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AILA 2014 Abstract Book Abstract Book www.aila2014.com Contents Invited Symposia ........................... 3 Featured Symposia .....................13 ReN Colloquium ...........................20 General Symposia ........................35 Oral Papers .....................................83 Workshops ..................................232 Posters ..........................................238 Author Index ..............................273 The AILA 2014 Congress management by: ICMS Australasia GPO Box 3270 Sydney NSW 2001 Ph: +61 2 9254 5000 [email protected] www.icmsaust.com.au INVITED SYMPOSIA that draws on Systemic Functional appraisal theory as well as notions of academic discourse functions such as evaluating or justifying (Dalton- IS01 Puffer 2007). CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) AS A CATALYST FOR Teachers' and students' evaluative practices in RESEARCH COOPERATION IN EUROPE AND CLIL whole-class discussions: A study across European contexts BEYOND Ana Llinares*1, Tarja Nikula*2 1 Convenors: Christiane Dalton-Puffer , Tarja 1. Universidad Autónoma de Madrid, Madrid, Spain 2. Nikula2, Ana Llinares3 University of Jyväskylä, Finland 1. University of Vienna, Austria 2. University of Jyväskylä, Finland 3. Autónoma University of Madrid, The present study combines the systemic Spain functional model of appraisal theory (Martin & White 2005) and pragmatics that seeks to account for social and interpersonal dimensions of talk to Symposium summary identify evaluative practices used and co- By bringing together two prominent themes of constructed by teachers and students in CLIL the first AILA congress in 1964 (Second language classroom discussions in different European learning and Research cooperation in Europe), contexts. this symposium will showcase recent research collaboration on Content and Language Integrated Knowledge as social interaction across CLIL Learning (CLIL), an increasingly common model for contexts second/foreign language teaching in Europe and Tom Morton*1, Teppo Jakonen*2 beyond. 1. Birkbeck, University of London, United Kingdom 2.University of Jyväskylä, Finland Symposium presentations This study examines how CLIL students manage The policy perspective: Transnational initiatives epistemic issues in peer interaction. It focuses on for the development of CLIL/bilingual education ‘epistemic search sequences’ which are launched in Europe when one member of a small group positions Do Coyle themselves as not knowing by requesting University of Aberdeen, United Kingdom information about some item of relevance (either content or language) to an ongoing content task. This presentation will outline the history of CLIL in Europe from the vantage point of high-level A dynamic conceptual framework for English policymaking as well as EU financed transnational medium education across diverse multilingual projects. The role of initiatives of the Council of university settings Europe’s language division and its Centre of Emma Dafouz*1, Ute Smit*2 Modern Languages will also be discussed. 1. Universidad Complutense de Madrid, Spain 2. Universität Wien, Austria CLIL students' evaluative language in non- teacher-fronted activities The aim of this paper, resulting from transnational Christiane Dalton-Puffer*1, Ana Llinares*2 continued research cooperation, is to argue for a 1. University of Vienna, Austria 2. Universidad theoretically informed framework that will help Autónoma de Madrid, Spain researchers to overcome prior fragmented conceptualizations, and while acknowledging the This study focuses on the use of evaluative importance and constant interaction of global and language by learners working on a range of local contextual variables, will serve as reference naturalistic tasks during CLIL social science lessons when either analysing particular contexts or in several European contexts. The analysis is done contrasting and drawing conclusions across by applying an integrative analytical framework different EMEMUS (Smit & Dafouz 2013). 3 feasibility of CLIL for non-typical CLIL learners who European CLIL teachers’ identities and beliefs are traditionally excluded through formal or about integration informal selection process. Kristiina Skinnari University of Jyväskylä, Finland A comparison of corrective feedback patterns in CLIL and immersion classrooms The aim of this paper is to introduce ongoing Roy Lyster*1, Ana Llinares*2 research on CLIL teachers’ beliefs and identities 1. McGill University, Canada 2. Universidad Autónoma that has been conducted in different European de Madrid, Spain countries by interviewing CLIL teachers in lower secondary schools. The study seeks answer to This study compares the frequency and what beliefs CLIL teachers have concerning the distribution of different types of corrective roles of content and subject and whether there is feedback (recasts, prompts, and explicit a common core in what CLIL teachers do and an correction) and learner uptake across three overall “CLIL teacher identity” that connects the instructional settings: (a) Content and Language scattered stakeholders to each other under a Integrated Learning (CLIL) classrooms in Spain wider community of practice. with English as the target language, (b) French immersion (FI) classrooms in Quebec, and (c) Language for learning in CLIL: The development Japanese immersion (JI) classrooms in the US. of learning strategies for ‘successful learning’ across educational contexts Discussion 1 2 3 Yolanda Ruiz de Zarobe*1, Do Coyle*2 Angel Lin* , Simone Smala* , Diane Tedick* 1. University of the Basque Country, Spain 2. University 1. University of Hong Kong, Hong Kong 2. University of of Aberdeen, United Kingdom Queensland, Australia 3. University of Minnesota, USA The purpose of this presentation is to show how IS02 CLIL can provide an appropriate approach to help AUTOMATIC TRANSLATION learners understand and use the foreign language Convenor: Dorothy Kenny efficiently across a range of contexts. More Dublin City University, Ireland precisely, it will focus on the development of learning strategies which help students engage in Symposium summary meaningful classroom interactions to support the In this symposium, we attempt to give a nuanced learning of both content and language through picture of contemporary automatic translation language using. and complementary technologies, drawing on a variety of methods, including corpus linguistics, ‘PlayingCLIL’ – Merging CLIL principles and discourse analysis, ethnography and recipient drama pedagogy for a new cross-curricular evaluation. We adopt multiple standpoints, methodology including those of the research community, 1 2 Stephan Breidbach* , José Medina Suàrez* translation businesses, and translation users. 1. Humboldt-University Berlin, Germany 2. Universidad Symposium presentations de Las Palmas de Gran Canaria, Spain Linguistics, translation studies and automatic This paper will report on intermediate and translation preliminary results from the project ‘playingCLIL’. Dorothy Kenny The project aims at developing the basic principles Dublin City University, Ireland and a practical framework of a non-subject and non-language specific CLIL methodology based on This paper surveys the ever-shifting role of drama techniques. The methodology will be linguistics in automatic translation and stresses developed and empirically tested to meet two the role main propositions: adaptability to primary and of corpus linguistics in assessing the potential of secondary mainstream education and vocational current approaches to automatic translation, the training, and the potential to increase the 4 effects of contemporary translation technologies Automated scoring for performance-based on target languages and discourse patterns, and language tests: Promises, perils and validity on issues how we understand translation itself. Xiaoming Xi Educational Testing Service, USA Technologies in the translation workplace: An ethnographic study This talk will review historical perspectives on the Maeve Olohan validity of automated scoring, discuss current University of Manchester, United Kingdom trends and issues in both conceptual and empirical validity work, and chart future This paper presents ethnographic research which directions. A investigates how technologies are deployed in particular focus will be on the highly relevant two UK translation companies. Alongside validity issues and commonly accepted levels of methodological implications, the analysis focuses performance given the specific use. on the project manager role and their use of technologies, exploring the impact of this usage Construct representation and the structure of an on the management of translation projects and automated scoring engine: Issues and uses relations with translators and clients. Paul Dean Educational Testing Service, USA Machine translation and newcomer communities: Can machine translation improve Automated essay scoring (AES) engines have an access to public library services? implicit construct representation based upon the Lynne Bowker*, Jairo Buitrago Ciro* features measured. This paper will discuss the University of Ottawa, Canada kinds of features typically used in AES, locate them in Public libraries want to offer more services to terms of a general model of the writing construct, immigrants, but translation is expensive. Post- and evaluate the construct definition they imply. edited machine translation is cheaper, but do such texts meet newcomers’ needs? The Can you “game the system” by responding off- presenters describe a
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