Language Culture Matters Seminar Series
Convenors: Holly Warner, Aishee Bhattacharya, Dr Clay Becker
When: Every Wednesday, 16:00-17:00 BST/GMT, Weeks 2-9 of Term 2 (6th May 2026 - 24th June 2026)
Where: A0.23 (Social Sciences Building, University of Warwick) and Microsoft Teams (linked below)
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Please note:
Seminars on 3rd June 2026 and 24th June 2026 are held on Microsoft Teams ONLY
Seminar on 13th May was moved to Tuesday 16th June
Seminar on 27th May will be followed by a book launch for Jason Anderson’s new book Project-based learning: cultivating creativity in the language classroom (Oxford University Press), published in the OUP Handbooks for Language Teachers series. Please come along to celebrate!
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Join (excluding Tuesday 16th June seminar): https://teams.microsoft.com/meet/34144107492437?p=6cPKGDzmn00ogOUSFaLink opens in a new window
Wednesday 06/05/2026 - 16:00-17:00 BST
What makes a conversation interesting? Linguistic features predictive of interest in educational conversations between teachers and learners of English
Dr Chiara Gambi, University of Warwick
Abstract
Stimulating language learners' interest and engagement is essential to successful second language acquisition, but it can be hard to translate this intuition into effective learning resources. In the first quantitative investigation into the linguistic and pragmatic features that make an educational conversation interesting, we collected interest ratings for 64 conversations between teachers and second language learners of English. Using this corpus, we show that concreteness, comprehensibility, and uptake (i.e., the degree to which a teacher and a student's turn build on one another) all have unique relations to interest. This provides proof of concept that - despite the high degree of subjectivity involved in perceptions of interest - it is possible to extract features that make a conversation interesting for the average learner. In addition, turns that introduce new topics are judged to be more interesting than expected, suggesting a role for expectations in determining interest. Finally, we provide initial evidence that variance in interest ratings can be in part explained by relevant characteristics of the annotators - in this case, their self-reported English proficiency, underscoring the relevance of this work for developing more engaging and effective language learning resources.
Bio
Chiara Gambi is an Associate Professor in Psychology at the University of Warwick, and an Honorary research Associate at the School of Psychology, Cardiff University. She obtained a PhD in Psychology of Language from the University of Edinburgh in 2014, and joined Warwick as an Assistant Professor in 2022. Chiara’s research interests span adult language production and turn-taking, adult and children’s linguistic prediction abilities and, more recently, the role of reward, interest and curiosity in first and second language learning.
@gambichiara.bsky.social
Wednesday 20/05/2026 - 16:00-17:00 BST
What Does It Mean to Teach for Meaning-Making? Pre-Service Language Teacher Development in Intercultural Language Teaching Practice
Dr Yvette Yitong Wang, University of Warwick
Abstract
The concept of “meaning-making” is widely used in applied linguistics and language education, yet perhaps because of its ubiquity, it often becomes taken for granted and treated as self-evident, while we may be using it to mean quite different things.
In this interactive talk, I will begin by inviting participants to collectively reflect on what we assume about “meaning-making” and teaching for it. Drawing on an interdisciplinary perspective, I will share how I conceptualise meaning-making in the context of intercultural language teaching and learning, then distinguish different pedagogical orientations to dealing with meaning-making, and argue for the importance of dealing with its hermeneutic dimension.
Building on this theoretical discussion, I will move to the empirical context of my PhD research, in which pre-service language teachers were learning to deal with intercultural meaning-making in their pedagogical practice. Drawing on classroom discourse data, I will illustrate how the student-teacher participants engaged with meaning-making in classroom interaction, and discuss the methodological issues around analysing “meaning-making” for the purpose of understanding intercultural language teaching and learning.
Bio
I studied my PhD at the centre for Applied Linguistics, University of Warwick, and recently passed my PhD viva with no corrections. My work argues for a hermeneutic and dialogic approach to intercultural language teaching and learning and explores how teachers and learners can be supported to transform their understandings of self, other, and the world through explicit engagement with interpretation and critical reflection. My PhD looks into this in the context of pre-service language teacher development.
I published three articles in this area: (1) Wang (2023) Navigating theory and practice in intercultural language teaching: Challenges faced by a pre-service language teacher in enacting an interpretive perspective in classroom interaction; (2) Liddicoat, Wang & Zhou (2026) Criticality in intercultural language teaching and learning.; (3) Wang and McConachy (in press), Beyond the essentialist/non-essentialist divide: Revisiting the ethical and methodological terrain in intercultural language teacher education research.
I’m also interested in multilingualism and semiotic landscapes. I’ve co-led a research project on the linguistic/semiotic landscapes of university libraries and currently co-editing a book volume exploring the interplay between material, spatial and semiotic aspects of university campus.
Wednesday 27/05/2026 - 16:00-17:00 BST
Project-based learning and task-based language teaching: Similarities and differences
Dr Jason Anderson, University of Warwick
Abstract
This talk will explore the relationship between two well-known approaches for supporting learning in language classrooms: task-based language teaching and project-based learning. It will investigate the historical origins of the approaches, the theories of learning underpinning them, frameworks for classroom implementation, and also the potential opportunities they provide for multilingual learning and the integration of generative AI in language education. As well as identifying continuities between them, the talk will explore some important differences, particularly with regard to process and product orientations, opportunities for cross-curricular and interdisciplinary learning and the implications of these for compatibility with mainstream educational curricula. I will share some example tools and ideas from my new book: Project-based learning: cultivating creativity in the language classroom (2026, Oxford University Press).
Bio
Dr Jason Anderson (University of Warwick) is a multiple-award-winning teacher educator, author and researcher with experience working in education systems around the world, particularly in the global South. He researches and writes on topics including language teaching methodology, multilingual policy and practice, teacher expertise and teacher reflection. He is author of 12 books, numerous research papers, articles and reports. His latest book, Project-based learning: cultivating creativity in the language classroom (Oxford University Press) is a practical guide for project-based learning, published in the OUP Handbooks for Language Teachers series.
Wednesday 03/06/2026 - 16:00-17:00 BST
Sex, consent and creative practice: Developing novel forms of justice
Dr Tina Sikka, Newcastle University
Abstract
In this talk I provide an overview of my work on the discourse of sexual consent and transformative justice inclusive of my two monographs (one forthcoming) in which I offer a novel model of sexual ethics. This model is rooted in the critical analysis of concrete #MeToo cases, and the outcome of a series creative practice workshops with university students.
Bio
Dr. Tina Sikka is Reader in Technoscience and Intersectional Justice in the School of Arts and Culture at Newcastle University, UK. Her current research includes the critical and intersectional study of science, applied to climate change, bodies, and health, as well as research on consent, sexuality, and restorative justice. Dr. Sikka also works in the areas of decolonisation, bordering practices, and DEI.
Wednesday 10/06/2026 - 16:00-17:00 BST
TBC
Xinran Gao, University of Warwick
Abstract
TBC
Bio
TBC
Link opens in a new win
Tuesday 16/06/2026 - 16:00-17:00 BST
Style, sentiment, and quality of undergraduate writing in the AI era: A cross-sectional and longitudinal analysis
Dr Matthew Mak, University of Warwick
Abstract
The emergence of AI-powered chatbots such as ChatGPT has prompted widespread debate regarding their impact on student learning and academic integrity. To examine how these tools may be reshaping academic practices, we analysed 4,200 authentic reports submitted by 1,784 psychology undergraduates at the University of Warwick between 2016 and 2024. Our investigation focused on both cross-sectional and longitudinal trends, assessing changes in (a) the prevalence of stylistic markers, (b) linguistic style, (c) sentiment, and (d) perceived quality following the release of ChatGPT in November 2022. Although we observed clear shifts across some of these dimensions, no students reported the use of AI in their work. These findings highlight the pressing need for universities to revisit existing academic integrity frameworks and develop transparent, pedagogically grounded strategies for responding to the growing presence of generative AI in higher education.
Bio
Wednesday 17/06/2026 - 16:00-17:00 BST
TBC
Dr Eric Ekembe, University of Yaounde 1
Abstract
TBC
Bio
TBC
Wednesday 24/06/2026 - 16:00-17:00 BST
Between Maintenance and Integration: Spanish as Heritage Language in Brussels
Samantha Perez Rodriguez, Vrije Universiteit Brussel
Abstract
Bio
Samantha Pérez Rodríguez is a PhD Fellow at Vrije Universiteit Brussel, funded by Research Foundation – Flanders (FWO). She holds an MA in Linguistics and Literary Studies (English – Spanish) from the same institution. Her research interests include language maintenance and shift, socio-phonetics, and language variation, particularly in heritage contexts. Her current project examines Spanish as a heritage language in the city of Brussels, exploring rates of language maintenance as well as accommodation-driven change focused on Spanish coda /s/ variation.
See the recordings of our previous seminars here (please note that not all seminars are recorded):
Language Culture Matters Seminar RecordingsLink opens in a new window
See the list of our previous seminars here:
Language Culture Matters Seminar ArchiveLink opens in a new window