ALAA2024

Judit Kormos is a Professor in Second Language Acquisition at Lancaster University. Her research focuses on the cognitive processes involved in learning and using additional languages. She has published widely on the effect of dyslexia on learning additional languages including the book “The Second Language Acquisition Process of Students with Specific Learning Difficulties” (Routledge, 2017). She is also the author of several research papers that have investigated the accessibility of language tests for young learners. She was a key partner in the EU-sponsored Dyslexia for Teachers of English as a Foreign Language and the Comics for Inclusive Language Teaching projects both of which won the British Council’s ELTon award. She is the lead educator of the Dyslexia and Foreign Language Teaching massive open online learning course offered by FutureLearn and has run teacher education workshops and webinars on inclusive language teaching in a large variety of international contexts.

Leonard is an Early Carer Research (ECR) who brings experience working as a Classroom Teacher, Teacher-Linguist and School Principal in very remote Northern Territory schools.

Leonard is a Lecturer in Education and researcher in the Faculty of Arts. Leonard coordinates the Bachelor of Education in Early Childhood (Birth - 12 Years) course and supervises postgraduate Higher Degree by Research (HDR) projects.

Leonard’s research is focused on applied linguistics in education, including multilingualism, teaching and learning English as an additional language, language testing and educational assessment. Leonard uses quantitative and qualitative research methods to investigate the diverse English language and literacy learning pathways of young multilingual learners.

Leonard is particularly interested in researching the early English language and literacy development of multilingual children who learn English as an additional language or dialect at school. Leonard’s research is currently focused on examining the fairness, reliability, validity and usefulness of using multilingual students’ national English language and literacy test performances (scores) to make decisions about their learning outcomes and to guide future teaching and learning.

Leonard is a fully registered Classroom Teacher in the Northern Territory who holds a four-year Bachelor of Arts (Economics and Geography) / Bachelor of Education teaching degree from the University of New South Wales. Leonard also holds a Master of Applied Linguistics (TESOL), and a Master of Education (International) from Charles Darwin University. Leonard also holds a Doctor of Philosophy (PhD) from the University of Melbourne.

Noriko Iwashita is an Associate Professor in Applied Linguistics at The University of Queensland (UQ. At UQ she teaches language assessment and testing, language pedagogy and classroom SLA courses in the master’s program. She supervises PhD and MA students in assessment and classroom SLA. Noriko’s research interests include peer interaction in classroom-based research and classroom assessment, language assessment and SLA interfaces, and task-based language teaching and assessment. She had been involved in several validation projects for speaking assessments funded by ETS, IELTS, and The British Council. In 2018, she co-edited the special issue in Language Testing on Revisiting the Speaking Construct with India Plough (Michigan State University) and Jayanti Banerjee (Trinity College London). She is a President-Elect at ALAA and also served ALTAANZ (Association for Language Testing and Assessment of Australia and New Zealand) as a co-president in 2017-2020 and ILTA (International Language Testing Association) as a nominating committee (2018) and members-at-large (2022-23). Her work has appeared in a co-authored book, edited books, and flagship journals, including Language Testing, Applied Linguistics, Studies in Second Language Acquisition, Language Learning, The Modern Language Journal, TESOL Quarterly, and Language Teaching Research.
Metro Toronto Convention Centre, late 2004 A convention, in the sense of a meeting, is a gathering of individuals who meet at an arranged place and time in order to discuss or engage in some common interest

Kia ora everyone, I’m really looking forward to our conference this year. As a specialist in Māori-medium education and Māori language revitalisation, I helped to establish the Huarahi Māori-medium Initial Teacher Education program in 1998 to deliver the Huarahi Māori Bachelor of Education (Teaching) degree. With the guidance of kaumātua (elders) who were native speakers of Māori and experienced educators, I wrote all the Reo Māori courses for the degree program to revitalise and normalise the Māori language in Aotearoa/New Zealand. Since its inception, Huarahi Māori program graduates have taught in Kura Kaupapa Māori (pan-tribal schools) and Kura-ā-Iwi (tribal schools). Many also teach in Māori Bilingual and Māori Immersion classes in English-medium schools, while others teach Māori in English-medium secondary schools. I still teach in the program and consider my part in developing and establishing Huarahi Māori as a lifetime achievement for our people, our language, and our culture. I’m also an educational innovator, addicted to the thrill of creating ‘first-of-a-kind’ technologies. I love the feeling of ‘seeing’ a ‘solution’ in my mind’s eye and then the surge of energy to map out the steps in the design process to create the prototype. ‘Creativity’ is defined as the ‘ability to develop original work’, and that certainly describes what I can do and how I created ‘Hika’ the first smartphone (iPhone) app to learn the Māori language and the ‘Māori Mai Me’ app, the first Virtual Reality app to learn Māori. I’m now leading research projects to design and develop avatar and robotic innovations for Māori Sign Language.