LINGUIST List 29.2829

Fri Jul 06 2018

Calls: Applied Ling, Language Acquisition, Psycholing, Socioling, Writing Systems/Poland

Editor for this issue: Everett Green <>

Date: 06-Jul-2018
From: Malgorzata Krzeminska-Adamek <>
Subject: Literacy Skills in Educational Environments: Changing Theories and Practices
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Full Title: Literacy Skills in Educational Environments: Changing Theories and Practices

Date: 22-Oct-2018 - 23-Oct-2018
Location: Biała Podlaska, Poland
Contact Person: Malgorzata Krzeminska-Adamek
Meeting Email: < click here to access email >
Web Site:

Linguistic Field(s): Applied Linguistics; Language Acquisition; Psycholinguistics; Sociolinguistics; Writing Systems

Call Deadline: 15-Sep-2018

Meeting Description:

The conference aspires to provide a forum for sharing both theoretical and empirical findings in research into the development of literacy skills as well as pedagogic practices related to their implementation at different stages in both monolingual and multilingual settings, with a focus on second/foreign language instruction. Our main aim is to bring together scholars and researchers interested in the exploration and analysis of the issues of teaching/learning reading and writing from a wide range of disciplinary perspectives, including second language acquisition, linguistics, psycholinguistics, sociolinguistics, educational psychology, pedagogy, or foreign language didactics, to name but a few.

Call for Papers:

We welcome contributions related to the theme of the conference in the form of position, research and work-in-progress papers as well as posters. Each presentation will last 20 minutes, with 10 minutes allowed for discussion. The languages of the conference are: English (the main language), Polish and Russian. Preference will be given to proposals that are related to one of the areas listed below:

- Teaching and learning literacy skills in today’s educational settings: monolingual, bilingual and multilingual
- Traditional vs. new approaches to literacy education (e.g. New Literacy, critical literacy, multimodal literacy, digital literacy, internet literacy, etc.)
- Explaining and modeling L1/L2 reading and writing processes: implications for teaching
- Linguistic foundations of literacy skills development (the role of phonology, grammar, vocabulary, discourse)
- An interdependence of reading and writing skills in the acquisition process and in instructional practice
- The role of reading in language mediation (translating, summarizing, paraphrasing)
- Learning to read – focus on early reading skills and reading curricula in teaching lower primary learners
- Reading and writing with adolescents and adults; contribution of literacy skills to academic and professional development
- Content and Language Integrated Learning (CLIL) – reading and writing to learn at primary, secondary and tertiary levels
- Exploiting literary and cultural texts in expanding literacy skills
- Literacy-oriented techniques in L1 and L2 classrooms: learner participation, strategy training and types of assessment
- Print vs. on-line instructional reading materials – designing and implementing
- Educational potential of extensive reading and reading for pleasure
- Motivation, interest, engagement, and attitudes in improving literacy skills
- Linguistic identities of monolingual vs. bilingual and multilingual readers and writers
- Difficulties in developing reading and writing skills (dyslexia, disgraphy, disorthography)

Abstracts (up to 250 words) should be sent as .doc, .docx or .pdf files to by 15 September 2018. Please save the file under the following name: proposal_yoursurname_yourname. In the case of co-authored papers use the following format: proposal_surname1&surname2. The proposals will be peer-reviewed and the notification of acceptance will be sent by 25 September 2018.

Page Updated: 06-Jul-2018