New publication – an edited volume entitled ‘Innovative language teaching and learning at university: enhancing participation and collaboration’

The book contains a selection of peer-reviewed case studies, research studies and reflective pieces related to a number of languages (e. g. German, French, Italian, Spanish, Mandarin, EAP); topics include e. g. motivation, classroom discourse, assessment and feedback, intercultural competence, CLIL, and CALL / technology-enhanced teaching and learning, but the hope is that all chapters are transferable to other languages and teaching contexts. Most chapters are based on presentations given at the InnoConf15 (, with an invited contribution by Dr Jan Hardman (York) and a foreword by Prof Zoltán Dörnyei (Nottingham). The volume is freely available as an ebook, and paperback copies can be ordered via print on demand.
“Innovative language teaching and learning at university: enhancing participation and collaboration”
Edited by Cecilia Goria, Oranna Speicher, and Sascha Stollhans
With a foreword by Zoltán Dörnyei and an invited contribution by Jan Hardman
The School of Cultures, Languages and Area Studies at the University of Nottingham hosted the fifth annual conference in the “Innovative Language Teaching at University” series. Under the heading “Enhancing participation and collaboration” the conference, organised by Cecilia Goria, Oranna Speicher and Sascha Stollhans, took place on 19 June 2015, and was attended by over 120 linguists, language teachers and language acquisition researchers from all over the world. This edited volume contains 15 selected short papers based on presentations from the conference as well as Dr Jan Hardman’s keynote address and a foreword by Prof. Zoltán Dörnyei.
“I commend this volume warmly to anybody who is looking for ways of ‘spicing up’ language teaching in university contexts. As an applied linguist myself, I fully appreciate the genuinely applied nature of the content, characterised by a successful combination of theoretical and practical insights and considerations. The chapters present the voices of language practitioners who have not been content to allow language teaching to take a marginal place in higher education but were ready to take risks and aim higher, wishing to educate multilingual citizens of the global world. I do hope that through their sharing techniques and approaches that have worked for their own students, many other colleagues will find inspiration in a range of higher education institutions.” (Zoltán Dörnyei, foreword, p. xv)