The MOBILLE 2024 international conference will take place at UCLouvain (Louvain-la-Neuve, Belgium) in October 2024. Our aim is to gather scholars, practitioners, and educational stakeholders in a forum about the relationships between technologies and language learning and teaching in the mobile era.
Whilst the MALL acronym (mobile-aided language learning) exists and reflects the historical bound with the field of CALL (computer-aided language learning), many researchers now prefer to use the full ‘mobile language learning’ expression (see for example Kukulska-Hulme, 2021; Palalas & Hoven, 2016; Stockwell, 2022), hence allowing a shift from the use of technologies as a toolbox to the use of technologies as learning opportunities in the mobile era. Pegrum (2019) puts MALL at the intersection of four lenses: “learning, language, technology and mobility” (p.25). The 3 Mobilities Framework that he puts forward invites us to look at mobility from three perspectives (i.e., the devices, the learners, and the learning experiences) and their intersections: mobile devices, but immobile learners and learning experiences; mobile devices and mobile learners, but immobile learning experiences; and mobile devices, mobile learners, and mobile learning experiences. Pegrum also stresses the need to prepare language learners “for the global challenges confronting humanity in the early 21st century” (2019: 32), thereby also highlighting the essential role of language education and educators.
In this second edition of MOBILLE, we aim to critically address these three mobilities – and their intersections - always prioritizing pedagogical soundness and student-centered approaches. The overarching theme for MOBILLE 2024 will be MOBILIZING LANGUAGE LEARNERS.
Abstract submissions for MOBILLE 2024, can include topics related (but not limited) to:
| AI-agents in language learning | Language for Specific Purposes |
| Assessment | Language learning in crisis contexts |
| Augmented Reality | Learner and/or Teacher Agency |
| Bilingualism/Multilingualism/Plurilingualism | Learning Analytics |
| Blended Learning | Learning Designs |
| Content and Language Integrated Learning | Learning Platforms |
| Critical pedagogies | Project-Based Learning |
| Differentiated Instruction | Second/Third/Fourth… Language Acquisition |
| Digital citizenship | Social Media |
| Digital Literacies | Socio-materialist approaches to language learning and teaching |
| EDI (equity, diversity, inclusion) | Task-based approaches |
| Engagement | Teacher Education |
| Feedback and Evaluation | Telecollaboration |
| Flipped Classroom | Virtual Classroom |
| Gamification | Virtual Reality |
| Inquiry-Based Learning |
Participants are invited to submit proposals that address the learning and/or teaching of any additional language, at any level of proficiency. For organisational purposes, the language of presentations will however be limited to English. To foster active plurilingualism during the conference, presenters will be asked to specify in which language(s) they can handle the Q&A session.
Presentations will be 30 mins (25 mins presentation and 5 mins for Q&A).
Three main presentation types will be proposed:
• MAINLY PRACTICE-ORIENTED PRESENTATION
Showcase your best practices and show your audience how you carry them out. Your proposal should focus on the learning design as well as its implementation, with only a brief mention of the theoretical background.
• MAINLY RESEARCH-ORIENTED PRESENTATION
Showcase your research and its relation to theory and/or practice. Your proposal should include an overview of your topic, your research question(s)/hypothesis(ses) as well as your findings and their implications.
• MAINLY CONCEPT-ORIENTED PRESENTATION
Discuss a MOBILLE-related concept/construct/topic/paradigm/methodology. Your proposal should include an up-to-date review of the topic and talking points to stimulate reflexive discussions.
Submit your proposal using the submission form available here by January 31st, 2024.
Each proposal will be peer-reviewed by at least two members of the MOBILLE Scientific Committee and rated according to:
- APPROPRIATENESS FOR THE SESSION TYPE
- RELEVANCE TO THE FIELD AND AUDIENCE
- QUALITY, CLARITY, AND COHERENCE OF DESCRIPTION
- PEDAGOGICAL SOUNDNESS AND STUDENT-CENTREDNESS
- INNOVATIVENESS OF APPROACH
References
Kukulska-Hulme, A. (2021). A Lifelong Perspective on Mobile Language Learning. In V. Morgana & A. Kukulska-Hulme (Eds.), Mobile Assisted Language Learning Across Educational Contexts (122-133). Routledge.
Palalas, A., & Hoven, D. (2016). Emerging Pedagogies in MALL. In A. Palalas & M. Ally (Eds.), The International Handbook of Mobile-Assisted Language Learning (44-85). China Central Radio & TV University Press Co.
Pegrum, M. (2019). Mobile Lenses on Learning: Languages and Literacies on the Move (1st ed.). Springer Singapore.
Stockwell, G. (2022). Historical Foundations of Technology in SLA. In N. Ziegler & M. González-Lloret (Eds.), The Routledge Handbook of Second Language Acquisition and Technology (9-20).