ELT Conference

Plenary and Invited Speakers


Darla K. Deardoff



 

Darla K. Deardorff is currently executive director of the Association of International Education Administrators, a national professional organization based at Duke University, where she is an adjunct faculty member in the Program in Education and in International/Comparative Studies.  In addition, she is an adjunct professor at North Carolina State University and at Middlebury Institute of International Studies at Monterey (formerly Monterey Institute of International Studies),  a visiting professor at Meiji University Research Institute of International Education (RIIE) in Japan as well as at Nelson Mandela Metropolitan University in South Africa, visiting faculty at Shanghai International Studies University (SISU)  in China and at Huazhong University of Science and Technology (HUST) in China,  served on faculty of Harvard University’s Future of Learning Institute as well as Harvard University’s Global Education Think Tank,  in addition to faculty at the prestigious Summer Institute of Intercultural Communication in Portland, Oregon. She has also been affiliated faculty at University of North Carolina – Chapel Hill, and  Leeds Beckett University (formerly Leeds- Metropolitan)  in the United Kingdom.




Saneh Thongrin

 

Imagined Communities, Social Interaction, and Students’ Negotiated Identity

 

Language learning through the Saussurean structuralists is assumed a natural site for learning only linguistic rules. Language through the post-structuralist lens, however, is dynamic and complex with social and cultural processes, where learning languages could be viewed as a site for language socialization (Ochs, 1988; Wenger, 1998) and for multiple and dynamic identities to be negotiated, constructed or reconstructed (Norton Pierce, 1995; Pavlenko, 2000). This session discusses ways in which language teachers can implement current post-structural conceptions of language learning, where the students negotiate meanings and construct a new one in the classroom. In the session, I also discuss how I applied the notion of imagined communities as part of classroom activities used in a research project of mine (Thongrin, 2016). Given a number of positive gains the participants expressed, I conclude the session, offering certain research applications in relation to classroom practices contributing to students’ socialization at college and in the wider social community.     

 

Saneh Thongrin, a faculty member of Thammasat University, Thailand, has published research articles on critical pedagogy and ESL/EFL writing instruction, language, culture and identity, writing for publication, and World Englishes, gives talks, as a featured Asian guest scholar, at international conferences, reviews ESL/EFL classroom materials for international publishers, and serves as journal reviewer and editor. Her scholarly works were awarded by the National Research Council of Thailand (2011, 2012). Nominated for the Distinguished Teacher Award, Thammasat University, she was Honorary Teacher in humanities, 2013. (email: sthongrin@gmail.com)



Malinee Prapinwong

 

Blended Learning Pedagogy to Foster the Language and Cultural Competence of Preservice Teachers

 

In the digital society of the 21st century, the traditional classroom is expected to be transformed into an ICT-enhanced learning environment. This presentation describes the development and implementation of the blended learning approach in a tertiary-level course aimed at improving preservice teachers’ intercultural awareness and communicative competence. The shift to blended pedagogy was carried out with the hope of minimizing the learner’s reticence and passivity in the language classrooms that often result from the traditional teaching model and the limited class time for communicative practices. The research investigates how several web-based tools and e-resources, such as ePals, Khan Academy, online forums, and social networks, can be integrated into the instructional design. The results that include students’perceptions and learning outcomes, are also discussed.

 

Malinee Prapinwong is a full-time lecturer in Curriculum and Instruction Program, Faculty of Education, Kasetsart University, Bangkok. She received a Ph.D. in Literacy, Culture and Language Education from Indiana University in Bloomington, U.S.A. Her current research interests include EFL methodology, intercultural communicative competence, technology integration in the language classroom, and critical literacy.

 

 

Leslie Barratt

 

Learning, Teaching, and Staying Current in Englishes using Online Resources

 

Historical linguists have documented for centuries that languages naturally change through new generations, and sociolinguists have likewise demonstrated that languages vary among speakers, so it is no surprise that English both changes and varies, but as the language has become a global lingua franca, its change and variation have accelerated, causing many challenges for ELTabout which English or Englishes to teach at different levels, about which conventions to follow, for example in academic writing or in English for Specific Purposes, and  about how to evaluate when teaching materials are outdated. This presentation will examine the digital resources, such as corpora and Google Trends, that teachers and students can use to investigate the language appropriate for their context, audience, and purpose. Examples will come from all levels, from vocabulary taught in primary schools to collocations used in scholarly writing.

 

Professor Dr. Leslie Barratt is Professor at RajabhatRoi-Et University and Professor Emerita of Linguistics at Indiana State University. Dr. Barratt is on the Board of TESOL International and Editor of Thailand TESOL Journal. A lifelong language learner, Dr. Barratt researches language change and variation, which challenge learners.



Passapong Sripicharn

The Role of Language Corpora in a Content and Language Integrated Learning (CLIL) Lesson

Content and Language Integrated Learning (CLIL) is defined as “a dual-focused education approach in which an additional language is used for the learning and teaching of both content and language” (Coyle, Hood and Marsh 2010, p.1), thus promoting strong collaboration between the traditional language and content teachers. Originally developed in a wider pedagogical context, CLIL has recently been incorporated into the English language syllabus along with similar approaches such as Content-based Learning or Immersion Learning. While a number of different CLIL methods and activities have been reported, only a few studies clearly discuss the role of resources in the digital age, particularly electronic databases in the form of language corpora, which have already been extensively used in the mainstream English language classroom. 

In the first part of this presentation, key issues in CLIL and language corpora will be discussed. Then the use of a specialized, discipline-based corpus in CLIL unit planning will be suggested. In the ‘Considering Content’ step, the keyness tool in corpus analysis software could help content teachers identify and organize content concepts on a specific topic, while familiarizing language teachers with the subject area. In the ‘Communication’ step, in which different types of language are introduced to enable learners to learn the subject content, to perform a task, and to develop language awareness, all in another language, the data generated from the corpus software such as concordance, cluster and n-gram, and collocation can help both teachers and students notice terminologies, patterns, and styles that are central and typical to the genre or subject field. Sample units and implications for classroom practice and research (e.g. the role of teachers, the training for corpus tools and techniques, and possible research ideas) will be discussed in the final part of the presentation.     

 

Passapong Sripicharn is Assistant Professor in the Department of English, Faculty of Liberal Arts, Thammasat University, Thailand. He received his M.A. and Ph.D. in Applied Linguistics from the University of Birmingham, UK. His main research interest is corpus linguistics, particularly the pedagogical applications of language corpora in vocabulary and writing classes. Recently, he has gained more interest in wider applications of language corpora such as in lexicology, terminology, translation, and critical discourse analysis and he is now exploring uses of language corpora as a tool to Term Extraction and Term Base (TB) and Translation Memory (TM) that can be cooperated in Computer Assisted Translation (CAT).


Sasee Chanprapun

The Digital Age Conference Interpreting Classroom

In the digital age, classrooms extend beyond the physical classroom and learning takes place beyond traditional boundaries.  As conventional lockstep, teacher-centered methodologies are replaced by newer and more exciting approaches, we see technology playing a more prominent role in the learning process.  From the very beginning, conference interpreting has always been reliant on technology, through the use of simultaneous interpreting headsets (equipment that brings the speakers’ voice to the interpreters and the interpreters’ voice to the audience).  However, these machines do not interpret.  They simply carry sound waves to and from the interpreter.  Although conference interpreting students need to know how to use them, they also need to be trained in the skills of simultaneous interpreting.  In my presentation, I will be discussing what these skills are and how they inside and outside developed inside and outside the digital classroom.

Sasee Chanprapun teaches at the Department of English and Linguistics, Faculty of Liberal Arts, Thammasat University.  Her interests are interpretation and translation.  Sasee also teaches for the MA Program in English-Thai Translation at Thammasat University and the MA Program in Interpretation at the Chalermprakiat Center of Translation and Interpretation, Faculty of Arts, Chulalongkorn University.  In addition to teaching, Sasee is a conference interpreter and a member of the Internationl Association of Conference Interpreters (AIIC).

 

Jutarat Vibulphol


How Are Thai Students Motivated to Learn English in the Digital Age?


In this Digital Age, information and knowledge is created and disseminated much faster than ever. Lifelong learning has gained its concrete significance. Learners need to sustain their interests in learning and have skills to access and utilize information. Since English is an important tool for learning, this presentation addresses the question of how Thai learners of English are motivated by the teacher and how their motivation is supported and sustained during the class time. The findings from a series of studies of Thai ninth grade students conducted by an international research team from Thailand and Finland will be used to discuss this topic.

Previous studies have offered insights into how teachers’ instructional practices can affect students’ motivation and learning. In our studies, English classrooms were observed and the teachers’ motivational strategies were assessed whether they employed autonomy supportive style or controlling style when they support the students learning in the classroom. The students’ motivation and learning were assessed from three sources of data—themselves, their teacher, and the observers.Based on these findings, how English teachers can help their students to stay on task in English learning will be discussed.

 

Jutarat Vibulphol teaches English majored students at Faculty of Education, Chulalongkorn University. Working with pre-service and in-service English teachers, she trusts that teachers can influence students’ learning. Her research interests have been in finding ways to enhance students’ learning and autonomy considering learner factors such as motivation and beliefs. 


Raksangob Wijitsopon

 

More than collocation: A proposal for applications of corpora in studies of L2 learner English

 

Over the past decades, corpus linguistics has played a central role in ESL/ EFL and ELT-related studies. As Granger (2015) observes, key concepts in corpuslinguistics, such as collocations and lexical bundles, have been applied to and enriched language acquisition and interlanguage research, which has long focused on morphological and syntactic domains. However, it has recently been suggested that corpus-based studies need to go further than analysis of lexicogrammatical patterns and pay appropriate attention to their textual dimension. This is because phraseological units are embedded in the texts that make up a corpus and hence they are part of textual meaning and organization (Stubbs 2015, Mahlberg 2009 and Hoey 2005).

This theoretical stance is adopted in my analysis of keywords in a corpus of Thai and other L2 learners’ English argumentative essays, when compared with their native speaker counterparts’. The statistical value of these lexical items suggests that they characterizeL2 learner writing while the text-lexicogrammar perspective can shed qualitative light on native-vs.-non-native differences, not only at the phrasal but also at the discourse levels, in terms of patterns of textual organization and rhetorical strategies. These findings have pedagogical implications and call for more attention to the discourse-pragmatic aspect of lexis in ESL/ EFL or ELT-related studies of grammar and vocabulary.

 

Raksangob Wijitsopon is an assistant professor in English at the department of English, Faculty of Arts, Chulalongkorn University, Bangkok, Thailand. She obtained her PhD from Lancaster University, the UK. The areas of her academic interests include corpus linguistics, stylistics and discourse analysis. Specifically, she is particularly keen on the dialectical relation between lexis and text. She has recently completed two corpus-driven research projects, one on the style of Jane Austen’s novels and the other on stylistic differences between Thai and native speaker learner English argumentative essays, both funded by Thailand Research Fund, Commission on Higher Education and Chulalongkorn University.

 

 

Kornwipa Poonpon

 

Language Assessment in the Digital Age: Challenges and Opportunities for ELT Teachers in Thailand

 

Moving rapidly to the digital age, technology is increasingly central to learners and teachers. This has led to a big change in language teaching and learning in every part of the world, including Thailand. Although English teachers attempt to transform their teaching practices to correspond to contexts of the digital or information age, it seems that language assessment is not in line with the teaching and learning. As language assessment is at the heart of effective teaching and learning, this talk aims to discuss the roles of language assessment in ELT in Thailand, and raise an awareness of language assessment to Thai teachers of English in the digital age. The talk starts with a review of language assessment used in the past 20 years in the global, and especially Thai contexts, followed by a focus on envisioned language assessment in the digital age. It then discusses challenges and opportunities, that have been created by the rapid change of technology for ELT teachers in Thailand. The talk concludes by raising an awareness of the teachers in designing and applying language assessment to their teaching contexts.

 

Kornwipa Poonpon is an EFL assistant professor and the head of Center for English Language Excellence at KhonKaen University, Thailand. She received her Ph.D. in Applied Linguistics from Northern Arizona University, funded by Fulbright Scholarship. Her research interest includes second language assessment, corpus linguistics, and EAP and ESP pedagogy.

 

Supakorn Phoocharoensil

 

Linking Adverbial Teaching Revisited: Looking at How Corpus Data Outweigh Classic Textbooks

 

This presentation focuses on the occurrences of four common linking adverbials (LAs) of result, i.e., thus, therefore, hence, and so, in the Corpus of Contemporary American English (COCA), with an emphasis on written academic English. A corpus-based exploration of the target LAs demonstrated that thus occurred with the highest frequency, followed by therefore and hence respectively, with so being the least common. With regard to the patterns in which the selected LAs occurred in authentic English, contrary to the findings of past studies that soappeared to be the most common in spoken English as well as in the initial position, the present study reported on over 90% of so in academic written English in the middle position. To the researcher’s surprise, furthermore, there were more possible patterns of the other target LAs of result discovered in the corpus data, compared to those available in the surveyed writing textbooks. As for the pedagogical implications, it is advisable that ELT practitioners incorporate some additional salient LA patterns existing in authentic corpus-based data into their lessons in order to complement the limited textbook information.

 

SupakornPhoocharoensil is currently an Assistant Professor at Language Institute of Thammasat University. He is now Vice Director for Academic Affairs and Research of the Language Institute. Having received his Bachelor’s and Master’s degrees in English from the Faculty of Arts, Chulalongkorn University, Dr. Phoocharoensil obtained his Ph.D. in English as an International Language from Chulalongkorn University. He is currently teaching various undergraduate courses in English for Specific Purposes, as well as MA. and Ph.D. courses in English Language Teaching and Applied Linguistics. His areas of research interest include second language acquisition, interlanguage syntax and pragmatics, English collocations and formulaic language, linking adverbials, and corpus linguistics. He had his research articles published in several international peer-reviewed journals, e.g. The Journal of Pan-Pacific Association of Applied Linguistics, Hong Kong Journal of Applied Linguistics, The Southeast Asian Journal of English Language Studies, The International Journal of Communication and Linguistic Studies etc.