LANGUAGE AND LITERATURE CONFERENCE


Language and Literature Conference is one of the leading research topics in the international research conference domain. Language and Literature is a conference track under the Humanities and Social Science Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Humanities and Social Science.

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Language and Literature is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

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I. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

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III. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

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IV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

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V. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

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VI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

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VII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

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VIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

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IX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

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X. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

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XI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

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XII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

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XIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

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XIV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

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XV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

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XVI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

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XVII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

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XVIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

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XIX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

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XX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

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XXI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

FINISHED

XXII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

FINISHED

XXIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

FINISHED

XXIV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

FINISHED

XXV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

FINISHED

XXVI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

FINISHED

XXVII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

FINISHED

XXVIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

FINISHED

XXIX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

FINISHED

XXX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

FINISHED

XXXI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

FINISHED

XXXII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

FINISHED

XXXIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

Humanities and Social Science Conference Call For Papers are listed below:

Previously Published Papers on "Language and Literature Conference"

  • Applying Systematic Literature Review and Delphi Methods to Explore Digital Transformation Key Success Factors
    Authors: Ayman El-Garem, Riham Adel, Keywords: Digital transformation, key success factors, literature review, Delphi study. DOI:10.5281/zenodo. Abstract: Digital transformation is about identifying the necessary changes of the entire business model, rethinking how to transform the traditional operations into digital ones that can create better value to its customers. Efforts are common across industries, but they often fail due to a lack of understanding of the factors required to focus on and change to be able to embark in digital transformation successfully. Further research is required to bridge the knowledge gap between academia and industry to support companies starting their digital transformation journey. To date there is no consensus on digital transformation key success factors. Therefore, the aim of this paper is to identify the success factors in digital transformation journey, throughout conducting a systematic literature review of 134 peer-reviewed articles to get better insights regarding the research progress in this field.  After completing the systematic literature review it will be followed by Delphi study to get experts consensus on the most significant factors affecting digital transformation implementation. The findings indicate that organizations undergoing digital transformation should focus mainly on (1) well managed digital transformation activities; (2) digital business strategy; (3) supportive culture; (4) top management support; (5) organizational change capabilities.
  • Teaching Attentive Literature Reading in Higher Education French as a Foreign Language: A Pilot Study of a Flipped Classroom Teaching Model
    Authors: Malin Isaksson, Keywords: Shared practice, flipped classroom, literature in foreign language studies, teaching literature analysis. DOI:10.5281/zenodo. Abstract: Teaching French as a foreign language usually implies teaching French literature, especially in higher education. Training university students in literary reading in a foreign language requires addressing several aspects at the same time: the (foreign) language, the poetic language, the aesthetic aspects of the studied works, and various interpretations of them. A pilot study sought to test a teaching model that would support students in learning to perform competent readings and short analyses of French literary works, in a rather independent manner. This shared practice paper describes the use of a flipped classroom method in two French literature courses, a campus course and an online course, and suggests that the teaching model may provide efficient tools for teaching literary reading and analysis in a foreign language. The teaching model builds on a high level of student activity and focuses on attentive reading, meta-perspectives such as theoretical concepts, individual analyses by students where said concepts are applied, and group discussions of the studied texts and of possible interpretations.
  • Second Language Development with an Intercultural Approach: A Pilot Program Applied to Higher Education Students from a Escuela Normal in Atequiza, Mexico
    Authors: Frida C. Jaime Franco, C. Paulina Navarro Núñez, R. Jacob Sánchez Nájera, Keywords: Collaborative learning, English as a Foreign language, intercultural communication, intercultural communicative competences, virtual partnership. DOI:10.5281/zenodo. Abstract: The importance of developing multi-language abilities in our global society is noteworthy. However, the necessity, interest, and consciousness of the significance that the development of another language represents, apart from the mother tongue, is not always the same in all contexts as it is in multicultural communities, especially in rural higher education institutions immersed in small communities. Leading opportunities for digital interaction among learners from Mexico and abroad partners represents scaffolding towards, not only language skills development but also intercultural communicative competences (ICC). This study leads us to consider what should be the best approach to work while applying a program of ICC integrated into the practice of EFL. While analyzing the roots of the language, it is possible to obtain the main objective of learning another language, to communicate with a functional purpose, as well as attaching social practices to the learning process, giving a result of functionality and significance to the target language. Hence, the collateral impact that collaborative learning leads to, aims to contribute to a better global understanding as well as a means of self and other cultural awareness through intercultural communication. While communicating through the target language by online collaboration among students in platforms of long-distance communication, language is used as a tool of interaction to broaden students’ perspectives reaching a substantial improvement with the help of their differences. This process should consider the application of the target language in the inquiry of sociocultural information, expecting the learners to integrate communicative skills to handle cultural differentiation at the same time they apply the knowledge of their target language in a real scenario of communication, despite being through virtual resources.
  • Language Policy as an Instrument for Nation Building and Minority Representation: Supporting Cases from South Asia
    Authors: Kevin You, Keywords: Language policy, South Asia, nation building, Artificial states. DOI:10.5281/zenodo. Abstract: Nation-building has been a key consideration in ethno-linguistically diverse post-colonial ‘artificial states’, where ethnic tensions, religious differences and the risk of persecution of minorities are common. Language policy can help with nation-building, but it can also hinder the process. An important challenge is in recognising which language policy to adopt. This article proposes that the designation of a widely used lingua franca as a national language (in an official capacity or otherwise) - in a culturally, ethnically and linguistically diverse post-colonial state - assists its nation-building efforts in the long run. To demonstrate, this paper looks at the cases of Sri Lanka, Indonesia and India: three young nations which together emerged out of the Second World War with comparable colonial experiences, but subsequently adopted different language policies to different effects. Insights presented underscore the significance of inclusive language policy in sustainable nation-building in states with comparable post-colonial experiences.
  • Shifting Paradigms of Culture: Rise of Secular Sensibility in Indian Literature
    Authors: Nidhi Chouhan, Keywords: Culture, Indian, literature, plurality, religion, secular, secularism. DOI:10.5281/zenodo. Abstract: Burgeoning demand of ‘Secularism’ has shaken the pillars of cultural studies in the contemporary literature. The perplexity of the culturally estranged term ‘secular’ gives rise to temporal ideologies across the world. Hence, it is high time to scan this concept in the context of Indian lifestyle which is a blend of assimilated cultures woven in multiple religious fabrics. The infliction of such secular taste is depicted in literary productions like ‘Satanic Verses’ and ‘An Area of Darkness’. The paper conceptually makes a cross-cultural analysis of anti-religious Indian literary texts, assessing its revitalization in current times. Further, this paper studies the increasing popularity of secular sensibility in the contemporary times. The mushrooming elements of secularism such as abstraction, spirituality, liberation, individualism give rise to a seemingly newer idea i.e. ‘Plurality’ making the literature highly hybrid. This approach has been used to study Indian modernity reflected in its literature. Seminal works of stalwarts are used to understand the consequence of this cultural synthesis. Conclusively, this theoretical research inspects the efficiency of secular culture, intertwined with internal coherence and throws light on the plurality of texts in Indian literature.
  • A Surrealist Play of Associations: Neoliberalism, Critical Pedagogy and Surrealism in Secondary English Language Arts
    Authors: Stephanie Ho, Keywords: Arts-informed pedagogies, language arts, literature, Surrealism. DOI:10.5281/zenodo. Abstract: This project utilizes principles derived from the Surrealist movement to prioritize creative and critical thinking in secondary English Language Arts (ELA). The implementation of Surrealist-style pedagogies within an ELA classroom will be rooted in critical, radical pedagogy, which addresses the injustices caused by economic-oriented educational systems. The use of critical pedagogy will enable the subversive artistic and political aims of Surrealism to be transmitted to a classroom context. Through aesthetic reading strategies, appreciative questioning and dialogue, students will actively critique the power dynamics which structure (and often restrict) their lives. Within the ELA domain, cost-effective approaches often replace the actual “arts” of ELA. This research will therefore explore how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. This research will also examine how Surrealism can be used as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. The stakeholders are teachers, as they experience constant pressure within their practices. Similarly, students encounter rigorous, results-based pressures. These dynamics contribute to feelings of powerlessness, thus reinforcing a formulaic model of ELA. The ELA curriculum has potential to create laboratories for critical discussion and active movement towards social change. This proposed research strategy of Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills.
  • Tibyan Automated Arabic Correction Using Machine-Learning in Detecting Syntactical Mistakes
    Authors: Ashwag O. Maghraby, Nida N. Khan, Hosnia A. Ahmed, Ghufran N. Brohi, Hind F. Assouli, Jawaher S. Melibari, Keywords: Arabic Language acquisition and learning, natural language processing, morphological analyzer, part-of-speech. DOI:10.5281/zenodo. Abstract: The Arabic language is one of the most important languages. Learning it is so important for many people around the world because of its religious and economic importance and the real challenge lies in practicing it without grammatical or syntactical mistakes. This research focused on detecting and correcting the syntactic mistakes of Arabic syntax according to their position in the sentence and focused on two of the main syntactical rules in Arabic: Dual and Plural. It analyzes each sentence in the text, using Stanford CoreNLP morphological analyzer and machine-learning approach in order to detect the syntactical mistakes and then correct it. A prototype of the proposed system was implemented and evaluated. It uses support vector machine (SVM) algorithm to detect Arabic grammatical errors and correct them using the rule-based approach. The prototype system has a far accuracy 81%. In general, it shows a set of useful grammatical suggestions that the user may forget about while writing due to lack of familiarity with grammar or as a result of the speed of writing such as alerting the user when using a plural term to indicate one person.
  • A Corpus-Based Approach to Understanding Market Access in Fisheries and Aquaculture: A Systematic Literature Review
    Authors: Cheryl Marie Cordeiro, Keywords: Market access, fisheries and aquaculture, international business, systematic literature review. DOI:10.5281/zenodo. Abstract: Although fisheries and aquaculture studies might seem marginal to international business (IB) studies in general, fisheries and aquaculture IB (FAIB) management is currently facing increasing pressure to meet global demand and consumption for fish in the next coming decades. In part address to this challenge, the purpose of this systematic review of literature (SLR) study is to investigate the use of the term ‘market access’ in its context of use in the generic literature and business sector discourse, in comparison to the more specific literature and discourse in fisheries, aquaculture and seafood. This SLR aims to uncover the knowledge/interest gaps between the academic subject discourses and business sector practices. Corpus driven in methodology and using a triangulation method of three different text analysis software including AntConc, VOSviewer and Web of Science (WoS) analytics, the SLR results indicate a gap in conceptual knowledge and business practices in how ‘market access’ is conceived and used in the context of the pharmaceutical healthcare industry and FAIB research and practice. While it is acknowledged that the product orientation of different business sectors might differ, this SLR study works with the assumption that both business sectors are global in orientation. These business sectors are complex in their operations from product to market. This SLR suggests a conceptual model in understanding the challenges, the potential barriers as well as avenues for solutions to developing market access for FAIB.
  • How Children Synchronize with Their Teacher: Evidence from a Real-World Elementary School Classroom
    Authors: Reiko Yamamoto, Keywords: Movement synchrony, teacher–child relationships, English as a foreign language, EFL learning. DOI:10.5281/zenodo. Abstract: This paper reports on how synchrony occurs between children and their teacher, and what prevents or facilitates synchrony. The aim of the experiment conducted in this study was to precisely analyze their movements and synchrony and reveal the process of synchrony in a real-world classroom. Specifically, the experiment was conducted for around 20 minutes during an English as a foreign language (EFL) lesson. The participants were 11 fourth-grade school children and their classroom teacher in a public elementary school in Japan. Previous researchers assert that synchrony causes the state of flow in a class. For checking the level of flow, Short Flow State Scale (SFSS) was adopted. The experimental procedure had four steps: 1) The teacher read aloud the first half of an English storybook to the children. Both the teacher and the children were at their own desks. 2) The children were subjected to an SFSS check. 3) The teacher read aloud the remaining half of the storybook to the children. She made the children remove their desks before reading. 4) The children were again subjected to an SFSS check. The movements of all participants were recorded with a video camera. From the movement analysis, it was found that the children synchronized better with the teacher in Step 3 than in Step 1, and that the teacher’s movement became free and outstanding without a desk. This implies that the desk acted as a barrier between the children and the teacher. Removal of this barrier resulted in the children’s reactions becoming synchronized with those of the teacher. The SFSS results proved that the children experienced more flow without a barrier than with a barrier. Apparently, synchrony is what caused flow or social emotions in the classroom. The main conclusion is that synchrony leads to cognitive outcomes such as children’s academic performance in EFL learning.
  • Extending the Flipped Classroom Approach: Using Technology in Module Delivery to Students of English Language and Literature at the British University in Egypt
    Authors: Azza Taha Zaki, Keywords: Attendance, British University, Egypt, flipped, student achievement, student-centred, student engagement, students’ projects. DOI:10.5281/zenodo. Abstract: Technology-enhanced teaching has been in the limelight since the 90s when educators started investigating and experimenting with using computers in the classroom as a means of building 21st. century skills and motivating students. The concept of technology-enhanced strategies in education is kaleidoscopic! It has meant different things to different educators. For the purpose of this paper, however, it will be used to refer to the diverse technology-based strategies used to support and enrich the flipped learning process, in the classroom and outside. The paper will investigate how technology is put in the service of teaching and learning to improve the students’ learning experience as manifested in students’ attendance and engagement, achievement rates and finally, students’ projects at the end of the semester. The results will be supported by a student survey about relevant specific aspects of their learning experience in the modules in the study.

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