Programme

Keynote, Featured and Spotlight Speakers will provide a variety of perspectives from different academic and professional backgrounds. This page provides details of presentations and other programming. For more information about presenters, please visit the Speakers page.

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


  • 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: Dr Diane Hawley Nagatomo
  • Heritage in Language?
    Heritage in Language?
    Keynote Presentation: Professor 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: Dr Lisa Lim
  • Language Learning in a Time of Complexity and Change
    Language Learning in a Time of Complexity and Change
    Featured Panel Presentation: Dr Jo Mynard, Professor Steve Cornwell & Professor Ted O’Neill
  • English Language Teaching in Asian Contexts
    English Language Teaching in Asian Contexts
    Featured Presentation: Professor Emerita 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: Professor Ken Urano
  • Identity and Language Learning in an Unequal Digital World
    Identity and Language Learning in an Unequal Digital World
    Virtual Keynote Presentation: Dr 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

Previous Programming

View details of programming for past ACLL conferences via the links below.

Surviving and Thriving in the Gendered Waters of Japan: Ten Women’s Stories
Keynote Presentation: Dr 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: Professor Umberto Ansaldo

Heritage in Language Plenary Panel

Keynote Speakers: Dr Umberto Ansaldo & Dr 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 | Dr 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: Dr Lisa Lim

Heritage in Language Plenary Panel

Keynote Speakers: Dr Umberto Ansaldo & Dr 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 | Dr 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: Dr Jo Mynard, Professor Steve Cornwell & Professor 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: Professor Emerita 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: Professor 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: Dr 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.