{"id":12249,"date":"2026-01-22T16:14:36","date_gmt":"2026-01-22T08:14:36","guid":{"rendered":"https:\/\/fass.nus.edu.sg\/cls\/?page_id=12249"},"modified":"2026-04-16T17:50:18","modified_gmt":"2026-04-16T09:50:18","slug":"clasic-2026","status":"publish","type":"page","link":"https:\/\/fass.nus.edu.sg\/cls\/clasic\/clasic-2026\/","title":{"rendered":"CLaSIC 2026"},"content":{"rendered":"\n\n

\n\t\t\tCLaSIC 2026\t<\/h1>\n\t\t\t\t\t\t\t\t\t\t\t\tWelcome Message\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\tCLaSIC\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\tKeynote Speakers\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\tOrganising Committee\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\tCall for Papers \t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\tRegistration\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\tGetting to venue\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\tAccommodation\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\tSingapore\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\tContact\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t25th Anniversary Dinner\t\t\t\t<\/a>\n\t\t\t\t\t\tWelcome Message\n

<\/p>\n

11th Centre for Language Studies International Conference (CLaSIC)<\/h1>\n\n\n\n
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Beyond Borders: Language Education in the Era of AI<\/strong><\/h2>\n

3-5 DECEMBER 2026<\/p>\nUTown Education Resource Centre
\n2 College Ave West, Singapore 138607<\/strong>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
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Welcome Message<\/strong><\/h2>\n

Dear colleagues and friends,<\/p>\n

On behalf of the Organising Committee, I am pleased to welcome you to the 11th CLS International Conference (CLaSIC 2026)<\/strong>, which will be held in Singapore from 3 to 5 December 2026<\/strong>.<\/p>\n

CLaSIC 2026 marks the 25th anniversary of the Centre for Language Studies at the National University of Singapore<\/strong>. Under the theme Beyond Borders: Language Education in the Era of AI<\/em><\/strong>, the conference invites critical reflection on the evolving landscape of language education, while reaffirming the central role of the human teacher in technology-mediated learning.<\/p>\n

We warmly welcome our long-standing colleagues and friends, and we are equally delighted to greet those joining the CLaSIC community for the first time. We look forward to a meaningful exchange of ideas and perspectives across language, disciplinary, and educational contexts.<\/p>\n

 <\/p>\nWarm regards,
\nIndrianti<\/strong>
\nChair, CLaSIC 2026<\/td>\n

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\"\"<\/h1>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\t\t\t\t\t\tCLaSIC\n

About CLaSIC<\/h1>\n\n\n\n
\n

CLaSIC is a biennial conference organised by the Centre for Language Studies of the National University of Singapore, and aims to bring together academics, researchers, and professionals from Asia and beyond for a productive and meaningful exchange of insights, experiences, views, and perspectives on current and future developments in foreign language teaching and learning. The conference serves as a platform for participants to report on current research and practices in foreign language education and related disciplines.<\/p>\n

Since the inaugural conference in December 2004, CLaSIC has been a resounding success, drawing researchers and professionals from all over the world. Leading scholars in foreign language education, applied linguistics, and second language acquisition have featured as keynote speakers, among them Anna Uhl Chamot, William Littlewood, Richard Schmidt, Elaine Tarone, Amy Tsui, Michael Byram, Claire Kramsch, Rod Ellis, and Michael Levy.<\/p>\n

Six scholarly volumes with selected papers from CLaSIC 2004, 2006, 2008, 2010, 2012, and 2014 have been published by the international publishing house, De Gruyter Mouton (Boston and Berlin). They are titled: Foreign Language Teaching in Asia and Beyond: Current Perspectives and Future Directions<\/em>, Processes and Process-Orientation in Foreign Language Teaching and Learning<\/em>, Media in Foreign Language Teaching and Learning<\/em>, Perspectives on Individual Characteristics and Foreign Language Education<\/em>; Culture and Foreign Language Education: Insights from Research and Implications for the Practice<\/em>; and New Perspectives on the Development of Communicative and Related Competence in Foreign Language Education<\/em>.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n

 <\/p>\n\t\t\t\t\t\tKeynote Speakers\n\t\t\t\t\t\t\t\t\t\t\t

Keynote Speakers<\/h1>\n\n\n\n\n\n\n\n\n\n<\/tr>\n\n\n\n
Fei Victor Lim
\n(Nanyang Technological University, Singapore)<\/td>\n		Tomohisa YAMADA
\n(Seinan Gakuin University, Japan)<\/td>\n		Javier Mu\u00f1oz-Basols
\n(Instituto Cervantes Los Angeles, USA \/ University of Oxford, UK \/ University of Seville, Spain)<\/td>\n		Meg Montee
\n(Georgetown University)<\/td>\n<\/tr>\n
\"\"<\/td>\n<\/td>\n<\/td>\n\"\"<\/td>\n<\/tr>\n
“When Bots Teach: Language and Literacy Learning Reimagined”<\/strong><\/td>\n“Reconceptualizing Human-Centric Technology Adoption in Education”<\/strong><\/td>\n“Beyond the Tool: Co-Existing, Co-Constructing, and Mediating AI in Language Education”<\/strong><\/td>\n“Rubrics for Classroom-Based Language Assessment”<\/strong><\/td>\n<\/tr>\n
Abstract:<\/strong> As GenAI reshapes the communicative landscape, language and literacy education confront a pressing question: how can educators reimagine language and literacy learning with the affordances of digital tools now made available to us. Grounded in social semiotics, my keynote frames learning as design: learning is not merely the accumulation of knowledge, but an agentive, situated process of meaning-making in which students build their semiotic capital and negotiate their identities as knowers and writers. I draw on findings from two recent research projects to examine the promises and limitations of GenAI in language and literacy learning. The first study investigates university students’ cognitive, emotional, and physiological engagement in online interactions with an AI chatbot and a human teacher during the planning phase of academic essay writing. The results reveal a tension: while AI can sustain engagement and reduce evaluative anxiety, it cannot replicate the relational trust, affective resonance, and critical guidance provided by human teachers. The second project explores a bespoke GenAI chatbots as Learning Companion designed to support graduate students’ critical reasoning and academic writing. I conclude by reflecting on the need for language and literacy learning to be reimagined in light of the pedagogical opportunities and challenges GenAI brings.<\/td>\nAbstract:<\/strong> In the contemporary pedagogical landscape, the integration of digital tools has become increasingly expected, contributing to disparities among educators in terms of technological literacy and implementation. This research examines the key factors that shape educators’ transition from hesitation to technology adoption.
\nBy integrating the Diffusion of Innovations theory and the Technology Acceptance Model (TAM), the study identifies the cognitive and contextual factors that influence educators’ decision-making processes. The analysis shifts the focus from functional utility to the psychological mechanisms underlying acceptance.
\nUltimately, this session seeks to delineate the conditions for effective synergy between human agency and technological or algorithmic support. By advocating for a human-centric paradigm, the presentation proposes a theoretically grounded framework for sustaining pedagogical integrity in increasingly automated educational environments, positioning technology as a pedagogical affordance rather than a limiting factor.<\/td>\n		<\/strong>Abstract: <\/strong>AI is changing how languages are taught and learned, but a fundamental question persists: what role do language professionals play when the tools themselves can “teach”? This keynote examines how language professionals working in virtual exchange settings negotiate the space between technological innovation and the deeply human nature of language learning. Drawing on research with language professionals from 15 countries, the presentation uncovers a telling tension: professionals recognize AI’s value for planning, personalization, and creative support, yet express concerns about data ethics, misinformation, diminished critical thinking, and the loss of emotional and cultural authenticity in learner interactions. These concerns run deeper in virtual exchange, where learning depends on the kind of cultural sensitivity and spontaneity that AI cannot replicate. What predicts whether these language professionals are willing to embrace AI? Not age or experience, but how familiar and comfortable they feel with it; a finding that underscores the importance of professional development grounded in practice, not just policy. The session makes a case for language professionals not as passive users of AI, but as active mediators who co-exist and co-construct with it, shaping how these tools serve, rather than replace, what makes language learning human.<\/td>\nAbstract: <\/strong>Language instructors often design and use performance assessments to monitor students’ language growth, provide feedback and grades, and plan instruction. Rubrics play a key role in ensuring the fairness, consistency, and transparency of these performance assessments by articulating the evaluation criteria (e.g., Jonsson & Svingby, 2007; Crusan, 2010). However, effective rubrics are often challenging for teachers to develop and use. The knowledge and skills needed for this work are captured by the concept of language assessment literacy (Taylor, 2013; Kremmel & Harding, 2020). Creating rubrics requires educators to apply their language assessment knowledge and skills to design usable, transparent tools that support language learning. Many instructors are interested in the use of generative AI tools for designing rubrics, but the efficacy of such practices is not well understood.\n

In this talk, I discuss an in-service professional development program and related research study about how language teachers develop rubrics for classroom-based assessment. As part of the course, instructors explored the use of generative AI to develop and refine rubrics. Using interviews, questionnaire data, and materials analysis, I discuss the opportunities and limitations of generative AI as a resource for creating rubrics and classroom resources more broadly. I will also discuss implications for how instructors develop language assessment literacy.<\/p>\n

 <\/p>\n

 <\/p>\n <\/td>\n<\/tr>\n

Biography: <\/strong>Fei Victor Lim is Associate Professor and Deputy Head (Research) in English Language and Literature at the National Institute of Education, Nanyang Technological University, Singapore. His research and teaching focus on multiliteracies, multimodal discourse analysis, and digital learning. He serves as an Editor of Multimodality and Society and Associate Editor of Computers and Composition. He leads the Literacies Research Group at NIE and MERLIN (Multimodality in Educational Research and Learning International Network) comprising a community of researchers and practitioners interested in multimodality and learning.\nVictor has secured and led multiple research grants as Principal Investigator and Co-Principal Investigator, delivered keynote and plenary lectures internationally, and published widely in leading journals on multimodality in education. He is author of Designing Learning with Embodied Teaching: Perspectives from Multimodality<\/em>, lead author of Designing Learning for Multimodal Literacy: Teaching Viewing and Representing, and most recently, Designing Learning with Digital Play: A Multimodal Perspective<\/em>, in Routledge. For his contributions, Victor has been recognised among the top 2% of scientists worldwide in Education and in Language and Linguistics (2023-2025) in a study conducted by Stanford University, and has received awards for excellence in research, teaching, and service.<\/td>\nBiography: <\/strong>Tomohisa YAMADA is a Professor in the Faculty of Foreign Languages and Director of the Center for Language Education at Seinan Gakuin University. His previous appointments include positions as a Japanese language instructor at the Language Centre, SOAS University of London; the International Student Center at Saga University; and the Institute for the Advancement of Higher Education at Hokkaido University, prior to assuming his current position in 2021. While at Hokkaido University, he received the Excellent Teacher Award for five consecutive years (2014-2018).
\nHis research centers on educational technology and teacher education, with particular emphasis on decision-making models for ICT and AI integration in education. In addition to his research activities, he promotes ICT literacy among Japanese language teachers through lectures and professional development programs and has served on ministerial committees related to ICT utilization at the Ministry of Education, Culture, Sports, Science and Technology (MEXT).
\nHis major publications include Utilizing ICT<\/em> (2nd ed.), Active Learning for Japanese Language Teachers<\/em> (co-author), Reconsidering Online Education (editor), and Will AI End Language Education? New Perspectives on Teaching and Learning Foreign Languages<\/em> (co-author), all published by Kuroshio Publishing.<\/td>\n		<\/strong>Biography: <\/strong>Javier Mu\u00f1oz-Basols is Executive Director at the Instituto Cervantes in Los Angeles and Honorary Faculty Research Fellow at the University of Oxford and the University of Seville. His research focuses on language contact and multilingualism, the integration of technology and AI in language learning, and the impact of institutional contexts on language teaching. He has delivered keynote addresses at international conferences and events in more than 20 countries and has published 19 books and edited volumes, with articles in leading journals such as Applied Linguistics<\/em>, Computer Assisted Language Learning (CALL)<\/em> and Modern Language Journal<\/em>. His most recent book, Technology-Mediated Language Teaching: From Social Justice to Artificial Intelligence (AI)<\/em><\/a> (Multilingual Matters), originally published in Spanish by Routledge, is now available in multiple languages and Open Access. He is co-founder and Editor-in-Chief of the Journal of Spanish Language Teaching<\/em> (Routledge) and serves as President of the Asociaci\u00f3n para la Ense\u00f1anza del Espa\u00f1ol como Lengua Extranjera (ASELE) and corresponding member of the Academia Norteamericana de la Lengua Espa\u00f1ola (ANLE).<\/td>\n<\/strong>\u00a0Biography: <\/strong>Meg Montee is an Associate Research Professor in the Department of Linguistics at Georgetown University and directs the Assessment and Evaluation Language Resource Center (AELRC).Professor Montee’s primary research area is language assessment and testing. She is an experienced PI and has received grants from the US Department of Education, the National Security Agency, and ETS. Through her research, she is committed to supporting language instructors and developing practical assessment resources that improve language teaching and learning.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\t\t\t\t\t\tOrganising Committee\n

<\/p>\nOrganising Committee\n

<\/p>\n

Chair<\/h3>\n

Dy. Chair<\/h3>\n

Advisors<\/h3>\n

Ms Indrianti TJAN<\/p>\n

Dr. Sasiwimol KLAYKLUENG<\/p>\n

A\/P Titima SUTHIWAN<\/p>\n

A\/P Izumi WALKER<\/p>\n

<\/p>\n

Abstracts & Program<\/h3>\n

Logistics<\/h3>\n

Registration<\/h3>\nHead:<\/strong>\nHead:<\/strong>\nHead:<\/strong>\nDr Jan Lutz AURACHER\nMs Liana KOSASIH\nMs Kazuko MORITA\n

Deputy Head:<\/strong><\/p>\n

 <\/p>\nDeputy Head:<\/strong>\nDeputy Head:
\n<\/strong>\nDr Mihi PARK\nDr Zulfati Izazi ZULKIFLI
\nMs Sophie Micheline UNDORF\n

Mr Sergio RODRIGUEZ FLORES<\/p>\nMembers:<\/strong>\nMembers:<\/strong>\nMembers:<\/strong>\nA\/P Titima SUTHIWAN
\nA\/P Izumi WALKER
\nA\/P CHAN Wai Meng
\nDr LIAN Oi Lin
\nDr Daniel CHAN
\nDr Haoshu WANG
\nDr Omar SALAWDEH
\nMr Masanori NAGAMI
\nMr Muzzammil bin MOHAMED YASSIN\nMr. Yannick APPRIOU
\nMs Kavita Devi
\nMs Zhang Mo
\nMr Thach Ngoc Minh
\nMs Saeko KITAI
\nMs Rungnapa KITIARSA
\nMr Yuzuru HAMASAKI\nDr Lee Peng CHEONG
\nMs Ing Ru CHEN
\nMs. Sara Sainz LANZA
\nDr. Osamu AMAZAKI
\nDr. Sandhya SINGH
\nMs. Satomi CHIBA\n

<\/p>\n

Secretariat<\/h3>\n

Treasury<\/h3>\n

Admin<\/h3>\nSecretary<\/strong>\nTreasurer<\/strong>\nAdmin Support<\/strong>\nMs Blanca P\u00c9REZ\nAssistant Secretary
\n<\/strong>Ms Euneee KO
\n<\/strong>\nDr Isabel DE LA FUENTE COBAS\nAssistant Treasurer
\n<\/strong>Ms Yoko MORIKAWA\nMs Susanna LAM,
\nMs Mas Minarni MASJUMI\n\t\t\t\t\t\tCall for Papers \nCall For Papers (Abstract only)\n

CLaSIC 2026 celebrates the 25th anniversary of the Centre for Language Studies at NUS. To mark this milestone, we invite educators, researchers, and practitioners to explore how language education is evolving in an age of rapid technological change. While AI and digital tools increasingly shape teaching and learning, a central question remains: How does the human teacher continue to guide, transform, and enrich language learning today?<\/p>\n

Our central theme focuses on the role of the teacher in AI-mediated environments, but we warmly welcome contributions across the broader field of language education. Submissions offering theoretical insights, empirical findings, classroom innovations, cross-cultural perspectives, or policy implications are all encouraged.<\/p>\n

Topics of Interest<\/strong><\/p>\n1. Pedagogy, Teachers, and AI
\n– Teaching design, human-machine interaction, teacher cognition, affect, and professional development\n2. Curriculum, Materials, and Assessment
\n– Curriculum design, materials\/textbooks, assessment, and feedback (including AI-supported approaches\n3. Learning Environments and Contexts
\n– Blended, hybrid, extended, informal, community-based, and technology-mediated learning spaces\n4. Learner Development, Competence, and Identity
\n– Fluency, competence, engagement, agency, motivation, identity, and proficiency frameworks\n5. Digital Literacy, Ethics, and Equity
\n– Critical digital literacy, access, inclusion, ethics, policy, and responsible AI use\n6. Multilingualism and Global Perspectives
\n– Multilingual practices, mobility, intercultural communication, and international perspectives.\n

 <\/p>\n

You may make your abstract submission here<\/a>.\u00a0<\/strong><\/p>\n

All abstracts will undergo peer review.<\/p>\n

We look forward to receiving your submissions and welcoming you to Singapore, 3-5 December 2026, for an engaging exploration of language education in the era of AI.<\/p>\n

<\/p>\n\t\t\t\t\t\tRegistration\nRegistration (for Attendees and Presenters)\n\n\n\n\n\n
Ticket Type<\/strong><\/td>\nPrice<\/strong><\/td>\nSales Period<\/strong><\/td>\n<\/tr>\n
Early Bird<\/td>\nSGD $530<\/td>\n1 March 2026 – 30 September 2026<\/td>\n<\/tr>\n
Standard<\/td>\nSGD $580<\/td>\n1 October 2026 – 30 November 2026<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nRegistration can be made here<\/a>.\u00a0<\/strong>\n\t\t\t\t\t\tGetting to venue\n\t\t\t\t\t\t\t\t\t\t\t

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 <\/p>\n

Visitors can get to UTown<\/strong> by:<\/p>\n

Bus:<\/strong><\/p>\n

NUS Internal Shuttle Bus D<\/p>\n