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Keynote Speakers

Fred Dervin

Fred Dervin

Professor of Multicultural Education, University of Helsinki

Biography coming soon

Fred Dervin

Judith Hanks

Associate Professor in Language Education, University of Leeds

Judith Hanks has worked as a language teacher, teacher educator, researcher and lecturer in China, Italy, Singapore and the UK. Over the past 20 years, she worked with colleagues from Brazil, China, Japan and the UK to develop a framework of principles for practitioner research for language teachers and learners. This culminated in: The Developing Language Learner: an introduction to Exploratory Practice (Allwright & Hanks, 2009), and her most recent book: Exploratory Practice in Language Teaching: Puzzling about principles and practices (Hanks, 2017). Judith’s research interests lie in the areas of practitioner research in applied linguistics, teacher education and wellbeing, professional development, and intercultural issues in language education. She is co-convenor of the international AILA Fully Inclusive Practitioner Research Network.Link opens in a new window


You can read more about her recent projects ‘Sticky Objects and pathways to wellbeing’ (2020) here,Link opens in a new window and ‘Teacher wellbeing and burnout: understanding the causes’ (2021) hereLink opens in a new window.

Fred Dervin

Claire Kramsch

Emerita Professor of German and Affiliate Professor of Education, University of California, Berkeley

Claire Kramsch is Emerita Professor of German and Affiliate Professor of Education at the University of California, Berkeley, where she taught courses in German and in Applied Linguistics, and where she was the founding director of the Berkeley Language Center. Her areas of interest are applied linguistics, language learning and teaching, language and culture, and bi- and multilingualism. Her many publications include Interaction et discours dans la classe de langue (Hatier, 1984), Context and Culture in Language Teaching (OUP, 1993), Language and Culture (OUP, 1998), The multilingual subject (OUP, 2009), The multilingual instructor (OUP, 2018 with Lihua Zhang), and Language as symbolic power (CUP, 2021). She is the past president of the American and the International Association of Applied Linguistics and the past editor of the international journal Applied Linguistics. She is currently the coeditor of two book series with Routledge and Cambridge University Press, and the editor of the L2 Journal. 

Fred Dervin

Theo van Leeuwen

Professor of Language and Communication, University of Southern Denmark

Honorary Professor, University of New South Wales in Australia

Theo van Leeuwen has published widely in the area of visual communication, multimodality, and critical discourse analysis and was a founding editor of the journals Social Semiotics and Visual Communication. His books include Speech, Music, Sound; Reading Images – The Grammar of Visual Design (with Gunther Kress), Multimodal Discourse – The Modes and Media of Contemporary Communication (with Gunther Kress), Introducing Social Semiotics; Discourse and Practice – New Tools for Critical Discourse Analysis; The Language of Colour, and Multimodality and Identity.

Workshop Speakers

Annamaria Pinter

Reader at the Department of Applied Linguistics, University of Warwick

Annamaria Pinter is a Reader at the Department of Applied Linguistics, the University of Warwick, UK. Her research interests focus on all aspects of second/ foreign language education for children, task-based second language teaching and learning and engaging children actively in research. She has published widely in the area of teaching English to children and has a strong international reputation in TEYL and second language teacher education. She is the author of Teaching Young Language Learners Oxford Handbooks for Language Teachers, Oxford University Press (second edition, 2017), Children Learning Second Languages, Palgrave Macmillan (2011), and joint series editor of Early Language Learning in School Contexts by Multilingual Matters.

Richard Smith

Professor at the Department of Applied Linguistics, University of Warwick

Before coming to Warwick in January 2000, I taught in France and, for a period of 13 years, Japan. My doctoral research was in the area of history of language teaching, and in 2002 I founded the Warwick ELT Archive, a unique collection of materials relating to the history of teaching English as a second/foreign language. I am a member of the Executive Committee of the Henry Sweet Society for the History of Linguistic Ideas and formerly co-edited the Society's journal, 'Language & History'. In 2015 I founded, and am still co-convenor of the AILA (International Association of Applied Linguistics) Research Network on History of Language Learning and Teaching ( Since 2002, I've been a member of the Board of Trustees of the A.S. Hornby Educational Trust, and, having been Key Concepts Editor of ELT Journal (2015-2020), I am now on the ELTJ Advisory Board. At Warwick I am co-convenor of the Languages in Coventry Research Group and joint lead of the Warwick International Higher Education Academy Pedagogic Research in Higher Education Learning Circle. In the Department of Applied Linguistics I'm Director of Postgraduate Taught Studies and a member of the Strategic Management Group.

Wang Zi

Internationalisation Coordinator in Student Opportunity, University of Warwick

Dr Wang Zi has a PhD degree (awarded in February 2022) in English Language Teaching and Applied Linguistics from the Department of Applied Linguistics, University of Warwick. She currently works as Internationalisation Coordinator in Student Opportunity at Warwick and manages the university’s intercultural training project. Her research interests include motivation, language learning, and multilingualism. Her PhD thesis investigates Chinese learners’ motivation to learn English and Japanese and is titled ‘Being and becoming: An ecological exploration of humanistic motivation in multilingual learning among Japanese language majors in China’. Her most recent first-authored publication (Wang, McConachy, & Ushioda, 2021) is titled ‘Negotiating identity tensions in multilingual learning in China: A situated perspective on language learning motivation and multilingual identity’.