ERLA’s SCOPE MAJOR (CONTENT-oriented)
|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)
|LANGUAGE(-)BELIEFS||functions of language, generic competence, educational texts, whole-school language policies|
|LANGUAGE(-)ACTIVITY||language skills, elicitation, fossilization, narratology, oracy, literacy, directed utterances|
|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.