顾曰国 教授（北京外国语大学）

【发言题目】

Initiatives Towards GeronticCALL in China

【发言摘要】

According to the 7th national census in 2021, there are over 260 million people aging 60 or beyond. This paper discusses initiatives ChinaCALL takes in assisting this population to participate in active aging programmes. It reports three AI-assisted GeronticCALL initiatives undertaken in the last three years: (1) Multimodal Corpus of Gerontic Discourse (MCGD) with natural language processing as its intrinsic component; (2) Smartphone-based oral-visual journals of daily activities as memory-enhancing and self-energizing strategies; (3) life-course narrative corpus and metaverse-based life-course reconstruction. The trial versions of the three initiatives have been put to test, and research papers have been published (Gu and Zhang, 2023; Liu and Gu 2024; Zhou 2024).

【个人简介】

顾曰国教授，北京外国语大学人工智能与人类语言重点实验室首席专家。中国英汉语比较研究会语言智能教学专业委员会（ChinaCALL）主任委员，国际学术期刊Journal of China Computer-Assisted Language Learning（ChinaCALL会刊）主编，北京外国语大学网络教育学院荣誉院长。曾任中国社会科学院语言研究所研究员，中国社会科学院创新工程首席研究员，《当代语言学》杂志主编（1998-2015）。海外学术兼职包括诺丁汉大学特聘教授、香港理工大学校外学术顾问、西悉尼大学外聘教授、圣彼得堡彼得大帝理工大学访问讲习教授、悉尼大学杰出研究员、台湾科技大学讲习教授等。主要研究兴趣包括老年语言学、语料库语言学、语用学、话语分析、网络教育等。

Andy Kirkpatrick 教授（格里菲斯大学）

【发言题目】

English in Asia’s Expanding Circle Countries. Is It ELF, EFL or What?

【发言摘要】

The distinction Kachru made between regions of the Outer and Expanding Circles was that in Outer Circle regions English played institutional roles and local varieties of English had developed. In Expanding Circle regions, in contrast, English played no societal role and was restricted to being a school subject. In the ensuing years, however, English has begun to play an increasing number of roles both within Expanding Circle regions themselves and as a lingua franca between people from Expanding Circle regions and elsewhere. In this talk, the increasing roles of English within selected Expanding Circle regions of Asia and between these and Outer and Inner Circle regions will be described and illustrated. The contemporary relevance of the Kachru’s ‘circles’ classification will be discussed and the possibility of developing a model to account for the development of English in Expanding Circle regions questioned.

【个人简介】

Andy Kirkpatrick，格里菲斯大学（Griffith University）荣休教授，澳大利亚人文科学院（Australian Academy of the Humanities）院士，香港教育大学（The Education University of Hong Kong）名誉教授。已出版著作包括与王立勋合著的Is English an Asian Language?（《英语是亚洲语言吗？》）（剑桥大学出版社，2021年）、World Englishes: Research and Practice（《世界英语：研究与实践》）（上海外语教育出版社，2019年）以及与徐志长合著的Chinese Rhetoric and Writing（《汉语修辞与写作》）（Parlor Press）等。最新著作是The Friendship Store（《友谊商店》），讲述了他在1970年代在中国读研究生的时光（Graham Earnshaw，2024年）。

Randi Reppen 教授（北亚利桑那大学）

【发言题目】

Patterns of Vocabulary and Grammar: The Context Matters

【发言摘要】

As teachers we know our students need to control both vocabulary and grammar to be successful in academic contexts. In this presentation I will use corpus linguistic research to explore patterns of vocabulary and grammar that go together. I will then examine how these patterns vary across different contexts of use (speaking and writing). This will highlight the importance of register (e.g., context of use and communicative goal), and the importance of the choice of corpora used in research. I will then present example activities and resources that can be used to help teachers be more effective, and that can help our students have more strategies for tackling the important task of learning and controlling vocabulary and grammar with a focus on academic writing and conversation.

【个人简介】

Randi Reppen博士，北亚利桑那大学应用语言学和TESL荣休教授，对语料库在语言教学及教材研发中的应用有着浓厚的兴趣。Reppen博士曾在超过25个国家和地区发表演讲，作为主要作者在2020年出版多水平ELT教科书系列Grammar and Beyond with Academic Writing，最新学术成果发表在《学术英语杂志》（Journal of English for Academic Purposes）、《英语语言和语言学》（English Language and Linguistics）以及《国际学习者语料库语言学杂志》（International Journal of Learner Corpus Linguistics）。

Colin Harrison 教授（诺丁汉大学）

【发言题目】

(Re-)Defining Critical Digital Literacy: What Is It, and How Should We Teach It?

【发言摘要】

Critical Digital Literacy (CDL) is deictic: it needs to be continually redefined within rapidly evolving technological and cultural contexts. CDL requires an ability to critically assess and evaluate information in an online world that includes not only massive amounts of information, but also misinformation, disinformation, competing ideologies, disguised advertising, predatory journals, ‘echo chambers’, and ‘filter bubbles’. As Coiro (2023) has pointed out, over the past twenty years the Internet has rewritten epistemology: we have moved from ‘Probably true’ to ‘Whose truth?’ to ‘What is truth?’. Not only is information being Balkanised, Internet algorithms are deciding for us which Balkanised country we are to inhabit. In this chaotic information universe, what CDL tools do our students need to acquire, and what role should their teachers play? In this talk I shall highlight key research findings from Europe, the USA, Australia and China into CDL, and share five key pedagogical approaches that have been shown to increase Critical Digital Literacy.

【个人简介】

Colin Harrison是诺丁汉大学（University of Nottingham）教育学院（Literacy Studies in Education）荣休教授。发表学术成果140余项，其中14本著作和72篇论文聚焦读写素养与技术结合的主题。在1989年至2022年期间，担任25个技术与学习主题相关的受资助项目首席研究员，特别关注学生如何使用互联网；2002年至2004年，担任巴黎经济合作与发展组织（OECD）技术和学习顾问；2003年至2006年，担任国际阅读协会读写和技术委员会（International Reading Association’s Literacy and Technology Committee）主席、《阅读研究杂志》（Journal of Research in Reading）创始编辑及英国阅读协会（UK Reading Association）前主席。2003年入选阅读名人堂，并于2010年获得国际阅读协会颁发的国际荣誉奖（International Citation of Merit）。

Prithvi N. Shrestha 博士（开放大学）

【发言题目】

CALL, Social Justice and a Capability Approach: Potentials and Implications for Research and Praxis

【发言摘要】

CALL has become an established field of study within applied linguistics since it emerged over fifty years ago. As a field it has undergone different historical phases as identified by various CALL scholars (e.g., Structural, Communicative and Integrative; Restricted, Open and Integrative). In this historical development process, CALL has been theorised by drawing on multiple disciplines and theories. At the turn of the 21st century, it was theorised by using Vygotsky’s sociocultural theory as it influenced language education then. In 2003, my former late colleague Stephen Bax aptly called the current phase of CALL normalisation or Integrative CALL. This means CALL has become a part of our normal everyday (language learning) life. However, the CALL scholarship appears to have focused on its affordances and efficacies until Covid-19 paralysed the world in 2020 when attention was suddenly turned to access and equity issues in CALL. As a result, CALL scholarship has just taken a critical turn which examines power, privilege, equity, coloniality and social justice in CALL through different Critical Theories. In this talk, having briefly historicised CALL, I will propose and discuss how a capability theory developed by economist Amartya Sen provides us with tools to evaluate CALL regarding social justice from a novel angle. Specifically, I will discuss expansion of capabilities through CALL for social justice and conclude with some implications for research and praxis.

【个人简介】

Prithvi N. Shrestha博士，开放大学（The Open University, UK）英语高级讲师，曾荣获2019年英国文化教育协会ELTons国际英语教学创新奖（British Council ELTons finalist 2019）。作为负责人或共同负责人承担国际研究项目多项，发表研究成果超过65项，包括一部研究专著（Dynamic Assessment of Students' Academic Writing（Springer,2020））和一部编辑卷，内容涵盖计算机辅助语言教学（CALL）、学术素养和学科写作、远程教育中的学术写作评估、语言评估、发展中国家的英语教育和英语媒介语教学（EMI）。研究兴趣包括社会公正、批判理论、系统功能语言学和社会文化理论在上述领域的应用。

刘士娟 教授（宾州印第安纳大学）

【发言题目】

Teaching and Learning Languages Online After the Pandemic with Generative AI Technologies

【发言摘要】

Teaching and learning languages online have become more widely accepted after the pandemic. This session discusses some trends in the practice and study of online language teaching and learning. In addition, represented by OpenAI's ChatGPT, generative AI technologies have received unprecedented global attention since November 2022 and remain a heated topic across professions including education. This session will examine opportunities and challenges brought by these disruptive technologies to language teaching and learning with examples in different languages. Suggestions for when and how to use these technologies appropriately and effectively in language teaching and learning, particularly in online environments, will also be provided, drawing upon relevant research and practice.

【个人简介】

刘士娟博士，现任宾州印第安纳大学（Indiana University of Pennsylvania）外语系中文教授，拥有教学系统技术（Instructional Systems Technology）博士学位，从事语言教学工作20余年。在技术集成和语言教育方面发表多篇论文。自2010年《技术与汉语教学》期刊（Journal of Technology and Chinese Language Teaching）创刊以来，一直担任该期刊的编辑，最近编辑了两本关于全球在线汉语教学的书籍。曾多次受邀在国际会议以及全球知名高校和机构发表演讲。

王立勋 博士（香港教育大学）

【发言题目】

Three Languages, One Framework: Understanding Hong Kong's Trilingual Education for Global Insights

【发言摘要】

In the multilingual landscape of Hong Kong, linguistic diversity flourishes with three principal languages: Cantonese, the vernacular of the majority; English, the language of international prestige; and Putonghua, the national tongue of China. Cantonese was traditionally the language of instruction in primary schools, with secondary schools split between English and Cantonese instruction. Post-1997, the "biliterate and trilingual" policy aimed to balance these languages, aiming for proficiency in written English and Chinese, as well as spoken English, Cantonese, and Putonghua. However, schools lack clear guidance on implementing this policy. Our research, using surveys, interviews, classroom observations, and teacher feedback, seeks to clarify how trilingual education is being applied. We will share key insights, particularly regarding the choice of Medium of Instruction (MoI) and the use of code-mixing and code-switching in education. Our findings aim to direct Hong Kong schools to better trilingual education methods and to contribute to the global understanding of multilingual education.

【个人简介】

王立勋博士，香港教育大学人文学院副院长、语言学及现代语言系副教授，研究兴趣包括语料库语言学、计算机辅助语言学习、多语言教育、以及基于语料库的翻译研究。已出版的著作包括 Introduction to Language Studies （《语言研究导论》）（Pearson，2011年），与Andy Kirkpatrick 合著的 Trilingual Education in Hong Kong Primary Schools（《香港小学的三语教育》）（Springer，2019年）、与滕锋合著的 Identity, Motivation, and Multilingual Education in Asian Contexts（《亚洲背景下的身份认同、动机和多语言教育》）（Bloomsbury，2020年）以及与Andy Kirkpatrick 合著的 Is English an Asian Language?（《英语是亚洲语言吗？》（剑桥大学出版社，2021年）。他是Springer出版社 ‘Multilingual Education’（多语言教育）丛书的主编。

Sylvia Karastathi 博士（朗思国际测评）

【发言题目】

Designing Multimodal Tasks for Language Learners: Enabling Frameworks and Key Competencies for the Digital Era

【发言摘要】

Digital technologies have afforded new opportunities for multimodal tasks and assessments in language classrooms; from video creation and infographics to slide presentations and interactive posters. These activities develop skills beyond linguistic competence; they promote multimodal communicative competence. This talk will draw on insights and experiences from a research project conducted in a higher education context working with oral video-presentations. This talk will first pose the question: how are we facilitating the development of students’ visual literacy skills? And subsequently it will draw on two enabling recent frameworks (The Common European Framework of Reference for Visual Competency and The Framework for Visual Literacy in Higher Education) that can help educators articulate key competencies. Working with enabling frameworks nuances educators’ understanding of ‘visually representing’ as a skill and supports the development of multimodal assessment tasks in the language classroom. With these tools educators are better equipped to create a learning environment that supports producing and critiquing multimodal texts, and resists passive consumption of visual images.

【个人简介】

Sylvia Karastathi博士现担任朗思国际测评教师支持总监，负责协调管理朗思国际测评产品相关的教学资源及教学活动。Sylvia Karastathi博士拥有十余年高等教育工作经验。她是希腊爱奥尼亚大学外语、翻译和口译系的兼职讲师，负责协调该系的研究生教师发展计划。在此之前，她曾担任职前教师教育学士和硕士TESOL项目主任。她拥有剑桥大学的英语博士学位以及DELTA教师文凭。她的研究兴趣和出版物涉及语言教育和视觉素养、多模态和视觉文化领域。