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This network investigates the language practices of employed and employment-seeking migrants, using a range of theoretical and methodological approaches. We focus on how migrants construct identities when working in a second language, and when (if ever) they are positioned as legitimate members of the new language and work community.  We explore the perceived barriers faced by migrants who range from low-income workers to highly educated experts. We pay special attention to policies and practices adopted in different national and work-related contexts.

The first ReN meeting was held in connection with the ALAPP conference in Milan to discuss membership, website and future collaborations. Those interested in membership are encouraged to visit the website at https://www.jyu.fi/renmigrantswl 

The AILA ReNLA is focussing on learner autonomy (LA) in foreign/second language learning and teaching. It also includes a variety of sub-topics such as: learner development, learner identity and agency, self-access and advising, learning beyond classroom, e-learning, and teacher autonomy.

With about 500 members from around the world, RenLA facilitates networking for academics and research students in the field. We gather and disseminate information on research, and keep members abreast of events and publications through our web site http://ailarenla.org

A newsletter, the ReNLA Bulletin, is published on the website annually and autonomous learning resources and literature lists are updated and published regularly. The AUTO-L mailing list is facilitating synchronous and asynchronous communication and discussion between members.

With the launch of this new research network in Early Language Learning we hope to raise the profile of research in the field, contributing to the growth of national and regional research groups and stimulating new research focusing on young children in the age group of 3-12 years. Our main aims are:

  • To create synergies across research areas concerned with young children learning additional languages in school and pre-school contexts worldwide;
  • To set out a comprehensive agenda for research in the field of early language learning.

To find out more and to join us, visit our website at www.ell-ren.org

Educational Linguistic Perspectives

Convenors:

Rick de Graaff, Utrecht University, the Netherlands

Russell Cross, University of Melbourne, Australia

Liaison 2015-2017: Rick de Graaff: This email address is being protected from spambots. You need JavaScript enabled to view it.

Content and Language Integrated Learning (CLIL) refers to educational approaches that allow for improved foreign language learning in combination with content learning in a variety of (non-language) subjects, e.g. Geography, History, Sports, Maths. CLIL strongly relates to other contextualized language teaching approaches such as immersion education or content-based language teaching.

The Research Network on CLIL and Immersion Classrooms has been active since 2006, joining over 200 members worldwide. Main research topics of the ReN have been:

  • to assess language learning outcomes as revealed in student language proficiency and use;
  • to investigate actual classroom discourse of students and teachers communicating on curricular topics in a language other than their L1;
  • to examine content and language integrated learning and teaching in terms of ongoing processes in the classroom;
  • to analyse CLIL policy development and implementation within and across diverse contexts.

For the 2015-2017 ReN term, the CLIL ReN will make connections to other research and education contexts that focus on the role of language in subject teaching and learning:

  • content: subject-specific perspectives on CLIL. We will involve experts in subject-specific pedagogies, such as Science and Social Science;
  • integrated teaching and learning: CLIL pedagogy from educational perspectives (e.g. social constructivism, task-based teaching), including collaboration between subject and language teachers;
  • language: making connections between the roles of language in CLIL classrooms and in non-CLIL multilingual and monolingual classrooms.

So far, the CLIL ReN has mainly focused on secondary (and, to some extent, tertiary) education, as a consequence of common European educational practice. However, CLIL in primary education is a growing development in many countries as well, which will be taken into account in the next ReN term.

During the 2015-2017 term, the CLIL ReN will organize annual symposia in several parts of the world, including Belgium, Bosnia and Hesegovina, New Zealand and Australia. 

For a full account of ReN activities please visit the ReN website: www.clil-ren.org