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We warmly welcome you to this Language at Leeds event to consider the role of language in the development of teaching and learning materials, through simultaneous, carousel-type group discussions, which you can dip in and out of according to your own areas of interest. Discussions will be chaired by colleagues from the Pedagogical Linguistics Satellite,...
Linguistic/Cultural Diversity in Teaching and Learning: Why it matters This is the first in a series of events discussing the role of linguistic and cultural diversity in teaching and learning. In this event, we are delighted to welcome five speakers from diverse disciplinary areas whose work intersects with this topic: Standardised English and linguistic diversity in teaching: Challenging myths,...
Changing language attitudes: linguistics in the languages classroom Michelle Sheehan (Newcastle University) & Sascha Stolhans (University of Leeds) (presenting joint work with Alice Corr, Anna Havinga, Peter Gillman, Jonathan Kasstan & Norma Schifano) In this talk, we present the preliminary results of a co-creation project funded by Language Acts and World Making. In phase...
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...