Please note that this system does not support mobile payments.


About BFSU
About CELEA
About FLTRP
About SESP

Key dates

Abstract Submission Opens
5 May 2017
End of Abstract Submission
30 June 2017
Registration Opens
1 July 2017
End of Early Bird Registration
30 August 2017

Keynote Speakers

Brian

Brian Paltridge


Looking Inside the World of Peer Review: Implications for Student Writers

There is growing pressure on research students to publish their work, both early and often. This is especially the case with the increased competition for academic appointments across the world as well as for students studying in countries where publication is a requirement for the award of their degree. Student writers, however, are often not clear on what the process of peer review involves and, in particular, how they should deal with and respond to reviews of their work. This presentation will discuss some of the challenges that student writers face in this process and suggest ways in which they might deal with them. A proposal will be made for working through the peer review process with students so that they can better understand it and, as a consequence, participate more effectively in it.



References:

Paltridge, B. & Starfield, S. (2016). Getting published in academic journals: Navigating the publication process. Ann Arbor: University of Michigan Press.

Paltridge, B. (2017). The discourse of peer review: Reviewing submissions to academic journals. London: Palgrave Macmillan.



Bio:

Brian Paltridge is Professor of TESOL and Research Writing Coordinator in the School of Education and Social Work at the University of Sydney. His most recent publications are Ethnographic Perspectives on Academic Writing (with Sue Starfield and Christine Tardy, Oxford University Press, 2016), Getting Published in Academic Journals (with Sue Starfield, University of Michigan Press, 2016) and The Discourse of Peer Review (Palgrave Macmillan, 2017). He has recently completed a book titled Writing for Research Purposes to be published by Shanghai Foreign Language Education Press. He is co-editor of TESOL Quarterly and an editor emeritus of English for Specific Purposes.


Christine Feak

Christine Feak



Making the Most of Different, but Equally Important Types of Expertise: Collaboration between Disciplinary Experts and ESP Specialists on Materials Development



Collaboration between professional/disciplinary experts and language specialists is a hallmark of the work of ESP (Johns 2013). Inter-professional/disciplinary collaborations with specialist informants are especially valuable in efforts to verify ESP research findings, as in the case of a move analysis of written texts. They are also critical for validating assessments of language competence in professional settings, as in the case of pilots’ and air traffic controllers’ aviation English proficiency. They also have much to offer in shaping discipline specific ESP courses in academic settings. In the academic context, disciplinary experts can bring years of experience as well as cultural capital grounded in their research and publication in journals. Likewise, ESP instructors bring expertise to this collaboration that is grounded in an understanding of language, genres, materials development, learner-centered teaching (Hyland 2012), and, especially, pedagogical content knowledge (Shulman 1987). Coupling these two domains of expertise has the potential to enhance the experiences of those participating in ESP courses and has the added benefit of opportunities for professional growth (Belcher 2006). At the same time, however, challenges can arise in efforts to merge expert’s different forms of knowledge. Indeed, as has been revealed in much previous work (see particularly the work of Arkoudis), collaborations often entail various acts of positioning that reflect the status of the different disciplines and individuals, which can result in unequal contributions to the endeavor.


In order to shed some light on how collaborations can be successful, this presentation centers on a case study focused on the development of a multi-session workshop on writing for publication in surgery journals. Critical tensions along the course of the collaboration will be highlighted together with how these were overcome. The presentation will conclude with recommendations for how to engage in inter-professional collaborations to make the most of the content expertise of all participants.



Bio:

Dr. Christine Feak is a lecturer at the English Language Institute, University of Michigan, where she is the lead lecturer for graduate student writing and writing for publication courses. She is co-author (with John Swales) of Academic Writing for Graduate Students and the new English in Today’s Research World book series focused on the writing of research genres and subgenres. Her current research interests include the discourse analysis of academic legal genres, medical writing, the evaluation of NNS writing, and positioning in graduate student writing. Christine is also joint editor of ESP, a journal focused on research and teaching in English for Specific Purposes.


Hajime Terauchi

Hajime Terauchi


The Past, Present and Future Prospects of EBP in Japan:

Implications from Two Surveys of Businesspersons


This talk first describes the development of English for Business Purposes (EBP) in Japan from a historical perspective with a focus on the progress of the Special Interest Groups (SIGs) on ESP in the Japan Association of College English Teacher (JACET). The establishment and early stages of ESP SIGs of JACET since 1994 are considered to have been guided by the Swalesian approach to ESP (English for Specific Purposes), which subsequently inspired research on EBP in Japan.


The main part of this talk reports the results of two surveys conducted of Japanese businesspersons in 2006 and 2013. The former was a large-scaled survey of 7,354 businesspersons who had registered for the Test of English for International Communication (TOEIC) and subscribed to the Institution for International Business Communication (IIBC) newsletter. The latter was a smaller scale survey conducted online in 2013 with responses from 909 businesspersons at the senior manager level or above at companies with global operations.


The main findings of the large-scale survey indicate that the most difficult types/genres of communication in English at the workplace are telephone talk (71.3%) and participating in business meetings (63.4%). Of these two types of communication, Handford (2007) notes that the business meeting is a distinct genre with particular linguistic features. The results of the smaller scale survey support this observation and reveal four distinct features: 1) the number of non-native speakers of English is increasing; 2) listening is a significant problem; 3) improvements in English help reduce some of the difficulties; and 4) success of business meetings also depends on non-linguistic aspects.


The speaker will also address the problems encountered by Japanese businesspersons during English meetings at large companies and offers pedagogical suggestions for helping Japanese businesspersons as well as students majoring in business at tertiary level prepare for the global market. Finally, the speaker will consider future prospects for the development of EBP education and research not only in Japan but also other countries in Asia.


Bio:

Hajime Terauchi, PhD is Professor of English Language and Dean of Faculty of Commerce of Takachiho University, Japan. He is President of the JACET (Japan Association of College English Teachers). He gets BA in Civil Law (Keio University, Japan), MA and PhD in English Language Teaching (University of Warwick, UK). He has researched and published extensively in the areas of ESP (English for Specific Purposes) including EBP (English for Business Purposes) and EAP (English for Academic Purposes) and Legal Culture.


Ken Hyland

Ken Hyland



Re-imagining Instruction: Specificity and EAP writing


In 2012 Hong Kong totally reformed its educational system by removing a year from students’ school experience and adding it to their time at university. For those of us responsible for English language provision it presented an opportunity to reconsider the kind of English that we should be teaching and how we might create courses which best prepared students for their studies. At Hong Kong University we decided to redesign our courses to focus on “English in the Discipline”. This recognizes that because the conventions of academic communication differ considerably across disciplines, identifying the particular language features, discourse practices, and communicative skills of target groups becomes central to teaching English in universities. Teachers therefore had to become researchers of the genres they teach and to devise courses around the principle of ‘specificity’. In this presentation I talk a little about this process, but mainly discuss the principles of disciplinary specific language on which it is based, drawing on my research over the last decade to highlight the disciplinary-specific nature of writing and argue for a specific view of teaching EAP.  



Bio:

Ken Hyland is Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong. He was previously a professor at the University of London and has taught in Africa, Asia and Europe. He is best known for his research into writing and academic discourse, having published over 220 articles and 26 books on these topics and received over 29,000 citations on Google Scholar. His most recent books include a third edition of Teaching and Researching Writing (Routledge, 2016), The Routledge Handbook of EAP (co-edited with Philip Shaw, Routledge, 2016), Faces of English Language Education (with Lillian Wong, Routledge, 2017) and Academic Publishing (Oxford University Press, 2015).  A collection of his work is due out soon (the Essential Hyland, Bloomsbury, 2017). He is founding co-editor of the Journal of English for Academic Purposes and was co-editor of Applied Linguistics. Ken is an Honorary professor at Warwick University and a Foundation Fellow of the Hong Kong Academy of the Humanities.


孙有中,博士,教授,博士生导师。在外语学科的主要学术兼职包括:教育部外国语言文学类专业教学指导委员会秘书长,中国跨文化交际学会会长,国际跨文化交际研究会(IAICS顾问专门用途英学会会,中国英汉语研究会专门用途英语专业会会,北京市高校英语类专业家委会主任;在新闻传播学科的主要学包括:教育部卓越新闻传播人才教育培养专家委员会委员,国务院新闻办全国对外传播理论研讨会专家委员会委员,全国外国新闻传播史研究委会会;在国研究域的学包括:中国澳大利研究会会,中国美国史研究会常理事,中美国研究会常理事,国美国研究学会(IASA)常理事。《中国ESP研究》主Journal of Intercultural Communication Studies顾问。入选新世百千万人才工程国家2007年),享受政府特殊津;入中宣部文化名家四个一批人才2015年)和国家万人第二批哲学社会科学领军人才2016年)。