Keynote speakers

The conference will feature plenary addresses by the following keynote speakers:

Patsy Lightbown

Patsy Martin Lightbown is Distinguished Professor Emeritus (Applied Linguistics) at Concordia University in Montreal. The principal area of her research is the learning and teaching of second and foreign languages in the classroom. Her focus has been primarily on the complementary contributions of communicative and form-focused activities. Her work has been published in TESOL Quarterly, Applied Linguistics, Studies in Second Language Acquisition, Language Learning, The Modern Language Journal, The Canadian Modern Language Review, and other professional journals and books. With Nina Spada, she co-authored How Languages are Learned (Oxford University Press), an introduction to second language acquisition research for teachers that is now in its third edition. Having lived and worked for more than twenty-five years in Montreal, she now lives in Massachusetts, where she continues her research, consulting, and writing about language teaching and learning. She provides professional development workshops for new and experienced teachers as well as research-oriented courses for students in applied linguistics.

 

Patricia Lamarre

Patricia Lamarre is Professor at the University of Montréal where she teaches courses in sociolinguistics and in language education. She is also a member of the Centre d’études ethniques des universités montréalaises (CEETUM), where she is co-coordinator of the research team working on language, identity and intergroup relationships. Her research program focuses primarily on the changing language dynamic in Quebec and the growing phenomenon of bilingualism among all Quebecers, and multilingualism among youth of immigrant origin. Using an ethnographic case study approach, she has documented the complex use of linguistic repertoires in the daily lives of young Montrealers, examining how bilingual and multilingual practices challenge Quebec‘s discourse on language and identity. She has also followed the adjustment of the AngloQuebec community to the changing status of French since Quebec’s Quiet Revolution, in particular, following the evolution of the English language school system, which has made bilingualism and biliteracy key educational goals.

 

Roy Lyster

Roy Lyster is Professor of Second Language Education in the Department of Integrated Studies Education at McGill University in Canada. He has a PhD in Applied Linguistics as well as a B.Ed. and M.Ed. from the University of Toronto, and an MA from the Université de Paris VII. His research examines content-based second language instruction and the effects of instructional interventions—such as teacher scaffolding and corrective feedback—designed to counterbalance form-focused and content-based approaches. His research interests also include professional development and teacher collaboration among language teachers for integrated language learning and biliteracy development. His research has been published in journals such as Studies in Second Language Acquisition, Language Learning, Language Teaching Research, Language Awareness, Applied Linguistics, and The Modern Language Journal. He was co-president then president of the Canadian Association of Applied Linguistics from 2004 to 2008 and serves on the Advisory Committee of Studies in Second Language Acquisition and The Canadian Modern Language Review and on the Editorial Board of AILA Review. He is author of Learning and Teaching Languages Through Content: A Counterbalanced Approach, published by Benjamins in 2007.

 

Carmen Muñoz

Carmen Muñoz is Professor of Applied English Linguistics at the University of Barcelona (Spain). She holds a B.A. in Psychology and a B.A. in English Philology (UB), an M.A. in Applied Linguistics (University of Reading, UK), and a Ph.D. in English Linguistics (UB). Her research interests include the effects of age and context on second language acquisition, young learners in instructed settings, individual differences (motivation and aptitude), and bilingual/multilingual education. She is the coordinator of the BAF Project and editor of the Age and the Rate of Foreign Language Learning published by Multilingual Matters (2006). She has participated in other research projects, such as Age, intensity of instruction and metalinguistic awareness in EFL learning, awarded a TIRF grant, and the ELLiE project, a comparative study of early language learning in 7 European countries, with a grant from the EC. Recent publications include A critical review of age-related research on L2 ultimate attainment (Language Teaching, 2011) (co-author: D. Singleton), and Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning (Applied Linguistics, 2008). She is currently working on the volume Intensive exposure experiences in second language learning (Multilingual Matters, under contract).