Slovene Association of LSP Teachers (SDUTSJ): report on recent conference

In 2017 the Slovene Association of LSP Teachers (SDUTSJ), one of FIPLV’s most recent members, celebrated the 20th anniversary of its existence. To commemorate the anniversary, SDUSTJ organised the association’s first international conference, whose goal was to consolidate collaboration with existing partners and establish new links within the broader international research and teaching community. More information on the conference is available at:

Above you will see a photo of the President of SDUTSJ, Dr Saša Podgoršek, addressing participants. Below you will also see two photos of Prof Paolo Balboni, President of FIPLV, who represented our Federation at the conference and gave a keynote address.


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The Goals of Peace Linguistics, by Francisco Gomes de Matos

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PROFILE Issues in Teachers’ Professional Development, Colombia: invitation to publish

PROFILE Issues in Teachers’ Professional Development is a peer-reviewed journal edited at Universidad Nacional de Colombia and published each January and July.

The PROFILE journal features articles in English by teacher-researchers on topics related to the teaching and learning of English as a second/foreign language, teacher education, and language policies.

We invite teacher-researchers to send their in-progress or final research reports as well as their reflections or pedagogical innovations in the field of English language teaching. Contributions based on research conducted by pre-service teachers as part of the monographs undertaken to get their BEd or BA degrees are also welcome.

Deadlines: For the January issue, April 1 of the previous year. For the July issue, October 1 of the previous year.


Twitter: @PROFILEJournal / Facebook: @theprofilejournal

Yours faithfully,

Melba Libia Cárdenas B.
PROFILE Journal Editor

Foreign Languages Department, Universidad Nacional de Colombia – Bogotá
Tel. (571) 3165000 Ext. 16780 

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Peaceful X Hateful Language Use: by Francisco Gomes de Matos

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Early language learning policies: request for chapter proposals (deadline end September)

Dear colleagues,

We were recently in touch with an Editor of a leading international publishing company, and she encouraged us to develop a volume proposal on policy on early language learning. The working title of our proposed volume is ‘Early language learning policies in the 21st century’.

The perceived value of languages in the rapidly changing political, social and economic landscapes of the 21st century has led to the increased provision of languages in the early school curriculum. One of the most notable features of early language learning policy is that a foreign or second language is taught as a school subject (Enever, Moon, & Raman, 2009; Garton, Copland & Burns, 2011) or as a medium of instruction (Hamid, Nguyen, & Baldauf, 2014). It has been nearly two decades since ‘the third wave’ of early language learning policies occurred in the late 1990s (Johnstone, 2009). However, this scholarship has placed emphasis mainly on English in particular regions such as Asia (see Spolsky & Moon, 2012), leaving us with little knowledge regarding the practice and outcomes of policies on other world languages, including French, German, Arabic, Mandarin and Spanish.

To date, there has been no volume that compiles studies on early foreign language policies from across the world including the regions of Africa, Europe, the Americas and the Pacific. Furthering the debates on early language policies worldwide is not only timely but also significant to understand policy expectations of languages in the new economy and the outcomes of policies. The volume is expected to enhance scholarship on early language learning and inform policymaking at the global level.

We have had contributors for a number of languages and countries, but we still welcome chapter proposals/abstracts (500 words) from scholars focusing on early second/foreign language learning policies on the following languages:
1. English in any country in South America (1 chapter proposal)
2. French in any country in the Caribbean or the Pacific (1 chapter proposal)
3. Arabic in any country worldwide except Bangladesh (1 chapter proposal)
4. Chinese/Mandarin in any country or region worldwide except the Oceania (1 chapter proposal)

Please note that although we expect contributors to situate their discussion within the local linguistic ecology, we do not accept proposals on first early language learning. For example, we do not accept proposals on Arabic when it is spoken as a first language in any country in the Middle East, but we welcome those on Arabic in countries where the language is spoken as a second or foreign language.

Research-based and review-based proposals are welcome; and so are sole and co-authored proposals. Please use the APA 6th Edition for your proposal format and references. There are no publishing fees associated with this publication.

Your proposal needs to employ Baldauf & Kaplan’s (2005) framework of language-in-education policy goals to analyse the policy context and make relevant recommendations in any of the following areas: 1) Access policy (e.g. starting age, length of instruction); 2) Community policy; 3) Resources policy; 4) Curriculum policy; 5) Methodology policy; 6) Materials policy; 7) Personnel policy (e.g. teacher recruitment, teacher education); 8) Evaluation policy.

Please submit your proposals to us ( and by 30 September 2017. Notification of acceptance will be made on 15 October 2017. Should you have any questions, please do not hesitate to contact us.

Thank you very much, and we look forward to receiving your proposals.

Kind regards,

Subhan Zein and M. Obaid Hamid
School of Education, The University of Queensland, Australia

Subhan Zein, PhD teaches at School of Education, the University of Queensland, Australia. His articles have appeared in Applied Linguistics Review, Professional Development in Education, Journal of Education for Teaching: International Research and Pedagogy, among others; while his co-edited volumes will be published by Routledge and Multilingual Matters. He is Editor-in-Chief of Language Education in Asia.

M. Obaid Hamid, PhD is a Senior Lecturer in TESOL Education at the University of Queensland, Australia. His research focuses on the policy and practice of TESOL education in developing societies. He is Co-editor of Language planning for medium of instruction in Asia (Routledge, 2014). He is on the editorial board of Current Issues in Language Planning, English Teaching Practice and Critique and Journal of Asia TEFL and on the Advisory Board of Language Education in Asia.

Baldauf, R. B. Jr., & Kaplan, R. B. (2005). Language-in-education policy and planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 1013-1034). Mahwah, NJ: Lawrence Erlbaum.
Enever, J., Moon, J., & Raman, U. (Eds.). (2009). Young learner English language policy and implementation: International perspectives. Reading: Garnet Education.
Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in Teaching English to Young Learners. ELT Research Papers 11-01. London: British Council.
Hamid, M. O., Nguyen, H. T. M., & Baldauf Jr, R. B. (Eds.), Language planning for medium of instruction in Asia. Abingdon, Oxon, United Kingdom: Routledge.
Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J. Enever, J. Moon, & U. Raman (Eds.), Young Learner English Language Policy and Implementation: International Perspectives (pp. 31-41). Reading, the UK: Garnet Education.
Spolsky, B. & Moon, Y-I. (2012). Primary school English language education in Asia: From policy to practice. New York, the USA: Routledge.

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European Language Gazette no. 37 – May-July 2017

Please click on here for the latest issue of ECML’s European Language Gazette. You’ll find lots of useful news and information under the following headings:

Content of this newsletter

Featured articles
ECML programme developments
Training and consultancy for ECML member states
ECML publications in focus
ECML related publications
National developments
Professional Network Forum of the ECML
Council of Europe developments
Editorial news from other organisations



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25th International IATEFL Slovenia Conference 2018, Terme Topolšica 8-11 March 2018

The 25th International IATEFL Slovenia Conference 2018  will be held at Terme Topolšica from 8th to 11th March 2018. The title is Imagine… which will undoubtedly inspire us to evolve, to share, to engage in becoming even better teachers as well as offer a great variety of workshops and plenaries. The jubilee conference of Slovenian Association of English language teachers IATEFL Slovenia will bring the following esteemed speakers: David Crystal, Penny Ur, Hugh Dellar, Maureen McGarvey, and others to be confirmed The speakers proposal form will be available in September and will close on 29th October. Early bird registrations will be open soon and valid for registrations until September 10th. See for further information

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26th Congress of Hungarian Applied Linguistics, PÉCS, 30 Aug and 1 Sept 2017

The Hungarian Association of Applied Linguists and Language Teachers (HAALT), the Doctoral School of Linguistics (PTE NYDI) and the “Education and Society” Doctoral School of Education Faculty of Humanities, University of Pécs (PTE DOK)  

have the pleasure to invite you to its  

26th Congress of Hungarian Applied Linguistics

to be held in PÉCS between 30 August and 1 September, 2017



Venue:    Faculty of Humanities of PTE (University of Pécs), PÉCS, Ifjúság útja 6.

For almost three decades, the HAALT Congress has been a forum for applied linguistic researchers, language teachers in public and higher education, and other professionals (translators, dictionary editors, writers of language books, computer linguists, etc.) of Hungary and the whole of the Carpathian Basin.

The congress will work in 16 parallel sections and round table discussions. The official language of the congress is Hungarian, but contributions and comments in world languages at discussions are also welcome.

Programme Committee: Gábor Prószéky (president), Ildikó Fata, Ágota Fóris, Erika Gúti, Pál Heltai, Judit Hidasi, Kinga Klaudy, Ádám Kis, Orsolya Nádor.

Organizing Committee: Gábor Alberti and Dóry Szvath-Vecsera (co-presidents), Mónika Dóla, Judit Dombi, Judit Farkas, János Nagy, Csilla Sárdi, Gábor Szente, Tibor Szűcs, Annamária Torbó.

The congress website is available at

For any questions and details please contact


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Nieuwsbrief Bilingualism Matters@NL, ZOMER 2017

Nieuwsbrief Bilingualism Matters@NL
ZOMER 2017

Welkom bij de zomernieuwsbrief van Bilingualism Matters Nederland.
Bilingualism Matters is een wereldwijd onderzoeksnetwerk dat kennis over meertaligheid verspreidt. Het werd in 2008 opgericht door professor Antonella Sorace aan de Universiteit van Edinburgh met als doel informatie te verspreiden over de voordelen van het spreken van meer dan één taal. Intussen is Bilingualism Matters uitgegroeid tot een netwerk met 16 vestigingen in Europa en de Verenigde Staten. De Nederlandse branch Bilingualism Matters@NL, is sinds 2014 ondergebracht bij De Taalstudio. Informatie over nieuws en activiteiten van Bilingualism Matters@NL worden gepubliceerd via deze nieuwsbrief, op onze website en via Facebook en Twitter.

AThEME: Advancing the European Multilingual Experience
Bilingualism Matters@NL maakt onder andere deel uit van het onderzoeksproject Advancing The European Mulitilingual Experience (AThEME). Dit is een EU-breed onderzoek dat meertaligheid bestudeert in alle sectoren van de Europese samenleving. AThEME wordt geleid door professor Lisa Cheng van de Universiteit Leiden, het wordt gefinancierd door de Europese Commissie en loopt van 2014 tot 2019.

AThEME streeft naar een beter begrip van wat het betekent om twee- of meertalig te zijn, door aandacht te besteden aan vragen als:
• Zijn er cognitieve voordelen aan meertaligheid voor senioren?
• Hoe en waarom slagen (of falen) mensen erin om nieuwe talen te leren?
• Welke factoren helpen òf hinderen het behoud van talen die behoren tot iemands familie- erfgoed?
• Hoe interageren meertaligheid en communicatieve stoornissen zoals afasie met elkaar?
• Welke maatschappelijke factoren hebben de grootste invloed op het behoud van meertaligheid?

Research Summary
Vorig jaar is er een zogenaamde research summary verschenen over meertaligheid en taalstoornissen. Hierin wordt een overzicht gegeven van dat wat momenteel bekend is op het gebied van ‘Developmental Dyslexia & Specific Language Impairments’. De summary kan hier bekeken worden.

Nieuwsbrief AThEME
In juni verscheen de 6e editie van de AThEME nieuwsbrief, met daarin het laatste nieuws van de onderzoekers. Hieronder een aantal highlights uit de (Engelstalige) nieuwsbrief.
Als u op de hoogte wilt blijven van de resultaten van AThEME, meldt u zich dan via DEZE LINK direct aan voor de nieuwsbrief.

Contact-induced changes in Frisian
Myrthe Bergstra (Utrecht University) focuses on the theoretical syntactic analysis of changes in infinitival verb endings. Her research addresses how contact-induced change is regulated or limited by syntactic principles. In other words: why does language change in a certain way, and not in other ways? There are two types of infinitival verbs in Frisian: infinitives ending in –e (e.g. rinne “walk”) and infinitives ending in –en (e.g. rinnen “walk”). The syntactic context in which the infinitive occurs determines which of the two forms has to be used. However, recently many speakers of Frisian do not make a distinction between the two forms any more. Language contact with Dutch is one of the factors that caused this change. Myrthe is now trying to find out what exactly is happening on a syntactic level and why: does one of the forms simply disappear? Do speakers imitate Dutch pattern, or is there a more complex pattern?

Workshop ‘Limburg, mobiliteit en de wereld’
In December 2016, AThEME researcher Leonie Cornips, together with Anja van Schijndel (Zuyd Hogeschool) organised this very succesful AThEME event. The aim was to present AThEME research and to discuss the position of bilingual and bidialectal children in educational contexts with a focus on Limburg, a Dutch province. The dialect of Limburg has very high vitality. The event was divided in two parts: it started with brief presentations by duos of linguists and educational professionals. Four AThEME members participated: Leonie Cornips, Khalid Mourigh, Jacomine Nortier and Maaike Verrips. Educational professionals dealing with bilingual, bidialectal, refugee and immigrant children and former refugees also presented. Then the audience discussed various themes in smaller groups (bilingualism in education, how to deal with prejudices about dialect speaking children, etc). A wonderful performance by a young poet from Limburg closed the event. A summary of the event (in Dutch) can be found via this link.

Relation between language & attention in bilinguals
During the last six months of her project, Michela Bonfieni, from the University of Edinburgh, completed several experiments. Overall, she tested 200 participants, 150 of whom were bilingual. In her first experiment, she looked into whether bilingual people, being used to juggle two languages simultaneously every day, were better than monolinguals on non-linguistic tasks that require the management of competing rules and information – much like two languages. Her bilingual participants indeed seemed to be better than monolinguals, but her data also showed a very strong variability between individuals. Another experiment shows what it takes to be good in switching efficiently from one language to the other: not only a high linguistic proficiency – as previous research has shown – but also a lot of exposure to the language at stake. This experiment shows a direct relation between a mental mechanism – how to switch between languages – and an aspect of the multilingual every day experience. Read her interesting blog post on this phenomenon here.

Talk ‘Bilingualism: Myth or reality’
The Slovenian branch of Bilingualism Matters, Večjezičnost Velja, gave a talk entitled ‘Bilingualism: Myth or reality’ at the Youth Center. The talk featured, among other things, a discussion of the results that ATHEME researchers obtained from the studies involving children from the local Slovenian-Italian bilingual community. The audience were mostly parents of children who are bilingual or of children that could be raised bilingually. They actively participated in a discussion about misconceptions and bilingual benefits and were pleased to hear about the positive results from studies involving children from the local Slovenian-Italian bilingual community.

Het DRONGO talenfestival

Het DRONGO talenfestival is hét talenfestival van Nederland en Vlaanderen, met ieder jaar ook veel aandacht voor diverse aspecten van meertaligheid. Op vrijdag 29 en zaterdag 30 september presenteert het DRONGO talenfestival alweer voor de zesde keer een tweedaags uitdagend, interessant en vernieuwend programma.

Bezoek organisaties en bedrijven uit alle hoeken van de taalsector op de interactieve en informatieve beurs
Ontdek de nieuwste taalkundige onderzoeken in de labs
Leer een nieuwe taal in een uur met onze spoedcursussen
Volg uiteenlopende sessies door professionals uit de taalsector
Woon interessante lezingen en debatten bij
En nog veel meer! zal er net als de voorgaande jaren ook weer bij zijn, dus kom ons bezoeken!

Er wordt nog hard gewerkt om het festival inhoudelijk rond te maken. Vanaf begin augustus zal het volledige programma bekend zijn en start de kaartverkoop. Het laatste nieuws is te vinden op de vernieuwde website of in de nieuwsbrief.

Voor meer informatie en een impressie van de vorige edities: Ook het DRONGO talenfestival heeft een Facebook– en Twitteraccount, en een nieuwsbrief.

Nieuws en agenda

Bijeenkomst over meertaligheid en onderwijs – Huis van Europa
Op 14 juni 2017 vond in Den Haag een bijeenkomst plaats voor taalscholen uit de regio Den Haag. Taalscholen zijn scholen waar kinderen na de gewone schooltijd kunnen leren lezen en schrijven in hun andere taal, en vaak ook meer leren over het land en de cultuur die bij die taal hoort. De bijeenkomst was georganiseerd door Daria Bouman van de Duitstalige school Sprachdach. De aanwezigen waren betrokken bij uiteenlopende taalscholen uit de regio, waaronder Poolse, Hongaarse, Italiaanse, Turkse en Roemeense. Maaike Verrips gaf een presentatie over meertalige opvoeding en educatie, waarna de scholen met elkaar hun aanpak en ervaringen uitwisselden. Voor herhaling vatbaar!
Op onze website is een lijst te vinden met leslocaties door het hele land waar moedertaalonderwijs gegeven wordt.


Het afgelopen half jaar is er weer een aantal nieuwe trainers gecertificeerd voor het ouderprogramma Talen in Balans. Naast de regio’s Amsterdam (De Taalstudio), Leiden (JES Rijnland) en Arnhem (Stichting PAS), kunnen ouders nu ook terecht bij trainers in de Zaanstreek – Waterland en in Delft.
Bent u professional of ouder en geïnteresseerd in het programma? Neem dan contact op met voor nadere informatie.


Kletskoppen Kindertaalfestival – 28 oktober 2017 is op zaterdag 28 oktober 2017 aanwezig op het Kletskoppen Kindertaalfestival in de bibliotheek (Mariënburg), te Nijmegen. Kletskoppen is een wetenschapsdag vol pret en plezier voor de hele familie. Kinderen en hun (groot)ouders kunnen er spelenderwijs ontdekken hoe wij mensen van jongs af aan leren communiceren door middel van taal. Kindertaalonderzoekers van de Radboud Universiteit en het Max Planck Instituut voor Psycholinguïstiek staan voor jullie klaar met interessante activiteiten, interactieve demonstraties en informatieve praatjes over hoe kinderen leren praten. Iedereen kan deelnemen aan voorlees- en verhalensessies in het Nederlands en vele andere talen, onze eye-tracker uitproberen en iets te weten komen over hoe het leren van een taal verschilt tussen diverse talen en culturen. Er zal antwoord gegeven worden op vragen als: Waarom maken kinderen grappige foutjes als ze leren praten? Helpt of belemmert technologie het leren van taal? Hoe leren kinderen nieuwe woorden? Wat is de beste manier om een kind tweetalig op te voeden?

Neem eens een kijkje op, de site met betrouwbare, heldere informatie over meertaligheid en meertalig opvoeden. Denk aan: cognitieve voordelen van meertaligheid, factoren die stimulerend (of belemmerend) werken op taalverwerving en taalbehoud en interactie van meertaligheid met communicatieve stoornissen zoals afasie. Op basis hiervan geven we gefundeerd advies aan ouders, beleidsmakers en professionals in zorg en onderwijs. is verfrissend anders en telkens up to date door maandelijkse bijdragen van experts en ouders. is een initiatief van De Taalstudio en wordt mogelijk gemaakt dankzij de bijdragen van vele universitaire en maatschappelijke partners.


Copyright © 2016 De Taalstudio, All rights reserved.
U ontvangt deze email omdat u zich heeft aangemeld voor onze nieuwsbrief of omdat u een relatie van De Taalstudio bent.

Bilingualism Matters@NL
Contactpersoon: Anna de Graaf
Noordeinde 50
1141 AN Monnickendam

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Interlingvistika simpozio en UAM atendas vin en septembro

La Interlingvistikaj Studoj de la Universitato Adam Mickiewicz (Poznano, Pollando) igxas 20-jara, kion ni festos dum la 4a Interlingvistika Simpozio en septembro (21-22, tuj post la unua sesio de la nova interlingvistika grupo kaj antaux la kultura festivalo Arkones).
La simpozio havos specialan sekcion dedicxitan al Zamenhof, kaj estas malfermita al la granda publiko (problemoj de internacia komunikado).

Temo: Rolo de internaciaj lingvoj ekde la epoko de Zamenhof ĝis la nuntempa multkultura mondo

Informoj troveblaj en la retejo de la Studoj:

Bonvenon al Poznano
Ilona Koutny
Gvidanto de la Interlingvistikaj Studoj

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