From http://www.cas.sc.edu/ling/activities/CASPSLP2012/Flyer
The 2012 conference on Current Approaches to Spanish and Portuguese Second Language Phonology (CASPSLaP 2012) will be held at the University of South Carolina, February 16-19, 2012.
Visit the conference website at http://www.cas.sc.edu/ling/activities/CASPSLP2012/welcome
January 8, 2012
TESOL/Applied Linguistics Graduate Students Conference
From http://www.ecu.edu/cs-cas/engl/talgs/current.cfm
The 9th Annual TALGS Conference will take place February 18, 2012, at East Carolina University.
Organized by the Linguistics and TESOL graduate students and faculty in collaboration with the Department of Foreign Languages and Literatures, TALGS aims to provide a serious yet relaxed environment for graduate students and professionals working in TESL/TEFL/FL and a variety of applied linguistics fields to present their work, receive feedback, and network. The TALGS Conference provides graduate students as well as TESOL and other Foreign Language professionals (including ESOL, TESL, EFL, ESL, TEFL, Spanish, French, German, DLI, etc.) a forum to showcase their research and successful teaching practices. TALGS is committed to bettering the educational experiences of language learners in the community by providing a comfortable environment where an interaction between theory/research and practice/teaching is possible.
Pre-registration ends on January 20.
Visit the conference website at http://author.ecu.edu/cs-cas/engl/talgs/index.cfm
The 9th Annual TALGS Conference will take place February 18, 2012, at East Carolina University.
Organized by the Linguistics and TESOL graduate students and faculty in collaboration with the Department of Foreign Languages and Literatures, TALGS aims to provide a serious yet relaxed environment for graduate students and professionals working in TESL/TEFL/FL and a variety of applied linguistics fields to present their work, receive feedback, and network. The TALGS Conference provides graduate students as well as TESOL and other Foreign Language professionals (including ESOL, TESL, EFL, ESL, TEFL, Spanish, French, German, DLI, etc.) a forum to showcase their research and successful teaching practices. TALGS is committed to bettering the educational experiences of language learners in the community by providing a comfortable environment where an interaction between theory/research and practice/teaching is possible.
Pre-registration ends on January 20.
Visit the conference website at http://author.ecu.edu/cs-cas/engl/talgs/index.cfm
Conference: Jīl Jadīd 2012
From http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2012/jiljadid.php
The University of Texas' Department of and Center for Middle Eastern Studies are pleased to announce that they will host the 2nd Annual Jīl Jadīd Conference, a graduate student conference in Arabic Literature and Linguistics, to be held at the University of Texas at Austin, February 23-25, 2012.
Visit the conference website at http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2012/jiljadid.php
The University of Texas' Department of and Center for Middle Eastern Studies are pleased to announce that they will host the 2nd Annual Jīl Jadīd Conference, a graduate student conference in Arabic Literature and Linguistics, to be held at the University of Texas at Austin, February 23-25, 2012.
Visit the conference website at http://www.utexas.edu/cola/depts/mes/events/conferences/jiljadid2012/jiljadid.php
Call for Papers: Looking Back, Looking Forward: German Studies in the United States
CFP - Looking Back, Looking Forward: German Studies in the United States.
A Festschrift for Helene Zimmer-Loew
In 1985 Helene Zimmer-Loew became Executive Director of the American Association of Teachers of German. Under her insightful leadership, the organization thrived, forging close alliances with partner organizations, and responding proactively to the changes within German Studies and to the challenges of maintaining, sustaining, and strengthening German programs over the years. In recognition of over twenty-five years of service to the teaching and learning of German in the United States, a Festschrift entitled Looking Back, Looking Forward: German Studies in the United States will be published to honor Helene Zimmer-Loew. Helene devoted her professional life to insuring that German was taught well and taught widely. Co-editors Dr. Carol Anne Costabile-Heming and Dr. Rachel J. Halverson welcome manuscripts that address one or more of the following themes either retrospectively or with an eye to developments in the new millennium:
Leadership (and its importance to the teaching of German
Research (and its importance to the teaching of German)
Professional Development (and its importance to the teaching of German)
Culture Studies (and its importance to the teaching of German)
Film and Popular Culture (and their importance to the teaching of German)
Graduate Programs in German and Fostering the Next Generation of German Language Educators
German Studies in the New Millennium
Please send an abstract (300 to 500 words) and a brief bio to both Dr. Carol Anne Costabile-Heming (costabilec1 at nku dot edu) and Dr. Rachel J. Halverson (Rachel_Halverson at wsu dot edu) by March 15, 2012. Invitations for the submission of full manuscripts will sent by April 15, 2012. Contributors to the anthology are expected to be current members of the AATG. The deadline for submission of final manuscripts will be October 15, 2012.
Costabile-Heming, C. [AATG-L] Call for papers. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 2 Jan 2012).
A Festschrift for Helene Zimmer-Loew
In 1985 Helene Zimmer-Loew became Executive Director of the American Association of Teachers of German. Under her insightful leadership, the organization thrived, forging close alliances with partner organizations, and responding proactively to the changes within German Studies and to the challenges of maintaining, sustaining, and strengthening German programs over the years. In recognition of over twenty-five years of service to the teaching and learning of German in the United States, a Festschrift entitled Looking Back, Looking Forward: German Studies in the United States will be published to honor Helene Zimmer-Loew. Helene devoted her professional life to insuring that German was taught well and taught widely. Co-editors Dr. Carol Anne Costabile-Heming and Dr. Rachel J. Halverson welcome manuscripts that address one or more of the following themes either retrospectively or with an eye to developments in the new millennium:
Leadership (and its importance to the teaching of German
Research (and its importance to the teaching of German)
Professional Development (and its importance to the teaching of German)
Culture Studies (and its importance to the teaching of German)
Film and Popular Culture (and their importance to the teaching of German)
Graduate Programs in German and Fostering the Next Generation of German Language Educators
German Studies in the New Millennium
Please send an abstract (300 to 500 words) and a brief bio to both Dr. Carol Anne Costabile-Heming (costabilec1 at nku dot edu) and Dr. Rachel J. Halverson (Rachel_Halverson at wsu dot edu) by March 15, 2012. Invitations for the submission of full manuscripts will sent by April 15, 2012. Contributors to the anthology are expected to be current members of the AATG. The deadline for submission of final manuscripts will be October 15, 2012.
Costabile-Heming, C. [AATG-L] Call for papers. AATG-L listserv (AATG@LISTSERV.IUPUI.EDU, 2 Jan 2012).
Call for Papers: Immersion Education in the Early Years
Call for papers: Special issue of the International Journal of Bilingual Education and Bilingualism on Immersion Education in the Early Years
Guest Editors: Tina Hickey and Anne-Marie Truscott de Mejia
This special issue will consider an area of bilingual education which has grown significantly in research interest in recent years. The topic encompasses settings in which children aged up to 6 years are educated through either minority and/or majority language(s), in either monolingual or dual-language immersion.* The aim of the special issue is to collect a representative set of research contributions exploring immersion in the early years, encompassing, but not limited to, issues such as policy development and implementation, parental motivation and attitudes, and pedagogical process and outcomes. Related aims are the encouragement of international exchange on this topic and the international dissemination of effective practice in early years’ immersion. Papers examining early years’ immersion education from all countries and regions are welcome. Those interested in submitting a paper are invited to submit an abstract by 30 January, as described below.
Submission guidelines
Deadline for receipt of Abstracts (400 words max.): 30 January 2012. Abstracts should be emailed as Ms Word attachments to tina.hickey at ucd dot ie AND to atruscot at uniandes dot edu.co
Date of notification of authors of acceptance/rejection of abstracts: 12 March, 2012
Deadline for submission of full papers (max 7,000 words): 19 June 2012. Papers must include 6 keywords, and author contact details. Figures must be in .jpg or .tiff format
Planned year of publication of the issue: December, 2013
* Monolingual early immersion models offer early years’ experience through a single language. This may be the second language of the majority attending, with the aim of achieving additive bilingualism; or a minority language that is the mother-tongue of at least some of the children attending, to support/enrich that language before exposure to the majority/community language. Dual-language immersion preschools expose young children to two languages in the early years’ setting. One language may be the first language of some children, and the other may be the dominant language of the wider community, with the aim of supporting the mother-tongue of the non-dominant group and developing bilingual competence in both groups.
Hickey, T. [BILING] Call for papers: Special issue of IJBEB on Immersion Education in the Early Years. BILING listserv (BILING@LISTSERV.UMD.EDU, 4 Jan 2012)
Guest Editors: Tina Hickey and Anne-Marie Truscott de Mejia
This special issue will consider an area of bilingual education which has grown significantly in research interest in recent years. The topic encompasses settings in which children aged up to 6 years are educated through either minority and/or majority language(s), in either monolingual or dual-language immersion.* The aim of the special issue is to collect a representative set of research contributions exploring immersion in the early years, encompassing, but not limited to, issues such as policy development and implementation, parental motivation and attitudes, and pedagogical process and outcomes. Related aims are the encouragement of international exchange on this topic and the international dissemination of effective practice in early years’ immersion. Papers examining early years’ immersion education from all countries and regions are welcome. Those interested in submitting a paper are invited to submit an abstract by 30 January, as described below.
Submission guidelines
Deadline for receipt of Abstracts (400 words max.): 30 January 2012. Abstracts should be emailed as Ms Word attachments to tina.hickey at ucd dot ie AND to atruscot at uniandes dot edu.co
Date of notification of authors of acceptance/rejection of abstracts: 12 March, 2012
Deadline for submission of full papers (max 7,000 words): 19 June 2012. Papers must include 6 keywords, and author contact details. Figures must be in .jpg or .tiff format
Planned year of publication of the issue: December, 2013
* Monolingual early immersion models offer early years’ experience through a single language. This may be the second language of the majority attending, with the aim of achieving additive bilingualism; or a minority language that is the mother-tongue of at least some of the children attending, to support/enrich that language before exposure to the majority/community language. Dual-language immersion preschools expose young children to two languages in the early years’ setting. One language may be the first language of some children, and the other may be the dominant language of the wider community, with the aim of supporting the mother-tongue of the non-dominant group and developing bilingual competence in both groups.
Hickey, T. [BILING] Call for papers: Special issue of IJBEB on Immersion Education in the Early Years. BILING listserv (BILING@LISTSERV.UMD.EDU, 4 Jan 2012)
Call for Papers - L2 Tech Day: Communication with Communities
From http://www.kutztown.edu/academics/liberal_arts/lrc/training/L2Tech/L2techproposalform.html
Kutztown University's Language Resource Center, in conjunction with the Pennsylvania State Modern Language Association (PSMLA), will be hosting a L2 Tech Day on April 14, 2012, for K-16 language educators.
The Theme of the L2 Tech Day is "Communication in Communities." The focus is on the use of technology for developing the interpersonal, presentation and interpretive skills for communicating in the many language communities: the classroom, the school community, the broader community and geographically-separated communities (other schools, other communities both in the U.S. and abroad). Communication may be oral or written, synchronous or asynchronous. The key though is a lesson or series of lessons, which connects students to others.
The organizers are inviting proposals from educators to showcase technology that they use with their students for these purposes. Each session will be approximately an hour, and should include 1-2 sample lesson plans, a description of the communicative challenge, the presentation of a tool(s) and a walk-through of how to use the tool(s). Participants should be given some time to briefly try the tool during the session, but they will also be given time later in the day to create a lesson plan of their own using the tool.
Deadline: Wednesday, January 18, 2012
To submit a proposal go to http://www.kutztown.edu/academics/liberal_arts/lrc/training/L2Tech/L2techproposalform.html
Kutztown University's Language Resource Center, in conjunction with the Pennsylvania State Modern Language Association (PSMLA), will be hosting a L2 Tech Day on April 14, 2012, for K-16 language educators.
The Theme of the L2 Tech Day is "Communication in Communities." The focus is on the use of technology for developing the interpersonal, presentation and interpretive skills for communicating in the many language communities: the classroom, the school community, the broader community and geographically-separated communities (other schools, other communities both in the U.S. and abroad). Communication may be oral or written, synchronous or asynchronous. The key though is a lesson or series of lessons, which connects students to others.
The organizers are inviting proposals from educators to showcase technology that they use with their students for these purposes. Each session will be approximately an hour, and should include 1-2 sample lesson plans, a description of the communicative challenge, the presentation of a tool(s) and a walk-through of how to use the tool(s). Participants should be given some time to briefly try the tool during the session, but they will also be given time later in the day to create a lesson plan of their own using the tool.
Deadline: Wednesday, January 18, 2012
To submit a proposal go to http://www.kutztown.edu/academics/liberal_arts/lrc/training/L2Tech/L2techproposalform.html
Call for Papers: Immigration and Border Security AZ Centennial Symposium
From http://linguistlist.org/issues/23/23-63.html
Immigration and Border Security AZ Centennial Symposium
Date: 06-Apr-2012 - 06-Apr-2012
Location: Tucson, AZ, USA
With the marking of 100 years as a state of the Union, the state of Arizona has had a distinct immigration, cultural, and linguistic experience as part of the United States. Recently, Arizona's relationship to the issue of immigration has been characterized by a unilateral approach that has separated it from other states and generated backlash, imitation, and discussion on local, national and international levels.
The passage of the immigration bill SB1070 ensured that Arizona's position on this issue will come into conflict with Federal immigration policies for years to come. Discussing possible compromises, preparing future policies, and bridging the immigration experience in Arizona is therefore of crucial importance. The Ambivium Institute is proud to organize a symposium on the centennial anniversary of Arizona's statehood that integrates policy and academic perspectives on new approaches to border issues and cultural experiences.
A thematic panel will focus on language and education as issues of particular relevance to the immigration debate.
Proposal deadline: February 1, 2012
View the full call for papers at http://linguistlist.org/issues/23/23-63.html
Immigration and Border Security AZ Centennial Symposium
Date: 06-Apr-2012 - 06-Apr-2012
Location: Tucson, AZ, USA
With the marking of 100 years as a state of the Union, the state of Arizona has had a distinct immigration, cultural, and linguistic experience as part of the United States. Recently, Arizona's relationship to the issue of immigration has been characterized by a unilateral approach that has separated it from other states and generated backlash, imitation, and discussion on local, national and international levels.
The passage of the immigration bill SB1070 ensured that Arizona's position on this issue will come into conflict with Federal immigration policies for years to come. Discussing possible compromises, preparing future policies, and bridging the immigration experience in Arizona is therefore of crucial importance. The Ambivium Institute is proud to organize a symposium on the centennial anniversary of Arizona's statehood that integrates policy and academic perspectives on new approaches to border issues and cultural experiences.
A thematic panel will focus on language and education as issues of particular relevance to the immigration debate.
Proposal deadline: February 1, 2012
View the full call for papers at http://linguistlist.org/issues/23/23-63.html
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