WHO THEY ARE
PLENARY
SPEAKERS
(Universität Freiburg)
Individual differences in instructed foreign language learning – Multilingualism in children with and without special needs
(Universität Freiburg)
Individual differences in instructed foreign language learning – Multilingualism in children with and without special needs
Masatoshi Sato
Masatoshi Sato is a Professor in the Department of English at Universidad Andrés Bello, Chile. He is also an Affiliated Professor at Michigan State University (USA), Curtin University (Australia), and Anaheim University (USA). He has taught English and Japanese in Japan, US, Chile, and Canada. He currently teaches pre-service and in-service English teachers in Chile.
His research agenda is to conduct theoretical and practical research in order to provide practitioners with evidence-based pedagogy. In particular, he has conducted research focusing on peer interaction, corrective feedback, learner psychology, teacher psychology, and research-pedagogy link. In addition to his publications in international journals, he has recently co-edited three books for prestigious publishers. He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award. He is currently the Editor of Language Awareness.
(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 as the Contextualization-Awareness-Practice-Autonomy (CAPA) sequence
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.