March 16, 2020 - March 18, 2020
The educational landscape is always changing in tandem with new technologies and learning systems, research-informed practice, and innovative approaches to teaching and learning. New language education initiatives are implemented in education systems across Asia and beyond, with the aim of keeping up with new standards, strategies and systemic approaches that are effective in bringing about sustainable learning outcomes. This conference aims to bring together language educators, classroom practitioners, researchers, school leaders and policy makers to review, re-calibrate and re-align new standards, strategies and learning systems to bring about long-lasting, sustainable learning outcomes for language learners.
To provide academics, classroom practitioners and education leaders with a forum for sharing current research and practice on the influence of new technologies and learning systems on language education
To promote a dialogue on effective strategies and systemic approaches that will bring about sustainable learning outcomes in language education
To develop a greater understanding of new varieties and standards of English, as well as new policy initiatives in language education
To share best practice and research on current trends in language learning, teaching and assessment
New technologies and learning systems and their influence on language education
Strategies and systemic approaches for sustainable learning outcomes in language education
New varieties and standards of English and their impact on classroom teaching
Current trends in language learning, teaching and assessment
New policy initiatives and best practice in language education
Standards and quality assurance in language education
Sustainable teacher professional development and lifelong learning
Changing inter-cultural perspectives on language education and research
Bao Zhiming is a theoretical linguist working in the Department of English Language and Literature. He joined NUS in 1993. Currently, he has two active research areas: Contact Linguistics and Theoretical Phonology. He teaches modules in English linguistics and in contact linguistics, at both undergraduate and graduate levels. In contact linguistics, he is interested in how a language acquires new grammatical features from the languages with which it comes into contact, and how social stigmatization affects the development of these new features. In phonology, he is exploring formal ways of capturing dialect diffusion.
Nicola Galloway is Lecturer at The University of Edinburgh. Her research focuses on the pedagogical implications of the global spread of English. She is author of 3 books (Introducing Global Englishes (Routledge, 2015); Global Englishes and change: Attitudes and Impact (Routledge, 2017), and Global Englishes for Language Teaching (CUP, 2019). Recent work examines EMI in higher education (Galloway et al, 2017; forthcoming).
Peter Gu is an associate professor at Victoria University of Wellington, New Zealand. His academic interests include language learning strategies and language assessment. His recent book, Classroom-based formative assessment, was published in 2019 by Foreign Language Teaching and Research Press in China.
Nobuyuki Hino (Ph.D.) is Professor, Graduate School of Language and Culture, Osaka University, Japan. Along with numerous book chapters and journal articles on the teaching of English as an international language (EIL), his latest single-authored book is EIL Education for the Expanding Circle: A Japanese Model (Routledge, 2018).
Dr Hanan Khalifa is a leading language testing and evaluation expert. She is also an accomplished author with cited publications. Examining Reading, written with Professor Weir, continues to be key textbook and reference material in ALTE institutes and on masters’ programs in UK universities. Since 2003, Hanan has been with Cambridge Assessment English, leading on research and then on transforming language education with governments worldwide.
Ricky Lam is Associate Professor in the Department of Education Studies at Hong Kong Baptist University. His publications have appeared in Assessing Writing, Language Testing, TESOL Quarterly, System, and other international journals. He has recently published a volume in the New Portfolio Series (RELC) entitled ‘Using Portfolios in Language Teaching’.
Christine Manara teaches and writes on Bilingualism, Sociolinguistics English for Specific Purposes & English teacher’s identity. She is currently a Lecturer at Atma Jaya Catholic University.
Graham Parr is Associate Professor and Associate Dean (International) in the Monash Faculty of Education. Graham began his professional life as a French horn player in the Melbourne Symphony Orchestra from 1977-1983. After graduating with a BA (Hons) at the University of Melbourne, his interests in teaching, literature and writing drew him away from music to pursue a career in education. He taught English, literature and drama in Victoria and the USA for 11 years before joining the Faculty of Education at the University of Melbourne in 2000, and subsequently the Faculty of Education at Monash University in 2003.
Andrea Révész is a professor of second language acquisition at the UCL Institute of Education, University College London. She holds a doctorate from Teachers College, Columbia University. Her work regularly appears in journals such as Applied Linguistics, Language Learning, Studies in Second Language Acquisition, TESOL Quarterly, and The Modern Language Journal.
Heath Rose is Associate Professor of Applied Linguistics at the University of Oxford. He is author of numerous books including “Data Collection Research Methods in Applied Linguistics” and “Global Englishes for Language Teaching”. He originally trained as a high school language teacher (PGDipEd, before completing his PhD (University of Sydney).
Dr. Dominik Rumlich is full professor of TEFL at Paderborn University, Germany. He completed his teacher’s degree in 2009 and then did his PhD on bilingual education/CLIL while working as a substitute teacher. His research areas also include language assessment, affective-motivational dispositions and the transition between primary and secondary school.
Ramona Tang is Associate Professor and Head of the English Language and Literature Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Her teaching and research interests include Academic Literacies, English for Academic Purposes, discourse analysis, and issues associated with effective teaching and learning in Higher Education, particularly involving the use of technology and multimodality.
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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.
Early Bird Fee up to 31 January 2020: S$430.00
Standard Fee from 1 February 2020: S$480.00
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.
Conference Programme and AbstractsThe conference programme will be available at the RELC website by the end of the first week of March 2020.AccommodationParticipants may book hotel accommodation at the RELC International Hotel at www.relcih.com.sg or email to email@example.com. Please book early as rooms are limited.
For more information, please contact:The Conference SecretariatSEAMEO Regional Language Centre30 Orange Grove RoadSingapore 258352Ph No.(65) 68857844 / (65) 68857815Email: firstname.lastname@example.org
Parallel PapersThese are 25 to 30 minutes formal lecture presentations, that include 5 to 10 minutes of question time. Some parallel papers may be paired and scheduled within a 50-minute session. WorkshopsThese are 50-minute sessions with minimal lecturing. Participants will be engaged in activities that have been 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 30 September 2019. Abstracts outside the word limit will not be accepted.
The Conference Planning Committee will inform proposers of the results by 1 November 2019. Presenters are required to confirm participation with payment of registration fees and to register for the conference by 15 January 2020.
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.