I have been hoping to go to a TEFI (Tourism Education Futures Initiative) conference for a few years but hadn’t managed it until this year when I made it to #TEFI10, hosted by the University of Lapland in Pyhätunturi, Finland.
This conference experience was definitely worth the wait. TEFI has a real family feel to it and it was lovely to see how supportive and encouraging everyone is of each other and how welcome new delegates (and publishers!) were made to feel. The conference theme was ‘Knowing with Nature – The Future of Tourism Education in the Anthropocene’ so a lot of the conference was spent outdoors and only vegan food was served.
The opening keynote was delivered outdoors by Gunnar Thor Jóhannesson, which was quite the feat as it was pretty chilly and a bit damp – a good getting-to-know-you session for delegates as we were all huddled together for warmth! 🙂
Over the next two days followed five sessions of absorbing papers and another really good keynote, this time from Tijana Rakić, and both days offered the chance to get out in the forest. The first day there was a yoga in nature session and the second day there was an afternoon hike. The walk was interspersed with panel discussions, including a great talk from Seija Tuulentie about PoLut, a project aimed at actively encouraging immigrants to come and settle in Lapland – which was great to hear. The hikes were an amazing opportunity to experience the Finnish landscape (while learning!). It was beautiful and a really nice memory for us all to take away with us. The conference closed with breakout sessions to reflect on what we had learned during the conference and how best we can all enact TEFI values in our own work.
Delegates enjoying the forest – including CVP authors Johan Edelheim and Heike Schänzel
Pyhä-Luosto National Park
Pyhä-Luosto National Park
Thanks Heike for being photographer!
While I was in Finland I managed to visit a few places, and from Helsinki I got the ferry to Tallinn and enjoyed wandering round the Old Town (the return ferry karaoke was also something to behold). Post-TEFI some of the conference delegates stayed the night in Rovaniemi and the next day we felt that as Santa Claus Village was on the way to the airport it would be rude not to go and meet the man himself. So exciting!! 🙂
Helsinki from the ferry
Tallinn Old Town
TEFI Christmas family!
I’m really glad that I finally got to a TEFI conference and am grateful to all of the organisers and Dianne Dredge and Johan Edelheim for a great conference experience. I am looking forward to TEFI11!
This June, the third Psychology of Language Learning (PLL3) conference took place at Waseda University, Japan. Japan is one of our biggest markets and a country that we try and visit every few years in order to stay in touch with what’s happening in the Japanese academic book sector. PLL3 therefore gave me the perfect excuse to make my first trip over. As I have recently moved into my new job as Head of Sales, I am keen to learn all about the different markets in which we sell our books, how they differ and the challenges and prospects for each one. I structured my trip with the first part comprising sales meetings, and the conference making up the final (but by no means lesser!) few days.
The first part of the trip provided an ideal opportunity for me to meet our key contacts, ask zillions of questions and to get the kind of understanding of the market that it is impossible to do by email from our office in Bristol. As with several territories, we have a local Japanese rep, Koro, who looks after our key accounts on a day-to-day basis. Having been emailing Koro for the past 8 years, it was great to finally put a face and a personality to an email address. Koro arranged numerous visits for me during my stay, in Tokyo, Kyoto and Osaka, and was a fantastic source of knowledge of the market. We also bonded over a love of music and fresh air and not panicking when we couldn’t find the right building for a meeting (Japanese maps are a complete mystery to me)!
We met with booksellers (including our biggest customers Kinokuniya, Maruzen and MHM), librarians, academics and subject specialists, in both linguistics and tourism studies. We have a number of exciting titles which were of specific interest to the contacts, most notably the forthcoming book on akogare (desire) by Japanese author Chisato Nonaka and the recently published 3rd edition of Sport Tourism Development which sparked interested because of the upcoming 2019 Rugby World Cup in Japan and Tokyo 2020 Olympics. As well as meetings by day, we went out for drinks and dinner with a number of our contacts, at which I learnt a lot about Japanese culture, food and alcohol!
After the sales part of my trip, I took a day off to reset my brain from sales to editorial work and to enjoy the sights of Tokyo. Sadly, it was a wet break (the rainy season had just begun), but as I had been fortunate enough to enjoy some sunshine the previous weekend, I was not too disheartened to have to spend the day browsing cookware shops on the famous Kappabashi Street and enjoying tea and cake in various tea shops when I needed a break from the torrential downpours!
The PLL conference is now in its third meeting and I am fortunate to have been able to attend all three (you can also read about previous conferences in Graz and Jyväskylä on our blog) and to see the event evolve and thrive over time. This year, Waseda University welcomed 375 delegates from both across Japan and around the world. Stephen Ryan and his colleagues and students meticulously organised and hosted a conference that both lived up to and went beyond previous editions.
Among the highlights of the gathering were the plenaries which were always packed and stimulating. Richard Ryan opened the conference with a talk on self-determination theory and Ema Ushioda ended the first day with a thought-provoking talk questioning the social purpose of academic research. The plenaries of the second day saw Mimi Bong introduce her work on achievement goals and Lourdes Ortega asked how the field of PLL can address issues of social justice. On the final morning, Jean-Marc Dewaele gave a rousing introduction to the closing speaker, Zoltan Dornyei, who focused on the topic of perseverance within the domain of motivation. The final slot is always a tough one (especially the morning after the conference dinner!) but it certainly enthused and engaged delegates who hung around in the entrance foyer long after the conference was officially over.
The conference was also a good platform for the new IAPLL association to be launched and for delegates to hear more about the benefits of membership. With the new association and another successful conference gone by, the stage is now set for the continued development of this subsection of the field and I am already looking forward to PLL4, which is due to take place in June 2020 in Canada.
We recently published Educating Refugee-background Students edited by Shawna Shapiro, Raichle Farrelly and Mary Jane Curry. In this post Shawna and Raichle tell us what we can learn from the voices included in this collection.
We are so excited about the opportunity to publish this new collection of educational research with Multilingual Matters! We’ve worked with refugee-background students in a variety of contexts: Raichle and Mary Jane have both engaged in research with adult education classrooms, and Shawna and Raichle currently collaborate with local school districts in Chittenden County, Vermont, which is a refugee resettlement community. Our book includes the work of researchers working with adolescent and adult students in seven countries, including those which have traditionally been among the top countries of resettlement – the United States, Australia, and Canada – as well as those with steadily increasing refugee populations: Germany, Sweden, Norway, and the United Kingdom.
One of our goals for this book was to put student voices at the center – to help us see schools and communities from the perspective of students with refugee backgrounds. This not only helps us understand students’ educational experiences, it also helps to counter the deficit-based narratives that are prevalent about refugee-background students – narratives that position these learners as lacking in social, cultural, and linguistic capital. There has been a rise in anti-establishment and nationalist sentiment in the US and Europe resulting from anxieties about migration. Refugee migration itself is often framed as a ‘crisis’, thus removing the human element from the discussion. When choosing chapters for this collection, we looked for those that highlight the agency, resilience, and ‘funds of knowledge’ of refugee students.
What do student voices in this collection tell us? First is that many refugee-background students are doing exciting things with literacy, both inside and outside of the classroom. Bryan Ripley Crandall’s chapter, for example, includes excerpts of academic and creative writing from several young men of Somali-background. Some of this writing, such as a film script and an essay about a family heirloom, came out of students’ English classes, however, much of it was shared on social media. Technology plays an important role in literacy for students in Delila Omerbašić’s study as well, which shows how students use digital tools to display cultural and linguistic knowledge. By exploring what she refers to as the girls’ ‘digital landscapes of knowing’, Omerbašić reminds us that students have many skills and resources that we might leverage as assets in the classroom. A similar
message comes across in Amanda Hiorth and Paul Molyneux’s chapter, which includes excerpts of student-generated drawings, which offer unique insight into the emotional and social experiences of Karen students, as they transition from a newcomer program into a secondary school.
We also learn that students can assert themselves in powerful ways, to promote social and educational change. Erin Papa utilizes a photovoice approach in her
collaborative research with Guatemalan and Cambodian youth. In this approach, the youth used photography and writing to share about their lives and to suggest ways in which the school district and community might be improved. Amy Pucino’s chapter shows how Muslim Iraqi students respond to discriminatory remarks from their peers, using humor, logic, and body language as communicative strategies. These chapters remind us that if given the opportunity, students can use language and literacy to be change agents.
We have been so inspired by the creative approaches of students – and researchers working with them – in this collection. This work has energized us as teachers and scholars, and we can’t wait to hear from readers: How do you create space for student voices in your work?
We recently published the 2nd edition of Learning English at School by Kelleen Toohey. In this post the author reflects on the 1st edition of the book and reveals what we can expect from the new one.
I published Learning English at School: Identity, Social Relations and Classroom Practice in 2000, reporting on three years of participant observation of children beginning to learn English at school. My son and daughter were entering kindergarten at about the same time I began my fieldwork in another kindergarten, and it was fascinating to me to observe something of what starting school is like for children and teachers. With this revision of Learning English at School, I am revisiting not only the experiences of the children I observed but also the childhoods of my own children. Together, these re-visitings have elicited mixed emotions of sadness, joy, regret, surprise and nostalgia. The sociocultural theory I used in the 2000 edition was relatively new in second language education literature at the time, and it provided me with a way to think about language learning that resonated more with my previous education in social science than psycholinguistic approaches had done.
With the 2nd edition of the book, I have worked with a new (to me) approach (new materialisms) that draws on my even-farther-back experience of majoring in philosophy in my undergraduate years. The book’s revised subtitle, Identity, Socio-material Relations and Classroom Practice reflects my interest in these ideas and my conviction that material humans, material symbolic systems, and the material world are bound together inextricably (entangled) and act together. The 2nd edition’s cover photo of flying birds was stimulated by ideas of French philosopher Gilles Deleuze and psychotherapist Félix Guattari, who urged finding ways to take ‘lines of flight’ in our thinking. Looking for new ways to understand things, discourses and humans seemed an exciting way for me to rethink my observations from 20 years ago.
Deleuze has also reminded us that scholarship doesn’t advance because we wholly reject what has come before, and that scholars should adopt attitudes of ‘and, and, and’. For these reasons, in the 2nd edition, I re-present my initial observations and my sociocultural analyses, but I also discuss, where relevant, how a new materialism perspective might document and analyse these events somewhat differently, and how such a view might lead language education in new and challenging directions (‘lines of flight’). In those sections of chapters in which I present new materialist interpretations, I discuss additional possible ways of understanding what was going on. I hope the comments I make about new materialism and new ways of telling classroom stories, stimulate other researchers to aim their lenses at matters in addition to the human interactions in their research sites.
For more information about this book please see our website. If you found this interesting, you might also like Early Language Learning edited by Janet Enever and Eva Lindgren.
Last week I attended the 30th annual International Conference on Foreign and Second Language Acquisition (ICFSLA) conference in Szczyrk, Poland. This conference is well-loved by those who’ve attended regularly over the years, and upon arrival I was struck by how welcoming everyone was and what a warm and friendly atmosphere the organisers had created, despite the unseasonably chilly, rainy May weather!
As Multilingual Matters hadn’t been to this conference since 2015, the delegates seemed pleased to see us and find that they could actually buy the books we were displaying. Our SLA series was so popular among the conference-goers that a few of them assumed that was the name of the publisher, not realising it was just one of a number of our series! Alongside the SLA books, the first book in our new PLLT series, Language Teacher Psychology (coedited by Sarah Mercer and Achilleas Kostoulas), was a particular favourite, selling out on the first day.
The theme of this year’s conference was “Identity in Second Language Acquisition and Foreign Language Learning” and I was able to take some time out from manning my stand to go to the plenaries by our authors and series editors Rod Ellis, David Singleton, Sarah Mercer and Simone Pfenninger. Topics discussed included social identity and language development in study abroad, bi-/multilingual communication and identity, language teacher identity and third age identity, and it was nice to have the opportunity to see our authors in action!
Apart from a packed programme of plenaries and sessions, the conference organisers also put on some great entertainment in the evenings. First up was an “Evening of Memories” in which ICFSLA enthusiasts past, present and regretfully absent reminisced (some by audio/video!) about the past 30 years, accompanied by a slideshow of ICFSLA conferences gone by, and with many fond memories of the late Janusz Arabski, the conference’s founder. A special surprise was saved for the last night, when, following the conference dinner, we all trooped up to the bar, where the conference organisers had arranged a concert by Polish a cappella sea shanty band, Banana Boat. The band was brilliant, and somehow I found myself singing along, despite most of the songs being in Polish! The disco at the end of the night rounded off the conference nicely, with some serious dance moves being exhibited well into the early hours.
This month we published Immersion Education by Pádraig Ó Duibhir, which examines the success of young immersion learners of Irish in becoming competent speakers of the minority language. In this post the author explains why further efforts need to be made to promote the wider use of Irish outside Irish-medium education.
We devote a great deal of time and effort in second language teaching to ensure that learners reach the highest level of competence possible in the second language. Sometimes, however, competence is not enough, as in the case of Irish, a minority language in contact with English – one of the world’s major languages.
I have spent most of my career either teaching or researching Irish-medium education. In general, students who graduate from Irish-medium schools have developed excellent oral communication skills in Irish despite some grammatical inaccuracies. One might expect these young adults to contribute to the wider use of Irish in society. Unfortunately, this is not always the case despite government policy in this area. While some do use more Irish than their counterparts who went to English-medium schools, the level of use is disappointing.
As a parent who raised three children, now in their late 20s, through the medium of Irish, I can attest to the lack of opportunities to use the language outside the home and school contexts. None of my adult children work in a job that brings them into contact with Irish and apart from their communication with me, they have very few opportunities to speak Irish. When the children were younger, they attended Irish-medium schools. When their friends from school visited our house, however, I was always struck by the fact that their conversation was in English. If I engaged them in conversation they would happily speak Irish to me but return to conversing in English once I had left. Speaking Irish to me appeared to be normal, perhaps because they saw me as an authority figure or knew that Irish was the language of our home. But speaking Irish among themselves outside of school was not normal.
So much of the Irish government’s efforts to promote the wider use of Irish are invested in the education system. We know from experience, however, that transferring minority language learning from school to society is extremely difficult. How then might we create safe spaces where it is normal to speak Irish? Could we build Irish-speaking networks around Irish-medium schools? What can we learn from other minority language contexts? The advent of pop-up Gaeltachtaí or Irish-speaking social events is a very positive development. How might we capitalise on and expand this concept where participants have a clear desire to speak Irish? In the absence of greater opportunities and a desire to speak Irish, competence alone is not enough.
For more information about this book please see our website.
Most of our bookshop sales are via specialist stores and campus bookshops, where an interested reader is most likely to be browsing. We have always managed these accounts in-house, by sending out catalogues, information sheets and book information to the relevant buyers, and they have mostly ticked along without a great deal of internal involvement. High street book sales are rare as very few of our titles would be picked off the shelves by a casual shopper.
This summer we are publishing Speaking Up by Allyson Jule which is a book about language and gender that has mainstream audience unlike most of our publications which are aimed solely at academic researchers. To reach this audience, we need to ensure that the book gets visibility outside of the academic book trade. It is clear that we would not realise the book’s full market potential if we followed our standard marketing and sales procedures for our academic titles. So, from a marketing perspective, we have enlisted the services of an external PR consultant whose experience will get coverage for the book that might not have been possible by our own efforts alone. From a sales perspective, it is obvious that bookshop presence will be key.
This sparked a discussion about whether it would be sensible for us to take on the services of an external sales force, not just for this title but for all our books. This is something that we do in territories abroad, but we have always managed local relationships ourselves. Making the decision about whether to start such a partnership was not an easy one. Obviously, there are costs involved and the work of the reps needs to bring in enough extra sales to cover the expense of working with them. We had to assess whether there was enough of a market out there that we aren’t able to reach ourselves and if we are better outsourcing efforts to target this market rather than trying to reach the readers ourselves.
On balance we felt that there is more scope for bookshop sales for our books in the UK, especially for books such as those we publish on bilingualism for parents and teachers, and that the benefits had the potential to far outweigh the arguments against. As such, we are excited to now be working with Compass Academic and to make the most of their expertise and experience in the book trade.
Compass Academic is a team of book reps who call on bookshops, library suppliers, wholesalers and internet booksellers, and maintain relationships with all the key bookselling chains. They will now be taking information about our books to their meetings and will be actively promoting them to both existing and new customers on our behalf. The team will be covering a far broader range of booksellers than we could ever manage ourselves and have longstanding relationships with many of their contacts.
Just as importantly as presenting information about our books to booksellers, Compass will also give us regular market feedback on what is happening in the UK trade market in general and news from specific booksellers. This valuable information will help us better plan our publishing program and respond to developments in the industry.
The publication of Speaking Up was certainly the spark that made us take the leap but we are hopeful that the new partnership will benefit all our publications, across both our imprints.
In February this year Callum joined the Channel View Publications/Multilingual Matters team as our new publishing intern. In this post we find out a bit more about him and his work in the world of books and publishing.
What were you doing before you joined us?
I was working as a bookseller for Foyles and as assistant editor for The Cardiff Review, both of which I’m still doing.
Have you always wanted to work in the world of books?
I suppose so, though as a younger teenager I didn’t really read. When I was very young I had visions of being an author which was, I think, just because I didn’t like doing anything much that involved going outside, and to me an author’s life was probably spent indoors, at home, doodling or something similarly inactive. Between the ages of 10 and maybe 16/17 I wasn’t interested in reading at all and only began to come back to books in sixth form and at university (which is lucky, because I was studying English Literature). Since then I figured I may as well play to my strengths, which seem to be in books. So that led to bookselling more than once, working with The Cardiff Review, and now working with Channel View.
What attracted you to the internship initially?
A paid internship is (unfortunately) a rather rare thing. An internship in publishing based outside London is even rarer. I had been looking for experience in publishing for a little while but, like many people, it’s not always the easiest path to follow, short of uprooting your life to relocate and take a hit on your savings. So finding the position at Channel View was a stroke of luck. Also, I think it’s a credit to Channel View that they do run paid internships, when many much larger publishers who I won’t name do not pay their interns. I also liked the idea of working for a small independent business, because it tends to be a more friendly and flexible environment – which has turned out to be the case. Plus I’ll take any excuse to stay in Bristol.
Is publishing what you expected? Are there any surprises?
It actually is pretty much what I expected. Though ideas I had of publishing were usually based on my familiarity with trade publishing, which is obviously a whole different can of worms. Seeing things from the other side of the supply chain in some ways felt like peering behind the curtain. But most of the surprises came from the differences between trade and academic. For example, I had a decent knowledge of the way proofs and advanced reading copies work (from asking publishers for them many times…) but it hadn’t occurred to me that inspection copies would be such a large part of promoting academic books, though it seems obvious now.
Print books or ebooks? What are you reading at the moment?
Print books, obviously. I have nothing against ebooks but I am a bit of a materialist at heart. Print books are just nice objects and if nothing else a good kind of furnishing for a flat. Even when I was studying in Canada I ended up just throwing away clothes so that I could bring books back on the flight. Naomi Klein’s door-stop of a book This Changes Everything singlehandedly put my bag several pounds over the limit, so that sat on my lap throughout the flight. Though I do wish I had an e-reader specifically for magazines and journals because I don’t really feel the same way about them as objects to collect and they build up rather quickly.
Right now I’m reading a book called My Documents by the Chilean writer Alejandro Zambra. It’s a short story collection published by Fitzcarraldo, who are an amazing publisher that I have a lot of admiration for. I have been putting off reading this one for a while after being recommended it but since I picked it up two days ago I haven’t been able to stop reading it. I’m also reading The Name of the Rose by Umberto Eco, but that’s going a little more slowly, as it’s quite big and rather dense – but I’m enjoying it. And I also read a couple of monthly comics such as Saga by Brian K Vaughan and Fiona Staples.
Do you have a favourite book?
I don’t really like to choose but I adore Mrs Dalloway by Virginia Woolf, Slaughterhouse-five by Kurt Vonnegut Jr., A Wizard of Earthsea by Ursula K Le Guin, and The Lonely City by Olivia Laing. The best book I’ve read so far this year is probably The Cost of Living by Deborah Levy.
What’s your favourite way to spend a day off?
Somehow days off always turn into work days anyway, which is maybe how I like it, since I keep doing it. I end up working through things for The Cardiff Review or trying to work on other projects or practise with the band I play in. If I’ve got nothing on then reading in the morning and spending the afternoon cooking something or other – nothing exciting. I also spend a lot of time at gigs, but you don’t need a day off to do that. Usually days off involve a lot of coffee.
Last month I headed off to Chicago with Anna and Tommi for my first international trip with MM – a week of back to back conferences, starting with AAAL and ending with TESOL. After a nice, relaxing flight over, I arrived in Chicago ready to dive straight into the first day of AAAL the following morning.
On the walk to the conference hotel on the first morning, I truly understood how Chicago got its “Windy City” nickname. It was absolutely freezing! No matter which way you turned, hoping the next block would offer some shelter, the gusts coming off the lake seemed to find you. It was a relief to arrive and hunker down in basement where the exhibit hall was located.
After a fairly relaxed start, it was quite the baptism of fire when the first coffee break brought a flurry of people downstairs to the exhibit hall, and every subsequent break continued in the same vein, with all three of us scrabbling for pens, order forms and books at once. Still, it was great to see so much enthusiasm for our books and it was a really successful conference in terms of sales, with Jan Blommaert’s new book, Dialogues with Ethnography, and Translanguaging in Higher Education edited by Catherine M. Mazak and Kevin S. Carroll proving particularly popular.
It was also a really good opportunity for me to finally meet so many of the people I’ve been emailing back and forth with over the past three and a half years, and put faces to names. We were even able to spend time with a couple of our authors after the conference over dinner and had lovely meals out with Wayne Wright, and Maggie Hawkins and her son, Sam. I particularly enjoyed sampling the culinary delights Chicago has to offer, including deep dish pizza, steak and the best Brussels sprouts I have ever encountered in my life!
With AAAL over and Anna on a flight back to the UK, Tommi and I headed straight off to the convention centre where this year’s TESOL was being held. It was a totally different experience for me, having never exhibited in a convention centre before, and I couldn’t believe the sheer scale of the place. After a quiet start, our stand got busier and busier, and by the time Tommi left for home on the penultimate day, I was rushed off my feet! Again, sales were good and it was particularly pleasing to take so many preorders of Shawna Shapiro, Raichle Farrelly and Mary Jane Curry’s forthcoming book, Educating Refugee-background Students, due out in May.
It being my first time in Chicago, I took the opportunity wherever possible to see some of the sights at the end of each day at the conference. I ventured off to Millennium Park to see the famous Bean sculpture there, visited the Art Institute (where the highlight, aside from the collections of famous paintings, were the incredible Thorne Miniature Rooms) and waited in what felt like the world’s longest queue to go up the Willis Tower and try out “The Ledge”, a glass balcony that extends four feet outside the 103rd floor!
Language Learner Autonomy, by David Little, Leni Dam and Lienhard Legenhausen. The latter two authors were at the conference and as active members of the IATEFL LASIG they were busy letting delegates know about their new publication.
Language Teacher Psychology, edited by Sarah Mercer and Achilleas Kostoulas. Sarah Mercer had been the plenary speaker at last year’s conference and many delegates were already aware of this exciting new book. I especially enjoyed meeting friends and colleagues of the editors, who were happy to let them know the good news of the book’s popularity, sometimes by taking a photo of the book at the stand to send to them!
Having not been to this conference before, many of the delegates were unknown to me and it was great for us to be able to reach a new audience, especially one that is so teacher focused. I was, however, also pleased to see a few familiar faces in the IATEFL crowd, including Janet Enever, the series editor of our new Early Language Learning in School Contexts series and author Carol Griffiths, whose new book is so new that I had to bring copies straight from the office.
As well as being my first visit to IATEFL, it was also my first trip to Brighton. As someone who loves the sea, I thoroughly enjoyed getting a good dose of sea air on my way to the conference every morning and treating myself to fish and chips on the beach at the end of the busy week. I managed to explore a bit of Brighton on the one dry and sunny evening of the week and loved what I saw…Brighton is definitely a UK city I’d love to return to for a holiday (ideally when the weather is a bit better!)