Contents
Content Type: 1
Title: Book: Face and Enactment of Identities in the L2 Classroom
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From http://www.multilingual-matters.com/display.asp?isb=9781783094998
Face and Enactment of Identities in the L2 Classroom
By Joshua Alexander Kidd
Published by Multilingual Matters
This book examines student identities as revealed through the pragmatics of face as observed in the context of English L2 classroom interaction between Japanese students and a native speaker teacher. Classroom recordings together with retrospective interviews reveal specific points during learning activities when the students’ and their teacher’s interpretations of classroom communication deviate from what was intended. This research study is a potent reminder that what students and teachers may consider as standard and conventionally acceptable language use and behavior within the classroom context can differ dramatically according to social, cultural and individual frames of reference. The book outlines an innovative teacher professional development program which encourages teachers to reflect on and, where desired, modify or discontinue existing pedagogic practices.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783094998
Source: Multilingual Matters
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Title: Book: The Acquisition of Passive Constructions in L2 English by Mandarin Speakers
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From http://lincom-shop.eu/epages/57709feb-b889-4707-b2ce-c666fc88085d.sf/de_DE/?ObjectID=10334867
The Acquisition of Passive Constructions in L2 English by Mandarin Speakers
By Kenny Wang
Published by Lincom Academic Publishers
Native speakers can make efficient use of discourse-pragmatic devices such as the passive constructions effortlessly to communicate from an alternative perspective. The acquisition and the felicitous use of discourse-pragmatic devices is an important milestone for L2 learners. This study utilizes Processability Theory (Pienemann, 1998; Pienemann, Di Biase, & Kawaguchi, 2005) as the language development framework to investigate the acquisition and development of various English passive constructions by Mandarin speakers.
A cross-sectional study and a pretest/posttest study were employed to test the hypothesized order of acquisition of various English passive constructions and to investigate the processing factors that underlie the order of acquisition. Speech data from learners in both the English as a second language (ESL) and English as a foreign language (EFL) contexts were collected for analysis and comparison. Results show that, as hypothesized by the Processability Theory extension, learners at lower stages of development will use only the active construction, and that passive constructions will be more effortful for learners to process due to the greater processing loads involved in the required argument to grammatical function mapping. Furthermore, the study found that learners' development of various constructions under the broad passive voice category proceeds in a sequential fashion.
Visit the publisher’s website at http://lincom-shop.eu/epages/57709feb-b889-4707-b2ce-c666fc88085d.sf/de_DE/?ObjectID=10334867
Source: Lincom Academic Publishers
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Title: Book: English Pronunciation for Speakers of Spanish
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From http://www.degruyter.com/view/product/460440
English Pronunciation for Speakers of Spanish: From Theory to Practice
By María de los Ángeles Gómez González and Teresa Sánchez Roura
Published by de Gruyter
English Pronunciation for Speakers of Spanish fills a gaping hole in the market for books on English phonetics and pronunciation because it not only combines theoretical issues and applications to practice, but it also adopts a contrastive English-Spanish approach to better suit the needs of Spanish-speaking learners of English (SSLE), enabling them to build gradually on the knowledge gained in each chapter.
Visit the publisher’s website at http://www.degruyter.com/view/product/460440
Source: de Gruyter
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Content Type: 1
Title: Call for Proposals: La Cosecha Dual Language Conference
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From http://information184.wix.com/lacosecha
La Cosecha
DUAL LANGUAGE CONFERENCE
Embracing our Roots — Fortaleciendo nuestra comunidad bilingüe
November 9-12, 2016
Santa Fe, New Mexico
The Planning Committee for La Cosecha 2016 invites you to share your dual language expertise in program development and/or classroom instruction with your colleagues at this year’s conference. As always, the committee is particularly interested in classroom teachers (new and veteran) sharing their instructional best practices with conference attendees.
The submission deadline is May 13, 2016.
View the full call for papers at http://information184.wix.com/lacosecha#!call-for-proposals/fvxjr
Source: Dual Language Education of New Mexico
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Title: Call for Presentations: Seventh American Indian / Indigenous Teacher Education Conference and Twenty-Third Annual Stabilizing Indigenous Languages Symposium
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From http://jan.ucc.nau.edu/~jar/AIE/AIITEC7.html
Seventh American Indian / Indigenous Teacher Education Conference &
Twenty-Third Annual Stabilizing Indigenous Languages Symposium
June 16-18, 2016
Northern Arizona University, Flagstaff, Arizona
Honoring All Teachers
Goals of the Conference
• To bring together community and language activists, educators, school administrators, school board members, tribal officials, and parents to share ideas and experiences on how to improve educational programs for Indigenous communities.
• To provide a forum for exchange of scholarly research on teaching Indigenous children.
• To disseminate through a monograph and web site recent research and thinking on Indigenous education best practices.
Deadline for Presentation Proposals: April 15, 2016
Visit the conference website at http://jan.ucc.nau.edu/~jar/AIE/AIITEC7.html and download the call for presentations from http://jan.ucc.nau.edu/~jar/AIE/AITEC7cfp.docx
The conference will be preceded by the 2nd Annual Indigenous Language Revitalization Summer Institute: “How to Create and Sustain Successful Indigenous Language Immersion Programs.” This institute will take place June 13-16. For more information about the institute go to https://nau.edu/COE/ILRSI/
Source: Northern Arizona University
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Title: Call for Contributions: Journal of Teaching English for Specific and Academic Purposes
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From http://linguistlist.org/issues/27/27-981.html
The editors of the Journal of Teaching English for Specific and Academic Purposes invite scholarly contributions for the journal’s ninth issue. The papers are to be in the fields and the related areas of English for Specific and Academic Purposes, General and Applied Linguistics, such as (but not limited to): language policy, assessment and evaluation, translation/interpretation, the place of ESP in language education, methodology of English language teaching, ESP and English as a lingua franca, material design, needs assessment, collecting ESP corpora, academic writing, the use of contemporary teaching and learning technologies, lexicography, language planning, stylistics, pragmatics, CALL, discourse analysis, blended learning, language pedagogy, conversation analysis, phonetics, morphology, syntax, semantics, sociolinguistics.
The call deadline is May 1, 2016.
View the full call for contributions at http://linguistlist.org/issues/27/27-981.html
Source: LINGUIST List
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Title: Association for Asian Studies Annual Conference
Body:
From http://www.asian-studies.org
The Association for Asian Studies will hold its annual conference March 31-April 3 in Seattle, Washington. Visit the conference website for more information: http://www.asian-studies.org/Conferences/AAS
Source: AAS
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Title: 2nd Northwest Conference on Japanese Pedagogy
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From http://depts.washington.edu/nwjapan/
The 2nd Northwest Conference on Japanese Pedagogy will be held at the University of Washington on May 21-22, 2016. The conference theme is ““How Can We Motivate Students? : The Present and Future of Japanese Language Education in North America（学生のモチベーションを維持するには〜北米日本語教育の現状と今後 and two keynote speakers have been invited to give talks in this theme. The rest of the conference will include individual paper presentations on any area of Japanese pedagogy. The conference is open to college-level and secondary school teachers.
Visit the conference website at http://depts.washington.edu/nwjapan/
Source: University of Washington
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Title: Dene (Athabaskan) Languages Conference
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Dene (Athabaskan) Languages Conference
Yellowknife
June 6-7, 2016
The Dene Languages Conference is the world's most important annual conference for the study of Dene (Athabascan) languages, bringing together linguists, educators, language learners, and language activists from all parts of Denendeh and beyond. The theme for this year’s conference is “Language and History”. There will also be a special session on “Standardization and Variation”. This year's conference is co-organized by Alex Jaker and Gary Holton (Alaska Native Language Center) and Mary Rose Sundberg (Goyatıkǫ̀ Language Society), and hosted by the Yellowknives Dene First Nation.
Visit the conference website at http://www.uaf.edu/alc/
Source: University of Alaska Fairbanks
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Title: Webinar: Contemporary Russian: What do We Teach Our Students?
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From https://actr.wildapricot.org/event-2187171
Contemporary Russian: What do We Teach Our Students?
March 31, 2016
In this webinar (conducted in Russian), Dr. Elena Shmeleva will talk about how Russian language changed in the 21st century. She will give recommendations for teachers and learners of Russian as a foreign language with regards to contemporary language norm and usage. Dr. Shmeleva will answer participants' questions about what is happening with the Russian language today.
For more information about this webinar go to https://actr.wildapricot.org/event-2187171
Source: ACTR
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