IAFOR > The Asian Conference on Language (ACL) > ACL2022 Overview

ACL2022 Overview

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Special Announcement: ACL2022 will be held Online

Due to continued uncertainties surrounding the ongoing global coronavirus pandemic, IAFOR has made the decision to hold ACL2022 entirely online via Zoom.

Join us in Tokyo (and online) for ACL2022!

March 25–27, 2022 | Held online from Tokyo, Japan

Welcome to The 3rd Asian Conference on Language (ACL2022), held in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP), Osaka University, Japan.

ACL2022 is an exciting in-person interdisciplinary conference that explores the many fields, theories and practices of the study of language, from questions of language acquisition, psychology and linguistics, through those of culture, communication, community-building and technology, to the teaching and learning of language. Come join your colleagues as IAFOR welcomes you to Japan!

In its written and spoken forms language dominates and shapes our lives. Far from just being the tool of communication, language can be beautiful or ugly, sparse and succinct, or overblown and technocratic – direct or obfuscatory. It can be mediocre, lazy, hurtful, spiteful, libellous, slanderous, or false, but it can also be uplifting, joyous, salutary, truthful, and even divine. The past year of the global pandemic has demonstrated those facts as never before. Language brings us our first and dying words, and accompanies our journeys, helping us to formulate concepts, sentences, and lives, and helps us negotiate meanings, ideas, and each other. As we emerge from COVID and its terrible impact on our families and communities, we find solace, inspiration, and connection through our various modes of expression – written, oral, artistic, and non-verbal.

The study of language and languages is an immense opportunity to engage with international, intercultural, and interdisciplinary content and issues that lie at the heart of the IAFOR mission. Since its founding in 2009, IAFOR has brought people and ideas together in a variety of events and platforms to promote and celebrate interdisciplinary study, and underline its importance. Over the past year we have engaged in many cross-sectoral projects, including those with universities (the University of Tokyo, Singapore Management University, Birkbeck University of London, and UCL), research centers (RECSIE), as well as collaborative projects with the Ministry of Foreign Affairs (MOFA) and the Australian Institute of Foreign Affairs.

With the IAFOR Research Centre at Osaka University’s Osaka School of International Public Policy (OSIPP), we have engaged in a number of interdisciplinary initiatives we believe will have an important impact on domestic and international public policy conversations. It is through conferences like these that we expand our network and partners, and we have no doubt that ACL2022 will offer a remarkable opportunity for the sharing of research and best practice, and for the meeting of people and ideas.

At the intersection of theory, pedagogy, and praxis The Asian Conference on Language invites researchers and teachers to submit proposals in the following areas:

  • Language Acquisition
  • Language and Communication
  • Language and Culture
  • Language and Psychology
  • Language and Technology
  • Language and Resilience
  • Language and Community
  • Language Learning and Teaching
  • Linguistics

We look forward to meeting you in Tokyo and online!

– The ACL2022 Organising Committee

Joseph Haldane, The International Academic Forum (IAFOR), Japan
Donald E. Hall, University of Rochester, United States
Yasuko Ito, Kanda University of International Studies, Japan
Barbara Lockee, Virginia Tech., United States
Jo Mynard, Kanda University of International Studies, Japan
Diane Hawley Nagatomo, Ochanomizu University, Japan
Dexter Da Silva, Keisen University, Japan
Kie Yamamoto, Wayo Women’s University, Japan

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education. Authors need to submit their manuscripts directly to the IAFOR Journal of Education for the normal review peer-review process. Please note that papers already submitted to, or published in IAFOR Conference Proceedings are not accepted for publication in any of IAFOR’s journals. IAFOR's Conference Proceedings are not Scopus listed.

Key Information
  • Location & Venue: Toshi Center Hotel, Tokyo, Japan (and online)
  • Dates: Friday, March 25, 2022 ​to Sunday, March 27, 2022
  • Early Bird Abstract Submission Deadline: October 29, 2021*
  • Final Abstract Submission Deadline: January 11, 2022
  • Registration Deadline for Presenters: February 10, 2022

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.

Submit an Abstract
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Programme

  • Reflection and Metacognition in Language Learning: Are We Doing Enough to Support Our Students?
    Reflection and Metacognition in Language Learning: Are We Doing Enough to Support Our Students?
    Plenary Panel: Luke Carson, Åsta Haukås, Li-Shih Huang & Yoshiyuki Nakata
  • Hate Speech, Love Speech, Free Speech?
    Hate Speech, Love Speech, Free Speech?
    Panel Presentation: Ben Fenton-Smith, Haruko Satoh & Neil Thin
  • Is the Pen Really Mightier than the Sword?
    Is the Pen Really Mightier than the Sword?
    Critical Discussion Session: Dexter Da Silva & Joseph Haldane
  • Dreaming of Words (2021)
    Dreaming of Words (2021)
    Film Screening: Nandan

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Speakers

  • Luke Carson
    Luke Carson
    Hiroshima City University, Japan
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Åsta Haukås
    Åsta Haukås
    University of Bergen, Norway
  • Li-Shih Huang
    Li-Shih Huang
    University of Victoria, Canada
  • Nandan
    Nandan
    Independent Film Director & Producer, India
  • Yoshiyuki Nakata
    Yoshiyuki Nakata
    Doshisha University, Japan
  • Haruko Satoh
    Haruko Satoh
    Osaka University, Japan
  • Dexter Da Silva
    Dexter Da Silva
    Keisen University, Japan
  • Ben Fenton-Smith
    Ben Fenton-Smith
    Griffith University, Australia
  • Neil Thin
    Neil Thin
    University of Edinburgh, United Kingdom

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Organising Committee

  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Donald E. Hall
    Donald E. Hall
    University of Rochester, USA
  • Yasuko Ito
    Yasuko Ito
    Kanda University of International Studies, Japan
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech., USA
  • Jo Mynard
    Jo Mynard
    Kanda University of International Studies, Japan
  • Diane Hawley Nagatomo
    Diane Hawley Nagatomo
    Ochanomizu University, Japan
  • Dexter Da Silva
    Dexter Da Silva
    Keisen University, Japan
  • Kie Yamamoto
    Kie Yamamoto
    Wayo Women’s University, Japan

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Reflection and Metacognition in Language Learning: Are We Doing Enough to Support Our Students?
Plenary Panel: Luke Carson, Åsta Haukås, Li-Shih Huang & Yoshiyuki Nakata

Language educators would generally agree that it is important to engage learners in reflection and help them to develop the awareness and strategies needed for self-regulation. Indeed, we know from the research that reflection leads to the development of metacognition and enhances both the experience and outcomes of language learning (Huang, 2021; Richards & Lockhard, 1996; Schön, 1984). However, in practice, teachers may not necessarily be well equipped to promote reflection on learning for a host of reasons. Some examples include lacking awareness of the field and terminology associated with reflection (Silver, 2013); lacking training in how to adequately promote reflection on learning; and lacking time or opportunities to dedicate to reflection in class due to curriculum constraints. Although some learners are naturally reflective, most students need support in developing an awareness of reflective processes as an integral part of the language curriculum. In addition, learners need support and opportunities to think deeply about their learning beyond the classroom.

This panel has two main aims. Firstly, we approach the subject of reflection from the point of view of language learners. We explore what we mean by reflection and why it is important for language learning. We discuss how we can engage students in reflection on their learning as part of the language acquisition process. Secondly, we approach the subject of reflection from the perspective of language educators. How can we best prepare and support teachers to be able to promote reflection in their learners? What evidence can be gathered to facilitate reflective noticing? What support can be offered in teacher training programs, teacher development programs and at program and institutional levels? Although we have chosen these two perspectives, the influences of the learners and the educators are bidirectional (Hattie & Clark, 2019; Murphey 2021) and both can benefit from feedback and shared dialogue about the learning that is taking place.

We bring together panellists with diverse experiences who can explore both the theoretical and the practical aspects of promoting reflection and developing metacognition in language learners and in supporting teachers in the process.

Read presenter biographies
Hate Speech, Love Speech, Free Speech?
Panel Presentation: Ben Fenton-Smith, Haruko Satoh & Neil Thin

In 2021 the Nobel Peace Prize was awarded to two journalists, Maria Ressa and Dmitry Muratov “for their efforts to safeguard freedom of expression, which is a precondition for democracy and lasting peace.” In a context of rising global authoritarianism and autocracy, the award was a reminder of the long and difficult history of journalists holding power to account.

It is little wonder that the ways in which we communicate, whether through the spoken or the written word, are the subject of constant discussion or controversy. Our communication is guided and regulated by myriad de facto and de jure rules and laws, and these change by context and country. What is acceptable or appropriate in one context may not be in another. The same words that make you celebrated, may also make you reviled, and the same words that can make you a reputation, a living and a life, can also take these away.

In this panel, a group of linguists and academics will discuss speech in the global academy to look at the rights and responsibilities associated with expression through language, to include the following: Who has a voice? Who gets the right to say what? Who has agency? Who has representation? Who should shut up and in what circumstances should they? Who has the right to speak for whom? Who gets to set the agenda? What of “culture” wars and “cancel” culture? What of state censorship and self-censorship?

Read presenter biographies
Is the Pen Really Mightier than the Sword?
Critical Discussion Session: Dexter Da Silva & Joseph Haldane

As inter-disciplinary language researchers and educators, of course we would like to answer affirmatively and immediately. But often it’s difficult to do so confidently. Especially during times like the current one, with propaganda, fake news, misinformation, and conspiracy theories reigning supreme. Social media exacerbates the problem with language – especially the written word – taken up by uncritical readers in dangerously negative ways. What is needed for ‘the pen’, the written word, to really be mightier than violence directed against others?

This critical discussion will start with a brief introduction about the power of human language, and what needs to happen in order for humanity to positively face the challenges of the ‘new normal’, post-pandemic, anthropocene future.

Read presenter biographies
Dreaming of Words (2021)
Film Screening: Nandan

Njattyela Sreedharan, a fourth-standard drop-out, compiles a dictionary connecting four Indian languages. Travelling across four states and doing extensive research, he spent twenty five years making the multilingual dictionary. This unique dictionary offers a comparative study of Malayalam, Kannada, Tamil and Telugu. Dreaming of Words traces Sreedharan's life, work, love for languages and the struggles to get the dictionary published. The film also explores the linguistic and cultural diversity in India.

Read Director's biography
Luke Carson
Hiroshima City University, Japan

Biography

Dr Luke Carson is an Associate Professor in the Faculty of International Studies at Hiroshima City University. His research interests centre around learning but extend across the disciplines of education, psychology, language and culture. Within learning, he has researched learner autonomy, metacognition, emotion and more, presenting on this work globally. He teaches across all these areas, and has begun to turn his teaching and research focus to the learning needs of the future (he currently teaches Futures Studies). He recently authored the book Metacognition and its Interactions with Cognition, Affect, Physicality and Off-task Thought, which was published by Routledge in March 2021 as part of their Research in Educational Psychology series.

Panel Presentation (2022) | Reflection and Metacognition in Language Learning: Are We Doing Enough to Support Our Students?
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Founder, Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s research and teaching is on history, politics, international affairs and international education, as well as governance and decision making. Since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and is Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), where he teaches Ethics and Governance on the MBA programme, and a Member of the International Advisory Council of the Department of Educational Foundations at the University of Hawaiʻi at Mānoa’s College of Education (USA), collaborating on the development of the Global PhD programme.

Dr Haldane has given invited lectures and presentations to universities and conferences around the world, including at the United Nations Headquarters in New York, and advised universities, NGOs and governments on issues relating to international education policy, public-private partnerships, and multi-stakeholder forums. He was the project lead on the 2019 Kansai Resilience Forum, held by the Japanese Government through the Prime Minister’s Office and the Cabinet Office in collaboration with IAFOR.

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Critical Discussion Session (2022) | Is the Pen Really Mightier than the Sword?
Åsta Haukås
University of Bergen, Norway

Biography

Åsta Haukås is Professor of Applied Linguistics and Language Teacher Education in the Department of Foreign Languages at the University of Bergen, Norway. Her research interests include multilingualism, metacognition in language learning and teaching, language teacher psychology, and language teachers' professional development.

Panel Presentation (2022) | Reflection and Metacognition in Language Learning: Are We Doing Enough to Support Our Students?
Li-Shih Huang
University of Victoria, Canada

Biography

Dr Li-Shih Huang is an Associate Professor of Applied Linguistics at the University of Victoria, Canada. Her scholarly interests include areas such as needs and outcomes assessment, reflective learning, corpus-based instruction, and strategic behaviours in language learning and language testing. She has received numerous research grants from the Social Sciences and Humanities Research Council of Canada (SSHRC), the Educational Testing Service (ETS®), and the International English Language Testing System (IELTS™) for her work in those areas. Li-Shih has also been the recipient of the University of Victoria’s Humanities Teaching Excellence Award, TESOL’s Mary Finocchiaro Award for Excellence in Unpublished Pedagogical Materials, and TESOL’s Award for an Outstanding Paper on NNEST Issues.

Panel Presentation (2022) | Reflection and Metacognition in Language Learning: Are We Doing Enough to Support Our Students?
Nandan
Independent Film Director & Producer, India

Biography

Nandan is a writer and filmmaker from India. He was born in Kerala into a family prominent in the field of arts and literature. It was during his college days that he watched Akira Kurosawa's Rashomon and decided to be a filmmaker. He completed his BTech in Civil Engineering and worked in Bengaluru though his interest was always in the fine arts. Then he moved to Mumbai to follow his passion in filmmaking. There he started his career by working in advertising films. Since then he has worked as an assistant director in several major feature films and many advertising films for various reputed brands. He is known for directing Breath and Dreaming of Words.

Film Screening (2022) | Dreaming of Words (2021)
Yoshiyuki Nakata
Doshisha University, Japan

Biography

Yoshiyuki Nakata is a Professor of English Language Education in the Faculty of Global Communications at Doshisha University, Kyoto, Japan. He has been involved mainly in language teacher education in Japan for more than 20 years. His research interests include self-regulated language learning, language learning motivation, learner/teacher autonomy in the school context and language teacher education. Relevant publications have appeared in journals such as Teaching and Teacher Education, International Journal of Educational Research, International Journal of Applied Linguistics, Innovation in Language Learning and Teaching, and the Asia-Pacific Journal of Teacher Education. He is the co-editor of Mapping the Terrain of Learner Autonomy.

Panel Presentation (2022) | Reflection and Metacognition in Language Learning: Are We Doing Enough to Support Our Students?
Haruko Satoh
Osaka University, Japan

Biography

Haruko Satoh is Specially Appointed Professor at the Osaka School of International Public Policy (OSIPP), where she teaches Japan’s relations with Asia and identity in international relations. She is also co-director of the OSIPP-IAFOR Research Centre and she was previously part of the MEXT Reinventing Japan project on “Peace and Human Security in Asia (PAHSA)” with six Southeast Asian and four Japanese universities.
In the past she has worked at the Japan Institute of International Affairs (JIIA), Chatham House, and Gaiko Forum. Her interests are primarily in state theory, Japanese nationalism and identity politics. Recent publications include: “China in Japan’s Nation-state Identity” in James DJ Brown & Jeff Kingston (eds) Japan’s Foreign Relations in Asia (Routledge, 2018); “Japan’s ‘Postmodern’ Possibility with China: A View from Kansai” in Lam Peng Er (ed), China-Japan Relations in the 21st Century (Palgrave Macmillan, 2017); “Rethinking Security in Japan: In Search of a Post-‘Postwar’ Narrative” in Jain & Lam (Eds.), Japan’s Strategic Challenges in a Changing Regional Environment (World Scientific, 2012); “Through the Looking-glass: China’s Rise as Seen from Japan”, (co-authored with Toshiya Hoshino), Journal of Asian Public Policy, 5(2), 181–198, (July 2012); “Post- 3.11 Japan: A Matter of Restoring Trust?”, ISPI Analysis No. 83 (December 2011); “Legitimacy Deficit in Japan: The Road to True Popular Sovereignty” in Kane, Loy & Patapan (Eds.), Political Legitimacy in Asia: New Leadership Challenges (Palgrave Macmillan, 2011), “Japan: Re-engaging with China Meaningfully” in Tang, Li & Acharya (eds), Living with China: Regional States and China through Crises and Turning Points (Palgrave Macmillan, 2009).

Professor Satoh is a member of IAFOR’s Academic Governing Board. She is Chair of the Politics, Law & International Relations section of the International Academic Advisory Board.

Panel Presentation (2022) | Hate Speech, Love Speech, Free Speech?
Dexter Da Silva
Keisen University, Japan

Biography

Dr Dexter Da Silva is currently Professor of Educational Psychology at Keisen University in Tokyo. He has taught EFL at junior high school, language schools, and universities in Sydney, Australia, and for more than two decades has been living, and teaching at the tertiary level, in Japan. Professor Da Silva was educated at the University of Sydney (BA, Dip. Ed., MA), and the University of Western Sydney (PhD). He has presented and co-presented at conferences in Asia, Australia, Europe and the United States, co-edited two books on Motivation in Foreign Language Learning, and written or co-written articles and book chapters on education-related topics, such as trust, student motivation, autonomy, and content-based language teaching. He is a past editor of On CUE Journal, past president of the Asian Psychological Association, regular reviewer for conferences, proceedings, journal articles and book chapters, and regularly co-chairs and participates in the Organising Committee of conferences on Motivation, Language Learning and Teaching, and Psychology and the Behavioral Sciences.

Professor Dexter Da Silva is a member of IAFOR’s Academic Governing Board. He is Chair of the Psychology & the Behavioral Sciences section of the International Academic Advisory Board.

Critical Discussion Session (2022) | Is the Pen Really Mightier than the Sword?

Previous Presentations

Panel Presentation (2021) | A Language for Humanity
Ben Fenton-Smith
Griffith University, Australia

Biography

Ben Fenton-Smith is a lecturer in the School of Humanities, Languages and Social Science at Griffith University in Brisbane, Australia. He is also the International Director of the university’s Arts, Education and Law faculty. He completed a doctorate on political discourse at Macquarie University and published on the topic in journals such as Discourse and Society and the Journal of Language and Politics. Hate speech, love speech and free speech are themes that run through two courses he convenes at Griffith: ‘Discourse, Text and Power’ and ‘Public Policy for Change’.

Panel Presentation (2022) | Hate Speech, Love Speech, Free Speech?
Neil Thin
University of Edinburgh, United Kingdom

Biography

Neil Thin is a senior lecturer in Social and Political Science at the University of Edinburgh. He researches and lectures on happiness, social quality, sustainable development, and appreciative and aspirational social planning. He has authored four books and several institutional policy guides on these themes. He promoted the wellbeing lens in social planning through a Parliamentary Fellowship in the Scottish Parliament, and through service on the UN/Government of Bhutan panel of experts on happiness and development. He also has over 20 years of practical and policy experience working towards the reduction of poverty and promotion of justice and wellbeing in poorer countries, working at all levels from grassroots to governmental and international official agencies. He has frequently served as a social development adviser and trainer for international development agencies such as the UK Department for International Development, UN Agencies, the World Bank, and international NGOs.

Panel Presentation (2022) | Hate Speech, Love Speech, Free Speech?
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Founder, Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s research and teaching is on history, politics, international affairs and international education, as well as governance and decision making. Since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and is Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), where he teaches Ethics and Governance on the MBA programme, and a Member of the International Advisory Council of the Department of Educational Foundations at the University of Hawaiʻi at Mānoa’s College of Education (USA), collaborating on the development of the Global PhD programme.

Dr Haldane has given invited lectures and presentations to universities and conferences around the world, including at the United Nations Headquarters in New York, and advised universities, NGOs and governments on issues relating to international education policy, public-private partnerships, and multi-stakeholder forums. He was the project lead on the 2019 Kansai Resilience Forum, held by the Japanese Government through the Prime Minister’s Office and the Cabinet Office in collaboration with IAFOR.

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Critical Discussion Session (2022) | Is the Pen Really Mightier than the Sword?
Donald E. Hall
University of Rochester, USA

Biography

Donald E. Hall is Dean of the Faculty of Arts, Sciences, and Engineering at the University of Rochester, USA. Prior to moving to Rochester, he was Dean of Arts and Sciences at Lehigh University, USA. Dean Hall has published widely in the fields of British Studies, Gender Theory, Cultural Studies, and Professional Studies. Over the course of his career, he served as Jackson Distinguished Professor of English and Chair of the Department of English (and previously Chair of the Department of Foreign Languages) at West Virginia University. Before that, he was Professor of English and Chair of the Department of English at California State University, Northridge, where he taught for 13 years. He is a recipient of the University Distinguished Teaching Award at CSUN, was a visiting professor at the National University of Rwanda, was Lansdowne Distinguished Visiting Scholar at the University of Victoria (Canada), was Fulbright Distinguished Chair in Cultural Studies at Karl Franzens University in Graz, Austria, and was Fulbright Specialist at the University of Helsinki. He has also taught in Sweden, Romania, Hungary, and China. He served on numerous panels and committees for the Modern Language Association (MLA), including the Task Force on Evaluating Scholarship for Tenure and Promotion, and the Convention Program Committee. In 2012, he served as national President of the Association of Departments of English. From 2013-2017, he served on the Executive Council of the MLA.

His current and forthcoming work examines issues such as professional responsibility and academic community-building, the dialogics of social change and activist intellectualism, and the Victorian (and our continuing) interest in the deployment of instrumental agency over our social, vocational, and sexual selves. Among his many books and editions are the influential faculty development guides, The Academic Self and The Academic Community, both published by Ohio State University Press. Subjectivities and Reading Sexualities: Hermeneutic Theory and the Future of Queer Studies were both published by Routledge Press. Most recently he and Annamarie Jagose, of the University of Auckland, co-edited a volume titled The Routledge Queer Studies Reader. Though he is a full-time administrator, he continues to lecture worldwide on the value of a liberal arts education and the need for nurturing global competencies in students and interdisciplinary dialogue in and beyond the classroom.

Professor Donald E. Hall is a Vice-President of IAFOR. He is Chair of the Arts, Humanities, Media & Culture division of the International Academic Advisory Board.

Keynote Presentation (2020) | Dislocation/Invitation
Yasuko Ito
Kanda University of International Studies, Japan

Biography

Yasuko Ito is a Professor in the Department of English at Kanda University of International Studies (KUIS). She is also the Director of the Research Institute of Language Studies and Language Education at KUIS. She received an MA in Education from Stanford University, an MS in Linguistics from Georgetown University, and a PhD in Second Language Acquisition from the University of Hawai’i at Manoa. Her research interests include second language acquisition, second language phonology, and language testing.

Barbara Lockee
Virginia Tech., USA

Biography

Dr Barbara Lockee is Professor of Instructional Design and Technology at Virginia Tech, USA, where she is also Associate Director of the School of Education and Associate Director of Educational Research and Outreach. She teaches courses in instructional design, message design, and distance education. Her research interests focus on instructional design issues related to technology-mediated learning. She has published more than 80 papers in academic journals, conferences and books, and has presented her scholarly work at over 90 national and international conferences.

Dr Lockee is Immediate Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Professor Barbara Lockee is a Vice-President of IAFOR. She is Chair of the Education & Language Learning division of the International Academic Advisory Board.

Jo Mynard
Kanda University of International Studies, Japan

Biography

Dr Jo Mynard is a Professor and Director of the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Japan. At KUIS, she advises language learners, and oversees academic support, research and the general direction of the SALC. She also teaches an undergraduate course on Effective Language Learning at KUIS and a graduate course on Learner Autonomy as part of the MA TESOL programme at the KUIS graduate school. She is a part-time faculty member on the Doctor of Education programme in TESOL at the University of Anaheim (USA), an occasional supervisor at the university of Birmingham (UK) on the MA TESOL programme, and an advisor to doctoral candidates at the Education and ICT programme at the Open University of Catalunya (Spain). She has co-edited four books. Two on learner autonomy (2011; 2014), and two on advising in language learning (2012). She recently co-authored a book (with Satoko Kato) on reflective dialogue / advising which was published by Routledge (New York) in August 2015. She has been the editor of SiSAL (Studies in Self-Access Learning) Journal --a peer review, open access publication-- since 2010.

Diane Hawley Nagatomo
Ochanomizu University, Japan

Biography

Dr Diane Hawley Nagatomo is an associate Professor in the Graduate School of Humanities and Science at Ochanomizu University, Japan. She has taught graduate and undergraduate courses in Japanese universities for more than thirty years. She is the author of 21 EFL textbooks for the Japanese audience, numerous academic articles, and has presented at numerous conferences. Among her books are Exploring Japanese University English Teachers’ Professional Identity (2012) and Gender, Identity and Teaching English in Japan (2016). Her research interests include teachers’ and students’ beliefs, professional identity, gender issues, and materials development.

Dexter Da Silva
Keisen University, Japan

Biography

Dr Dexter Da Silva is currently Professor of Educational Psychology at Keisen University in Tokyo. He has taught EFL at junior high school, language schools, and universities in Sydney, Australia, and for more than two decades has been living, and teaching at the tertiary level, in Japan. Professor Da Silva was educated at the University of Sydney (BA, Dip. Ed., MA), and the University of Western Sydney (PhD). He has presented and co-presented at conferences in Asia, Australia, Europe and the United States, co-edited two books on Motivation in Foreign Language Learning, and written or co-written articles and book chapters on education-related topics, such as trust, student motivation, autonomy, and content-based language teaching. He is a past editor of On CUE Journal, past president of the Asian Psychological Association, regular reviewer for conferences, proceedings, journal articles and book chapters, and regularly co-chairs and participates in the Organising Committee of conferences on Motivation, Language Learning and Teaching, and Psychology and the Behavioral Sciences.

Professor Dexter Da Silva is a member of IAFOR’s Academic Governing Board. He is Chair of the Psychology & the Behavioral Sciences section of the International Academic Advisory Board.

Critical Discussion Session (2022) | Is the Pen Really Mightier than the Sword?

Previous Presentations

Panel Presentation (2021) | A Language for Humanity
Kie Yamamoto
Wayo Women’s University, Japan

Biography

Kie Yamamoto is Assistant Professor in the Department of English Communication, Faculty of Global Studies at Wayo Women’s University in Japan. In addition to her teaching role, she is in charge of running self-directed learning activities supporting student learning communities at the school. She is also currently pursuing her doctorate at the University of Bath, United Kingdom. Her research interests lie mainly in teletandem learning, language learner identity and learner autonomy. She holds an M.S.Ed in TESOL from Temple University.

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