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You’re warmly invited to this CLER & Language@Leeds conversation with Dr Nelson Flores, University of Pennsylvania and Dr Giovanna Fassetta, University of Glasgow, with contributions from University of Leeds colleagues: Dr Daniel Fobi, Dr Kate Spowage and Rumana Hossain. The speakers’ presentations in diverse areas of language education inquiry will lead to a more general reflection. Join us…
Panel on Counter-Narratives in Language Education Research Toward a Raciolinguistic Genealogical Perspective on Language Education Policy  Dr Nelson Flores  (University of Pennsylvania)   Abstract: This presentation proposes raciolinguistic genealogy as a methodological approach to the study of language education. It briefly defines three components of this approach: 1) a genealogical stance that brings attention to…
Linguistic diversity can be the source of implicit bias: often without realising it, we judge others based on how we interpret their accent, their use of regional language traits, their choice of vocabulary.  On Friday 23rd of April (11:00-13:30), CELT and Language@Leeds are hosting an event to shed light on linguistic diversity from multiple points…
Mexico time: 9.00-10.00 hrs Introduction: Language and Energy, Professor Jon Lovett, School of Geography, University of Leeds. Short video: La Energía de los Pueblos (in Spanish) produced by Marie Combe Key note presentation: Energy autonomy for the defense of the territory. An initiative from cooperativism in Sierra norte de Puebla. Sandra Rátiva-Gaona The presentation will summarise…
This seminar is the first of a series as part of the AHRC-funded initiative “Ethics and Aesthetics of Encountering the Other: New Frameworks for Engaging with Difference (ETHER)” How we see and hear the other is often shaped through our attachment to ideas, images and ideologies about ourselves, others and the world. Language ideologies, for…
Assessing homonymic awareness in children from diverse linguistic backgrounds Lydia Gunning (University of Leeds) Homonymous words are defined as those which have multiple, unrelated meanings, but each meaning of the word has identical spelling and pronunciation. Whilst homonyms are rife within the English language, there is a paucity of research exploring homonymic awareness in children,…
Sociolinguistics and social change Julia Snell (School of English, University of Leeds) Sociolinguistic analyses of classroom data help us to understand how language attitudes and ideologies manifest in situated interaction and how these influence teachers’ practice, pupils’ identities, and learning processes. But what role can this research play in challenging (indeed changing) negative attitudes and…
Effects of code-switching on the processing of emotional words Aleksandra Tomic (UiT – Arctic University of Norway) Many phenomena in psycholinguistics have been studied using artificial paradigms due to laboratory limitations. Code-switching, a highly socially regulated practice, may be one of the phenomena experimentally studied with the least regard for the environment it appears in…
Urban multilingualism in early modern England Dr John Gallagher – School of History – University of Leeds England in the sixteenth and seventeenth century was abuzz with languages. Cities like London, Norwich, and Canterbury were were home to migrant communities speaking a wide variety of languages, while English-speakers were increasingly keen to learn continental vernaculars…
We invite registrations for the fourth (online) event in the international AHRC Research Network Communicating the Unsayable: Learning at the Intersection of Language and the Arts (LILA), a partnership between University of Leeds and Universitat Autònoma de Barcelona, Leeds Libraries, Pudsey Wellbeing Charity, Museu de Lleida and The British Museum. The theme of the event, which is co-hosted…