linguistics courses in Greek and British universities. His current research and teaching interests fall within the areas of lexicology, lexical semantics, lexicography, and educational linguistics. He has participated in national and international research projects, and in international academic journals, publishing houses and national and international conferences as reviewer and in various academic activities as invited speaker. He has supervised several doctoral dissertations, postgraduate, and undergraduate theses. He is the (co-)author of linguistics books, has published research papers in international academic journals and collective volumes and has presented his work in (inter)national conferences.
Nowadays, the influence of English on Greek is immense, largely owing to the widespread use of the internet, social media, and technology. This influence is evident not only in vocabulary (for instance, "τένις" for "tennis" and "κόνσεπτ" for "concept") but also in instances where English idiomatic phrases are directly incorporated through literal translation (such as "κλαίω πάνω από το χυμένο γάλα" for "cry over spilled milk"). What's particularly noteworthy is that the impact of English on Greek extends to morpho-syntactic structures, revealing new linguistic structures that appear to mirror those of English, previously absent in our language's grammatical framework. The introduction of such patterns in Greek syntax seems to be gradually reshaping some of the language's grammatical principles. This study presents research conducted over the past decade at the University of Patras, highlighting cases which demonstrate that lexical borrowing is indeed extensive to the point where direct loans are introduced with the use of the English orthographic form. Additionally, intact English idiomatic structures are being transferred and integrated into Greek through a mere translation. By presenting these cases, I examine their typical characteristics (morphological, syntactic, etc.), assess their distribution, compare them with corresponding structures found in English, and explore the changes they bring to the grammatical system of Greek. the resulting changes in the Greek grammatical system.
Bio
George J. Xydopoulos (Ph.D., University College London) is Professor of Linguistics at the Department of Philology of the University of Patras, Greece, and has taught various undergraduate and postgraduate linguistics courses in Greek and British universities. His current research and teaching interests fall within the areas of lexicology, lexical semantics, lexicography, and educational linguistics. He has participated in national and international research projects, and in international academic journals, publishing houses and national and international conferences as reviewer and in various academic activities as invited speaker. He has supervised several doctoral dissertations, postgraduate, and undergraduate theses. He is the (co-)author of linguistics books, has published research papers in international academic journals and collective volumes and has presented his work in (inter)national conferences.
