The Erasmus+ CIRCE project online seminar “Unlearning Accentism: Action Research and Critical Pedagogies” will be held on 30 June 2025 at 4:30 PM – 5:30 PM (CEST). Speaker: Clara Molina, Universidad Autónoma de Madrid, Spain.
The free seminar, organised by the CIRCE project in collaboration with DFCLAM University of Siena, H2IOSC project and Cnr-Istituto di Linguistica Computazionale “Antonio Zampolli”, will be included in the H2IOSC Training Environment to enable all interested parties to access the event registration.
Speaker Bio
Clara Molina is an Associate Professor in English Language and Linguistics at Universidad Autónoma de Madrid, Spain. Her teaching and research interests are in the overlapping fields of language variation and change, language education, and language in society (with a focus on identity and language ideologies). Over the years, she has participated in funded research projects (at present, on language and social inequality; formerly, on language learning, multilingualism, and education), and she has also carried out research stays in the United Kingdom and the United States. She holds postgraduate diplomas in Teaching and Learning Methodology, and Academic Mentoring, and has led numerous educational innovation projects (at present, a Challenge Based Learning initiative to foster multilingual access to health provision among migrants). She is the Director of the program for Mentoring among higher education lecturers at her university, and a board member of the MIRCo research center for Multilingualism, Discourse and Communication. Her academic responsibilities over the years (director of bachelor’s and master’s degree programs, vice-dean for Quality Assurance, rector’s delegate for Quality Assurance, vice-rector for Undergraduate Studies) have allowed her to acquire experience in academic governance, curriculum design, and evaluation of study programs.
Summary
This talk explores how to counteract language ideologies that damage speakers’ subjectivities and prevent their equal participation in society. To this end, it analyses the impact of a participatory action research project for sociolinguistic justice and of critical pedagogies (among students, focusing on the analysis of life trajectories linked to biographies and linguistic repertoires; and among future teachers, focusing on the integration of language ideologies in the training curriculum).