France

classroom dialogue

tefl

e-learning

emergency remote teaching

corpus linguistics

covid-19

## **The Linguistic Construction of Emotional Challenges in a Changing Society**


**Languaging Diversity** is the itinerating conference of the [I-Land Interuniversity Research Centre](https://www.unior.it/index2.php?content_id=14038&content_id_start=1&titolo=i-land-research-centre&parLingua=ENG), an international independent and interdisciplinary center for advanced studies in Linguistics, Social Sciences and the Humanities with a focus on the key notions of identity and diversity, from a linguistic, cultural, and gender studies perspective, in and across cultures. 

Following the six successful events hosted by the Universities of Naples (2013), Catania (2014), Macerata (2016), Cagliari (2017), Antwerp (2018) and Teruel (2019), the seventh edition of the Languaging Diversity Conference (LD2021) will be organized by the University of Lille, France. Due to the COVID-19 ongoing pandemic, the event will be held exclusively online via the virtual conference management platform [Underline](https://underline.io/).


**Focus **

The 7th edition of the Languaging Diversity Conference (LD2021) focuses on the emotional challenges that result from the social innovations of the last two decades, and on the way such experiences are expressed in discourse. Conference convenors invite papers and posters that investigate the intersection of emotion, communication and social change, also within the framework of digital communication. The contributions presented at the LD2021 conference will explore the expression of emotion(s) at the different levels of linguistic description (phonological, morphological, syntactic, lexical, semantic, pragmatic, discursive), and in texts and contexts related to traditional and digital genres in different domains, including (but not restricted to) health, medicine and science, media, politics, the law, academia, the world of corporate and institutional work, education and learning. 


**Conference convenors**

* Giuditta Caliendo, Université de Lille & STL, France
* Maarten Lemmens, Université de Lille & STL, France
* Mégane Lesuisse, Université de Lille & STL, France

 
**Scientific Committee**

* Giuseppe Balirano, Università degli Studi di Napoli ‘l’Orientale’, Italy
* Henry Hernandez Bayter, Université de Lille & STL, France
* Stéphanie Caët, Université de Lille & STL, France
* Giuditta Caliendo, Université de Lille & STL, France
* Bert Cappelle, Université de Lille & STL, France
* Paola Catenaccio, Università degli Studi di Milano, Italy
* Emmanuelle Canut, Université de Lille & STL, France
* Stefania D’Avanzo, Università degli Studi della Campania ‘Luigi Vanvitelli’, Italy
* Ilse Depraetere, Université de Lille & STL, France
* Emilia Di Martino, Università degli Studi ‘Suor Orsola Benincasa’, Italy
* Antonio Fruttaldo, Università degli Studi di Napoli ‘l’Orientale’, Italy
* Dariusz Galasiński, Uniwersytet Wrocławski, Poland
* Kim Grego, Università degli Studi di Milano, Italy
* Siria Guzzo, Università degli Studi di Salerno, Italy
* Geert Jacobs, Universiteit Gent, Belgium
* Samantha Laporte, Université de Lille & STL, France
* Maarten Lemmens, Université de Lille & STL, France
* Mégane Lesuisse, Université de Lille & STL, France
* Jeannette Littlemore, University of Birmingham, UK
* Julien Longhi, Université de Cergy-Pontoise, France
* Corinne Oster, Université de Lille & CECILLE, France
* Paolo Mairano, Université de Lille & STL, France
* Antonella Napolitano, Università del Sannio, Italy
* Maria Cristina Nisco, Università degli studi di Napoli ‘Parthenope’, Italy
* Annick Rivens Mompean, Université de Lille & STL, France 
* Margaret Rasulo, Università degli Studi della Campania ‘Luigi Vanvitelli’, Italy
* Catherine Ruchon,Université Sorbonne Paris Nord -Pléiade, France
* Hans-Jörg Schmid, LMU München, Germany
* Jerome Tessuto, Università degli Studi della Campania ‘Luigi Vanvitelli’, Italy


[**Organizing Committee**](https://ld2021.sciencesconf.org/)

* Giuditta Caliendo, Université de Lille & STL, France
* Justin Duquesnoy, Université de Lille & STL, France
* Océane Foubert, Université de Lille & STL, France
* Lola Marinato, Université de Lille & STL, France
* Maarten Lemmens, Université de Lille & STL, France
* Mégane Lesuisse, Université de Lille & STL, France
* Sayf-Eddine Mohamed, Université de Lille & STL, France

**Keynote Speakers**

**Maïa Ponsonnet**
<iframe width=640 height=360 style="border:0;" scrolling="no" src="https://screencast-o-matic.com/watch/crQUbGV6Kgz" allowfullscreen="true"></iframe>

**Jeannette Littlemore**
<iframe width=640 height=360 style="border:0;" scrolling="no" src="https://screencast-o-matic.com/watch/cr6i2TVX2d0" allowfullscreen="true"></iframe>

**Andrea Scarantino**
<iframe width=640 height=360 style="border:0;" scrolling="no" src="https://screencast-o-matic.com/watch/crQUbEV6KgI" allowfullscreen="true"></iframe>

To access the **Languaging Diversity 2021** conference, please remember to [register.](https://ld2021.sciencesconf.org/registration) 

Languaging Diversity 2021

Languaging Diversity  is the itinerating conference of the I-Land Interuniversity Research Centre, an international independent and interdisciplinary center for advanced studies in Linguistics, Social Sciences and the Humanities with a focus on the key notions of identity and diversity, from a linguistic, cultural, and gender studies perspective, in and across cultures. 

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

AAPT SM21

COVID-19 Emergency Remote Teaching (ERT, Karakaya, 2020) has rightfully been described as “an unprecedented challenge in university teaching” (Nuere & de Miguel, 2020), requiring lecturers wordlwide to adapt or devise entirely new syllabi and testing methods in a very short period of time (Bryson & Andres, 2020; Major, 2020), and for a length of time that has already exceeded the most conservative estimates (d’Orville, 2020).  
 
This study investigates a relatively unexplored area of ERT, i.e. interactive problem solving in the  online  and  blended  academic  classroom,  with  specific  reference  to  (1)  positive  and corrective  feedback  by  the  teacher;  (2)  student  live  feedback  through  open  microphone questions  asked  during  class;  (3)  face-saving  and  other  repair  strategies  by  both  teacher  and students. We concentrate specifically on pragmatic accidents directly associated with technological gaps or failures (i.e. connection speed or lack thereof; digital divide in terms of both computer/ network access and skills) and strategies used to bridge them.   
 
To  achieve  this  aim,  we  consider  an  intensive  introductory  course  of  English  Language  and Linguistics taught at the University of Bologna (Italy) by the author of this study, and addressed to freshmen of the BA degree courses in Foreign Languages  and Literatures and Languages, Cultures  and  Markets  of  Asia  and  Mediterranean  Africa  between  September  and  November 2020, for a total of 30 academic hours. Following university policy and Italian special COVID-19  laws  in  force  at  the  end  of  2020,  the  first  half  of  the  course  was  taught  full  distance, 
synchronically on Microsoft Teams, while the second part was administered “live”, with part of the audience present in the physical classroom, and the rest connected online from home on the  same  videoconferencing  platform.  Lessons  were  videorecorded  and  transcribed  using Microsoft  Stream,  and  subsequently  stored  on  the  Sketch  Engine  (Kilgarriff  et  al.,  2014)  to create a fully POS-tagged and lemmatized corpus in English, with some occasional instances of code-switching and code-mixing in Italian.  
  
The results show that the level of interactivity is higher (Luporini, 2020) than it was the case prepandemically in a very popular course (i.e.  about 400 students/annum) like the one under analysis (Fusari, 2021), as students tend to take and keep the floor, either by speaking on-record, or by writing in the Microsoft Teams chat, on average 11.3 times for each 90 minutes lecture. Feedback is overwhelmingly more positive than corrective on the teacher’s part, and most repair strategies hinge on self-deprecating humour or discourse situational irony, sometimes eliciting spontaneous laughter in the “live” classroom, and heart-shaped emoticons in the remote one. This may leave the analyst under the impression that students enjoyed this learning experience significantly  more  than  the  traditional  academic  lecture.  However,  on  a  closer  look,  all  that glitters is not gold: the data also betray a high level of anxiety on the part of all participants, as testified  by  the  remarkable  frequency  of  hesitations,  apologies,  repetitions,  false  starts,  and other expressions of uncertainty and doubt. To conclude, some hypotheses are advanced about the challenges and opportunities of ERT in academic settings.

References

Bryson, J. & Andres L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive  versus  intensive  online  learning  experiences.  Journal  of  Geography  in  Higher  Education  44(4),  608-623.  
  
d’Orville, H. (2020). COVID‑19 causes unprecedented educational disruption: Is there  a road towards a  new  normal?. Prospects 49, 11-15.  
  
Fusari, S. (2021, forthcoming). Student-teacher e-mail interaction as asynchronous dialogue in an academic setting. In L. Caronia  (ed).  Language  and  interaction  at  home  and  school  (pp.  355-381).  Amsterdam  &  Philadelphia:  John Benjamins Publishing Company.  
 
Karakaya, K. (2020).  Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach. Educational Technology Research and Development 65, 125-145.
  
Kilgarriff, A., Baisa, V., Bušta, J., Jakubíček, M., Kovář, V., Michelfeit, J., Rychlý,  P.  &  Suchomel,  V.  (2014).  The Sketch Engine: Ten Years On. Lexicography 1(1), 7-36.  
  
Luporini, A. (2020). Implementing an online English linguistics course during the Covid-19 emergency in Italy: Teacher’s and students’ perspectives. ASp 78, 75-88. Retrieved from https://journals.openedition.org/asp/6682 . 
 
Major, C. (2020). Innovations in teaching and learning during a time of crisis. Innovative Higher Education 45, 265–266.  
  
Nuere, S. & de Miguel L. (2020). The digital/ technological connection with COVID‑19: An unprecedented challenge in university teaching.  Technology, Knowledge  and Learning.  Retrieved from  https://doi.org/10.1007/s10758-020-
09454-6 .

Problem solving in the COVID-19 ERT university classroom

technical paper

Reborn dolls, dementia, disability, and grief: the linguistic construction of synthetic parenting as non-pharmacological therapy

How Digitised Classroom Affect Second Language Acquisition among LGBT Students and Students of Non-Icelandic Origin

The use of emotions in online hate speech: between discursive strategy and manipulation

Emotion, discourse, and linguistic diversity: Emotions in grammar and discourse in northern Australia

Impression management tactics in Hungarian political debate shows

Metaphorical representation of the pandemics in the German press

Exploring diversity and journalistic discourse in the pandemic: a corpus based study

How to do things with emotional expressions

Metaphor as a lens through which to examine deep, personal, emotional experiences

poster

keynote

https://assets.underline.io/transcript/23221/subtitle/692f82f2d96809e485c3c7025de109bc.vtt

English (automatic)

Problem solving in the COVID-19 ERT university classroom

Downloads

Next from Languaging Diversity 2021

Reborn dolls, dementia, disability, and grief: the linguistic construction of synthetic parenting as non-pharmacological therapy

Similar lecture

Students' Differential Experiences with Emergency Remote Teaching in Fall 2020