AILA Solidarity Awards

The goal of the Solidarity Award Fund (SAF) is to raise an endowment fund to support scholars to attend AILA meetings (held every three years). These awards are for scholars whose papers are accepted for presentation at the conference, but who are from parts of the world where economies make it difficult, if not prohibitive, for them to travel to the conference. These individuals are the future of our profession and will be the leaders in Applied Linguistics in their countries. The goal of $50,000 for this fundraising campaign would provide funds for this purpose.

Solidarity Award Committee

The Solidarity Award Committee has as its purpose to administer the selection of awardees for each World Congress. The committee is chaired by the Vice President, its members are two members of the International Committee (IC). One of them is the IC representative from the upcoming AILA World Congress host country.

Chair:

Members:

Awardees 2023

Webpage: https://sa-aila2023.sciencesconf.org/

Award for online and sustainable participation

  1. Compagnoni Ilaria Italy: Virtual Reality in hybrid language learning as a tool to foster positive interdependence: an investigation on students of Italian as a Foreign Language.
  2. Cursino Carla Brazil: Narratives of the self: autobiographical literary writing as a way to understand identity reconstructions of crisis migrants 
  3. Dominguez Amanda USA: Decolonizing the Curriculum through Community-Engaged Partnerships 
  4. Du Yunpeng UK: Becoming ‘critical’ citizens: language, Chinese social media, and the making of political positionings 
  5. Estefogo Francisco Brazil: The social vulnerability of the youth: Multimedia agencies in the rescue of contemporary (post)pandemic exile
  6. Fernandez S. Carina Argentina: Interdisciplinarity as a means for inclusion/ La interdisciplinariedad como medio para la inclusión 
  7. Figueiredo Alex Brazil: “Do you date man and woman!?”: Sociability and their normative bases in the lives of LGBTQIA+ people among their relatives. 
  8. Ge Nannan China: Representing cultures in locally developed language textbooks: A comparative analysis of German textbooks in China, Japan and Korea 
  9. Gülbeyaz Esin Isil Netherlands: Written language development of Turkish-German bilingual students –  A comparison between bilingual and monolingual settings 
  10. Jiménez-Gaspar Amelia Spain:  The role of internal and external factors for code-mixing: A study of early multilingualism in Germany with special reference to Catalan as a heritage language 
  11. Kouraichi Bochra Hungary: Enhancing Students’ Motivation in the EFL Classroom using the ARCS model: Tunisian Undergraduate Students 
  12. Nawaser Kamal Iran: Towards conceptualizing ‘demographic agency’ in language maintenance scholarship: The case of family language policy in Arabic-Persian bilingual families in Iran 
  13. Ntiranyibagira Constantin Burundi: L’évolution du paysage linguistique burundais. Analyse de la complexité statutaire du kirundi 
  14. Ojong Rachel Cameroon: Naturalistic Data Collection in Rural Cameroon: Challenges and Ethical Issues 
  15. Peña Dix Beatriz Colombia: El individuo intercultural: aprendizajes dinámicos desde la pedagogía crítica intercultural y la autorreflexión 
  16. Playsted Skye Australia: Professional learning about teaching pronunciation: Inclusive practitioner research in the context of beginner-level adult English language teaching in Australia 
  17. Rahman Tania Bangladesh: Agency in the teaching of English language in higher education in Bangladesh: A justification for multilingual TESOL in Bangladeshi higher education 
  18. Tavella Gabriela N. Argentina: Interdisciplinarity as a means for inclusion/ La interdisciplinariedad como medio para la inclusión 
  19. Tian Jingxuan China: An Investigation of Linguistic Features of Fluency by English Speakers with Different Proficiency Levels 
  20. Wang Sixuan Australia: When the linguistic market meets the tea business: language attitudes, ideologies and linguistic entrepreneurship in the Blang community in China 
  21. Yang Hongmei China: Upward Mobility in Tourism and on TikTok: Problematizing the Revitalization of Ethnic Bai Language and Culture in China 

Travel award

1. Amorim Gabriel Brazil: A Digital Shift: The Use of New Technologies for Language (Teacher) Education in Brazil 

2.  Belabbas Souhila Algeria: Language policing inside and outside the home: Children of Kabyle immigrants in the UK 

3. Borràs Judith Spain:  The Role of English as a Lingua Franca in Intercultural Competence Development 
4. Co Elisa Brazil: Decolonizing English Language Teaching (ELT) through Virtual Exchange (VE) 
5. Coachman Erika Brazil: Decolonial English Language Teaching: Tackling Race-Making through Critical Literacies 
6. Fan Qin UK: Discursive value creation: sustainable fashion in Shanghai’s high-end market 
7. Favoretti Serafim Valeska Brazil: Transgressive English language teaching practices in a Brazilian public school: active methodologies through the lenses of Socio-Cultural-Historical Theory (SCHT) 
8. Floyd Rachel USA:  A critical and multiliteracies-based pedagogical approach to project-based learning in the second language classroom 
9. Garrett Melissa Canada: Investigating the application of strength-based practices for students with exceptionalities to promote inclusion and belonging in the second language learning context / French as a Second Language Teacher Candidates and the Construction of a Professional Identity 
10. Hamm-Rodriguez Molly USA: Disrupting Commodified Language in Tourism Economies: PAR and Social Justice in the Dominican Republic 
11. Hildeblando Junior Carlos Alberto: Decolonizing English Language Teaching (ELT) through Virtual Exchange (VE) 
12. Kretzer Michael Germany: Minority language usage for health crisis communication: Examples from Western Cape (South Africa) and Pennsylvania (USA)  / The Heterogeneity of Language Policies and Its Related Health Crisis Communication About COVID-19 in Lesotho and South Africa  / Educational Decolonisation and Decolonising Education? Recent developments of Language Policies in selected countries of the SADC-region 
13. Leena Aniqa UK: Investigating the impact of The Enduring Principles of Learning on multilingual pupils’ language and literacy development 
14. Maseko Busani South Africa: Blurring the binaries of home/school in family language policy: Parents as teachers in heritage language lessons 
15. Mello Melanie USA: Exploratorische Praxis? Challenges and Opportunities in Translating Practitioner Research into Languages Other than English 
16. Nguyen Giang Vietnam: Replicating a qualitative study in Applied Linguistics – insights and lessons learned 
17. Nguyen Minh Nghia USA: A multilingual’s use of gesture, gaze, and verbal elements for full class participation / “The past isn’t even past”: Re-historicizing the Discourses about the Vietnam War 
18. Nguyen Vinh Vietnam: Replicating a qualitative study in Applied Linguistics – insights and lessons learned 
19. Pairon Jacqueline Belgium: Musique et enseignement des langues 
20. Pattemore Matthew Spain: Language learning game mechanics and their implications for pedagogical use of games in the classroom 
21. Raza Kashif Canada:  Towards a political economy of immigrant languages for social justice: A case study of South-Asian immigrants in Alberta 
22. Rilliard Marylise USA: Promoting Diversity, Inclusion, and Critical Language Awareness Through the Sociolinguistic Exploration of L2 Identities in French 
23. Shoecraft Kelly Australia: “Mon école bilingue”: Effects of children reflecting on their bilingual education and emerging plurilingual identities. 
24. Sultana Shaila Bangladesh: EMI in the neoliberal private higher education of Bangladesh: Fragmented learning opportunities 
25. Tekin Burak S Turkey.: Accounting for the failures in video game playing activities 
26. Yilmaz Tuba Turkey: Integration and Equity in Two-Way Bilingual Education Programs