Pedagogical linguistics

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…
The Leeds Child Development Unit at the University of Leeds is hosting a researcher-practitioner online workshop on children’s descriptive vocabulary on Thursday March 18th, 1-5pm GMT. Event description: The role of vocabulary breadth and depth in children’s achievement at school and beyond is well recognised. One way of enriching vocabulary is through descriptive language. Classroom and clinical practice is designed to…
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,…
If you would like to attend this talk online, please email language@leeds.ac.uk by the 11th of May at the latest. “Learner corpora and SLA theory: the importance of task design” (abstract to be posted soon) Florence Myles, University of Essex Learner corpora are becoming a significant asset for second language acquisition research, and are becoming…
Collocational Processing in L1 and L2: The Effects of Word Frequency, Collocational Frequency, and Association Dogus Oksuz (School of Education, University of Leeds) This study investigated the effects of individual word frequency, collocational frequency and transitional probabilities on L1 and L2 collocational processing. An acceptability judgment task was administered to advanced L2 and L1 speakers…
This conference brings together practitioners and researchers to explore ways of enhancing the support of EAL children.  The main themes are: The Home Language as a source of transferable language competence The use of drama and poetry to enhance language and confidence in EAL pupils Barriers and opportunities to share and enhance best practice  Ample…
Language@Leeds, the Centre for Excellence in Language Teaching and the Leeds Institute for Teaching Excellence are organising a Pedagogical Linguistics workshop on Language Analysis to inform Language Teaching. The aim is to bring together linguists and language teachers  (i) to demonstrate the pedagogical benefits of language analysis (in the context of language teaching), (ii) to provide guidance for…
Language analysis is a form of conscious and active engagement with language, aiming to unveil how meaning is encoded and decoded. It involves the ability to spot patterns in language and to identify variables.  Through the deeper understanding of language afforded by language analysis, one can become a more efficient language user.  This is a…
All are invited to register (free) to the following Language at Leeds Pedagogical Linguistics Event.    This workshop asks what more we can do in SLA research which is of direct benefit to the language classroom, beyond intervention studies. The same question will be addressed from the two different theoretical orientations: Generative SLA and Instructed SLA. …
Registration is now open for this one-day workshop: Improving spoken fluency is a key aim for university language learners and teachers, and plays an increasingly important role in assessment (e.g. in CEFR standards) as well as in effective communicative teaching practices. Drawing on findings from research, this workshop will focus on practical techniques and strategies…