Call for Papers

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Modern Language Journal


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,<>) 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


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 (<> ) by Monday, September 6th, 2010.

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

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


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.


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


– 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.


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:


– 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.


* Keren D. Rice, University of Toronto

* Wayan Arka, Australian National University

* Larry Kimura, University of Hawai‘i at Hilo


* 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)


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)


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)


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




Call for Papers for Special Issue of Language Learning& Technology (


Theme: Hegemonies in CALL

Guest Editors: Marie-Noelle Lamy and Mark Pegrum

An assumption that the technologies, pedagogies, educational and sociocultural norms associated with CALL are universal has implicitly permeated much of the discipline’s research over the past two decades. In this issue we will draw together critical perspectives that problematize the workings of hegemonies. By “hegemony,” we understand a situation where one culture or one form of praxis predominates and, deliberately or not, prevents the development or continued viability of alternative cultures and forms of praxis. We will assemble a provocative collection, from a multicultural, multilingual group of contributors, contrasting voices from the Anglosphere with voices from less well-served territories/cultures to ensure a rich dialogue between and around articles. We particularly welcome proposals for articles that include less well-researched languages, student cohorts and teaching contexts.

Please consult the LLT Website for general guidelines on submission ( and research (

Possible topics include, but are not limited to:

* CALL& technological hegemonies (including hegemonic implications of the Internet and Web, commonly used Web 2.0 tools, and mobile technologies)

* CALL& pedagogical hegemonies (including hegemonic implications of social constructivism and associated interactive, collaborative, student-centred pedagogies; curriculum and course design; and the design of open access materials and digital repositories)

* CALL& educational hegemonies (including hegemonic educational and institutional policies, expectations and norms)

* CALL& social hegemonies (including the hegemonic implications of norms and practices of online interaction)

* CALL& inter/cultural hegemonies (including hegemonic implications of Western cultural norms and Western approaches to tolerance, openness, relativism and the skills associated with intercultural competence)

* CALL& sociopolitical hegemonies (including the hegemonic implications of democratic structures in education, and resistance to hegemonies)

Please send letter of intent and 250-word abstract by October 1, 2010 to

Publication timeline:

* October 1, 2010: Submission deadline for abstracts

* October 15, 2010: Invitation to authors to submit a manuscript

* March 1, 2011: Submission deadline for manuscripts

* June 1, 2012: Publication of special issue

*MWALLT Fall 2010 Conference – Call for Proposals


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 for further presentation details and the proposal submission form.

Southwest and Northwest Associations for Language Learning Technology



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: or through the link at our conference website:

Journal of the National Council of Less Commonly Taught Languages
Call for Papers

Journal of the National Council of Less Commonly Taught Languages
Call for Papers

Call for 2011 Journal Papers The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication.

The Journal, published annually by NCOLCTL, is dedicated to the issues and concerns related to the teaching and learning of Less Commonly Taught Languages. The Journal primarily seeks to address the interests of language teachers, administrators, and researchers. Arti­cles that describe in­novative and successful teaching methods that are relevant to the con­cerns or problems of the profession, or that report educational research or experimentation in Less Common­ly Taught Lan­guages are welcome. Papers presented at NCOLCTL’s annual conference will be considered for publication, but additional manuscripts from members of the pro­fes­sion are also welcome.

Our general editorial focus is on policy, education, programs, advocacy, and research in the field of Less commonly Taught Languages (LCTLs). The envisioned coverage of the journal is as follows:
Methodology and Technology
Beyond Academia
Social embeddedness

The Journal of the National Council of Less Commonly Taught Languages shall include papers focusing on broader theoretical and technological issues in all fields of LCTL’s along with reports about research and teaching in academia, at both the K-12 and collegiate levels. Also to be included are papers addressing research and teaching in government and industry and issues of a broader social environment, ranging from heritage communities to advancing LCTLs in federal initiatives and legislation in the USA.

Submitted Manuscripts

In preparing the manuscript, please use the latest edition of the Publication Manual of the American Psychological Association (APA), see

Manuscripts should be:

  • A maximum of 20 pages (excluding references, charts, notes, etc.) and submitted electronically via word (1997-2003)-document e-mail attachment.
  • Double-line spaced throughout, including notes, references, and tables, using 12-point Times New Roman font with a 1.5 inch left margin. (Please ensure that this specified formatting is followed).
  • 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).

All Manuscripts should be electronically submitted  to The Editor at: and copied to the Secretariat at:

Deadline: While submissions are welcome at any point, only manuscripts received by September 30, 2010 will be considered for the 2011 issue of the journal.

Besides the Journal Editor, the process of selecting material for publication is overseen by the Advisory Editorial Board, which consists of the foremost scholars, advocates, and practitioners of LCTL pedagogy.  The members of the Board represent diverse linguistic and geographical categories, as well as the academic, government, and business sectors.

NCOLCTL Secretariat
National Council of Less Commonly Taught Languages
National Council of Less Commonly Taught Languages | 455 N Park St | 4231 Humanities Building | Madison | WI | 53706

Call for Papers

“Teaching Culture in Less-Commonly Taught Language Class”


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

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:

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:

or through the link at


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?

Deadline for submission has been extended to May 30, 2010. Please submit a 250-word abstract to Jesse Gleason ( 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

For further information about the conferences, contact John M. Levis (

Information about previous TSLL conferences can be found at

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