Category: CFP

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Borders, Athens 2026

[From Vassia (Vassiliki) Markidou; President of HASE, Board Member of ESSE]

Dear friends and colleagues,

I am delighted to be sharing with you the news of the forthcoming
international interdisciplinary conference “Borders: Literary, Cultural
and Political Dialogues”, which is co-organized by the Department of English Language & Literature (NKUA) and the Hellenic Association for the Study of English (HASE). The conference takes place in Athens on 18-21 May 2026.

Please follow the link for more information and to sign up.

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CFP

CFP: ASANOR 2026

ASANOR 2026 | American Studies Association of Norway
Constituting the US in the 21st Century
June 4–6, 2026 | University of Agder, Kristiansand

The 2026 American Studies Association of Norway Conference looks back to its early years for inspiration. The very first themed ASANOR seminar was titled “The Bicentennial of the US Constitution.” Many years later we return to this document, not only to revisit its cultural and historical significance but also to ask what it means to invoke the Constitution now, in a time of intensifying democratic crisis and rising illiberalism.

From the expansion of executive power to attacks on voting rights, judicial independence, and press freedoms, many of the traditional pillars of U.S. liberal democracy are under threat. However, illiberalism is not new to the American experience. Slavery, settler colonialism, voter suppression, censorship, and patriarchal legal structures all point to a long and uneven history of constitutional struggle.

This conference invites scholars of American literature, history, politics, culture, and the arts to reflect on how the United States has been—and continues to be—constituted: legally, politically, imaginatively, and culturally. How have people in and beyond the U.S. interpreted, challenged, reimagined, or resisted the idea of America as defined by its Constitution?

We welcome papers addressing topics such as (but not limited to):
▪ Literary, historical, or artistic responses to constitutional principles, such as freedom of speech, equal protection, or separation of powers, across different eras
▪ The role of American literature and culture in both supporting and resisting liberal democracy
▪ Longstanding traditions of illiberalism in American life and their relevance for understanding the present
▪ The global reception of American constitutional ideals: how have they have inspired, disappointed, or been critiqued from abroad
▪ Feminist, queer, and trans critiques of the Constitution, especially around gender equality and bodily autonomy
▪ Indigenous responses to constitutional frameworks, especially concerning sovereignty and land rights
▪ Post-liberal visions in U.S. fiction, political thought, or speculative media: dystopian, utopian, or otherwise
▪ The Constitution as a cultural text: its poetics, rhetoric, and symbolic power
▪ The challenges posed by new technologies (AI, biotech, surveillance) to constitutional understandings of privacy, agency, or citizenship
▪ Reconsiderations of U.S. citizenship, inclusion, and belonging in changing legal and cultural contexts

This is an open call to scholars across disciplines, as well as to educators, artists, activists, and public intellectuals. We encourage proposals that consider the role of American Studies abroad and the transnational implications of current political shifts in the United States.

Submit abstracts of roughly 300 words plus a bio note to Stephen Dougherty (stephen.d.dougherty@uia.no). The deadline for submitting abstracts for conference presentations is Oct. 15, 2025. More information about the conference will be coming soon.

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CFP

FILLM 2026

The 2026 congress for the International Federation for Modern Languages and Literatures (FILLM) will take place in Melbourne, Australia.

Visit the congress web site for more information.

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CFP News

ESSE 2026

The Department of English and German Philology at the
University of Santiago de Compostela has the pleasure of
welcoming you to the 18th ESSE Conference, which will take place from
31st August to 4th September 2026.

As is tradition, the conference will consist of a combination of plenary
lectures, parallel lectures, roundtables, seminars, posters, and the
Doctoral Symposium. Details of each format and how to participate can
be found on the ESSE website.

The conference will encompass plenary lectures, parallel lectures, seminars, roundtables, posters and a doctoral symposium. The deadline for submitting topic suggestions for parallel lectures, seminars and roundtables is May 1, 2025. The deadline for individual papers and posters is January 31, 2026.

For more, go to: https://www.esse2026.com/

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CFP

NJES Call for Papers

NJES special issue on Teaching literature in Nordic L2 English classrooms, Spring 2027


Over the past three decades, policy in the Nordic countries has emphasised the positive relation between research and teaching—for teacher professionalism, for student outcomes and for school development—and this has led to significant investments in educational research. These have not only bolstered the establishment of English language education research, but also heralded the emergence of the sub-field of literature education in English as a second, additional or foreign language (L2). This sub-field, which is positioned between the humanities and educational science, theorises and empirically investigates the norms, principles and assumptions underlying literature teaching and learning practices. It bridges literary studies with L2 English instruction and thereby provides crucial insights for both teachers and researchers.

This NJES special issue aims to present the latest research on the teaching of literature in English classrooms across primary and secondary education in the Nordic countries. The special issue has a threefold ambition: first, to showcase the breadth and relevance of this sub-field for L2 English education, second, to further the scholarly conversation about the teaching of literature in L2 English across the Nordic countries, and, third, to contribute with research findings that can underpin the research-teaching nexus in Nordic teacher education programmes and school teaching.
We welcome conceptual and empirical contributions on the teaching of literature in L2 English. Submissions employing qualitative, quantitative, or mixed methods approaches are welcome. Potential areas of focus include, but are not limited to:

  • The purposes, nature and potential of literature instruction (e.g., conceptual studies)
  • The conditions for teaching literature (e.g., policy, textbook studies)
  • The characteristics of literature instruction (e.g., classroom observation studies)
  • Effective teaching designs (e.g., action research, design-based, intervention studies)
  • Student and teacher perceptions of literature instruction (e.g., interview, survey studies)


The editors invite expressions of interest for potential inclusion in the special issue by August 31, 2025. Invitations for full manuscripts will be sent to authors by September 15, 2025. Full manuscripts (max 8,000 words, incl. references) will be due to the editors March 15, 2026. All manuscripts will be double-blind peer reviewed.

Please send your expression of interest to Katherina Dodou katherina.dodou@ils.uio.no and Marit Elise Lyngstad marit.lyngstad@inn.no

Submission Guidelines for Expressions of Interest:
Title: A provisional title for the proposed manuscript.
Abstract: A brief abstract (250–300 words) outlining the scope, aims, methodology, and potential contribution of the research.
Key Contributions: A statement (1–2 sentences) summarizing the unique contributions the manuscript is expected to make to the field of L2 English literature education.
Keywords: Include up to five keywords.
Author Information: Name(s), institutional affiliation(s), and contact details of the author(s).

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CFP News

ESSE Conference

The Department of English and German Philology at the
University of Santiago de Compostela has the pleasure of
welcoming you to the 18th ESSE Conference, which will take place from
31st August to 4th September 2026.

As is tradition, the conference will consist of a combination of plenary
lectures, parallel lectures, roundtables, seminars, posters, and the
Doctoral Symposium. Details of each format and how to participate can
be found below.

  1. PLENARY LECTURES
    A select group of renowned experts, representing the key disciplines of
    English Language, Literatures in English, and Cultural and Area
    Studies, will be invited by the Organising Committee to deliver plenary
    lectures. Each of these speakers has been chosen for their significant
    contributions to their respective fields.
  2. PARALLEL LECTURES
    In addition to the plenary lectures, approximately 12 parallel
    lectures will be featured during the conference. These lectures will be
    delivered by members of ESSE, nominated by their respective national
    associations as explained below. Each presentation will be 45 minutes
    in duration and those selected to present will receive a full waiver of
    conference registration fees.

    We invite National Associations to propose candidates for the parallel
    lecture sessions. A maximum of two nominations per association will be accepted to ensure a diverse and balanced selection process. National Associations should submit a description of their nominees’ lecture topic along with a concise CV. Nominations should be submitted through the national association’s President or designated representative and forwarded to the Academic Programme Committee (APC) by 1st May 2025 at esse2026@usc.es

    Depending on the number of proposals received, the APC may implement a selection process. Key criteria will include the proposal’s relevance and appeal to a broad academic audience, as well as its potential to engage with recent advances or fresh perspectives in English Studies. The APC will also prioritise achieving a balanced representation of key disciplines—English Language, Literatures in English, and Cultural and Area Studies—and striving for equitable representation of national associations wherever possible.
  3. SEMINARS
    Proposals for seminars related to the three fields mentioned above must be jointly submitted by two ESSE members from different national associations. In some cases, the APC may permit one of the convenors to be a non-ESSE member (for example, if they are based outside Europe), provided their involvement is deemed especially valuable for the seminar. Each seminar proposal must include the convenors’ names, affiliations, email addresses, and a 300-word description of the seminar’s topic (excluding bibliographical references). Please send your proposals via email to esse2026@usc.es by 1st May 2025.

    The APC will consider the proposal’s international appeal and its potential to engage with recent advances in English Studies as key selection criteria, while also striving for a balanced representation across key disciplines—English Language, Literatures in English, and Cultural and Area Studies— wherever possible.

    Unlike roundtables, seminars are not pre-arranged sessions and will be featured in the APC’s upcoming call for papers. However, convenors are encouraged to actively recruit potential contributors. The seminar format aims to promote interactive participation from both presenters and the audience. To foster engagement, presentations should be
    delivered orally rather than read from a script. Further guidelines will be included in the corresponding call for papers.

    Individual Seminar Contributions
    The call for seminar contributions will be launched in September 2025, once the list of accepted seminars is finalised. Those wishing to submit a proposal must send a 300-word abstract (excluding bibliographical references) to the convenors of their chosen seminar by 31st January 2026. Information regarding the organisation of seminar sessions, including the number of papers per session, will be made available on the ESSE 2026 website in September 2025, along with the full list of seminars and contact details for the convenors.

    Seminars will feature a range of academic papers and discussions. Each presentation should last 20 minutes, followed by a 10-minute discussion. Exceptionally, convenors may need to request shorter presentations to accommodate more participants in their sessions.
    Participants at ESSE 2026 are limited to presenting a single paper during the conference, whether it is a sole-authored or co-authored contribution.
  4. ROUNDTABLES
    The aim of roundtables is to present topics and problems currently seen as shaping the nature of the discipline. At a roundtable, a pre-constituted panel discusses issues of fairly general scholarly or professional interest in front of, and subsequently with, an audience. In other words, roundtables are not sequences of papers but should rather be approached as debate sessions. Proposals should include a 500-word description of the topic (excluding bibliographical references) and the names and affiliations of at least three participants (including the convenor), who must be drawn from more than one national association. The maximum number of speakers will be five.

    Please send your proposals to esse2026@usc.es by 1st May 2025.
  5. POSTERS
    Posters will be devoted to research-in-progress and project presentations. The aim is to provide additional opportunities for feedback and personal contacts. Further details will appear on the conference website in September 2025. Proposals of not more than 300 words (excluding bibliographical references) must be sent to esse2026@usc.es by 31st January 2026.
  6. DOCTORAL SYMPOSIUM
    A key feature of the ESSE Conference is the Doctoral Symposium, which upholds a tradition established in 2012. This event offers young scholars the opportunity to present their research and receive valuable feedback.

    Information regarding the Doctoral Symposium will be announced in due time.

    DEADLINES
    Submission of proposals for parallel lectures from national associations to esse2026@usc.es
    1st May 2025

    Submission of proposals for seminars and roundtables from prospective convenors to esse2026@usc.es
    1st May 2025

    Submission of individual papers for seminars to seminar convenors
    31st January 2026

    Submissions of individual posters to esse2026@usc.es
    31st January 2026

    Registration will begin on 1st March 2026

    Please check the conference website for further updates at
    https://www.esse2026.com/
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CFP

TYRSM CFA

Trondheim Young Researcher Symposium on Multilingualism (TYRSM), Trondheim, Norway, May 26-27, 2025

Call for Abstracts

Nine years after the very successful Young Researchers Symposium on Multilingualism (DISM) in Donostia in 2016, and its equally successful follow-ups in Szczyrk (2017) and Morella (2023), the next edition will take place in Trondheim, Norway’s first capital (from the Viking Age until 1217). Trondheim is the third largest city in Norway and home to the country’s largest university: The Norwegian University of Science and Technology (NTNU). 

The Trondheim Young Researchers Symposium on Multilingualism (TYRSM) will bring together early career researchers (i.e., MA, PhD, and Postdoc students) who work on multilingualism from different perspectives, be it cognitive, linguistic, sociolinguistic, or educational. Senior scholars can also attend the symposium as co-authors of the work presented by young researchers. 

We are inviting submissions for posters with short oral presentations. Abstracts of no more than 300 words (excluding the references) should be submitted to iamsymposium2025@gmail.com  by January 31, 2025.

TYRSM will also include two sessions in which experienced researchers will give advice on academic career trajectories, work-life balance, research methodology, mentoring, paper reviewing processes, among other issues that may be of interest to early career researchers.

The symposium fee is €50 for early birds and €70 for late registration. The International Association of Multilingualism will fund 10 grants (€400 each) for selected graduate students to attend the symposium. Further information about applications for funding will be communicated to authors in the acceptance letter.

The symposium is organized by:

The International Association of Multilingualism (IAM)

Scientific committee:

Freya Gastmann, LMU Munich, Germany & University of Groningen, The Netherlands

Romana Kopeckova, University of Münster, Germany

Anna Krulatz, Norwegian University of Science and Technology, Norway

Eliane Lorenz, University of Giessen, Germany

Pernelle Lorette, University of Mannheim, Germany

Richard Nightingale, University Jaume I de Castelló, Spain

Simone Pfenninger, University of Zurich, Switzerland

Greg Poarch, University of Groningen, The Netherlands

Magdalena Wrembel, Adam Mickiewicz University, Poland

Organizing committee:

Anna Krulatz

Georgios Neokleous

Eivind Torgersen

Sercan Uztosun

Burcu Uzunoner Aydin

Important dates

Abstract deadline: January 31, 2025

Notification of acceptance: February 17, 2025

Applications for funding: February 28, 2025

Early registration deadline: March 15

Regular registration deadline: April 15

Contact email: iamsymposium2025@gmail.com

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CFP

Conference on the Declaration of Independence

Dear colleagues,

We are planning to mark the upcoming 250th anniversary of the Declaration of Independence in 2026 with a special issue of the journal Skriftkultur. In preparation for that, we are organising a one-day conference in Volda on Wednesday 22 October this autumn on the theme of Constituting the State in Writing. Papers can either discuss the Declaration itself or documents from other times and places that have a similar status and/or role. We are hoping to attract contributions on a range of topics, but one common element must be that every paper should discuss the Declaration or its analogues as a written document in particular. If you think this might be of interest to you, please see the Call for Papers attached and write to me if you have any questions. Please also forward this message to anyone you think might be interested from other academic subjects.

Best,

Tim Saunders

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CFP

Multilingualism CFP

Call for papers for an edited volume:

Using Multilingual Approach to Diversity in Education (MADE) in educational research and practice

Editors:

Eliane Lorenz, Justus Liebig University Giessen

Anna Krulatz, Norwegian University of Science and Technology

MaryAnn Christison, University of Utah

Despite an increasing body of research on multilingualism and multilingual education, language classroom practices often continue to be monolingual and characterized by strict separation of languages even though the majority of students has access to more than one language. Having access to multiple languages includes foreign languages studied at school, as well as home languages and local dialects. Treating languages as separate entities and studying them in isolation ignores the fact that multilingual learners’ (MLs) linguistic repertoires consist of different languages that form “an inter–connected whole within a single mind, an eco-system of mutual interdependence” (Cook, 2016, p. 7). Such learning environments do not foster MLs’ engagement with their existing linguistic repertoires, nor do they allow MLs to draw on their linguistic repertoires as potential resources for additional language learning. Instead, monolingual classrooms idealize the native speaker as the norm and inhibit code-switching/-mixing or translanguaging practices that are the natural and effective communicative strategies of multilinguals (Cook, 2010; Ortega, 2014). Effective approaches to teaching MLs must address and challenge the monolingual bias that continues to dominate many language classrooms (Hall & Cook, 2012; Menken & Sanchez, 2019), engage MLs’ full linguistic repertories (Cenoz & Gorter, 2014, 2019), and enact the multilingual turn (May, 2014, 2019) by promoting multilingualism as a core resource.

However, teachers working with MLs continue to report that they lack the pedagogical background, theoretical knowledge, and practical skills to implement teaching approaches that draw on multilingualism as a resource in their classrooms (e.g., Alisaari et al., 2019; Burner & Carlsen, 2019; Christison, 2023; De Angelis, 2011; Faez, 2012; Otwinowska, 2014). While a focus on multilingual pedagogies is gradually becoming a component of many teacher education and teacher professional development programs (e.g., Angelovska et al., 2020; Uro & Barrio, 2013), teachers working in classrooms that serve MLs need a practical, comprehensive toolkit that can support them in implementing multilingual teaching practices.

The Multilingual Approach to Diversity in Education (MADE) is a holistic and easy-to-implement tool that is grounded in current research and the professional literature. MADE consists of seven indicators: (a) Classrooms and Schools as Multilingual Spaces, (b) Developing and Using Teaching Materials, (c) Interaction and Grouping Configurations, (d) Language and Culture Attitudes, (e) Metacognition and Metalinguistic Awareness, (f) Multiliteracy, and (g) Teacher and Learner Language Use (Christison et al., 2021; Christison et al., forthcoming; Krulatz & Christison, 2023; Krulatz et al., 2022; Krulatz et al., 2024; Lorenz et al., 2021; Lorenz et al., forthcoming). Each indicator is operationalized with a set of specific, measurable features. MADE can be used as a model in teacher education, as a lesson planning and curriculum design approach in schools, as a self-assessment and reflection tool in teacher professional development, and as a data collection instrument in educational research.

The primary purpose of this volume is to offer a collection of empirically- and practice-based papers that draw on MADE in varied educational settings around the world that serve ML populations, including mainstream classrooms, language classrooms, CBI, CLIL, immersion, adult education, teacher education, and teacher professional development. The editors are seeking papers on relevant topics, which may include but are not limited to the following:

  • Innovative practices: MADE as a tool for lesson planning
  • Innovative practices: MADE as a tool for curriculum development in teacher education
  • Innovative practices: MADE as a tool for assessment
  • Teacher and learner views about MADE
  • Theoretical comparisons of MADE and other approaches
  • Empirical comparisons of MADE and other approaches (e.g., intervention studies)
  • MADE as self-assessment tool for teachers/educators
  • MADE as a classroom observation tool
  • MADE as a data collection tool (e.g., teacher/lesson assessment)
  • MADE as a tool for textbook analyses

Suggested timeline:

January 31, 2025 – Expression of interest and extended abstracts of approximately 350 – 500 words to be submitted via email (see submission guidelines below)

May 31, 2025 – Notice of acceptance and submission of book proposal to the publisher (Routledge, Palgrave Macmillan, or Multilingual Matters)

January 31, 2026 – Submission of full chapters (exact date will be provided once the schedule is agreed upon with the publisher)

May/August 2026 – Peer review

September/October 2026 – Revised chapters due

November 2026 – Final manuscript delivery to the publisher

Submission of abstracts:

If you are interested in contributing a chapter between 6500-8000 words, please send an abstract of 350-500 words (excluding references) by email with the following subject: “MADE edited volume” by Friday, January 31st, 2025. Your abstract should clearly indicate the unique contribution your chapter will make to the volume, clarify your intended topic/research, and explain the nature of teacher/researcher collaboration.

Your submissions should include the following:

  • Proposed title
  • Abstract of 350-500 words
  • References
  • 4-6 Keywords
  • Contributor(s) name(s), affiliation(s), contact detail(s)
  • A short biographical note (no more than 50 words) of the contributor(s)

Please send proposals and inquiries about possible topics to: Eliane.Lorenz@anglistik.uni-giessen.de, anna.m.krulatz@ntnu.no and ma.christison@utah.edu

References

Alisaari, J., Heikkola, L. M., Commins, N., & Acquah, E. O. (2019). Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity. Teaching and Teacher Education, 80(1), 48-58.

Angelovska, T., Krulatz, A., & Šurkalović, D. (2020). Predicting EFL teacher candidates’ preparedness to work with multilingual learners: Snapshots from three European universities. The European Journal of Applied Linguistics and TEFL, 9(1), 193-208.

Burner, T., & Carlsen, C. (2019). Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway. International Journal of Multilingualism, 19(1), 35–49.

Cenoz, J., & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Creese & A. Blackledge (Eds.), Heteroglossia as practice and pedagogy (pp. 239-254). Springer.

Cenoz, J., & Gorter, D. (2019). Multilingualism, translanguaging, and minority languages in SLA. The Modern Language Journal (Supplement 2019), 130-135. https://doi.org/10.1111/modl.12529    

Christison, M. A. (2023). Pre-service teachers’ beliefs, practices, and developing ideologies about multilingualism and multilingual learners. Languages, Special Issue. A. Krulatz, G. Neokleous, & E. Lorenz (Eds.) https://www.mdpi.com/2226-471X/8/1/41/pdf

Christison, M. A., Krulatz, A., & Sevinç, Y. (2021). Supporting teachers of multilingual young learners: Multilingual Approach to Diversity in Education (MADE). In J. Rokita-Jaśkow & A. Wolanin (Eds.), Facing diversity in child foreign language education (pp. 271-289). Springer.

Christison, M.A., Krulatz, A., & Lorenz, E. (forthcoming). A teacher’s guide to the Multilingual Approach to Diversity in Education. Palgrave Macmillan.

Cook, V. (2010). The relationship between first and second language acquisition revisited. In E. Macaro (Ed.), The Continuum companion to second language acquisition (pp. 137-157). Continuum.

Cook, V. (2016). Premises of multi-competence. In V. Cook & Li Wei (Eds.), The Cambridge handbook of linguistic multi-competence (pp. 1-23). Cambridge University Press.

De Angelis, J. (2011). Teachers’ beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216-234.

Faez, F. (2012). Diverse teachers for diverse students: Internationally educated and Canadian-born teachers’ preparedness to teach English language learners. Canadian Journal of Education, 35(3), 64-84.

Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271-308.

Krulatz, A., & Christison, M. A. (2022). Working towards a multilingual paradigm in content-based English language teaching: Implications for teacher education. In M. A. Christison, J. Crandall & D. Christian (Eds.) Research in integrating language and content in diverse contexts (pp. 3-20). Routledge.

Krulatz, A., & Christison, M. A. (2023). Multilingual Approach to Diversity in Education: A methodology for linguistically and culturally diverse learners. Palgrave Macmillan.

Krulatz, A., Christison, M. A., Park, K. (2022). Implementing the Multilingual Approach to Diversity in Education (MADE) as a tool for instructional design in mixed language classrooms. In P. Bayona & E. Garcia-Martin (Eds). Successful pedagogies in mixed language classrooms (pp. 274-292).Multilingual Matters.

Krulatz, A., Christison, M. A., Xu, Y., & Walla, D. (2024). Operationalizing an approach to multilingualism with pre-service English as an additional language (EAL) teachers in an EMI context. In D. Yuksel, M. Altay, & S. Curle (Eds.), Multilingual and translingual practices in English-medium instruction (pp. 245-266). Bloomsbury.

Lorenz, E., Krulatz, A., & Torgersen, E. (forthcoming). Examining literacy practices in EAL settings: From research to practice. In L. Cataldo-Schwarzl & M. Janík (Eds.), Multilingual education in the flow: Research-based approaches to teaching in times of global opportunities and challenges. Waxmann.

Lorenz, E., Krulatz, A., Torgersen, E. (2021). Towards culturally and linguistically responsive teaching in multilingual EAL classrooms. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103428

May, S. (2019). Negotiating the multilingual turn in SLA. The Modern Language Journal, (Supplement 2019), 122-129.

May, S. (Ed.) (2014). The multilingual turn. Implications for SLA, TESOL, and Bilingual Education. Routledge.

Menken, K., & Sanchez, M. T. (2019). Translanguaging in English only schools: From pedagogy to stance in disruption of monolingual policies and practices. TESOL Quarterly, 53(3), 741-767.

Ortega, L. (2014). Ways forward for a bi/multilingual turn in SLA. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 32-52). Routledge.

Otwinowska, A. (2014). Does multilingualism influence plurilingual awareness of Polish teachers of English? International Journal of Multilingualism, 11(1), 97-119.

Uro, G., & Barrio, A. (2013). English language learners in America’s great city schools: Demographics, achievement, and staffing. Council of Great City Schools.

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CFP

Meaning in language, music and visual cognition

We are pleased to announce our conference on the schematic basis of meaning in language, music, and visual cognition. The event aims to gather linguists, psychologists, philosophers, neuroscientists, music, visual cognition, and multimodality researchers interested in schematic structures underlying (conceptual) meaning construction from any theoretical perspective (formal, functional, or eclectic). The phenomena of interest include, but are not limited to, image schemas, conceptual primitives, scripts, cross-modal correspondences, conceptual metaphors, metonymies and blends, semantic frames, mental and simulation models, and multimodal aspects of schematic meaning generation. Confirmed keynotes: Ray Jackendoff (Tufts / MIT), Todd Oakley (CWRU), Beate Hampe (Erfurt).

Abstract submission to https://forms.gle/bFLkpxz6FEg14uno7, by 1 Aug 2024. We welcome proposals for talks of up to 20 minutes. Abstracts should be no longer than 300 words. Information on abstract acceptance by 1 Sep 2024.

The conference is kindly supported by the Serbian Science Fund (SCHEMAS project , Grant No. 7715934).

More information on the conference website: https://schemas.rs/conference2024/

Feel free to write for further information. 

With best wishes,

Vladimir Ž. Jovanović

SASE President

Vladimir Ž. Jovanović

Filozofski fakultet /Faculty of Philosophy

Departman za anglistiku / English Department

Niš, Srbija / Niš, Serbia