July 22 - July 24, 2014 Sapporo Renaissance, Hokkaido, Japan

2014 ISLLLE has drawn the curtain with great participation and positive feedbacks at Sapporo, Japan. The three-day conference brought together all the experts and professionals around the world to discuss and share their observation and research in the fields of language, linguistics, literature and education.

With full support from Sapporo Convention Bureau, 2014 ISLLLE is fruitful and enlightening international event for all participants.

Keynote Speech

Topic: Servitude and Followership in Leadership: How Less Autocratic Approaches to School Administration Empowers Students

Jonathan Damiani
Assistant Professor, Faculty of Communication
Nagoya University of Commerce & Business, Japan

Business and industry leadership has long-recognized the value of involving line-workers in decisions about how their work is organized and conducted. While effective leadership,strong teachers, and ocioeconomic status have been cited as a few of the many determinants that make up a successful school, students are the ones that are actually doing the work of learning. Students are education’s line-workers, and it is the quality of their work that inevitably determines the success of the entire organization. Despite this fact, students have not been treated as vital to the success of schools by most practitioners and scholars.

This concept of adults learning from, or working alongside students to shape the climate of schools may sound to many practitioners and researchers like a radical departure from more traditional methods (Jones & Perkins, 2004). These relationships between students and adults
have resulted in more collaborative learning environments, where students accept more responsibility and share authority (Panitz, 1996). These new and more meaningful models of shared leadership have begun to receive attention from researchers focused on understanding
how schools can best use student voice initiatives to drive reform efforts.

Research has demonstrated that cooperative efforts between students and adults can develop schools in a way that students and adults acting alone cannot (Kirchner, 2005). While schools and principals have for decades used student voice in relation to 24 maintaining the status quo, or to manage and organize student activities and student behavior,
student voice has been largely subjected to miting school-established parameters (Warner,2010). These parameters have rarely been designed to include students’ perspectives of teaching and leadership, arguably the two most important aspects of student life. Many adults struggle to view students as collaborators that can potentially inform their practice.
Despite this we know from research that when adults listen to what students have to say about their learning, and meaningfully use student voice to shape their experiences of school, they can empower students as learners (Warner, 2010).

This research places principals’ perspectives of how schools best operate alongside those their students have about leadership, to develop a better understanding of how students and school leaders can work together to create more equitable and excellent schools.

Online Submission

Important Dates
Paper Submission Deadline

September 25, 2020

Notification of Acceptance
From Oct. 12, 2020
(20 days for paper-reviewing)

Final Registration Deadline

November 25, 2020

Contact Us: isllle@isllle.org