MIME – Mobility and Inclusion in Multilingual Europe

FIPLV is happy to support MIME as part of its Stakeholder Forum.

The core assumption of the MIME project is that “mobility” and “inclusion” are not incompatible, but that they do not necessarily converge, and that societies (and even individual citizens) are often confronted with a trade-off between them. In general, more mobility may compromise inclusion and cohesion, while a focus on inclusion and cohesion may impair mobility. This assumption will be investigated and evaluated in several of the case studies MIME will produce, and pave the way for the next step in the MIME approach. How can we ease these tensions through well-designed policies?

See the website for further information: http://mime-project.org

The research has received funding from the European Community’s Seventh Framework Programme under grant agreement No. 613334 (Project MIME).

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ECOLINGUISTICS: Rhymed Reflections by Francisco Gomes de Matos, Brazil

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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: http://www.sdutsj.edus.si/englishconference2017.html.

Above you will see a photo of Dr Violeta Jurkovič, the conference cordinator, addressing participants. Below you can see Dr Saša Podgoršek, the new President of SDUTSJ.

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.


E-mail: rprofile_fchbog@unal.edu.co, profilejournal@gmail.com

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 (m.zein@uq.edu.au and m.hamid@uq.edu.au) 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 www.iateflfl2.splet.arnes.si 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 http://www.manye.hu/node/37

For any questions and details please contact manyexxvi@gmail.com


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