Abstracts Archive

This communication aims to discuss how the teaching of English, crossed by diversity toward emancipation (Freire, 1970), decolonization (Walsh, 2010), can question the status quo that has been presented in the English textbooks in Brazil. This work  is grounded in a decolonial perspective that ...

The aim of the contribution is to explore the holistic approach to multilingualism in teacher education from a critical theoretical and an empirical perspective. In the theoretical discussion biographical approaches to teacher development are connected with concepts relating to "(linguistic) diversi...

According to the new educational policy in Greece, the introduction of English in preschools is prioritized in line with plurilingualism and multicultural aspects of the classrooms on par with the 21st-century skills development. The introduction of the English language in Greek preschools has ...

The European education policy has strongly determined multilingualism to be the main educational goal of language teaching at Swiss compulsory schools (Hutterli, 2012). However,  monolingual beliefs are still present in Swiss foreign language teachers (Barras et al., 2019), and, potentially ham...

The intercultural individual: Dynamic learning from critical intercultural pedagogy and self-reflectionIn the teaching and learning of foreign languages, intercultural perspectives have become fundamental to provide students with analytical tools that promote Intercultural Communicative Competence (...

Pragmalinguistic strategies used by the teacher to instruct learners in the initial phase of an EFL lesson have revealed themselves as significant dynamic indicators of successful instruction. They allow the teacher to gain and maintain dominance, recruit learners and redirect their attention from c...

Despite the Sustainable Development Goals (SDGs) and their focus on quality and meaningful education the majority of African pupils are still excluded. Such exclusion is mainly caused by language barriers. African countries use predominantly previous colonial languages. Recent developments indicate ...

This study compares two types of parallel corpora from the Europarl European parliamentary debates. The first one is a multidirectional corpus (Europarl; Koehn, Ph. 2005) i.e formed by bitext without being able to distinguish the original text from its translation because the source language is unkn...

The Covid-19 health crisis has been one of the most important media phenomena in Spain. The media interpret social reality by transmitting a partial image that may contain an informative bias. This interpretation is revealed through language, more specifically, through journalistic discourse. T...

Translingual writing allows multilingual students to draw upon all their linguistic resources to engage in meaningful written communication. Because language is a social practice, it is important to understand multilingual students' lived experiences and sense-making in their everyday written co...

Due to the COVID-19 pandemic, face to face classes were suspended in many parts of the world in 2020 and 2021. The change from face to face to online environments for educational practices was thus inevitable. Global South contexts were some of the most affected ones by such change, given the diffic...

The aim of this study was to explore collective agency of early education policymakers in a period of change.  Our research questions were: What characterizes the collective agency of policy makers in early childhood education in a multilingual context? What are their agentic approach...

The economic crisis that took place in Greece at the beginning of the 21st century constitutes one of the great events in European political history. In fact, it received a wide media coverage. Likewise, journalism allows interpreting social reality so that people can understand it. Therefore, the o...

History has witnessed a plethora of language teaching proposals in the last decades ranging from structuralist-oriented practices until recent critical and sociocultural orientations. Special attention has been given to English language teaching (ELT) for the very privileged – and controversia...

Schooling in the U.S. tends to be mentalistic, meaning there is a division between mind and body wherein the former gets privileged. This privileging of the mind is particularly problematic because it legitimizes docile bodies and devalues what students know and can do with multisemiotic resources.T...

The presentation shares a personal inquiry, as a language teacher educator of the Global North, to decolonize a short-term English language teacher education program with the intent to empower teacher candidates from the Global South. Among many layers of modification, this presentation focuses on t...

Engaging with the symposium theme, this paper proposes a renewed vision of teaching English to speakers of other languages (TESOL) through a translanguaging (TL) stance, grounded in critical sociolinguistic inquiry and embodied practice. A TL theory of language asserts an activist agenda to dismantl...