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Background: We see historical phonology as the branch of linguistics which links phonology to the past in any way. Its key concerns are (i) how and why the phonology of languages changes in diachrony, and (ii) the reconstruction of past synchronic stages of languages鈥� phonologies. These are inextricably linked: we need to understand what the past stages of languages were in order to understand which changes have occurred, and we need to understand which kinds of changes are possible and how t

The Steering Committee of the Conference on Methods in Dialectology and Language Diversity is pleased to announce its 19th conference, Methods XIX, to be held at the University of British Columbia at Vancouver, from 4-7 August 2026. Originally a forum for the discussion of methodological issues in dialect research, Methods conferences have progressively extended their topical range and now include the whole spectrum of regional, historical, and social language variation. The Methods series w

Sponsored by AIA (Italian Association for English Studies), Aston Stylistics Research Centre (Aston University - Birmingham) and CenTras (Centre for Translation Studies @UCL - UK) We are pleased to announce the International Conference on Cognition and the Media, a multidisciplinary event bringing together scholars from media studies, cognitive science, translation studies, linguistics, psychology, and related fields. Drawing inspiration from the work of scholars such as Gilles Fauconnier,

Linguistic research and theory construction has for a long time been conducted from a very Eurocentric perspective and mainly based on intuition. This type of armchair linguistics has been rightfully criticized, but fortunately, the last decades have seen a shift to more empirically oriented methods. Naturally, these methods were initially applied to well-known languages like English and German. However, more recently, empirical methods have also been more consistently applied to understudied la

The aim of this conference is to bring together specialists in didactics, linguistics, geography, and second language acquisition, as well as teacher trainers and secondary school teachers to discuss the teaching and learning of English as a Second Language (ESL) using a CLIL approach, in geography classes more specifically. The CEFR (2001, 2018) promotes an action-oriented perspective for the teaching of foreign languages and considers learners as social actors. This approach aims to engage