From http://www.swcolt.org
Southwest Conference on Language Teaching 2011 Conference
Fort Worth, Texas
April 7-9, 2011
The Southwest Conference on Language Teaching is a regional foreign language teachers' organization that hosts an annual conference in partnership with state foreign language teacher associations. The participating states in SWCOLT are Arizona, California, Colorado, Hawai'i, Nevada, New Mexico, Oklahoma, Texas, and Utah.
Thursday, April 7: Workshops (preregistration needed), conference registration
Friday, April 8 and Saturday, April 9: Exhibits, Conference sessions, awards and scholarship luncheons, keynote luncheon, AATF dinner
For more information go to http://www.swcolt.org/conferences.htm
January 7, 2011
Alliance for Multilingual, Multicultural Education Second Annual National Conference
From http://www.ammeglobe.com/main
The Alliance for Multilingual, Multicultural Education (AMME) Second Annual National Conference is scheduled for April 6-8, 2011, at the Hyatt Regency in San Antonio, Texas.
The theme is: Nuestro Pueblo Unido: Keeping the Dream Alive! The purpose of the conference is to provide current theory, practice and discussion in order to enhance and expand the knowledge base and experience of educators developing and implementing multilingual and multicultural programs.
Learn more about the conference at http://www.ammeglobe.com/main and download a flyer from http://www.ammeglobe.com/main/images/amme-saabe2011_promo.pdf
The Alliance for Multilingual, Multicultural Education (AMME) Second Annual National Conference is scheduled for April 6-8, 2011, at the Hyatt Regency in San Antonio, Texas.
The theme is: Nuestro Pueblo Unido: Keeping the Dream Alive! The purpose of the conference is to provide current theory, practice and discussion in order to enhance and expand the knowledge base and experience of educators developing and implementing multilingual and multicultural programs.
Learn more about the conference at http://www.ammeglobe.com/main and download a flyer from http://www.ammeglobe.com/main/images/amme-saabe2011_promo.pdf
Call for Manuscripts: TESL-EJ Special Issue: Incorporating Instructional Pragmatics into ESL/EFL Teacher Education
Call for Manuscripts
TESL-EJ Special Issue: Incorporating Instructional Pragmatics into ESL/EFL Teacher Education
Date of Publication: September 2011
Deadline for Submissions: Feb. 15, 2011
Guest Editor: Zohreh R. Eslami, Associate Professor, Texas A&M University
E-mail: zeslami at tamu dot edu
The September 2011 issue of TESL-EJ will focus on scholarly research perspectives and classroom-based practices related to Pragmatics and Teacher Education.
Pragmatic competence is one of the vital components of communicative competence that needs to be considered in L2 teacher education programs. Unfortunately, available teacher education sources on ESL methodology and assessment lack a focus on teaching the pragmatic aspects of language. Pragmatics has been identified as an important component of language teacher’s knowledge base and appears to have been incorporated into some teacher education programs in both ESL and EFL contexts. However, a recent nationwide survey (Vasquez & Sharpless, 2009) has found that the treatment of pragmatics in teacher training courses tends to center on theory rather than practical applications. Specific preparation focused on practical instructional pragmatics is needed for language teachers to be bale to effectively teach L2 pragmatics. To address such needs, this issue welcomes submissions of high-quality articles on topics relevant to the incorporation of instructional pragmatics into L2 teacher education in ESL and EFL contexts. The following are some suggested topics:
* Incorporating instructional pragmatics into L2 teacher education in ESL contexts
* Incorporating instructional pragmatics into L2 teacher education in EFL contexts
* In-service and pre-service teachers perceptions of pragmatics and teacher education
* Native and nonnative English speaking teachers (NNESTs) perceptions of pragmatics and teacher education
* Developments and challenges facing the integration of pragmatics into L2 teacher education programs
* Teacher education models used in the integration of instructional pragmatics into L2 teacher education courses
* Approaches and strategies used to incorporate instructional pragmatics into L2 teacher education
Send original and unpublished manuscripts on the related topics along with the author’s name, affiliation, email address, and a 50-word biographical statement to zeslami at tamu dot edu.
All submissions must conform to regular TESL-EJ submission guidelines, which you will find linked on the TESL-EJ site at http://tesl-ej.org
The deadline for submitting a manuscript is Feb.15, 2011.
TESL-EJ Special Issue: Incorporating Instructional Pragmatics into ESL/EFL Teacher Education
Date of Publication: September 2011
Deadline for Submissions: Feb. 15, 2011
Guest Editor: Zohreh R. Eslami, Associate Professor, Texas A&M University
E-mail: zeslami at tamu dot edu
The September 2011 issue of TESL-EJ will focus on scholarly research perspectives and classroom-based practices related to Pragmatics and Teacher Education.
Pragmatic competence is one of the vital components of communicative competence that needs to be considered in L2 teacher education programs. Unfortunately, available teacher education sources on ESL methodology and assessment lack a focus on teaching the pragmatic aspects of language. Pragmatics has been identified as an important component of language teacher’s knowledge base and appears to have been incorporated into some teacher education programs in both ESL and EFL contexts. However, a recent nationwide survey (Vasquez & Sharpless, 2009) has found that the treatment of pragmatics in teacher training courses tends to center on theory rather than practical applications. Specific preparation focused on practical instructional pragmatics is needed for language teachers to be bale to effectively teach L2 pragmatics. To address such needs, this issue welcomes submissions of high-quality articles on topics relevant to the incorporation of instructional pragmatics into L2 teacher education in ESL and EFL contexts. The following are some suggested topics:
* Incorporating instructional pragmatics into L2 teacher education in ESL contexts
* Incorporating instructional pragmatics into L2 teacher education in EFL contexts
* In-service and pre-service teachers perceptions of pragmatics and teacher education
* Native and nonnative English speaking teachers (NNESTs) perceptions of pragmatics and teacher education
* Developments and challenges facing the integration of pragmatics into L2 teacher education programs
* Teacher education models used in the integration of instructional pragmatics into L2 teacher education courses
* Approaches and strategies used to incorporate instructional pragmatics into L2 teacher education
Send original and unpublished manuscripts on the related topics along with the author’s name, affiliation, email address, and a 50-word biographical statement to zeslami at tamu dot edu.
All submissions must conform to regular TESL-EJ submission guidelines, which you will find linked on the TESL-EJ site at http://tesl-ej.org
The deadline for submitting a manuscript is Feb.15, 2011.
Call for Papers: Minnesota Indigenous Language Symposium VI
From http://www.d.umn.edu/enigikendaasoyang/symposium/2011/index.html
Eni–gikendaasoyang (Center for Indigenous Knowledge and Language Revitalization), of the University of Minnesota Duluth, and the Grotto Foundation are hosting the sixth Minnesota Indigenous Language Symposium at the Black Bear Resort & Casino, May 16th & 17th, 2011.
The symposium will focus on technology, teacher training, teaching methods, community resources, curriculum development models, adult learning, evaluation and assessment. Presentations from key language revitalization programs and initiatives will be featured during this two–day event.
Proposal Deadline: March 11th, 2011
Learn more and download the proposal form at http://www.d.umn.edu/enigikendaasoyang/symposium/2011/index.html
Eni–gikendaasoyang (Center for Indigenous Knowledge and Language Revitalization), of the University of Minnesota Duluth, and the Grotto Foundation are hosting the sixth Minnesota Indigenous Language Symposium at the Black Bear Resort & Casino, May 16th & 17th, 2011.
The symposium will focus on technology, teacher training, teaching methods, community resources, curriculum development models, adult learning, evaluation and assessment. Presentations from key language revitalization programs and initiatives will be featured during this two–day event.
Proposal Deadline: March 11th, 2011
Learn more and download the proposal form at http://www.d.umn.edu/enigikendaasoyang/symposium/2011/index.html
Call for Papers: 14th Annual Workshop on American Indigenous Languages
From http://orgs.sa.ucsb.edu/nailsg
14th Annual Workshop on American Indigenous Languages
Santa Barbara, CA
April 15th-16th, 2011
The Linguistics department at the University of California, Santa Barbara announces its 14th annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical, descriptive, and practical studies of the indigenous languages of the Americas.
View the call for papers at http://orgs.sa.ucsb.edu/nailsg/call.html
14th Annual Workshop on American Indigenous Languages
Santa Barbara, CA
April 15th-16th, 2011
The Linguistics department at the University of California, Santa Barbara announces its 14th annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical, descriptive, and practical studies of the indigenous languages of the Americas.
View the call for papers at http://orgs.sa.ucsb.edu/nailsg/call.html
Call for Papers: 7th Annual Indigenous and American Studies Storyteller’s Conference
From http://www.americanstudies.buffalo.edu/news_events
7th Annual Indigenous and American Studies Storyteller’s Conference
March 25-26, 2011
University at Buffalo
Keeping the legacy of John Mohawk and his work in mind, the 7th Annual Indigenous and American Studies Storyteller’s Conference will focus on the theme of Indigenous knowledge and research in the wider American and international context. The organizers invite researchers, teachers and community members from the fields of Indigenous and American Studies to contribute work on all aspects of Indigenous and American knowledge, language and culture.
Please submit a 250 word proposal by February 1st, 2011
Download the call for papers from http://www.americanstudies.buffalo.edu/documents/CallforPapers-Storytellers2010_000.pdf
7th Annual Indigenous and American Studies Storyteller’s Conference
March 25-26, 2011
University at Buffalo
Keeping the legacy of John Mohawk and his work in mind, the 7th Annual Indigenous and American Studies Storyteller’s Conference will focus on the theme of Indigenous knowledge and research in the wider American and international context. The organizers invite researchers, teachers and community members from the fields of Indigenous and American Studies to contribute work on all aspects of Indigenous and American knowledge, language and culture.
Please submit a 250 word proposal by February 1st, 2011
Download the call for papers from http://www.americanstudies.buffalo.edu/documents/CallforPapers-Storytellers2010_000.pdf
January 2011 Issue of the NCLRC Language Resource Newsletter
Following NCLRC"s theme this month of "Language Education for All" you will find an article about the Sheltered Instruction Observation Protocol (SIOP) approach to ELL. Tech for Teachers takes a look at how technology can help the ELL student and teacher. YANA provides some ideas for taking the language into the community after the Christmas rush of community service passes. Culture Club announces the winners of the Scavenger Hunt and the appearance of new Cultureshocks blog entries. NCLRC's special column this month highlights the work of the National Heritage Language Resource Center (NHLRC) at UCLA. Finally, MLA has released their survey report about the study of languages at US institutions of higher learning, showing "significant increases in enrollments in nearly all languages most studied."
Access the newsletter at http://www.nclrc.org/newsletter.html
Access the newsletter at http://www.nclrc.org/newsletter.html
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