'Issues in Applied Linguistics' Tenth Anniversary Webinar Series

Abstract: The use of Linguistic Landscape in Language Education

In this presentation, I will start by introducing the concept of ‘linguistic landscape’ (LL) with particular reference to language education. The LL in education is studied with two aims in mind: a) to develop the language proficiency and intercultural competence of learners while utilising the LL as authentic material, and/or b) to analyse schoolscapes as a means of researching and potentially promoting linguistic justice in school environments.

Next, I will move on to explain how LL research has moved beyond logocentric studies (Pennycook & Otsuji, 2015) to include, for instance, smellscapes, soundscapes, skinscapes, and embodiment (e.g. Topacio, 2023). Our landscape is full of signs that provide both informational and symbolic meaning. Logocentric studies normally focus on the iconicity of signs where a direct relation can be made between form and meaning, while non-logocentric studies examine the indexicality of signs, that is, how social meanings are created that are not naturally connected to the signs. Some examples of classroom tasks aimed at language learning will be shown.

Biography - Prof. Antoinette Camilleri Grima

Antoinette Camilleri Grima is a full professor of applied linguistics at the University of Malta. She has authored two radio series in Maltese as a Foreign Language (MFL) and has taught several courses in MFL to translators and employees within the EU institutions. She has co-ordinated several Council of Europe workshops in the area of modern languages, specifically on whole school policy, learner autonomy, and intercultural competence. She is a co-author with Michel Candelier and other scholars of the Council of Europe’s/ECML document A Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA/CARAP). She edited a Special Issue of the International Journal of Bilingual Education and Bilingualism (Volume 16, Number 5), and two Special Issues of the Malta Review of Educational Research (Volume 9/1 and 10/2). She has published several textbooks, books, chapters, and many articles in internationally refereed journals on language education, bilingual education, intercultural competence, learner autonomy, and Maltese sociolinguistics. She is an Associate Editor of the Journal of Multilingual Theories and Practices and a member of the Advisory Board of Le Simplegadi (Italian scientific A class journal).

Abstract: Setting a Good Example

In this practical, classroom-oriented talk, we'll be exploring what is - and what isn't - useful for teachers to do when tackling new vocabulary in the classroom. We'll be looking
at what we do when go through answers to vocabulary exercises - and how we can do it better; we'll be considering the importance of boardwork – and why some boardwork is better than others; we'll discuss how we can raise students' awareness both of the importance of vocabulary and of its true nature; there will be a brief discussion of practice and revision - and finally, we'll look at how better vocabulary teaching also means a heightened focus on grammar!

Biography - Hugh Dellar

Hugh Dellar is the co-founder of the online school and training company lexicallab. He has co-authored two five-level General English series, Outcomes and Innovations, published by National Geographic Learning, and his first methodology book, Teaching Lexically, came out in 2016. Most recently, he worked on Grammar Nonsense... and what to do about it, published by Wayzgoose Press.

Abstract: Investigating Classroom Discourse and Interaction in English-medium Instruction (EMI) Contexts

English medium instruction (EMI) refers to the use of English for the teaching and learning of curricular content in global contexts where English is not the participants' main language. It can cover both secondary and higher education. EMI is a growing phenomenon around the world, as using English as medium of instruction is seen as a way of achieving a range of goals, such as proving students' English proficiency, improving job prospects, or encouraging internationalization. However, EMI is a complex phenomenon in applied linguistics, and there are considerable gaps in our understanding of how it works in practice and its effects. In this webinar, we explore how investigating discourse and interaction in EMI classrooms from multilingual, multimodal and knowledge building perspectives can contribute to a greater understanding of the phenomenon.

Biobraphy - Dr Tom Morton

Tom Morton is honorary lecturer in the Department of English Philology, Universidad Autónoma de Madrid (UAM). His research focuses on classroom interaction and teacher knowledge, identity and professional development in content and language integrated learning (CLIL) and English Medium Instruction (EMI) contexts.

Abstract: Authenticity in Language Learning Materials: Where are we now?

Issues around ‘authenticity’ and ‘genuineness’ in language learning have been widely discussed for over 50 years. In 2015, in this series, we considered to what extent authenticity is lost in translation in language learning materials, and discussed the advantages and disadvantages of, for example, edited texts, gapped exercises, and scripted listening extracts. Ten years on, we’ll review representations of everyday language in language learning resources, particularly in relation to speaking and interaction. We’ll revisit definitions of authenticity in light of the increased use of AI in our daily lives and its impact on materials development.

Biobraphy - Dr Geraldine Mark

Geraldine Mark is an applied corpus linguist with experience in a variety of roles encompassing language teaching and learning, spoken and written discourse analysis, multi-modal interaction, instructional architecture, and materials design and development. Her principal interests are in corpus linguistics (CL) and its diverse applications, particularly in relation to spoken and written discourse, L1 and L2 development, register, pragmatics, multilingualism, language identity and materials design.

Abstract: ‘Writing Upwards’ in Letters by the Poor and Desperate, c.1770-1840

This talk considers the evidence in letters by the poor and desperate (c.1770 – 1840) that the writers sought to elevate their style in parts of the letters by adopting what they perceived to be prestige forms of English. The talk is based on two main corpora: 1) The Pauper Letter Corpus consisting of letters written by the poor asking for charitable relief 2) The Prisoner Letter Corpus consisting of letters written by women in Newgate prison awaiting deportation to Australia for defrauding the Bank of England. I suggest that the writers systematically avoided using certain socially deprecated grammatical forms which, I show, with reference to the Mayhew Corpus of interviews with the poor (c.1850), were present in vernacular English at the time. At the same time, they strove, often rather awkwardly, to use forms which they deemed to be suitable for recipients who were higher in the social hierarchy of the time. This analysis raises the question of how the writers, with very little education, developed awareness of vernacular and prestige styles. I conclude by asking whether this kind of awareness is a universal attribute.

Biography - Prof. Ivor Timmes

Ivor Timmis is Emeritus Professor of English Language Teaching at Leeds Beckett University. He has a long-standing interest in corpus analysis of spoken language, both contemporary and historical; this interest has extended in recent years to letters written by the poor in the late 18th and early 19th centuries. He has argued that such letters, despite the authors’ low levels of education, show a striking degree of creativity, resourcefulness and discourse awareness. Relevant recent publications are:

Fitzgerald, C. and Timmis, I. (2024) Corpus Linguistics for Oral History. Abingdon: Routledge.

Timmis, I. (2020) The discourse of desperation: late 18th and early 19th century letters by paupers, prisoners and rogues. Abingdon: Routledge.

Abstract: Using Corpora to Inform Teaching and Materials Development: A look 10 years later

In this presentation I’ll look at what has changed (or not) in the last 10 years in the areas of using corpus research and corpora as a resource for language instruction. We’ll look at what resources are now available in the area of materials and teacher training.

Biography - Prof. Randi Reppen

Randi Reppen is Professor Emerita at Northen Arizona University. She has a keen interest in using corpora and corpus linguistic research to inform English language teaching materials. She is the lead author on Cambridge University’s corpus informed series Grammar and Beyond with Academic Writing (2021).

Abstract: Language and Creativity in Workplace Discourse

Creativity is highly valued not only in the arts, but also in business and other domains of professional practice. While in business studies, the focus is on the practical value of creativity, such as fostering innovation, an applied linguistics perspective is interested in creative uses of language and discourse without necessarily considering concrete outcomes. Drawing on both perspectives, this talk explores language and creativity in workplace discourse, addressing some of the following questions:

• What role does communication play in creativity?
• What methods can be used to explore workplace creativity?
• What is the relationship between linguistic creativity and workplace creativity?
• What role does creativity play in professional practice?

To answer these questions, I will draw on case studies from a range of workplaces and organisational settings, such as corporate settings, start-ups and the service sector, for example care homes for the elderly. These case studies show that creativity is different in each community of practice and that various factors and constraints can promote or hinder or creativity.

Biography - Prof. Almut Koester

Almut Koester is Full Professor of English Business Communication at Vienna University of Economics and Business (WU), and, before that, was Senior Lecturer in English Language at the University of Birmingham in England. She is author of The Language of Work (2004), Investigating Workplace Discourse (2006), Workplace Discourse& (2010), Language and Creativity at Work (2024). Her research focuses on spoken workplace discourse and business corpora, and her publications have examined genre, modality, relational language, vague language, idioms, conflict talk and creativity. She is interested in practical applications of research findings to teaching in the areas of Business Studies and Business English.