SOAS University of London

LWW-CETL Seminar Series

The LWW-CETL Research Seminar Series provided a monthly forum for researchers, teachers and students interested in issues raised by the teaching and learning of Languages of the Wider World. The seminars were given by speakers from education, linguistics, distance language learning and applied linguistics, who are involved in different aspects of the teaching and researching of these languages.

This page shows any upcoming seminars. To see seminars held in previous years follow the navigation below.

Previous Events in this series

Heritage and Community Languages in Higher Education

Professor Anne Pauwels
Since the late 1980s Australia’s language situation has been guided by a comprehensive language policy. Here Professor Pauwels will outline the challenges and report on a nation-wide project which was developed to address the current problems vis a vis community languages in higher education.13 January 2010, UCL, The Language Space, 5:15 PM - 6:15 PM

Russian for Research: New Perspectives on Postgraduate Language Teaching

James Wilson

This seminar reports on research carried out at the University of Sheffield into the market for and specific
demands of postgraduate training in Russian language at institutions of the Centre for East European Language
Based Area Studies (CEELBAS).

11 March 2009, 1-4 Malet Place, UCL, Language Space, 5:15 PM - 6:15 PM

Globalisation and Language Teaching

Professor David Block

This paper was a personal reflection on CLT as a global approach to language teaching, particularly the teaching of English as an international language (TEIL).

14 February 2009, UCL, Language Space, UCL, 5:00 PM - 6:00 PM

Islamic Studies as a Strategic Subject in UK Higher Education

Dr. John Canning

In 2007 the UK government designated Islamic Studies as a strategic subject. This talk explored Islamic Studies in higher education through both contemporary and historical perspectives, drawing on themes of utility, disciplinary identity, and disconnections.

11 February 2009, UCL, Language Space, UCL, 5:00 PM - 6:00 PM

Dialogic Inquiry in the Foreign Language Classroom

Dr Noriko Iwasaki
In teaching reading in a foreign language, the literal comprehension of texts tends to be overemphasized. Action research and a more critical approach to teaching that focused on authors' voices, textual features, and deep and critical thinking on the subject-matter revealed that one of the most effective components in assisting learning was the critical examination of the text in the classroom.10 December 2008, UCL, Language Space, UCL, 5:00 PM - 6:00 PM

Recognition of Multiple Languages and Identities in the Field of Language Teaching and Learning

Professor Geneviève Zarate

Professor Geneviève Zarate presented a pluridisciplinary framework, through which plurilingualism and multilingualism take place and explored the complex links between acquired languages and identities. Through the case study of a student, she explored such disciplines as sociology of mobility, sociology of culture, life studies, sociolinguistics, and geopolitics, which together could be useful in the analysis of student profiles. 

31 October 2008, UCL, Pearson Lecture Theatre, 5:00 PM - 6:00 PM

A Rough Guide to Immigrant Acculturation: Hassles, Stress and Support

Professor Saba Safdar
Studies indicate that personal resilience (i.e., positive psychological functioning), linguistic competence and cultural competence are associated with lower psycho-physical distress in immigrants, and that the experience of hassles and discrimination are associated with higher psycho-physical distress. The seminar presented an acculturation model that encompasses and describes the relations between all the above factors as well as ethnic identity, social support, and acculturation attitudes.29 October 2008, Russell Square: College Buildings, Room B320, SOAS, 5:00 PM - 6:00 PM

Sensible Use of L1 in the L2 Classroom

Mario Rinvolucri

In the seminar two classically useful learning and teaching techniques where demonstrated, which use L1 as well as L2. The two techniques are Reversi / Othello vocabulary learning and the "Sandwich" story technique.

14 May 2008, UCL, language Space, 5:00 PM - 6:00 PM

Languages of the Wider World and the Media

Nigel Chapman and Yasmin Alibhai-Brown

Nigel Chapman presented on 75 years of BBC World Service in Languages of the Wider World: Past, Present & Future. Yasmin Alibhai-Brown presented a paper tiled: ‘Worthy’ & ‘Not-so-worthy’ Languages: The Shifting Sands

7 May 2008, Russell Square: College Buildings, Khalili Lecture Theatre, 5:00 PM - 6:00 PM

Cultural Meanings in Textbooks for the Teaching of English as an International Language

Dr John Gray
Coinciding with the global boom in English language teaching, textbooks produced in the UK for the teaching of English as an international language have changed significantly over the last thirty years. In this talk, Dr Gray presented the view that such artefacts can most usefully be understood as examples of ‘promotional commodities’ (Wernick 1991).13 February 2008, Russell Square: College Buildings, 5:00 PM - 6:00 PM

Learning Cultures in Online Education: less-commonly considered dimensions of electronic learning

Prof Marie-Noëlle Lamy and Dr Robin Goodfellow
Online learning is characterised by practices that attempt to engage learner audiences marked by social, occupational, national, ethnic and cultural diversity. Whilst the educational research community has paid some attention to the technological problems and practical pedagogical challenges such diversity poses, issues of culture and identity in the online classroom remain under-theorised and unresolved.12 December 2007, Language Space, UCL, 5:00 PM - 6:00 PM

Is there a place for ICC on Language Teaching Programmes?

Dr Tony Young
The problems associated with ‘teaching culture’ on language teaching programmes have been widely recognised, and a model of Intercultural Communicative Competence (ICC) has been proposed. Little research has addressed the beliefs and practices of language teachers and the applicability of ICC. The beliefs and practices of 105 experienced EFL teachers were investigated in two exploratory studies, firstly through surveys, and then in follow-up focus group interviews in each location.7 November 2007, UCL, Language Space, 5:00 PM - 6:00 PM

What do we do with an International Year of Languages?

Professor David Crystal

What do we do with an International Year of Languages?

2008 was designated the International Year of Languages by the UN - but what did that mean, exactly? David Crystal discussed the background to the Year, the problems faced in trying to operationalise it, and the initiatives which could have enable it to make a long-lasting impact.

17 October 2007, Russell Square: College Buildings, Khalili Lecture Theatre, 5:00 PM - 6:00 PM

What makes the Chinese language difficult?

Dr Lianyi Song

The UK government is hoping that secondary schools will teach, instead of the usual European languages, languages which might be “economically useful”. Mandarin Chinese is one of the few languages mentioned. However, Chinese language has been regarded as one of the most difficult languages to learn. Is this a fact or is this a myth? If Chinese language is difficult, what then makes it difficult? Are there ways the language can be made more accessible?

25 April 2007, UCL, Sir David Davies Lecture Theatre, 5:00 PM - 6:00 PM

The Communication of Emotions in Foreign Languages

Dr Jean-Marc Dewaele
There has been a recent surge of interest in the field of emotion and multilingualism. One research question is that of the higher perceived emotionality of the first language. Using data gathered from 1500 multilinguals, Dr Dewaele showed that while emotion words and expressions were generally perceived to be more emotional in the L1, for a minority of participants a foreign language became the strongest in emotional terms.14 March 2007, UCL, Pearson Lecture Theatre, 5:00 PM - 6:00 PM

Rethinking language learning for the digital age: Possibilities and Constrains of on-line Environments

Dr Regine Hampel
 Human learning is mediated through interaction with others, using language as well as other mediational tools such as technology. While the new technologies have been developed to offer modes of communication that resemble those used in face-to-face environments (speech, writing, images etc.), the affordances connected with these modes are different in the computer medium.17 January 2007, UCL, Gavin de Beer Lecture Theatre, 5:00 PM - 6:00 PM

From Beginners to Heritage Speakers: Teaching Somali to Undergraduates

Dr Martin Orwin
The political situation in the Somali territories since the mid-1990s has seen many people leave to seek refuge in other parts of the world with many arriving in the UK. The young generation of these immigrants are now taking degrees at SOAS. These students speak Somali, but often have a limited vocabulary and don’t read and write the language fluently and over the last few years Somali teaching has been increasingly directed at these students.6 June 2006, Russell Square: College Buildings, Brunei Gallery, 5:00 PM - 6:00 PM