LLRC conference: Language teaching: the interplay between practice, theory, and research
- Friday 5 June 2020
- P.J. Veth
2311 VJ Leiden
The Language Learning Resource Centre (Leiden University) is organizing a one-day
conference (June 5th, 2020) on the interplay between second language learning practice, theory, and research. The object of the conference is to share current findings and best practices on the topic of language learning and language teaching in conjunction with theories and research related to second language acquisition. We are proud to announce that the keynote speaker will be Prof Jan Hulstijn (University of Amsterdam), whose main research interests include second language learning theories and language proficiency.
The call for abstracts is now open. Please send in your abstract on:
- advances in research on second language learning
- methodology for the language classroom, grounded in theory/research
- lessons from practice for research and theory
- linguistic findings and language teaching
- or on other topics that relate to the conference theme.
There will be room for research/good practice presentations (20
minutes with 10 minutes discussion) and for a practical workshop
(75 minutes). Please submit your abstract through the form (scan
qr-code) before March 1st, 2020.
We will let you know of the outcome of the vetting of the abstracts
by April 1st.
Abstract keynote speaker Prof. Jan Hulstijn
Might second-language instruction benefit from the view of Language as a Complex Adaptive System?
Over the past 100 years, foreign/second-language instruction has been informed, to lesser or larger degree, by three main schools in linguistics (structuralism; generative linguistics; usage based linguistics) and psychology (behaviorism; first-wave cognitive psychology; second-wave neural-network psychology). Currently, there is an increasing awareness in linguistics that theories of language, language acquisition, language use, and language change must be in line with Darwinian thinking and Complex Adaptive Systems. In this presentation I will consider to what extent the view of Language as a Complex Adaptive System (LCAS) might be fruitful for L2 instruction, L2 learning and multilingualism. Having been a second-language instructor myself for many years (until 1997), and having witnessed the coming and going of several fashions in L2 instruction, I will critically ask myself: What would I have done differently in my teaching then, had I been familiar with the view of LCAS? Or is LCAS likely to disappear soon, as so many other fashionable trends did before?