Symposium On Research In Applied Linguistics & IV International Symposium on Literacies and Discourse Studies

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The MA in Applied Linguistics to TEFL of Universidad Distrital Francisco José de Caldas is celebrating its 25 th anniversary in 2016. Such celebration will take place in the XXII Symposium On Research In Applied Linguistics &; IV International Symposium on Literacies and Discourse Studies on November 3rd and 4th, 2016 at Universidad Distrital Francisco José de Caldas, Aduanilla de Paiba (Cl. 13 #3175, Bogotá, Colombia).

This academic event will feature international and national presenters around three special research areas: Discourse Studies within Educational Contexts, Literacy Processes in Two Languages, and Processes of Teacher Education and Development.

Programa: http://maestrialinguistic.wixsite.com/appliedlsymposium/program

Invited Key Note Speakers

  • PhD Ron Thomson. Teacher of Brock University (Niagara Region, Canada)
    • Title: Teacher education, professional development and reflective practice in the teaching of English pronunciation
    • Abstract: The last decade has witnessed a resurgent interest in the teaching of second or additional language (L2) pronunciation (Lee, Jang and Plonsky, 2015). However, many of the methods and techniques that teachers use hail from earlier periods of interest, which largely preceded the emergence of empirical pronunciation research (Murphy and Baker, 2015). Other techniques seem to be based on teacher intuitions. This positions evidence-based pronunciation instruction as a relatively new enterprise within the larger field of L2 teaching and learning.
  • PhD Steve Daniel Przymus. Teacher of Texas Christian University (United States)
    • Title: Uncovering the mechanisms by which messages in the linguistic landscape influence language/race ideologies and educational opportunities
    • Abstract: Worldwide there is an increasing interest in environmental print or the linguistic landscape as a site of language and literacy learning. Paying attention to the language of street signs, billboards, storefronts, windows, etc. provides for meaningful and motivating ways for students to reflect upon, contrast, and explore different meanings constructed in their surroundings (Malinowski, 2015). Discussions in the classroom regarding why and where English and other foreign languages are used in the Colombian linguistic landscape, can serve as critical language awareness activities regarding conceived, perceived, and lived spaces (Lefebvre, 1991) and the resulting language ideologies of status that might emerge from analyzing the use of these languages in and around schoolscapes (Brown, 2012). However, I caution educators that the mere observation and documentation of signs in our surroundings, without adequately considering historical and often hidden meanings, may act to reinforce societal-dominant, first level interpretations of signs and may contribute to the strengthening of stereotypes that continue to position some with subaltern identities and limited educational opportunities.
  • PhD Candidate Bertha Ramos Holguín. Teacher of Universidad Pedagógica y Tecnológica de Colombia (Tunja)
    • Title: Critical literacy and critical interculturality: where do they meet?
    • Abstract: Considering the fact that literacy and interculturality are key concepts in education, this presentation will focus on what both concepts mean from a critical perspective. To do so, some basic theoretical elements will be addressed: literacies, interculturality, multiculturality, intercultural education. I will also argue that critical literacy and critical interculturality need to be seen as local and social constructions. Finally, a reflection is developed in regards to future areas of research for foreign language pre-service and in-service teachers.

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