12 March, 2018 - 14 March, 2018
These are formal lecture presentations lasting between twenty and thirty minutes including five or ten minutes question time. Some parallel papers may be paired and scheduled within a 50-minute session.
In these 1-hour sessions, there is little lecturing by the workshop presenters. Instead, the participants are engaged in activities that have been carefully structured by the workshop presenters.
A 150-200 word abstract with a title not exceeding 12 words and a 50-word biodata should be sent no later than 29 September 2017. Abstracts outside the word limit will not be accepted. The submission deadline is now extended to 9 October 2017.
The Conference Planning Committee will inform proposers by 1 November 2017 whether their proposals have been accepted. Presenters are required to confirm participation with payment of registration fees by 15 December 2017 and to register for the conference.
For submission of Paper/Workshop Proposals, please click, https://iceams.relc.org.sg/Conference/
All abstracts will be evaluated by the Conference Planning Committee. Relevance to the theme of the Conference and freshness and originality of approach are among the major considerations in the acceptance of papers. The Committee reserves the right to decline paper/workshop proposals without providing reasons.
Please use the link, https://iceams.relc.org.sg/Conference/ to register at the Conference Portal and receive your RELC User ID, if you do not have one. You may then login to the Conference Portal to perform the following functions:
View Conference Announcements.
Update Personal Profile.
Submit a Proposal as a Speaker.
Register as a Participant.
Guidelines for registration are provided in the portal. Participants who already have User ID and Password may login to the portal directly.
The registration fee for the 3-day conference is payable by all participants and parallel and workshop presenters. Registration will be confirmed only upon receipt of the Conference Registration Fee, which is non-refundable.
The conference registration fee will be as follows:
Early Bird Fee up to 31 January 2018: S$415.00
Standard Fee from 1 February 2018: S$470.00
The conference registration fee includes coffee breaks, lunches and Goods and Services Tax.
The conference registration fee is non-refundable.
An administrative fee of $50 will be charged for replacements.
Registration will close when capacity is reached.
This 50th anniversary is a time to celebrate the bonds across cultures that have been forged within Southeast Asia, and with the rest of the world. At heart, RELC’s essential endeavour with language directly boosts human capabilities – the region’s most vital resource for development – and, in so doing, enhances the very quality of life. Most of all, this Golden Jubilee is a time to remember and reflect on RELC’s eventful and fulfilling journey so far, its enduring legacy of impact on the lives of so many, and its very bright prospects ahead. Click here for more information.
Find out more about the conference programme here.
View the abstract for all sessions here.
Wonder how you are able to get the most out of the 53rd RELC International Conference? Check out our 2018 Conference Tips!
Participants may book hotel accommodation at the RELC International Hotel at www.relcih.com.sg or email to firstname.lastname@example.org. Please book early as rooms are limited.
Professor Anne Burns’ fields of specialization are in English and Literacy Curriculum and Pedagogy. She was appointed as Professor in TESOL in the School of Education at UNSW from 1 July 2010. She was also appointed a member of the TESOL Research Standing Committee in 2006, and since 2009 she has been the chair of this commitee. She is also member-at large on the AILA Executive Board (International Association for Applied Linguistics).
Victoria works for the British Council and is currently the Assessment Development Manager for East Asia. Before joining the British Council, she worked as an EFL teacher, teacher trainer, curriculum designer, test developer and researcher. She also spent 11 years as a university lecturer. She has written numerous books on the General English Proficiency Test and has presented in many parts of the world. Victoria holds two Master’s degrees, one in Applied Languages and one in TEFL and she received her PhD in Applied Linguistics from the University of Reading, England.
Thomas S.C. Farrell is Professor of Applied Linguistics at Brock University, Canada. Professor Farrell’s professional interests include Reflective Practice, and Language Teacher Education. Professor Farrell has published widely and has presented at major conferences worldwide on these topics. A selection of his work can be found on his webpage: www.reflectiveinquiry.ca
Professor Christine Goh received her PhD (Linguistics) from the Department of Linguistics and English Language, Lancaster University and her MA (Applied English Linguistics), which was supported by the British Chevening Scholarship, from the Department of English Language & Applied Linguistics, Birmingham University. She is Professor of Linguistics and Language Education in the English Language and Literature Academic Group (ELL) and holds a concurrent appointment as Dean of Graduate Studies and Professional Learning at the National Institute of Education, Nanyang Technological University, Singapore. As Dean and previously as Associate Dean for Higher Degrees, Christine has been actively involved in the review, conceptualising, planning and implementation of NIE’s strategic initiatives for teacher continuing education through in-service, Masters and Doctoral programmes in the past eight years. She has developed an academic interest in continual teacher professional learning as a result.
Hanan Khalifa is Head of Research and International Education at Cambridge Assessment: English. She holds a PhD in Language Testing from Reading University and a professional MA from Cambridge University. Her publications include: Action Research, Mixed Methods in Language Testing, Examining Reading, Assessing students with disabilities and Test Development Manual.
Kurt Kohn is Emeritus Professor of Applied English Linguistics at the University of Tuebingen (Germany). His professional interests include intercultural telecollaboration, English as a lingua franca, and foreign language teacher education. Recent articles include “Learner agency and non-native speaker identity in pedagogical lingua franca conversations" (with P. Hoffstaedter, CALL 2017, 30/5) and “Towards the reconciliation of ELF and EFL” (In N. Sifakis & N. Tsantila, ELF in EFL Contexts. Multilingual Matters, 2018).
Ann Mayeda is Associate Professor in TESOL and a teacher trainer in TEYL at Konan Women’s University, Japan. Her research interests are in learner development and issues in autonomy as it applies to young learners and young adult learners. In recent years she has been active in promoting extensive reading and conducting in-service teacher training in Nepal.
Dr Johanna Motteram is an experienced English language teacher and an English language assessment specialist based in Singapore. She collaborates with British Council colleagues in the region to deliver evidence based programs to support English language learning and test preparation, and provides advice on assessment related problems to schools and other stakeholders.
Jonathan Newton is an Associate Professor in the School of Linguistics and Applied Language Studies (LALS), Victoria University of Wellington, New Zealand. His research and scholarship focus on language teacher education, task-based language teaching, and intercultural perspectives on language education. He has published more than 50 book chapters and articles. His most recent (co-authored) book, due for publication through Routledge in early 2018, is titled Teaching English Language Learners in Academic Contexts: Reading, Writing, Speaking, Listening.
Professor David Nunan is an Honorary Professor at the UNSW School of Education. He is also Emeritus Professor of Applied Linguistics at the University of Hong Kong and Vice-President for Student Affairs at Anaheim University. He is also Distinguished Visiting Professor at the Universities of Stockholm, Sweden, and Chulalongkorn University in Bangkok. He has written over 100 books and articles in the areas of classroom based research, curriculum development and discourse analysis. Recent books include What Is This Thing Called Language? (Palgrave/ Macmillan) and, with Kathi Bailey, Exploring Second Language Classroom Research (Heinle).
Amos Paran is a Reader in Second Language Education at the UCL Institute of Education. His main areas of interest are using literature in EFL and reading in EFL. He is the co-author of Literature (OUP, 2016) and tutor on the free MOOC, Teaching EFL/ESL Reading: A Task-Based Approach.
The author of numerous works on the global spread of English, critical applied linguistics, and urban multilingualism, Alastair Pennycook is Distinguished Professor of Language, Society and Education at UTS and Adjunct Professor at the University of Oslo. His most recent book is Posthumanist Applied Linguistics (Routledge).
Professor Jack Richards has had an active career in the Asia Pacific region, is a frequent presenter worldwide and has written over 150 books , articles, and classroom texts. Publications include Key Issues in Language Teaching (Cambridge), Approaches and Methods in Language Teaching 3rd edition (Cambridge), and Language Learning Beyond the Classroom (with David Nunan, Routledge).
Please complete the on-line evaluation for the Conference via your dashboard which will be accessible from 15 March to 30 June 2018. Upon completion, you will be able to print the Certificate of Attendance via your dashboard.
The videos of the Invited Speakers’ sessions will be uploaded for viewing on your dashboard from 30 March to 30 June 2018.
2018 Conference Planning & Organizing Committees
Established in 1968 with the aim to improve language teacher education in the region, SEAMEO RELC has played a key role in bringing together language educators for the past 50 years. Over the past half century, due to the dynamic nature of language as a living entity, language educators and applied linguists have witnessed significant changes in language education. These changes include beliefs about how languages are learned; approaches and methods of language teaching and assessment; curriculum and materials development; and the identities of “native” and “non-native” speakers as teachers of English. Impelled by the rapid forces of globalization and the internationalization of the status of English, it looks certain that the future of language education will be equally dynamic.
The 53rd RELC International Conference seeks to provide opportunities for our profession to critically reflect upon and evaluate existing pedagogical principles and practices, and to envision a future that allows language educators to meet the needs of learners in an increasingly diverse world.
To provide academics and practitioners with a forum for sharing current research and best practices in English language teaching and assessment (ELTA).
To engage in discussion and conversations on current trends and issues pertaining to ELTA.
To promote dialogue and mutual understanding about the complementary roles of “native” and “non-native” teachers of English.
To highlight ways to increase intercultural understanding through teaching methods and materials.
To review the role of technology in enhancing ELTA.
To discuss implications for language teacher education.
Exploring and responding to current and/or latest trends in ELTA.
Looking at or beyond intercultural competence
Brain-based learning in second language acquisition
Impact of globalization on language teaching and learning
Research methodology in ELTA or Applied Linguistics
Materials/curriculum development, selection, adaptation, and evaluation
(Critical) Language testing/assessment
Translanguaging and translingual practices
Beyond nature native and non-native: 21st century teachers’ identities
Role of technology in language education, change, and maintenance
21st century language teacher education