Author: perezparedes

IV Curso Escribir Ciencia en Inglés

Meet the teachers

Dr Pilar Aguado. Directora del Departamento de Filología Inglesa de la Universidad de Murcia. Diseño de materiales para la enseñanza de EFL; investigación a través de corpus lingüísticos en oralidad, representación ideológica en lenguajes de especialidad, uso de dispositivos móviles para el aprendizaje del inglés, y lenguajes profesionales, en particular el Business English; formación del profesorado en el uso de recursos de enseñanza abierta y apps. 

Begoña Bellés Fortuño​, PhD, is a senior lecturer in the Department of English Studies at Universitat Jaume I. She is currently the Director of the Interuniversity Institute of Modern Applied Languages (IULMA) at Universitat Jaume I. Her research interests are focused on Discourse Analysis, and more concretely, academic discourse both written and spoken, as well as on Discourse of Medicine and clinical setting communication encounters. She was a Morley Scholar in the ELI (English Language Institute) at the University of Michigan (Ann Arbor, USA). She has published articles in RESLA (Revista Española de Lingüística Aplicada), Verbeia, System or Languages in Contrast​. Recent publications include the article Multimodality in medicine: How university medical students approach informative leaflets​, SYSTEM. Vol. 77. (2018) or the chapter Popular Science Articles vs Scientific Articles: A Tool for Medical Education in Ordoñez-Lopez, P. & Edo-Marzá, N. (2016) Medical Discourse in Professional, Academic and Popular Settings​, Multilingual Matters.

Prof María Luisa Carrió Pastores es catedrática de lengua inglesa en el Departamento de Lingüística Aplicada de la Universidad Politécnica de Valencia. Es Directora de este Departamento. Su investigación se centra en el análisis de la escritura del inglés para fines específicos, la lingüística contrastiva y el análisis de las pautas del discurso académico y profesional que permitan mejorar la enseñanza-aprendizaje de una segunda lengua.

Niall Curryis a Senior ELT Research Manager at Cambridge University Press and conducts research on language and language pedagogy to inform materials development with a focus on how we can use research from fields like corpus linguistics to better inform language learning. He is also completing his PhD at the University of Limerick, Ireland on corpus-based contrastive linguistics of academic writing in English, French and Spanish.

Dr Pascual Pérez-Paredes, Profesor Titular F. Inglesa U. Murcia, is a Lecturer in Research in Second Language Education at the Faculty of Education, University of Cambridge. His main research interests are learner language variation, the use of corpora in language education and corpus-assisted discourse analysis. He has published research in journals such as CALL, Discourse & Society, English for Specific Purposes, Journal of Pragmatics, Language, Learning & Technology, System, ReCALL and the International Journal of Corpus Linguistics. He is the Overall Coordinator of the MEd Research Methods Strand at the Faculty of Education, University of Cambridge.

Dr Purificación Sánchez Hernández es Profesora del Departamento de Filología Inglesa de la Universidad de Murcia. Su docencia e investigación se centran en Inglés para Fines Específicos, especialmente la lengua de la ciencia y la tecnología, traducción y análisis del discurso a través de corpus. Ha publicado en revistas de prestigio internacional como Resla, System, English Text Construction, Higher Education in Europe and Discourse and Society, entre otras.

Dr Debra Westall is an Associate Professor at the Universitat Politècnica de València
(UPV). Her research focuses on language contact and American English loanwords
in contemporary peninsular Spanish, as well as discourse analysis related to health
and wellness issues in the Spanish press. During the past twenty years she has also edited and proofread over 200 scientific and technical articles written in English by researchers at the UPV and published in high impact journals. This experience has given her keen insight into the publication process as well as the errors made by non-native writers of English.

Lourdes Ortega: ethics, politics & research

Malta, Doctoral Summer School 14 June, 2019

What is a bilingual individual?

Knowledge worth knowing to whom, for what purposes, in whose interest? (Ortega, 2019)

QUAN research can also adopt an ethical stand.

Train yourself in statistics that allow you to bypass fixed idea of native/non-nativeness.

Research design can be ethical and political.

Use research discourse for affirmation not for failure.

On corpus linguistics ways

Mike Scott

Q: How much should a discourse analyst know before he or she engages in corpus work?

A: I don’t agree with the presupposition. No discourse analyst needs to know anything doing Corpus Linguistics. What they need (for either) is an open mind, a willingness to learn, to take risks, to make mistakes, to ask for help or find it for themselves. There is not just one way of slicing bread, and the CL ways of slicing it are not necessarily superior to non-CL ways.

Mike Scott, Viana, Zyngier & Barnbrook (2011: 218)

Sinclair (2004) vs the theoreticians

Those who during the last decade tried to barricade the profession against the influence of corpora recycled the critical arguments of the theoreticians thirty years before, and we heard again that no corpus can be a totally accurate sample of a language, that occurrence in a corpus is no guarantee of correctness, that frequency is not a sound guide to importance, that there are inexplicable gaps in the coverage of any corpus, however large, etc.

That flurry of resistance is now largely behind us, and it is timely to consider the issue posed as the title of this book, how to use corpora in language teaching, since corpora are now part of the resources that more and more teachers expect to have access to.

Sinclair (2004: 2)

Sinclair, J. (2004). How to use corpora in language teaching. Amsterdam: John Benjamins.

How can usage-based SLA invigorate language education?

Prof. Lourdes Ortega, Georgetown University

F. Education, University of Cambridge, 17:00-18:30

SLEG Cambridge talks: URL 

Some ideas discussed in the talk

A multilingual under a multilingual perspective:

not necessarily from birth

mot mativelike

not even equally proficient in different L2s

It is in usage that we find explanations

Self-referenced development, no monolingual educated nativeness

Usage based are sources of inspitation for SL instruction

-Fequency & statistical learning, skewed input (Madlener, 2018) & exemplars

-Meaning at the center

-Embodiment & multimodality essential

Empirical studies that adopt usage-based perspectives document how, in child learners (Ambridge & Lieven, 2015) as well as in adult learners (Cadierno & Eskildsen, 2015), grammar emerges piece-meal from general psychological principles of statistical learning, abstraction, and categorization that are massively, redundantly, and compulsorily engaged during iterative social communication events. Moreover, the events, the statistics, and the categorization are specific to each person’s history of language experience (Ochs, 2012), driven by socially distributed meaning and grounded in the material world, that is, multimodal and embodied (Kiefer & Pullvermüller, 2012). In this talk, I examine a broad palette of applications that have infused these usage-based insights into language teaching. Some see effective language teaching as capitalizing on fundamentally implicit, statistical and input driven processes (Verspoor, 2017). Some agree but also envision a larger role for explicit instruction of grammar as providing top-down short-cuts that strengthen cognitive processes of abstraction and categorization, particularly if the explicit content is informed by cognitive linguistic descriptions and appeals to meaning (Tyler, 2012; Tyler & Ortega, 2018). A role for largely explicit pedagogies is envisioned by others (Zhang & Lantolf, 2015), hoping for instructional designs that can create “artificial” routes of explicit self-regulation into language development. Others (Wagner, 2015) have also called for instruction that orchestrates opportunities for contextualized social interactions “in the wild” with explicit reflections of one’s emergent usage history in the classroom. Yet, others have emphasized the need to put the complexities of learner-and-language at the center of instruction (Larsen-Freeman, 2015; Roehr-Brackin, 2014). In reviewing and evaluating these trends, I will distill theoretical principles that might open up a new kind of usage-inspired language pedagogy for the future, one that will challenge, update, and invigorate language education in the foreseeable future.

Lourdes Ortega is a Professor in the Department of Linguistics at Georgetown University. She is best known for an award-winning meta-analysis of second language instruction published in 2000, a best-seller graduate-level textbook Understanding Second Language Acquisition (Routledge 2009, translated into Mandarin in 2016), and since 2010 for championing a bilingual and social justice turn in her field of second language acquisition. Her latest book is The Handbook of Bilingualism with Cambridge University Press (co-edited in 2019 with child bilingualism researcher Annick De Houwer).