We're delighted to announce the below Keynote Speakers.
Heidi Byrnes, Emeritus Professor, Department of German Georgetown University, Washington, D.C., United States of America
Heidi Byrnes is George M. Roth Distinguished Professor of German Emerita at Georgetown University. Her research, scholarship, and teaching have focused on adult instructed second language learners, specifically the development of advanced levels of literacy. Those interests have been shaped by Hallidayan systemic functional linguistics as a particularly felicitous theory of language because of its concern with meaning-making in oral and written texts that are embedded in contexts of culture and contexts of situation and that are realized in culture-specific genres. Other influences are sociocultural theory, the work of Vygotsky and Bakhtin, and insights obtained in task-based teaching and learning. Together, these approaches have provided a unique, educationally ‘appliable’ framework for the integrated and articulated four-year genre-oriented and task-based curriculum in the German Department at Georgetown University, a project that over its 20-year history has received national and international recognition. She and her colleagues have addressed various aspects of adult L2 learning in such a setting in numerous publications (e.g., Applied Linguistics Review, Language Teaching, Linguistics and Education, MLJ) and in the monograph Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment (co-authors, Maxim, Norris, MLJ, 94, Supplement 1).
She has edited and coedited books and special journal issues on the development of advanced literacy and the link between languaging and thinking, particularly in writing. Her most recent book-length publication is a co-edited volume, with Rosa Manchón, Task-based language learning: Insights from and for L2 writing. She is a member of several editorial boards, is a past president of American Association for Applied Linguistics (AAAL) and is the recipient of numerous professional association awards, including AAAL’s Distinguished Scholarship and Service Award and Georgetown University’s lifetime research achievement award. She currently serves as editor-in-chief of the Modern Language Journal.
Chris Davison, Professor of Education University of New South Wales, Australia
Professor Chris Davison, a specialist in language education and school-based assessment, is Professor of Education and Head of the School of Education, University of New South Wales (UNSW). Before her appointment to UNSW, Chris was Associate Dean (Research) in the Faculty of Education at University of Hong Kong, where she worked for nine years. She has worked in teacher education, including at Melbourne and La Trobe University, for over 30 years, and before that, as an English and ESL teacher and consultant in primary and secondary schools, English language centres and the adult and community education sector in Australia and overseas.
Chris has researched and published extensively on the interface between English as a mother tongue and ESL development, integrating language and content curriculum, and English language assessment, in leading international journals including TESOL Quarterly, Applied Linguistics, Language Assessment Quarterly, Language Testing and Linguistics and Education. Her books include a two volume handbook of teaching English internationally (Springer, with Jim Cummins) and a co-authored book on English language teaching innovation in China (HKU Press, with Xinmin Zheng). She is founding co-editor (with Andy Gao) of the Springer book series on English Language Education.
Chris is recipient of a number of awards, most recently for Outstanding Contributions to Teacher Education and to TESOL, awarded by the Australian Council of Deans of Education, and a University Award for Community Engagement, both in 2016.
Jennifer Hay, Professor of Linguistics University of Canterbury, New Zealand
Jennifer Hay is Professor of Linguistics at the University of Canterbury, and Director of the New Zealand Institute of Language, Brain and Behaviour. She is a Fellow of the Royal Society of New Zealand, and was the 2015 Winner of the University of Canterbury Research Medal. She publishes widely on Sound Change, New Zealand English, Speech Production and Perception, and Morphology.
Professor Karl Maton, Director of the LCT Centre for Knowledge-Building University of Sydney, Australia
Karl Maton is Professor of Sociology and Director of the LCT Centre for Knowledge-Building at the University of Sydney (http://sydney.edu.au/arts/research/lct/). Karl is the creator of Legitimation Code Theory (LCT), a framework which is being widely by researchers in Australia, South Africa, China and many other countries for studies in education, linguistics and sociology. LCT is a practical theory that is also becoming increasingly adopted to shape curriculum design and teaching practices by educators in schools and universities. Karl’s book, Knowledge and Knowers: Towards a realist sociology of education, which sets out key ideas from LCT, was published by Routledge in 2014 to widespread critical acclaim. A primer of how to use the ideas in research, Knowledge-building: Educational studies in Legitimation Code Theory, was published by Routledge in 2016. Karl is Series Editor of a new book series for Routledge: Legitimation Code Theory: Knowledge-building in research and practice. For more on LCT, see http://www.legitimationcodetheory.com.
Hilary Nesi, Professor in English Language Coventry University, England
Hilary Nesi started her career in the 1980s at Aston University in the UK, where she studied for a Masters degree in English for Specific Purposes under the directorship of John Swales. She then worked at Warwick University for 20 years, gaining a PhD in learner lexicography along the way, before moving to Coventry University in 2007 to take up a Professorship. Her research activities largely concern corpus development and analysis, the discourse of English for academic purposes (EAP), and the design and use of dictionaries and reference tools for academic contexts. She publishes, presents and supervises PhD students in all of these areas, and is particularly interested in exploring uses of academic language that have been misrepresented or ignored in current EAP resources.
In two of her research projects she set out to analyse and describe the language of university lectures, seminars, and assessed written work, and led the teams which created the corpus of British Academic Spoken English (BASE) (www.coventry.ac.uk/base) and the corpus of British Academic Written English (BAWE) (www.coventry.ac.uk/bawe). Both of these corpora are freely available to researchers and have provided data for numerous research articles, student dissertations and theses. Her 2012 book, co-authored with Sheena Gardner - Genres across the Disciplines: Student writing in higher education (Cambridge University Press) - provides a framework for identifying different types of university assignment. Her aim in this and other publications drawing on BAWE corpus data has been to establish ways of differentiating and talking about university writing genres, so that disciplinary requirements can be made more explicit, and students can gain a clearer understanding of departmental writing purposes and conventions. Drawing on findings from BASE and BAWE, Hilary has also led projects to develop materials for the teaching and learning of academic genres, such as ‘Writing for a Purpose’ for the British Council Learn English website.