From http://www.actfl.org/i4a/pages/Index.cfm?pageID=5288
More than forty language educators from the United and Europe met recently in Provo, Utah to explore common understandings about language proficiency as shared by the ACTFL and the Common European Framework of Reference (CEFR) Communities. This meeting was the 2nd annual conference of this type, continuing the work of the 2010 ACTFL-CEFR Alignment Conference held in Leipzig, Germany which explored correspondences between the ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages (CEFR) on theoretical and empirical grounds.
The theme and focus of the 2011 Conference was “The Elements of Proficiency: An Emerging Consensus for Language Assessment and Instruction.” This year’s goals were to help practitioners all over the world to understand the essential elements of proficiency and how it is assessed, to better understand both the ACTFL and CEFR systems and how they relate to proficiency and its assessment, and to understand their implications for teaching and learning, curriculum and materials development, and thereby to improve both systems and their assessment instruments.
Download the conference report from http://www.actfl.org/files/PressReleasesOther/2011-ACTFL-CEFR.pdf
November 6, 2011
2011 Inaugural Conference in Romani Studies
From http://berkeleyromanistudies.tumblr.com
The University of California, Berkeley is pleased to announce the 2011 Inaugural Conference in Romani Studies on November 10th, 2011. The conference will gather established and emerging scholars engaging new methodological approaches within the field of Romani Studies, a burgeoning and interdisciplinary field that explores the history, culture and politics of Romanies (Gypsies) in global contexts. By examining and exploring the various strategies by which Romanies have represented themselves and others - both in dialogue with and apart from the larger societies in which they live - the Inaugural Conference in Romani Studies seeks to stimulate research in this rapidly-growing field.
Visit the conference website at http://berkeleyromanistudies.tumblr.com
The University of California, Berkeley is pleased to announce the 2011 Inaugural Conference in Romani Studies on November 10th, 2011. The conference will gather established and emerging scholars engaging new methodological approaches within the field of Romani Studies, a burgeoning and interdisciplinary field that explores the history, culture and politics of Romanies (Gypsies) in global contexts. By examining and exploring the various strategies by which Romanies have represented themselves and others - both in dialogue with and apart from the larger societies in which they live - the Inaugural Conference in Romani Studies seeks to stimulate research in this rapidly-growing field.
Visit the conference website at http://berkeleyromanistudies.tumblr.com
Call for Papers: Independent Learning Association Conference 2012
From https://www.eiseverywhere.com/ehome/ila2012
The 5th International Independent Learning Association Conference returns to Aotearoa/New Zealand having been previously hosted in Hong Kong, Japan, and Australia. The conference will run from 30 August - 2 September 2012 at Victoria University of Wellington, New Zealand.
The conference theme is "Autonomy in a Networked World: Te Tū Motuhake i te Ao Kōtuitui”.
What is the theoretical and practical meaning of learner autonomy in the socially and technologically connected world we live in today? The organizers invite conference participants to share their thoughts, research findings and practice in order to illuminate the relationship between the individual learner and the learning opportunities afforded by ever-changing learning environments. The conference sub-themes are intended to capture dimensions of this relationship: the personal, social and cultural identity of the learner, the self and the ‘other’ as agents of learning, the learning environment, and the role of assessment for the autonomous learner.
The call for papers will close on December 16, 2011.
View the full call for papers at https://www.eiseverywhere.com/ehome/ila2012/22980
The 5th International Independent Learning Association Conference returns to Aotearoa/New Zealand having been previously hosted in Hong Kong, Japan, and Australia. The conference will run from 30 August - 2 September 2012 at Victoria University of Wellington, New Zealand.
The conference theme is "Autonomy in a Networked World: Te Tū Motuhake i te Ao Kōtuitui”.
What is the theoretical and practical meaning of learner autonomy in the socially and technologically connected world we live in today? The organizers invite conference participants to share their thoughts, research findings and practice in order to illuminate the relationship between the individual learner and the learning opportunities afforded by ever-changing learning environments. The conference sub-themes are intended to capture dimensions of this relationship: the personal, social and cultural identity of the learner, the self and the ‘other’ as agents of learning, the learning environment, and the role of assessment for the autonomous learner.
The call for papers will close on December 16, 2011.
View the full call for papers at https://www.eiseverywhere.com/ehome/ila2012/22980
2012 ACTFL Convention Call for Proposals Now Open
The Annual Convention and World Languages Expo of the American Council on the Teaching of Foreign Languages (ACTFL) will be Friday, November 16 (Pre-Convention Workshops scheduled on Thursday, November 15) through Sunday, November 18, 2012 at the Pennsylvania Convention Center in Philadelphia, Pennsylvania. The ACTFL Convention features more than 600 educational sessions covering the whole spectrum of the foreign language profession. The theme for the 2012 Convention is Many Languages: One United Voice.
View the submission guidelines at http://convention2.allacademic.com/one/actfl/actfl12/files/2012_Submission_Guidelines_and_Recommendations.html
The deadline for submissions is January 11, 2012.
You can submit a proposal at https://myactfl.actfl.org/ACTFL_iMISPublic/AsiCommon/Controls/Shared/FormsAuthentication/Login.aspx?ReturnUrl=/BounceBack.aspx&doRedirect=http://www.actfl.org/login_receive.cfm
ACTFL Members: Your login for the Call for Proposals is the same as your ACTFL members only login. If you don’t know your login, contact ACTFL at membership at actfl dot org.
Non ACTFL Members: You will need to create an account at http://actfl.informz.net/z/cjUucD9taT0xODk2OTc0JnA9MSZ1PTEwMzA4NTA1NjkmbGk9ODg0Mzc2Mg/index.html with ACTFL in order to logon and submit a proposal.
View the submission guidelines at http://convention2.allacademic.com/one/actfl/actfl12/files/2012_Submission_Guidelines_and_Recommendations.html
The deadline for submissions is January 11, 2012.
You can submit a proposal at https://myactfl.actfl.org/ACTFL_iMISPublic/AsiCommon/Controls/Shared/FormsAuthentication/Login.aspx?ReturnUrl=/BounceBack.aspx&doRedirect=http://www.actfl.org/login_receive.cfm
ACTFL Members: Your login for the Call for Proposals is the same as your ACTFL members only login. If you don’t know your login, contact ACTFL at membership at actfl dot org.
Non ACTFL Members: You will need to create an account at http://actfl.informz.net/z/cjUucD9taT0xODk2OTc0JnA9MSZ1PTEwMzA4NTA1NjkmbGk9ODg0Mzc2Mg/index.html with ACTFL in order to logon and submit a proposal.
NCELA Call for Papers: Preparing Pre-service Teachers to Work with English Learners
AccELLerate! is the quarterly review of the National Clearinghouse for English Language Acquisition, covering issues of interest to stakeholders in the education of English learners.
NCELA invites contributions to the spring 2011 special theme issue that focuses on preparing pre-service teachers to work with English learners. They seek papers that, among other topics, explore
Conceptual frameworks to facilitate candidates’ understanding of effective teaching and learning;
Examples of good teaching practices oriented toward ELs and effective strategies for teacher educators to help pre-service teachers learn these practices; and
The effects of pre-service teacher education programs on the practices and abilities of teachers.
Papers may speak to general teacher preparation issues and/or preparation of content-area teachers who will work with EL students (e.g., STEM teachers) and teachers who plan to work with specific populations of ELs such as young ELs, newcomers, and ELs with special needs. NCELA also welcomes papers that examine ways to deal with particular challenges, including differentiating instruction for a range of student academic and English language proficiency levels, implementing curriculum that addresses the literacy needs of ELs, communicating with parents of ELs, and understanding ELs’ home and community experiences.
Three categories of papers are published in the review. Full-length articles (approximately 1,000 words including all references, tables, and figures) should provide objective synthesis and interpretation of a subject of importance to the field or report original research. Success Stories (around 500 words) describe successful projects and programs or provide brief reports of new observations, concepts, or methodologies. Teachers’ Gems of Wisdom (around 250 words) share professional insights and best practices.
Preference is given to manuscripts that are well-prepared, well-organized, and well-written. Papers that have been published or are under consideration for publication elsewhere in an accessible, retrievable form are not acceptable for submission to the review on grounds of prior publication. However, summaries of previously published work may be submitted.
Manuscripts including contact information (phone number and email) for the primary author and one-sentence biography with the name, title, and affiliation of each author should be submitted to Natalia Romanova, coordinator for AccELLerate! , no later than January 9, 2012 (romanova at gwu dot edu).
Manuscript preparation guidelines
The acceptable format for manuscript submission is MSWord. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009). However, in order to improve the readability of the publication, references should be cited in the text in bracketed numbers, with the references following each article in the same numerical order; other notes are indicated by consecutively numbered superscripts; and paragraphs are not indented, but separated by a blank line.
NCELA Call for Papers: Preparing Pre-service Teachers to Work with English Learners. NCELA List (NCELA@HERMES.GWU.EDU, 1 Nov 2011).
NCELA invites contributions to the spring 2011 special theme issue that focuses on preparing pre-service teachers to work with English learners. They seek papers that, among other topics, explore
Conceptual frameworks to facilitate candidates’ understanding of effective teaching and learning;
Examples of good teaching practices oriented toward ELs and effective strategies for teacher educators to help pre-service teachers learn these practices; and
The effects of pre-service teacher education programs on the practices and abilities of teachers.
Papers may speak to general teacher preparation issues and/or preparation of content-area teachers who will work with EL students (e.g., STEM teachers) and teachers who plan to work with specific populations of ELs such as young ELs, newcomers, and ELs with special needs. NCELA also welcomes papers that examine ways to deal with particular challenges, including differentiating instruction for a range of student academic and English language proficiency levels, implementing curriculum that addresses the literacy needs of ELs, communicating with parents of ELs, and understanding ELs’ home and community experiences.
Three categories of papers are published in the review. Full-length articles (approximately 1,000 words including all references, tables, and figures) should provide objective synthesis and interpretation of a subject of importance to the field or report original research. Success Stories (around 500 words) describe successful projects and programs or provide brief reports of new observations, concepts, or methodologies. Teachers’ Gems of Wisdom (around 250 words) share professional insights and best practices.
Preference is given to manuscripts that are well-prepared, well-organized, and well-written. Papers that have been published or are under consideration for publication elsewhere in an accessible, retrievable form are not acceptable for submission to the review on grounds of prior publication. However, summaries of previously published work may be submitted.
Manuscripts including contact information (phone number and email) for the primary author and one-sentence biography with the name, title, and affiliation of each author should be submitted to Natalia Romanova, coordinator for AccELLerate! , no later than January 9, 2012 (romanova at gwu dot edu).
Manuscript preparation guidelines
The acceptable format for manuscript submission is MSWord. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (6th edition, 2009). However, in order to improve the readability of the publication, references should be cited in the text in bracketed numbers, with the references following each article in the same numerical order; other notes are indicated by consecutively numbered superscripts; and paragraphs are not indented, but separated by a blank line.
NCELA Call for Papers: Preparing Pre-service Teachers to Work with English Learners. NCELA List (NCELA@HERMES.GWU.EDU, 1 Nov 2011).
Call for Papers: New York International Conference on Teaching Chinese
From http://clta-gny.org/12conf/12conf.html
The Chinese Language Teachers Association of Greater New York presents the 10th New York International Conference on Teaching Chinese.
Hosted by the Department of Classical and Oriental Studies
Hunter College, City University of New York
Saturday, May 12, 2012
This year’s conference will emphasize the following topics, though presentations on related topics are also welcome:
(1) TECHNOLOGY: Using technology and media in the Chinese language classroom and in online and distance learning.
(2) STUDENT MOTIVATION: Increasing student motivation through creative approaches to teaching and learning and a better understanding of student psychology.
(3) ADMINISTRATION: The administrative challenges posed by the rapid rise of Chinese language education and the critical shortage of qualified Chinese teachers.
(4) PEDAGOGY: The differences between approaches to teaching Chinese to heritage and non-heritage learners; general and specialized student populations; public and private schools; urban, suburban, and rural schools, etc.
(5) LINGUISTICS: New approaches to understanding and explaining Chinese syntax, phonology, semantics, and pragmatics, including psycholinguistics, sociolinguistics, and cognitive science.
(6) CULTURE: Innovative ways of incorporating the teaching of culture into the language learning process.
(7) IMMERSION: Opportunities and strategies for studying the language culture in Chinese-speaking communities around the world.
The CLTA-GNY Conference Committee welcomes submissions of one page proposals on subjects relevant to the above themes.
The deadline for submissions is February 15, 2012.
View the full call for papers at http://clta-gny.org/12conf/callforpapers.html
The Chinese Language Teachers Association of Greater New York presents the 10th New York International Conference on Teaching Chinese.
Hosted by the Department of Classical and Oriental Studies
Hunter College, City University of New York
Saturday, May 12, 2012
This year’s conference will emphasize the following topics, though presentations on related topics are also welcome:
(1) TECHNOLOGY: Using technology and media in the Chinese language classroom and in online and distance learning.
(2) STUDENT MOTIVATION: Increasing student motivation through creative approaches to teaching and learning and a better understanding of student psychology.
(3) ADMINISTRATION: The administrative challenges posed by the rapid rise of Chinese language education and the critical shortage of qualified Chinese teachers.
(4) PEDAGOGY: The differences between approaches to teaching Chinese to heritage and non-heritage learners; general and specialized student populations; public and private schools; urban, suburban, and rural schools, etc.
(5) LINGUISTICS: New approaches to understanding and explaining Chinese syntax, phonology, semantics, and pragmatics, including psycholinguistics, sociolinguistics, and cognitive science.
(6) CULTURE: Innovative ways of incorporating the teaching of culture into the language learning process.
(7) IMMERSION: Opportunities and strategies for studying the language culture in Chinese-speaking communities around the world.
The CLTA-GNY Conference Committee welcomes submissions of one page proposals on subjects relevant to the above themes.
The deadline for submissions is February 15, 2012.
View the full call for papers at http://clta-gny.org/12conf/callforpapers.html
Digest: Assessment Literacy for Language Educators
From http://www.cal.org
Margaret Malone, Senior Testing Associate at CAL, discusses four key concepts of assessment, describes free online resources that promote assessment literacy among language educators, and explores how these tools can be useful for all stakeholders in a new CAL digest: Assessment Literacy for Language Learners. You can read it online or download it at http://www.cal.org/resources/digest/assessment-literacy-for-language-educators.html
Margaret Malone, Senior Testing Associate at CAL, discusses four key concepts of assessment, describes free online resources that promote assessment literacy among language educators, and explores how these tools can be useful for all stakeholders in a new CAL digest: Assessment Literacy for Language Learners. You can read it online or download it at http://www.cal.org/resources/digest/assessment-literacy-for-language-educators.html
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