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Contentid:
14499
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Title: World Wonders Project at Google
Body: From http://www.google.com/culturalinstitute/worldwonders/about The Google World Wonders Project is a platform which brings world heritage sites of the modern and ancient world online. Using Street View, 3D modeling and other Google technologies, Google has made these amazing sites accessible to everyone across the globe. With videos, photos and in-depth information, you can now explore the world wonders from your armchair just as if you were there. Explore the World Wonders Project website at http://www.google.com/culturalinstitute/worldwonders Get ideas for how to use it in the classroom at http://www.google.com/culturalinstitute/worldwonders/education Read reviews of this new resource at http://larryferlazzo.edublogs.org/2012/05/31/heres-another-wow-site-from-google-the-world-wonders-project and http://www.freetech4teachers.com/2012/05/world-wonders-project-is-must-bookmark.html
Source: Various
Inputdate: 2012-06-02 01:20:35
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Title: World Wonders Project at Google
Body: From http://www.google.com/culturalinstitute/worldwonders/about The Google World Wonders Project is a platform which brings world heritage sites of the modern and ancient world online. Using Street View, 3D modeling and other Google technologies, Google has made these amazing sites accessible to everyone across the globe. With videos, photos and in-depth information, you can now explore the world wonders from your armchair just as if you were there. Explore the World Wonders Project website at http://www.google.com/culturalinstitute/worldwonders Get ideas for how to use it in the classroom at http://www.google.com/culturalinstitute/worldwonders/education Read reviews of this new resource at http://larryferlazzo.edublogs.org/2012/05/31/heres-another-wow-site-from-google-the-world-wonders-project and http://www.freetech4teachers.com/2012/05/world-wonders-project-is-must-bookmark.html
Source: Various
Inputdate: 2012-06-02 01:20:35
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14500
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Title: Video Series and Book: Developing Classroom Materials for Less Commonly Taught Languages
Body: From http://carla.umn.edu/lctl/development/index.html There is a notorious shortage of teaching materials for the Less Commonly Taught Languages (LCTLs)— defined as all languages except English, French, German, and Spanish. To address the challenges LCTL teachers face in developing instructional materials the LCTL Project created a new website to give teachers the background and tools needed to create high quality materials. The site features videos of leading language teacher educator Bill Johnston presenting concepts for material development from a variety of resources. The website is an outgrowth of two well-known CARLA initiatives for LCTL teachers. A summer institute entitled Developing Classroom Materials for LCTLs was created by Bill Johnston from Indiana University and Louis Janus, the LCTL Project Coordinator. A book--also entitled Developing Classroom Materials for LCTLs--provides principles, practical guidelines, and actual examples for LCTL teaching of all levels and languages to develop raw materials into activities for the language classroom. Go to http://carla.umn.edu/lctl/development/index.html to watch the video series and for links to the book and information about the summer institute.
Source: CARLA
Inputdate: 2012-06-02 01:21:42
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Title: Video Series and Book: Developing Classroom Materials for Less Commonly Taught Languages
Body: From http://carla.umn.edu/lctl/development/index.html There is a notorious shortage of teaching materials for the Less Commonly Taught Languages (LCTLs)— defined as all languages except English, French, German, and Spanish. To address the challenges LCTL teachers face in developing instructional materials the LCTL Project created a new website to give teachers the background and tools needed to create high quality materials. The site features videos of leading language teacher educator Bill Johnston presenting concepts for material development from a variety of resources. The website is an outgrowth of two well-known CARLA initiatives for LCTL teachers. A summer institute entitled Developing Classroom Materials for LCTLs was created by Bill Johnston from Indiana University and Louis Janus, the LCTL Project Coordinator. A book--also entitled Developing Classroom Materials for LCTLs--provides principles, practical guidelines, and actual examples for LCTL teaching of all levels and languages to develop raw materials into activities for the language classroom. Go to http://carla.umn.edu/lctl/development/index.html to watch the video series and for links to the book and information about the summer institute.
Source: CARLA
Inputdate: 2012-06-02 01:21:42
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14501
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Title: Podcast Series: Language Testing Bytes
Body: From http://linguistlist.org/issues/23/23-2438.html Language Testing Bytes, the official podcast series of Language Testing, is currently available for free download at: http://ltj.sagepub.com/site/podcast/podcast_dir.xhtml Featured podcasts include the following: Language Testing Bytes Podcast Number 9: Luke Harding from the University of Lancaster discusses why many language test providers only use standard accents on tests of listening. Language Testing Bytes Podcast Number 8: Tan Jin and Barley Mak discuss approaches to scoring performance tests based on fuzzy logic. Language Testing Bytes Podcast Number 7: Mark Wilson discusses Measurement Models (Volume 28 Issue 4). Language Testing Bytes Podcast Number 6: Craig Deville and Micheline Chalhoub-Deville discuss standards based testing in the United States (Volume 28 Issue 3). Language Testing Bytes Podcast Number 5: John Read on Vocabulary Testing (Volume 28 Issue 2). Language Testing Bytes Podcast Number 4: Interviews with Khaled Barkaoui and Melissa Bowles on thinkaloud protocols (Volume 28 Issue 1). Language Testing Bytes Podcast Number 3: Interview with Dr Jim Purpura on the place of grammar in language testing. Language Testing Bytes Podcast Number 2: Interview with Dr Xiaoming Xi on automated scoring of speaking and writing tests (Volume 27 Issue 3). Language Testing Bytes Podcast Number 1: Interview with Mike Kane on test validation (Volume 27 Issue 2). Access the podcasts at http://ltj.sagepub.com/site/podcast/podcast_dir.xhtml
Source: LINGUIST List
Inputdate: 2012-06-02 01:22:40
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Title: Podcast Series: Language Testing Bytes
Body: From http://linguistlist.org/issues/23/23-2438.html Language Testing Bytes, the official podcast series of Language Testing, is currently available for free download at: http://ltj.sagepub.com/site/podcast/podcast_dir.xhtml Featured podcasts include the following: Language Testing Bytes Podcast Number 9: Luke Harding from the University of Lancaster discusses why many language test providers only use standard accents on tests of listening. Language Testing Bytes Podcast Number 8: Tan Jin and Barley Mak discuss approaches to scoring performance tests based on fuzzy logic. Language Testing Bytes Podcast Number 7: Mark Wilson discusses Measurement Models (Volume 28 Issue 4). Language Testing Bytes Podcast Number 6: Craig Deville and Micheline Chalhoub-Deville discuss standards based testing in the United States (Volume 28 Issue 3). Language Testing Bytes Podcast Number 5: John Read on Vocabulary Testing (Volume 28 Issue 2). Language Testing Bytes Podcast Number 4: Interviews with Khaled Barkaoui and Melissa Bowles on thinkaloud protocols (Volume 28 Issue 1). Language Testing Bytes Podcast Number 3: Interview with Dr Jim Purpura on the place of grammar in language testing. Language Testing Bytes Podcast Number 2: Interview with Dr Xiaoming Xi on automated scoring of speaking and writing tests (Volume 27 Issue 3). Language Testing Bytes Podcast Number 1: Interview with Mike Kane on test validation (Volume 27 Issue 2). Access the podcasts at http://ltj.sagepub.com/site/podcast/podcast_dir.xhtml
Source: LINGUIST List
Inputdate: 2012-06-02 01:22:40
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Contentid:
14502
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Title: Book: The Emergence of Patterns in Second Language Writing
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62126&concordeid=431010 The Emergence of Patterns in Second Language Writing: A Sociocognitive Exploration of Lexical Trails By Susy Macqueen Published by Peter Lang Description: Drawing upon a convergence of sociocultural theory and linguistic emergentism, this book presents a longitudinal investigation of the development of ESL users' written lexicogrammatical patterning (collocations and colligations). A qualitative methodology ('Lexical Trail Analysis') was developed in order to capture a dynamic and historical view of the ways in which the participants combined words in their writing. This involved tracing single lexemes diachronically through individuals' written corpora. The writers were interviewed about the histories of particular word combinations. Selected patterns were later tested using the principles of dynamic testing. The findings of these combined data types - essays, interviews and tests - suggest that sociocognitive resources such as memory and attention and the ability to imitate and adapt linguistic resources are paramount in the massive task of internalizing the lexicogrammatical patterning of a second language. The participants were agents of change, seeking assistance and adapting patterns to suit their changing goals. Their activity is theorized in a model of language patterning from which implications for second language learning and teaching are drawn. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62126&concordeid=431010
Source: Peter Lang International Academic Publishers
Inputdate: 2012-06-10 12:54:33
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Publishdate: 2012-06-11 00:00:00
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Title: Book: The Emergence of Patterns in Second Language Writing
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62126&concordeid=431010 The Emergence of Patterns in Second Language Writing: A Sociocognitive Exploration of Lexical Trails By Susy Macqueen Published by Peter Lang Description: Drawing upon a convergence of sociocultural theory and linguistic emergentism, this book presents a longitudinal investigation of the development of ESL users' written lexicogrammatical patterning (collocations and colligations). A qualitative methodology ('Lexical Trail Analysis') was developed in order to capture a dynamic and historical view of the ways in which the participants combined words in their writing. This involved tracing single lexemes diachronically through individuals' written corpora. The writers were interviewed about the histories of particular word combinations. Selected patterns were later tested using the principles of dynamic testing. The findings of these combined data types - essays, interviews and tests - suggest that sociocognitive resources such as memory and attention and the ability to imitate and adapt linguistic resources are paramount in the massive task of internalizing the lexicogrammatical patterning of a second language. The participants were agents of change, seeking assistance and adapting patterns to suit their changing goals. Their activity is theorized in a model of language patterning from which implications for second language learning and teaching are drawn. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62126&concordeid=431010
Source: Peter Lang International Academic Publishers
Inputdate: 2012-06-10 12:54:33
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14503
Content Type: 1
Title: Book: Harnessing Linguistic Variation to Improve Education
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62974&concordeid=430726 Harnessing Linguistic Variation to Improve Education Edited by Androula Yiakoumetti Published by Peter Lang Description: This volume brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to 'harness' this diversity for learners' benefit. It challenges the largely anachronistic ideology that promotes exclusive use of an educational monolingual standard variety and advocates the use in formal education of aboriginal/indigenous languages, minority languages, nonstandard varieties and contact languages. The contributors examine both historical and current practices for including linguistic diversity in education by considering specific bidialectal, bilingual and multilingual educational initiatives. The different geographical and linguistic settings covered in the volume are linked together by a unifying theme: linguistic diversity exists all over the world, but it is very rarely utilized effectively for the benefit of students. When it is used, whether in isolated studies or through governmental initiatives, the research findings point systematically to the many educational advantages experienced by linguistically-diverse students. This book will be of interest to teachers and language practitioners, as well as to students and scholars of language and education. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62974&concordeid=430726
Source: Peter Lang International Academic Publishers
Inputdate: 2012-06-10 12:55:29
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Title: Book: Harnessing Linguistic Variation to Improve Education
Body: From http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62974&concordeid=430726 Harnessing Linguistic Variation to Improve Education Edited by Androula Yiakoumetti Published by Peter Lang Description: This volume brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to 'harness' this diversity for learners' benefit. It challenges the largely anachronistic ideology that promotes exclusive use of an educational monolingual standard variety and advocates the use in formal education of aboriginal/indigenous languages, minority languages, nonstandard varieties and contact languages. The contributors examine both historical and current practices for including linguistic diversity in education by considering specific bidialectal, bilingual and multilingual educational initiatives. The different geographical and linguistic settings covered in the volume are linked together by a unifying theme: linguistic diversity exists all over the world, but it is very rarely utilized effectively for the benefit of students. When it is used, whether in isolated studies or through governmental initiatives, the research findings point systematically to the many educational advantages experienced by linguistically-diverse students. This book will be of interest to teachers and language practitioners, as well as to students and scholars of language and education. Visit the publisher’s website at http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62974&concordeid=430726
Source: Peter Lang International Academic Publishers
Inputdate: 2012-06-10 12:55:29
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14504
Content Type: 1
Title: New Joint Series: Linking Second Languages Research and Practice
Body: Announcing a new series: Linking Second Languages Research and Practice, a joint project, between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. The series includes access to six CMLR articles on classroom pedagogy (4 FSL and 2 ESL), and to their six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides aim to help put into practice some of the research findings published in the Canadian Modern Languages Review. Access the articles here: http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-and-Practice_en.php Scaffolding Inclusion in a Grade 8 Core French Classroom: An exploratory case study, Arnett, K. Une approche littératiée : apprendre les sciences et la langue en immersion tardive, Cormier, M. et Turnbull, M. Content-Based Instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?, Kong, S. Assessing AIM: A study of grade 8 students in an Ontario school board, Mady, C. Pratiques de littératie à l’école. Pour une approche ethnographique de la classe en deuxième année d'immersion en Colombie-Britannique, Moore, D. et Sabatier, C. The Effects of Pre-learning Vocabulary on Reading Comprehension and Writing, Webb, Stuart A. Version française. http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-and-Practice_fr.php UTP Journals. New joint series from CMLR and CASLT: Linking Second Languages Research and Practice. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 5 Jun 2012).
Source: CALICO’s CALL Discussion List
Inputdate: 2012-06-10 12:56:27
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Title: New Joint Series: Linking Second Languages Research and Practice
Body: Announcing a new series: Linking Second Languages Research and Practice, a joint project, between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. The series includes access to six CMLR articles on classroom pedagogy (4 FSL and 2 ESL), and to their six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides aim to help put into practice some of the research findings published in the Canadian Modern Languages Review. Access the articles here: http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-and-Practice_en.php Scaffolding Inclusion in a Grade 8 Core French Classroom: An exploratory case study, Arnett, K. Une approche littératiée : apprendre les sciences et la langue en immersion tardive, Cormier, M. et Turnbull, M. Content-Based Instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?, Kong, S. Assessing AIM: A study of grade 8 students in an Ontario school board, Mady, C. Pratiques de littératie à l’école. Pour une approche ethnographique de la classe en deuxième année d'immersion en Colombie-Britannique, Moore, D. et Sabatier, C. The Effects of Pre-learning Vocabulary on Reading Comprehension and Writing, Webb, Stuart A. Version française. http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-and-Practice_fr.php UTP Journals. New joint series from CMLR and CASLT: Linking Second Languages Research and Practice. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 5 Jun 2012).
Source: CALICO’s CALL Discussion List
Inputdate: 2012-06-10 12:56:27
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14505
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Title: Call for Papers: Northeast Modern Language Association
Body: From http://nemla.org/convention/2013/cfp.html 2013 Call for Papers 44th Annual Convention Northeast Modern Language Association (NeMLA) March 21-24, 2013 Boston, Massachusetts The 44th Annual Convention will feature approximately 350 sessions, as well as dynamic speakers and cultural events. Interested participants may submit abstracts to more than one NeMLA session; however, panelists can only present one paper (panel or seminar). Convention participants may present a paper at a panel and also present at a creative session or participate in a roundtable. Abstract Deadline: September 30, 2012 View the full call for papers at http://nemla.org/convention/2013/cfp.html
Source: NeMLA
Inputdate: 2012-06-10 12:57:49
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Title: Call for Papers: Northeast Modern Language Association
Body: From http://nemla.org/convention/2013/cfp.html 2013 Call for Papers 44th Annual Convention Northeast Modern Language Association (NeMLA) March 21-24, 2013 Boston, Massachusetts The 44th Annual Convention will feature approximately 350 sessions, as well as dynamic speakers and cultural events. Interested participants may submit abstracts to more than one NeMLA session; however, panelists can only present one paper (panel or seminar). Convention participants may present a paper at a panel and also present at a creative session or participate in a roundtable. Abstract Deadline: September 30, 2012 View the full call for papers at http://nemla.org/convention/2013/cfp.html
Source: NeMLA
Inputdate: 2012-06-10 12:57:49
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Contentid:
14506
Content Type: 1
Title: Call for Papers: International Studies Association-Midwest Conference
Body: From http://webs.wichita.edu/?u=isamw&p ISA Midwest Conference 2012 November 1-4, 2012 The Hilton at the Ballpark St. Louis, MO Proposals for papers, panels and especially roundtables are encouraged. Please submit proposals to the ISA Midwest Program Chair by August 15, 2012. View the call for papers at http://webs.wichita.edu/?u=ISAMW&p=/Callforpaper Visit the ISA-Midwest website at http://isa-m.missouri.edu/index.htm
Source: ISA-Midwest
Inputdate: 2012-06-10 12:59:31
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Title: Call for Papers: International Studies Association-Midwest Conference
Body: From http://webs.wichita.edu/?u=isamw&p ISA Midwest Conference 2012 November 1-4, 2012 The Hilton at the Ballpark St. Louis, MO Proposals for papers, panels and especially roundtables are encouraged. Please submit proposals to the ISA Midwest Program Chair by August 15, 2012. View the call for papers at http://webs.wichita.edu/?u=ISAMW&p=/Callforpaper Visit the ISA-Midwest website at http://isa-m.missouri.edu/index.htm
Source: ISA-Midwest
Inputdate: 2012-06-10 12:59:31
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14507
Content Type: 1
Title: Call for Papers: L2 Writing and Personal History
Body: From http://linguistlist.org/issues/23/23-2594.html Call for Papers: Special Issue of the L2 Journal L2 Writing and Personal History: Meaningful Literacy in the Language Classroom A special issue of the L2 Journal will be dedicated to the exploration of L2 writing and personal history within the language classroom. Research papers of interest for this special issue may address the following options: - Descriptions of L2 writing practices that promote and facilitate meaningful L2 writing experiences - Investigations of the responses of L2 learners to meaningful L2 writing experiences - Studies of personal histories of language learning through L2 writing - Explorations of genre differences in relation to L2 writing and personal history - Case studies of personally meaningful L2 writing - Reports on usages of L2 writing as a means of exploring new social and cultural contexts Please submit a title and 300-word abstract electronically in Word format by July 15, 2012. View the full call for papers at http://linguistlist.org/issues/23/23-2594.html
Source: LINGUIST List
Inputdate: 2012-06-10 01:00:21
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Title: Call for Papers: L2 Writing and Personal History
Body: From http://linguistlist.org/issues/23/23-2594.html Call for Papers: Special Issue of the L2 Journal L2 Writing and Personal History: Meaningful Literacy in the Language Classroom A special issue of the L2 Journal will be dedicated to the exploration of L2 writing and personal history within the language classroom. Research papers of interest for this special issue may address the following options: - Descriptions of L2 writing practices that promote and facilitate meaningful L2 writing experiences - Investigations of the responses of L2 learners to meaningful L2 writing experiences - Studies of personal histories of language learning through L2 writing - Explorations of genre differences in relation to L2 writing and personal history - Case studies of personally meaningful L2 writing - Reports on usages of L2 writing as a means of exploring new social and cultural contexts Please submit a title and 300-word abstract electronically in Word format by July 15, 2012. View the full call for papers at http://linguistlist.org/issues/23/23-2594.html
Source: LINGUIST List
Inputdate: 2012-06-10 01:00:21
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14508
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Title: Call for Papers: AATSEEL-Wisconsin Conference 2012
Body: AATSEEL-Wisconsin Conference 12-13 October 2012 University of Wisconsin-Madison Call for papers for the 2012 AATSEEL-WI Conference Abstracts for 20-minute papers on any aspect of Slavic literatures and cultures (including film, music, the visual arts, linguistics, and language pedagogy) are invited for the annual conference of the Wisconsin chapter of AATSEEL (The American Association of Teachers of Slavic and East European Languages). Comparative topics and interdisciplinary approaches are welcome. The conference will be held at the University of Wisconsin-Madison on Friday and Saturday, 12-13 October 2012. Recent conference programs are posted on the AATSEEL-WI website at: http://slavic.lss.wisc.edu/new_web/?q=node/7 To present a paper at the AATSEEL-WI conference, please submit a proposal by 31 August 2012. A complete proposal consists of: 1. Author's contact information (name, affiliation, postal address, telephone and email). 2. Paper title 3. 300-500 word abstract 4. Equipment request (if necessary) Please send proposals by email to: Sarah Kapp skapp at wisc dot edu PLEASE INCLUDE “AATSEEL-WI” IN THE SUBJECT LINE. All submissions will be considered. [SEELANGS] Call for Papers: AATSEEL-Wisconsin 2012. SEELANGS listserv (SEELANGS@bama.ua.edu, 4 Jun 2012).
Source: SEELANGS
Inputdate: 2012-06-10 01:02:06
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Title: Call for Papers: AATSEEL-Wisconsin Conference 2012
Body: AATSEEL-Wisconsin Conference 12-13 October 2012 University of Wisconsin-Madison Call for papers for the 2012 AATSEEL-WI Conference Abstracts for 20-minute papers on any aspect of Slavic literatures and cultures (including film, music, the visual arts, linguistics, and language pedagogy) are invited for the annual conference of the Wisconsin chapter of AATSEEL (The American Association of Teachers of Slavic and East European Languages). Comparative topics and interdisciplinary approaches are welcome. The conference will be held at the University of Wisconsin-Madison on Friday and Saturday, 12-13 October 2012. Recent conference programs are posted on the AATSEEL-WI website at: http://slavic.lss.wisc.edu/new_web/?q=node/7 To present a paper at the AATSEEL-WI conference, please submit a proposal by 31 August 2012. A complete proposal consists of: 1. Author's contact information (name, affiliation, postal address, telephone and email). 2. Paper title 3. 300-500 word abstract 4. Equipment request (if necessary) Please send proposals by email to: Sarah Kapp skapp at wisc dot edu PLEASE INCLUDE “AATSEEL-WI” IN THE SUBJECT LINE. All submissions will be considered. [SEELANGS] Call for Papers: AATSEEL-Wisconsin 2012. SEELANGS listserv (SEELANGS@bama.ua.edu, 4 Jun 2012).
Source: SEELANGS
Inputdate: 2012-06-10 01:02:06
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