ECLL2019


“Independence & Interdependence”

July 19–21, 2019 | Birkbeck, University of London & University College London (UCL), London, UK

The duality of our theme speaks to how each of us as learners, teachers, and researchers – people curious about the world and our place in it – act together to educate. We each bring our independent individual variables to any teaching and learning situation, yet work interdependently to learn from each other and create new connections and meanings.

Language learning and teaching are at once highly personal and individual while also social and embedded in an ecology of inter-relationships. Independence and interdependence cannot exist without each other, so how should this tension and integration inform our academic inquiry into language learning research and practice? Research in self-regulation, self-determination, learner and teacher autonomy, and motivation for language learning is one of several ways to approach these questions, and our host country for this conference, England, is a center for such work.

This conference provides opportunities to explore psychological, theoretical and practical aspects of language learning. Whether one’s focus is the impact of technology or the integration of emotions into the classroom, we can and must all rely on each other to best serve students and support them in becoming autonomous, independent language learners who can be successful in an increasingly interconnected and interdependent world. An international, intercultural, and interdisciplinary conference such as this brings us together; to surprise, support, and learn from each other.

The ECLL2019 Organising Committee

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Photo Report

IAFOR was excited to take the seventh European conferences on Education (ECE2019) and Language Learning (ECLL2019) to the great city of London, where it was held on both Birkbeck and UCL’s IoE campuses in Bloomsbury. More than 300 academics joined IAFOR’s biggest European event, and the plenary session kicked off with Professor Thanassis Rikakis (above left), of Virginia Tech (USA), who presented on how “Transdisciplinary Knowledge Ecosystems can Advance Interdependence and Agency”, in a presentation that spoke both to IAFOR’s interdisciplinary mission, and that of the conference theme of "Independence and Interdependence". In her Keynote Presentation titled, “Challenges and Solutions to Improving Educational Outcomes”, Dr Jo Van Herwegen (above center), of the UCL IoE (UK), discussed the challenges to changing classroom practice and the importance of overcoming obstacles in order to improve education. Professor Jean Marc Dewaele, from Birkbeck, University of London (UK), delved into the psychology of learners and educators in his Keynote Presentation “The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers” in which he explored the role teachers must play in guiding language learners to be more creative and effective communicators.

Above left: Professor Barbara Lockee, from Virginia Tech (USA), gave a Keynote Presentation titled “Interaction in Online Learning: A Design Paradox” on the apparent paradox of online learning being created to increase independence while educators increasingly seek ways to create interaction and interdependence in distance learning programmes. Above right: Professor Svetlana Ter-Minasova (Lomonosov Moscow State University, Russia) was interviewed by longtime friend and colleague Bruce Monk on her career as Russia’s leading public intellectual and proponent of ELT in Russia, which included reflections on the development of scholarship in the field, the differences in teaching in the Soviet Union and after its collapse, and the changes she has seen in students over her years in education.

Above: Delegates gathered for a group photo outside Birkbeck, University of London.

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Programme

  • The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
    The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
    Keynote Presentation: Jean-Marc Dewaele
  • Challenges and Solutions to Improving Educational Outcomes
    Challenges and Solutions to Improving Educational Outcomes
    Keynote Presentation: Jo Van Herwegen
  • Nation-Specific Peculiarities of Language Learning and Teaching: An Interview
    Nation-Specific Peculiarities of Language Learning and Teaching: An Interview
    Special Interview Presentation | Svetlana Ter-Minasova & Bruce Monk
  • Trandisciplinary Knowledge Ecosystems can Advance Interdependence and Agency
    Trandisciplinary Knowledge Ecosystems can Advance Interdependence and Agency
    Keynote Presentation: Thanassis Rikakis
  • Interaction in Online Learning: A Design Paradox
    Interaction in Online Learning: A Design Paradox
    Keynote Presentation: Barbara Lockee
  • Education as a Route to Independence and Interdependence
    Education as a Route to Independence and Interdependence
    Keynote Presentation: Mary Stuart CBE
  • Five Faces of this Generation
    Five Faces of this Generation
    Keynote Presentation: Zachary Walker
  • Education as a Route to Independence and Interdependence
    Education as a Route to Independence and Interdependence
    Plenary Panel: Anne Boddington, Jean Marc Dewaele, Mary Stuart & Zachary Walker

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Speakers

  • Anne Boddington
    Anne Boddington
    Kingston University, UK
  • Jean-Marc Dewaele
    Jean-Marc Dewaele
    Birkbeck, University of London, UK
  • Jo Van Herwegen
    Jo Van Herwegen
    UCL, UK
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech, USA
  • Bruce Monk
    Bruce Monk
  • Thanassis Rikakis
    Thanassis Rikakis
    Virginia Tech, USA
  • Mary Stuart CBE
    Mary Stuart CBE
    University of Lincoln, UK
  • Svetlana Ter-Minasova
    Svetlana Ter-Minasova
    Lomonosov Moscow State University, Russia
  • Zachary Walker
    Zachary Walker
    University College London, UK

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Organising Committee

The Organising Committee of The 8th European Conference on Language Learning (ECLL) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Organising Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Kwame Akyeampong
    Kwame Akyeampong
    University of Sussex, UK
  • Anne Boddington
    Anne Boddington
    Kingston University, UK
  • Steve Cornwell
    Steve Cornwell
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Jean-Marc Dewaele
    Jean-Marc Dewaele
    Birkbeck, University of London, UK
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Brian Hudson
    Brian Hudson
    University of Sussex, UK
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech, USA
  • Zachary Walker
    Zachary Walker
    University College London, UK

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ECLL2019 Review Committee

  • Dr Aliya Aimoldina, Kazakhstan Branch of Lomonosov Moscow State University, Kazakhstan
  • Professor Chunlin Yao, Tianjin Chengjian University, China
  • Dr Hasan Alwadi, University of Bahrain - Bahrain Teachers College, Bahrain
  • Dr Joel Claassen, University of Cape Town, South Africa
  • Dr Lam Nguyen, Vinh University, Vietnam
  • Dr Maria Lemus-Hidalgo, Autonomous University of Aguascalientes, Mexico
  • Dr Maria Nelly Gutierrez Arvizu, Universidad De Sonora, Mexico
  • Dr Mohammed Nihad Ahmed, University of Mosul, Iraq
  • Dr Rasha Osman Abdel Haliem, The Higher Technological Institute & AMIDEAST, Egypt
  • Dr Rufaidah Kamal Abdulmajeed, College of Education For Women- Baghdad University, Iraq

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by conference Organising Committee members under the guidance of the Academic Governing Board. Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ECLL2019 Review Committee, please visit our application page.

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The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
Keynote Presentation: Jean-Marc Dewaele

Recent research has shown that learner emotions, both negative and positive, are the fuel for foreign language learning and teaching (Dewaele et al., 2018) and they are linked to both learner-internal and learner-external factors (Dewaele et al., 2019). Emotions are at the heart of learner and teacher engagement and they can fluctuate wildly over different time scales (Gkonou, Dewaele & King, to appear). Teachers have to be able to handle their own emotions and to feel the emotional temperature in the class in order to create an environment where linguistic experimentation and play is possible. As such, the teacher plays the role of the discrete but competent conductor helping learners to sharpen their linguistic and communicative skills in the foreign language.

References

Dewaele, J.-M., Franco Magdalena, A. & Saito, K. (2019) The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. The Modern Language Journal, 103(2), https://doi.org/10.1111/modl.12555
Dewaele, J.-M., Witney, J., Saito, K. & Dewaele, L. (2018) Foreign language enjoyment and anxiety in the FL classroom: the effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697.
Gkonou, C., Dewaele, J.-M & King, J. (to appear) Language Teaching: An Emotional Rollercoaster. Bristol: Multilingual Matters.

Read presenter biographies on the Speakers page.

Challenges and Solutions to Improving Educational Outcomes
Keynote Presentation: Jo Van Herwegen

We all aim to provide the best possible education and strive for the highest outcomes of our students. But how easy is it to change classroom practice? This talk will discuss some of the barriers to improve educational outcomes as well as propose solutions, using examples from mathematics.

Read presenter biographies.

Nation-Specific Peculiarities of Language Learning and Teaching: An Interview
Special Interview Presentation | Svetlana Ter-Minasova & Bruce Monk

Professor Svetlana Grigorievna Ter Minasova is a prominent public intellectual in Russia, and one of the world’s leading authorities on language and culture. She will be interviewed by Bruce Monk, a longtime collaborator and friend, who will use her personal, professional and academic life as a lens through which to look at questions of language, culture, and communication.

From her personal and very authoritative perspective, the interview will cover Svetlana Grigorievna’s schooling in the Soviet Union, her student life and the start of her connection with Moscow State University (MSU) and her 1973-74 academic year at UCL. The interview will then look at language education in the Soviet Union and the birth of the MSU Faculty of Foreign Languages and Area Studies, as well as Language education in the Russian Federation after the collapse of the Soviet Union.

The interview will also look at Svetlana Grigorievna’s current plans and projects, including her current research looking at problems of Foreign Language Learning and Teaching (FLLT) with a special emphasis on nation-specific peculiarities, as illustrated by the examples from Russian history and culture, and including key aspects hampering international and intercultural communication.

Read presenter biographies.

Trandisciplinary Knowledge Ecosystems can Advance Interdependence and Agency
Keynote Presentation: Thanassis Rikakis

This paper proposes that transdisciplinary knowledge ecosystems will take a lead role in the knowledge innovation economy of the 21st century. These ecosystems will leverage interdependences of the five components of the “Quintuple Helix model of knowledge innovation”: academia, industry, government, civil society and the general circumstances of democracy conditioned by culture and the media. The ecosystems will be inclusive of all disciplines and diverse in perspectives and participants. They will embrace an expanded notion of expertise and advance multi-perspective reflective praxis. The paper reviews the theoretical foundations of these ecosystems and identifies the successes and challenges of early exemplars. These exemplars point to the potential of academia being able to gain agency and flexibility as well as increased sustainability and independence, by integrating with Quintiple Helix ecosystems. The paper uses mixed methods to analyze the relative slow pace of embrace of the Quintiple Helix ecosystems by academia. The analysis proposes that transdisciplinary experiments that span all five components of the Helix may be best positioned to address some the core challenges that are frustrating this integration. These challenges include: i) the rapid expansion of adaptive teaching so as to addresses standardized and emergent knowledge and advance the discovery process of the learner; ii) the promotion of lifelong learning realized through diverse knowledge ecosystems; iii) the coexistence of deep expertise and transdisciplinary practice within individuals and groups and iv) the embrace of inclusive notions of excellence and intelligence.

Read presenter biographies.

Interaction in Online Learning: A Design Paradox
Keynote Presentation: Barbara Lockee

For more than two decades, online education has been touted for its ability to provide access to academic programs that would otherwise not be possible. While many distance courses are designed with flexibility and autonomy in mind for learners who are also working adults, at the same time a great emphasis is placed on the need for interaction, as an attempt to replicate the benefits of dialogue afforded in face-to-face settings. This session will explore the design paradox that underpins the planning and development of online courses and programs, contrasting the focus on learner independence with social and academic requirements for a planned interdependence in the course design strategy.

Read presenter biographies on the Speakers page.

Education as a Route to Independence and Interdependence
Keynote Presentation: Mary Stuart CBE

Learning is only of any relevance if it is contextualised both within students’ personal and individual experiences but also within the wider theoretical and cultural environment in which they are developing. This keynote will explore how the educational sector as a whole needs to respond to the changing social and economic environment that we find ourselves. It will draw on the specifics of the impact of the fourth industrial revolution and how our world is changing in the 21st century and how education needs to respond to it to ensure future generations are prepared for the new environment that is emerging.

Read presenter biographies on the Speakers page.

Five Faces of this Generation
Keynote Presentation: Zachary Walker

This thought-provoking talk looks at five of the faces that make up this generation and how we can work with them as teachers, leaders, colleagues, and parents. The focus is on each of those individuals, why they are important, and how they impact what we do every day in educational contexts. We will be inspired, uplifted, and challenged by how we can help each of them perform at their highest level.

Read presenter biographies on the Speakers page.

Education as a Route to Independence and Interdependence
Plenary Panel: Anne Boddington, Jean Marc Dewaele, Mary Stuart & Zachary Walker

Panellists

Anne Boddington, Kingston University, UK
Jean Marc Dewaele, Birkbeck, University of London, UK
Mary Stuart, University of Lincoln, UK
Zachary Walker, University College London, UK

Read presenter biographies.

Anne Boddington
Kingston University, UK

Biography

Anne Boddington is Professor of Design Innovation, Pro Vice Chancellor for Research, Business and Innovation at Kingston University in the UK and recently appointed as the Sub Panel Chair for Art & Design: History, Practice & Theory for the UK’s Research Excellence Framework (REF) 2021. Professor Boddington has extensive experience of the leadership, management and evaluation of art and design education and art and design research in higher education across the UK and internationally. She is an experienced chair and has held trustee and governance roles across the creative and cultural sector including as trustee of the Design Council, an independent Governor, Fellow of the Royal Society of Arts (RSA), an affiliate member of the Royal Institute of British Architects (RIBA), a member of the executive of the Council for Higher Education in Art & Design (CHEAD) and a member of the advisory board of the Arts & Humanities Research Council. She has an international reputation in creative education and research and has been a partner, a collaborator, a reviewer and evaluator for a wide range of international projects and reviews across Dofferemt nations in Europe, the Middle East, Southern and east Asia and North America.

Panel Presentation (2019) | Education as a Route to Independence and Interdependence

Previous Presentations

Plenary Panel I (2017) | Think Like a System, Act Like an Entrepreneur
Jean-Marc Dewaele
Birkbeck, University of London, UK

Biography

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of Second Language Acquisition and Multilingualism. He has published over 250 papers and chapters, seven books and seven special issues. He is the author of the monograph Emotions in Multiple Languages in 2010 (2nd ed in 2013). He is former president of the European Second Language Association and the International Association of Multilingualism. He is former General Editor of the International Journal of Bilingual Education and Bilingualism and current General Èditor of Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert C. Gardner Award for Outstanding Research in Bilingualism (2016) from the International Association of Language and Social Psychology.

Keynote Presentation (2019) | The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Jo Van Herwegen
UCL, UK

Biography

Dr Jo Van Herwegen is an associate professor in developmental psychology at UCL Institute of Education. Her research focuses on improving educational outcomes of children, especially those with special educational needs. She has examined mathematical abilities, language abilities, transitions and the impact and quality of Education, Health, and Care plans for a wide range of neurodevelopmental disorders. She is an associate editor for Research in Developmental Disabilities, and educational needs advisor for the Williams Syndrome Foundation.

Keynote Presentation (2019) | Challenges and Solutions to Improving Educational Outcomes
Barbara Lockee
Virginia Tech, USA

Biography

Barbara Lockee is a professor of Instructional Design and Technology in the School of Education at Virginia Tech. Since 1996, she has engaged in teaching and research related to instructional design and distance education, and has advised the research of more than three dozen doctoral students. Her scholarly inquiry is focused on mediated and online education and has been funded by various federal agencies, including the National Science Foundation, the US Department of Agriculture, and the US Agency for International Development, among others. She has also consulted for a variety of organisations, including the NASA Jet Propulsion Laboratory, the US Army Training and Doctrine Command and the USC Institute for Creative Technologies. Her recent co-authored book, Streamlined ID: A Practical Guide for Instructional Design, strives to make the design of learning solutions accessible and pragmatic for those who develop educational courses and programs in workplace contexts.

Dr Lockee is Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Keynote Presentation (2019) | Interaction in Online Learning: A Design Paradox
Bruce Monk

Biography

Bruce Monk was an English language lecturer at Moscow State University (MSU) under the Anglo-Soviet Cultural Agreement from 1980 to 1984, and 1988 to 1989. He also worked on the British Council Summer Schools for Soviet English language teachers in Higher Education in July and August 1981 to 1984. From 1989 to 1994 he was a Senior Lecturer in the Faculty of Foreign Languages at MSU.

He is the co-author with Alexander Burak of the chapter on Russian Speakers in Learner English: A Teacher's Guide to Interference and Other Problems (Smith & Swan eds. Cambridge University Press, revised 2001). With Tatyana Klementyeva he wrote Happy English 1 for the school system of the Soviet Union/Russian Federation, and between 1989 and 1994 he was a presenter on BBC radio and TV programmes for Soviet/Russian television and radio.

Special Interview Presentation (2019) | Nation-Specific Peculiarities of Language Learning and Teaching: An Interview
Thanassis Rikakis
Virginia Tech, USA

Biography

Thanassis Rikakis is professor of Bioengineering and of Performing Arts. His research spans systems design, arts and technology with a special focus on interactive neurorehabilitation, experiential media, adaptive learning and cyber-human intelligence. He is the founding chair of the Calhoun Honors Discovery Program and director of the Calhoun Center for Higher Education Innovation. These initiatives focus on adaptive, transdisciplinary learning and on advancing the interconnection of difference and excellence. They furthermore investigate life-long learning structures spanning K-12, higher education and industry. From 2015 until 2017 Thanassis served as executive vice president and provost at Virginia Tech. He led the development of transdisciplinary discovery communities (Destination Areas) and a new resource model (Partnership for an Incentive Based Budget). From 2012 to 2015 he served as vice provost for design arts and technology at Carnegie Mellon University where he founded the Integrative Design, Arts and Technology (IDEATE) network. He has also served as founding director of the School of Arts, Media and Engineering at Arizona State University and Associate Director for Research and Development of the Computer Music Center at Columbia University.

Keynote Presentation (2019) | Trandisciplinary Knowledge Ecosystems can Advance Interdependence and Agency
Mary Stuart CBE
University of Lincoln, UK

Biography

Professor Mary Stuart is Vice Chancellor of the University of Lincoln. She is a graduate of the University of Cape Town and the Open University where she obtained her Doctorate in Social Policy in 1998. Her research interests are focussed on life histories, social mobility, higher education policy and students, Leadership in 21st Century organisations, place-making, economic and community development. Mary has a strong track record in all aspects of university management, having worked in senior roles in three different universities. Since joining Lincoln she has established and grown the first new Engineering School to be created in the UK for more than 20 years (in collaboration with Siemens plc). Mary has also successfully led the development of Science provision at Lincoln (including the Schools of Chemistry, Pharmacy, Physics and Mathematics) and has established the Lincoln Institute of Agri-Food Technology, to develop the future of farming and grow our food industry’s competitiveness. Passionate about the student experience, Mary seeks to continually drive change and improvements in partnership with students and the academic community, working closely with the Students’ Union at Lincoln.

National Commitments

Mary is currently a member of the Student Information Advisory Group (SIAG), Trustee of the Universities Partnership Programme (UPP), and a Fellow of the Bridge Group. Mary is also a Commissioner on the Civic University Commission, and Director of ±21st century Lab, examining the future of Universities in our world.

Regional And Local Business Community Groups

Mary is committed to working to support the region where her University is located. This includes pro-bono work for the arts and culture locally, economic and community regeneration and work with Schools and Colleges. She is Chair of the Lincoln Cultural and Arts Partnership (LCAP) and the Founding Director of the Greater Lincolnshire Local Enterprise Partnership (GLLEP). She is a member of the Greater Lincolnshire Leaders Board, Director of Lincoln Science and Innovation Park (LSIP), Director of Lincolnshire Economic Action Partnership (LEAP), Chair of the Members of Lincolnshire Educational Trust (LET) and member of the Lincoln UTC.

Keynote Presentation (2019) | Education as a Route to Independence and Interdependence
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Svetlana Ter-Minasova
Lomonosov Moscow State University, Russia

Biography

Professor Svetlana Ter-Minasova is President of the Faculty of Foreign Languages and Area Studies at Lomonosov Moscow State University, Russia, and Distinguished Professor in the University. She holds a Doctorate of Philology from the University, has published more than 200 books and papers on Foreign Language Teaching, Linguistics and Cultural Studies, and has lectured widely throughout the world.

She is Chair of the Russian Ministry of Education’s Foreign Language Research and Methodology Council, President and founder of both the National Association of Teachers of English in Russia, and the National Association of Applied Linguistics. She holds the Lomonosov Award, Fulbright’s 50th Anniversary Award, and was named Doctor Honoris Causa by the University of Birmingham, in the UK, the State University of New York, in the USA, and the Russian-Armenian University, in Armenia. She is Yunshan Professor of Guangdong University of Foreign Studies in China, and Honorary Member of the Academy of Sciences, in Georgia. She is also Visiting Professor at P.G. Demidov Yaroslavl State University and National Research Tomsk State University, in Russia.

Special Interview Presentation (2019) | Nation-Specific Peculiarities of Language Learning and Teaching: An Interview

Previous Presentations

Keynote Presentation (2017) | The Three Barriers on the Way to International Communication: Which Is the Most Difficult to Shatter, and How Can It Be Done?
Zachary Walker
University College London, UK

Biography

Dr Zachary Walker is an academic, author, and speaker. In 2018, Zachary joined the University College London (UCL) Institute of Education (IOE) as an Associate Professor. At IOE, Zachary currently serves in the Department of Psychology and Human Development as the Programme Leader for Graduate Programs in Special Education and International Inclusive Leadership. Prior to joining IOE, Zachary was a faculty member at the National Institute of Education in Singapore from 2013-2018, where he served as a leader in Pedagogical Development and Innovation and on the 21st Century Teaching and Learning Framework taskforce. He was named a Think College Emerging Scholar (2012), as well as a Millennium Milestone Maker by the World Academy for the Future of Women (2015). He was awarded the John Cheung Social Media Award for Innovation in Teaching and Pedagogy (2015), and was nominated for the Wharton School Reimagine Education Awards (2016). Zachary's current work focuses on educational neuroscience, mobile technology, and leadership. He has delivered talks to education leaders and higher education faculty in North America, Central America, Europe, Africa, and Asia.

Keynote Presentation (2019) | Five Faces of this Generation
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Kwame Akyeampong
University of Sussex, UK

Biography

Kwame Akyeampong is Professor of International Education and Development at the Centre for International Education (CIE), University of Sussex, UK. He has international research experience in educational evaluation and research and has worked on education and development research projects in a range of countries including Ethiopia, Ghana, Nigeria, Kenya, Rwanda and Malawi. His research interests include education policy analysis, teacher governance, educational access and equity, impact evaluation studies in education, and employing quantitative and qualitative research methods. He also has experience managing large research education projects. He has consulted for the World Bank, DFID, and JICA on education evaluation projects and programmes. He was senior policy analyst with UNESCO, Paris, from 2011 to 2013. He is currently the co-chair of the Teacher Alliance for the Global Education and Skills Forum.


Previous Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Anne Boddington
Kingston University, UK

Biography

Anne Boddington is Professor of Design Innovation, Pro Vice Chancellor for Research, Business and Innovation at Kingston University in the UK and recently appointed as the Sub Panel Chair for Art & Design: History, Practice & Theory for the UK’s Research Excellence Framework (REF) 2021. Professor Boddington has extensive experience of the leadership, management and evaluation of art and design education and art and design research in higher education across the UK and internationally. She is an experienced chair and has held trustee and governance roles across the creative and cultural sector including as trustee of the Design Council, an independent Governor, Fellow of the Royal Society of Arts (RSA), an affiliate member of the Royal Institute of British Architects (RIBA), a member of the executive of the Council for Higher Education in Art & Design (CHEAD) and a member of the advisory board of the Arts & Humanities Research Council. She has an international reputation in creative education and research and has been a partner, a collaborator, a reviewer and evaluator for a wide range of international projects and reviews across Dofferemt nations in Europe, the Middle East, Southern and east Asia and North America.

Panel Presentation (2019) | Education as a Route to Independence and Interdependence

Previous Presentations

Plenary Panel I (2017) | Think Like a System, Act Like an Entrepreneur
Steve Cornwell
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Biography

Steve Cornwell is the President of IAFOR, and President of the Academic Governing Board. He coordinates and oversees the International Academic Advisory Board, and also serves on the organization's Board of Directors.

Dr Cornwell is Professor of English and Interdisciplinary Studies at Osaka Jogakuin University, and also teaches in the online portion of the MA TESOL Programme for the New School in New York. He helped write and design several of the New School courses and has been involved with the programme since its inception.

He has also been involved with the Japan Association for Language Teaching (JALT), (an affiliate of IAFOR) serving on its National Board of Directors as Director of Programme from 2012-2016; where his duties involved working with a volunteer team of 50+ to put on JALT’s annual, international conference each autumn.

Most recently, since 2012, he has been the Committee Chair of Osaka Jogakuin University’s Lifelong Learning Committee and is responsible for their evening extension Programme geared towards alumni and community members. He is also the Vice-Chair of Osaka Jogakuin University’s English Education Committee which is responsible for suggesting policy regarding English Education and also responsible for developing material for the integrated curriculum.

Jean-Marc Dewaele
Birkbeck, University of London, UK

Biography

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of Second Language Acquisition and Multilingualism. He has published over 250 papers and chapters, seven books and seven special issues. He is the author of the monograph Emotions in Multiple Languages in 2010 (2nd ed in 2013). He is former president of the European Second Language Association and the International Association of Multilingualism. He is former General Editor of the International Journal of Bilingual Education and Bilingualism and current General Èditor of Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert C. Gardner Award for Outstanding Research in Bilingualism (2016) from the International Association of Language and Social Psychology.

Keynote Presentation (2019) | The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), and a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaiʻi at Mānoa (USA).

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Brian Hudson
University of Sussex, UK

Biography

Brian Hudson is Professor of Education and Head of the School of Education and Social Work at the University of Sussex. He is the main Organiser of the World Education Research Association (WERA) International Research Network on Didactics - Learning and Teaching; a member of the WERA Outreach Committee; an Associate Editor of the Journal of Curriculum Studies and a Board Member of the Teacher Education Policy in Europe (TEPE) Network. He is Honorary Member of the EERA Network on Didactics - Learning and Teaching; Honorary Professor at the University of Dundee and Adjunct Professor in the Department of Education Studies and Leadership at the University of Ghana.


Previous Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Barbara Lockee
Virginia Tech, USA

Biography

Barbara Lockee is a professor of Instructional Design and Technology in the School of Education at Virginia Tech. Since 1996, she has engaged in teaching and research related to instructional design and distance education, and has advised the research of more than three dozen doctoral students. Her scholarly inquiry is focused on mediated and online education and has been funded by various federal agencies, including the National Science Foundation, the US Department of Agriculture, and the US Agency for International Development, among others. She has also consulted for a variety of organisations, including the NASA Jet Propulsion Laboratory, the US Army Training and Doctrine Command and the USC Institute for Creative Technologies. Her recent co-authored book, Streamlined ID: A Practical Guide for Instructional Design, strives to make the design of learning solutions accessible and pragmatic for those who develop educational courses and programs in workplace contexts.

Dr Lockee is Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Keynote Presentation (2019) | Interaction in Online Learning: A Design Paradox
Zachary Walker
University College London, UK

Biography

Dr Zachary Walker is an academic, author, and speaker. In 2018, Zachary joined the University College London (UCL) Institute of Education (IOE) as an Associate Professor. At IOE, Zachary currently serves in the Department of Psychology and Human Development as the Programme Leader for Graduate Programs in Special Education and International Inclusive Leadership. Prior to joining IOE, Zachary was a faculty member at the National Institute of Education in Singapore from 2013-2018, where he served as a leader in Pedagogical Development and Innovation and on the 21st Century Teaching and Learning Framework taskforce. He was named a Think College Emerging Scholar (2012), as well as a Millennium Milestone Maker by the World Academy for the Future of Women (2015). He was awarded the John Cheung Social Media Award for Innovation in Teaching and Pedagogy (2015), and was nominated for the Wharton School Reimagine Education Awards (2016). Zachary's current work focuses on educational neuroscience, mobile technology, and leadership. He has delivered talks to education leaders and higher education faculty in North America, Central America, Europe, Africa, and Asia.

Keynote Presentation (2019) | Five Faces of this Generation
Panel Presentation (2019) | Education as a Route to Independence and Interdependence