征稿通知No. 2│2024（第20届）语言智能教学国际会议暨2024英语教育及应用语言学国际大会

Andy Kirkpatrick，澳大利亚格里菲斯大学（Griffith University）荣休教授，澳大利亚人文科学院（Australian Academy of the Humanities）院士，香港教育大学（The Education University of Hong Kong）名誉教授。已出版著作包括与王立勋合著的Is English an Asian Language?（《英语是亚洲语言吗？》）（剑桥大学出版社，2021年）、World Englishes: Research and Practice（《世界英语：研究与实践》）（上海外语教育出版社，2019年）以及与徐志长合著的Chinese Rhetoric and Writing（《汉语修辞与写作》）（客厅出版社）等。最新著作是The Friendship Store（《友谊商店》），讲述了他在1970年代在中国读研究生的时光（Graham Earnshaw，2024年）。

Critical Digital Literacy (CDL) is deictic: it needs to be continually redefined within rapidly evolving technological and cultural contexts. CDL  requires an ability to critically assess and evaluate information in an   online world that includes not only massive amounts of information, but also misinformation, disinformation, competing ideologies, disguised advertising, predatory journals, ‘echo chambers’, and ‘filter bubbles’. As Coiro (2023) has pointed out, over the past twenty years the Internet has rewritten epistemology: we have moved from ‘Probably true’ to ‘Whose truth?’ to ‘What is truth?’. Not only is information being Balkanised, Internet algorithms are deciding for us which Balkanised country we are to inhabit. In this chaotic information universe, what CDL tools do our students need to acquire, and what role should their teachers play? In this talk I shall highlight key research findings from Europe, the USA, Australia and China into CDL, and share five key pedagogical approaches that have been shown to increase Critical Digital Literacy.

Colin   Harrison是英国诺丁汉大学（University of Nottingham）教育学院（Literacy Studies in Education）荣休教授。发表学术成果140余项，其中14本著作和72篇论文聚焦读写素养与技术结合的主题。在1989年至2022年期间，担任25个技术与学习主题相关的受资助项目首席研究员，特别关注学生如何使用互联网；2002年至2004年，担任巴黎经济合作与发展组织（OECD）技术和学习顾问；2003年至2006年，担任国际阅读协会读写和技术委员会（International Reading Association’s Literacy and Technology Committee）主席、《阅读研究杂志》（Journal of Research in Reading）创始编辑及英国阅读协会（UK Reading Association）前主席。2003年入选阅读名人堂，并于2010年获得国际阅读协会颁发的国际荣誉奖（International   Citation of Merit）。

CALL has become an established field of study within applied linguistics since it emerged over fifty years ago. As a field it has undergone different historical phases as identified by various CALL scholars (e.g., Structural, Communicative and Integrative; Restricted, Open and  Integrative). In this historical development process, CALL has been theorised by drawing on multiple disciplines and theories. At the turn of the 21st century, it was theorised by using Vygotsky’s sociocultural theory as it influenced language education then. In 2003, my former late colleague Stephen Bax aptly called the current phase of CALL normalisation or Integrative CALL. This means CALL has become a part of our normal everyday (language learning) life. However, the CALL scholarship appears to have focused on its affordances and efficacies until Covid-19 paralysed the world in 2020 when attention was suddenly turned to access and equity issues in CALL. As a result, CALL scholarship has just taken a critical turn which examines power, privilege, equity, coloniality and social justice in CALL through different Critical Theories. In this talk, having briefly historicised CALL, I will propose and discuss how a capability theory developed by economist Amartya Sen provides us with tools to evaluate CALL regarding social justice from a novel angle. Specifically, I will discuss expansion of capabilities through CALL for social justice and conclude with some implications for research and praxis.

Prithvi N. Shrestha博士，英国开放大学（The Open University, UK）英语高级讲师，曾荣获2019年英国文化教育协会ELTons国际英语教学创新奖（British Council ELTons finalist 2019）。作为负责人或共同负责人承担国际研究项目多项，发表研究成果超过65项，包括一部研究专著（Dynamic Assessment of Students' Academic Writing（Springer, 2020））和一部编辑卷，内容涵盖计算机辅助语言教学（CALL）、学术素养和学科写作、远程教育中的学术写作评估、语言评估、发展中国家的英语教育和英语媒介语教学（EMI）。研究兴趣包括社会公正、批判理论、系统功能语言学和社会文化理论在上述领域的应用。

In the multilingual landscape of Hong Kong, linguistic diversity flourishes with three principal languages: Cantonese, the vernacular of the majority; English, the language of international prestige; and Putonghua, the national tongue of China. Cantonese was traditionally the language of instruction in primary schools, with secondary schools split between English and Cantonese instruction. Post-1997, the “biliterate and trilingual” policy aimed to balance these languages, aiming for proficiency in written English and Chinese, as well as spoken English, Cantonese, and Putonghua. However, schools lack clear guidance on implementing this policy. Our research, using surveys, interviews, classroom observations, and teacher feedback, seeks to clarify how trilingual education is being applied. We will share key insights, particularly regarding the choice of Medium of Instruction (MoI) and the use of code-mixing and code-switching in education. Our findings aim to direct Hong Kong schools to better trilingual education methods and to contribute to the global understanding of multilingual education.