A strategic partnership for the study of Portuguese in multilingual settings

Author: Sophie Bennett (Page 1 of 3)

International Conference on Heritage Languages Around the World in two weeks!

Only two weeks remain until the International Conference on Heritage Languages Around the World (HLAW), an exciting event taking place in person which brings together various research perspectives on heritage languages in order to contribute to a better understanding of the effects of language development and education in immigrant and minority language communities around the world.

Dates and location: 18th to 20th May 2022, University of Lisbon.

Organisers: HL2C members Ana Lúcia Santos (Lisbon), Cristina Flores (Minho), Luiz Amaral (UMass Amherst) and Hugo Cardoso (Lisbon) and by their respective institutions, Centro de Linguística da Universidade de Lisboa, Centro de Estudos Humanísticos da Universidade do Minho, the Portuguese Program and the Heritage Language Research Group at UMass Amherst.

Programme: The programme is available here. The four keynote speakers are as follows

  • Peter Austin (University of London)
    Issues and challenges in language endangerment and heritage languages: some Australian examples
  • Sílvia Melo-Pfeifer (University of Hamburg)
    At the interface of heritage language learning and teacher education: motorways, short-cuts and no-go areas
  • Naomi Nagy (University of Toronto)
    Promoting linguistic and cultural diversity through Heritage Language Sociolinguistics
  • Jason Rothman (University of Tromso)
    Theoretical Epistemology and Methodology in Heritage Language Bilingualism

 How to register: To register, please consider the payment information available on the website and fill in the form available here.

For more information, please see the HLAW website or contact heritage.languages.conference@gmail.com.

HL2C/SLLAT Seminar: Christopher Hall (York St John), Modelling plurilithic orientations to English with trainee teachers: A comparative international study

Our next exciting HL2C/SLLAT seminar will take place on Wednesday 4th May 2022, from 12 noon to 1pm (Dublin, Edinburgh, Lisbon, London).

Presenters:

Christopher Hall

Title:

Modelling plurilithic orientations to English with trainee teachers: A comparative international study

How to join:

Our seminars are free to attend. Simply sign up to the HL2C Mailing List to receive the link to join us via Microsoft Teams link. You do not need a Teams account to access the talk.

Abstract:

A major challenge in TESOL is how to address the learning needs of diverse global learners in a world where monolithic beliefs about English are still deeply entrenched. This study explored the extent to which such beliefs can be challenged in teacher education programmes using practitioner role models. In particular, we examined the role of ‘peerness’ in role models, i.e. whether or not they are demographically close to the student teachers they are expected to inspire. Accordingly, video clips featuring young, early-career English teachers from Germany and China modelling a ‘plurilithic’ orientation to the language were played to MA TESOL students in Germany, Austria, China, the UK, and Spain. The teachers from Germany and China were ‘near peers’ for the German L1 students and Mandarin L1 students respectively. The teachers from China also served as ‘more distant peers’ for students in the UK and Spain with other L1s. Survey and interview data indicated that viewing the role models was associated with increases in plurilithic orientation, and that the effect was greater for near peers than for more distant peers. We take these results as support for the use of near peer video modelling to promote ontological clarity about English in trainee teachers.

Conference: Principles and Practices of Training in Foreign Languages

On 20th and 21st June 2022, the IV Conference on Principles and Practices of Training in Foreign Languages ​​will take place at the Auditório da Escola de Letras e Ciências Humanas, The University of Minho, organised by the directorates of the Masters in Spanish as a Second Language/Foreign Language, Portuguese and German Studies, and Portuguese as a Second Language/Foreign Language. Its purpose is to bring together students from these courses and from other ELACH Masters, as well as researchers and teachers interested in issues related to foreign languages and the learning, acquisition and teaching processes that underlie them. Thus, these Conferences are, since their first edition, a space for reflection and debate, with a multilingual, multicultural and intergenerational focus.

Call for papers: International Conference ‘Language MOOCs and OERs: new trends and challenges’

Deadline for submitting abstracts: June 11

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The Faculty of Arts of the University of Porto (PT) is organizing the International Conference “Language MOOCS and OERS : new trends and challenges” in collaboration with the University for Foreigners of Perugia (IT), the University of Masaryk (CZ), the Jagiellonian University (PL), The University Ss. Cyril and Methodius in Skopia (MK), and the National Federation of Teachers Initiative Center for Europe – FENICE (IT). The Universities join in partnership for the project ‘LMOOC4Slav – Romance Languages ​​for Slavic-Speaking University Students’, funded under the Erasmus+ programme. The conference will take place at the Faculty of Arts of the University of Porto, Portugal, in person, on October 7th and 8th, 2022.The conference aims to bring together higher education professionals, experts in applied linguistics and experts in educational technologies working on issues related to language learning and teaching, namely: MOOCs, OERs, new approaches to language teaching and learning, mobility academic, linguistic description, linguistic diversity, languages ​​for specific purposes, digital transformation in Education and new educational technologies, new collaborative projects, multiculturalism and inclusion.

The deadline for submitting abstracts is June 11th .
Papers can be submitted in Portuguese, Italian or English.
More information about the conference and abstract submission at:

 

HL2C Seminar: Maria de Lurdes Gonçalves (Camões Institute), Teacher training in heritage language education: Challenges and opportunities

We are very pleased to announce our next HL2C seminar, taking place on Thursday 28th April 2022, from 3pm to 4pm (Dublin, Edinburgh, Lisbon, London).

Presenters:

Maria de Lurdes Gonçalves (Camões Institute)

Title:

Teacher training in heritage language education: Challenges and opportunities

How to join:

Our seminars are free to attend. Simply sign up to the HL2C Mailing List to receive the link to join us via Microsoft Teams link. You do not need a Teams account to access the talk.

Abstract:

Teaching Heritage Language (HL) is usually described as an endeavour situated within a continuum ranging from teaching L1 to teaching FL. Findings on the characteristics of heritage language speakers are helpful to guide teaching approaches, which intertwined with context knowledge, have been able to assist teachers to design successful teaching practices.

In this emerging field of research of Language Didactics, both teachers and researchers have been engaged in understanding and describing the specific work of HL teachers, in order to design adequate training and teacher education plans (Gonçalves & Melo-Pfeifer, 2020).

Based on the experience acquired over nine years of designing teacher education plans to assist HL teachers’ needs, this presentation will highlight some specific aspects of professional knowledge, having in mind and referring to challenges and opportunities of teacher training in heritage language education.

Gonçalves, M. L.; Melo Pfeifer, S. (Coord). (2020). Língua de Herança e Formação de Professores. Lisboa: Lidel.

Multilingualism in São Tomé and Príncipe: Opportunities and challenges

 

On 16th March 2022, The Camões Institute’s Centro de Língua Portuguesa em São Tomé organized a roundtable to discuss the opportunities and challenges of multilingualism in São Tomé and Príncipe, as well as the relationship that can be established with formal teaching and learning of the Portuguese Language.

The topics discussed at the event included the preservation of local creoles; the opportunity for multilingualism as a factor of cognitive development and social progress; the state of Portuguese language teaching; and the importance of mastering it as an instrument of citizenship and democratic participation.

The panel was attended by São Toméan specialists in Linguistics, Sociolinguistics and creoles: Abigail Tiny Cosme, professor at the Faculty of Sciences and Technologies (FCT), Researcher at the University of Lisbon and Coordinator of the IILP for São Tomé and Príncipe; Caustrino Alcantara; the writer Frederico Gustavo dos Anjos; and the Coordinator of the Department of Languages ​​at FCT, Beatriz Afonso. It also included Elebrak Costa, a recent graduate in Portuguese who won the 1st prize for his graduation thesis in the 1st IILP/Itamaraty contest for scientific articles on the Portuguese language, moderated by Guilherme Figueiredo, CICL Reader in São Tomé. Teachers of primary, secondary and university education and undergraduate students in Portuguese were also present.

The event also included the participation of the group Leji-tela (roots of the earth), whose members presented a moment of dialogue themselves and the public using the various mother tongues spoken in the country: Portuguese, Santome, Angola and Lungu’ie.

Translated from The Camões Institute’s website.

HL2C Seminar: Joana Moscoso (Native Scientist) and Julia Schiefer (Tübingen), Exploring the effectiveness of an innovative science outreach programme for migrant students

We are excited to announce our next HL2C seminar, taking place on Thursday 31st March 2022, from 3pm to 4pm (Dublin, Edinburgh, Lisbon, London).

Presenters:

Joana Moscoso (Native Scientist) and Julia Schiefer (Tübingen)

Title:

Exploring the effectiveness of an innovative science outreach programme for migrant students

How to join:

Our seminars are free to attend. Simply sign up to the HL2C Mailing List to receive the link to join us via Microsoft Teams link. You do not need a Teams account to access the talk.

Abstract:

Inspiring ethnic minority and migrant students to pursue higher education or careers in STEM (Science, Technology, Engineering, and Mathematics) challenges many European countries. This target group often underperforms in STEM subjects due to various reasons, including specific linguistic and educational needs. We will present the results of a randomized controlled trial testing the impact of an innovative science outreach program, which connects migrant students with scientists of the same linguistic and cultural background. The Native Scientist project (www.nativescientist.com) follows a science and language integrated learning approach bringing together real-world STEM professionals and migrant students to discuss science topics and science careers in the students’ heritage language. The interaction between scientists and students happens through workshops whose effectiveness has been studied for both the students and the scientists. We observed increased attainment value, intrinsic interest, self-concept, and intention to future participation in science, and increased intrinsic interest and self-concept of ability for the students’ heritage language immediately after the workshop. We also identified a range of challenges and benefits for participating scientists. Overall, results indicate a positive effect of the workshops and that it is possible to foster migrant students’ motivation for science through their participation in a science outreach program

HL2C Seminar: Nur Ehsan Mohd Said (UKM), Differentiating instruction for EFL learners

We welcome you to our next HL2C seminar, taking place on Wednesday 9th March 2022, from 12pm to 1pm (Dublin, Edinburgh, Lisbon, London). The talk is co-organized with Lancaster’s SLLAT Research Group.

Presenter:

Nur Ehsan Mohd Said (Universiti Kebangsaan Malaysia)

Title:

Differentiating instruction for EFL learners: Identifying and measuring changes in language attitude and critical thinking (Joint talk with Lancaster’s SLLAT Group.)

How to join:

Our seminars are free to attend. Simply sign up to the HL2C Mailing List to receive the link to join us via Microsoft Teams link. You do not need a Teams account to access the talk.

Abstract:

As a country that was once under British rule, Malaysia has accorded English the status of a second language and its teaching is compulsory at both primary and secondary schools. However, local scholars have reported mixed attitudes towards the English language as evidenced by research from different decades. While some users display a favourable attitude towards the teaching and learning of the language, others have indicated a fear that English could be a threat to the national language. Despite being an important language in the country, efforts to mandate the teaching of English outside English classrooms by the government (e.g. the teaching of Mathematics and Science) have resulted in a public outcry and street protests in the past.

In this talk, I will share findings from a preliminary study that investigated the effects of differentiated instruction (DI) on English language learners’ attitude. Over the years, education practitioners have introduced DI to accommodate multifarious learning needs within intact classrooms more efficiently, but it is a relatively novel concept in Malaysia with limited empirical evidence from English classrooms. Spanning 14 months, the study employed a classroom research design to investigate an English teacher and his students’ experience at a national secondary school. Data were collected by means of a pre- and posttest, and semi-structured interviews. The classroom intervention comprised a 13-week module, designed in line with the national curriculum and learning activities were tailored to the students’ learning styles. Analysis of the quantitative data indicated that DI has had a positive effect on language attitude with a large effect size while also revealing findings that may influence the landscape of language teaching in the country. The qualitative data revealed a rise in learner autonomy and acceptance of the differentiated learning tasks. In line with the government’s aspiration, it is proposed that DI should be practiced by English teachers more readily. It may be further facilitated by greater collaboration between university researchers and schoolteachers, and centralized provision of training nationwide.

HL2C Seminar: Montserrat Comesaña (Minho), The representational nature of grammatical gender: The relevance of language transparency

We are pleased to announce the next HL2C seminar, taking place on Thursday 24th February from 3pm-4pm GMT (Dublin, Edinburgh, Lisbon, London).

Presenter:

Montserrat Comesaña (Minho)

Title:

The representational nature of grammatical gender: The relevance of language transparency

How to join:

Our seminars are free to attend. Simply sign up to the HL2C Mailing List to receive the link to join us via Microsoft Teams link. You do not need a Teams account to access the talk.

Abstract:

The study of the representation and processing of grammatical gender during noun lexical access in language production has reached controversial results across languages. For Germanic and Slavic languages, a context of agreement has been widely found to be necessary for the emergence of gender competitive effects (e.g., slower responses when two nouns of different gender compete for selection than when these nouns are of same gender –gender congruency effect). For Romance languages, the results are instead puzzling, since some studies find that this context of agreement is necessary, but others do not. Thus, available evidence seems to support the idea that gender nodes would behave differently across language families. The picture is even more clouded with bilingual populations. Late bilinguals who carried out naming and translation tasks showed a gender congruency effect (i.e., faster responses for gender-congruent translation pairs) independently from the language family and the presence of an agreement context. The reason behind the effects obtained with late bilinguals of Germanic languages producing bare nouns (BNs) remains unknown. Here, we will present a series of experiments which are aimed at testing the tenets of a recent hypothesis developed in our lab: the Gender Acquisition and Processing (GAP) hypothesis. This hypothesis explains data discrepancies across studies with native speakers of different languages as a result of differences in the basal activation level of gender nodes due to the disparity in the degree of phonological gender transparency of each language. Also, it explain the findings with late bilinguals as a result of the way second languages (L2s) are learned and used.

PhD Defense: Mara Moita, NOVA University of Lisbon

On Thursday 20th January 2022, Mara Moita, researcher at NOVA CLUNL’s LiFE group , defended her PhD thesis in Linguistics  at NOVA University of Lisbon.

Title:

The Acquisition of Syntactic Dependencies with Movement in Deaf Children with Cochlear Implant: A movement deficit?

The PhD exams took place at 2:30pm in Auditorium 223 in Almada Negreiros College, on the Campolide Campus at NOVA University of Lisbon.

Original source

 

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