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Title: Book: Learning Chinese in Diasporic Communities
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From https://benjamins.com/#catalog/books/aals.12/main
Learning Chinese in Diasporic Communities: Many pathways to being Chinese
Edited by Xiao Lan Curdt-Christiansen and Andy Hancock
Published by the John Benjamins Publishing Company
This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the 'Chinese' language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning 'Chinese' and being 'Chinese', this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics.
Visit the publisher's website at https://benjamins.com/#catalog/books/aals.12/main
Source: John Benjamins Publishing Company
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Title: Book: Language Acquisition in Study Abroad and Formal Instruction Contexts
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From https://benjamins.com/#catalog/books/aals.13/main
Language Acquisition in Study Abroad and Formal Instruction Contexts
Edited by Carmen Pérez-Vidal
Published by the John Benjamins Publishing Company
This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, plan, and implement an educational language program involving learner mobility.
The book provides data and analyses from a long-term program of research on study abroad (the SALA Project), which looked into the short and long-term effects of instructional and mobility contexts on language and cultural development from two perspectives: the participants' language acquisition development over 2,5 years, and the practitioners' perspective in relation to the design and implementation of a mobility program. The book is innovative in the longitudinal data it offers, the light it sheds on (i) an array of language skills, both productive and receptive, oral and written, tapping into phonology, lexis, grammar and discourse, (ii) the role of individual differences (including attitudes, motivation, beliefs, and intercultural awareness), and (iii) the insights on the effects of length of stay. In sum, this book represents a welcome addition to previous research on the outcomes of mobility policies to promote L2 learners' linguistic development and the individual and educational conditions that appear to facilitate success in study abroad programs.
Visit the publisher's website at https://benjamins.com/#catalog/books/aals.13/main
Source: John Benjamins Publishing Company
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Title: Book: Motivation and Foreign Language Learning
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From https://benjamins.com/#catalog/books/lllt.40/main
Motivation and Foreign Language Learning: From theory to practice
Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
Published by the John Benjamins Publishing Company
Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding language learning motivation, whereas the second is focused on the relationship between different approaches to foreign language learning - such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion - and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.
Visit the publisher's website at https://benjamins.com/#catalog/books/lllt.40/main
Source: John Benjamins Publishing Company
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Title: Call for Papers: American Association of Teachers of Slavic and East European Languages - Wisconsin Chapter
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From http://slavic.lss.wisc.edu/new_web/?q=node/7
American Association of Teachers of Slavic and East European Languages
Wisconsin Chapter
AATSEEL-Wisconsin Conference
October 10-11, 2014
University of Wisconsin-Madison
View the call for papers at http://slavic.lss.wisc.edu/new_web/sites/slavic.lss.wisc.edu.new_web/files/grads/AATSEEL-WI%20CFP%202014.pdf
Source: University of Wisconsin-Madison
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Title: Call for Papers: Conceptualizing, Investigating, and Practicing Multilingualism and Multiculturalism
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From http://www.linguistlist.org/issues/25/25-3153.html
Georgetown University Graduate Student Conference
Conceptualizing, Investigating, and Practicing Multilingualism and Multiculturalism
February 27-28, 2015
In light of widespread globalization, we are interested in definitions of multi/translingualism, multi/transculturalism, and related terms that move away from essentialized and idealized notions of the nation-state. We are also interested in exploring the critical relationships between how multilingualism/multiculturalism is acquired in educational and other contexts, reflected upon and portrayed in artistic-literary-social media, and acknowledged, valued, or rejected in political and institutional action. Our graduate student conference engages multilingualism and multiculturalism with an explicitly critical orientation in order to refine these terms in light of research and practice in literary and visual cultural criticism, history, linguistics, anthropology, and second/third/foreign language teaching and learning.
Call Deadline: 17-Oct-2014
View the full call for papers at http://www.linguistlist.org/issues/25/25-3153.html
Source: LINGUIST List
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Title: Call for Papers: Spanish in the US/Spanish in Contact with Other Languages
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From http://linguistlist.org/issues/25/25-3188.html
Spanish in the US/Spanish in Contact with Other Languages
26-Mar-2015 - 29-Mar-2015
New York City
Since 1991, the Spanish in the US Conference has been held in conjunction with the Spanish in Contact with Other Languages Conference, allowing productive connections between researchers focusing on the US context and researchers investigating the entire Spanish-speaking world. In recent years, interest and participation have increased dramatically, thanks to both the growing public and scholarly recognition of Spanish-speaking communities in the United States. The conference is now held every two years, in odd years.
The organizers invite submissions for papers in all areas of language research related to any aspect of Spanish in the United States or Spanish in contact with other languages including but not limited to the following: bilingualism, educational policies and practices, formal aspects of US Spanish, heritage language learning and teaching, language and identity, language and the law, language change, language contact, language ideologies, language in politics and politics of language, language maintenance, language planning, language policy, language rights, linguistic variation, mass media and Spanish, Spanish in the professions, and Spanish and the economy. Multidisciplinary, multimethods, and collaborative cutting-edge scholarship is welcome.
Abstract submission deadline is October 15, 2014.
View the full call for papers at http://linguistlist.org/issues/25/25-3188.html
Visit the conference website at http://education.ccny.cuny.edu/sius2015/
Source: LINGUIST List
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Title: MidWest Association for Language Learning & Technology 2014 Conference
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MWALLT 2014 Conference
Illinois Wesleyan University, Bloomington, IL
November 15th, 2014 8am-5pm
Theme: Traditional, Hybrid, and Online Teaching in Modern and Classical Languages: Exploring Differences, Creating Communities.
Registration is open; visit the conference website at http://www.mwallt.org/MWALLT2014
Source: MWALLT
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Title: Fourth Meeting of the Language and Social Interaction Working Group (LANSI)
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From http://www.tc.columbia.edu/lansi/index.asp?Id=Conference&Info=Program+4th+Meeting
The fourth meeting of the Language and Social Interaction Working Group will take place at Columbia University on October 3 and 4, 2014. See the conference schedule and register at http://www.tc.columbia.edu/lansi/index.asp?Id=Conference&Info=Program+4th+Meeting
Source: Columbia University
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Title: Congress Considers Native American Language Bills
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From http://languagemagazine.com/?page_id=87294
The Linguistic Society of America is working closely with the Committee on Endangered Languages and their Preservation (CELP) to raise awareness within Congress about the importance of Native American language revitalization. In June, the Senate Committee on Indian Affairs examined two bills that are pending in both houses of Congress that would promote indigenous languages.
The Native American Languages Reauthorization Act of 2014, sponsored by Rep. Ben Ray Lujan (D-NM), would reauthorize appropriations for a grant program to ensure the survival and continuing vitality of Native American languages. The grant program funds institutions such as tribal community colleges and language preservation programs.
The Native Language Immersion Student Achievement Act is sponsored by Rep. Tom Cole (R-OK), and would amend the Elementary and Secondary Education Act of 1965 to authorize the Secretary of Education to award grants to schools and private or tribal nonprofit organizations to develop and maintain, or improve and expand, programs that support the use of Native American languages as the primary language of instruction. Students from the prekindergarten through college would benefit from the grants. In order to receive support, grant applicant must demonstrate that the schools have the capacity to provide education primarily through the Native American language. Grant recipients must support Native American language education and development, develop or refine instructional curricula for the classroom, fund training for the school staff to strengthen the language and academic goals of the school, and promote Native American language education and development.
Both bills have gained bipartisan support in the House and the Senate. As this legislation is considered in Congress, the Linguistic Society of America and CELP are calling on voters to urge their congresspersons to support the bills. Voters can write to their legislators through the National Humanities Alliance's website and letter template at http://cqrcengage.com/nhalliance/app/write-a-letter?0&engagementId=55173.
Source: Language Magazine
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Title: Beautiful Mars Project Seeks North American Indigenous Language Educators
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From the Indigenous Language and Technology listserv:
HiRISE, onboard the Mars Reconnaissance Orbiter, is the most powerful camera ever sent to another planet. With our "Beautiful Mars Project," we want to bring Mars to people in their language, and we are very interested to have Native American languages represented as well. Our goal is to put these languages in a way that people would not expect: describing the surface of another planet. This would be the most unique and potentially powerful resource to connect with native speakers and for educators who can show a language being used to talk about beautiful Mars." (http://www.uahirise.org/epo/)
If you're interested in helping us, please contact beautifulmars@uahirise.org for more details.
[ilat] Beautiful Mars Project. ILAT listserv (ilat@list.arizona.edu, 5 Aug 2014).
Source: ILAT
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