Hosting an event in Paris on the 22-23 August, 2012, the World Academy of Science, Engineering and Technology (WASET) is currently calling for papers for panels on positive developments in multilingualism in higher education. Multilingualism authors and experts are invited to submit new papers (of no more than 12 pages, including all figures and tables) for consideration. There are just 16 days left to submit your papers for acceptance!
Successful contributors will be considered for publication in a special edition of the Intercanational Journal of Social and Human Sciences, which will be called “Advances in Multilingualism and Language Studies in Higher Education.”
If you are a researcher, scholar, professor, or other stakeholder interested in attending the conference, be quick! Early registrations will benefit from a reduced price, and there are further reductions for students in the field. So don’t hesitate! Sign up for the ICMLSHE for a new dialogue on multilingualism in higher education!

http://www.aede.eu/Newsdetails/article/international-conference-on-multilingualism-and-language-studies-in-higher-education-call-for-pape//nbp/17.html

Enlace al ICLHE

Maastricht University, the Netherlands, is pleased to host the third conference in Europe that specifically addresses issues affecting the interface between content and language in higher education: “Integrating content and language in higher education” (ICLHE 2013).

In the decade after the implementation of the Bologna Declaration in Europe, with its impacts across the world, the higher education landscape has changed radically, even if we do not always notice it. Universities are increasingly competing for students and staff. They are acutely aware of their relative rankings, and they are critically concerned about the delivery of quality education.

In this landscape universities have been offering many programmes at bachelor’s and master’s level in other languages, especially but not only in English. How successful are these programmes? How do students access the content knowledge? How does their language knowledge evolve? How are the staff affected? And the universities as a whole? What has research taught us? These are some of the questions that ICLHE 2013 is designed to address.

One of the visible aspects of globalisation and politico-economic upheavals in the third millennium is the increased mobility of populations, resulting in children growing up with, and adults being exposed to, a variety of languages. Ensuing are linguistic systems that display a range of proficiency levels across the four macroskills, namely listening, speaking, reading, and writing. Usually it is the reading and writing skills for one or all the languages spoken by multilinguals that lag behind – or in some cases are never developed. This workshop will explore the impact of multilingualism on literacy development of both children and adults. In particular, we will focus on whether, and if so how, literacy skills or the lack thereof in one language impact on the development of literacy in the other language(s) and on cognitive skills more generally.

http://www.cil19.org/en/workshops/multilingualism-and-literacy/

Applied Linguistics Perspectives on Content and Language Integrated Learning (ALP-CLIL), organized by the Inter-CLIL research group, will take place in La Cristalera, Universidad Autónoma de Madrid (Miraflores de la Sierra, Madrid), 5-8 June 2013.

The conference theme addresses current Applied linguistic approaches to content and language integrated learning. For the purposes of this conference CLIL will be defined as any educational approach in which the learning of content is combined with the learning of a language not used in the students’ immediate communities. We welcome proposals reporting research on any educational level (primary, secondary and tertiary) and from any part of the world.

We invite the submission of abstracts (for paper or poster presentations) addressing issues on any area of Applied Linguistics in relation to CLIL. However, proposals addressing topics within the following four broad thematic strands are especially welcome:

1. Sociolinguistic perspectives on CLIL (multilingual education and language policy, English as a lingua franca, learner and teacher identities, etc.).
2. SLA perspectives on CLIL (focus on form/forms, grammatical/phonological/lexical/pragmatic development, receptive and productive skills, individual factors, etc.).
3. Subject literacies in CLIL (genres, registers, academic language functions).
4. CLIL classroom discourse (interaction, pragmatics, multimodality, etc.).

http://www.uam-clil.com/alp-clilconference