Archive for the ‘Corpora for Content and Language Integrated Learning’ Category

Submission deadline: 30th November 2012
Publication date: May 2014

Guest editors:

Pascual Pérez-Paredes
English Department
Universidad de Murcia
Campus de la Merced 30071

Alex Boulton
Université de Lorraine

Corpus linguistics has revolutionised many fields of language study, and represents the epitome of empirical research in language description. Corpora can even be used as a learning tool or reference resource by learners and teachers, as well as other native and non-native language users, in what has come to be known as ‘data-driven learning’ (DDL). However, it is frequently claimed that there is a dearth of empirical research in the field of DDL – especially outside the restricted environment of higher education. Such research is essential to afford further insight into both the possibilities and limitations of using language corpora in a variety of contexts, whether in mainstream practice among ‘ordinary’ teachers and learners, or for more innovative or specialised uses.

Proposals are invited for qualitative and quantitative empirical studies investigating various aspects of corpus use in language teaching and learning, from individual case studies to large-scale quantitative statistical studies, from short-term acquisition to long-term outcomes and changes in learner behaviour.
We are especially interested in new populations of potential corpus users, such as:

– younger learners in primary and secondary education;
– adult learners in continuing education and language schools;
– trainee teachers and practising teachers (pre-service or in-service);
– academic users in fields from translation to literature, civilisation and other disciplines;
– non-academic users in professional contexts.

Innovative practice in terms of corpus use for new environments and new activities is also welcomed:
– in class, in computer rooms, on line, and in blended or distance programmes;
– in directed instruction as well as in more autonomous conditions;
– using paper-based materials, hands-on consultation, or integrating corpora into other software;
– showing innovative uses of corpora beyond traditional concordancing;
– based on new types of corpora, from the Internet to disposable corpora to multimodal corpora;
– involving learners at other levels of corpus use, e.g. in building their own corpora;
– using learner corpora to feed back into teaching and learning practices;
– etc.

This special issue of ReCALL marks over two decades of data-driven learning since the publication of the seminal Classroom Concordancing (Johns & King 1991), and is dedicated to the ground-breaking but ever practical work of the late Tim Johns.

Papers, to a maximum of 8000 words, should be submitted electronically to June Thompson, no later than 30th November 2012. Please use the published ReCALL guidelines here when preparing your paper.

ReCALL is the journal of EUROCALL, an international journal published by Cambridge University Press and listed in the major abstracting and indexing services.

Kohn, K. (2012). Pedagogic Corpora for Content and Language Integrated Learning. Insights from the BACKBONE Project. The EUROCALL Review, 20, 2. 1-22.

The TEI Boilerplate is a lightweight solution for publishing styled TEI (Text Encoding Initiative) P5 content directly in modern browsers. With TEI Boilerplate, TEI XML files can be served directly to the web without server-side processing or translation to HTML. Our TEI Boilerplate Demo illustrates many TEI features rendered by TEI Boilerplate.

Our SACODEYL and BACKBONE Annotators are TEI compliant, and the whole team are excited at the idea to try this online.

My 2011 AESLA keynote rountable presentationAesla 2011 getting_things_done_pascual_pérez-paredes

BACKBONE Annotator 3.8 featured on Softpedia

Corpora for Content & Language Integrated Learning [BACKBONE]

Backbone, a European Lifelong Learning project (Transversal Programme, Languages), is coordinated by the Chair of Applied English Linguistics at the University of Tübingen and involves 8 partners from 7 European countries: France, Germany, Ireland, Poland, Spain, Turkey and UK.

The project addresses language learning needs with regard to pedagogically neglected languages including lesser taught languages, regional & socio-cultural varieties of more frequently taught languages, and non-native speaker varieties of lingua franca languages. It proposes a pedagogically motivated corpus approach that enables teachers to collect and pedagogically exploit spoken discourse resources. Based on the communicative principles of learner and teacher autonomy, authenticated learning and collaboration, the Backbone approach combines corpus resources for linguistically and thematically specialised CLIL purposes with e-learning-enhanced language practice and communicative interaction in blended language learning courses.

Backbone develops pedagogically motivated tools for corpus management, annotation, enrichment and search. 7 language subcorpora of interviews, presentations and conversations are compiled and enriched with learning materials: Polish and Turkish, regional & socio-cultural varieties of German, French, Spanish and English as well as European varieties of English as a lingua franca. Pedagogic piloting is carried out in CLIL settings in secondary, higher and vocational education.

Based on the Minerva project SACODEYL, Backbone will develop pedagogic corpus tools including distributed XML file management, multi-tier annotation, pedagogic enrichment and a web-based pedagogic search interface. 7 corpora of interviews, presentations and conversations representing pedagogically neglected languages and varieties will be compiled: Polish and Turkish, regional & socio-cultural varieties of German, French, Spanish and English as well as European varieties of English as a lingua franca. Themes and subjects will be determined through a needs analysis of language teaching settings in secondary, higher and vocational education. The corpora will be pedagogically enriched with learning materials and piloted in 24 language courses of different CLIL orientation.
To ensure validation, a final European dissemination workshop will be combined with a online exploitation service and exploitation events in 6 countries.