List of accepted submissions (arranged alphabetically):

  1. A Cognitive Construction Grammar Approach to English Phrasal Verbs; A step-by-step pedagogical model. Efthymia Tsaroucha (University of Thessaly, Greece)
  2. A hybrid usage-based model for L2 pedagogy of Spanish prepositional constructions. Estefania Tamayo Pineda (University of Exeter, UK)
  3. An Approach to AI Humor Generation Using Construction Grammar. Nuttanart Muansuwan (King Mongkut's University of Technology Thonburi, Thailand)
  4. Bridging theories of multilingualism and teaching practice: Didactic guidelines for diasystematic CxG-based FLT/FLL. Sabrina Goll (Europa-Universität Flensburg), Lisa Tulaja (Christian-Albrechts-Universität zu Kiel, Germany)
  5. Building a constructicon from the ground up. Steven Clancy (Harvard University, USA)
  6. Building Ukrainian through Constructions: A Construction Grammar Approach to Teaching Ukrainian as a Foreign Language. Nataliia Sorokina (University of Innsbruck, Austria)
  7. Building up the CASA - A Methodological Foundation to the Constructional Approach. Rodrigo Garcia Rosa (University of Sao Paulo, Brazil)
  8. Challenges in Teaching Phraseme Constructions in Russian as a Foreign Language. Natallia Funt (Martin-Luther-Universität Halle-Wittenberg, Germany)
  9. Citations as constructions: finding ways to teach novice academic writers the concept of a source. Marri-Mariska Tammepõld (University of Tartu, Estonia), Ilona Tragel, (University of Tartu, Estonia)
  10. Complexity vs. communication: teaching constructions at the beginner’s level. Tore Nesset (UiT The Arctic University of Norway), Svetlana Sokolova (UiT The Arctic University of Norway)
  11. Constructing a constructicon in French L2. Filip Verroens (Universiteit Gent, Belgium)
  12. Exploring Dutch and French constructions through corpus-based pedagogy. The case of 'een schat van een kind' (lit. ‘a treasure of a child’). Kristel Van Goethem (F.R.S.-FNRS & Université catholique de Louvain), Isa Hendrikx (Université de Liège), Gudrun Vanderbauwhede (Université de Mons)
  13. Exploring the Thinking-for-Speaking Mechanism Underlying Russian Motion Verbs for Improved L2 Teaching: Towards an Approach Based on Paraphrasing Synonymous Constructions. Maria Bondarenko (Université de Montréal, Canada; Universität Heidelberg, Germany)
  14. Figurative constructions and young EFL learners: When, what and how. Jelena Parizoska (University of Zagreb, Croatia)
  15. Framing and Constructing Swedish: AI in Pedagogical Lexicography. Utpal Pandey (University of Texas at Austin, USA), Bradley Barr (University of Texas at Austin, USA)
  16. From Svenskt konstruktikon to Svenska språkmönster. On pedagogical adaptation of a multipurpose database. Julia Prentice (University of Gothenburg, Sweden), Benjamin Lyngfelt (University of Gothenburg, Sweden).
  17. From syntax to morphology: morphological constructions in the classroom. Anastasia Makarova (Uppsala university, Sweden)
  18. From The New York Times to The Economist": Analyzing Didactic Support in Teaching Phraseme Constructions in B2 English Reading Sections. Eriada Çela (University of Elbasan "Aleksander Xhuvani", Albania)
  19. From THINK THAT to THINK Ø: Diachronic Insights, Pedagogical Applications, and AI-Assisted Experimentation. Vassiliki Geka and Anna Piata (National & Kapodistrian University of Athens, Greece)
  20. Grammatical Profiles as Pedagogical Tools: Constructional Insights from GramatiKat. Dominika Kováříková (Charles University, Prague, Czech Republic)
  21. How to teach Finnish word order: argument structure meets information structure. Jaakko Leino (University of Helsinki, Finland)
  22. Illustrating filler-slot relations. Bálint Sass (ELTE Research Centre for Linguistics, Hungary)
  23. Inductive acquisition of English collocations: A usage-based approach to L2 pedagogy. Sahar Shirali (Free University of Berlin, Germany)
  24. Learning grammar through constructions: A case study in Albanian learners of German. Ema Kristo (University of Tirana, Albania)
  25. Lost in construction. Constructional idioms in EFL and the CEFR Framework. Biljana Radić-Bojanić (University of Novi Sad, Serbia), Pedro Ivorra Ordines (University of Zaragoza, Spain), Çiler Hatipoğlu (Middle East Technical University, Turkey)
  26. Making constructions stick: insights from textbook development for advanced L2 Russian classes. Elmira Zhamaletdinova (Ludwig-Maximilians-Universität München), Valentina Zhukova (UiT The Arctic University of Norway), Liya Zalaltdinova (Harvard University), Dmitrii Pastushenkov (Harvard University)
  27. Methods for Pedagogical Constructicography: Using LLMs to Identify the CEFR Level of Constructions, Construction–Collexeme Pairings, and Collocations on the basis of CEFR-Graded L2 Textbook and Learner Corpora. Jelena Kallas (Institute of the Estonian Language, Tallinn, Estonia), Heete Sahkai, (Institute of the Estonian Language), Geda Paulsen (Institute of the Estonian Language, Uppsala University), Ene Vainik (Institute of the Estonian Language), Kertu Saul (Institute of the Estonian Language, University of Tartu), Raili Pool (Institute of the Estonian Language, University of Tartu), Ahto Kiil (University of Tartu)
  28. Norske språkmønstre – A Constructicon and Resource Bank for Teaching Activities in Norwegian. Snorre Karkkonen Svensson (Valodu māja - House of Languages, Rīga, Latvia), Alise Birnbauma (Valodu māja - House of Languages), Namejs Kugrēns (Valodu māja - House of Languages), Live Christine Brandal Tjervåg (University of Bergen)
  29. Norwegian “normlessness” as a challenge for constructicography: How to build a constructiCon for a language without a single norm? Olaf Mikkelsen (UiT The Arctic University of Norway), Anna Endresen (UiT The Arctic University of Norway), Paulina Horbowicz (Adam Mickiewicz University in Poznan, Poland), Jakub Przytuła (Adam Mickiewicz University in Poznan, Poland), Julia Jaworska (SWPS University, Poland), Andrea Romanzi (University of Milan, Italy)
  30. Not All Departures Are Equal: Realistic Input of Russian Motion Verbs for L2 Learners. Irina Six (University of Kansas, USA)
  31. One Step Closer to a Mandarin Constructicon: A Data-Driven Bottom-Up Approach Using the BuildC Algorithm and Network Analysis. Hung-Kuan Su (National Taiwan Normal University)
  32. Pragmaticalization in microsyntax: the case of kak-to tak. Valentina Apresyan (Dartmouth College, USA)
  33. Slavic Intercomprehension of Phraseme Constructions. Radovan Milović (Saarland University, Germany), Irina Stenger (Saarland University, Germany), Tania Avgustinova (Saarland University, Germany)
  34. Targeting constructions from the perspective of vocabulary: emotions and grammatical case in Czech. Laura A. Janda (UiT The Arctic University of Norway), Dominika Kováříková (Charles University, Prague, Czech Republic)
  35. Teaching German Idioms through Construction Grammar: An Empirical Study with Adolescent Learners. Bin Zhang (Institute for German Studies and Media Cultures TUD Dresden University of Technology, Germany), Xiaowen Feng (Changshu Lunhua Foreign Language School, Jiangsu Province, China)
  36. Teaching German verb inflections implicitly with skewed constructional input. Jouni Rostila (University of Helsinki), Marjo Dillström (Keinutie Primary School, Helsinki).
  37. Teaching pragmatics through constructions: discourse uses of Russian indefinite pronouns. Svetlana Sokolova (UiT The Arctic University of Norway), Anastasia Makarova (Uppsala university, Sweden)
  38. The German caused motion and resultative constructions: pedagogical challenges and construction-based teaching methodology based on data-driven learning. Sabine De Knop (UCLouvain Saint-Louis Bruxelles, Belgium)
  39. The pragmatics of Scandinavian prefield: Towards a construction-based pedagogy in L2 writing instruction. Paulina Horbowicz (Adam Mickiewicz University in Poznan, Poland), Natalia Kołaczek (Adam Mickiewicz University, Poznan, Poland)
  40. Two types of adverbial clauses: On the relationship between connectors and clause complexing in the Norwegian constructicon. Tor Arne Haugen (Volda University College, Norway)
  41. What Can Be Given? Divergent Semantic Patterns in Give-Ditransitive Constructions Across EFL, ESL, and Native Speakers. Kanako Cho (Fukuoka University, Japan)
  42. Where do we start? Methodological challenges in populating the Italian Constructicon from an acquisition-oriented perspective. Beatrice Bernasconi (University of Turin, Italy), Francesca Masini (University of Bologna, Italy), Claudia Borghetti (University of Bologna, Italy)

Preliminary pre-registration

To help us prepare for the event, we kindly ask all authors and co-authors of accepted submissions to complete a short pre-registration form by November 5 (this is NOT the final registration, which will be administered later). If you decide to fill this form after November 9, please send an additional e-mail message to Anna Endresen.

Preliminary draft of the conference schedule

The draft can be found at the bottom of this page. This draft provides an overview of the planned panels and plenaries. Please note that the schedule is subject to change, and detailed information, including the titles of talks and additional updates, will be added later.




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