ERLA’s SCOPE MAJOR (CONTENT-oriented)

Strand

 

 Exemplary issues
LANGUAGE AND SCHOOLING school performance, assessment, textbooks, curricula, policy, elicitation, learning, vulnerability, class talk, interaction, language of schooling, academic language
LANGUAGE AND CULTURE identity, youth, interculturality, bilingualism, plurilingualism, (in)equality, mediation, slang, jargon, pragmatics, speech act
LANGUAGE AND METHODOLOGY

 

 teaching, CLIL, researching, genre, narratives, discourse analysis, action research, interview, grounded theory, dialogue, ESP
LANGUAGE AND PERSONALITY personal constructs, awareness, gender, race, emotionality, attitudes, baby talk, skills, self-expression, literature

ERLA’s SCOPE MINOR (LANGUAGE-USER-oriented)

Strand

 

 Exemplary issues
LANGUAGE(-)BELIEFS functions of language, generic competence, educational texts, whole-school language policies
LANGUAGE(-)ACTIVITY language skills, elicitation, fossilization, narratology, oracy, literacy, directed utterances
LANGUAGE(-)AFFECT

 

 personal constructs, language anxiety, language identity, willingness to communicate
LANGUAGE(-)THINKING linguistic anthropology, neurolinguistics, cognitive appeal, translanguaging, critical thinking

 

ERLA’s STREAMS. In order to incorporate issues which cut across Scope Major and Scope Minor, we have introduced the concept of ‘STREAMS’. ‘Streams’ we see as allowing us to accommodate and cooperate with those academics whose interests do not fall withing one areas of the two scopes only.

STREAM 1: “SEND: special educational needs and disability”

 

ERLA’s ASPIRATIONS and CONTEXT. Our activities are accordingly focused on the scope major and the scope minor separately and on relations between them. We aspire to examine them by:

  • globally coordinated studies carried out on intersection of pedagogy and linguistics,
  • joint international projects performed by interdisciplinary teams of experts,
  • engagement of multiple, both qualitative and quantitative methodologies,
  • thorough and extensive collection of findings pertaining to the four areas.

The Association was established in 2018 after it became clear how extensive an interest ERL issues enjoy. The most significant prompts were:

  • ERL Network with its geographical extensiveness (http://educationalroleoflanguage.ug.edu.pl/erl-network-0),
  • ERL I (2016), ERL II (2017) and ERL III (2018) conferences,
  • at the theoretical level – numerous publications addressing consequences of the “linguistic turn”,
  • at the practical level – frequent instances of educational scientists collaborating successfully with linguists.