Educational Linguistics 2024: Language(s) from Childhood to Adult Age

8.00–9.00  Registration and coffee, Location: Zenit, Bag drop: Vi 1163

9.00–9.20  Opening ceremony

Conference Committee, Research Directors of Center for Educational Linguistics and Deputy Vice-Chancellor for the Teacher Educations, Professor Hanna Palmér
Location: Lapis Vi 1158

9.20–10.20  Keynote: Towards an educational linguistics for peace, Professor Francis Hult

Chair: Professor Marie Källkvist
Location: Lapis Vi 1158

10.30–10.55  Parallel sessions

Location: Vi 1161
Chair: Gilbert Ambrazaitis
Boosting ESL learners’ vocabulary intake:  The role of typographic enhancements in language classroom
Masturah Sabri, Noor Farahhein Johari, Aliff Nawi & Faizahani Ab Rahman

Location: Vi 1176
Chair: Päivi Juvonen
Implementing a multilingual language policy in pre-primary and primary education at an accredited European School in France
Eloise Ebersold

Location:  Vi 2140
Chair: BethAnne Paulsrud
Language proficiency of English-medium instruction teachers across contexts
Marie Vander Borght, Ron Martinez, Diane Pecorari & Hans Malmström

Location: Vi 2159
Chair: Robert Walldén
Acceptance and resistance: Examining shifting ideologies and discourses towards English education in Japan
Peter Ferguson

11.00–11.25  Parallel sessions

Location: Vi 1161
Chair: Gilbert Ambrazaitis
Employing EVT perspectives in blended TBLT among ESL learners
Noor Farahhein Johari, Faizahani Ab Rahman, Mohd Aliff Mohd Nawi &
Masturah Sabri

Location: Vi 1176
Chair: Päivi Juvonen
Circulating discourses on linguistic diversity – examining language policy in a multilingual school
Gabriel Bäck

Location:  Vi 2140
Chair: BethAnne Paulsrud
Frequency and framing: Emphasizing key concepts in English medium instruction
Joseph Siegel

Location: Vi 2159
Chair: Robert Walldén
Interactions of language and power in the first grade classroom
Desirée Fristedt

11.30–11.55  Parallel sessions

Location: Vi 1161
Chair: Gilbert Ambrazaitis
Exploring secondary education teachers’ written corrective feedback practices and beliefs in L2 English within the Spanish context
María Dolores García-Pastor & Carolina Grau Montesinos

Location: Vi 1176
Chair: Päivi Juvonen
Languages in the French higher education: A small-scale study of the relationship between family language policy and French students’ attitudes towards English and minority languages
Sanja Škifić & Martina Kresina

Location:  Vi 2140
Chair: BethAnne Paulsrud
Teaching English in a Multicontrastive Classroom: Perspectives from EFL trainee teachers and teachers
Vi Thanh Son

Location: Vi 2159
Chair: Robert Walldén
Enhancing language students’ agency in the “wild”
Elisa Räsänen

12.00–13.15  Lunch break, Location: Zenit

13.15–13.40  Parallel sessions

Location: Vi 1161
Chair: Alejandra Donoso
A balancing act: The construction of identities, social media, and Homesickness among international student sojourners
Michael Schwartz & Kikuko Omori

Location: Vi 1176
Chair: Roswita Dressler
Year-9 students writing in English: The affordances of translanguaging and writing tools on students’ ability to cope with a high-stakes task
Tina Gunnarsson

Location: Vi 2140
Chair: Yvonne Knospe
English-medium instruction in Sweden: Parental motivation in school choice
BethAnne Paulsrud & Una Cunningham

Location:  Vi 2159
Chair: Kristina Danielsson
Reinventing the legitimate speaker of Suburban Swedish: linguistic citizenship as tool for post-abyssal thinking in education for multilingual students
Nicolas Femia

13.45–14.10  Parallel sessions

Location: Vi 1161
Chair: Alejandra Donoso
How to be young and how to belong. An identity-in-practice perspective on language and literacy learning
Helle Pia Laursen & Kirsten Kolstrup

Location: Vi 1176
Chair: Roswita Dressler
A nexus analytic study of teachers’ and students’ translanguaging as a complex of ideology, practice and experience of multilingualism in the context of Swedish for immigrants (SFI)
Yeo Ae Yoon

Location: Vi 2140
Chair: Yvonne Knospe
Is language a barrier for multilingual parental engagement?  An investigation of multilingual parents’ identity construction in educational contexts
Valéria Schörghofer-Queiroz

Location:  Vi 2159
Chair: Kristina Danielsson
Language investment and dispositions among young adolescents in multilingual urban settings in Sweden
Jasmine Bylund

14.15–14.40  Parallel sessions

Location: Vi 1161
Chair: Alejandra Donoso
Speech contests and identities: Dialogic exchanges in identity formation of Filipino High school students in Osaka, Japan
Frieda Joy Angelica Olay Ruiz

Location: Vi 1176
Chair: Roswita Dressler
Nexus analysis as a framework for understanding complex connections inherent in teacher education program literacy practices 
Anna Thyberg, Marie Källkvist, Ewa Bergh Nestlog, Jenny Uddling & Annelie Johansson

Location: Vi 2140
Chair: Yvonne Knospe
Real-time monitoring of dynamic English listening: Introducing the ReMoDEL project
Aki Siegel, Joseph Siegel & Maria Kuteeva

Location:  Vi 2159
Chair: Kristina Danielsson
“Oi! Dét skal jeg gjøre” –– Choosing Sámi as second language in upper secondary school
Hilde Sollid

14.45–16.15  Poster session and coffee, Location: Zenit

Consideration of language education from early childhood to adulthood (old age) in Japan – Focusing on “transition”
Yukiko Ideno, Takashi Yamamoto & Harusuke Kubota

Reflecting on a nexus analysis network
Roswita Dressler, Anne Tiermas, Elisa Räsänen & Marion Mathier

Embodied pronunciation teaching: a teacher cognition approach
Federica Raschellà, Gilbert Ambrazaitis & Frida Splendido

Signs of language development in the school subject Swedish as a second language
Helena Karlsson Pacheco

Success factors and pitfalls for language and communication focused Continuing professional development (CPD) programs for teachers
Ida Rosqvist, Birgitta Sahlén, Suvi Karjalainen, Johanna Carlie, Viveka Lyberg-Åhlander, Olof Sandgren, Ketty Andersson & Kristina Hansson  

Fostering global listeners of diverse English accents: An intervention study
Julia Forsberg, Hyeseung Jeong, Hanna Ribbeklint & Stephanie Lindemann

17.30–18.30  Social event

8.30–9.15  Registration/coffee, Location: Zenit

9.15–10.15  Keynote: Exploring rhyming and reading with ERPs, Professor Donna Coch

Chair: Associate Professor Annika Andersson
Location: Lapis Vi 1158

10.30–10.55  Parallel sessions

Location: Vi 1161
Chair: Marie Källkvist
How do writing strategies transfer between L1 and L2 writing? A case study from upper secondary school
Victoria Johansson

Location: Vi 1176
Chair: Camilla Nilvius
The perspectives of students with DLD on what facilitates learning
Julia Wallmann, Olof Sandgren, Christina Samuelsson, Birgitta Sahlén, Christina Reuterskiöld & Anna Ekström

Location:  Vi 2140
Chair: Christian Waldmann
Enhancing writing process insights: A study on master students' perceptions and evaluation of process-oriented feedback
Nina Vandermeulen & Mariëlle Leijten

Location: Vi 2159
Chair: Anna Thyberg
Exploring assessment criteria for oral interactions in Japanese elementary English education: An Intervention Study
Yuki Otsuki

11.00–11.25  Parallel sessions

Location: Vi 1161
Chair: Marie Källkvist
Linguamapping: the new frontier in language processing
Francesco Romano, Jose Amenos Pons & Aoife Ahern

Location: Vi 1176
Chair: Camilla Nilvius
Verbal and pictorial semantic processing in 9-12-year-olds with diverse language proficiencies
Hanna Lindfors, Annika Andersson & Kristina Hansson

Location:  Vi 2140
Chair: Christian Waldmann
Unraveling speech-to-text transcription processes in children with and without reading and writing difficulties
Sanna Kraft, Fredrik Thurfjell, John Rack, Vibeke Rønneberg & Åsa Wengelin

Location: Vi 2159
Chair: Anna Thyberg
The effects of extensive, timed, and repeated oral reading on grammatical and sentential processes
Torrin Shimono

11.30–11.55  Parallel sessions

Location: Vi 1161
Chair: Marie Källkvist
Socialisation into a school language for non-native speakers
Kateřina Šormová & Eliška Doležalová

Location: Vi 1176
Chair: Camilla Nilvius
Swedish-speaking children with developmental language disorder in comparison with second language learners: A new look at grammatical challenges
Christina Reuterskiöld, Marcus Nyström & Kristina Hansson

Location:  Vi 2140
Chair: Christian Waldmann
Students' decisions on information organization in writing
Philippe Collberg & Katarina Lundin

Location: Vi 2159
Chair: Anna Thyberg
Explicit teaching of general academic vocabulary in multilingual classrooms – an intervention in grades 2 and 5
Alejandra Donoso & Sofia Svensson

12.00–13.15  Lunch break, Location: Zenit

13.15–13.40  Parallel sessions

Location: Vi 1161
Chair: Annelie Johansson
“I felt as free as a bird!”: Exploring multilingual writing strategies to talk about migration
Chiara Facciani & Martina Bellinzona

Location: Vi 1176
Chair: Annika Andersson
Transfer effects of daily singing in the classroom on narrative skills in primary school pupils
Emily Grenner, Pia Bygdéus, David Johnson, Petri Laukka, Eva Bojner-Horwitz, Viveka Lyberg-Åhlander & Birgitta Sahlén

Location: Vi 2140
Chair: Nina Vandermeulen
Reading interventions for second language learners – a systematic review
Helén Egerhag

Location:  Vi 2159
Chair: Sanna Kraft
Cracking the alphabetic code: instruction in phonics and morphology for elementary school students with reading difficulties
Maria Levlin, Maria Rosenberg & Yvonne Knospe

13.45–14.10  Parallel sessions

Location: Vi 1161
Chair: Ewa Bergh Nestlog
Children’s metalinguistic explanations in collaborative interaction within a form-focused instructional grammar sequence
María Dolores García-Pastor

Location: Vi 1176
Chair: Annika Andersson
Among witches and dragons – young students creating fairy tales with digital tools
Kristina Danielsson, Marina Wernholm, Ann-Charlotte Rohman Roth

Location: Vi 2140
Chair: Nina Vandermeulen
Teachers’ perceptions of RTI implementation targeting reading development among Swedish elementary students
Camilla Nilvius

Location:  Vi 2159
Chair: Sanna Kraft
Word definition skills in the early school years
Ida Rosqvist, Birgitta Sahlén, Emily Grenner, Viveka Lyberg-Åhlander, Olof Sandgren, Ketty Andersson & Kristina Hansson

14.15–14.40  Parallel sessions

Location: Vi 1161
Chair: Ewa Bergh Nestlog
Teaching that promotes multilingual students' grammatical awareness
Maria Lindgren & Sofia Svensson

Location: Vi 1176
Chair: Annika Andersson
Invested in Swedish? Participants’ perspectives on language learning at the labour market programme “Korta vägen”
Elisabeth Zetterholm & Per Simfors

Location: Vi 2140
Chair: Nina Vandermeulen
Automatic objective reading fluency measures of child and adult speech
Wieke Harmsen, Helmer Strik, Roeland van Hoet & Catia Cucchiarini

Location:  Vi 2159
Chair: Sanna Kraft
Less grammar and more chunking? Implementing a lexico-grammar approach through tasks
Alexander Kaul

14.45–16.15  Poster session and coffee, Location: Zenit

Nexus-analytical perspectives on change
Justyna Legutko, Gabriel Bäck & Leena Kuure

Word definition skills – underlying processes and background factors
Kristina Hansson, Emily Grenner & Ida Rosqvist

Multilingual learners in Sweden: exploring language presence and absence in English classes
Berrak Pinar Uluer Yilmaz

An early intervention raised knowledge and inspired to increase language stimulating activities
Hanna Dyne

Inbetweeners? Minority language learners in the primary-lower secondary school transition in Norway
Lukas Kosner

Swedish students' beliefs about learning a Modern Language in year 6 and 9
Ingela Finndahl

17.30–18.30  Social event

19.00–late  Dinner at Kalmar Castle

8.00–9.00  Registration and coffee, Location: Zenit, Bag drop: Vi 1163

9.15–10.15  Keynote: The power of writing – and the bottlenecks, Professor Eva Lindgren

Chair: Professor Christian Waldmann
Location: Lapis Vi 1158

10.30–10.55  Parallel sessions

Location: Vi 1161
Chair: Sofia Svensson
An upper secondary student’s translingual writing practices in Swedish as a second language
Johanna Rylner Kjellgren

Location: Vi 1176
Chair: Annika Andersson
Mapping writing across school subjects in grade 4
Erika Sturk

Location:  Vi 2140
Chair: Jasmine Bylund
Motivation and writing in higher education among multilingual students: A Scoping Review
Alejandra Donoso, Enrique Sologuren & Rakel Österberg

Location: Vi2153
Chair: Ewa Bergh Nestlog
L2 English extramural activities and lexical complexity 
Henrik Kaatari, Taehyeong Kim, Pia Sundqvist, Ying Wang & Tove Larsson

Location: Vi 2159
Chair: Elisabeth Zetterholm
Challenges in language testing of multilingual individuals
Lars Holm

11.00–11.25  Parallel sessions

Location: Vi 1161
Chair: Sofia Svensson
Deconstructing communicative work-related activities using the 'continua of biliteracy'
Robert Walldén & Anna Winlund

Location: Vi 1176
Chair: Annika Andersson
Teaching materials mediating a teacher-researcher collaboration on a multilingual writing pedagogy
Justyna Legutko

Location:  Vi 2140
Chair: Jasmine Bylund
The dynamics of academic writing development in postgraduate writing group interaction
Kathrin Kaufhold

Location: Vi 2159
Chair: Elisabeth Zetterholm
Text complexity in curricula and language assessments
Melissa Hill & Stewart McCauley

11.30  Lunch to go, Location: Zenit

11.45–12.30  Panel with keynotes

Chair: Professor Marie Källkvist
Location: Lapis Vi 1158

12.30  Summing up

Conference Committee
Location: Lapis Vi 1158

13.30–15.00  Founding meeting for the Nordic Research Network for Educational Linguistics

Chair: Sergej Ivanov
Location: Vi 2140

Exploring Rhyming and Reading with ERPs

Speaker: Donna Coch, Reading Brains Lab, Department of Psychological and Brain Sciences, Dartmouth College

Bio

Donna Coch is Professor of Education at Dartmouth College (USA), where she leads the Reading Brains Lab. In the lab they study how reading-related skills develop in children and how the reading brain works in both children and adults. They are interested in learning about reading-related processes and the reading process itself in both better and poorer readers. An overarching goal of Professor Coch’s work is to make meaningful connections across the fields of education, linguistics, psychology, and neuroscience.

Abstract

Learning to read words in alphabetic languages like English or Swedish involves mapping the sounds of language to the print on the page. This is particularly challenging for languages with a “deep orthography” (in which the print-to-sound mappings are not simply 1:1), like English. A deep orthography makes deciding whether two written words rhyme or not more than just a visual matching task (e.g., boat and goat rhyme, but so do brain and cane). I will discuss some studies of the event-related potential (ERP) rhyming effect in children and adults suggesting that it is essentially a phonological priming effect, as well as a few studies with adults suggesting that it might reveal more about lexical processing. Within the frame of Educational Linguistics, language is foundational to reading and learning to read, yet reading involves many levels of analysis. Building educator knowledge at different levels of analysis is consistent with an evidence-informed, “science of reading” approach.

The Power of Writing – and the Bottlenecks

Speaker: Eva Lindgren, Department of Language Studies, Umeå University

Bio

Eva Lindgren is Professor of Language Teaching and Learning at Umeå University (Sweden), where she leads the projects (W)rights! and Will writing ever be the same? Together with her colleagues, she seeks to reconceptualise the role of writing and writing education for democratic participation in compulsory school. She is specifically interested in the relation between language, literacy and democracy in various contexts, including indigenous education, and has also been in involved in keystroke logging research.

Abstract

This talk highlights the dynamic interplay between writing, technology, and societal shifts, emphasizing the need to adapt and address emerging challenges.

In the digital age, writing wields immense power, shaping discourse, fostering critical thinking, and influencing democratic processes. Within educational contexts, writing plays a pivotal role, cultivating literacy, analytical skills, and empathy. However, the landscape is evolving rapidly. Writing, historically linked to technologies like pens, typewriters, and computers, now embraces digital tools that offer advanced affordances for both literacy and oral communication. This transformation impacts education and extends beyond its boundaries.

Notably, a significant shift has occurred: young people in Sweden (and possibly elsewhere) increasingly prefer listening to news over reading them. Simultaneously, AI language tools facilitate writing, feedback, and assessment. Yet, bottlenecks persist, hindering participation through literacy. These challenges raise questions about equality and democracy. In my discussion, I will explore the current and future literacy landscape, focusing on young people, education, and active engagement.

Towards an Educational Linguistics for Peace

Speaker: Francis M. Hult, Department of Education, University of Maryland, Baltimore County (UMBC)

Bio

Francis M. Hult works at the crossroads of education, discourse studies, and sociolinguistics.  He is currently professor of education at the University of Maryland, Baltimore County (UMBC).  Professor Hult’s research focuses on multilingualism in policy and practice, investigating ideological dimensions of national language policies, policy formation and implementation, language teacher engagement with educational policy discourses, and visual language use in multilingual communities. 

A thought leader in the field of educational linguistics, his books include Directions and Prospects in Educational Linguistics, Educational Linguistics in Practice (with Kendall King), and the Handbook of Educational Linguistics (with Bernard Spolsky).  He serves on the editorial boards of numerous scholarly journals, among them Educational Linguistics and Pedagogical Linguistics, and he is the editor of the Educational Linguistics book series published by Springer as well as the founder and manager of the Educational Linguistics List (Edling), an international forum and network for researchers of language (in) education. 

While working at Lund University and Jönköping University, he was instrumental in advancing the field of educational linguistics in the Scandinavian context, serving a three-year term on the Swedish Research Council and consulting for the Swedish Agency for Education (Skolverket) and the Language Council of Norway, among other institutions.  His empirical work on language education policy and practice in Sweden, drawing upon ethnographic and discourse analytic methods, has been influential on the practice of multilingual teaching and learning in Swedish schools and on the training of doctoral researchers in language and education.

Abstract

The world is facing a confluence of crises, from poverty, misinformation, and intolerance to disease, climate change, and geopolitical conflict. In 2015, the United Nations set an ambitious agenda for worldwide sustainable development to accomplish by 2030 in the form of the Sustainable Development Goals (SDGs). Halfway to this deadline, only 15% of SDG targets to inter alia reduce poverty, enhance education, advance equality, ensure health and well-being, and preserve natural resources are on track (United Nations, 2023). It is easy to feel despair and hopelessness. What can educational linguists and language teachers do in the face of such daunting challenges?

Since its inception, it has been a central tenet of educational linguistics to be theme-based and problem-driven (Hornberger, 2001; Hult, 2010a). That is to say, we begin with a practical problem and look to relevant principles, theories, and methods that allow us to investigate and address it (Hornberger, 2006). There is, perhaps, no greater thematic challenge today than the threat to peace. In their work on peacebuilding in language education, Oxford et al. (2021) emphasize that peace is not simply the absence of violence and war but the positive presence of equitable social structures that foster human rights for everyone and that language educators have a pivotal role to play in cultivating peace (cf. Skutnabb-Kangas, et al., 2009).

Accordingly, I argue that peace studies (e.g., Curtis, 2022; Manojlovic, 2018) is a useful addition to the fields and disciplines that inform educational linguistics. In particular, I examine how Oxford’s multidimensional Language of Peace Approach (Oxford et al., 2021), which includes inner peace, interpersonal peace, intergroup peace, intercultural peace, international peace, and ecological peace, aligns with the intellectual roots of educational linguistics as a way to account for the socially situated nature of language (in) education (e.g., Douglas Fir Group, 2016; Hornberger, 2003; Hult, 2010b, 2019; Hult & King, 2011; Spolsky, 1972; Van Lier, 1994, 2004). To that end, I discuss how my own work and that of others applying ecology of language and nexus analysis (Hult, 2013, 2017; cf. Scollon & Scollon, 2004) can advance an educational linguistics for peace. I describe how language education policy and practice can be leveraged to foster peace and how educational stakeholders as social actors can become agents for peace. As we search for hope in turbulent times, we can begin looking right in our own classrooms.

References

Curtis, A. (2022). The new peace linguistics and the role of language in conflict. Charlotte, NC: Information Age.

Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 (Supplement 2016), 19-47.

Hornberger, N. H. (2001). Educational linguistics as a field: A view from Penn’s program on the occasion of its 25th anniversary. Working Papers in Educational Linguistics 17(1-2), 1-26.

Hornberger, N.H. (Ed.)(2003). Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Clevedon, UK: Multilingual Matters.

Hornberger, N. H. (2006). Negotiating methodological rich points in applied linguistics. In Chalhoub-Deville, C. A. Chapelle & P. Duff (Eds.), Inference and generalizability in applied linguistics: Multiple perspectives (pp. 221–240). Philadelphia, PA: John Benjamins.

Hult, F.M., & King, K.A. (Eds.). (2011). Educational linguistics in practice: Applying the local globally and the global locally. Clevedon, UK: Multilingual Matters.
Hult, F.M. (2010a). Theme-based research in the transdisciplinary field of educational linguistics. In F.M. Hult (Ed.), Directions and prospects for educational linguistics (pp. 19-32). New York: Springer.
Hult, F.M (Ed.)(2010b), Directions and prospects for educational linguistics (pp. 19-32). New York: Springer.
Hult, F.M. (2013). Ecology and multilingual education. In C. Chapelle (Gen. Ed.), Encyclopedia of applied linguistics (Vol. 3, pp. 1835-1840). Malden, MA: Wiley-Blackwell.
Hult, F.M. (2017). Nexus analysis as scalar ethnography for educational linguistics. In M. Martin-Jones & D. Martin (Eds.), Researching multilingualism: Critical and ethnographic perspectives (pp. 89-104). London: Routledge.
Hult, F.M. (2019). Toward a unified theory of language development: The transdisciplinary nexus of cognitive and sociocultural perspectives on social activity. Modern Language Journal, 103(Supplement 2019), 136-144.

Manojlovic, B. (2018). Education for sustainable peace and conflict resilient communities. Cham, Switzerland: Palgrave Macmillan.

Oxford, R.L, Olivero, M.M., Harrison, M., & Gregersen, T. (Eds.)(2021), Peacebuilding in language education: Innovations in theory and practice. Bristol, UK: Multilingual Matters.

Skutnabb-Kangas, T., Phillipson, R., Mohanty, A.K., & Panda, M. (2009). Social justice through multilingual education. Bristol, UK: Multilingual Matters.

Spolsky, B. (1978). Educational linguistics: An introduction. Rowley, MA: Newbury House.

United Nations (2023). The Sustainable Development Goals report: Special edition. New York: United Nations Publications.

van Lier, L. (1994). Educational linguistics: Field and project. In J.E. Alatis (Ed.), Georgetown University Roundtable on Language and Linguistics 1994 (pp. 197–209). Washington, DC: Georgetown University Press.

van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Dordrecht, The Netherlands: Kluwer.

Book of Abstracts for the conference EdLing 2024

Registration for the conference is now closed. 

For conference fees, please see below:

• Standard registration fee of 3,375 SEK (2,700 SEK excluding VAT) includes conference attendance, refreshments during coffee breaks, lunches, gala dinner, and social events.
  
  Light registration fee of  2,500 SEK (2,000 SEK excluding VAT) includes conference attendance, refreshments during coffee breaks, lunches, and social events. 

Format

There are two formats to choose from for a research presentation at the conference: poster presentation (1.5-hour session, A0 landscape) and talk (15 min presentation + 10 min Q&A). The working language at the conference is English. Irrespective of the format, the abstract of max 350 words (including any references) should contain the following information:

• Aim and research questions
• Theoretical framework/area of investigation
• Methodological design
• (Expected) findings and conclusions.

Poster presentations and talks explained

A poster-session involves one-on-one or small group interactions, which can lead to engaging and personalised discussions. Attendees can ask questions, seek clarifications, and have in-depth conversations directly with the researcher. On the other hand, talks involve a presentation focusing on the field of research and the specific study. Attendees of talks learn how the results can shape our knowledge in the area. 

Presenters of posters have the flexibility to engage with attendees at their own pace, spending more time on aspects that interest them the most during the 1.5-hour session. They can facilitate deeper and more focused discussions on specific aspects of the research. In contrast, talks have a strict time frame (15 min presentation and 10 min Q&A), which facilitates careful selection of presented findings. The focus of talks is on communicating the overall picture of the specific study.    

During this conference, we will strive to ensure that every session encompasses posters and talks from aligned research domains. This approach guarantees ample opportunity for you to engage with research of your specific interests, while also allowing fellow attendees to interact with your research. Poster sessions are accompanied by coffee and light refreshments. These provisions aim to foster a conducive environment for meaningful discussions and networking. 

Prior to the conference, a book of abstracts will be published in LnuOpen under a Creative Commons licence. We are also excited to announce that a volume of select conference papers will be published (pending peer review) in the Educational Linguistics books series with Springer.

Flight and train

The easiest option is to catch a flight to Copenhagen (all days) and then take the train to Kalmar (connections every hour until around 7 pm). Train from Copenhagen Airport (CPH), Denmark to Kalmar Central station takes about 3,5 hours. For timetable and reservation please visit sj.se.

Flight

The fastest way of reaching Kalmar for international visitors is to fly through Frankfurt am Main (FRA). Please note though that connections are available only Monday and Thursday.

Flight and bus

Another option is to fly to Kalmar through Stockholm Bromma (BMR) any day except Saturday. Please note that majority of international flights (except select flights from Helsinki, Brussels and Århus) to Stockholm arrive in Arlanda (ARN), which means that you will need to catch an airport coach (flygbussarna.se/en) from Stockholm Arlanda to Mariehällskyrkan and then walk 600 m to reach Stockholm Bromma Airport. There are also other connections between the airports that you can find at sl.se/en. Typically, it takes 1–2 hours to travel from Arlanda airport to Bromma Airport.

Bus from Kalmar Airport to the city centre

Kalmar Airport is located about 5 km from the city centre. Shuttle bus number 402 Kalmar C–Smedby departs every 10–20 minutes (not as often late in the evening) and will take you to Kalmar Central Station. You can buy bus ticket using credit card onboard.

Taxi

Taxi Kalmar +46 (0)480-44 44 44
Netto Taxi +46 (0)480-160 00
You can also visit flygtaxi.se/en

There is a number of accomodation options in Kalmar. Below you will find a list of hotels and hostels that are recommended. 

Calmar Stadshotel
Stortorget 14
392 32 Kalmar
E-mail: calmarstadshotell@profilhotels.se
Phone: +46 480 - 496 900
Website: https://ligula.se/en/profilhotels/calmar-stadshotell/

First Hotel Witt 
Södra Långgatan 42
392 31 Kalmar
E-mail: witt@firsthotels.se
Phone: +46 480 – 152 50
Website: https://www.firsthotels.com/hotels/sweden/kalmar/first-hotel-witt/?_ga=2.61785775.2062251261.1672834790-251878412.1672834790

Best Western Plus Kalmarsund Hotell 
Fiskaregatan 5
392 32 Kalmar
E-mail: info@kalmarsundhotel.se
Phone: +46 480 - 480380
Website: https://www.bestwestern.com/en_US/book/hotels-in-kalmar/best-western-plus-kalmarsund-hotell/propertyCode.88138.html

Clarion Collection Hotel Packhuset
Skeppsbrogatan 26
392 31 Kalmar
E-mail: cc.packhuset@choice.se
Phone: +46 480 - 570 00
Website: https://www.nordicchoicehotels.com/hotels/sweden/kalmar/clarion-collection-hotel-packhuset/?_ga=2.74165076.754357241.1672821501-1234792339.1662965398

Slottshotellet Kalmar
Slottsvägen 7
392 33 Kalmar
E-mail: info@slottshotellet.se
Phone: +46 480 – 255 60
Website: https://slottshotellet.se/index.php?lang=En

Frimurarehotellet 
Larmtorget 2
392 32 Kalmar
E-mail:: info@frimurarehotellet.se
Phone: +46 480 - 152 30
Website: https://frimurarehotellet.se/

Svanen Hotell och Vandrarhem (hostel)
Rappegatan 1
392 30 Kalmar
E-mail: info@hotellsvanen.se
Phone: +46 480 - 25560
Website: https://hotellsvanen.se/en/

We are deeply grateful to Stiftelsen Riksbankens Jubileumsfond and Cambridge University Press for their kind support of the conference.

We would also like to thank our own university for supporting the conference, in particular the vice-chancellor and the Board of Teacher Education, NLU.