Conference notices and advice are also available on the AALL Discussion Forum.

Biennial AALL Conference


The 12th Biennial Conference of the Association for Academic Language and Learning will be held at the University of Wollongong from 25-27 November, 2015.

The title is 'Critical Intersections' and submissions will soon be invited that explore critical intersections of the following sets of themes:

  • Learning and language
  • Digital and literacy
  • Transition and first year
  • HDR writing and supervision
  • Numeracy and literacy
  • Assessment and professional development

Workshops will be staged throughout the conference, rather than occurring the day before it commences. Further details will be released as it comes to hand. Contact   

AALL 2015 UOW Conference: Critical Intersections  - call for papers

Wednesday 25th - Friday 27th November  2015

We are pleased to announce that the twelfth Association for Academic Language and Learning conference will be hosted by Learning Development at the University of Wollongong.  Proposals for papers are now open.

Conference Website:

Keynote speakers: Emeritus Professor Ronald Barnett (University of London), Associate Professor Cath Ellis (University of New South Wales) and Dr Kate Bowles (University of Wollongong)

Important dates:

March 2015: Abstract submissions now invited for all presentations, papers, posters and workshop proposals.

April 1st : Online conference registration opens

May 18th: Abstract submissions close

June 1st: Notification of acceptance

Aug 7th: Full paper deadline for authors seeking peer review publication in JALL special issue

Nov 25-27th: Conference: AALL 2015 UOW

Dec 15th:  Submission deadline for non-refereed presentations and workshop resources for publication on the conference website

To be advised: Final submission deadline for revised peer-reviewed papers selected for JALL and publication date of the special issue


 AALL 2015 UOW invites discussion about the critical intersections between a range of discourses and practices that circulate and combine in perplexing and often surprising ways in the broad field of academic language and learning.  To do this, we propose conversations between different topics or practices that are often considered disparate by our institutions (and sometimes ourselves). The conference will be organised into six streams that invite consideration of the critical intersections between pairs of concepts, directives or topics. While some of these pairings might not, at first glance, seem conceptually distinct, they are often conceived of or programmed as separate by institutional operations.  Presentations that address one of the following six critical intersections are now invited:

1.     Learning & Language
2.     Digital & Literacy
3.     Transition & First Year Experience
4.     HDR Writing & Supervision
5.     Assessment & Professional Development
6.     Numeracy & Literacy
Presentation options:
All proposals to the AALL 2015 UOW must be submitted as a 250 word abstract in the first instance, but they may result in presentations of any one of following formats:

  • Long paper presentation of 20 mins, either non-refereed or fully refereed for publication in a special issue of the Journal of Academic Language and Learning (JALL)
  • Short 5 mins case study of practice (Pecha Kucha format)
  • Workshops or an interactive 50 mins practice-based seminar relevant to one of the critical intersection streams
  • Poster, digital or mixed media presentation

Abstract submission for all presentation types at AALL 2015 UOW  is now open. Authors will be responded to with a notification of acceptance by the AALL 2015 UOW conference committee within two weeks.

Guidelines for abstract submission:
An abstract of 250 words is required for all presentation options.  All abstracts must identify the preferred critical intersection stream and be accompanied by a short 100 word author biography as well as a 30 word synopsis (for printing in the shorter conference program).

Submissions will be accepted on the basis that presenters and co-presenters will register and attend the AALL UOW 2015 conference. While participants may submit more than one abstract, we may not be able to timetable multiple presentations by the same author.  All abstracts will be reviewed by the members of AALL 2015 UOW conference committee to ensure that they address the conference theme and are suitable for one of the six critical intersection streams. Full papers intended for publication in the conference special issue of the Journal of Academic Language and Learning (JALL) will undergo a rigorous peer reviewing process. Please see the JALL author guidelines for more information about full papers:

Please send abstracts to:

Abstract template:

Extended information about the AALL 2015 UOW streams:

1. Learning & language: critical intersections

This stream considers the implications and options when the academy disconnects the theoretical and/or practical work it encourages around these concepts. What happens when knowledge about learning and knowledge about language are produced and applied as though never the twain should meet within institutions of education?  Key questions related to this stream include:

  • what are the theories of language that inform (or lurk behind) popular or influential theories of learning?
  • which theories of language inform ALL educational programs?
  • how are educators actually investigating language learning?
  • are investigations of language learning at individual level connected to observations of interaction and social discourse? How could/should they be?
  • when, where and why do ‘language’ and ‘literacy’ get separated in discussion of learning and teaching, development and culture?

2. Digital & literacy: critical intersections

This stream calls for papers that critically engage with the pedagogical  implications of addressing the complex inter-relationship between literacy and technology. While international research has long drawn attention to this complex interrelationship and the growing importance of thinking about literacy in terms of its multi-modality, our institutions tend to persist in treating digital and academic literacy as programmatically separate entities. Key questions related to this stream include:

  • how do literacies  get defined in our institutions? By whom and to what end?
  • what implications does the ‘technology enhanced learning’ agenda have for literacy, language and learning in the academy?
  • what is the role of ALL educators in creating a dialogue across disparate agendas in this space?

3. Transition & FYE: critical intersections

This stream calls for papers that critically engage with the innovative possibilities and complex tensions associated with those various programs we now label as ‘transition' and 'first year experiences' (FYE). We invite presentations that explore first year student experiences in various transition contexts, the possibilities of creative pedagogies / practices that facilitate these transitions and how ALL practitioners contribute to the development of critical pedagogies. Key questions related to this stream include:

  • what are the connections and potential disjunctions between transition/outreach programs and first year retention / successful progression?
  • what kinds of creative / innovative pedagogies have emerged as productive responses to increasing student diversity?
  • can the theories drawn from the field of critical pedagogy studies inform a conceptual framework regarding transition programs and first year experiences for diverse student cohorts?  

4. HDR writing & supervision: critical intersections

Worldwide growth in numbers of HDR students and increasing institutional commitment to research has seen a greater focus on HDR writing and its supervision. The building of writing capacity and guidance of research projects is now increasingly subject to multiple inputs, both in terms of the people involved and the resources used. This stream calls for investigations of the principles and practices of shared responsibility and invites presentations that consider - but are not limited to - the following questions:

  • how can ALL educators bring together the conversations about supporting thesis writing and supervisory responsibility and practice?
  • how might we promote transparency in the supervisory team (or extra-supervisory term) that acknowledges the shared responsibility for developing the HDR writing capacity of students?
  • can the traditional conceptions of ALL educators as ‘language remediators’ in the HDR space be overcome?
  • how can the impact of work done by AALL educators with regard to HDR writing be measured and quantified?
  • what professional development can be offered to supervisors and on what terms?

5. Assessment & professional development: critical intersections

This stream calls for presentations that consider how the demand for evidence in achieving standards, and for comparability in assessment practice, offer opportunities for ALL educators to influence how institutions develop curricula to meet the learning needs of students. While we work to ensure students are given the opportunity to develop the academic literacy and research skills required for assessment tasks, a stronger focus on feedback and ‘assessment literacy’ in our collaborations might usefully bridge gaps between teachers’ professional development (PD), student learning and the role of educators who specialise in ALL.  Key questions related to this stream include:

  • what are the implications of the higher education standards agenda for ALL educators and how we work with faculty staff in our institutions?
  • how might the professional development of teachers help ensure that the curriculum is adjusted to meet the learning needs of students?
  • how can/do ALL educators collaborate with discipline-based educators to design and manage feedback on student work?
  • what are the intersections between assessment literacy and sustainable learning?

6. Numeracy & literacy: critical intersections

This stream calls for papers which discuss the critical intersections between academic numeracy and academic literacy.  Left simply on its own, the term numeracy seems to have been difficult to define and in the past has been classified as any one of the following: just one component of the many academic literacies; a subordinate in the world of literacy; the mathematical counterpart of literacy; and so on.  

  • should academic numeracy and academic literacy intersect without colliding in competition for recognition?  
  • if there is doubt about where numeracy stands, how can we be sure that we can be innovative and inclusive in our approach and that our impact is meaningful?


For further information about the conference please refer to the conference website:

Please email any enquiries about the conference to:



The 11th Biennial Conference of the Association for Academic Language and Learning was held at RMIT University, Melbourne, on 14 & 15 November, 2013. More information at


AALL ACT/NSW SYMPOSIUM  7 June 2013 University of Sydney

The recordings, slide presentations in PDF, as well as presentation abstracts and short bios of the presenters, are available in our AALL dropbox. To view and/or download these files, just click on the following link:


The 2011 Biennial AALL Conference was held 24-25 November, in Adelaide, South Australia.

Download the 2011 Conference Book  'Forging new directions in ALL'

Organised by the University of Adelaide, the University of South Australia and Flinders University.


The 2009 Biennial AALL Conference was held at the University of Queensland, 26-27 November.


'Learning together: crossing boundaries through collaborative practices within and beyond the tertiary context',

Refereed Proceedings: Special Issue: Proceedings of the 9th Biennial Conference of the Association for Academic Language and Learning, 26-27 November, Journal of Academic Language and Learning, Vol 3, No 2 (2009), David Rowland (Ed).


At the NSW/ ACT Professional Development Day (5 December) videos were made of the presentations:

These can be viewed in windows media movie if using a Windows PC.
Alternative for MAC users: Mac users can download "Flip4Mac" which allows them to play back the uploaded videos which are in a "Windows media". The player is free and can be downloaded here.


How do we communicate? - Refereed Proceedings, 8th Biennial Academic Language and Learning Conference, 29-30 November,  Journal of Academic Language and Learning, David Rowland and Jennie Lynch (Eds)


Critiquing and reflecting: LAS profession and practice. Refereed Proceedings -  Language and Academic Skills in Higher Education Conference,  Stephen Milnes (Ed), with Gail Craswell, Valli Rao and Annie Bartlett, The Australian National University


"In the future..." 6th [Biennial] National Conference  2003, Language and Academic Skills in Higher Education, Flinders University, 24-25 November. Kate Deller-Evans and Peter Zeegers (Eds).

Addenda: Should have been included in the printed version of the Refereed Proceedings.

Challenges of graduate attributes movement: Kate Chanock, La Trobe University. 

Email and the changing nature of the relationship and dialogue between staff and students. Robyn Thomas,
La Trobe University.


Changing identities. (Link currently broken - to be updated) Refereed Proceedings - Language and Academic Skills Conference, University of Wollongong, 29-20 November. Uta Fischer, Bronwyn James, Alisa Percy, Jan Skillen, Neil Trivett (Eds)


Sources of confusion. (3.3 MB) Refereed Proceedings, Language and Academic Skills Conference, La Trobe University, 27-28 November. Kate Chanock (Ed.)


Language and learning: the learning dimensions of our work. (57.48MB) Refereed Proceedings of the National Language and Academic Skills Conference, Monash University, November 25-26, 1999. Glenda Grosling, Tim Moore & Sheila Vance (Eds).


Teaching communication skills in the disciplines  (54.3MB). Proceedings of the Australian Communication Skills Conference. The University of Melbourne, October 1-2.


Selected Proceedings of the First National Conference on Tertiary Literacy: research and practice. Victoria University of Technology, Melbourne.

Part 1: Policy and Practice of Tertiary Literacy. (68.7 MB). Zofia Golebiowski (Ed.)

Part 2: Academic Communication Across Disciplines and Cultures. (59.64 MB). Zofia Golebiowski and Helen Borland (Eds.)


What do we learn from teaching one-to-one that informs our work with larger numbers? (50.7 MB) Proceedings of the  Language and Academic Skills Conference, La Trobe University Bundoora, 18-19 November. Kate Chanock, Valerie Burley and Sheila Davies (Eds).


Integrating the teaching of academic discourse into the disciplines (64.4 MB). Proceedings of the  Language and Academic Skills Conference, La Trobe University Bundoora, 21-22 November. Kate Chanock (Ed.) with assistance from Valerie Burley.


Learning to Learn:  Language and Study Skills in Context. (23.5 MB). Proceedings of the 6th Annual Australasian Study Skills Conference, University of Adelaide, May. Neil Quintrell (Ed.)


Language and Learning at Tertiary Level, Part 1 (36.4 MB) and Part 2 (5.2.1 MB), 5th Annual Australasian Study Skills Conference, Deakin University, 15-18 May. Convenor, Rosalind Meyer.


Communication, Learning and Literacy at Tertiary Level. (33.6 MB) Annual National Conference on Learning Skills and Communication,  May 17-20, St John's College, University of Queensland


Communication at University: Purpose, Process and Product (22.76 MB), La Trobe University