CLaSIC2022 (online)
CLaSIC 2022

Total Registrations: 176


CLaSIC 2022 - The ninth CLS International Conference
When the past millennium came to close, much has been debated about what skills need to be acquired in this globalised, technologically-advanced, and fast-changing world compared to the traditional model of learning as accumulating knowledge. Concepts of “21st Century Skills” have been proposed by many organisations and stake-holders. For example, Partnership for 21stCentury Skills (P21) identified 3R (Reading, wRiting, and aRithmetic) and 7C skills (Critical Thinking and Problem-solving, Creativity and Innovation, Collaboration, Teamwork, and Leadership, Cross-cultural Understanding, Communication and Media Fluency, Computing and ICT Fluency, and Career and Learning Self-reliance) as a framework for the skills. Two decades have elapsed since the beginning of the 21st century, and perhaps it is now time to review, re-conceptualise, and re-align our understanding of roles of “Foreign Language Education” in the 21st Century. CLaSIC 2022 provides a platform for researchers, scholars and practitioners in foreign language education to discuss the following questions. What are the skills to be acquired through foreign language education? What are the roles of foreign language teachers and learners? How should culture be incorporated in foreign language education? How has multilingualism contributed to the understanding of language acquisition process? How can technologies enhance language learning? What type of collaboration can we build with the communities? What impact can disruptive pedagogy give to foreign language education? What additional aspects are required to develop curriculum and materials? How can we assess and evaluate new skills and competencies? How can we support teachers’ development? What are tools and methodologies to contribute to our better understanding on foreign language education? In CLaSIC 2022, we hope to engage in an invigorating discourse on theoretical conceptions and approaches, research insights, and practical experiences from the various sub-fields and sub-themes.
·21st Century Skills and Language Education
·Language Teachers and Learners in the 21st Century
·Interculturality and Pluriculturalism
·Multilingualism and Translanguaging
·Mobile and Other Technologies in Language Learning
·Community-based Learning, Situated Learning and Project Based Learning
·Disruptive Pedagogy in Language Education
·Instructional Approaches and Methods
·Curriculum and Materials Development
·Assessment and Evaluation
·Teacher Education and Development
·Research Methods and Approaches
·Other Relevant Topics
Here is some event information.
1) Registration for the event: 1st July ~ 3rd December 2022 Standard ticket price : S$50
2) Paper submission (abstract submission for paper and poster presentation): 1st April ~30 June 2022 *Abstract submission can be done without registering for the event (once the registration is open, you need to register if you wish to participate).
If you have any enquiries, please send an email to the Secretary.
*By registering/participating to the event, you agree that the National University of Singapore (NUS), University Events Management System may collect, obtain, store and process your personal data that you provided for the purposes of administering, managing, reporting and all other actions necessary in relation to the event(s). NUS may also take sceenshots and record the event and may use it for marketing and publicity purposes in print, electronic and social media.

Date and Time

Thursday, 1st December 2022 9:00AM GMT+08:00


Saturday, 3rd December 2022 9:00AM GMT+08:00


Center for Language Studies

Contact Email



Our Event Speakers

Ernesto Macaro

Ernesto Macaro is Emeritus Professor of Applied Linguistics at the University of Oxford in the Department of Education. His current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms or in classrooms where English is the Medium of Instruction. He has published widely on these topics Macaro, E. (2018) English Medium Instruction: Language and content in policy and practice. Oxford University Press Macaro, E. (2019) Exploring the role of language in English Medium Instruction. International Journal of Bilingual Education And Bilingualism. Macaro, E. & Tian, L. & Chu, L. (2018) First and second language use in English Medium Instruction Contexts. Language Teaching Research, 1 -21. DOI: 10.1177/1362168818783231 Macaro, E. (2022) EMI what do we already know and what do we still need to find out. Language Teaching. An, J, & Macaro, E. (2022) Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: The beliefs of students and their monolingual teachers. Language Teaching Research. DOI:10.117713621688221075786

Tony Liddicoat

Anthony J. Liddicoat is Professor in the Department of Applied Linguistics at the University of Warwick and Adjunct Professor in Justice and Society at the University of South Australia. His research interests include issues relating to the teaching and learning of intercultural capabilities in language education and language policy and planning and he has published widely in each of these areas. He has been co-convenor of the AILA Research Network Intercultural mediation in language and culture teaching and learning/La médiation interculturelle en didactique des langues et des cultures and Executive Editor of Current Issues in Language Planning and Co-editor of the book series Language and Intercultural Communication in Education (Multilingual Matters). His recent books include Teaching and learning second language pragmatics for intercultural understanding (2022, Routledge, with Troy McConachy), Introduction to conversation analysis (2021, Bloomsbury), Routledge international handbook of language education policy in Asia (2019, Routledge) Language policy and planning in universities: Teaching, research and administration (2017, Routledge).

Yasu-Hiko Tohsaku

Yasu-Hiko Tohsaku (Ph.D. in linguistics, University of California, San Diego) is Professor and Language Program Director at School of Global Policy and Strategy, University of California, San Diego. His current research interests are second language acquisition, language pedagogy, and language assessment. His publications include “Yookoso!: Invitation to Contemporary Japanese”, “Yookoso!: Continuing with Contemporary Japanese” (McGraw-Hill 2006), “Doraemon no Dokodemo Nihongo (Japanese Language Learning Anywhere by Draemon)” (coauthor 2009), and “Gakushu no Meyasu (Curriculum Guidelines of Chinese and Korean Instruction in Japanese High Schools)” (co-author, The Japan Forum 2012), “Japanese Language Instruction: 77 Tips Series” (co-general editor, Kuroshio Shuppan 2012-) and “Japanese Language Education x ICT” (supervising editor, Hitsuji Shobo 2019). In “Nippon 3.0 no Shohosen (Prescription for Japan 3.0) “(Kodansha 2013), he proposed a new approach to language teaching and in his upcoming publication, “Social Networking Approach to Japanese Language Teaching: Intersection of Language and Culture in the Digital Age”, (co-editor, Routledge), he explores this new approach. He was formerly President of Association of Teachers of Japanese and American Association of Teachers of Japanese, and a board member of Joint National Committee on Languages in the United States. He is currently the Japanese representative to the Executive Board of the National Standards (World-Readiness Standards) Collaborative Project in the United States, President of the International Association of Computer-Based Japanese Instruction, and a board member of Japanese Council on the Teaching of Foreign Languages (JACTFL) in Japan.

Xiaohong ‘Sharon” Wen

Dr. Xiaohong ‘Sharon’ Wen is a Professor of Applied Linguistics and Chinese Language Acquisition. She is the founding director of Chinese Studies at the University of Houston. Dr. Wen has conducted a series of empirical studies from both the quantitative and qualitative perspectives, addressing L2 learning motivation, L2 Chinese acquisition, interlanguage pragmatics, heritage language, and research-based instruction. Her L2 Chinese motivation instruments have been widely adopted in L2 research including English, Spanish, Arabic, and Chinese languages. Practically, her research findings bear on issues such as learner factors and learning processes and strategies. Her recent publications include five (5) books in addition to forty (40) articles in peer-reviewed journals. Her empirical studies have been reprinted and translated into Korean and Chinese. She is the Principal Investigator for major federal and internal grants. Currently, she is serving on five (5) editorial boards of journals in the USA and China, the Cochair of the Development Committee of AP Chinese and Culture test, and the Vice Chair of the Board of the Association of L2 Chinese Linguistic Theories and Education Research. She also served on the national and international boards of directors including CLTA-US, IACL, and the International Society for Chinese Language Teaching.


  • 01/12/2022 09:00
    Detailed schedule will be posted once it is ready.
  • 02/12/2022 09:00
    Detailed schedule will be posted once it is ready.
  • 03/12/2022 09:00
    Detailed schedule will be posted once it is ready.