Nome dell'autore: Anglistica

CALL FOR PAPERS Pop Cultural Linguistics: Researching and Theorizing Performed Language and Communication (25 and 26 February 2027, University of Salento, Lecce, Italy)

Organized by Francesca Bianchi (University of Salento), Valentin Werner (University of Bamberg) & Janina Wildfeuer (University of Groningen) The study of mass-media-distributed pop-cultural artifacts – such as songs, films, television series, comics, video games, and so on – is becoming increasingly widespread in academia due to their enormous reach and the fact that they constitute a significant portion of contemporary everyday communication with potentially significant social influence. In this regard, it should be noted that language, as a central creative component of pop-cultural communication, has received increased attention, and that the linguistic analysis of relevant uses has established itself as a branch of research known as Pop Cultural Linguistics, dedicated to the study of performed language and its specific conditions of production and reception in relevant contexts. Within this emerging paradigm, approaches that focus on the interaction of linguistic, social, and cultural factors play a particularly important role, among other things to highlight that pop-cultural artifacts are not simply commercial (entertainment) products but always also convey and construct social meaning. Another evident form of interaction in these artifacts occurs with other modalities (music, images, gestures, etc.) and the overall meaning-making potential these multimodal ensembles create. To take account of the increasing relevance attributed to the study of performed language and to highlight how current research contributes to its analysis and theorization, the conference Pop Cultural Linguistics: Researching and Theorizing Performed Language and Communication invites contributions from all linguistic subdisciplines (comprising, for example, sociolinguistics, stylistics, pragmatics, register studies, cognitive linguistics, translation studies, applied linguistics, etc.) using qualitative and quantitative as well as multi-method approaches (corpus analysis, conversation analysis, surveys, discourse analysis, etc.). Papers that revolve around the following guiding research questions/topics are sought: ● How are various semiotic resources dynamically combined in pop-cultural artifacts to create meaning(s)? ● How do pop-cultural artifacts contribute to the construction and stylization of social identities (e.g., ethnicity, gender) and to the creation of (cultural) authenticity? ● How are languages, varieties and the representation of multilingualism used for purposes of characterization? ● How does performed language reproduce or resist ideologies and power structures? ● How is humor and irony created linguistically and multimodally in pop-cultural artifacts? ● Which conceptual metaphors and cognitive frames are prevalent in performed language? ● Which linguistic and multimodal features are (consciously) employed to make pop-cultural artifacts resonate with audiences and to potentially create emotional experiences? ● How are the aforementioned concepts addressed in the context of the localization/translation of pop-cultural artifacts, and what implications does this have for applied linguistic areas? ● How can pop-cultural artifacts be used in the context of institutional first and additional language education and what is their role in informal language learning/acquisition? ● How can insights from other disciplines, like sociology, semiotics, literary and cultural studies, film studies, intermedial studies, multimodality studies, etc. inform the study of performed language? ● How can analyses of pop-cultural products be meaningfully triangulated with research on producer and audience perspectives? ● Which role does the use of LLMs and/or LMMs play in the creation of pop-cultural artifacts and which implications does this have? ● How does the analysis of performed language and its specific production circumstances impact on the conceptualization of longstanding linguistic dichotomies like written-spoken or formal-informal? The following scholars have kindly agreed to deliver plenaries: ● Astrid Ensslin, University of Regensburg ● Maria Pavesi, University of Pavia ● Roman Schneider, Leibniz Institute for the German Language & University of Mannheim ● Raffaele Zago, University of Catania While the main working language of the conference will be English, contributions on other languages are especially encouraged. The organizers will further organize dedicated sessions where contributors can present in languages other than English (e.g. Spanish, Italian, French, etc.) if applicable. This conference is planned as an in-person event with presentation slots comprising 20 minutes + 10 minutes Q&A. There will be an award for best paper by a junior researcher, kindly sponsored by John Benjamins. Please submit your abstracts (300 words + references in APA7 format) by 15 September 2026 from the Call for Abstracts page of the conference website (https://pop2027.unisalento.it). You will receive a notification on the outcome of the review process in November 2026. If accepted, the final/revised abstract is due 20 January 2027. Further information on the conference website: https://pop2027.unisalento.it

CALL FOR PAPERS Pop Cultural Linguistics: Researching and Theorizing Performed Language and Communication (25 and 26 February 2027, University of Salento, Lecce, Italy) Read More »

AIA Summer School 2026: Re-Mix, Re-Appropriation, Re-Imagination. University of Salerno, 15-17 July

Registrations are open! Please check the programme and registration procedures here: AIA Summer School 2026 Programme   Practical information:  Hotels close to main station and centro storico Hotel 4 stelle Montestella – camera singola – € 114,00 Hotel 3 stelle BnB  

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AIA FOR SCHOOLS — SEMINARIO: ECOSTYLISTICS IN/ACROSS THE ANGLOSPHERE 19 maggio 2026, ore 14:00-16:00

Relatore: Prof. Esterino Adami – Dipartimento di Scienze Umanistiche, Università di Torino Docente promotrice: Prof.ssa Giuseppina Balossi 19 maggio 2026, ore 14:00-16:00 Aula Magna, Liceo Scientifico e Musicale “G. B. Grassi” – L.go Montenero 3 – 23900, Lecco Destinatari/e Il seminario è rivolto ai/alle docenti di lingua inglese, ma aperto anche a docenti di altre discipline, in un’ottica di raccordo multidisciplinare nell’ambito delle aree umanistiche. L’iniziativa è destinata non solo ai/alle docenti del Liceo Scientifico e Musicale “G.B. Grassi”, ma anche a docenti degli istituti secondari di secondo grado della provincia di Lecco. Descrizione del seminario Il seminario ha lo scopo di promuovere un dialogo interdisciplinare nell’ambito delle Humanities e mostra come campi di studio quali l’ecostilistica e l’ecolinguistica possano contribuire a una migliore comprensione del discorso ecologico contemporaneo nelle sue molteplici forme, sia letterarie sia non letterarie. Esso introduce inizialmente teorie linguistiche e metodi di analisi, per poi affrontare tematiche ambientali attraverso l’analisi di una selezione di generi e testi provenienti dalla più ampia Anglosfera. Seminar description Promoting an interdisciplinary dialogue within the Humanities, this seminar shows how fields such as ecostylistics and ecolinguistics can contribute to a deeper understanding of contemporary ecological discourse in its many fictional and non-fictional forms. It first introduces key linguistic theories and analytical methods, and then addresses environmental issues through the analysis of a selection of genres and texts from the broader Anglosphere.

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CALL FOR PAPERS 5th International ELT Conference: New Trends in English Teaching, Learning and Education

University of Brescia, Italy 2-3 October 2026 The 5th International ELT Conference “New Trends in English Teaching, Learning and Education” will be held at the University of Brescia on 2-3 October 2026. The event follows the international debate launched by the four editions of the Conference hosted by the “L’Orientale” University of Naples (2022), the “G. d’Annunzio” University of Chieti-Pescara (2023), the University of Ferrara (2024) and the “Parthenope” University of Naples (2025). The fifth International ELT Conference aims to foster ongoing debates on the challenges of language teaching, language learning, and special needs education with a particular focus on variants of English for Academic and Professional Purposes. Conference Theme: English(es) for Academic and Professional Purposes English as a Foreign Language (EFL) teaching and training is focused too often on general disciplinary skills rather than the specific professional needs required by the workplace. The conference intends to address emerging and developing variants of “English Linguistics for Academicians and Professionals” (ELAP) resulting from innovative approaches to teaching and learning, new needs and skills of the job market, and the increasingly complex implementation of interactive technology and Artificial Intelligence in all phases of course planning, delivering, and applying in the professions. Key speakers • Prof. Ofelia Palermo – Professor of Relational Leadership, MSc International Business Leader – Nottingham Trent University Ofelia Palermo | Nottingham Trent University • Prof. Helen Xanthaki – Professor at the Faculty of Laws, UCL London, Dean of the Postgraduate Laws Programmes of the University of London (Worldwide) Helen Xanthaki | About | University College London • Prof. David Tual – Professor of Language Education, Director of the Centre for Languages and Inter-Communication at the University of Cambridge David Tual | Department of Engineering Key topics We welcome contributions that engage with, but are not limited to, the following themes related to ELAP: • Changes in teaching methods, approaches, and strategies in view of novel and growing professions • New skills and learning needs of students within a professional perspective • Innovations in online, blended, and hybrid courses • Uses of AI in implementing ELAP • Interdisciplinary methodologies for innovative ELT (English Language Teaching) • Higher Education (HE) and the professions • Best practices in English language communication in professional contexts • Reskilling and upskilling in HE • ELAP in lifelong learning Submission Guidelines We invite submissions of abstracts relevant to the conference themes at the e-mail address elt2026@unibs.it. Word count: 300 words, excluding bibliography. Language: English. Format: Include title, author(s), affiliation(s), e-mail address(es), and 3-5 keywords. Key Dates Abstract submission deadline: 30 June 2026 Notification of acceptance: 15 July 2026 Registration deadline: 20 September 2026 Conference dates: 2-3 October 2026

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New deadline (8 May) for International Conference “Pleasure and Pain in Women’s Writing” – IWWA (International Women’s Writing Association) and the L&GEND Research Group (with AIA sponsorship)

New deadline: 8 May9th-11th September 2026G. d’Annunzio University of Chieti-Pescara, ItalyConference Venue: Department of Modern Languages, Literatures and Cultures, PescaraThis in-person conference of the International Women’s Writing Association (IWWA), organized incollaboration with the L&GEND (Literature & Gender Identity) International Research Group, willbe held at G. d’Annunzio University in the Pescara Campus, offering an interdisciplinary and cross-period investigation of women’s writing in all its forms, mediums, and expressions.The conference explores sensations of pleasure and pain in women’s writing, examining how theseexperiences are shaped, interpreted and endowed with meaning in texts produced by women acrossdifferent cultures and historical periods. As theorized by Henri Bergson, pleasure and pain providecrucial insights into the past, present and future; they belong to complex sensory systems that resistautomatic responses to the world and contribute to the formation of consciousness. In this sense, theyfunction as vehicles of resistance, freedom, and awareness (Suzanne Guerlac, Thinking in Time,2006). By investigating representations of pleasure and pain, the conference aims to foster criticalreflection on how women narrate intense, gendered sensory experiences, how they foreground thesocial consequences of women’s emotional vulnerability, and how they articulate forms of strategicrestraint alongside assertions of individual freedom to experience pleasure or suffering with intensity.Speakers are invited to examine these dynamics in a variety of genres, forms of cultural productionand media, including written literature and the digital, poetry and prose, the popular and the canonical,creative and factual writing, life-writing and biographies, theories and histories, screen and script,films and television. We encourage the exploration of collaborative and individual works, ofimaginative practices and women’s realities, of representation of personal and public issues, across awide range of disciplines, time periods, cultures and texts.We welcome submissions for individual twenty-minute papers as well as for full panels andworkshops. Topics might include, but are not limited to:● Women’s writing on page, stage, and screen● The portrayal and evolution of pleasures and pains across different periods and genres● Cultural, historical, and social contexts for pleasure and pain● Trauma in women’s writing● Representations of physical and psychological pain● Solidarity and difference● Views of forbidden and conventional pleasure● Women’s sexual pleasures and pains● Intellectual pleasure/pain● Technologies and pleasure/pain● Women writing love and romance● Narratives of abuse● Consent and intimacy on the page and screen● Performing pleasures and/or pain● Love and loss● Writing the pleasure and pain of women’s lives● The portrayal of pleasure and pain in global fictions and narratives● The ways in which pleasure and pain challenge or reinforce social norms● The pleasure of the text● Bestsellers, blockbusters, and popular writing● Representing the pleasures and pains of women’s authorship● The Gothic’s fascination with pleasures and pains● Reclaiming and resisting pain● Pleasure, pain, and powerKeynote speakers of the conference will be Marilena Parlati (University of Padua, Italy), JoanneElla Parsons (Falmouth University, UK) and Jennifer Schnabel (Ohio State University, US).Submissions:Proposals should include a title, an abstract of 250-300 words, a brief biographical note (up to 100words), and contact details. Panel and workshop proposals are very welcome.Please submit your proposals in a Word document to the team at iwwaitaly@gmail.com by 24thApril 2026 making it clear that you are submitting for the Pescara conference. We encouragesubmissions from scholars at all stages of their careers, including early career researchers,independent scholars, and postgraduate students. Interdisciplinary approaches and innovativemethodologies are welcome.All participants will be given free membership of the International Women’s Writing Association for2026 contact email: iwwaitaly@gmail.com

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ESSE 2026 Book of Abstracts and Provisional Programme

We are very pleased to announce that the ESSE 2026 Book of Abstracts and provisional conference programme is now available on the conference website (https://www.esse2026.com/en/pagina.php?IdPag=1057&s=Academic_Programme). As you will see, the programme outline is hyperlinked, so by clicking on each time slot, you will be taken to the Book of Abstracts. For any changes, seminar participants should contact the convenors of their panels. Please note that only under very exceptional circumstances would changes in the dates and times initially assigned to each seminar be allowed, as the scheduling of the slots has already been agreed with the convenors. Should seminar participants wish to request a change to their assigned day or time slot, they must contact their seminar convenors by 15th May 2026; beyond this date we cannot guarantee that changes would be possible. In the case of presenters participating in any other format (posters, round tables, etc.), change requests must be addressed to esse2026@usc.es no later than 15th May 2026. Finally, please remember that the early bird deadline for registration is 15th May 2026. For the activities included in the social programme, we will send further information and a separate registration form shortly. We strongly encourage you to book your accommodation in Santiago as soon as possible, as it is peak season. You will find a wide range of accommodation options on the conference website (https://www.esse2026.com/en/accommodation.php). Looking forward to seeing you all in Santiago!

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CFP Conference: Textual Embodiments: Remediating Meaning across the Disciplines

Rome Link Campus University, September 11-12, 2026 (deadline 1 June 2026) Eighteenth-century philology, as the science of editing and interpreting texts, while evolving in compartmentalised disciplines within the modern university curricula, formalised the analysis of written and visual works according to a shared methodology. Throughout its long history, philology has gone through important changes in the understanding of each component of the hermeneutic circle: author, text and reader. All periods in which philology was formalised as a discipline, i.e. the Hellenistic period, the Renaissance, and the second half of the eighteenth-century in Göttingen have elaborated a methodology in response to important changes in the material production and dissemination of texts. A focus on the technology of writing, the critical evaluation of the manuscript tradition, and the manufacturing of printed books and critical editions have all accompanied its evolution in response to the ground-breaking technological innovations of the time mediating culture transfer. As we are undergoing a new technological revolution with the production and dissemination of digital texts, this conference shall focus on the question of mediality in the production and circulation of texts, artistic works and performances from all periods. What is the role of each medium (writing, printing, digital textuality, artistic practice, embodied performance) in shaping communication strategies, literary and journalistic genres, as well as interactions and synergies with other media accompanying the written text? Which communities are involved in these exchanges? The topics proposed shall ideally contribute to a transhistorical, intermedial and interdisciplinary reflection.  Among the possible topics topics:  Please send a 250 word abstract to Alberto Gabriele a.gabriele@unilink.it and Carlo M. Bajetta at c.bajetta@univda.it by June 1 2026. 

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CALL FOR PAPERS — SPECIAL ISSUE STUDI DI GLOTTODIDATTICA

The role of Artificial Intelligence in EFL contexts: future prospects and entAIlments Editors: Gaetano Falco, Maristella Gatto, Francesco Meledandri https://ojs.uniba.it/index.php/glottodidattica/call_papers The rapid development of Artificial Intelligence (AI) has begun to reshape educational practices across disciplines, with language teaching and learning emerging as a particularly fertile field for innovation. Over the past decade, research has documented the growing use of digital and AI-driven tools such as intelligent tutoring systems, automated feedback and assessment, speech recognition technologies, adaptive learning platforms, and chatbots (Luckin et al., 2016; Chen et al. 2020; Ouyang & Jiao, 2021; Burudi et al., 2024). More recently, generative AI has expanded the range of possibilities by enabling dynamic content creation, personalized interaction, and real-time linguistic support based on the huge potential offered by Large Language Models (LLMs) (Kohnke et al., 2023). In language education, AI applications have been shown to influence key areas such as learner autonomy, motivation, pronunciation training, vocabulary development, writing support, and formative assessment. Studies have also highlighted the potential of AI to facilitate differentiated instruction and data-informed pedagogical decision-making (Ya, 2025). Yet, some issues have been part of the debate about the relationship between AI and learning environments, focusing not only on possible cognitive loss and decrease in critical thinking abilities (Kosmyna et al. 2025; Gerlich 2025), but also on questions regarding ethical considerations, data privacy, bias, transparency, teacher agency, and the pedagogical reliability of AI-mediated practices (e.g., Holmes et al., 2019; Sousa and Cardoso, 2025; Wang et al., 2025). Despite the growing body of research, the field is still evolving, and there remains a need for both theoretically and empirically grounded, practice-oriented studies that examine how AI solutions are actually being integrated into language teaching contexts. Considering the role of English as a lingua franca in both research and educational settings (particularly focusing on English as a Foreign Language, EFL), and the impact of AI-mediated solutions in English language learning environments (Guzmán Alvarado and Naranjo Andrade, 2025) this special issue seeks to contribute to this discussion by bringing together diverse perspectives on the design, implementation, evaluation, and critical examination of AI-based practices in EFL educational settings. Against this background, the primary aim of this special issue is to explore how AI solutions are being used, adapted, and conceptualized in language teaching practices across EFL educational contexts, determining AI’s role in contemporary and future language teaching practices. The issue seeks to: 1. Examine empirical evidence on the effectiveness and limitations of AI tools in language teaching and learning. 2. Investigate pedagogical models and instructional strategies that meaningfully integrate AI into language education. 3. Explore teachers’ and learners’ perceptions, beliefs, and experiences regarding AI-supported language learning. 4. Critically address ethical, social, and epistemological issues arising from the use of AI in language teaching. 5. Bridge the gap between research, policy, and classroom practice by highlighting innovative, reflective as well as fair and ethical uses of AI. We invite original research articles, theoretical papers, systematic reviews, and practice-based studies addressing, but not limited to, the following themes: • AI-supported language learning and teaching models • Intelligent tutoring systems and adaptive learning in language education • Generative AI (e.g., large language models) for writing, speaking, and interaction • Automated feedback and assessment of language skills • AI and pronunciation, speech recognition, and listening comprehension • Teacher roles, professional development, and AI literacy • Learner agency, motivation, and engagement in AI-mediated environments • Ethical issues, data privacy, bias, and transparency in AI-driven language education • Equity, accessibility, and inclusion in AI-supported language learning • Classroom-based studies and design-based research on AI integration Both qualitative and quantitative methodologies, as well as mixed-methods approaches, are welcome. Submission of proposals Authors wishing to send a contribution are invited to send a proposal (max. 350 words, excluding references) in English to gaetano.falco@uniba.it, maristella.gatto@uniba.it, and francesco.meledandri@uniba.it by April 15, 2026. Notification of acceptance will be sent by April 30, 2026. If accepted for this special issue, final contributions shall not exceed 35,000 characters and shall be sent in an editable format (e.g. Microsoft Word and/or Open Office, preferably in .doc/.docx or .odt) by July 31, 2026. Please refer to the Journal’s Author Guidelines for further information about text length, formatting and reference format. References Burudi S.W., Mugun D. J., Karani G.G.O., Cheptabok M.C., Lihanda M.A. 2024. Integration of Smartphone as an Instructional Resource in Enhancing Teaching of English Grammar. Open Access Library Journal, Volume 11, e12554. https://doi.org/10.4236/oalib.1112554 Chen L., Chen P, and Lin, Z. 2020. Artificial intelligence in education: A review. IEEE Access 8: 75264–75278. Gerlich M. 2025. AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies, 15, 6. https://doi.org/10.3390/soc15010006 Guzmán Alvarado M.V., and Naranjo Andrade S.S. 2025. The Impact of Artificial Intelligence on English Language Learning: A Systematic Review of Tools, Methods, and Outcomes in Language Skills. Runas, Volume 6, no. 12, e250287. https://doi.org/10.46652/runas.v6i12.287 Holmes W., Bialik M., and Fadel C. 2019. Artificial intelligence in education: Promise and implications for teaching and learning. Boston, MA: Center for Curriculum Redesign. Kohnke L., Moorhouse B. L., and Zou D. 2023. ChatGPT for language teaching and learning. RELC Journal, 54(2), 367–371. Kosmyna N. et al. 2025. Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. arXiv:2506.08872. https://doi.org/10.48550/arXiv.2506.08872 Luckin R., Holmes W., Griffiths M., and Forcier L. B. 2016. Intelligence unleashed: An argument for AI in education. London: Pearson Education. Ouyang F., and Jiao P. 2021. Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020 Sousa A. E., and Cardoso P. 2025. Use of Generative AI by Higher Education Students. Electronics 14/1258. DOI: 10.3390/electronics14071258 Wang F., Li N., Cheung A.C.K., and Wong G.K.W. 2025. In GenAI we trust: An investigation of university students’ reliance on and resistance to generative AI in language learning. International Journal of Educational Technology in Higher Education 22/59. DOI: 10.1186/s41239-025-00547-9 Ya B. 2025. Exploring the role and impact of artificial intelligence in personalized foreign language teaching. Discover Artificial Intelligence, Volume 5, 318.

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