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March 14, 2022 - March 16, 2022
Registration for Speakers (OPEN) Registration for Participants (TBA mid-August) The registration for speakers is now open. Please submit your proposal for evaluation by 30 September 2021. Do note the following: • Follow the step-by-step guide for proposal submission • Important: All co-speakers (if any) must respond via the invitation link for your proposal to be considered • Please make sure that your details and biodata are correct before submitting the registration form. No changes are allowed after the submission has been completed. In view of the on-going COVID-19 pandemic and the possible easing of global travel restrictions in 2022, RELC is planning to hold the 56th RELC International Conference as a hybrid conference. We will have both physical and virtual (on-line) audience of speakers and participants. We will announce the actual conference fees for both the physical conference participants and online attendees by mid-August.
The ever-changing demographics of learners and the continuous influx of new technologies have changed the language education architecture around the globe. Innovative learning ecosystems have evolved, creating new pathways and opportunities for learners. Today, as learning spaces become more complex with students of different cultural backgrounds, academic identities, and learning needs, language education systems need to adopt new policies, practices, and perspectives that cater to diversity and individual uniqueness. Language educators also need to navigate modern ways to help learners regardless of social background or divide in order to unleash hidden potential and ensure equivalent outcomes. When learners learn a language or languages in equitable and inclusive learning environments, they become empowered actors of social development, cohesion, and resilience.This conference aims to bring together policy makers, classroom practitioners, and researchers to rethink and shape new paradigms, and explore alternative pathways and new possibilities in language education that nurture diversity, equity, and inclusion in various educational and training systems across Asia and beyond. It also aims to provide a platform for discussion on the timeless theme of equitable and inclusive language education in the post COVID-19 era when equitable access to home-based or remote learning and other challenges faced in providing an inclusive language education for all learners become pertinent areas of concern to be addressed.
To provide policy makers, education leaders, teachers, and researchers a platform to share innovative practices, ground-breaking researches, and modern perspectives on the significance and effects of equitable and inclusive language education in various contexts in the post COVID-19 era
To promote a high level intellectual discourse on diversity, inclusion, and equity in language and literacy education that will help leaders and classroom practitioners formulate informed decisions and actions
To develop new knowledge, skills, and inspirations in celebrating diversity and cultivating equity and inclusion in language classrooms
To share best practices in teaching and assessing diverse language learners in an equitable and inclusive classroom
To showcase innovative teaching materials and technological tools that promote equity and inclusivity in ESL/EFL classrooms
Equity and inclusion in multicultural language learning environments
Differentiation in ELT curriculum, instruction, and assessment in the post COVID-19 period
Asset-based language teaching and assessment
Learner autonomy, motivation, and grit in language learning
Bilingualism, multilingualism, and translingualism
Linguistic inclusivity in basic and higher education
Equitable and inclusive language testing and assessment
Social Emotional Learning in ELT
Emerging identities in language learning contexts
Artificial Intelligence (AI) / Deep Learning in ELT
Digital tools and multimodal literacy
Adult language education and lifelong learning pathways
Research trends, practices, and trajectories in inclusive and equitable language education
Programmes and developments in supporting success of English language learners
Inclusion and equity in teacher training and development
21st century language teachers and their roles to promote Gen Z learning
Dr Peter De Costa is an associate professor in the Department of Linguistics, Languages, and Cultures at Michigan State University (MSU). He is part of the core faculty within the Second Language Studies Ph.D. Program and the Master of Arts in TESOL Program. His primary area of research is the role of identity and ideology in second language acquisition (SLA). He researches other issues in educational linguistics, including English as a lingua franca, critical classroom discourse analysis, and culturally relevant pedagogy for immigrant ESL learners.
Dr Fan Fang is Associate Professor at Shantou University, China. His research interests include sociolinguistics and applied linguistics. His recent publications appear in journals including Asia Pacific Journal of Education, Asian Englishes, ELT Journal, English Today, Language, Culture and Curriculum, Language Teaching Research, Lingua, RELC Journal, System, and The Journal of Asia TEFL.
Dr David Gerlach is a full professor at the University of Wuppertal (Germany). His research and teaching focus on professional development of language teachers, critical pedagogy, and inclusive language teaching. Lately, he has been involved in conceptualizing more critical perspectives for inclusive language teaching and language teacher education in Germany.
Dr Christoph A Hafner is Associate Professor in the Department of English, City University of Hong Kong. He has published widely on English for specific purposes, digital literacies, and language learning and technology. His latest book is Understanding Digital Literacies: A Practical Introduction (2nd edition) (Routledge, 2021, co-authored with Rodney Jones).
Dr Sally Ann Jones is Senior Lecturer and Deputy Head (Programmes and Teaching) in the English Language and Literature Academic Group at the National Institute of Education, Singapore. She has taught in schools and in teacher education. Her research centres on language in education - as thinking and as culture.
Dr Finex Ndhlovu is Associate Professor in Language in Society at the University of New England, Australia. His key research and teaching interests are around language, identity and sociality in relation to transnational African diaspora communities; language and development; language and discourses of everyday exclusion; language and citizenship; language-in-education; intercultural communication; critical inter-culturalism; and critical cultural literacy.
Dr Willy A Renandya is a language teacher educator with extensive teaching experience in Asia. He currently teaches applied linguistics courses at the National Institute of Education, Nanyang Technological University, Singapore. He is a frequent plenary speaker at ELT international conferences and has published extensively in the area of second language education. His publications include Language Teaching Methodology: An anthology of current practice (2002, Cambridge University Press), Student-centred cooperative learning (2019, Springer International), and a recently published book chapter Growing Our Research Impact (2020, Springer International). He maintains a large language teacher professional development forum called Teacher Voices: https://www.facebook.com/groups/teachervoices/
Dr. Corinne Seals is Senior Lecturer of Applied Linguistics at Victoria University of Wellington (New Zealand), and she is the Director of Translanguaging Aotearoa. She has published 30+ articles and book chapters, and four books including recently Linguistic Landscapes Beyond the Language Classroom (2020, Bloomsbury), Translanguaging in Conjunction with Language Revitalization (2020, System), Embracing Multilingualism Across Educational Contexts (2019, VU Press), and Heritage Language Policies Around the World (2017, Routledge). Corinne's research is focused on language and identity, and the role of translanguaging, especially for heritage language speakers. She also actively researches language policy and planning, linguistic landscapes, and forensic linguistics.
Dr Ruanni Tupas is a Lecturer in Applied Linguistics at the University College London, Institute of Education. His areas of research are in language in education, Unequal Englishes, and language policy.
Parallel PapersThese are 30 minutes formal lecture sessions, including 5 minutes question time. 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 2021. Abstracts outside the word limit will not be accepted.
The Conference Planning Committee will inform proposers the results by 15 November 2021. Presenters are required to confirm participation with payment of registration fees and to register for the conference by 31 January 2022.
For submission of Paper/Workshop Proposals, please click, https://www.relc.org.sg/signin
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 register at the Conference Portal via the link: https://www.relc.org.sg/signin to receive a RELC User ID and Password, if you do not have one. You will be able to perform the following functions at the Conference Portal:
View Conference Announcements
Update Personal Profile
Submit a Proposal as a Speaker
Register as a Participant
Please follow the steps below to set the password for your new account:
Open the URL to our sign in page: https://www.relc.org.sg/signin
Click on “Forgot Password” to proceed
Enter your “Email Address” & “Text Verification”. Click on “Send New Password” to proceed. An email will be send to your email address with instructions to set password for your new account.
Participants who already have a 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.
In view of the on-going COVID-19 pandemic and possible easing of global travel restrictions, RELC is planning to hold the 56th RELC International Conference as a hybrid conference. We will have both physical and virtual (on-line) audience of speakers and participants.
The conference registration fee (inclusive of Goods & Services Tax) per person will be similar to what was charged in previous years for the physical conference participants at around S$450.00 (or slightly more for any safety requirements) and last year for the virtual conference attendees at around S$110.00.
We will announce the actual conference fees for both the physical conference participants and online attendees at a later date.
The conference registration fee includes coffee breaks and lunches for the physical conference participants.
• The conference registration fee is non-refundable. • An administrative fee of $50 will be charged for replacements.
The detailed conference programme will be published on the RELC website a week before the conference.
Participants may book hotel accommodation at the RELC International Hotel by sending an email to firstname.lastname@example.org. Please book early as rooms are limited.
The Conference SecretariatSEAMEO Regional Language Centre30 Orange Grove RoadSingapore 258352Ph No.(65) 68857844 / (65) 68857815Email: email@example.com