Conference Agenda
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
Please note that all times are shown in the time zone of the conference. The current conference time is: 2nd June 2024, 07:29:01pm EDT
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Session Overview | |
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Location: Richcraft Hall 3110 31 people |
| Date: Friday, 28/June/2024 | |
| 10:20am - 12:20pm |
Multilingualism in Schools and Inequalities Location: Richcraft Hall 3110 Silenced Language An Experiential Perspective on the Impact of Subtractive Language Policies on Student Identity 1: META: Multilingual Educators Transforming Education, United States of America; 2: Spelman College Linguistic Inclusion at the Centre: Developing whole-system language policy in education Oxford Brookes University/Crisfield Educational Consulting, United Kingdom Pakistani English language teachers and raciolinguistics experiences University of Calgary, Canada |
| 1:40pm - 3:40pm |
LPP and Higher Education Location: Richcraft Hall 3110 Defining “Good Writing”: Attitudes and Ideology in Anglophone Canadian University Language Policy Independent, Canada Factors Affecting Mandarin Proficiency in French-Born Chinese with a Dialect Background: A Case Study of Two Female University Students in Paris Neoma Business School, France |
| 4:00pm - 6:00pm |
Teachers' Attitudes and Experiences Location: Richcraft Hall 3110 A Critical Discourse Analysis of Teacher Language Policies Western Colorado University, United States of America Teachers’ languaging beliefs translate to classroom language policy: Stories from local English teachers of an internationalised school in the Global South McGill University, Canada “Kwéyòl is a way of life, not only the language”. Performativity as educational language policy in a primary school in Saint Lucia. The University of Texas at San Antonio, Puerto Rico (U.S.) Balancing languages in Kazakhstan’s Trilingual Education Policy: Perspectives and Practices of EFL Teachers, Teacher Candidates and Teacher Educators 1: K. Zhubanov Aktobe Regional University, Kazakhstan; 2: OISE, University of Toronto, Canada |
| Date: Saturday, 29/June/2024 | |
| 10:20am - 12:20pm |
Language Attitudes and Identity Location: Richcraft Hall 3110 Investigating Language Attitudes of Post-Graduate Students Towards Pakistani English in Multilingual Punjab: Implications for Language Planning and Policy 1: Higher Education Department, Government of the Punjab, Pakistan, Pakistan; 2: University of Sargodha, Sargodha, Punjab, Pakistan; 3: Indiana University Bloomington, USA; 4: School Education Department, Government of the Punjab, Pakistan Uyghur Students’ Attitudes towards Multilingualism: A Pilot Study in Songjiang University Town SISU, China, People's Republic of Language and identity: a case study on the attitude towards learning and using Putonghua among young people of Hong Kong Musashino University, Japan Parenthood and gender diversity: crossovers between language and law Université de Montréal, Canada |
| 1:40pm - 4:10pm |
Minority languages and inclusion Location: Richcraft Hall 3110 3 x 11: Competing agendas in language policy formation University of Turku, Finland (retired) When Language Access meets Public Health Crisis: The COVID-19 Pandemic as a catalyst for Language Advocacy in Canada MCIS Language Solutions, Canada Vers un plein accès à l’information pour les citoyens sourds canadiens : Peut-on faire l’économie d’une politique d’aménagement linguistique des langues des signes ? UQAM, Canada Exclusion of Ethiopian Sign Language in the ‘Inclusion’ Policies: The Linguistic Human Rights Issue of Deaf Children Addis Ababa University, Ethiopia India’s language policy for deaf and hard-of-hearing people University of Cambridge, United Kingdom |
| Date: Sunday, 30/June/2024 | |
| 9:30am - 11:30am |
English as a Second Language Location: Richcraft Hall 3110 Streaming language in English as a Second Language programs: A critical language policy analysis. University of Toronto, Canada Resilience and Persistence: Unveiling the Journey of Arabic-Speaking Female Muslim Teachers in Adult ESL Education Carleton University, Canada Portraying a positive image of China through acquisition learning: a case study of an online English-learning platform in China. Trinity College Dublin, Ireland Power, Dominant Discourse, and Plurilingual Pedagogies in Canadian Higher Education Concordia University, Canada |
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