Abstract:Judith will present grounded examples of an interactional ethnographic logic-of-inquiry, to make visible how this epistemological approach supports multiple levels and angles of analyses of developing opportunities for learning constructed by participants in particular social and academic spaces. Through a series of telling-case studies, Judith will engage those attending this session in examining how interactional ethnography as a logic-of-inquiry, supports researchers and participants in an iterative, recursive and abductive process to exploring developing opportunities for learning in psychical as well as virtual spaces.

About the Speaker: Judith Green is a Distinguished Professor Emeritus in the Department of Education at the University of California, Santa Barbara. Her research over the past four decades has explored questions guided by theories on the social construction of knowledge. The goal of her Interactional Ethnographic (IE) logic-of-inquiry is to identify principles of practices that teachers (and others) use to support equity of access for all students. Her research is collaborative in design, and has involved her in working with teachers, their students and researchers to explore how participants socially and dialogically construct learning opportunities in and across disciplines in local and global educational communities of inquiry.

Abstract: How to integrate language learning with content learning is a central issue in current research on Content and Language Integrated Learning (CLIL). In this webinar I present our experience in developing and pioneering an innovative approach, ‘Concept+Language Mapping’ (CLM) (Lin & He, 2017; Wu & Lin, 2019). We draw on internationally renowned Science Education and Social Semiotics scholar Jay Lemke (1990)’s ‘thematic patterns’ theory to tackle the challenge of integrating discipline-specific language scaffolding into the teaching of complex content topics in secondary science classrooms in Hong Kong. Our design-based research studies have yielded positive results of the CLM approach in students’ learning of both content and discipline-specific language. Implications for content-based language education or ‘Soft CLIL’ (Ikeda, 2013) as a novel way of approaching English for Academic Purposes (EAP) will also be discussed.

About the Speaker: Angel M. Y. Lin received her doctoral degree from the Ontario Institute for Studies in Education, University of Toronto,in 1996. Since then her research and teaching have focused on classroom discourse analysis, bilingual and multilingual education, academic literacies, language across the curriculum, Content and Language Integrated Learning (CLIL), and language policy and planning in postcolonial contexts. She has published six research books and over 100 research articles and book chapters. She serves on the editorial boards of international research journals including Applied Linguistics, International Journal of Bilingual Education and Bilingualism, Critical Inquiry in Language Studies, Language and Education. In 2018 Angel Lin moved from the University of Hong Kong to Simon Fraser University to take up the position of Professor and Canada Research Chair in Plurilingual and Intercultural Education. She is one of the pioneering researchers in translanguaging, trans-semiotizing, and multilingual approaches to classroom pedagogies and literacy assessment.

Abstract: Translanguaging has emerged in the last two decades as an alternative philosophy and approach in language pedagogy, a theory of human language and communication, and an analytical framework for creative and critical translingual and transmodal practices. Drawing data from a variety of sources, this talk focuses on how the concept of Translanguaging helps to transform the way we think and talk about language, education and language education. I invite the participants to think with me about the implications for language education in post-colonial regions such as Hong Kong in the 21st century.

About the Speaker: Li Wei is Chair of Applied Linguistics and Director of the UCL Centre for Applied Linguistics at UCL Institute of Education, University College London. He is the Editor of the International Journal of Bilingual Education and Bilingualism and Applied Linguistics Review. He is a Fellow of the Academy of Social Sciences, UK

Abstract: The exponential growth of English Medium Instruction (EMI) both in Higher and Secondary Education globally has resulted in a similar growth of empirical research on the subject. Of necessity this research to date has been single institution-oriented and lacking a clear research agenda that a more established community of practice might have ensured. Moreover, the research agenda appears to have been appropriated by applied linguists. In this talk I will attempt to summarise findings to date on EMI including my own research and that carried out at Oxford. I will conclude with recommendations of what research still needs to be done and of how we need to develop a more collaborative community of practice.

About the Speaker: Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford. He is the founding Director of EMI Oxford, a Centre for Research and Development in English Medium Instruction in the Department of Education. He was also the Director of the Department of Education from 2013 to 2016. Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction. He has published widely in these areas.

Abstract: What stays the same when everything changes? One of the most profound and perennial challenges language teachers face is how to best engage learners in the language learning experience. Rapidly and regularly changing learning environments, assessment processes and instructional practices can challenge learners in finding and expressing their voice but also offer opportunities for teachers to draw on the affordances of the increased range of educational tools and settings available to them to open up new ways to encourage learner participation. In this practical talk I will draw on three decades of best practice in online, blended and hybrid learning to share 10 recommendations for turning the potential downsides of our changing situations into likely benefits for improving our teaching by encouraging greater learner participation and interaction. Specifically, we will look at ways in which technology can provide more agency to both teachers and learners alike and support language learning beyond the classroom.

About the Speaker: Hayo Reinders (www.innovationinteaching.org) is TESOL Professor and Director of Research at Anaheim University, USA, and Professor of Applied Linguistics at KMUTT in Thailand. He is founder of the global Institute for Teacher Leadership and Editor of Innovation in Language Learning & Teaching. His interests are in out-of-class learning, technology and language teacher leadership.