WHO THEY ARE
PLENARY
SPEAKERS
Raphaele Berthelé
1
Raphaele Berthelé is Professor in multilingualism at the University of Fribourg. He studied and worked at the Universities of Fribourg, Tübingen, Berkeley, and Berne. He co-founded the Fribourg Institute of Multilingualism in 2008. Currently he directs the MA programmes in Multilingualism studies and in foreign language pedagogy. His research interests cover different areas from cognitive to social aspects of multilingualism. Over the last years, he has focused on the empirical investigation of receptive multilingualism, on the acquisition of literacy skills in multilinguals, on spatial reference in bi- and multilinguals,and on individual differences in language learning.
(Universität Freiburg)
Individual differences in instructed foreign language learning – Multilingualism in children with and without special needs
Isabelle Udry
1
Isabelle Udry is a researcher and lecturer at the Institute of Multilingualism at the University of Fribourg and the Zurich University of Teacher Education. She is interested in cognitive processes that underlie multilingualism and foreign language learning and how they can contribute to the development of teaching methodology. Her research focuses on individual differences in language learning, creativity andbmultilingualism, language aptitude, and the role of digital technology in the foreign language classroom.
(Universität Freiburg)
Individual differences in instructed foreign language learning – Multilingualism in children with and without special needs
Masatoshi Sato
Masatoshi Sato is a Professor at Universidad Andrés Bello, Chile. He is a lifelong language learner, language teacher, and teacher trainer. His research agenda is to conduct theoretical and applied research in order to facilitate the dialogue between practitioners and researchers.
In addition to his publications in international journals, he has co-edited volumes from John Benjamins (2016: Peer Interaction and Second Language Learning), Routledge (2017: The Routledge Handbook of ISLA; 2019: Evidence-Based Second Language Pedagogy), Language Teaching Research (2021: Learner Psychology and Instructed Second Language Acquisition), and The Modern Language Journal (2022: The Research-Practice Relationship). He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award. He is currently the Editor of Language Awareness. Email: masatoshi.sato@unab.cl / Twitter: @masatoshi_sato
(Universidad Andrés Bello)
Why don’t they engage with communicative activities?! Psychological and social approaches
Karen Roehr-Brackin
1
Karen Roehr-Brackin is a reader in applied linguistics in the Department of Language and Linguistics and the director of the Centre for Research in Language Development throughout the Lifespan at the University of Essex.
She holds a PhD from Lancaster University and an MA from the University of Hamburg. Her work focuses on explicit and implicit knowledge and learning in instructed language acquisition in both adults and children. She is also interested in individual learner differences such as language learning aptitude, cognitive style, learner beliefs, and language learning history. Her most recent projects are concerned with language learning in older adults and the impact of playing to learners’ strengths vs. compensating for their weaknesses in language instruction.
She has published a monograph on metalinguistic awareness in second language learning as well as a number of articles in international peer-reviewed journals.
(University of Essex)
Measuring children’s metalinguistic awareness
Roy Lyster
1
Roy Lyster is Professor Emeritus of Second Language Education at McGill University in Montreal, Canada (https://mcgill.ca/dise/roy-lyster). His research has examined content-based second language instruction and the effects of instructional interventions designed to counterbalance form-focused and content-based approaches. He was co-recipient with colleague Leila Ranta of the 1998 Paul Pimsleur Award for Research in Foreign Language Education and was presented the Robert Roy Award by the Canadian Association of Second Language Teachers in 2017. He was co-president then president of the Canadian Association of Applied Linguistics from 2004 to 2008. He is author of a module called Content-Based Language Teaching published by Routledge in 2018, and three books: Learning and Teaching Languages Through Content published by Benjamins in 2007, Vers une approche intégrée en immersion published by CEC Publishing in 2016, and Scaffolding language development in immersion and dual language classrooms (with D. J. Tedick) published by Routledge in 2020.
(McGill University)
Operationalizing form-focused instruction for young classroom learners
Miroslaw Pawlak
1
Mirosław Pawlak is Professor of English at the Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, and the Faculty of Humanities and Social Sciences, University of Applied Sciences, Konin, Poland. His research interests include form-focused instruction, corrective feedback, learner autonomy, learning strategies, motivation, willingness to communicate, emotions in L2 learning and teaching, study abroad, English-medium instruction, and pronunciation teaching. Mirosław Pawlak is Editor-in-Chief of journals Studies in Second Language Learning and Teaching and Konin Language Studies, and the book series Second Language Learning and Teaching (Springer). He has published over three hundred books, edited collections, book chapters and journal articles.
(Adam Mickiewicz University)
Investigating the use of grammar learning strategies by children: Issues and challenges