ACLL2018


"Surviving and Thriving: Education in Times of Change"

April 27–29, 2018 | Art Center Kobe, Kobe, Japan

In 2017, IAFOR education conferences in Asia, Europe, the Middle East and North America have brought together delegates from around the world to consider the theme of “Educating for Change” from a variety of different perspectives and approaches, taking full advantage of the international make-up of the attendees and the huge diversity of experiences. A recurring theme throughout the conferences was the reference to the future, be it immediate or longer term, as being uncertain; the natural resilience and optimism was counterbalanced by apprehension; with hope also came fear.

In this period of great global political and economic instability, rising inequality and social unrest, the role of education within society has never been more important, but never more vulnerable. This brings us to our conference theme for 2018, which references these inherent vulnerabilities in both educational systems and the individual students and teachers, as well as the necessary resilience needed to not only survive, but also thrive.

How do we teachers, administrators and policymakers adopt and adapt to change outside our control? How do we nurture and encourage positive change, through the excitement of the imagination, innovation and creativity? How can technologies be better used to help us teach, and to help students learn? How do we sustain and manage change? How can we react positively to negative change? How can we, our institutions and our students survive and thrive in these times of change?

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Programme

  • Surviving and Thriving in the Gendered Waters of Japan: Ten Women’s Stories
    Surviving and Thriving in the Gendered Waters of Japan: Ten Women’s Stories
    Keynote Presentation: Diane Hawley Nagatomo
  • Heritage in Language?
    Heritage in Language?
    Keynote Presentation: Umberto Ansaldo
  • Heritage in Language: Nurturing Collective, Socially Relevant and Transformative Research in Education
    Heritage in Language: Nurturing Collective, Socially Relevant and Transformative Research in Education
    Keynote Presentation: Lisa Lim
  • Language Learning in a Time of Complexity and Change
    Language Learning in a Time of Complexity and Change
    Featured Panel Presentation: Jo Mynard, Steve Cornwell & Ted O’Neill
  • English Language Teaching in Asian Contexts
    English Language Teaching in Asian Contexts
    Featured Presentation: Judy Noguchi
  • Task-based Language Teaching in an English for Business Purposes Program
    Task-based Language Teaching in an English for Business Purposes Program
    Featured Presentation: Ken Urano
  • Identity and Language Learning in an Unequal Digital World
    Identity and Language Learning in an Unequal Digital World
    Virtual Keynote Presentation: Bonny Norton
  • IAFOR Silk Road Initiative
    IAFOR Silk Road Initiative
    Information Session
  • IAFOR Documentary Photography Award 2017
    IAFOR Documentary Photography Award 2017
    Award Winners Screening

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Speakers

  • Umberto Ansaldo
    Umberto Ansaldo
    The University of Hong Kong, Hong Kong
  • Steve Cornwell
    Steve Cornwell
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Lisa Lim
    Lisa Lim
    The University of Hong Kong, Hong Kong
  • Jo Mynard
    Jo Mynard
    Kanda University of International Studies, Japan
  • Diane Hawley Nagatomo
    Diane Hawley Nagatomo
    Ochanomizu University, Japan
  • Judy Noguchi
    Judy Noguchi
    Kobe Gakuin University, Japan
  • Bonny Norton
    Bonny Norton
    University of British Columbia, Canada
  • Ted O’Neill
    Ted O’Neill
    Gakushuin University, Japan
  • Ken Urano
    Ken Urano
    Hokkai-Gakuen University, Japan

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Organising Committee

The Organising Committee of The Asian Conference on Language Learning (ACLL) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Organising Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and oversee the reviewing of abstracts submitted to the conference.

  • Steve Cornwell
    Steve Cornwell
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech., USA
  • Jo Mynard
    Jo Mynard
    Kanda University of International Studies, Japan
  • Ted O’Neill
    Ted O’Neill
    Gakushuin University, Japan

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Review Committee

  • Dr Akiko Nagao, Ryukoku University, Japan
  • Dr Bin-Bin Yu, Lunghwa University of Science and Technology, Taiwan
  • Dr Duc Huu Pham, Vietnam National University, Vietnam
  • Dr Dwi Poedjiastutie, Universitas Muhammadiyah Malang, Indonesia
  • Dr Hsiu-Ling Hsu, Kun-Shan University, Taiwan
  • Dr Lucía Pintado-Gutiérrez, Dublin City University, Ireland
  • Dr Manisha Patil, Y.C. Institute of Science, India
  • Dr Michele Eduarda Brasil De Sá, University of Brasília, Brazil
  • Dr Michinobu Watanabe, Toin Gakuen High School, Japan
  • Dr Raees Unnisa, Qassim University, Ministry of Higher Education, Saudi Arabia
  • Dr Saadia Elamin, Prince Sultan University, Saudi Arabia
  • Dr Teodoro Macaraeg, University of Caloocan City, The Philippines
  • Professor Benny Lee, SIM University, Singapore

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by conference Organising Committee members under the guidance of the Academic Governing Board. Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ACLL Review Committee, please visit our application page.

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Surviving and Thriving in the Gendered Waters of Japan: Ten Women’s Stories
Keynote Presentation: Diane Hawley Nagatomo

Many native-English speakers seek employment abroad as language teachers because of an interest in foreign cultures and/or a desire to see the world, but few remain in the field For some, teaching abroad was merely an interlude before returning home and getting on with their lives. Others may exit the field because of its instability and choose to enter an entirely different profession. But what about those who decide to settle in one country permanently and to make English language teaching their career?

In this talk, I will show how personal and professional identity has developed among ten Western female EFL teachers as they navigate their careers in the gendered waters of Japan. These women, ranging in age from their mid-twenties to mid-sixties, have survived and thrived by having a great amount of creativity and an extraordinary amount of resilience. They have moved fluidly from one teaching context to another, often climbing the EFL hierarchy. They started out as assistant language teachers in public schools or conversation teachers in language schools. But now they are university professors, secondary school teachers in charge of their own classes, and language school owners. Using Gee’s (2000) theoretical framework for viewing identity, we shall see how these women’s personal and professional identity has developed over time and how they became the teachers they are today. This presentation will help attendees consider the development of their own personal and professional identities.

Read presenter biographies.

Heritage in Language?
Keynote Presentation: Umberto Ansaldo

Heritage in Language Plenary Panel

Keynote Speakers: Umberto Ansaldo & Lisa Lim

An increased interest in intangible cultural heritage has led to a heightened awareness of the role of heritage languages in contemporary society. Within the field of linguistics, endangered languages have now for decades been documented as part of a cultural heritage that is deemed worth preserving. This panel explores issues about the role of heritage languages in contemporary society and education, both from theoretical perspectives as well as practical solutions.

This panel will include two keynote presentations, and then invite response from the audience in a chaired Q and A and discussion.


Keynote Presentation I | Umberto Ansaldo

In this talk I raise a number of critical views on the concept of language as heritage, with an aim to better understand what we mean when we talk about heritage languages. First of all we look at what, exactly, can be said to be heritage in any given language. Is it the language per se, in terms of its sound system and grammar, is it the cultural values it embodies, or just its symbolic use? Based on this, we can then consider to what extent heritage languages require attention. Do we need to preserve them, simply conserve them, or should we not worry about them at all? Finally, I raise the question of whether all (linguistic) heritage is actually valuable, or whether aspects of it might better be left behind.

Read presenter biographies.

Heritage in Language: Nurturing Collective, Socially Relevant and Transformative Research in Education
Keynote Presentation: Lisa Lim

Heritage in Language Plenary Panel

Keynote Speakers: Umberto Ansaldo & Lisa Lim

An increased interest in intangible cultural heritage has led to a heightened awareness of the role of heritage languages in contemporary society. Within the field of linguistics, endangered languages have now for decades been documented as part of a cultural heritage that is deemed worth preserving. This panel explores issues about the role of heritage languages in contemporary society and education, both from theoretical perspectives as well as practical solutions.

This panel will include two keynote presentations, and then invite response from the audience in a chaired Q and A and discussion.


Keynote Presentation II | Lisa Lim

That cultural and linguistic diversity is diminishing worldwide has been recognised for some years now, and research on heritage/ minority/ endangered languages has burgeoned in the past two decades. Recent work also encompasses the diversity found in large urban centres, to which increasing numbers of peoples, many of them speakers of such languages, migrate. Using research on Hong Kong’s linguistic diversity and heritage languages as a case in point, I distil three elements that I consider crucial in research and teaching and learning practice if our hope is to nurture students with the integrity and competences for the appreciating and sustaining of heritage in the complex and changing ecologies of the 21st-century knowledge economy. First, teaching practice that involves as a major component the conducting of research in the field – in particular in local contexts and communities that are at the same time familiar and unfamiliar – affords students experiential learning, and sharpens their acuity towards issues in their own society. Second, the platform for delivery needs to be authentic and current: having projects contribute to a website underscores to students the value of their research output beyond course and institution, and is a means of motivating original and socially relevant research. Finally, leading students to a critical reflection helps crystallise their learning experience. Together these can bring about a transformation in students – and a contribution to the surviving and thriving of our young generations and our heritage language communities, in the concerted efforts towards building an inclusive, sustainable, and resilient future.

Read presenter biographies.

Language Learning in a Time of Complexity and Change
Featured Panel Presentation: Jo Mynard, Steve Cornwell & Ted O’Neill

Much of the 20th century was devoted to the pursuit of progress. Now in the early 21st century we find ourselves living in a period of pervasive and accelerated change. This would come as no surprise to George Bernard Shaw who quipped, “Progress is impossible without change, and those who cannot change their minds cannot change anything.” In order to survive and thrive in these unsettling times, language educators need to be guided by theories that challenge accepted ways of thinking and encourage them to embrace change.

Garold Murray

This panel is comprised of ACLL2018 Organising Committee members who will address the conference theme of “Surviving and Thriving: Education in Times of Change” by reflecting and drawing on their own experiences as senior academics engaged in language learning education. The panel will also invite comparative and contrastive comment and feedback from delegates representing different national backgrounds and contexts.

Read presenter biographies.

English Language Teaching in Asian Contexts
Featured Presentation: Judy Noguchi

The ability to use English in professional contexts is a must in academia, business and political situations. However, the use of English does not and should not signify the exclusion or rejection of non-Western ideas and concepts of education. In the 20th century, many language teaching approaches included the concepts of forming an identity in the second language to promote its acquisition, of interactive learning requiring active student participation or of acquiring critical thinking skills as part of a suite of academic literacy skills. As we progress into the 21st century, we are becoming increasingly aware of how diverse societal structures can be and how these differences can impact our notions about education. If we consider that language and content are intricately bound to each other, then the question arises of how professional English language ability can be acquired without the loss or rejection of the individual’s native language and culture. One way that this can be accomplished is by examining how discourse communities maintain their communications by focusing specifically on the genres (communication events) that they use. This English for Specific Purposes (ESP) approach allows the extraction of the specific features of the genres needed for successful communication and their adaptation to the needs of the language learner. Examples of how the ESP approach can be used in the classroom will be presented.

Read presenter biographies.

Task-based Language Teaching in an English for Business Purposes Program
Featured Presentation: Ken Urano

Task-based language teaching (TBLT) is not a new notion in Asia, with relevant books published and researchers and practitioners sharing ideas and experiences at various meetings and conferences. To the contrary, discussions about actual implementation of TBLT seem to be still limited, and especially in Japan, attempts to adopt a task-based curriculum are mostly, if not all, made by individual teachers, rather than language programs or schools.

At the same time, there are people in Japan who need to use English in their professional lives, and an increasing number of universities are offering English for Specific Purposes (ESP) courses to accommodate the future needs of their students. TBLT is a goal-oriented approach to language teaching, and is therefore compatible with ESP, which is by definition goal-oriented.

In this talk, I will share my experience in developing and implementing task-based courses in English for business purposes at a private university in Sapporo, Japan. In TBLT, target tasks (i.e., the tasks that learners need to carry out in their life) are first identified through needs analysis, and then a series of pedagogic tasks are derived by adjusting the complexity of the target tasks and sequencing them from the simplest to the most complex. I will first introduce theoretical and empirical bases for developing and sequencing pedagogic tasks, and show the actual process of syllabus and material design for the two of the business English courses I am in charge of, one for business email writing and the other for business presentation.

Read presenter biographies.

Identity and Language Learning in an Unequal Digital World
Virtual Keynote Presentation: Bonny Norton

The world has changed since Bonny Norton published her early work on identity, investment, and language learning. Because of advancements in digital technology, there are new relations of power at micro and macro levels, and digital literacy has become essential in “claiming the right to speak.” As language learners navigate these changing times, they need to negotiate new identities, investments, and imagined futures. Working with Ron Darvin, Norton has responded to new linguistic landscapes by developing an expanded model of investment that integrates identity, ideology, and linguistic capital in a comprehensive framework. Norton argues that while there are structures that may limit a learner’s investment, the model seeks to illustrate the ways in which learners may both reproduce but also resist practices that limit possibility. Drawing on recent research with language learners in both wealthy and poorly resourced global communities, Norton will discuss the ways in which the model can help inform theory, research, and practice in language learning internationally.

Read presenter biographies.


A message from Dr Norton

For family reasons, Dr Norton will be unable to travel to Kobe for the conference this year, but will deliver her keynote virtually.

IAFOR Silk Road Initiative
Information Session

As an organization, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In 2018, we are excited to launch a major new and ambitious international, intercultural and interdisciplinary research initiative which uses the silk road trade routes as a lens through which to study some of the world’s largest historical and contemporary geopolitical trends, shifts and exchanges.

IAFOR is headquartered in Japan, and the 2018 inauguration of this project aligns with the 150th Anniversary of the Meiji Restoration of 1868, when Japan opened its doors to the trade and ideas that would precipitate its rapid modernisation and its emergence as a global power. At a time when global trends can seem unpredictable, and futures fearful, the IAFOR Silk Road Initiative gives the opportunity to revisit the question of the impact of international relations from a long-term perspective.

This ambitious initiative will encourage individuals and institutions working across the world to support and undertake research centring on the contact between countries and regions in Europe and Asia – from Gibraltar to Japan – and the maritime routes that went beyond, into the South-East Continent and the Philippines, and later out into the Pacific Islands and the United States. The IAFOR Silk Road Initiative will be concerned with all aspects of this contact, and will examine both material and intellectual traces, as well as consequences.

For more information about the IAFOR Silk Road Initiative, click here.

IAFOR Documentary Photography Award 2017
Award Winners Screening

The IAFOR Documentary Photography Award was launched by The International Academic Forum (IAFOR) in 2015 as an international photography award that seeks to promote and assist in the professional development of emerging documentary photographers and photojournalists. The award has benefitted since the outset from the expertise of an outstanding panel of internationally renowned photographers, including Dr Paul Lowe as the Founding Judge, and Ed Kashi, Monica Allende, Simon Roberts, Jocelyn Bain Hogg, Simon Norfolk and Emma Bowkett as Guest Judges. Now in its third year, the award has already been widely recognised by those in the industry and has been supported by World Press Photo, Metro Imaging, MediaStorm, Think Tank Photo, University of the Arts London, RMIT University, British Journal of Photography, The Centre for Documentary Practice, and the Medill School of Journalism.

As an organisation, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In keeping with this mission, in appreciation of the great value of photography as a medium that can be shared across borders of language, culture and nation, and to influence and inform our academic work and programmes, the IAFOR Documentary Photography Award was launched as a competition that would help underline the importance of the organisation’s aims, and would promote and recognise best practice and excellence.

Winners of the IAFOR Documentary Photography Award 2017 were announced at The European Conference on Media, Communication & Film 2017 (EuroMedia2017) in Brighton, UK. The award follows the theme of the EuroMedia conference, with 2017’s theme being “History, Story, Narrative”. In support of up-and-coming talent, the IAFOR Documentary Photography Award is free to enter.

Access to the Award Winners Screening is included in the conference registration fee. For more information about the award, click here.

Image | From the project Single Mothers of Afghanistan by IAFOR Documentary Photography Award 2017 Grand Prize Winner, Kiana Hayeri.

Umberto Ansaldo
The University of Hong Kong, Hong Kong

Biography

Umberto Ansaldo started his academic path as a student of Chinese language and literature at the University of Venice, Italy, and went on to earn a PhD in linguistics from the University of Stockholm, Sweden. Since then he has been conducting research on languages of East, South, and Southeast Asia with a focus on socio-historical and typological processes. He has also published and edited a number of volumes and articles on Pidgin and Creole languages, their evolution and their historiography. Between 2005 and 2010 Professor Ansaldo led a project that resulted in a comprehensive description and documentation of an endangered contact language known as Sri Lanka Malay. In 2017 he launched the journal Language Ecology with John Benjamins.

In the past two decades Professor Ansaldo has taught at the National University of Singapore, the University of Amsterdam, and the University of Hong Kong, where he now heads the School of Humanities. Besides linguistics he has taught courses on modern Asia, conflict studies, and self-defence, and his most recent interest is in higher education management and academic leadership. In July 2018 he will take up a new post as Head of the School of Literature, Arts and Media (SLAM) at the University of Sydney to focus primarily on these aspects of academia.

Outside of work, Umberto is a keen practitioner of martial arts, which he has studied for over 2 decades. He also travels as frequently as possible, occasionally trying to learn a new language, most recently Japanese.

Keynote Presentation (2018) | Heritage in Language?
Steve Cornwell
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Biography

Steve Cornwell is the President of IAFOR, and President of the Academic Governing Board. He coordinates and oversees the International Academic Advisory Board, and also serves on the organisation's Board of Directors. He is Chair of the Language Learning section of the International Academic Advisory Board.

Dr Cornwell is Vice President of Osaka Jogakuin University, Japan, where he is also a Professor of English and Interdisciplinary Studies. He helped write and design several of the courses at the New School in New York, and currently teaches on the online portion of the MA TESOL Programme, having been involved with the programme since its inception.

He has also been involved with the Japan Association for Language Teaching (JALT) serving on its National Board of Directors as Director of Programme from 2012 to 2016; where his duties involved working with a volunteer team of over 50 people to organise JALT’s annual, international conference each autumn.

Since 2012 he has been the Committee Chair of Osaka Jogakuin University’s Lifelong Learning Committee and is responsible for their evening extension programme geared towards alumni and community members. He is also the Vice-Chair of Osaka Jogakuin University’s English Education Committee, which is responsible for suggesting policy regarding English education and for developing material for the integrated curriculum.


Previous ACLL Presentations

Featured Panel Presentation (2018) | Language Learning in a Time of Complexity and Change
Lisa Lim
The University of Hong Kong, Hong Kong

Biography

Lisa Lim is Associate Professor and Head of the School of English at The University of Hong Kong, having worked previously at the National University of Singapore and the University of Amsterdam. Her current research interests centre around New Englishes, especially postcolonial Asian varieties in multilingual ecologies, such as Singapore and Hong Kong; issues of language shift, endangerment, revitalisation, and post-vernacular linguistic and cultural vitality in minority and endangered language communities, such as the Peranakans in Singapore and the Malays of Sri Lanka; and the sociolinguistics of globalisation, with interests in mobility, urban multiculturalism, computer-mediated communication, and their impact on language contact. Recent publications include Languages in Contact (Cambridge University Press, 2016, co-authored with Umberto Ansaldo), and The Multilingual Citizen (Multilingual Matters, 2018, co-edited). She is founding co-editor (with Umberto Ansaldo) of the journal Language Ecology, and serves on several editorial boards, including Language, Culture and Curriculum, and the Mouton book series ‘Dialects of English’. Passionately committed to knowledge transfer, she developed the online resource LinguisticMinorities.hk, for which she won the HKU Faculty of Arts’ Knowledge Exchange Award 2014, and she is the ‘Language Matters’ columnist for Hong Kong’s South China Morning Post’s Sunday Post Magazine (see www.scmp.com/author/lisa-lim). While in her younger days she engaged in dance and yoga and never in martial arts, she is putting into practice her belief in lifelong learning and new challenges, and has recently become addicted to Muay Thai. In January 2019, she will be Associate Professor in the Department of Linguistics at the University of Sydney.

Keynote Presentation (2018) | Heritage in Language: Nurturing Collective, Socially Relevant and Transformative Research in Education
Jo Mynard
Kanda University of International Studies, Japan

Biography

Dr Jo Mynard is a Professor and Director of the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Japan. At KUIS, she advises language learners, and oversees academic support, research and the general direction of the SALC. She also teaches an undergraduate course on Effective Language Learning at KUIS and a graduate course on Learner Autonomy as part of the MA TESOL programme at the KUIS graduate school. She is a part-time faculty member on the Doctor of Education programme in TESOL at the University of Anaheim (USA), an occasional supervisor at the university of Birmingham (UK) on the MA TESOL programme, and an advisor to doctoral candidates at the Education and ICT programme at the Open University of Catalunya (Spain). She has co-edited four books. Two on learner autonomy (2011; 2014), and two on advising in language learning (2012). She recently co-authored a book (with Satoko Kato) on reflective dialogue / advising which was published by Routledge (New York) in August 2015. She has been the editor of SiSAL (Studies in Self-Access Learning) Journal –a peer review, open access publication– since 2010.


Previous ACLL Presentations

Featured Panel Presentation (2018) | Language Learning in a Time of Complexity and Change
Diane Hawley Nagatomo
Ochanomizu University, Japan

Biography

Dr Diane Hawley Nagatomo is an associate Professor in the Graduate School of Humanities and Science at Ochanomizu University, Japan. She has taught graduate and undergraduate courses in Japanese universities for more than thirty years. She is the author of 21 EFL textbooks for the Japanese audience, numerous academic articles, and has presented at numerous conferences. Among her books are Exploring Japanese University English Teachers’ Professional Identity (2012) and Gender, Identity and Teaching English in Japan (2016). Her research interests include teachers’ and students’ beliefs, professional identity, gender issues, and materials development.


Previous ACLL Presentations

Keynote Presentation (2018) | Surviving and Thriving in the Gendered Waters of Japan: Ten Women’s Stories
Judy Noguchi
Kobe Gakuin University, Japan

Biography

Judy Noguchi, Ph.D., is Professor Emerita of Kobe Gakuin University, where she served as the first Dean of the Faculty of Global Communication. She served as Vice-President of JACET (The Japan Association of College English Teachers) from 2015 to 2017 and as President of JACET Kansai Chapter from 2010 to 2015. She has been involved in ESP since the start of her career, teaching students in science, engineering, medicine and other disciplines. She has worked on the development of teaching methods and materials for ESP as well as the building of specialized corpora for science and engineering: PERC (Professional English Research Consortium), JECPRESE (The Japanese-English Corpus of Presentations in Science and Engineering), OnCAL (The Online Corpus of Academic Lectures). Her academic degrees are B.S./B.A. (Highest Honors, Chemistry, University of Hawaii); M.Ed. (TESOL, Temple University); Ph.D. (Applied Linguistics, University of Birmingham).

Featured Presentation (2018) | A New Paradigm for English Language Teaching in Asian Contexts
Bonny Norton
University of British Columbia, Canada

Biography

Dr Bonny Norton, FRSC, is Professor and Distinguished University Scholar in the Department of Language and Literacy Education, University of British Columbia, Canada. Her primary research interests are identity and language learning, critical literacy and international development. Recent publications include a 2017 special issue on language teacher identity (MLJ), a 2014 special issue on multilingual literacy in African communities (JMMD), and a 2013 second edition of Identity and Language Learning (Multilingual Matters). A Fellow of the Royal Society of Canada and the American Educational Research Association, she was the 2010 inaugural recipient of an AERA Senior Research Leadership Award, and in 2015 a co-recipient of the TESOL Distinguished Research Award.

A message from Dr Norton

For family reasons, Dr Norton will be unable to travel to Kobe for the conference this year, but will deliver her keynote virtually.

Virtual Keynote Presentation (2018) | Identity and Language Learning in an Unequal Digital World
Ted O’Neill
Gakushuin University, Japan

Biography

Ted O’Neill is a professor at Gakushuin University, Tokyo, in the Faculty of International Social Sciences. He previously taught at the College of Liberal Arts and Sciences at Tokyo Medical and Dental University and J. F. Oberlin University. Ted was co-editor of The Language Teacher for the Japan Association for Language Teaching (JALT) and later served on the JALT National Board of Directors as Director of Public Relations from 2012 to 2016. He received an MA in ESL and Bilingual Education from the University of Massachusetts/Boston, USA in 1996 and completed a postgraduate Certificate of Educational Technology and Information Literacy through the Graduate School of Education at the State University of New York in 2014. He is a part of a research group studying implementation of content-based language education and content and language integrated learning in East and Southeast Asia with the generous support of The Research Institute for Oriental Cul­tures at Gakushuin University.​

Ted O’Neill is a Vice-President (at large) of IAFOR. He is a member of the Educational Technology section of the International Academic Advisory Board.


Previous ACLL Presentations

Featured Panel Presentation (2018) | Language Learning in a Time of Complexity and Change
Ken Urano
Hokkai-Gakuen University, Japan

Biography

Ken Urano is a professor at the Faculty of Business Administration, Hokkai-Gakuen University, in Sapporo, Japan, where he mainly teaches English to business students. He is also a visiting professor on the Graduate Program in Foreign Languages, Nagoya Gakuin University, where he supervises master’s students in English. His research interests include second language acquisition (SLA), especially acquisition of morphology and syntax, research methodology in SLA, task-based language teaching, English for specific purposes, and computer-assisted language learning.

Featured Presentation (2018) | Task-Based Language Teaching in an English for Business Purposes Program
Steve Cornwell
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Biography

Steve Cornwell is the President of IAFOR, and President of the Academic Governing Board. He coordinates and oversees the International Academic Advisory Board, and also serves on the organisation's Board of Directors. He is Chair of the Language Learning section of the International Academic Advisory Board.

Dr Cornwell is Vice President of Osaka Jogakuin University, Japan, where he is also a Professor of English and Interdisciplinary Studies. He helped write and design several of the courses at the New School in New York, and currently teaches on the online portion of the MA TESOL Programme, having been involved with the programme since its inception.

He has also been involved with the Japan Association for Language Teaching (JALT) serving on its National Board of Directors as Director of Programme from 2012 to 2016; where his duties involved working with a volunteer team of over 50 people to organise JALT’s annual, international conference each autumn.

Since 2012 he has been the Committee Chair of Osaka Jogakuin University’s Lifelong Learning Committee and is responsible for their evening extension programme geared towards alumni and community members. He is also the Vice-Chair of Osaka Jogakuin University’s English Education Committee, which is responsible for suggesting policy regarding English education and for developing material for the integrated curriculum.


Previous ACLL Presentations

Featured Panel Presentation (2018) | Language Learning in a Time of Complexity and Change
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

He is also a Visiting Professor in the Faculty of Philology at the University of Belgrade, a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaii at Manoa, and a Member of the World Economic Forum’s Expert Network for Global Governance.

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

A black belt in judo, he is married with two children, and lives in Japan.

Barbara Lockee
Virginia Tech., USA

Biography

Dr Lockee is Professor of Instructional Design and Technology at Virginia Tech., USA, where she is also Associate Director of the School of Education and Associate Director of Educational Research and Outreach. She teaches courses in instructional design, message design, and distance education. Her research interests focus on instructional design issues related to technology-mediated learning. She has published more than 80 papers in academic journals, conferences and books, and has presented her scholarly work at over 90 national and international conferences.

Dr Lockee is Immediate Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), M.A. in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.


Previous Presentations

Featured Presentation (2017) | Instructional Designers as Agents of Change: Facilitating the Next Generation of Technology-Enhanced Learning
Jo Mynard
Kanda University of International Studies, Japan

Biography

Dr Jo Mynard is a Professor and Director of the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Japan. At KUIS, she advises language learners, and oversees academic support, research and the general direction of the SALC. She also teaches an undergraduate course on Effective Language Learning at KUIS and a graduate course on Learner Autonomy as part of the MA TESOL programme at the KUIS graduate school. She is a part-time faculty member on the Doctor of Education programme in TESOL at the University of Anaheim (USA), an occasional supervisor at the university of Birmingham (UK) on the MA TESOL programme, and an advisor to doctoral candidates at the Education and ICT programme at the Open University of Catalunya (Spain). She has co-edited four books. Two on learner autonomy (2011; 2014), and two on advising in language learning (2012). She recently co-authored a book (with Satoko Kato) on reflective dialogue / advising which was published by Routledge (New York) in August 2015. She has been the editor of SiSAL (Studies in Self-Access Learning) Journal –a peer review, open access publication– since 2010.


Previous ACLL Presentations

Featured Panel Presentation (2018) | Language Learning in a Time of Complexity and Change
Ted O’Neill
Gakushuin University, Japan

Biography

Ted O’Neill is a professor at Gakushuin University, Tokyo, in the Faculty of International Social Sciences. He previously taught at the College of Liberal Arts and Sciences at Tokyo Medical and Dental University and J. F. Oberlin University. Ted was co-editor of The Language Teacher for the Japan Association for Language Teaching (JALT) and later served on the JALT National Board of Directors as Director of Public Relations from 2012 to 2016. He received an MA in ESL and Bilingual Education from the University of Massachusetts/Boston, USA in 1996 and completed a postgraduate Certificate of Educational Technology and Information Literacy through the Graduate School of Education at the State University of New York in 2014. He is a part of a research group studying implementation of content-based language education and content and language integrated learning in East and Southeast Asia with the generous support of The Research Institute for Oriental Cul­tures at Gakushuin University.​

Ted O’Neill is a Vice-President (at large) of IAFOR. He is a member of the Educational Technology section of the International Academic Advisory Board.


Previous ACLL Presentations

Featured Panel Presentation (2018) | Language Learning in a Time of Complexity and Change