perezparedes, Author at Pérez-Paredes

How to Stay Productive When Working From Home

A Large Title

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Procrastination in just an exceptional sense of understanding about when things should actually happen.
Tim Lemons

The Smaller Title

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Bullet points make a great dot
Great way to make a point
A well-sorted fact
A very informative black spot

Start with One
Then proceed to Dos
Hello from Japan – San
This is Quatre

If life gives you lemons.. make an elaborate corporate lemon juice pyramid scheme.
Lemmony Meadow

The image on the left

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aenean a orci bibendum, egestas quam et, mollis massa. Nam id diam et lacus facilisis viverra in quis metus. Donec nibh mi, porttitor scelerisque molestie ac, pharetra vitae arcu. Morbi sollicitudin, arcu non dignissim luctus, risus massa rhoncus dolor, ut accumsan diam nulla sit amet neque. Etiam quam nibh, porta

The image on the right

Is Design Becoming Too Minimalistic in 2023?

A Large Title

Procrastination in just an exceptional sense of understanding about when things should actually happen.
Tim Lemons

The Smaller Title

Bullet points make a great dot
Great way to make a point
A well-sorted fact
A very informative black spot

Start with One
Then proceed to Dos
Hello from Japan – San
This is Quatre

If life gives you lemons.. make an elaborate corporate lemon juice pyramid scheme.
Lemmony Meadow

The image on the left

The image on the right

How Smartphones Have Influenced Our Way Of Thinking

A Large Title

Procrastination in just an exceptional sense of understanding about when things should actually happen.
Tim Lemons

The Smaller Title

Bullet points make a great dot
Great way to make a point
A well-sorted fact
A very informative black spot

Start with One
Then proceed to Dos
Hello from Japan – San
This is Quatre

If life gives you lemons.. make an elaborate corporate lemon juice pyramid scheme.
Lemmony Meadow

The image on the left

The image on the right

Some references for an undergrad CADS project on the representation of migrants in mass media

Doherty, B. (2015), ‘Why words matter when reporting migrants’ stories’. Media Asia, 42(3-4): 136-143.

Gerard, L. (2016), ‘The press and immigration: Reporting the news or fanning the flames of hatred?’ SubScribe, 3. URL: http://www.sub‐scribe.co.uk/2016/09/the‐press‐and‐immigration‐reporting.html

Goodfellow, M. (2020), Hostile environment: How immigrants became scapegoats, New York: Verso Books.

Pérez-Paredes, P. (2024). Frequency and keyness: what are they and how can they be used to explore representation? In Charlotte Taylor, & Frazer Heritage (eds.). Analyzing Representation. A Corpus and Discourse Textbook.. Routledge, pp. 43-65.

Pérez-Paredes, P., Aguado. P. & Sánchez, P. (2017). Immigrants in UK legislation and Administration informative texts: a corpus-driven study (2007-2011). Discourse & Society,28,1,81-103.

Pérez-Paredes, P. & Remigi, E. (2025). EU citizens as migrants. In Charlotte Taylor, Simon Goodman and Stuart Dunmore (eds.) Discursive construction of migrant identities. Bloomsbury Advances in Critical Discourse Studies. Bloomsbury.

Taylor, C. (2014). Investigating the representation of migrants in the UK and Italian press: A cross-linguistic corpus-assisted discourse analysis. International journal of corpus linguistics, 19(3), 368-400.

Taylor, C. (2020). Representing the Windrush generation: metaphor in discourses then and now. Critical Discourse Studies, 17(1), 1-21.

Taylor, C. (2021). Metaphors of migration over time. Discourse & Society, 32(4), 463-481.

Zschomler S. (2019), ‘“Language Is Your Dignity”: Migration, Linguistic Capital, and the Experience of Re/De-Valuation. Languages’, 4(3):64. https://doi.org/10.3390/languages4030064

Teaching and Language Corpora (TaLC) conference editions

The Teaching and Language Corpora (TaLC) conference is a biennial event. Here is a list of the editions of the TaLC conference, along with the year and the university where it took place. In bold, those editions I attended.

Volumes published with selected research from the conferences are also included.

1994 – Lancaster University, UK. Teaching and Language Corpora. Originally published in 1997. Routledge new edition 2013.
1996 – Lancaster University, UK
1998 – Keble College, Oxford, UK
2000 – Graz, Austria
2002 – Bertinoro, Italy
2004 – 6th TaLC Conference. Granada, Spain. Hidalgo, E., Quereda, L. & Santana, J. (eds.) (2007). Corpora in the foreign language classroom. Rodopi.
2006 – Paris, France
2008 – Lisbon, Portugal
2010 – Brno, Czech Republic
2012 – 10th TalC Conference. Warsaw, Poland Leńko-Szymańska, A. & Boulton, A. (eds.). (2015) Multiple Affordances of Language Corpora for Data-driven Learning. John Benjamins.
2014 – 11th TalC Conference. Lancaster University, UK
2016 – 12th TalC Conference. Justus Liebig University, Giessen, Germany
2018 – 13th TalC Conference. University of Cambridge, UK (URL) Pérez-Paredes, P. & Mark, G. (eds.) (2021). Beyond concordance lines: applications of corpora in language education. John Benjamins. And Charles, M., & Frankenberg-Garcia, A. (2021). Corpora in ESP/EAP Writing Instruction. Routledge London.
2020 – 14th TalC Conference.University of Perpignan (held virtually due to the COVID-19 pandemic)
2022 – 15th TalC Conference. University of Limerick, Ireland (URL)

2024- 16th TalC Conference. Manchester Metropolitan University, UK (URL)

Computer Assisted Language Learning at the crossroads of AI and new ecologies for language education

Invited talk : 16^th EdukCircle International Convention on Education Studies. The Philippines. May 11, 2024.

Abstract

Language learning has become extremely diverse and complex since the outbreak of the Internet in the late 1990s and mobile technology in the 2010s. The role of computers has transitioned from tutors and assistants to facilitators of communication and, more recently, to key players in digital literacies, new ecologies of digital learning (Gee & Hayes, 2011) and emerging sites for language learning (Godwin-Jones, 2021, 2023). These new ecologies and sites have disrupted traditional instructed approaches to the use of technology for language learning. The sites include, among others, AI chatbots (Kohnke et al., 2023), general AI-driven web services, and augmented reality (AR). These new digital ecologies support self-initiated learning, informal and non-formal learning (Conole & Pérez-Paredes, 2017), as well as digital literacies (Kern, 2021), favouring a usage-driven and user-centered L2 pedagogy (Pérez-Paredes & Zhang, 2022). Research has not, unfortunaltely, paid enough attention to these areas (Choubsaz, Jalilifar & Boulton, 2024). In this talk I survey some of the latest trends in technology-enhanced language education, paying special attention to the use of emerging learning sites and ecologies in formal instruction.

Some references

Conole, G. & Pérez-Paredes, P. (2017). Adult language learning in informal settings and the role of mobile learning. In Yu, S., Ally, M., & Tsinakos, A. (Eds.). Mobile and ubiquitous learning. An international handbook. New York: Springer, pp.45-58.

Choubsaz, Y., Jalilifar, A., & Boulton, A. (2024). A longitudinal analysis of highly cited papers in four CALL journals. ReCALL, 36(1), 40–57. doi:10.1017/S0958344023000137

Gee, J., and Hayes, E. (2011). Language and learning in the digital age. London: Routledge.

Gillespie, J. (2020). CALL research: Where are we now?, ReCALL, 32(2): 127-144.

Godwin-Jones, R. (2011). Mobile Apps for language learning, Language Learning & Technology,15: 2-11.

Godwin-Jones, R. (2021). Evolving technologies for language learning, Language Learning & Technology, 25(3): 6–26.

Godwin-Jones, R. (2023). Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse, Language Learning & Technology, 27(2): 6-27.

Kern, R. (2021). Twenty-five years of digital literacies in CALL. Language Learning & Technology, 25(3), 132–150.

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. Relc Journal, 54(2), 537-550.

Pérez-Paredes, P. and Zhang, D., (2022). Mobile assisted language learning: Scope, praxis and theory, Porta Linguarum, IV: 11-25. DOI:10.30827/portalin.vi.21424

Stockwell, G. (2010). Using mobile phones for vocabulary activities: examining the effect of the platform, Language Learning & Technology, 14(2): 95-110.

Stockwell, G. (2022). Mobile-assisted language learning. Cambridge: Cambridge University Press.