Keynote Speaker
Angel M. Y. Lin
The Education University of Hong Kong,
Hong Kong
April 20th 16:00-17:00
Plurilanguaging, Affect, and AI-Assisted Assessment: Towards Systemic Transformation in English Language Education (PAA-STELE)
The field of English language education (ELE) has long been dominated by monolingual theories and practices. This monolingual tradition has significant implications, most notably the marginalization of students’ native languages and cultures, and is based on a narrow view of English as a static, monolithic entity. Recent research has shown the benefits of valuing multiple languages (plurilingualism) (Piccardo, 2017), using one's full linguistic repertoire (plurilanguaging, translanguaging) (Garcia & Li, 2014; Lin, 2019), and using an asset-based rather than deficit lens in ELE, seeing English as a communication tool among people of different native languages (English as a Lingua Franca) (Jenkins, 2011; Lin, 2020). Most importantly, a plurilingual approach to English language education can attend to the emotional well-being of students (Motha, 2014; Lin, 2021; Chen & Lin, 2023).
Despite the advancement of scholarship in plurilingualism, translanguging, and decoloniality research, assessment in English language education remains regrettably antiquated, being predominantly monolingual. This significant lack of progress has instigated skepticism regarding the sincerity of critical, equitable, and inclusive scholarship, leading some to perceive it as hypocritically critical (Kubota & Miller 2017). In this presentation, I will provide an overview of a research initiative and a global research network, 'PAA-STELE'. This initiative aims to bring together researchers from diverse contexts in a collaborative effort to develop plurilingual, translanguaging approaches to assessment in English language education. It leverages the capabilities of Generative AI to challenge and transform traditional monolingual approaches to assessment.
Biodata
Angel M. Y. Lin is an esteemed scholar and Professor in the Faculty of Education, renowned for her significant contributions to the field. She is currently the Chair Professor of Language, Literacy & Social Semiotics in Education of The Education University of Hong Kong.
She received her Ph.D. from the Ontario Institute for Studies in Education, University of Toronto, Canada in 1996. She has since led a productive teaching and research career in the areas of classroom discourse analysis, sociocultural theories of language education, bilingual and plurilingual education, academic literacies, youth cultural and media studies, critical discourse analysis, and language-in-education policy and practice in postcolonial contexts. Professor Angel Lin serves on the editorial boards of international research journals including International Journal of Bilingual Education and Bilingualism, Language Policy, Language and Education, Language, Culture and Curriculum. Her research and development of the Multimodalities-Entextualization Cycle (MEC) serves as a critical pragmatic heuristic for educators and researchers to navigate and disrupt the often monoglossic institutional spaces by both valuing and enabling translingual, multimodal, and multisensory meaning making actions with implications for equity, diversity and inclusion in education. She is the current Chair of the American Educational Research Association’s Special Interest Group (SIG), Semiotics in Education, and has been a part of the SIG’s executive board since 2020. She started the TL-TS Research Channel on YouTube (https://www.youtube.com/@tl-tsresearchgroup6716/streams) in 2019 and has organized over 30 research seminars featuring both seasoned and emergent scholars in applied linguistics and education from all over the world.
Angel Lin's research interests are diverse, spanning bilingual and plurilingual education, academic literacies, youth cultural and media studies, critical discourse analysis, and sociocultural theories of language education. Her pioneering investigations delve into topics such as translanguaging, content and language integrated learning (CLIL), and languages and literacies across the curriculum, contributing to a deeper understanding of language education in today's interconnected world.
Her prolific research output includes numerous publications in prestigious international research journals, co-authoring research articles on cognitive discourse functions, genres, and CLIL models, as well as works on translanguaging and reimagining "Language" in CLIL settings.
Beyond academic articles, Angel Lin has authored research books that have made a significant impact on the field of language education. Notably, "Language across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts: Theory and Practice" (2016) and "Bilingual Education: Southeast Asian Perspectives" (2010) shed light on language and bilingualism in diverse educational contexts.
Angel M. Y. Lin's exceptional academic journey and dedication to plurilingual and intercultural education have earned her international recognition and respect. As a Canada Research Chair, she continues to inspire the next generation of educators and researchers, promoting language diversity and inclusivity in education. Her work leaves a lasting impact on the field, influencing scholars and students alike.