Upcoming Events
International seminar on teaching Catalan as L2 (Jornadas Internacionales de Didáctica del Catalán como L2)
This year, the seminar traditionally organized by SERCLE will be online and co-hosted by CEFIRE Plurilingüisme.
Days: October 23, 24, 30 & 31. Fridays: 15.00 - 19.00 h; Saturdays: 9.30 - 13.00 h.
More information here:
http://cefire.edu.gva.es/sfp/index.php?seccion=edicion&id=8618322&usuario=formacion&idioma=va
EDUPLUS (excellence network) new activity: 'The Integrated Plurilingual Approach (IPA): Taking Research to the Classroom'
12 Nov 2020
This new EDUPLUS Network's online activity will be organized by the research group CILCEAL.
NOvember 13th, 2020, 13.00 to 14.00.
More information an enrolment at: https://eduplusnetwork.wixsite.com/eduplus/actividades
Closing event for projects LET'S GO! - DATE
GREIP's committment of many years with this initiative has brought several benefits for our research group and, more importantly, for the community of Badia, where these projects were promoted. The closing event intents to be a party to thank all the participants -youth, secondary schools, teachers, FAS-UAB, GREIP and many local stakeholders- who have been involved in this collaborative enterprise for turning Badia into an English speaking city.
Exact venue (in November 2020) and place to be announced.
For more on DATE, see https://empoweringteachers.wixsite.com/website-1
GREIP Doctoral School
The third GREIP Doctoral School intends to be as innovative and relevant as our previous editions. Stay tunned to know more about invited speakers and exact date (January 2021) and venue.
Project IEP! closing event
IEP! (Inclusive epistemologies and practices of out-of school English learning) research project responds to low attainment levels for English as a Foreign Language amongst socioeconomically disadvantaged youth. It aligns with recent research focusing on the role of out-of-school learning in ensuring social inclusion. This two year project has: a) collaboratively researched secondary school students existing practices of and access to the learning of English out-of-school time; b) implemented new inclusive, non-formal English language education initiatives; c) evaluated the impact of the non-formal English language education intiatives implemented; d) and supported the sustainability and transferability of the initiatives.
This closing event will present the main findings and outcomes of the project and presentations by international invited speakers (including Dr Maggie Hawkins).
Exact venue and date (June 2021) to be announced.
International conference: Interactional Competences and Practices in a Second Language (ICOP-L2)
GREIP has been invited to host the 2021 edition of ICOP-L2. We are excited to assume this challenge and looking forward to give more information about the event, coming up in September 2021.
Previous Events
EDUPLUS (excellence network) new activity: "Plurilingual Experiences"
28 Oct 2020
EDUPLUS Network's online activity "Plurilingual Experiences" will include presentations by the following speakers: Jaclyn Wilson & Montse Irún, educators from primary and secondary education; Sarah Breslin (Director of the European Centre for Modern Languages of the Council of Europe).
October 29th, 2020, 18.00 to 19.30.
More information an enrolment at: https://eduplusnetwork.wixsite.com/eduplus/actividades
AHRC - AILA Network - seminar 4
15 Oct 2020
The international AHRC Research Network 'Communicating the Unsayable: Learning at the Intersection of Language and the Arts', presents its 4th seminar, this time organized with the Museu de Lleida.
ERASMUS day 2020
15 Oct 2020
The celebration of ERASMUS day 2020 included a presentation from GREIP collaborator Mònica López, who explained the project 'Coronascapes' within the research project LOCALL.
EDUPLUS (excellence network) online roundtable: "Language policies in education in bilingual territories"
07 Oct 2020
EDUPLUS Network's online roundtable will include presentations by the following speakers: Mònica Pereña Pérez, Miren Dobaran Urrutia, Margarida Castellano Sanz and David Martínez Torres.
October 8th, 2020, 18.00 to 19.30.
More information an enrolment at: https://eduplusnetwork.wixsite.com/eduplus/actividades
EDUPLUS (excellence network) online seminar: "Assessing the impact of translanguaging in a university ESP subject: a mixed-methods approach"
17 Sep 2020
EDUPLUS Network's online seminar was hosted by Dr. Josep M. Cots, Dr. Lídia Gallego-Balsà, Dr. Àngels Llanes & Dr. Enric Llurda and took place on September 18th, 2020.
More information at: https://eduplusnetwork.wixsite.com/eduplus
AHRC - AILA Network - seminar 3: 'Engaging'
06 Sep 2020
Several members of the AHRC LILA Network (Communicating the Unsayable: Learning at the Intersection of Language and the Arts) took part in the third seminar, organized with the British Museum. The activity, entitled 'Engaging', focused on discussing the following question: How can the arts and cultural sector, educators and/or language practitioners collaborate and inform each other in the engagement of hard-to-reach communities?
EDUPLUS (excellence network) Online Roundtable organized by GREIP: Research methods in plurilingual education: Challenges and innovation PhD & MA student online roundtable
30 Jun 2020
Several members of the EDUPLUS network of excellence and MA and PhD candidates attended the first online roundtable of the network, organized by GREIP research centre. The session, titled "Research methods in plurilingual education: Challenges and innovation", was in charge of three PhD students: Leah Geoghegan Walsh (GLAUR), Ignacio Martínez-Buffa (LAELA), and Claudia Vallejo (GREIP). This roundtable was an excellent space to share ongoing research projects and discuss commonalities and challenges around plurilingual education.
1st online training course from LOCALL project: Pedagogical uses of linguistic landscapes
09 Jun 2020
The first online training course for the LoCALL project is almost ready to be launched. We have several attendees already signed up but if you are interested, don't hesitate to contact us! We will be exploring the use of linguistic landscaping in the era of the Covid 19 virus.
1st EDUPLUS (excellence network) Seminar with Jasone Cenoz & Durk Gorter: Pedagogical translanguaging in the classroom
02 Jun 2020
Several members of GREIP research centre and PhD candidates attended the first online seminar of the Network of excellence EDUPLUS. The session, titled "Pedagogical translanguaging in the classroom", was in charge of Dr. Jasone Cenoz and Dr. Durk Gorter, both from the Univerity of the Basque Country. This seminar was an ecxellent start por the network activities, which have been adapted and transfered online due to our current circumstances.
Seminar with Dr. Júlia Llompart (GREIP - UAB)
18 May 2020
Dr. Júlia Llompart (GREIP) presented an online seminar for students of the MA in research in education and the PhD in education from UAB. The presentation, titled "Investigar las prácticas plurilingües en contextos educativos: una integración metodológica", offered future researchers with advice and examples on how to develop research in the field of plurilingualism and education. Dr. Llompart also focused on doing collaborative research that involves and benefits oth researchers and participants (teachers and students).
Seminar with Dr. Rahat Zaidi (University of Calgary, Canada)
11 May 2020
Dr. Rahat Zaidi from the University of Calgary, Canada, and long time collaborator of GREIP, presented a motivating seminar on the affordances of dual-language books and other multilingual online resources for implementing inclusive, multilingual practices in schools. MA and PhD students got to know a wide range of open-access bilingual resources and activities, to then reflect together on how these could be applied in our local contexts. Participants agreed on the potential of dual-language resources to promote linguistic awareness and to incorporate students' heritage languages into mainstream classroom practices, a much relevant endeavour in our current educational context.
Seminar with Dr. Silvia Melo-Pfeifer (Universität Hamburg, Germany): "Research in plurilingual education: Researching translanguaging through visual methods"
04 May 2020
Dr. Silvia Melo-Pfeifer, IP of project LOCALL (Local Linguistic Landscapes for global language education in the school context) where GREIP participates, presented data from the project in a seminar to Master and PhD students from GREIP/UAB, organized by Dr. Melinda Dooly. The seminar presented different examples of the affordances of using linguistic landascapes and other visual methods to document and work with translanguaging while promoting participants' voice and active implication. This session followed a previous one in which we enjoyed the presence of Dr. Luci Nussbaum. Despite the circumstances, we are finding ways to learn from stupendous collaborators and great thinkers.
Eduplus Kick-off Meeting
25 Mar 2020
Launch of the Thematic Network 'Plurilingual Education'
Co-organized with CILCEAL (Universitat Ramon Llull - Fundació Blanquerna), GREIP (UAB), CLA (Universitat de Lleida)
The creation of the Thematic Network "Plurilingual Education" is motivated by the need to exchange experiences related to the research of the simultaneous learning process of three (or more languages) and the development of teaching models that promote plurilingualism. There is an acknowledged considerable gap between what research has revealed about the process of acquiring a plurilingual competence and the guidelines and teaching materials that are usually followed for language teaching. This thematic network, funded by a competitive grant offered through the Spanish ministry, is made up of 5 national research teams: CLA, U. of Lleida (principal coordinator, Dr. Josep Maria Cots), DREAM, University of the Basque Country (PI: Jasone Cenoz), LAELA, Universitat Jaume I (PI: Maria Pilar Safont), CILCEAL, Universitat Ramon Llull - Blanquerna Foundation (PI: Maria González Davies), GLAUR, University of La Rioja (PI: Rosa María Jiménez Catalán). The aims of Eduplus are to establish a collaborative program between the groups with an eye to providing education stakeholders and policy-makers proposals for better integration of plurilingual education across all ages and levels.
Guest speakers: Sarah Breslin (Directora: European Council of Modern Languages); Margarida Castellano Sanz (Directora General de Innovación Educativa de la Generalitat Valenciana); Mònica Pereña Pérez (Sudirectora Gral. de Plurilingüisme, Generalitat de Catalunya); Miren Dobaran Urrutia (Viceconsejera de Política Lingúística, Gobierno Vasco); Liz Raga (Institut Jaume Cabré, Terrassa); Jaclyn Wilson, Escola d'Educació Primària La Salle Gràcia, Barcelona).
More information on programme & registration at the Network's webpage
Venue: Main conference room (Sala de Juntes), Faculty of Education, Ramón Llull
GREIP Doctoral School
27-29 January 2020
5-8:30 pm
Guest speakers:
Dr. Ufuk Balaman, HUMAN research centre, Hacettepe University, Turkey
Dr. Olcay Sert, Mäladalen University, Sweden
Dr. Johannes Wagner, Southern University of Denmark
More information on programme & registration
Linguistic diversity and teacher education: reflections on linguistic inclusion
18 Nov 2019
Half-day seminar
Guest speakers:
Emilee Moore (Universitat Autònoma de Barcelona)
Dr. Silvia Melo-Pfeifer (University of Hamburg)
Júlia Llompart (Universitat Autònoma de Barcelona)
Imma Llort (Casa Àsia)
Fareeha Nasr (Casa Àsia)
Henar Rodríguez (Universidad de Valladolid)
16-19:30
More information and programme
International Seminar: Migration, language, and practices. Challenges in the 21st Century
AILA Network; Organized in collaboration with CIEN research group (2-day event)
16 Jun 2019
The main focus of this seminar is how the 21st century provides a new look on migration. The first decades of this century have witnessed swings towards the political right in different parts of the globe, accompanied by the reemergence of populist rhetoric promoting anti-immigration agendas. The nation-state is simultaneously being eroded by forces of globalisation –with the free flow of capital, information, and in some cases labour across borders, and the wielding of power by multinational and supranational entities– and fortified –borders are being strengthened and re-established, and the idea of (not) being a ‘national’ is being reinforced. Economic austerity and the retreat of the welfare state in different parts of the world has seen increased demand on charities, which in turn face growing challenges to their ability to provide to those in need. At the same time, the technological revolution and the impetus of globalisation phenomena create the conditions for an intensification of translingual practices and transnational connections, that challenge traditional ways of analysing linguistic and semiotic practices.
Responding to this 21st century context, the seminar will focus on migration, language, and practices, including practices of activism and artistic practices. We invite reflection on the following themes:
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Populist and anti-immigration rhetoric
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Borders, access and citizenship
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Methodological nationalism
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Practices of social inclusion and exclusion
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Practices of contestation and resistance
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Translingual practices
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Intersectoral collaboration (e.g. with activists, artists, …)
Call for papers
Invited proposals only.
Organising committee
Mike Baynham
Anna de Fina
Emilee Moore
Melissa Moyer
Gema Rubio
Students’ Materials Use and Material Moments in Multilingual Classroom Interactions: A Multimodal Approach
10 Jun 2019
17-18h
In this talk, I introduce and discuss my latest work on materials use and “material moments” (e.g., Matsumoto, 2019) in multilingual classroom interactions. By incorporating sequential, multimodal analysis with ethnography, I analyze interactional moments when students in multilingual writing classrooms skillfully employ learning/teaching materials (teacher-prepared worksheets) and other objects (smartphones) for their own unique purposes. The analysis demonstrates that by manipulating material objects available in the classroom ecology, multilingual students can maintain long turns, gain epistemic authority, and create spaces or folds (Deleuze, 1993) inside the classroom in which they can temporarily control classroom interactions. Furthermore, I argue that materials are not supplemental to classroom interactions but part of a complex dynamic system (e.g., Larsen-Freeman, 2017) that involves learner agency. Based on the analysis, I suggest the need for second language teachers to better understand students’ use of materials in classroom interactions and to carefully consider how teachers can manage material moments in order to effectively facilitate classroom interactions.
Beyond listening comprehension: The development of interactional competence through oral discourse supported through Spanish as a Foreign Language materials
06 May 2019
17-18h
The development of interactional competence stemming from pedagogical actions has been considered, at least to a certain point, somwhat discouraging (Waring, 2018), due to epistemological difficulties found in the framework (Hall, 2018) as well as the large amount of resources that may come into play during the interaction. Thus far, however, certain didactic actions that have been developed have shown some satisfactory results (Wong and Waring, 2010, Barraja-Rohan, 2011). Along this line, this talk aims to investigate the oral interactions that can be found in Spanish as a Foreign Language handbooks to see to what extent such discourses can be treated as material for the development of interactional competence. Starting from the idea of authenticity (van Compernolle and McGregor, 2016), we will investigate this type of interactions through the analysis of the interactional resources, with the objective of determing to what extent these teaching materials can serve as learning activities for improving interactional competence.
Following a short break, Dr. Batlle Rodríguez will join GREIP members and associated researchers for a Dialogic Spaces session. Attendance to this session requires prior confirmation.
A sociolinguistic diagnosis in RAAN (Nicaragua)
Talk organized by GREIP
25 Mar 2019
17-19h
In the framework of one of its projects, the Fons Català de Cooperació per al Desenvolupament [Catalan Development Cooperation Fund] commissioned Matilde Martínez and Luci Nussbaum -of the UAB's GREIP team- for a consultancy on the relevance of creating an academy for the misquito language at the Autonomous Region of the North Atlantic (RAAN) of Nicaragua and financing for specific actions. Both people traveled to Bilwi, the capital of the region, to explore viability and interest in the proposal, suggest priorities and propose stages of action, based on intensive field work.
In this presentation, the speakers will first describe the methodology they used to carry out the fieldwork. Secondly, they will present the sociolinguistic landscape of that multilingual region including its educational, political and social dimensions.
Presenters: Matilde Martínez & Luci Nussbaum
Matilde Martínez has been a Secondary Education teacher, a language consultant in Brussels, author of handbooks for language learning and is currently the director of the Godall publishing house.
Luci Nussbaum is a retired professor from the Department of Language and Literature, and Social Sciences Teaching at the UAB and former head of the GREIP.
Both have collaborated in educational programs promoted by different voluntary organizations from Nicaragua and have had numerous stays in that country for the cooperation programmes.
9th International Seminar: The classroom as a site for research on language teaching and learning
First major event of 2019
16 Jan 2019
The International Seminar 'The classroom as a site for research on teaching and learning the language' is a forum for several research groups from universities in Catalonia, the Basque Country, the Valencian Community, Castile and León and Portugal interested in classroom research in the field of language(s) and language teaching.
The seminar has been organized biannually since 2005 with the objective of sharing the results of research carried out by the participating groups and reflecting on matters of relevance to their studies. In this ninth edition of the 2-day seminar the debate will revolve around collaborative research, emphasizing the dialectics between classroom research and innovative practices.
GREIP is in charge organizing and hosting the 9th International Seminar, which will be held at the Faculty of Education Sciences of the Universitat Autònoma de Barcelona on January 17 and 18, 2019.
Venue: Edifici G6, Sala de Graus, Facultat de Ciències de l'Educació
Create, Innovate & Communicate in ELT
Flash training session: Maria Mont (with Alexandra Bonet)
26 Oct 2018
9:00-14:00h
Maria Mont, along with GREIP collaborator Alexandra Bonet, will be taking part in the Associació de Professors d'Anglès a Catalunya (APAC) Autumn flash training session. For more information, go here. Their session is titled: Promoting creativity in primary education.
El compromís social de qui investiga en educació [The social commitment of researchers in education]
Lecture: Dr. Luci Nussbaum
25 Oct 2018
17:00-18:00h
Dr. Luci Nussbaum, retired member of GREIP and world renowned expert on educational ethnography, will be giving the inaugural talk for the Master programme Research in Education.
Experiencias de revitalización de la lengua mapuche en Chile y la búsqueda de la igualdad de derechos lingüísticos y culturales
26 Sep 2018
10:30-12:30h
The aim of this talk is to provide an overview of the process of revitalizing the Mapuche language that has been undertaken in Chile, spearheaded by social actors such as Mapuche leaders and professionals. The presentation will discuss the historical and political situations that have been overcome such as denial and processes of cultural assimilation of the Mapudungun language in order to move towards the search for autonomy and positioning of the language in different communication spaces. The talk will highlight the political conditions wherein legitimatization of the language is sought as well as the essential role of education for revitalizing the language and ensuring its permanence in future generations by recognizing the language as a legitimate right of human expression.
Roundtable: Critical Perspectives on Internationalization, Globalization and Language Education
14 May 2018
17:00-19:30h
Dr. David Block: Textbooks and the neoliberal citizen
Research on language teaching has often focused on curricular issues, such as the decisions about content (culture, lexicon and grammar) and classroom practice, or language-cognitive learning processes. Attention to the economic, political, social, cultural and historical background is, except for exceptions, a notable absence in this research. In this paper, I will adopt a 'political economy' point of view with regard to commercially available textbooks used to teach languages, analysing examples from English, French, German, Mandarin and Catalan books. I suggest that there has been a great change with regard to the idealised speaker in these books, as we have moved from the 'cosmopolitan speaker' to the neoliberal citizen’ as a central figure. In the first part of the paper, I will explain what concepts like the political economy and neoliberalism mean, and then consider examples from the selected textbooks. I think that this view of materials for language teaching, and especially textbooks, allows us to see that they are full of an ideology, that many have called the neoliberal, which reflects a particular view of society and the individuals that compose it. I also believe that we have to ask ourselves if we are in agreement with this ideology. Or, at least, not see textbooks as ideologically neutral, or even innocuous mediators of language learning.
Dr. Steven L. Thorne: Desire lines and culturing practices in online intercultural exchange
We live in a world in which academic, professional, and everyday life activities increasingly illustrate the need for sophisticated communicative and analytic abilities in intercultural and plurilingual contexts. The implication for language education is that digitally mediated engagement is no longer a proxy activity or practice environment, but is itself the real thing – the medium through which we perform relevant social identities and through which we engage in a wide array of life activity. It is also the case that digital technologies complexify human actions and interactivity, specifically the practices visible in the use and interpretation of semiotic resources for the construction, negotiation, and contestation of cultures, identities, and relationships. This presentation traces a 25-year arc of scholarly inquiry and pedagogical innovation in the area of Online Intercultural Exchange (OIE). I will problematize static and bounded notions of ‘culture’ and ‘language’, will discuss the importance of the cultures-of-use of digital technologies (Thorne, 2003, 2016), and will provide pedagogical suggestions relating to language learning and intercultural communication ‘in the wild’ (Thorne, 2010). In conclusion, I suggest that language development is usefully understood as adaptive semiotic bricolage motivated by social relationships of consequence and that humans, artifacts, and environments together create particular morphologies of action, with the implication that social and material educational processes should be engineered accordingly.
Language Tandems and Learner Autonomy: Developing Students’ Strategic Self-Regulation
26 Apr 2018
11:30-13:00h
Educational institutions are placing increased value on language tandems owing to the language development opportunities they offer for learners of modern languages. Where these learners lack autonomous learning strategies, however, the linguistic development results can be disappointing, with limited linguistic development taking place. This paper reports on recent research into the language tandem experiences of international study abroad students during their period of study at a British university. When it became apparent that the students lacked skill in managing their language tandems to meet their learning needs, a learner training programme was introduced into their study programme to encourage more effective strategy use. The findings suggest that such an intervention can significantly increase learners’ ability to create language tandem events which are both more productive and more personally satisfying.
Pedagogical Landscapes in Bilingual and Immersion Programs: A Dialogue between Instructional Practice and Emerging Theory
16 Apr 2018
17:30-19:30h
Despite the emergence at a theoretical level in recent years of constructs such as ‘translanguaging’, monolingual instructional assumptions continue to dominate pedagogy in bilingual and immersion programs. Evidence-free monolingual instructional assumptions also characterize the education of multilingual students from immigrant backgrounds in many countries. Wallace Lambert articulated the rationale for this monolingual instructional principle, which has been foundational to pedagogy in Canadian French immersion programs: “No bilingual skills are required of the teacher, who plays the role of a monolingual in the target language ... and who never switches languages, reviews materials in the other language, or otherwise uses the child’s native language in teacher-pupil interactions. In immersion programs, therefore, bilingualism is developed through two separate monolingual instructional routes” (1984, p. 13).
In recent years the theoretical pendulum has swung to the opposite pole with researchers proposing not only a ‘multilingual turn’ but going to the extreme of claiming that languages don’t exist and therefore it is meaningless to talk about cross-lingual transfer between languages. García and Li Wei (2014), for example, argue that “translanguaging validates the fact that bilingual students’ language practices are not separated into an L1 and an L2, or into home language and school language, instead transcending both” (p. 69).
The presentation will highlight the problematic implications of both of these extreme positions for pedagogical practices in bilingual and immersion programs. Drawing on concrete instructional examples generated by teachers, a pedagogical framework will be proposed that promotes (a) critical language awareness and productive contact between languages, (b) strong literacy engagement including reading, writing, and other forms of cultural production (e.g., video creation). Within this framework, the overall instructional goal is to enable bilingual and multilingual students to use their languages for powerful (i.e., identity-affirming) purposes.
Les dimensions lingüístiques de totes les àrees curriculars [The linguistic dimensions in all the curricular areas]
Inaugural Talk: XXII Interuniversity Seminar on Research in Language & Literature Teaching by Dr. Artur Noguerol
19 Mar 2018
Dr. Artur Noguerol, retired member of GREIP and world renowned expert on integrated plurilingual competences in the school curriculum, will be giving the inaugural talk for the annual interuniversity seminars on language and literature teaching. Claudia Vallejo will also be presenting her work in the same 2-day seminars.
Creativity and 21st century language education: Open seminar for researchers and practitioners
KONECT project in conjunction members of the new AILA Research Network 'Creative Inquiry in Applied Linguistics'
15 Mar 2018
The KONECT project investigated, among other aspects, the communicative and academic skills that students in the 21st century need to develop and come to schools equipped with. In this seminar, KONECT will team up with members of the new AILA ReN on Creative Inquiry in Applied Linguistics to explore the theme of creativity in relation to language education. How can students’, educators’ and researchers’ engagement with the arts help us to better understand, to imagine and to impact on language education for the world we are living in?
Speakers in the seminar will lead us through their own engagements with creativity – as context, methodology, epistemology, or ontology – in their research in language education. The seminar will end with a Q & A and open discussion with participants interested in creativity as part of their own practice.
Schedule
Link to abstracts (in language of presentation)
10 – 10.15 Welcome and overview of the KONECT project; Melinda Dooly, KONECT Project PI
10.15 – 10.30 Preview of the AILA ReN on Creative Inquiry in Applied Linguistics; Lou Harvey, Jessica Bradley, Emilee Moore, Network co-convenors
10.30 – 11.30 ‘The Translator’: A public intercultural pedagogy of solidarity?; Lou Harvey, University of Leeds
Break
12 – 12.30 Crafting rhymes and throwing up messages in a rhyme workshop: Experiences of living the language in the classroom; Cristina Aliagas, Universitat Pompeu Fabra
12.30 – 13.00 El rap latino en Barcelona: una narrativa de las desigualdades lingüísticas y sociales en la escuela; Víctor Corona, Universitat de Lleida
13.00 – 13.30 Resemiotisation from page to stage: The trajectory of a musilingual youth’s poem; Emilee Moore, Universitat Autònoma de Barcelona
13.30 – 14.00 Q & A and discussion; Cristina Aliagas, Víctor Corona, Melinda Dooly, Lou Harvey, Emilee Moore
Fan Practices for Developing Language and Literacy
Lecture & Workshop: Shannon Sauro, Mälmo University
05 Mar 2018
Online international fan communities, part of the digital wilds, are home to many who engage in a variety of fan practices for the purpose of developing their language and literacy skills (Sauro, 2017). Perhaps the best known of these fan practices is fan fiction, defined as the writing of fictional stories that reinterpret and remix the events, characters and settings found in books and popular media (Jamieson, 2013). However, other popular fan practices such as debating in forums and moderating discussion boards, translating books and comics (scanlation) or movies and television shows (fan-subbing), or tracking down and reporting filming updates for television shows and movies (spoiling) are also activities that fans have used to develop their language and literacy skills. This talk provides an overview of research on fans and their language and literacy development in the digital wilds. It then introduces research that bridges online fandom with formal classroom contexts, and concludes with the challenges and outcomes of an ongoing research project in its fifth year which uses fanfiction to support language and literary learning among university classes of future secondary school English teachers.
Schedule
17-18:00 Lecture
18-18:15 Q & A
18:15-18:45 Break
18:45-20:30 workshop: Fan Fiction for Developing Language and Literacy
Transmodalities: Conceptualizing Semiotic Affordances in Transnational Communications
Lecture: Maggie Hawkins, School of Education, University of Wisconsin-Madison (date to be confirmed)
28 Feb 2018
Addressing complexities in transnational new media communications, a transmodalities lens highlights issues such as time, space and scale, and sociocultural border crossing. Utilizing five features of a transmodalities lens this talk will analyze global youth interactions via shared videos and chats to demonstrate their affordances for new understandings of semiosis in transnational engagements.
At the end of the day, there will be a short roundtable, led by Dr. Rahat Zaidi, Dr. Maggie Hawkins, Dr. Melinda Dooly and Claudia Vallejo, covering the issues that emerged during the 2 events of this week.
Schedule
17-18h - Lecture (Dr. Hawkins)
18-18:15 Q & A
18:15-18:45: Break
18:45-20:00: Roundtable
Facilitating Community Engagement in Mainstream Literacy Education
Lecture & workshop: Rahat Zaidi, Werklund School of Education, University of Calgary
25 Feb 2018
Schools are no longer monolingual, monocultural entities. Finding ways to build on and extend young people’s linguistic resources and use them to leverage learning and cultural awareness continues to challenge language educators. Scholars agree that innovative methods need to be implemented to increase literacy levels and engagement across both language minority students and those in the general student population. In this seminar I describe the affordances of dual language books in mainstream multicultural elementary classrooms, arguing that language awareness methodologies, in concert with dual language books, can harness the linguistic resources of students, while promoting an appreciation for both linguistic and cultural diversity. I will describe a series of dual language reading programs implemented in elementary and middle school settings in Canada. Teacher-led language awareness activities intentionally paved the way for how language is used and conceptualized in the classroom and help students bring a more holistic awareness of participating guest readers’ and multilingual students' linguistic repertoires. The results specifically highlight how these dual language reading programs offer a way to underscore past and future heritage practices and community practices and place them at the centre of the lived and evolving reality of contemporary multicultural, multilingual society.
This event will be followed by a more indepth, research-based workshop.
Schedule:
17-18h - Lecture
18-18:15 Q & A
18:15-18:45: Break
18:45-20:30: Workshop
Why Conversation Analysis (CA) in the era of big data?
3-day workshop with four international speakers
05 Feb 2018
Online and software-based learning tools have become increasingly more common in education. This movement has resulted in an explosion of data and has led to the rise of research and teaching approaches such as data mining, learning analytics, learning-at-scale and student modeling. Yet it can be argued that 'big data', at best, only reveal correlations between variables in education, not causality. Teachers and decision-makers need to gain a better insight into good teaching and how it leads to better learning in schools. This is where information about details, relationships and narratives in schools become important. Or what one might call 'small data' that help reveal what is often hidden in the invisible fabric of schools. With this premise in mind, GREIP has invited four speakers to reflect on the role of big/small data for today's educational research.
Trobada ICE: Multidisciplinary integrative English projects in primary schools (with ICE-UAB)
Organized for ICE-UAB
26 Jan 2018
This seminar is aimed at primary school teachers who are interested in reflecting on how projects and tasks can be carried out in the classroom in order to provide students with authentically challenging learning opportunities. Project-based teaching approaches should encourage them to observe and experiment in ways that support knowledge building and discovery of the environment around them while designing proposals for action that have a real impact on, and can help resolve, problems in the current world. With this premise in mind, the daylong seminar will begin with a lecture that intends to raise, through real examples, the most relevant issues that are linked to theoretical principles that underpin these approaches. Then, three cases will be presented that show how this methodology has been applied in the classroom, specifically, two interdisciplinary projects and a series of multidisciplinary tasks that are currently being carried out in three schools in Catalonia will be presented.
Speakers: Cristina Asensio Soriano, Melinda Dooly, Dolors Masats Viladoms, Maria Mont Algamasilla, Teresa Oliva Figueras, Esther Serramia Sánchez
Multimodal Transcription: Issues of Selection and Representation
Workshop by Dr. Kate Cowan, London Knowledge Lab, University College London
18 Jan 2018
This workshop will investigate how different modes of digitally recorded social interaction can be remade on the printed page and page-like screen. It will explore what is sustained, gained and lost in transcribing embodied communication through critically examining a selection of published transcripts which make use of image, writing, symbols and layout in various ways. Working together with video and transcripts, we will reflect on issues involved in selection and representation of empirical material, proposing considerations and possible designs for multimodal transcripts.
Visualising Young Children’s Play: Exploring Multimodal Transcription of Video-recorded Interaction
Lecture by Dr. Kate Cowan, London Knowledge Lab, University College London
17 Jan 2018
Children’s playful learning is often expressed in subtle ways, through their silent actions and interactions as well as through language. In order to explore the multimodality of play, apt theories and research methods are necessary for attending to the many ways children make meaning. A particular
challenge of such research is developing forms of transcription which account for multiple modes in fine-grained detail, with the conventions developed for transcribing language proving insufficient.
This lecture will share insights from an ethnographic case study carried out in a nursery school in England that collected video-based observations of child-initiated play. It will present a multimodal perspective in which multimodal transcription acts as an analytic device to bring ‘invisible’ aspects of play to the fore, highlighting ways in which children’s play is complex, layered, transformative, creative and agentive. In this way, apt multimodal transcription is positioned as a tool for recognising and valuing meaning-making which may typically be overlooked in research methodology, educational theory and practice.
The Evolution of Language Teaching: Towards Plurilingualism and Translanguaging
Organized and hosted by GREIP research team as part of the 25th anniversary celebration of the Faculty of Education Sciences, Universitat Autònoma de Barcelona
05 Apr 2017
The study of plurilingual practices poses a series of challenges for social sciences and language education. Firstly, plurilingualism must be understood in terms of mobility, and as part of socialization processes at local and international levels. It must also be considered in light of learning processes, as part of the construction of identities and ideologies, and within a perspective of how power or discrimination are exercised. In short, plurilingualism cannot be studied in a vacuum. Instead, the link between linguistic and multimodal resources, between cultural and social fields which come into play in plurilingual interaction must be taken into account. Secondly, there has been considerable research into plurilingualism as regards language contact and an imagined ideal, which casts plurilingual uses as a demonstration of a ‘lack’ of language resources. On the contrary, we propose a perspective of plurilingualism as the use of creative processes that draw from sophisticated communicative competences and which is inherent in the language(s) learning process. This approach calls into question the notions of the 'ideal' or native speaker. Thirdly, research and practice of plurilingualism must look at how these language and multimodal resources are articulated in socially situated communication practices, often in a continuum that incorporates both readily identifiable and hybrid forms of languages, emerging ad hoc, which take meaning for the interactants in the ongoing activity.
This roundtable raises different perspectives concerning the study of plurilingualism, bringing new concepts and different approaches to this phenomenon, with the aim to innovate educational practices in the field. Some key issues to be discussed are:
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What are the differences between the sociolinguistic concept of translanguaging and the socioeducational use of pedagogical translanguaging?
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What are the epistemological differences between translanguaging and code-switching?
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How do these concepts affect education research and practice in this particular area of study?
Speakers: Ofelia García, CUNY; Georges Lüdi, Basel University; Dolors Masats (GREIP); Ricardo Otheguy, CUNY; Zhu Hua, Birkbeck University, University College London
Bridging across languages and cultures in everyday lives: New roles for changing scenarios
International Association for Languages and Intercultural Communication 2016 Conference
25 Nov 2016
In this age of communication revolution and intense globalization there is a growing expectation that everyone be conversant in more than one language and familiar and comfortable with multicultural contexts. As languages and cultures come into contact -driven by conflicts, migration, media and the Internet, transnational capitalism and many other factors- more and more individuals find themselves in the role of mediating between diverse languages and cultures in their daily lives. These may be professionals in fields as varied as health services, travel agents, interpreters, shopkeepers, teachers, workers at multinational companies or NGO workers as well as young, multilingual children and youth acting as language and culture mediators between their family and society (known as ‘language brokers’).
In a world of transcultural ‘mash-ups’, multilingual rap and multi-party videoconferencing apps for cellphones, there is a need for a theoretical shift towards an understanding of ‘languaging’ and ‘culturing’ as transformative practices involving social activities that go between and beyond ‘fixed’ and separate systems; practices that take place in the interstices of languages and cultures where new meanings and new understandings can emerge. Given the importance that language and culture mediators can play in today’s increasingly interconnected world, the aims of this conference are:
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to promote critical engagement with the notion of mediating between cultures and languages;
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to explore the role of technology in bridging between diverse languages and cultures;
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to explore the role of ‘broker’ in cross-cultural situations, including growing instances of ‘child language brokers’;
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to promote understanding of how language brokering is perceived by researchers and practitioners from cross-cultural situations;
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to provide a forum for a critique of existing analytical models of culture and language mediating practices that integrate current theories of language and intercultural communication;
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to provide a forum on ways in which research into language and culture mediation can inform teachers’ praxis.
The conference organizers welcome presentations on theory and practice that look at language and culture mediation as transformative practices and from many different perspectives, in particular in education but also in other formal and informal domains.
Speakers: David Block (Universitat de Lleida/ICREA; Adrian Blackledge (University of Birmingham); Angela Creese (University of Birmingham); John O'Regan (Institute of Education University College London); Sean Golden (Universitat Autònoma de Barcelona
Venue: Hotel Campus, UAB
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