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We live in an era of artificial intelligence and digital revolution, marked by Industry 5.0 which places the well-being of the workforce at the centre while using new technologies and tapping creativity and innovation to build a sustainable, human-centric world. With new technologies and innovative learning systems adopted for Education 5.0, our approaches to learning, teaching and assessment need to be re-humanized, re-conceptualized, and re-imagined to cater to the diverse needs and talents of language learners and teaching professionals. Creativity is key to this endeavor, and innovations come to the fore as language professionals strive to educate learners on the responsible use of technology, while enhancing learners’ communicative competency in acquiring future-ready skills for Industry 5.0.This conference aims to bring into focus creativity and innovations in the language classroom alongside new perspectives and current research in language learning, teaching and assessment for Education 5.0 in the post-pandemic era.
• To develop a re-humanizing perspective on how new technologies and learning systems have influenced language learning, teaching and assessment for Education 5.0 • To provide academics, researchers, classroom practitioners and education leaders with a forum for sharing current research and practice in language education • To share creative pedagogies and innovations in language teaching and assessment • To discuss implications of Education 5.0 for language teacher professional development
• Re-humanizing language teaching and learning in the age of machines • Current trends in language teaching and learning for Education 5.0 • Language learning for specific and professional purposes • Best practices in embracing creativity in curriculum design, materials development and language teaching • Innovations and new pathways in language education • Quality language assessment and sustainable learning outcomes • Innovative approaches to language research • Implications of Education 5.0 for language teacher professional development
Peter I. De Costa is an Associate Professor in the Department of Linguistics, Languages & Cultures and the Department of Teacher Education at Michigan State University. He is the co-editor of TESOL Quarterly and the Second Vice-President of the American Association for Applied Linguistics (AAAL).
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).
Prof Nobuyuki Hino (Ph.D.) is Professor Emeritus at Osaka University, currently serving as Professor/Language Section Chair in the Institute of General Education at Otemon Gakuin University. A pioneer in teaching English as an International Language (EIL), he is best known for his book EIL education for the Expanding Circle (Routledge).
Dr Jonathan Newton is an Associate Professor and Programme Director for the Master of Applied Linguistics/TESOL Programmes at the School of Linguistics and Applied Language Studies (LALS), Victoria University of Wellington, New Zealand. His research focuses on task-based language teaching (TBLT), teaching listening and speaking, and teaching for intercultural capabilities. See: https://people.wgtn.ac.nz/jonathan.newton
Dr Willy A. Renandya is a language teacher educator with extensive teaching experience in Asia. He currently teaches language education courses at the National Institute of Education, NTU, Singapore. He has given more than 100 keynote presentations at ELT conferences and published extensively in the area of second language education. He maintains a large teacher professional development forum called Teacher Voices: https://www.facebook.com/groups/teachervoices/
Dr Julio C Rodriguez is Director of the Center for Language & Technology at the University of Hawai‘i at Mānoa. Within the broad area of instructional technology, he is primarily focused on faculty development programs, project-based learning, materials development, and online course design. He is currently leading the implementation of professional learning programs for language instructors, such as a national project to create professional development for online foreign language teachers, the creation of interactive materials as well as the incorporation of e-instructional tools that enable project-based learning into online learning and faculty development contexts.
Dr Ruanni Tupas is an Associate Professor of Sociolinguistics in Education at the Institute of Education, University College London, where he is also Programme Leader of MA in In-Service TESOL. He is an Associate Editor of the International Journal of the Sociology of Language. He has been awarded the combined honorary and lifetime membership by the Linguistic Society of the Philippines for his contributions to applied/sociolinguistics in the country.
Prof Csilla Weninger is an Associate Professor and Head of the English Language and Literature Academic Group at the National Institute of Education, Singapore where she researches and teaches in the areas of digital media literacy and English language education. She is also a lead Editor of the journal Linguistics and Education.
Dr Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. His research focuses on language teacher identity, teacher collaboration, language policy and planning, and world Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.
Parallel Papers These are 30-minute formal lecture sessions, including 5 minutes of question time.
Workshops These are 50-minute sessions with minimal lecturing. Participants will be engaged in activities that have been carefully structured by the workshop presenters.
• A 200-250 word abstract with a title not exceeding 15 words should be sent no later than 15 October 2023. Abstracts exceeding the word limit will not be accepted. • The Conference Planning Committee will inform proposers the results by 15 November 2023. Presenters are required to confirm participation with payment of the registration fees and to register for the conference by 31 January 2024. • For proposers who are including co-speaker(s), kindly ensure that the email address of the co-speaker(s) is valid and currently in use. Co-speaker(s) must accept the email notification sent to them before the proposal(s) can be reviewed and accepted. • For submission of Paper/Workshop Proposals, please click here: Abstract Submission
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.
• View Conference Announcements. • Update Personal Profile. • Submit a Proposal as a Speaker. • Register as a Participant. • Make Payment.
Conference registration fees: - S$530.00 (inclusive of GST paid by 31 December 2023) - S$590.00 (inclusive of GST paid from 1 January 2024) The conference registration fee includes coffee breaks and lunches. The conference registration fee is non-refundable. An administrative fee of S$50 (exclusive of GST) will be charged for replacements.
SEAMEO Regional Language Centre RELC International Hotel 30 Orange Grove Road Singapore 258352 Phone No.: (65) 68857844 / (65) 68857834 Email: firstname.lastname@example.org