Call for Papers

CALL FOR 2012 MONOGRAPH PROPOSALS – EXTENDED DEADLINE: October 15, 2010

Modern Language Journal

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Monograph/Focus Volume Series

Guidelines for Prospective Monograph Authors

The following guidelines should be used by authors submitting proposals for the 2012 MLJ monograph. The Monograph (to be under 400 manuscript pages in length) may treat any topic related to second language learning and teaching, that is, within the scope of the MLJ. Both theoretical topics and extended research studies are welcome. Preference will be given to topics concerning languages other than English, although work in ESL and EFL will be considered if it has implications for teaching other languages as well.

Monograph proposals should include the following:

1. In a detailed statement of purpose (5–7 pages double spaced, 12 pt. font), include the following:

– The objective of the proposed monograph and an explanation of the unique and significant contribution it makes to the field of second language acquisition or foreign language pedagogy.

– The language(s) addressed or illustrated and, if applicable, additional languages to which the work would offer insights.

– A comparison/contrast with monographs that have covered the same or similar topics, and an explanation of what sets your monograph apart from them.

– An explanation of how the approach taken in the monograph does or does not represent a departure from, or extension of, conventional wisdom. Explain how this monograph will contribute to the discipline.

– Other comments that reveal different, original, or interesting aspects of your proposed project

– A sentence or two explaining why you are submitting your proposal to the MLJ monograph series.

– If possible, a brief description of anticipated special production issues such as the number and type of illustrations, photographs, tables, maps, glossary, appendixes, etc., and whether they will require any special design considerations, copyright permissions, etc.

2. A separate annotated outline (table of contents), including a short narrative for each section that describes how that section contributes to the monograph.

3. If you have a sample chapter, please include it with your proposal.

4. A list of suggested readers, including those who might have already read the manuscript. Some of these readers may be contacted for review, but additional readers will also be chosen.

5. Author(s) information: Your curriculum vitae, including publications, selected talks, and offices held in professional organizations, as well as contact information.

– Electronic files containing monograph proposals are due to the Editor of the series (Barbara Lafford, blafford@asu.edu<mailto:blafford@asu.edu>) by October 15, 2010. The Editor will inform prospective authors of publication decisions by November 30, 2010. The author(s) of the manuscript chosen will be sent more detailed guidelines and a timeline for manuscript preparation for the 2012 publication date.

NERALLT Fall 2010 Conference

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The Digital Native Language Learners are Here: How Do We Effectively Teach Language to the Digital Native?

October 21st-22nd, 2010

Harvard University

When Marc Prensky coined the phrase in 2001 ‘Digital Native’ in his article “Digital Natives, Digital Immigrants”, he identified a new type of learner that had found their way onto higher ed and K-12 campuses. From birth, they have been surrounded by the toys and tools of the digital age such as smartphones, laptops, the web and video games. Most of us reading this call fall into the “Digital Immigrant” category. This new world of technology has not been a part of our entire lives. With this gap in experience inevitably comes a gap in expectations between educators and students.

Acknowledging their arrival is one crucial step towards closing the gap in understanding between the digital native learners and the digital immigrants teaching. Next follows the question, “How do we effectively teach language to the digital native?” In order to continue providing excellence in language programs, there needs to be a critical look at how digital natives acquire, consolidate, process, and utilize information and knowledge. This is key to wisely investing in electronic resources and instructional technologies for these learners. In turn, this understanding will assist language faculty in modifying their pedagogy to optimize the language learning potential of these new learners.

As language educators, administrators and instructional technologist work to balance the needs and preferences of these ‘digital natives’ with the mission and standards of college and university language curricula, the time has come to move beyond the identification of the digital native language learner and to address their learning needs actively. To this end, the New England Regional Association for Language Learning and Technology will devote its 2010 fall conference to showcasing the innovative ways that educators use instructional technology to engage our digital natives in learning languages and how best to maintain their and enthusiasm and momentum. The program committee is extending a call for papers and posters in which language faculty and instructional technologists share the strategies and instructional technologies that will energize our students to learn languages while fostering the intellectual capacities needed to excel. College and university language faculty, language resources specialists are invited to contribute results of their practical experience and research to help map out how technology used to optimize success in achieving the intellectual objectives of language learning programs in higher education.

Potential topics include :

-Where are digital natives from: instructional technologies used in K-12 learning environments

-R U on-line: Language resources and integrated learning and practice in K-12 or college/university environments

-Profiling the digital native: Identifying the digital language learner’s skills and weaknesses

-Placement, progress, and technology

-Going native: Learning to speak our students’ language and teaching them to speak somebody else’s

-Accompanying the Unaccompanied Minor: Technology, Psychology and Language Learning for Different Ages

-Whose country is it anyway: Technology and institutional missions

-Technological Darwinism: Are digital dinosaurs fit to teach today’s students

-No More Teachers, No More Books: Educational Evolutions

-Burying the Fossils and Fossilized Errors: Generating Excitement and Improving Linguistic Accuracy through Technology

-Assistive technologies

-Information overload and

-Privacy and safety

-Piracy and Privateering: Navigating copyright and teaching students to copy right

Please send a 250-300 word abstract of the paper or poster you wish to propose to Michelle Cheyne (mcheyne@umassd.edu<mailto:mcheyne@umassd.edu> ) by Monday, September 6th, 2010.

2nd International Conference on Language Documentation and Conservation: Strategies for Moving Forward.

Honolulu, Hawai’i, February 11-13, 2011

http://nflrc.hawaii.edu/ICLDC/2011

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The 2nd International Conference on Language Documentation and Conservation (ICLDC) will be held February 11-13, 2011, at the Hawai‘i Imin International Conference Center on the University of Hawai‘i at Manoa campus. Two days of optional technical training workshops will precede the conference (Feb 9-10 – see details below). An optional Hilo Field Study (on the Big Island of Hawai’i) to visit Hawaiian language revitalization programs in action will immediately follow the conference (Feb. 14-15).

The 1st ICLDC, with its theme “Supporting Small Languages Together,” underscored the need for communities, linguists, and other academics to work in close collaboration. The theme of the 2nd ICLDC is “Strategies for Moving Forward.” We aim to build on the strong momentum created at the 1st ICLDC and to discuss research and revitalization approaches yielding rich, accessible records which can benefit both the field of language documentation and speech communities. We hope you will join us.

TOPICS

We welcome abstracts on best practices for language documentation and conservation moving forward, which may include:

- Archiving matters

- Community-based documentation/conservation initiatives

- Data management

- Fieldwork methods

- Ethical issues

- Interdisciplinary fieldwork

- Language planning

- Lexicography

- Methods of assessing ethnolinguistic vitality

- Orthography design

- Reference grammar design

- Reports on language maintenance, preservation, and revitalization

efforts

- Teaching/learning small languages

- Technology in documentation – methods and pitfalls

- Topics in areal language documentation

- Training in documentation methods – beyond the university

This is not an exhaustive list, and individual proposals on topics outside these areas are warmly welcomed.

ABSTRACT SUBMISSION

Abstracts should be submitted in English, but presentations can be in any language. We particularly welcome presentations in languages of the region discussed. Authors may submit no more than one individual and one joint (co-authored) proposal.

ABSTRACTS ARE DUE BY AUGUST 31, 2010, with notification of acceptance by September 30, 2010. We ask for ABSTRACTS OF NO MORE THAN 400 WORDS for online publication so that conference participants can have a good idea of the content of your paper and a 50-WORD SUMMARY for inclusion in the conference program. All abstracts will be submitted to blind peer review by international experts on the topic.

See ICLDC conference website for ONLINE PROPOSAL SUBMISSION FORM. We will only be accepting proposal submissions for papers or posters.

**Note for students**: Scholarships for up to $1,500 will be awarded to the six best student abstracts submitted to help defray travel expenses to come and present at the conference. (Only U.S.-based students are eligible for this scholarship due to funding source regulations, and only one scholarship awarded per abstract.) If you wish to be considered for a scholarship, please select the “Yes” button on the proposal submission form.

Selected papers from the conference will be invited to submit to the journal Language Documentation & Conservation for publication. (Most presentations from the 1st ICLDC were recorded and can be heard as podcasts here: http://scholarspace.manoa.hawaii.edu/handle/10125/5961.)

PRESENTATION FORMATS

- Papers will be allowed 20 minutes for presentation with 10 minutes of

question time.

- Posters will be on display throughout the conference. Poster

presentations will run during the lunch breaks.

PLENARY SPEAKERS

* Keren D. Rice, University of Toronto

* Wayan Arka, Australian National University

* Larry Kimura, University of Hawai‘i at Hilo

INVITED COLLOQUIA

* The Use of Film in Language Documentation (Organizers: Rozenn Milin and

Melissa Bisagni)

* Grammaticography (Organizer: Sebastian Nordhoff)

* Colloquium on Dictionaries and Endangered Languages: Technology,

Revitalization, and Collaboration (Organizer: Sarah Ogilvie)

OPTIONAL PRE-CONFERENCE WORKSHOPS (TENTATIVE SCHEDULE)

Pre-conference workshops will be an additional $20/workshop. The number of spaces available per workshop will be limited and can be signed up for via the conference registration form, available in September.

Wednesday Feb 9th 9:00-12:00

- Flex (Beth Bryson)

- Elan (Andrea Berez)

- Advanced Toolbox (Albert Bickford)

Wednesday Feb 9th 1:00-4:00

- Psycholinguistic techniques for the assessment of language strength

(Amy Schafer and William O’Grady)

- Flex (repeat offering) (Beth Bryson)

- Video/film in langdoc 1- use of video for langdoc (TBA)

Thursday Feb 10th, 9:00-12:00

- Video/film in langdoc 2 – use of video for langdoc (TBA)

- Elan (repeat offering) (Andrea Berez)

- LEXUS and VICOS – lexicon and conceptual spaces (Jacquelijn Ringersma)

Thursday Feb 10th, 1:00-4:00

- Archiving challenges and metadata (Paul Trilsbeek)

- Language acquisition for revitalization specialists (William O’Grady

and Virginia Yip)

- Advanced Toolbox (repeat offering) (Albert Bickford)

ADVISORY COMMITTEE

Helen Aristar-Dry (LinguistList, Eastern Michigan University)

Peter Austin (SOAS, London)

Linda Barwick (University of Sydney)

Steven Bird (University of Melbourne)

Phil Cash Cash (University of Arizona)

Lise Dobrin (University of Virginia)

Arienne Dwyer (University of Kansas)

Margaret Florey (Resource Network for Linguistic Diversity)

Carol Genetti (University of California, Santa Barbara)

Spike Gildea (University of Oregon)

Jeff Good (SUNY Buffalo)

Joseph Grimes (SIL International)

Colette Grinevald (University of Lyon)

Nikolaus Himmelmann (Institut für Allgemeine Sprachwissenschaft

Westfälische Wilhelms-Universität Münster)

Leanne Hinton (University of California, Berkeley)

Gary Holton (Alaska Native Language Center)

Will McClatchey (University of Hawai’i)

Marianne Mithun (University of California, Santa Barbara)

Claire Moyse-Faurie (LACITO, CNRS)

Toshihide Nakayama (Tokyo University of Foreign Studies)

Keren D. Rice (University of Toronto)

Norvin Richards (Massachusetts Institute of Technology)

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N National Foreign Language Resource Center

F University of Hawai’i

L 1859 East-West Road, #106

R Honolulu HI 96822

C voice: (808) 956-9424, fax: (808) 956-5983

email: nflrc@hawaii.edu

VISIT OUR WEBSITE! http://nflrc.hawaii.edu

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*MWALLT Fall 2010 Conference – Call for Proposals

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The MidWest Association for Language Learning Technology (MWALLT) conference is scheduled for *October 8-9, 2010* – save the date! The conference is being hosted by the CLA Language Center at the University of Minnesota, and co-sponsored with the Center for Advanced Research on Language Acquisition (CARLA).

The theme of the conference is /Engaging Students for Advanced Proficiency. /Instructors and graduate students interested in the use of technology in second language learning and teaching are encouraged to submit proposals, especially those relating to this theme and the following topics:

* Social Networking

* Increasing student production

* Providing feedback

* Use of mobile devices

* Video in second language learning

* Developing digital literacy

* Delivering curriculum online

* Developing professional community / Personal Learning Networks

* Technology approaches to Languages Across the Curriculum

The *deadline* for proposal submission is *September 1*.

Please see http://mwallt.pbworks.com/Call-for-Proposals-2010 for further presentation details and the proposal submission form.

Southwest and Northwest Associations for Language Learning Technology

PROPOSAL SUBMISSION DEADLINE EXTENDED TO WEDNESDAY, JUNE 30!

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The Southwest and Northwest Associations for Language Learning Technology will hold a joint regional group meeting October 15-16, 2010 at Reed College in Portland, Oregon.

We welcome proposals for individual or joint presentations, panels, workshops, and posters that showcase technology-enhanced language learning and teaching. Our theme is “Sustainable Language Learning Technology” and our focus will be on which current and emerging technologies will best enhance our limited resources. Other related topics will be considered. Please join us if you can.

The new deadline for proposal submission is June 30, 2010. Submit your proposal at: https://spreadsheets.google.com/viewform?formkey=dGY4TkQ2U2NnX1l3Zk1ZV3B5aWk0bkE6MQ or through the link at our conference website: http://swallt.org/conferences/

Call for Papers

“Teaching Culture in Less-Commonly Taught Language Class”

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42nd Annual Convention, Northeast Modern Language Association (NeMLA)

April 7-10, 2011

New Brunswick, NJ – Hyatt New Brunswick

Host Institution: Rutgers University

Cultural literacy (CL) is an important foundation for students to develop to learn about target language society’s values, traditions and experiences. It is an asset for other cultural studies courses related to the cultures of the target language. This panel examines how CL is incorporated into the teaching of LCTLs in the US academy. The panel seeks to demonstrate that culture provides a productive terrain for teaching grammar communicatively according to the standards set by ACTFL. Abstracts to Sunil Kumar Bhatt bhatt.sunil@ymail.com

Deadline: September 30, 2010

Please include with your abstract:

Name and Affiliation

Email address

Postal address

Telephone number

A/V requirements (if any; $10 handling fee with registration)

The 42nd Annual Convention will feature approximately 360 sessions, as well as pre-conference workshops, dynamic speakers and cultural events. Details and the complete Call for Papers for the 2011 Convention will be posted in June: www.nemla.org.

The Southwest and Northwest Associations for Language Learning Technology will hold a joint regional group meeting October 15-16, 2010 at Reed College in Portland, Oregon. We welcome proposals for individual or joint presentations, panels, workshops, and posters that showcase technology-enhanced language learning and teaching. Our theme is “Sustainable Language Learning Technology” and our focus will be on which current and emerging technologies will best enhance our limited resources. Other related topics will be considered. Please join us if you can.

The deadline for proposal submission is June 15, 2010. Submit your proposal at:

https://spreadsheets.google.com/viewform?formkey=dGY4TkQ2U2NnX1l3Zk1ZV3B5aWk0bkE6MQ

or through the link at http://swallt.org/conferences/

THIRD CALL FOR PAPERS

8th Annual Conference on Technology for Second Language Learning (TSLL) held in conjunction with

The second annual conference of Pronunciation in Second Language Learning and Teaching

September 10-11, 2010

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The role of CALL in hybrid and online language courses

Plenary speaker: Senta Gortler, Michigan State University

There is an increasing demand for online and hybrid language courses, which presents a unique set of opportunities and challenges for teachers, researchers, and materials developers with computer-assisted language learning (CALL) knowledge. This experience may range from classroom use to research on social networking resources, automated essay-scoring systems, and other emerging technologies. Resources utilized in such courses often precipitate issues concerning cost, training, and effectiveness. This conference aims to explore CALL’s role in the development and evaluation of online and hybrid language courses by collaborating with researchers and graduate students attending to questions such as the following. Papers that address these points are welcome:

How does experience with CALL influence development and evaluation of hybrid and online language courses?

What insights from SLA research can provide insight into the development and evaluation these courses?

What core research issues and methods need to be addressed when developing these courses?

What knowledge can be gained from both successful and less successful attempts at thoughtful course conversion projects?

How do public stakeholders affect the development, evaluation, and success of hybrid language courses?

Deadline for submission has been extended to May 30, 2010. Please submit a 250-word abstract to Jesse Gleason (jgleas@iastate.edu) to present a paper at the conference. Acceptances will be sent out by June 30, 2010.

Registration fee

$30 USD for students and $60 USD non-students (early bird registration before August 1st)

$45 USD for students and $75 USD non-students (after August 1st)

Registration includes breakfast, lunch, coffee breaks and a reception.

Please make checks payable to English Department, ISU and send registration form to:

Volker Hegelheimer

341 Ross Hall

Iowa State University

Ames, IA 50011

For more information and registration form, please visit http://apling.public.iastate.edu/TSLL/8TSLL_Callforpapers.html

For further information about the conferences, contact John M. Levis (jlevis@iastate.edu)

Information about previous TSLL conferences can be found at http://apling.public.iastate.edu/TS

The Southwest and Northwest Associations for Language Learning Technology will hold a joint regional group meeting October 15-16, 2010 at Reed College in Portland, Oregon. We welcome proposals for individual or joint presentations, panels, workshops, and posters that showcase technology-enhanced language learning and teaching. Our theme is “Sustainable Language Learning Technology” and our focus will be on which current and emerging technologies will best enhance our limited resources. Other related topics will be considered. Please join us if you can.

The deadline for proposal submission is June 15, 2010. Submit your proposal at:

https://spreadsheets.google.com/viewform?formkey=dGY4TkQ2U2NnX1l3Zk1ZV3B5aWk0bkE6MQ

or through the link at http://swallt.org/conferences/

2nd International Conference on Language Documentation and Conservation: Strategies for Moving Forward.

Honolulu, Hawai’i, February 11-13, 2011

http://nflrc.hawaii.edu/ICLDC/2011

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The 2nd International Conference on Language Documentation and Conservation (ICLDC) will be held February 11-13, 2011, at the Hawai‘i Imin International Conference Center on the University of Hawai‘i at Manoa campus. Two days of optional technical training workshops will precede the conference (Feb. 9-10). An optional fieldtrip to Hilo (on the Big Island of Hawai’i) to visit Hawaiian language revitalization programs in action will immediately follow the conference (Feb. 14-15).

The 1st ICLDC, with its theme “Supporting Small Languages Together,” underscored the need for communities, linguists, and other academics to work in close collaboration. The theme of the 2nd ICLDC is “Strategies for Moving Forward.” We aim to build on the strong momentum created at the 1st ICLDC and to discuss research and revitalization approaches yielding rich, accessible records which can benefit both the field of language documentation and speech communities. We hope you will join us.

TOPICS

We welcome abstracts on best practices for language documentation and conservation moving forward, which may include:

- Archiving matters

- Community-based documentation/conservation initiatives

- Data management

- Fieldwork methods

- Ethical issues

- Interdisciplinary fieldwork

- Language planning

- Lexicography

- Methods of assessing ethnolinguistic vitality

- Orthography design

- Reference grammar design

- Reports on language maintenance, preservation, and revitalization efforts

- Teaching/learning small languages

- Technology in documentation – methods and pitfalls

- Topics in areal language documentation

- Training in documentation methods – beyond the university

This is not an exhaustive list and individual proposals on topics outside these areas are warmly welcomed.

ABSTRACT SUBMISSION

Abstracts should be submitted in English, but presentations can be in any language. We particularly welcome presentations in languages of the region discussed. Authors may submit no more than one individual and one joint (co-authored) proposal.

ABSTRACTS ARE DUE BY AUGUST 31, 2010, with notification of acceptance by September 30, 2010. We ask for ABSTRACTS OF NO MORE THAN 400 WORDS for online publication so that conference participants can have a good idea of the content of your paper and a 50-WORD SUMMARY for inclusion in the conference program. All abstracts will be submitted to blind peer review by international experts on the topic.

See ICLDC conference website for ONLINE PROPOSAL SUBMISSION FORM.

We will only be accepting proposal submissions for papers or posters.

Selected papers from the conference will be invited to submit to the journal Language Documentation & Conservation for publication. (Most presentations from the 1st ICLDC were recorded and can be heard as podcasts here: http://scholarspace.manoa.hawaii.edu/handle/10125/5961.)

PRESENTATION FORMATS

- Papers will be allowed 20 minutes for presentation with 10 minutes of question time.

- Posters will be on display throughout the conference. Poster presentations will run during the lunch breaks.

PLENARY SPEAKERS include:

* Keren D. Rice, University of Toronto

* Wayan Arka, Australian National University

* Larry Kimura, University of Hawai‘i at Hilo

ADVISORY COMMITTEE

Helen Aristar-Dry (LinguistList, Eastern Michigan University)

Peter Austin (SOAS, London)

Linda Barwick (University of Sydney)

Steven Bird (University of Melbourne)

Phil Cash Cash (University of Arizona)

Lise Dobrin (University of Virginia)

Arienne Dwyer (University of Kansas)

Margaret Florey (Monash University)

Carol Genetti (University of California, Santa Barbara)

Spike Gildea (University of Oregon)

Jeff Good (SUNY Buffalo)

Joseph Grimes (SIL International)

Colette Grinevald (University of Lyon)

Leanne Hinton (University of California, Berkeley)

Gary Holton (Alaska Native Language Center)

Will McClatchey (University of Hawai’i)

Marianne Mithun (University of California, Santa Barbara)

Claire Moyse-Faurie (LACITO, CNRS)

Toshihide Nakayama (Tokyo University of Foreign Studies)

Keren D. Rice (University of Toronto)

Norvin Richards (Massachusetts Institute of Technology)

*************************************************************************

N National Foreign Language Resource Center

F University of Hawai’i

L 1859 East-West Road, #106

R Honolulu HI 96822

C voice: (808) 956-9424, fax: (808) 956-5983

email: nflrc@hawaii.edu

VISIT OUR WEBSITE! http://nflrc.hawaii.edu

*************************************************************************

CALL FOR PAPERS

8th Annual Conference on Technology for Second Language Learning (TSLL)

held in conjunction with

The second annual conference of Pronunciation in Second Language Learning and Teaching

September 10-11, 2010

The role of CALL in hybrid and online language courses

Plenary speaker: Senta Gortler, Michigan State University

There is an increasing demand for online and hybrid language courses, which presents a unique set of opportunities and challenges for teachers, researchers, and materials developers with computer-assisted language learning (CALL) knowledge. This experience may range from classroom use to research on social networking resources, automated essay-scoring systems, and other emerging technologies. Resources utilized in such courses often precipitate issues concerning cost, training, and effectiveness. This conference aims to explore CALL’s role in the development and evaluation of online and hybrid language courses by collaborating with researchers and graduate students attending to questions such as the following. Papers that address these points are welcome:

How does experience with CALL influence development and evaluation of hybrid and online language courses?

What insights from SLA research can provide insight into the development and evaluation these courses?

What core research issues and methods need to be addressed when developing these courses?

What knowledge can be gained from both successful and less successful attempts at thoughtful course conversion projects?

How do public stakeholders affect the development, evaluation, and success of hybrid language courses?

Please submit a 250-word abstract by the following extended deadline:

May 30, 2010 to Jesse Gleason (jgleas@iastate.edu) to present a paper at the conference.

Acceptances will be sent out by June 30, 2010.

For more information, please visit:

http://apling.public.iastate.edu/TSLL/8TSLL_Callforpapers.html

Call for Papers –L2 Journal

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The L2 Journal is a fully refereed, interdisciplinary journal which aims to promote the research and the practice of language learning and teaching. It publishes articles in English on all aspects of applied linguistics broadly conceived, i.e., second language acquisition, second language pedagogy, bilingualism and multilingualism, language and technology, curriculum development and teacher training, testing and evaluation. The journal is supported by the UC Consortium for Language Learning and Teaching and the Berkeley Language Center Website, and is available ONLINE free of charge.

We are seeking submissions of previously unpublished manuscripts on any topic related to the area of language learning and teaching. Articles should be written so that they are accessible to a broad audience of language educators, including those individuals who may not be familiar with the particular subject matter addressed in the article. General guidelines will be available for reporting on both quantitative and qualitative research, as well as on pedagogic reports and think pieces.

Articles should report on original research or present an original framework that links previous research, educational theory, and language teaching practices. Full-length articles should be approximately 8000 words in length, including references, and should include an abstract of no more than 200 words, and should follow the APA style sheet. Appendices should be limited to no more than 1,500 words. We encourage articles that take advantage of the electronic format by including hypermedia links to multimedia material both within and outside the article.

Visit us on the web at http://repositories.cdlib.org/uccllt/l2/

SLRF 2010 at University of Maryland

October 14-17, 2010

Call for proposals

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Abstract Submission Deadline: May 1, 2010

The 2010 Second Language Research Forum will be held October 14-17 at the Riggs Alumni Center of the University of Maryland. In concert with the theme “Reconsidering SLA research: Dimensions and Directions”, this year’s SLRF conference will bring together relevant theories and research methodology from various disciplines that deepen our understanding of SLA and its application to real world needs.

To this end, we are soliciting papers and posters that investigate SLA from a variety of perspectives that add to our collective understanding of SLA in theory, research, and practice. The submission of abstracts and the refereeing process will be carried out through the SRLF 2010 web submission system. Abstracts for all presentation formats should be submitted at: http://www.webspace.umd.edu/SLRF2010/.

Abstracts will be considered in any area of L2 research including, but not limited to:

Formal approaches to SLA

Cognitive approaches to SLA

Socio-cultural approaches to SLA

Neurocognitive approaches to SLA

L2 psycholinguistics

Instructional SLA, classroom research, and pedagogy

L2 assessment and research methodology

Bilingualism and heritage language acquisition

Proposals are invited for individual papers and posters. All abstracts for papers and posters should be limited to 300 words.

Paper Presentations:

Paper presentations will be 20 minutes long, followed by a 10-minute discussion period.

Poster Presentations:

Posters are intended for one-on-one discussion of research. Presenters with work in progress are encouraged to consider submitting abstracts for poster presentation.

Abstract Submission Deadline: May 1, 2010

Notification of Acceptance: July 1, 2010

SLRF 2010 Website: http://www.webspace.umd.edu/SLRF2010/

For more information please contact SLRF2010@umd.edu

NATIONAL WORKSHOP FOR TAMIL INSTRUCTORS TO DRAW COMMON STRATEGIES IN TAMIL CURRICULUM: SPOKEN TAMIL March 12-13, Friday and Saturday, 2010

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Learner’s issues:

Non-heritage learners: As they write; they speak

The heritage learners: As they speak; they write

The South Asia Institute at University of Texas at Austin is organizing a two days workshop for Tamil instructors to draw common strategies in teaching Spoken Tamil. The workshop will be held on the University of Texas at Austin campus, in Austin, Texas on 12 & 13 March 2010.

Papers addressing the following topics/themes are welcomed:

Identifying problems in teaching spoken Tamil to students

Do we really need too many rules to teach students about the spoken-written?

What linguistic level or levels must be the scale for this?

Linguistic levels problems and solutions (phonological, morphological, morpho- phonemic, syntactic, semantic, and discourse)

Grammatical category-wise

Levels-wise (Introductory, Intermediate, and Advanced)

Borrowed words (non-native-really we need this?). If yes, what strategies we can adapt in transliteration?

Is spoken needs sandhi?

Can we go simultaneously with written and spoken details while teaching?

Any other issues related to spoken-written you feel to discuss is welcomed

I earnestly request you send a short write-up now as an Abstract for the topic you plan for a presentation. The presentation is for 20 minutes in length with an additional 10 minutes for question answer are planned. Kindly send your Abstract on or before Dec. 05, 2009.  I am pleased to inform you that we can reimburse your travel and stay. The program is for two days, on 12 & 13 March between at 9.00 A.M.-4.30 P.M. on 12th and between 9.00 A.M.-12.30 P.M. on 13th and will be concluded by noon. Box lunches will be served for these two days with snacks and coffee during the workshop and there will be a dinner on 12th night in a restaurant with participants.

All presentations will be on 12 March, 2009 and a discussion to workout common strategies on 13 March 2009.

Kindly confirm your participation so that we can make hotel accommodation well in advance and inform you with details. A full program with details will be sent in Jan. 2010.

Please feel free to contact <radha@mail.utexas.edu> for any information regarding the workshop.

Regarding accommodation, airfare, and any other question(s), please contact Rita Omrani by email at <ritaomrani@austin.utexas.edu.>

Looking forward and welcoming you all to UT campus

CALL FOR PAPERS – Journal of NCOLCTL

Deadline extended until November 30, 2009

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The Journal of the National Council of Less Commonly Taught Languages(NCOLCTL) is soliciting articles for publication. As the official journal of the Council, the journal serves the professional interests of teachers, researchers, and administrators of less commonly taught languages in all settings and all levels of instruction. The Journal is refereed and published once a year.

Our general editorial focus is on policy, education, programs, advocacy, and research in the field of less commonly taught languages (all foreign languages except English, French, German, and Spanish). The envisaged segmentation of the Journal is as follows:

a. Methodology and Technology,

b. Academia,

c. Beyond Academia,

d. Social Embeddedness

The first section shall include papers focusing on broader theoretical and technological issues in all fields of less commonly taught languages. The second section will encompass reports about research and teaching in academia, at both K-12 and collegiate levels. The third section shall comprise papers addressing research and teaching in government and industry. Finally, the fourth section will address the issues of a broader social environment, ranging from heritage communities to advancing LCTLs in federal initiatives and legislation.

In preparing the manuscript, please use the latest edition of the Publication Manual of the American Psychological Association (APA), see http://www.apa.org/journals/authors/guide.pdf. Manuscripts should be a maximum of 25 pages (excluding references, charts, notes, etc.) and preferably submitted electronically via email attachment. Double-space the manuscript throughout, including notes, references, and tables, using 12-point font with a 1.5 inch left margin. The manuscript should be accompanied by a 150 word (or less) abstract and a cover sheet containing the manuscript title, name, address, office and home telephone numbers, fax number, email address, and full names and institutions of each author. Because the manuscript will be blind reviewed, identifying information should be on the cover sheet only, and not appear in the manuscript.

While submissions are welcome at any point, only papers received by November 30, 2009 will be considered for the 2010 issue of the Journal.

ncolctl@mailplus.wisc.edu

NCOLCTL

4231 Humanities Building

455 N. Park Street

Madison, WI 53706

Tel: 608-265-7903; FAX 608 265 7904.

21. European Conference on

Modern South Asian Studies 2010

26. – 29.07.2010

University of Bonn, Germany

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Scholars and students from any field of research related to the South Asian region are invited to participate in the 21. European Conference on Modern South Asian Studies (ECMSAS) in Bonn (Germany).

For many years, the ECMSAS has been an important platform and indicator of contemporary trends in South Asian studies worldwide. The 21.ECMSAS will host 44 panels, covering a broad range of research subjects. Contributions to one of the panels during Europe’s primary event in South Asian research next year are appreciated!

Anyone interested to present her or his research to an academic public should contact one of the panel conveners as soon as possible. We are planning to put the complete list of presentations and abstracts on the net towards the end of the year. Please check the list of panels on www.ecmsas.org to find out, where your specialization might fit into. Young researchers are particularly invited to join the conference and present their findings to the academic public. Panels are completely independent, and organizers and the steering committee members don’t intervene on this level.

Bonn, formerly seat of Germany’s government, is a small town on the banks of the river Rhine, easily accessible through rail, car and airplane. Hosting agency of the 21. ECMSAS is the Institute for Asian and Oriental Studies, University of Bonn. The university’s chair of indology, the first of its kind in Germany, was established in the year of the foundation of the university, in 1818.

Early bird register special offer is available through online registration and advance card payment.

Call for Proposals

2010 ACTFL ANNUAL CONVENTION AND WORLD LANGUAGES EXPO

November 19-21 (Pre-convention workshops on Thursday, November 18)

Boston, Massachusetts

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Languages: Gateway to Global Communities

The Annual Convention and World Languages Expo of the American Council on the Teaching of Foreign Languages (ACTFL) will be Friday, November 19 (Pre-Convention Workshops scheduled on Thursday, November 18) through Sunday, November 21, 2009 in Boston, MA. The ACTFL Convention features over 500 educational sessions covering the whole spectrum of the foreign language profession. The entire selection of sessions is designed to provide attendees with an exciting array of sessions and events to further their knowledge and help them be better teachers or administrators. We welcome you to submit a proposal for consideration. When you login, it is very important that you read carefully the Submission Guidelines before proceeding to complete your online submission.

The convention draws approximately 6,000 attendees and is the only national event bringing together all languages, levels and assignments within the profession. Please note: Presenters whose proposals are selected for presentation MUST be available to present any day during the Convention.

Proposals may be submitted here.   For further information regarding the convention, see the main ACTFL website at: http://www.actfl.org.

Call for Submissions for Special Issue of the CALICO Journal

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Title: Second Language Acquisition Theories, Technologies, and Language Learning

Co-editors: Bryan Smith (Arizona State University) and Steven L. Thorne (Penn State)

This special issue of the CALICO Journal is intended to provide a state-of-the-art overview of diverse approaches to the processes, methodologies, and findings associated with second language acquisition theory and research in the context of new media and second/foreign language education. We solicit technology-related research that examines foreign and second language learning and teaching taking place in traditional instructional settings, blended learning formats, distance education contexts, as well as language use and learning in organic and open internet environments (e.g., internet interest communities, online gaming and virtual worlds, etc.). Empirical studies are particularly encouraged and critical review pieces are also welcome.

The editors seek original submissions that represent diverse research methodological and theoretical approaches including (but not limited to):

Psycholinguistics

Human-computer interaction

Ecological approaches

Conversation analysis

Critical applied linguistics/critical pedagogy

Corpus and/or computational linguistics

Cognitive neuroscience

Discourse analysis

Interactional sociolinguistics

Language socialization

Systemic functional linguistics

Interaction approach to SLA

Sociocognitive approaches

Cultural-historical activity theory and/or Vygotskian sociocultural theory

Linguistic anthropology

Cultural studies

Communication theory

Each author will be expected to provide a concise description of the SLA approach and/or research methodology employed in the article, important research and pedagogical findings produced from this framework, and to address the strengths and limitations of the theory in relationship to applied linguistics research, pedagogical practice and technology design.

Please send inquiries and suggestions for contributions to both Steve Thorne (stevenlthorne@gmail.com) and Bryan Smith (bryansmith@asu.edu). Please list CALICO Journal Special Issue in the subject line.

Extended abstracts (~500 words) are due by January 15th, 2010. Full-length manuscripts are due by May 15th, 2010.

The CALICO Journal is the journal of the Computer Assisted Language Instruction Consortium (CALICO) and is devoted to the dissemination of information concerning the application of technology to language teaching and language learning. The CALICO Journal is fully refereed and publishes articles, research studies, reports, software reviews, and professional news and announcements. The CALICO Journal (ISSN 0742-7778) is published three times a year (September, January, and May).

The Mid-Atlantic Association for Language Learning Technology and the Southeast Association for Language Learning Technology are pleased to announce the call for proposals for the MAALLT-SEALLT 2010 Joint Conference.

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“Our Changing Environments: Cultivating New Spaces, Tools, and Ideas in Language Learning”

Hosted by Georgetown University

Washington, DC

March 10-13, 2010

Pre-conference Workshops: March 10, 2010

Presentation Sessions: March 11 – 13

Keynote Speaker: Dr. Randall Bass, Executive Director of the Center for New Designs in Learning and Scholarship and Assistant Provost for Teaching and Learning Initiatives at Georgetown University.

We invite presentation, poster, and panel proposals that would be of interest to educators, administrators, lab directors, researchers, vendors of hardware and software, and others interested in the use of technology in foreign/second language learning and teaching, both at the K-12 and higher education levels.

Topics might include:

- emerging technologies

- language center design and management

- virtual learning environments and simulation

- web 2.0 tools

- mobile learning

- open source software for language instruction

- one-to-one laptop programs

- interactive Whiteboards

- student response systems

- computer-mediated communication

- innovations in language teaching practices/classroom space design

- assessment and research on language learning technologies, including case studies, action research and qualitative/quantitative analyses

Presentation types include 20, 30 and 45-minute sessions, one-hour panels and poster sessions.

To submit a proposal or for further information, please visit the conference website at:  www.maallt.org

Follow the ‘Submit a proposal’ link under the 2010 conference info section.

DEADLINE FOR PROPOSALS: November 22

You will be notified of the status of your proposal by January 11, 2010.

CALL for PAPERS

South Asia Language Pedagogy & Technology

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South Asia Language Pedagogy & Technology (SALPAT) is currently accepting online submissions for its second volume, “Teaching South Asian Languages: Scope, Challenges, Horizons.”

Submissions may include, but are by no means limited to:

• Furthering the study of less-commonly taught languages

• Distinctive possibilities for technology in South Asia language instruction

• The challenges that South Asian languages present to university teaching

• Implementing new strategies in a working curriculum

• The proper scope of technology in language learning

• Pedagogy and web implementation

• Teaching and testing resources

• Original content development, applets, plugins, and digital resources

• Reviews of technology and pedagogical material

SALPAT is an online journal, hence submissions need not be confined to article format. Video, representative design, elaborated code, and the like are actively sought.

SALPAT is a blind peer-reviewed journal that seeks to promote innovative research on teaching and learning the languages of South Asia. Its editorial board draws from specialists in diverse fields: South Asian languages, language pedagogy, linguistics, sociolinguists, and South Asian history, among others. The editor for this volume is Blake Wentworh, Yale University.

• Please direct enquiries to Blake Wentworth <blake.wentworth@yale.edu>

• Submit an article and subscribe online at http://salpat.uchicago.edu

• Please post and forward this announcement to relevant colleagues and institutions.

FIRST INTERNATIONAL CONFERENCE ON HERITAGE/COMMUNITY LANGUAGE,
University of California, Los Angeles (UCLA), FEBRUARY 19-21, 2010

*THE DEADLINE FOR SUBMISSIONS IS SEPTEMBER 15*

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*We invite submissions internationally from a variety of theoretical and applied perspectives on:*

* *

*HL research pertaining to demographics, sociology, linguistics, psychology, education; *

* *

*HL policy; *

* *

*Aboriginal languages; *

* *

*HL teacher education; *

* *

*Development of HL instructional resources and materials; *

* *

*Any other current issues in the HL field; *

* *

*For more information and proposal submission guidelines:*

* *

*http://www.international.ucla.edu/languages/nhlrc/conference/*
*Co-sponsors:*

*UCLA Center for World Languages, UCLA International Institute, UC Consortium for Language Learning and Teaching, UCLA Confucius Institute, UCLA Center for International Business Education and Research*

CALL FOR PAPERS ­ Journal of NCOLCTL

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The Journal of the National Council of Less Commonly Taught Languages (NCOLCTL, http://www.councilnet.org/jnclctl/index.htm) is soliciting articles for publication. As the official journal of the Council, the journal serves the professional interests of teachers, researchers, and administrators of less commonly taught languages in all settings and all levels of instruction. The Journal is refereed and published once a year.

Our general editorial focus is on policy, education, programs, advocacy, and research in the field of less commonly taught languages (all foreign languages except English, French, German, and Spanish). The envisaged segmentation of the Journal is as follows:

a. Methodology and Technology,
b. Academia,
c. Beyond Academia,
d. Social Embeddedness

The first section shall include papers focusing on broader theoretical and technological issues in all fields of less commonly taught languages. The second section will encompass reports about research and teaching in academia, at both K-12 and collegiate levels. The third section shall comprise papers addressing research and teaching in government and industry. Finally, the fourth section will address the issues of a broader social environment, ranging from heritage communities to advancing LCTLs in federal initiatives and legislation.

In preparing the manuscript, please use the latest edition of the Publication Manual of the American Psychological Association (APA), see http://www.apa.org/journals/authors/guide.pdf. Manuscripts should be a maximum of 25 pages (excluding references, charts, notes, etc.) and preferably submitted electronically via email attachment. Double-space the manuscript throughout, including notes, references, and tables, using 12-point font with a 1.5 inch left margin. The manuscript should be accompanied by a 150 word (or less) abstract and a cover sheet containing the manuscript title, name, address, office and home telephone numbers, fax number, email address, and full names and institutions of each author. Because the manuscript will be blind reviewed, identifying information should be on the cover sheet only, and not appear in the manuscript.

While submissions are welcome at any point, only papers received by October 31, 2009 will be guaranteed consideration for the 2010 issue of the Journal.

ncolctl@mailplus.wisc.edu
NCOLCTL
4231 Humanities Building
455 N. Park Street
Madison, WI 53706

Tel: 608-265-7903; FAX 608 265 7904.

CALL FOR PAPERS – Journal of NCOLCTL

The Journal of the National Council of Less Commonly Taught Languages (NCOLCTL) is soliciting articles for publication.

——————————————————————————————————————————

As the official journal of the Council, the journal serves the professional interests of teachers, researchers, and administrators of less commonly taught languages in all settings and all levels of instruction. The Journal is refereed and published once a year.

Our general editorial focus is on policy, education, programs, advocacy, and research in the field of less commonly taught languages (all foreign languages except English, French, German, and Spanish). The envisaged segmentation of the Journal is as follows:

a. Methodology and Technology,

b. Academia,

c. Beyond Academia,

d. Social Embeddedness

The first section shall include papers focusing on broader theoretical and technological issues in all fields of less commonly taught languages. The second section will encompass reports about research and teaching in academia, at both K-12 and collegiate levels. The third section shall comprise papers addressing research and teaching in government and industry.

Finally, the fourth section will address the issues of a broader social environment, ranging from heritage communities to advancing LCTLs in federal initiatives and legislation.

In preparing the manuscript, please use the latest edition of the Publication Manual of the American Psychological Association (APA), see http://www.apa.org/journals/authors/guide.pdf. Manuscripts should be a maximum of 25 pages (excluding references, charts, notes, etc.) and preferably submitted electronically via email attachment. Double-space the manuscript throughout, including notes, references, and tables, using 12-point font with a 1.5 inch left margin. The manuscript should be accompanied by a 150 word (or less) abstract and a cover sheet containing the manuscript title, name, address, office and home telephone numbers, fax number, email address, and full names and institutions of each author.

Because the manuscript will be blind reviewed, identifying information should be on the cover sheet only, and not appear in the manuscript.

While submissions are welcome at any point, only papers received by October 31, 2009 will be guaranteed consideration for the 2010 issue of the Journal.

ncolctl@mailplus.wisc.edu

NCOLCTL

4231 Humanities Building

455 N. Park Street

Madison, WI 53706

Tel: 608-265-7903; FAX 608 265 7904.

CALL FOR PROPOSALS — DEADLINE EXTENDED DUE TO POPULAR REQUEST

Aiming for ‘The Third Place:’ Intercultural Competence through Foreign Language Teaching and Learning

—————————————————————————————————————————–

Second International Conference on the Development and Assessment of Intercultural Competence

January 29-31, 2010
Hotel Arizona, Tucson AZ

Workshop, Paper and Poster Proposal Submission Extended Deadline:
September 1, 2009

Keynote Speaker Claire Kramsch, Ph.D. — University of California, Berkeley
Professor of German and Foreign Language Acquisition; Founding Director of the Berkeley Language Center

Intercultural competence is [the ability] ‘to see relationships between different cultures – both internal and external to a society – and to mediate, that is interpret each in terms of the other, either for themselves or for other people.’ It also encompasses the ability to critically or analytically understand that one’s ‘own and other cultures’ perspective is culturally determined rather than natural.
- Michael Byram, Professor, University of Durham

Globalization, having brought individuals in contact with one another at an unprecedented scale, has also brought forth a general challenge to traditionally recognized boundaries of nation, language, race, gender, and class. For those living within this rapidly changing social landscape,intercultural competence–as defined by Michael Byram above–is a necessary skill, and the cultivation of such intercultural individuals falls on the shoulders of today’s educators. They should provide students with opportunities to help them define and design for themselves their “third place” or “third culture,” a sphere of interculturality that enables language students to take an insider’s view as well as an outsider’s view on both their first and second cultures. It is this ability to find/establish/adopt this third place that is at the very core of intercultural competence.

The conference aims to bring researchers and practitioners across languages, levels and settings to discuss and share research, theory, and best practices and foster meaningful professional dialogue on issues related to Intercultural Competence teaching and learning.

This conference is organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) and cosponsored by the Second Language Acquisition and Teaching Program, Center for Middle Eastern Studies and Center for Latin American Studies at the University of Arizona

Complete Conference details: http://cercll.arizona.edu/icc_2010.php

Proposal guidelines and online submission form:

http://www.cercll.arizona.edu/icc_2010_proposals.php

First International Conference on Heritage/Community Language, University of California, Los Angeles (UCLA), February 19-21, 2010

DEADLINE FOR ABSTRACTS 1 SEPTEMBER

————————————————————————————————————————

We invite submissions internationally from a variety of theoretical and applied perspectives on:
- HL research pertaining to demographics, sociology, linguistics, psychology, education
- HL policy
- Aboriginal languages
- HL teacher education
- Development of HL instructional resources and materials
- Any other current issues in the HL field

For more information and proposal submission guidelines:

http://www.international.ucla.edu/languages/nhlrc/conference/

The 2nd International Congress on Image and Signal Processing (CISP 2009) and the 2nd International Conference on BioMedical Engineering and Informatics (BMEI 2009) will be jointly held in Tianjin, China, from 17 to 19 October 2009. We cordially invite you to submit a paper and/or an exhibition. Due to numerous requests, the submission deadline is extended to 20 May 2009.

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Selected best papers will appear in SCI-indexed journals, such as “Multimedia Tools and Applications” and “Journal of Medical Systems”.The papers published in the proceedings will be included in the IEEE Xplore and indexed in Ei Compendex (CISP 2009 IEEE Catalog Number: CFP0994D; BMEI 2009 IEEE Catalog Number: CFP0993D). CISP’09-BMEI’09 is technically co-sponsored by the IEEE Engineering in Medicine and Biology Society.

Tianjin is one of the four municipalities in China. It is a financial and commercial center in North China and is known for its numerous travel resources and rich history, such as the Huangyaguan Great Wall, Dule Temple, Panshan Mountain and Food Street. It takes only 30 minutesto travel between Tianjin and Beijing by high-speed train.

The registration fee of US$420 includes lunches, dinners, and banquet.The previous CISP’09-BMEI’09 attracted over 2600 submissions from more than 30 countries.

CISP’09-BMEI’09 aims to provide a high-level international forum for scientists and researchers to present the state of the art of multimedia, signal processing, biomedical engineering, and biomedical informatics.

For more information, visit the conference web page:

http://www.tjut.edu.cn/cisp-bmei2009

If you have any questions after visiting the conference web page, please email the secretariat at cisp2009@tjut.edu.cn

Call for Submissions:
South Asia Across the Disciplines

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EDITORS:
Dipesh Chakrabarty • Sheldon Pollock • Sanjay Subrahmanyam

EDITORIAL BOARD:
Muzaffar Alam • Akeel Bilgrami • Lawrence Cohen • Vasudha Dalmia • Nicholas B. Dirks • Wendy Doniger • Leela Gandhi • Robert Goldman • Akhil Gupta • Sudipta Kaviraj • Kathleen D. Morrison • Gregory Schopen • Gayatri Chakravorty Spivak • Gauri Viswanathan • Steven I. Wilkinson

Published jointly by the University of California Press, the University of Chicago Press, and Columbia University Press

With support from the Andrew W. Mellon Foundation, three of the academy’s leading publishers in South Asian studies have combined their resources to launch a major new series devoted to first books in this vibrant area of scholarship.

“South Asia Across the Disciplines” publishes work that aims to raise innovative questions in the field. These include the relationship between South Asian studies and the disciplines; the conversation between past and present in South Asia; the history and nature of modernity, especially in relation to cultural change, political transformation, secularism and religion, and globalization. Above all, the series showcases monographs that strive to open up new archives, especially in South Asian languages, and suggest new methods and approaches, while demonstrating that South Asian scholarship can be at once deep in expertise and broad in appeal. We invite manuscripts from art history, history, literary studies, philology or textual studies, philosophy, religion, and the interpretive social sciences, especially those that show an openness to disciplines other than their own. As a collaboration among leading university presses, “South Asia Across the Disciplines” marks a new approach. Each book in the series is published under the imprint of one of the three presses, but all are promoted as part of the series, sharing in design, advertising, and publicity.

The first books being published in the series are Everyday Healing: Hindus and Others in an Ambiguously Islamic Place (Carla Bellamy), The Social Space of Language: Vernacular Culture in British Colonial Punjab (Farina Mir), and Unifying Hinduism: The Philosophy of Vijnanabhiksu in Indian Intellectual History (Andrew Nicholson).

Authors interested in submitting a book manuscript to the series should send an initial inquiry and prospectus to Avni Majithia at am3190@columbia.edu
All manuscripts should be complete at the time of submission.

The deadline for abstract submission to SALA 2009 conference has been extended. The new deadline for both general sessions as well as panel proposals is April 30, 2009.

——————————————————————————————-

For more details please refer to the call for papers below. You can also check our conference highlights and other information at http://www.sala.unt.edu.

Call for Papers

We encourage individual papers and/or panel proposals on South Asian languages
and linguistics from diverse frameworks and especially welcome those with
interdisciplinary focus, including but not limited to:
- Endangered language documentation
- Multilingualism and language maintenance
- Language ideology and language policy
- Language and literature
- Language pedagogy
- Discourse analysis
- English in South Asia
- Developments in different theoretical models

Location: University of North Texas, Denton, Texas, United States of America

Abstract Deadline:
April 30, 2009 (for general sessions and panels )

Plenary Speakers:
Peter Hook, University of Michigan; Gregory Anderson, Living Tongues Institute
for Endangered Languages; Tista Bagchi, University of Delhi

Special Session:
Special presentations in honor of Professor Prem Singh (1935-2008) by Paul Kiparsky, Madhav Deshpande, and George Cardona.

Abstract Submission:
Abstracts should be submitted via e-mail to sala@unt.edu. An author may submit
at the most one individual and one joint abstract. In case of co-authored work,
one e-mail address should be designated for communication with SALA.

Abstracts should be should be no more than 500 words in length (not including
data and references, which may be placed on a separate page). Only those
abstracts formatted PDF or Microsoft Word can be accepted. Abstracts should be
as specific as possible, with a clear statement of topic or argument,
methodology, approach and conclusions. Abstracts should be anonymous with the
author name as filename, followed by the appropriate file extension. The title
of the abstract must appear on at the top of the abstract page and the following
information should be included on a separate page in the same file:

(1) Paper title
(2) Session (General/Special Panel)
(3) Name(s) of author(s)
(4) Affiliation(s) of author(s)
(5) Address where notification of acceptance should be sent
(6) Phone number for each author
(7) Email address for each author
(8) Subfield (phonology, syntax, discourse analysis, bilingualism etc.)

Deadline for abstract submission is 30 April, 2009 (for general session and panels). The authors will be notified of the status of their abstracts by 30 May, 2009 via email.

For special equipment needs, the conference organizers must be contacted by 1
Sept, 2009.

Panel Proposals
Panel organizers should submit completed proposals on or before 30 April, 2009.
Please ensure that one person has been designated as the organizer and one as
chair of your panel. The ‘organizer’ and ‘chair’ can be the same person. The
number of participants (i.e. presentations) in each panel is 3-4. Each proposal
must include a ‘panel proposal’ and abstracts for papers/presentations by each
panelist. It must include a title for the panel, titles for individual papers,
names and affiliation for each participant (including the panel organizer).

Proposals must be sent via email. Other guidelines for panel proposals and abstracts are the same as those for individual abstracts mentioned above.

Presentation:
Individual presentations are allotted 20 minutes plus 10 minutes for discussion.
Panels can be proposed for a 2-hr period.

Contact Persons:
Sadaf Munshi
Assistant Professor
Linguistics and Technical Communication
University of North Texas
Email: sala@unt.edu
Ph: 940-369-8944

Shobhana Chelliah
Associate Professor
Linguistics and Technical Communication
University of North Texas
Email: sala@unt.edu
Ph: 940-369-8955

The Applied Linguistics Discussion Group has a Call for Papers for three sessions at the 2009 MLA meeting

———————————————————————————————–

The deadline for submission of abstracts (250 words) is 15 March 2009.

The three sessions are as follows:

1. The Linguistic Effects of Study Abroad Programs

2. Redefining Foreign Language Learning Goals in Terms of Multi-Comptence

3. The Role of the Language Coordinator

Please send all proposals to Frank Nuessel -fhnues01@louisville.edu

*Call for papers – special issue of Language Learning Journal*

———————————————————————————————————–

Papers are invited for a forthcoming special issue of the Language Learning Journal, the official journal of the
Association for Language Learning (ALL), on /Languages of the Wider World: Valuing Diversity./

This special issue will focus on the learning and teaching of ‘Languages of the Wider World’, defined as less-commonly taught languages that do not have a large presence in UK Higher Education (i.e. at tertiary level), either in terms of  student numbers and/or spread and range of provision. The geographical area covered is wide and includes the languages of the Middle East, Africa and Asia, Russian and other Slavonic and East European languages, Hebrew, Yiddish, Dutch  and Scandinavian languages. Amongst these are many minority and community languages in the UK as well as languages considered to be of strategic importance.

We particularly welcome papers that address aspects of the teaching and learning of these languages in terms of (i) practitioner perspectives (e.g. curriculum and materials development, course recognition and accreditation, widening participation, staff training, and translation and interpreting); (ii) policy and other responses to the challenges of linguistic hyperdiversity found in nation states today.

The issue will be guest edited by Professor Itesh Sachdev (SOAS, University of London) in collaboration with:

Professor Richard Clément (University of Ottawa), Dr Jean Marc Dewaele (Birkbeck, University of London), Dr Jim Anderson (Goldsmiths College, University of London), Jo Eastlake (SOAS, University of London), Dr Shoshannah Holdom  (University of Southampton), Dr Noriko Iwasaki (SOAS, University of London), Cristina Ros i Solé (UCL, University of London) and Vicky Wright (University of Southampton).

Enquiries and submissions should be addressed to:

Dr Shoshannah Holdom, Subject Centre for Languages, Linguistics and Area Studies, School of Humanities (65A Crawford Building, Rm 3011), University of Southampton, Southampton SO17 1BJ.
Email: llas@soton.ac.uk; Tel: 02380 599637; Fax: 02380 594815.

All submissions must be received no later than 1st February 2009.

Contributors are advised to consult the Notes for contributors for guidance on the length, organisation and format of articles.  (http://www.informaworld.co/smpp/title~content=t779637218)

CALL FOR PAPERS
AAUSC Volume 2010

—————————————————————————————-

Editors:
Glenn S. Levine, University of California, Irvine
Alison Phipps, University of Glasgow

Series Editor:
Carl Blyth, University of Texas at Austin

1. Title
Critical and Intercultural Theory and Language Pedagogy

2. Scope and Focus
Critical theory, cultural studies, postmodernity as a label for today’s world, and postmodernism as an intellectual movement have come to mean many things to diverse academic fields of inquiry and different sectors of society. Yet many of those who study and teach languages in the North American context have largely ignored crucial theoretical issues that have been taken up in a wide range of fields, from literary studies to anthropology to management. And on the “other side of the fence,” those in literary and cultural studies often have viewed what happens in language classrooms as irrelevant to the intellectual work of the academy. This dilemma was recently fleshed out in the MLA ad hoc committee report, “Foreign Languages and Higher Education: New Structures for a Changed World” (http://www.mla.org/flreport); language departments and professionals were challenged to find new ways to bridge the gap between conventional language instruction and more advanced ‘content’ courses, to better integrate and articulate language instruction with the goals and mission of a liberal arts education, and to pursue new ways for language instruction at all levels to contribute to students’ development as global citizens.

To foster this important endeavor, the goal of the volume is to explore the role of language teaching and learning in a postmodern world and the ways that literary theory, critical theory, social theory, cultural theory, and other theories, can or already do contribute to our thinking about curriculum, teacher training, and language teaching and learning. The volume should inform language program directors and instructors about these theories, as well as provide fuel for discussion and debate in language departments as they work toward addressing and implementing proposals put forth in the MLA Report. The volume thus seeks to bridge the language-literature/culture divide that is still the reality of many language departments. The group of projected contributors, who come from diverse fields within and outside of applied linguistics and SLA, represents a new direction for the AAUSC series. The twofold purpose is to provide a forum for those scholars to weigh in on issues of second-language teaching and learning, and to foster a dialogue among scholars from many fields who are concerned with critical issues of language, learning, and education.

With regard to the place of theory in language pedagogy, the volume aims to bring theoretical debates center stage for language professionals and to tackle the suspicion in which theorists are thought to hold practitioners and in which practitioners are thought to hold theorists. The editors take the view that for new forms of belonging to be imagined for our plurilingual times, and for political questions of language to truly inform language practice, then theories are needed which are strong enough to bear the weight of collective and individual self-reflection. There is, in language studies, an urgent need for thinking which may bring about a new consciousness of the import, place and incontestable profundity of the activity-practical and engaged-of language learning. Indeed, it is the editors’ view that much of the theory developed over the last few decades in the humanities and social sciences has overshot the political and practical realities of classrooms and language learning practices. This volume, then, seeks to think about the fundamental textures of shared intercultural experience in teaching and learning languages. Without such a focus, then language pedagogy risks being left with little to say, and little conceptual novelty with which to say it, when faced with the profound questions raised by the politics of our current age.

3. Suggestions for Possible Topics
Manuscript proposals are welcome that consider any aspect of how theory can, should, or does relate to, inform or impact language curriculum, program direction, teacher training, or teaching practice. The intended readership includes language program directors and coordinators, basic language instructors, and language department faculty at large. Though we envision most contributions to be in essay form, we also welcome empirical research reports exploring connections between theory and issues of language teaching and learning. The focus may be as broad or narrow as the author(s) choose; they can deal with broad concepts or with specific features or aspects of language, culture, teaching, learning, etc. Specific questions of interest include but are not restricted to the following:

* Theory and theories
o An accessible ‘introduction’ to a specific theoretical framework in terms of its relevance for language education and/or language program design and direction
o How do specific theories (e.g., social theory, critical theory, sociocultural theory, cultural theory, complexity theory) relate to or inform particular aspects of language curriculum and teaching?
o How can language program directors and language teachers best make use of or ‘apply’ theory in designing curricula and teaching?

* Postmodernism and postmodernity, and preparing global citizens through language education
o Investigations/interrogations of issues of race, gender, class, postcolonialism etc. as these relate to collegiate language education
o Issues of globalization and language education
o Critical pedagogy and/or contribution of collegiate language instruction to social change
o Transcultural communication and intercultural communicative competence as a vehicle and goal for collegiate language education
o Language socialization and literacy perspectives

Whatever the specific focus, each contribution should address in concrete terms the implications or applications of particular theories for language program directors and language teachers, and ideally, each should also speak to scholars working in the author’s field of inquiry, highlighting what they could learn from issues and aspects of language teaching and learning.

4. Timeline
Interested parties should submit abstracts to both editors by May 1, 2009. Potential contributors will receive feedback through a blind peer-review process by June 1, 2009. All manuscript submissions will also be blind peer-reviewed.

The deadline for full-length manuscripts is September 15, 2009, and final revisions will be due by March 15, 2010. Please note that the deadlines for full- length manuscripts and final revisions may be subject to change. The volume will appear in November, 2010 at the annual AAUSC meeting held in conjunction with the MLA Convention.

Please direct inquiries to Glenn S. Levine (glevine@uci.edu) or Alison Phipps (A.Phipps@educ.gla.ac.uk).

National Council of Less Commonly Taught Languages
12th International Conference
Venue: Sheraton Madison Hotel, Madison, Wisconsin
April 23 – 26, 2009

NB* Due to popular request, the deadline for receipt of proposals has been extended to Friday, December 5th, 2008. This extension is FINAL.

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The Twelfth Annual Meeting of the National Council of Less Commonly Taught Languages (NCOLCTL) is scheduled for April 23-26, 2009, in Madison, WI (with a pre-conference workshop scheduled for Thursday, April 23rd). Proposals are solicited for individual papers, colloquia, and poster sessions. Proposals should fall broadly within the conference theme, “Towards a New Paradigm in the LCTLs.” Presentations may address new paradigms in language pedagogy – such as curriculum, methodology, and material development, or new paradigms in advocacy and administration – such as bilingual education, heritage language learners, autonomous and self-instructional settings, teacher training, professionalization, and program development, These paradigms will undoubtedly overlap and successful proposals will reflect the interrelatedness of pedagogy and program administration in the future of LCTLs. Although proposed presentations may focus on individual languages, they should address issues that clearly relate to more than just that one language.

Individual papers are to be 20 minutes long. A paper should focus clearly on issues related to the main conference theme. Papers may be based on research or practical experience. Colloquia are to be 90 minutes long. A colloquium proposal should specify three or more presenters who will address the conference theme. Preference will be given to colloquia that cut across different languages or language groups. Poster and presentation sessions may focus on completed work or work in progress related to the teaching and/or learning of less commonly taught languages. They may be in either the traditional poster format, such as presentation of materials or of research completed or in progress, or demonstrations of instructional or information technology.

Proposals may ONLY be submitted in electronic format using the attached NCOLCTL Session Proposal Submission Form. This form is also available at the NCOLCTL website (http://www.councilnet.org/conf/conf2009/prpsl.htm). The Proposal Submission form is a “fillable” PDF file that can be completed with Adobe(r) Acrobat(r) or Reader(r) and then submitted to NCOLCTL via e-mail. This is the only format in which Proposals may be submitted. The form contains detailed instructions for its use, but please contact the NCOLCTL Secretariat (ncolctl@mailplus.wisc.edu) with any questions. For a proposal to be considered, all fields of the form, including, title, abstract, proposal, type of session, technology needs and contact information must be completed in full. Incomplete proposals may be disqualified.

Due to popular request, the deadline for receipt of proposals has been extended to Friday, December 5th, 2008. Applicants will be notified by the Program Committee by Monday, January 5th, 2009 whether or not their proposal has been accepted. At least one presenter from an accepted presentation will be required to pre-register. Details about pre-registration will be provided in the acceptance notification.

If you have any questions regarding Proposal submission, please contact the NCOLCTL Secretariat at:

ncolctl@mailplus.wisc.edu
NCOLCTL
4231 HumanitiesBuilding
455 N. Park Street
Madison, WI 53706

Tel: 608-265-7902; FAX 608 265 7904