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Acquisition of Chinese: Bilingualism and Multilingualism conference, 1-3 July 2019, Cambridge

(Posted on behalf of Boping Yuan) Dear colleagues and friends, Greetings from Cambridge, UK! We are inviting abstracts for presentations at a conference on Acquisition of Chinese: Bilingualism and Multilingualism, which will take place on 1-3 July 2019 at Churchill College, University of Cambridge, Cambridge, The United Kingdom. At this conference, we will take Chinese … Continue reading Acquisition of Chinese: Bilingualism and Multilingualism conference, 1-3 July 2019, Cambridge

CoNSALL | Call for papers – Reminder

Reminder: Deadline in less than 2 weeks! Cognitive Neuroscience of Second and Artificial Language Learning The Cognitive Neuroscience of Second and Artificial Language Learning conference will take place on 21, 22 & 23 September 2018 in the Pontio building, Bangor University, Wales, UK. Keynote speakers Janet van Hell | Penn State University Gary Oppenheim | … Continue reading CoNSALL | Call for papers – Reminder

Distinguished scholar award 2018: Jan H. Hulstijn

We are delighted to announce that the recipient of EUROSLA Distinguished Scholar Award for 2018 is Professor Jan Hulstijn. This distinction is bestowed on Jan for his outstanding contribution to the field of second language research, from empirical studies on the acquisition and assessment of reading, writing, listening, speaking and vocabulary, to theory building and … Continue reading Distinguished scholar award 2018: Jan H. Hulstijn

(In)Formal second language learning: Integrating informal practices into formal contexts

  Registration is now open for the two-day seminar on “(In)Formal second language learning: Integrating informal practices into formal contexts”. The event is part of the BAAL/Cambridge University Press Applied Linguistics Seminar Programme 2017-2018. It will be held at the University of Oxford Department of Education on August 23rd and 24th, 2018. In this digital age, there are more … Continue reading (In)Formal second language learning: Integrating informal practices into formal contexts