XXVI International Symposium on Research in Applied Linguistics
Maestría en Lingüística Aplicada a la Enseñanza del Inglés - MLAEI
Call for Presentation Proposals
The MA in Applied Linguistics to the Teaching of English Language (MLAEI by its initials in Spanish) of Universidad Distrital Francisco José de Caldas, in collaboration with:
- Facultad de Ciencias y Educación
- Instituto de Lenguas de la Universidad Distrital – ILUD
Is glad to invite submissions of presentation proposals for its XXVI International Symposium on Research in Applied Linguistics. The purpose of this event is to attain some practical realizations of the MLAEI research areas: Literacy Studies and Local Pedagogies for Social Transformation, Discourse Studies within Educational Contexts, and Processes of Teacher Education and Development. It includes thought-provoking plenary sessions and concurrent sessions.
- Peter Sayer, Ph. D.
The Ohio State University, USA.
Title: Interrogating the promise of bilingual education, English for everyone, and social mobility
- Mario López Gopar, Ph. D. & Vilma Huerta Córdova, Ph. D.
Universidad Autónoma Benito Juárez de Oaxaca, México.
Title: Developing Critical Language Educators within Coloniality: The Subjectication of Languages
- Carlo Granados Beltrán, Ed. D.
Institución Universitaria Colombo Americana - Unica, Colombia.
Title: Critical Interculturality to disrupt Initial Language Teacher Education in Times of Supranational Influence on Policy Making
Deadline for submissions: September 30th, 2020
Communication of acceptance: October 9th, 2020
Date of the event: November 5th and 6th, 2020
Topics for presentations:
Presentations can be about but not limited to the following topics:
LITERACY STUDIES AND LOCAL PEDAGOGIES FOR SOCIAL TRANSFORMATION
• Fostering connections between home, community, and school to facilitate students ́ language and literacy
• Local literacies as resources for learning and teaching
• Social, cultural, linguistic realities of students and their communities in literacy and language learning
• Critical literacies and place-based pedagogies
• Community-Based Approaches to Foreign Language Education
• The role of students ́ first language and literacy in the school curriculum
• Educating learners within a perspective of equity, access, and social justice
• Minority languages made invisible in the educational system in Colombia
• A Multiliteracies approach to language and literacy education
• Self-Study of Language and Literacy Teacher Education Practices
• Literacies for the digital age
DISCOURSE STUDIES WITHIN EDUCATIONAL CONTEXTS
• The discursive character of education
• Educational policy as discourse
• The unraveling of ideology
• Gender issues in language education
• Interpreting the semiotics of the classroom
• The discursive construction of the self
• Power issues in language education
• Domination and resistance
• Narratives of becoming and experiencing
• The concept of voice in language education
PROCESSES OF TEACHER EDUCATION AND DEVELOPMENT
• Language Teachers' Identity
• Teachers' Beliefs
• Teachers' Life Stories
• Teachers' Empowerment
• Teacher Education Programs
• Teachers' Reflective practice
• Teacher Communities or Communities of Practice
Proposals are invited for research reports and workshops.
Research reports are formal presentations on finished or ongoing research studies that show a relevant balance between theory and practice. Time limit: 30 minutes
Workshops entail interaction with the attendees, helping them to develop a specific teaching and learning technique or a hands-on activity. The emphasis is on the participants’ activity which is carefully structured by the presenter. Time limit: 30 minutes
Peter Sayer, Ph D
Ohio State University, USA
Title of Lecture:
Interrogating the promise of bilingual education, English for everyone, and social mobility
As global English expands, countries in Latin America increasingly feel the pressure that, in order to remain globally competitive, they must increase the number of people with English proficiency. In response, many national Ministries of Education are now integrating English into the public primary school curriculum, which they promote with specific reference to expanding students’ future economic opportunities. From an educational language policy perspective, the broader issue is how the rapid move to integrate English in public primary education can be co-opted by the pressures of neoliberalism, and how as language educators we should respond.
Mexico adopted such a “primary English language teaching” (PELT) policy in 2009. Mexico has traditionally relied on a model of elite bilingualism, where access to extended English instruction and higher levels of proficiency have been restricted to students in private schools. The new policy represents an enormous shift: English is now incorporated through the K-12 curriculum (from three to 13 years, more than 400% increase in hours). On the surface, the program represents a broad attempt at acquisition planning that would “level the playing field” by significantly expanding access to acquiring English among working class Mexicans and, so the common refrain goes, opening new doors of economic opportunities. Drawing on data from an impact study of the program the presenter looks at ways that the reality of the program’s implementation does and does not match its aims. He concludes by considering the how we as language educators can frame English language education in Latin America not through a lens of neoliberalism, but rather as a means of addressing challenges of access, social class, and equity in education.
Dr. Peter Sayer is an Associate Professor of Language Education Studies in the College of Education and Human Ecology at the Ohio State University. His 50+ publications in educational sociolinguistics have appeared in Critical Issues in Language Studies, TESOL Quarterly, and the Modern Language Journal. He is the current editor of the TESOL Journal and the author of the forthcoming book The Sociolinguistics of Language Education (Multilingual Matters).
Mario E. López-Gopar, Ph D & Vilma Huerta Cordova, Ph D
Universidad Autónoma Benito Juárez de Oaxaca, Mexico
Title of Lecture:
Developing Critical Language Educators within Coloniality: The Subjectication of Languages
In Mexico, the hegemony of Spanish and English has resulted in the historical marginalization and stigmatization of Indigenous languages and peoples. In order to counteract this reality and to develop critical language educators, our presentation discusses ethnographic results of two projects conducted in a language teaching preparation BA program at the largest public university in Oaxaca, Mexico, the most culturally and linguistically diverse state in the country. The first project involved including Zapotec from the Isthmus, an Indigenous language, as part of the official additional language courses offered in the BA program. The second project engaged university students with endangered Indigenous language speakers in a peer-tutoring project, in which the university students taught “modern” languages while learning Indigenous languages from the Indigenous speakers. Based on data including participant observations, ethnographic field notes, individual and focus-group interviews, audio and video recordings, and utilizing a decolonizing language teaching theoretical lens (López-Gopar, 2016), this presentation addresses three emerging themes: a) “Changing language ideologies, slowly but surely”; b) “the subjectification of Indigenous languages; and c) developing critical language educators.
Dr. Vilma Huerta Cordova is Professor of Language Education, UABJO. She has a Ph. D. - Critical Language Studies, UABJO. Dra. Vilma Huerta´s research focuses on collaborative learning, peer tutoring, and interpersonal relationships in the classroom to promote equity in education. Her latest book is Ganar-Ganar. La tutoría entre colegas y la conciencia pedagógica. Oaxaca: UABJO.
Dr. Mario López-Gopar (Ph. D., OISE/University of Toronto) is professor at Universidad Autónoma Benito Juárez de Oaxaca. Mario’s main research interest is intercultural and multilingual education of Indigenous peoples in Mexico. He has received over 15 academic awards. His latest books are Decolonizing Primary English Language Teaching (Multilingual Matters, 2016) and International Perspectives on Critical Pedagogies in ELT (Palgrave MacMillan, 2019).
Carlo Granados Beltrán, Ed D
Institución Universitaria Colombo Americana – ÚNICA, Bogotá, Colombia
Title of Lecture:
Critical Interculturality to Disrupt Initial Language Teacher Education in Times of Supranational Influence on Policy Making
This presentation will address how critical interculturality, as a theoretical decolonial position, can support initial foreign language teacher education. After analyzing documents related to foreign language teacher education at the political and institutional level, six discursive tensions in foreign language teacher education were found: being instructor or educator; preference for a native or non-native teacher; a deficit image of language teachers as opposed to an ideal image; instrumental or cognitive and intercultural purposes for learning a language; emphasis on disciplinary knowledge or diverse knowledges; and division or integration between theory and practice. To disrupt these tensions, a set of criteria for initial language teacher education based on critical interculturality will be discussed.
Dr. Carlo Granados Beltrán holds a Doctor degree in Education from Universidad Santo Tomás, MA in British Cultural Studies and ELT from the University of Warwick, and MA in Applied Linguistics to TEFL from Universidad Distrital. He is the Academic Director of the BA in Bilingualism with Emphasis on Spanish and English at ÚNICA and the current President of ASOCOPI. He has been a teacher of the Languages Department at Universidad Central, the BA programs in Spanish and Languages and Spanish and English at Universidad Pedagógica Nacional and the BA in Modern Languages at Universidad Javeriana. He is also professor of the MA in Language Teaching at UPTC.