Rice University –located in Houston, Texas- invites applications for a one-year renewable lecturer position in Hindi language and culture beginning July 1, 2011. We are seeking a skilled language instructor with a commitment to a proficiency-based approach to language.

Requirements: Native or near-native fluency in Modern Hindi and English, college-level experience teaching Hindi to nonnative speakers, and a Masters degree or completion of Masters by June 30, 2011.

Responsibilities include teaching three courses per semester, including introductory through advanced levels of Hindi. Experience using new technologies for Hindi language teaching is highly preferred.

Submit a letter detailing teaching philosophy, CV, available sample syllabi, and course evaluations. In addition, send a teaching DVD/video and have three original, signed letters of reference sent to:

Marcie Newton
Program Coordinator
Rice University
Center for the Study of Languages, MS # 36 PO Box 1892 Houston, TX 77251-1892

The deadline for materials  is January 1, 2011. Rice University is an equal opportunity/affirmative action employer, women and minorities are encouraged to apply.

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

CARLA’s Less Commonly Taught Languages Project sponsors this list and many other resources.

http://www.carla.umn.edu/LCTL

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The SALRC blog has returned, and with it SALRC’s new Grants and Program Coordinator, Elizabeth Cronin.

Elizabeth will be assuming Antoinette’s role in the department, of whom many of you knew well. Please feel free to contact Elizabeth at any time with your questions or concerns just as you did with Antoinette.

In addition to her duties at the Center,  Elizabeth is a full-time student in the MA arts journalism program at the School of the Art Institute of Chicago.

Elizabeth’s hours are Monday and Wednesday afternoons, and Tuesday, Thursday and Friday mornings. Elizabeth can be reached at 773-834-3399 or at ecronin@uchicago.edu.

EMPLOYMENT OPPORTUNITIES


Loyola University Maryland

Language Learning Center Director

The LLC Director must be both a capable administrator and a knowledgeable technician.  The Director is responsible for the day-to-day operation of the Center and therefore must have the professional and personal skills necessary to train and to supervise the student staff as well as working with the faculty of the Department of Modern Languages and Literatures in order to facilitate both student and faculty use of the Language Learning Center.

In this context, the Director assists faculty in implementing courseware, streaming video, and other support technologies, and takes the initiative in investigating and implementing new technological approaches while making sure that the existing technology in the Center is in good working order. He or she administers the budget and oversees an on-going planning process which facilitates the timely maintenance, repair, replacement, and upgrading of equipment so that the LLC stays abreast of changes in technology. In order to accurately assess the developing relationship between the Center and the classroom, the Director will teach three introductory or intermediate language courses per academic year.

The successful candidate will have a knowledge of and experience with instructional software, modern language broadcasts, network interfacing, and emerging as well as existing technologies.  He/she will be familiar with placement exams and will have the ability to implement pedagogy-related projects. The Director should possess at minimum as M.S. or M.A. in Instructional Technology and/or in a modern language taught in the department.

Loyola University Maryland is a dynamic, highly selective, Jesuit Catholic institution in the liberal arts tradition and is recognized as a leading independent, comprehensive university in the northeastern United States.

Located in a beautiful residential section of Baltimore with Graduate Centers in Timonium and Columbia, Loyola enrolls over 3,500 students in its undergraduate programs and 3,000 students in its graduate programs.

The University welcomes applicants from all backgrounds who can contribute to its educational mission. Loyola is an Equal Employment Opportunity Employer, seeking applications from underrepresented groups.

Additional information is available at http://www.loyola.edu and http://www.loyola.edu/academics/alldepartments/modernlanguages/index.html

Review of Applications will begin mid-October 2011. Interviews will be held at the 2011 MLA Convention.

Applicants must submit the following materials online (www.loyola.edu/careers): letter of application, curriculum vitae, evidence of excellence in teaching, and a statement of teaching philosophy.

Three letters of recommendation should be sent to Natalie Rock, Administrative Assistant, Department of Modern Languages and Literatures, Loyola University Maryland, 4501 N. Charles Street, Baltimore, MD 21210-2699.

Job posting in Sanskrit at Columbia

The Department of Middle Eastern, South Asian and African Studies at  Columbia University announces an opening in Sanskrit language to be  filled at the Senior Lecturer or Lecturer rank, beginning July 2011.   This is a full time appointment with multi-year renewal contingent on  successful review. Salary and rank will be commensurate with  experience. Responsibilities will include teaching two or three  courses per semester at all levels of the language and in all genres

A Ph.D. in Sanskrit is preferred but those with a Master’s degree and  considerable language teaching experience are also encouraged to  apply.  The rank of senior lecturer in discipline (language) requires  a high level of achievement, very substantial experience, and  superlative record of teaching as a lecturer.

All applications must be made through Columbia’s online RAPS  application system.  Please upload in RAPS: an application cover  letter, a brief statement of teaching philosophy and methodology,  curriculum vitae, a list of references, teaching evaluations and other teaching materials to support the  application.   You may enable the RAPS system to collect the required  3 letters of recommendation. Those letters may be uploaded directly by  the reference providers. Wherever possible, letters should be uploaded  in the online system.

academicjobs.columbia.edu/applicants/Central?quickFind=53624

Applications will be reviewed starting October 1, 2010.

Columbia University is an Equal Opportunity/Affirmative Action employer.

Brown University

Internationalization is an important and growing focus at Brown University. Language learning will continue to play an increasingly important role as the Brown curriculum becomes a model for global undergraduate education, expands the depth and breadth of international experiences for students and brings more international scholars and programs to Providence. We encourage those with background and experience in teaching and learning languages to apply for following positions within the academic technology unit that works in support of faculty innovations through technology. http://www.brown.edu/Administration/Human_Resources/jobs/index.html

– Instructional Designer, Programs Coordinator – Job #B001151

– Instructional Technologist/Senior Instructional Technology – Job

#B001200

– Systems Administrator -Job #B01150

– Multimedia Coordinator – Job #B01206

– Media Production and Applications Specialist  – Job #B01202

Brown University is an EEO/AA employer. Interested candidates should apply to the following link and please note the specific job number stated above. https://careers.brown.edu

Catherine Zabriskie,

Director, Academic Technology, CIS

Brown University

401-863-7235 office

401-440-8166 mobile

University of North Carolina at Chapel Hill

The University of North Carolina-Chapel Hill invites applications for a three-year renewable lecturer
position in Hindi-Urdu language and culture beginning July 1, 2011. 

We are seeking a skilled language instructor with a commitment to a proficiency-based approach to
language. Native or near-native fluency in Modern Hindi-Urdu and English is required. 

College-level experience teaching Hindi-Urdu to nonnative speakers is preferred. At least an MA is
required. 

Responsibilities include teaching three courses per semester (language and content courses), including
introductory through advanced levels of Hindi-Urdu. Ability to teach both the Nagari and Nastaliq
writing systems, and high proficiency in both, is required. 

Experience using new technologies for Hindi-Urdu language teaching is preferred. Submit a letter
detailing teaching philosophy, CV, available sample syllabi, and course evaluations online at
jobs.unc.edu/2500506. Paper or email applications will not be accepted. 

In addition, send a teaching DVD/video and have three original, signed letters of reference sent
to: Hindi-Urdu Search Committee, Department of Asian Studies, CB 3267, 113 New West, University
of North Carolina–Chapel Hill, Chapel Hill NC 27599. 

Review of applications will begin on October 25, 2010 and continue until the position is filled.
For additional information, contact hindiurdusearch@unc.edu.  

UNC-CH is an equal opportunity employer. Women and minorities are encouraged to apply.

Job Opportunity

Grants and Program Coordinator

South Asia Language Resource Center

University of Chicago

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The Grants and Program Coordinator for the South Asia Language Resource Center (SALRC) will be responsible for assisting with managing all grants and sponsored consultant agreements including creating budgets and tracking awards and disbursements; developing reports for the agency on Integrated Reporting for International Students (IRIS); maintaining databases including some programming as well as data entry work; maintaining the web site including writing copy; researching opportunities for grants, workshops, jobs, etc. and disseminating this information to the teaching community. The Coordinator’s position is highly independent and has a high degree of responsibility for meeting the needs of the Director and the mission of the Center.

For further information and to apply, visit:

https://jobopportunities.uchicago.edu
( Please use requisition number:  085351 )

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.

The mission of the Army Culture and Foreign Language Management Office (ACFLMO) is to manage the implementation of the Army Culture and Foreign Language Strategy (ACFLS). Up to 15 Culture and Foreign Language Advisors (CFLAs) are being sought for placement at the TRADOC (Training & Doctrine) Centers of Excellence (CoE). Their primary function will be to assist CoE leaders by working to infuse culturally oriented emphasis into CoE programming. Each CoE has unique areas of focus and, thus, the CFLA positions at each CoE will be unique insofar as reflecting the goals of each particular CoE. Ideally, social science Ph.D.s who have operational military experience will be given preference.

CFLA Locations:

Maneuver CoE (Fort Benning, GA) , Infantry & Armor Schools (2 positions); Maneuver Support CoE (Fort Leonard Wood, MO), Engineer, Military Police, & Chemical Schools (1 position); Intel CoE (Fort Huachuca, AZ), Intel School (1 position); Aviation CoE (Fort Rucker), Aviation School (1 position); Signal CoE (Fort Gordon, GA), Signal School (1 position); BCT/SSI CoE (Fort Jackson, SC), Basic Combat Training, Finance, Adjutant General Schools (1 position); Sustainment CoE (Fort Lee, VA), Army Logistics University, Quartermaster, Transportation, & Ordnance Schools (1 position); Fires CoE (Fort Sill, OK), Artillery, Air Defense Artillery Schools (2 positions); CGSC, ILE CoE (Fort Leavenworth, KS), Command & General Staff College (2 positions); AWC (Carlisle Barracks, PA), Army War College (1 position); USASMA (Fort Bliss, TX), Sergeants Major Academy (1 position)

Contact Person

Jim Schnell, Ph.D., Lead Social Scientist, Army Culture & Foreign Language Management Office, TRADOC G-2, Ft. Monroe VA 23651; Office: (757) 788-5309, DSN: 680-5309, james.a.schnell.ctr@us.army.mil

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

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

Senior Research Associate and Director

The Executive Committee of the South Asia Language Resource Center is seeking to hire a Senior Research Associate/Director. The Director is responsible for ensuring the effective operation of SALRC, one of fifteen Language Resource Centers nationwide funded by the U.S. Department of Education. Along with its sister centers, this Center exists to improve the capacity to teach and learn foreign languages effectively. The Director is charged with program planning and execution, policy making, fund raising, grants administration, office management, and staff supervision. The position involves the exercise of independent judgment and requires a mature, experienced academic administrator to competently manage the multiple responsibilities associated with the position. Candidates should hold a Master’s or higher degree and be familiar with a modern South Asian language. Preference will be given to candidates with a thorough academic knowledge of South Asian studies and with a Ph.D. degree. Candidates should possess proven organizational abilities and experience in similar large-scale, complex programs as well as excellent intellectual, administrative, and human relations skills. Effective oral and written communication skills and computer literacy are essential. Candidates must demonstrate the ability to conceptualize and implement major initiatives such as program planning and preparation of grant proposals. The ability to lead in a manner conducive to positive morale in a large, collaborative program is also important. Proficiency in South Asian linguistics or language pedagogy and grant writing experience is highly desirable. The position is either a half-time or full-time appointment contingent upon renewed external funding for SALRC.

Applicants must upload a cover letter, CV, and names of three references to the University’s academic website: https://academiccareers.uchicago.edu. Paper copies must also be sent to:

SALRC Search

The Department of South Asian Languages & Civilizations

The University of Chicago

1130 East 59th Street

Foster Hall, Room 212

Chicago, IL USA 60637-1539

E-mail: salrc@uchicago.edu

For full consideration all electronic uploads and paper copies must be received by August 1, 2010.

The University of Denver seeks applications for the position of Foreign Language Technology Specialist. The successful candidate will provide leadership in the selection, acquisition, and implementation of instructional technology for the new Language Center, a University-wide resource for language teaching and learning. Reporting to the Language Center Director, he or she will work with the Director to support language education and to build bridges among disciplines across the University. Specific areas of responsibility will include providing technical support for the use of innovative

Computer-Assisted Language Learning (CALL) technologies in the face-to-face classroom, as well as in hybrid and online language courses; supporting faculty training in the technologies of language teaching and testing; and, serving as the primary web site manager for the Center. This person will collaborate with University Technology Services in selecting computer infrastructure and with the Center for Teaching& Learning in integrating language instruction applications with teaching and learning applications in broad use across the University. The successful candidate will also collaborate with the Language Center Director and academic faculty on academic projects such as workshops, grant writing, and assessment of the effective use of academic technologies for language teaching and testing.

Minimum Qualifications:

i M.A. or M.S. degree in Applied Linguistics/Second Language Acquisition, CALL, Language Education, Educational Technology or a related field.

i Experience with technology solutions for language learning, especially CALL applications.

i Experience with web site management.

i Second language study at the post-secondary level.

i Strong interpersonal as well as oral and written communication skills.

i Experience working in an academic setting.

i Expertise in emerging technologies and online tools for language teaching.

i Successful supervisory experience.

i 3-5 years of full-time professional experience or equivalent.

Preferred Qualifications:

i ABD or commensurate professional experience in technology and language teaching or related field.

i Prior affiliation with a language resource center or comparable entity.

i Grounding in best practices in the integration of multimedia technology into language teaching and assessment.

i Undergraduate major or minor in a second language.

i Experience teaching a foreign language at the post-secondary level.

Closing Date: Open until filled.

To apply for this position, please visit our website at www.dujobs.org . The University of Denver is an EEO/AA Employer.

Call for Papers for Special Issue of Language Learning& Technology (http://llt.msu.edu)

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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 (http://llt.msu.edu/contrib.html) and research (http://llt.msu.edu/resguide.html).

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 llted@hawaii.edu

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

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