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Content Type: 1
Title: Call For Proposals: 2019 IALLT Conference
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From http://iallt.org/iallt-2019/cfp/
2019 IALLT Conference
June 19-22, 2019
University of Oregon
The International Association for Language Learning Technology (IALLT) is a professional organization devoted to the advancement of instructional technology in the teaching and learning of languages, literatures and cultures. The theme of the conference is “Crafting Communities of Learners” which celebrates the role of language centers, instructors, and campus technologists not only in supporting the academic success of language students through informed use of technology, but also in creating bridges across cultures and constituencies. The biennial IALLT conference attracts participants from around the world and offers an international perspective on the future of technology in language learning.
Suggested Topics include areas such as: innovative practices in K-12 language and cultural learning, new frameworks for distance education and Tele-collaboration, technologies and social networks for language learning, language learning and communities outside the classroom, evolving roles of language centers and programs, diversity inclusion and cultural identities in language programs, best practices in computer-assisted language learning, and so on.
Deadline for submissions: Monday, December 3, 2018
For more information regarding the topics of the conference and submitting your proposals visit: http://iallt.org/iallt-2019/cfp/
Source: University of Oregon
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Title: Call for Papers: Fourth International Symposium on the Intergenerational Transmission of Minority Languages
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From http://konferens.edu.uu.se/itml4/
The Fourth International Symposium on the Intergenerational Transmission of Minority Languages: Language and Identity
A free, online asynchronous symposium, is jointly arranged this year by the University of Canterbury and Uppsala University, opening on 10 December 2018
The organizers invite researchers, students, teachers and community members who are interested in sharing their work and insights into issues of the relationship between language and identity in connection with intergenerational transmission of minority languages to this fourth international Symposium.
This symposium is entirely online and asynchronous. There is no fee to contribute a presentation, view, download or comment on the presentations.
The deadline to submit an abstract is October 29, 2018.
View the full call for papers at http://konferens.edu.uu.se/itml4
Source: Uppsala University
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Title: Call for Papers: Educating the Global Citizen: International Perspectives on Foreign Language Teaching in the Digital Age
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From https://www.tefl.anglistik.uni-muenchen.de/conference-global-education/index.html
Educating the Global Citizen: International Perspectives on Foreign Language Teaching in the Digital Age
March 25th - 28th, 2019
University of Munich
The organizers welcome abstracts related to theoretical, conceptual, methodological and empirical sub-themes, regarding the concept of the Global Citizen in foreign language education in the digital age including, but not limited to:
• Global education and transcultural learning in foreign language education,
• Education for human rights and democratic citizenship in foreign language education (including critical citizenship education),
• Ecopedagogy, sustainability education, critical environmental teaching,
• Literature and films in global citizenship and sustainability education (e.g. children´s literature and young adult fiction),
• Global digital citizenship,
• Social media and democratic education in the foreign language classroom,
• Virtual exchanges, telecollaboration and global projects and initiatives,
• Citizenship learning for inclusion, sociocultural diversity and gender; global schools and cosmopolitan literacies,
• Civic and moral education, multicultural/cross-cultural education (e.g. regarding migration and refugees),
• Service Learning and peace education in Foreign Language Teacher Education,
• Innovations in teacher education, educational policies and curricula with regard to globally relevant topics,
• Classroom technology and materials: i.e. mobile apps, interactive whiteboards, educational software, textbooks with a focus on global issues,
• Implications, perspectives, and challenges regarding the question of what it entails to educate (digital) global citizens within foreign language education – now and in the future
Deadline for submissions: November 30th, 2018
View the full call for papers at https://www.tefl.anglistik.uni-muenchen.de/conference-global-education/index.html
Source: University of Munich
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Content Type: 5
Title: STARTALK 2018: Sharing Stories of the Past, Present, and Future
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The Fall 2018 STARTALK Conference this past weekend highlighted past successes and laid the groundwork for an engaging and thriving future. Conference sessions focused on innovative and successful strategies, activities that contribute to learner success, and celebrating the STARTALK summer programs for their achievements.
The Center for Applied Second Language Studies (CASLS) at the University of Oregon supports STARTALK through its creation and ongoing support of Pulsar, an online language proficiency portfolio powered by LinguaFolio Online. Pulsar involves mechanisms to encourage learners to engage in deep levels of reflection regarding their growth toward the learning targets (matched to the NCSSFL-ACTFL Can-Do Statements) embedded within each STARTALK program. CASLS representatives were at the conference to present about approaches to utilizing student evidence to engage in ongoing programmatic iteration. CASLS would like to extend a special thank you to our co-presenter, Thomas Sauer.
STARTALK works to increase the teaching and learning of critical need world languages in the United States. For more information about STARTALK, please click here. For more information about Pulsar, please click here.
Source: CASLS Spotlight
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Content Type: 4
Title: Jazz Chants for Awareness of English Stress and Rhythm
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Carolyn Graham started publishing jazz chants in the last 1970's; they gained popularity among English language teachers through the 1980's and 1990's. Jazz chants may be especially useful for helping learners to become more aware of stress and rhythm in English sentences and exclamations.
You can learn to make your own jazz chants, centered around a vocabulary theme, with one of these two videos: https://vimeo.com/8880773 (taught by Carolyn Graham herself) or https://youtu.be/ZXItVqHL_VY. Here is an article with the same steps written out: https://www.teachingvillage.org/2010/05/23/how-to-create-a-jazz-chant/. Find a large, annotated collection of jazz chant resources at http://www.jazz-chants.ru/.
Jazz chants offer natural English, not altered to fit the music, with lots of repetition. This activity has endured in English classrooms for thirty years and is a possible starting point for building awareness of sound systems.
Source: CASLS Activity of the Week
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Title: NYS TESOL Journal: Special Issue on Technology in the Classroom
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Source: NYS TESOL
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Title: October 2018 Issue of KinoKultura
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Source: KinoKultura
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Title: Book: Learning Language through Task Repetition
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From https://benjamins.com/catalog/tblt.11
Learning Language through Task Repetition
Edited by Martin Bygate
Published by the John Benjamins Publishing Company
After more than 20 years of research, this is the first book-length treatment of second language task repetition – the repetition of encounters with a task that involve re-using the same content with the same overall purpose. The topic links task performance with the growing mastery of both the task and of relevant language, and constitutes a site with special potential to promote learning within and across language lessons, and for preparing students for assessment and of course real-world language performance. The volume assembles chapters that complement each other in interesting ways: significant background reviews, studies of patterns of change across task repetition iterations, and reports on the use and nature of task repetition in language classes in on-going programs. Contributors draw on a variety of interpretive frameworks and report from a range of language educational contexts. The volume will be of interest to language researchers, teacher educators, teachers, and students, as well as others interested in the contribution of task repetition to learning.
Visit the publisher's website at https://benjamins.com/catalog/tblt.11
Source: John Benjamins Publishing Company
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Title: Book: Teaching Chinese as an International Language
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Teaching Chinese as an International Language: A Singapore Perspective
By Yeng-Seng Goh
Published by Cambridge University Press
Bilingual and bicultural scholar Yeng-Seng Goh offers the first in-depth English language analysis of global Chinese, exploring the spread of Chinese beyond China and its emergence as a global language. Approaching the topic from a Singapore perspective, Goh uses this fascinating language ecosystem, with its unique bilingual language policy, as a case study for Chinese language learning. Offering clear insights into the pedagogy of teaching Chinese as an international language (TCIL), this book covers a range of important topics, such as the use of English in the teaching of Chinese, the teaching of Chinese by non-native teachers, information and communications technology in L2 learning and teaching, and the progressive testing of receptive skills. In doing so, it presents a new, integrative approach to the compilation of Chinese learner's dictionaries, an innovative bilingual hybrid model for training TCIL teachers, and a solid theoretical framework for Masters of Arts programs in TCIL.
Visit the publisher's website at https://www.cambridge.org/us/academic/subjects/languages-linguistics/asian-language-and-linguistics/teaching-chinese-international-language-singapore-perspective?format=HB
Source: Cambridge University Press
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Title: Book: Modeling World Englishes
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From https://benjamins.com/catalog/veaw.g61
Modeling World Englishes: Assessing the interplay of emancipation and globalization of ESL varieties
Edited by Sandra C. Deshors
Published by John Benjamins Publishing Company
At a time when globalization and the advent of the internet have accelerated the spread and diversification of English varieties worldwide, this book provides a constructive assessment of the theoretical models that best account for the development and use of Englishes in the early 21st century. In this endeavor, the present book brings together cutting-edge contributions by leading scholars who explore the notion of linguistic globalization based on a wide range of ESLs, EFLs and ELF, synchronic and diachronic data, different methodological approaches (corpus-based, sociolinguistic, ethnographic), and a variety of data resources (social media, multiplayer online games, journalistic data, GloWbE, Corpus of Historical Singapore English, thematic blogs). Collectively, these studies serve as a springboard for future research on the globalization of Englishes and they contribute to a timely and necessary scholarly conversation on what constitutes adequate theoretical models of World Englishes in the 21st century.
Visit the publisher's website at https://benjamins.com/catalog/veaw.g61
Source: John Benjamins Publishing Company
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