English Teaching & Learning 2019 Conference
Translingual Practice in the ESL/EFL context
English Teaching & Learning (ETL) is an international refereed journal dedicated to research on the teaching and learning of English as a second or foreign language. ETL, which is currently indexed in SCOPUS and Taiwan Humanities Citation Index (THCI), is in partnership with internationally renowned Springer Nature. ETL is calling for submissions to English Teaching & Learning 2019 Conference. The principal theme for this conference is ‘Translingual practice in the ESL/EFL context.' Translingual practice—in its many guises as translanguaging, plurilingualism, or metrolingualism—has contributed significantly to our understanding of verbal resources in communicative practice. Challenging traditional understandings of language relationships in multilingualism, which postulates languages maintaining their separate structures and identities even in contact, translingualism looks at verbal resources as interacting synergistically to generate new grammars and meanings, beyond their separate structures. According to this definition, the prefix “trans” indexes a way of looking at communicative practices as transcending autonomous languages. An emergent second definition focuses on the need to transcend verbal resources and consider how other semiotic resources and modalities also participate in communication. Another approach focuses on transcending the text/context distinction and analyzing how diverse semiotic features previously relegated to spatiotemporal context actively participate in communication. A fourth meaning that is becoming significant is how semiotic resources transform social structures. In this case, “trans” indexes “transformation” and challenges understandings of language as regulated or determined by existing contexts of power relations.
In light of the promotion of the use of English as medium of instruction (‘EMI’) and the internationalization of English language education across the globe, there has been a growing interest in multilingual speakers’ utilization of multiple linguistic and semiotic resources in undertaking academic studies (e.g., using L1s in English medium university programmes) and fulfilling responsibilities as academics (e.g., writing for publications in international journals). Language educators and educational policy makers need to consider translingual practices in various education contexts when formulating and implementing language policies to guide curricula development and pedagogical practices in educational settings. This conference welcomes submission of works that appreciate and examine the issue of translingual practice in the ESL/EFL context.