From http://linguistlist.org/issues/24/24-4275.html
The School of Education at Virginia International University will be hosting its inaugural Conference on Language, Learning, and Culture (CLLC) on April 11-12, 2014, with the goal of sharing best practices and emerging trends in these closely intertwined areas.
This year’s theme, Innovations at the Intersection of Language, Learning, and Culture, intends to frame educational experiences as ideally meeting the needs of diverse students, their communities, and the various stakeholders who can benefit from high-quality, socially responsive language programs.
Deadline for abstract submission: December 23, 2013
View the full call for papers at http://linguistlist.org/issues/24/24-4275.html
November 2, 2013
Call for Papers: Fifth International Conference on Hmong Studies
From http://www2.csp.edu/hmongcenter/International_Confer/Call_for_Papers/Calls_for_Papers.html
Call for Papers/Presentations
Fifth International Conference on Hmong Studies
Friday, 21 March 2014 - Sunday, 23 March 2014
Concordia University
St. Paul, Minnesota
The purpose of this conference is to provide opportunities for emerging and established Hmong and non-Hmong scholars to share their research on Hmong related topics, to inspire and motivate students to engage in scholarly research, and to recognize distinguished scholars for their work in the field of Hmong Studies.
The deadline for submission of papers and proposals is November 29, 2013.
View the full call for papers at http://www2.csp.edu/hmongcenter/International_Confer/Call_for_Papers/Calls_for_Papers.html
Call for Papers/Presentations
Fifth International Conference on Hmong Studies
Friday, 21 March 2014 - Sunday, 23 March 2014
Concordia University
St. Paul, Minnesota
The purpose of this conference is to provide opportunities for emerging and established Hmong and non-Hmong scholars to share their research on Hmong related topics, to inspire and motivate students to engage in scholarly research, and to recognize distinguished scholars for their work in the field of Hmong Studies.
The deadline for submission of papers and proposals is November 29, 2013.
View the full call for papers at http://www2.csp.edu/hmongcenter/International_Confer/Call_for_Papers/Calls_for_Papers.html
New Issue of L2 Journal
Volume 5, Issue 2 of L2 Journal is now available online at http://www.escholarship.org/uc/uccllt_l2
In this issue:
Task Type Effects on Pragmatic Marker Use by Learners at Varying Proficiency Levels
Neary-Sundquist, Colleen
Subjectivity and Spirituality during Study Abroad: A Case Study
Wolcott, Timothy; Motyka, Matthew J
“I won’t talk about this here in America:” Sociocultural Context of Korean English Language Learners’ Emotion Speech in English
Kim, Sujin; Dorner, Lisa M
In this issue:
Task Type Effects on Pragmatic Marker Use by Learners at Varying Proficiency Levels
Neary-Sundquist, Colleen
Subjectivity and Spirituality during Study Abroad: A Case Study
Wolcott, Timothy; Motyka, Matthew J
“I won’t talk about this here in America:” Sociocultural Context of Korean English Language Learners’ Emotion Speech in English
Kim, Sujin; Dorner, Lisa M
September/October Issue of NCLRC Newsletter
The September/October 2013 issue of the National Capital Language Resource Center’s newsletter is available at http://www.nclrc.org/newsletter.html
This issue continues the year’s focus on proficiency. Be sure to take a look at the Special Column where Sheila W. Cockey outlines proficiency, and then delve into some of the finer points in the other columns that offer a look at: ways to foster multiliteracies, how to generate proficiency with hybrid classes, ways to encourage LCTL learners. In addition there is a discussion about achievement vs. proficiency, reflections on fundamentals vs. complexities of teaching and on attending a conference.
This issue continues the year’s focus on proficiency. Be sure to take a look at the Special Column where Sheila W. Cockey outlines proficiency, and then delve into some of the finer points in the other columns that offer a look at: ways to foster multiliteracies, how to generate proficiency with hybrid classes, ways to encourage LCTL learners. In addition there is a discussion about achievement vs. proficiency, reflections on fundamentals vs. complexities of teaching and on attending a conference.
Book: Research Trends in Intercultural Pragmatics
From http://linguistlist.org/issues/24/24-4137.html
Research Trends in Intercultural Pragmatics
Edited by Istvan Kecskes and Jesús Romero-Trillo
Published by de Gruyter
This volume looks at current issues in Intercultural Pragmatics from an applied perspective. The content is organized in three sections that encompass the primary applications of intercultural exchanges: the linguistic and cognitive domain, the social and cultural domain, and the discourse and stylistics domain. The chapters analyze real language situations in English, Russian, Chinese, Portuguese, Spanish, Greek, Filipino or Polish.
Visit the publisher’s website at http://www.degruyter.com/view/product/207809?format=G
Research Trends in Intercultural Pragmatics
Edited by Istvan Kecskes and Jesús Romero-Trillo
Published by de Gruyter
This volume looks at current issues in Intercultural Pragmatics from an applied perspective. The content is organized in three sections that encompass the primary applications of intercultural exchanges: the linguistic and cognitive domain, the social and cultural domain, and the discourse and stylistics domain. The chapters analyze real language situations in English, Russian, Chinese, Portuguese, Spanish, Greek, Filipino or Polish.
Visit the publisher’s website at http://www.degruyter.com/view/product/207809?format=G
Book: Native Speakers and Native Users
From http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/native-speakers-and-native-users-loss-and-gain?format=HB
Native Speakers and Native Users: Loss and Gain
By Alan Davies
Published by Cambridge University Press
'Native speakers' and 'native users' are terms traditionally used to differentiate between speakers who have acquired a language from birth and speakers who have learnt a second language. This book highlights the problems associated with making such a clear cut distinction. By analyzing a range of literature, language uses and proficiency tests, Davies argues that there is no significant difference between native speakers and native users, and emphasizes the importance of the Standard Language. Whilst individual native speakers may vary considerably, the academic construct of the native speaker is isomorphic with the Standard Language which is available to both native speakers and native users through education. In this book, Davies explores the 'native user', as a second language speaker who uses language with 'native speaker' competence. This book will be of significant interest to students and researchers working in the fields of second language acquisition and applied linguistics.
Visit the publisher’s website at http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/native-speakers-and-native-users-loss-and-gain?format=HB
Native Speakers and Native Users: Loss and Gain
By Alan Davies
Published by Cambridge University Press
'Native speakers' and 'native users' are terms traditionally used to differentiate between speakers who have acquired a language from birth and speakers who have learnt a second language. This book highlights the problems associated with making such a clear cut distinction. By analyzing a range of literature, language uses and proficiency tests, Davies argues that there is no significant difference between native speakers and native users, and emphasizes the importance of the Standard Language. Whilst individual native speakers may vary considerably, the academic construct of the native speaker is isomorphic with the Standard Language which is available to both native speakers and native users through education. In this book, Davies explores the 'native user', as a second language speaker who uses language with 'native speaker' competence. This book will be of significant interest to students and researchers working in the fields of second language acquisition and applied linguistics.
Visit the publisher’s website at http://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/native-speakers-and-native-users-loss-and-gain?format=HB
Book: One Child, Two Languages: Acquisition of Japanese and English as Bilingual First Languages
From http://www.lincom-shop.eu/shop/article_11182b%2520ISBN%25209783862884988/LSLA-32%3A-One-Child%2C-Two-Languages%3A-Acquisition-of-Japanese-and-English-as-Bilingual-First-Languages.html
LSLA 32: One Child, Two Languages: Acquisition of Japanese and English as Bilingual First Languages
By Yuki Itani-Adams
Published by Lincom Academic Publishers
This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (Pienemann, 1998a, 2005). The informant of this study is a girl growing up bilingually in an Australian family within a one-parent-one-language environment from birth, where the mother is a Japanese native speaker and the father an English native speaker in an English-dominant community. The corpus consists of naturally spoken production of English and Japanese by the child, collected over 3 years and 9 months from age 1;11 (one year and eleven month) to 4;10.
The present study investigates her lexical development, the acquisition of morphology and syntax in the two languages, and further examines the relationships between lexical and grammatical development within each of the two languages. The study addresses one of the main issues in the field of BFLA; ‘does a bilingual child develop the two languages separately from the beginning?’ Results indicate that both Japanese and English of the child developed in the sequence predicted by PT, and that for one bilingual child, Japanese and English each developed in parallel but in a separate manner.
Visit the publisher’s website at http://www.lincom-shop.eu/shop/article_11182b%2520ISBN%25209783862884988/LSLA-32%3A-One-Child%2C-Two-Languages%3A-Acquisition-of-Japanese-and-English-as-Bilingual-First-Languages.html
LSLA 32: One Child, Two Languages: Acquisition of Japanese and English as Bilingual First Languages
By Yuki Itani-Adams
Published by Lincom Academic Publishers
This is the first Japanese-English Bilingual First Language Acquisition (BFLA) longitudinal study carried out within the framework of Processability Theory (Pienemann, 1998a, 2005). The informant of this study is a girl growing up bilingually in an Australian family within a one-parent-one-language environment from birth, where the mother is a Japanese native speaker and the father an English native speaker in an English-dominant community. The corpus consists of naturally spoken production of English and Japanese by the child, collected over 3 years and 9 months from age 1;11 (one year and eleven month) to 4;10.
The present study investigates her lexical development, the acquisition of morphology and syntax in the two languages, and further examines the relationships between lexical and grammatical development within each of the two languages. The study addresses one of the main issues in the field of BFLA; ‘does a bilingual child develop the two languages separately from the beginning?’ Results indicate that both Japanese and English of the child developed in the sequence predicted by PT, and that for one bilingual child, Japanese and English each developed in parallel but in a separate manner.
Visit the publisher’s website at http://www.lincom-shop.eu/shop/article_11182b%2520ISBN%25209783862884988/LSLA-32%3A-One-Child%2C-Two-Languages%3A-Acquisition-of-Japanese-and-English-as-Bilingual-First-Languages.html
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