Prof. Peter DE COSTA
Michigan State University, USA
Drawing on the five (cognitive, social, affective, performance, and power) domains identified by Prasad and Lory (2020), and focusing on language learners and their communicative repertoires (García, 2017), I explore how Critical Multilingual Language Awareness (CMLA) can promote a greater consciousness of language and the voicing of students’ multilingual experiences. This is achieved primarily through emphasizing power inequalities inherent in language use and their ideological basis. To illustrate the potential of CMLA within language teacher education, I invoke examples from educational contexts across the world. And in doing so, I demonstrate how we can create opportunities for language teacher educators to help teachers critically engage their students, especially with respect to key topics like gender and pluricentric notions of languages. These pedagogical moves, in turn, enable teachers to enact transformative change in a multilingual and multicultural world.
Peter I. De Costa is Professor in the Department of Linguistics, Languages & Cultures and the Department of Teacher Education at Michigan State University. He is the co-editor of TESOL Quarterly (2018-2026) and the President Elect of the American Association for Applied Linguistics (2023-2024).
Dr. Ju Seong LEE
The Education University of Hong Kong
This interactive workshop offers the audience practical guidance on designing intervention research studies in foreign language education. Participants will gain an understanding of key concepts, essential features, and important considerations for crafting rigorous intervention studies. The workshop will also showcase successful examples of intervention research, highlighting their applicability to various foreign language contexts. This engaging and informative session is specifically tailored for aspiring language education researcherBuilding effective intervention studies in language education: a step-by-step guide
Dr. Lee Ju Seong is an Associate Head and Assistant Professor at the Education University of Hong Kong, with expertise in extramural contexts of Computer Assisted Language Learning. He authored two books titled "Informal Digital Learning of English: Research to Practice" (Routledge, 2022) and "English Education in the Digital Age: Learner-Driven Strategies for Adolescents and Young Adults" (Wiley-Blackwell, 2023), and has published 50+ peer-reviewed papers, with a strong focus on addressing real-life issues in schools.