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Content Type: 1
Title: Call for Proposals: New England Regional Association for Language Learning Technology Fall 2016 Conference
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From http://nerallt.org/home/2016/5/14/nerallt-fall-2016-conference-call-for-proposals-now-open.html
NERALLT Fall 2016 Conference: Call for Proposals now open!
Conference theme: "From Language Labs to Virtual Communities: The Redesign of Language Learning Spaces"
Mount Holyoke College
South Hadley, Massachusetts
October 27-28, 2016
Submission deadline: June 10, 2016
View the full call for proposals at http://static1.1.sqspcdn.com/static/f/569594/27025217/1463260087777/NERALLT_2016_CFP.pdf?token=wQo8n0Rtd10rhnrjRx1SNT4OtaM%3D
Source: NERALLT
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Title: Call for Proposals: Assessment Across Online Language Education
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From https://assessmentonlinelanguageeducation.wordpress.com/
Editors Stephanie Link and Jinrong Li are currently seeking proposals for CALICO’s 2018 volume of the Advances in CALL Research and Practice Book Series published by Equinox. The collection entitled Assessment Across Online Language Education aims to provide CALL/SLA researchers and language practitioners a collection of theoretical papers and empirical studies that explores assessment in online language education.
The editors are seeking proposals on topics and issues related (but not limited to) the following:
• Frameworks for validating online assessment practices
• Assessment of online language learning and learners’ language proficiency development
• Validation of assessment measures for gauging online language development
• Longitudinal research assessing emerging proficiency gains online
• Issues and challenges concerning assessment of online language education
• Assessment of teacher readiness for online language course development
• Needs assessment for online teacher training
• Integration of proficiency assessment in online course design
• Assessing the effectiveness of online language learning activities, modules, and tools
• Assessment of online teacher performance
• The impact of assessment on online language teaching practices
• Assessment of learning outcomes for online versus face-to-face courses
Deadline for submission of proposal: 15 June 2016
View the full call for proposals at https://assessmentonlinelanguageeducation.wordpress.com/
Source: Advances in CALL Research and Practice Book Series
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Title: Call for Submissions: Interactions for Language Learning in and around Virtual Worlds
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From http://www.linguistlist.org/issues/27/27-2110.html
Call for the submission of preliminary proposals in the format of a long abstract (max. 1500 words) for a Special Issue of the ReCALL journal on virtual worlds, “Interactions for language learning in and around virtual worlds.”
The special issue seeks to bring together papers that explore the theoretical frameworks and methodologies needed by researchers to analyze interaction data from social virtual worlds. It encourages contributions that study interactions in open-source, browser-based and custom-made virtual worlds, as well as in those worlds that use mobile-technology.
The special issue will privilege research papers that offer critical reflection on both teaching practices (the rationale of using social virtual world platforms) and on the methodological tools of choice in analyses of empirical data. The editors encourage experimental methodological approaches building on the research affordances of social virtual worlds and are interested in papers that not only shed light on the potential of these environments and their added value but that also make suggestions about how virtual world educational activities and understandings have washback effects on our non-virtual world educational practices and thinking.
The guest editors encourage articles that encompass language learning in primary, secondary or tertiary education. Submissions that focus on the use of social virtual worlds for non-formal, informal and incidental language learning purposes are also welcome. The issue aims to reflect a range of target languages and offer insights on different approaches to language learning in social virtual worlds that could help to open up this type of environment to practitioners / researchers who were previously hesitant to use them.
Call deadline: September 1, 2016
View the full call for submissions at http://journals.cambridge.org/images/fileUpload/documents/ReCALL-SI2017_CFP.pdf
Source: LINGUIST List
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Title: Japanese Language Teachers Association of the Northeastern Region Conference
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From http://www.wellesley.edu/ealc/japanese-language-teachers-association-conference
The Department of East Asian Languages and Cultures at Wellesley College is pleased to host the 30th Annual Conference of the Japanese Language Teachers Association of the Northeastern Region (JLTANE) on May 22nd, 2016.
Ms. Maura Pfelfer, an Applied Linguist, will be the keynote speaker, addressing aspects of adjusting to life and work in Japan which she believes are frequently overlooked, but are of critical importance. Drawing upon her experiences and educational background, she will mix personal anecdotes with her research on Cross Cultural Communication to provide practical tips to help attendees prepare their students for their own Japanese adventures. In particular, Maura will look at what she wishes she had known before moving to Japan through linguistic, sociolinguistic, and cultural lenses. Along the way, attendees will have the opportunity to reflect upon their own experiences adjusting to life and work in new cultures as well as how they can draw upon those experiences in their own teaching practices. Her presentation is titled: What I Wish Someone had told me Before I Moved to Japan.
Learn more about the conference at http://www.wellesley.edu/ealc/japanese-language-teachers-association-conference
Source: Wellesley College
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Title: 35th Second Language Research Forum
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From http://www.tc.columbia.edu/slrf2016/
Thirty Years of Instructed SLA: Learning, Instruction, Learning, and Outcome
September 22-25, 2016
Teachers College, Columbia University
The Applied Linguistics and TESOL Program at Teachers College, Columbia University is proud to host the 35th Second Language Research Forum (SLRF) in 2016 as the 4th Teachers College Columbia University Roundtable in Second Language Studies (TCCRISLS).
Visit the conference website at http://www.tc.columbia.edu/slrf2016/
Source: Columbia University
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Content Type: 1
Title: Weekend French Immersion for Teachers
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From https://aatfohio.wordpress.com
Weekend immersion for French teachers
Mohican State Park, Ohio
September 16-18, 2016
For full details go to https://aatfohio.wordpress.com/immersion-a-mohican-du-16-au-18-septembre-2016/
Source: AATF-Ohio
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Title: STARTALK Summer 2016: Advancing TELL Online with Comprehensible Input
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Expanding upon last year’s successful program, CLASSRoad’s 2016 fully online STARTALK Teacher Program will provide an opportunity for intermediate and master Arabic, Chinese and Persian language teachers to focus on the TELL Learning Tools LT1 (a-c) criteria, building their ability to identify, design and deliver online lessons that use comprehensible input strategies to stay in the target language for 90% of instructional time and to utilize suitable digital tools and media to implement planning steps and activities.
The program will include asynchronous and synchronous interaction among instructors and participants, featuring video presentations by experts, formative assessments, discussions, observations of recorded online language teaching examples, peer learning and feedback, peer microteaching practice, online microteaching of remote language students, and self-assessment and personal growth plan development. The four-week program (80 contact hours) will feature three weeks of module-based daily instruction and group work, including several days of peer microteaching and preparation, followed by a fourth week that involves microteaching of remote target language students, along with peer observation, personal reflection and professional planning.
The dates of the program are June 12-July 16. The application deadline is May 25.
For full details go to http://www.classroad.org/courses/startalk-summer-2016-advancing-tell-online-with-comprehensible-input/
Source: CLASSRoad
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Title: Summer Institute on Slavic & Eurasian Language Pedagogy, Research and Testing
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From the SEELANGS listserv:
The SLAVIC AND EURASIAN LANGUAGE RESOURCE CENTER at DUKE UNIVERSITY is pleased to announce its Summer Institute on Slavic & Eurasian Language Pedagogy, Research & Testing:
The Duke Slavic and Eurasian Language Resource Center will host a summer institute from August 10-12 for instructors (K-12 and university faculty) and language program coordinators in Slavic and Eurasian languages. The institute will be held on the campus of Duke University in Durham, North Carolina.
The institute will include presentations by speakers from Duke University, Indiana University, the University of Arizona, the National Aeronautic and Space Administration, the Department of Defense, and other leading institutions on topics including:
**Teaching language and culture through film
**Specialized language instruction at the advanced and superior levels
**The use of technology in the language classroom
**Integrating heritage students in the language classroom
**Addressing the needs of differently-abled students
**Using computer technologies to create pedagogical materials
**The role of grammar in proficiency-based instruction
**Popular culture and language instruction
**Web resources for Slavic and East European language teachers
The final day of the institute will be devoted to a workshop on Russian language proficiency testing conducted by a leading Russian language proficiency test developer who is a TRKI [тестирование русского как иностранного] examiner. TRKI is the Russian Federation language proficiency testing system for five areas of linguistic competence (aural comprehension, reading, writing, speaking, and grammar/lexicon) developed and administered by the Russian Ministry of Education and Science, and is the Russian component of the Common European Framework of Reference for Languages (CEFR) developed by the Council of Europe.
Cost: There are NO registration or tuition fees to attend the SEELRC Summer Institute. Any participant may attend one or both sessions. However, participants must pay for their own travel expenses, accommodations, and food. Lunches and one dinner will be provided. Depending on the availability of funds, SEELRC may award partial stipends to defray travel costs to qualified applicants.
Lodging: SEELRC staff will assist participants in making housing arrangements. Accommodations will be within walking distance of the Duke campus.
Attendance for the summer institute is limited to 20 people.
Interested language instructors should contact Michael Newcity at mnewcity@duke.edu for further information.
Newcity, M. [SEELANGS] SEELRC Summer Institute at Duke. SEELANGS listserv (SEELANGS@LISTSERV.UA.EDU, 13 May 2016).
Source: SEELANGS
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Title: Call for Ohio Foreign Language Association Tech Team Members 2016-2017
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From the OFLA listserv:
The Ohio Foreign Language Association Technology Integration Committee is looking for additional committee members for next school year. We currently have six returning members and are looking to add at least three more. Committee members are active in helping Ohio’s teachers to use technology to support curriculum, instruction, and assessment practices in the world language classroom. Committee members must be a current OFLA member, should have a love of sharing technology with others, and enjoy presenting with other people. If you are interested, please complete the following google doc no later than May 30. https://docs.google.com/forms/d/12frOM9Qisu2yfxlHuci-zT0cRfAMrSQUgAtSQW1W638/viewform
Please e-mail me directly if you have questions.
Regards,
Dr. Bryan R. Drost
bdrost@kent.edu
OFLA Tech Integration Chairperson
Drost, B. [OFLA] Call for OFLA Tech Team Members 2016-2017. OFLA listserv (OFLA@LISTSERV.KENT.EDU, 11 May 2016).
Source: OFLA Listserv
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Title: Dissertation: Teaching ASL Fingerspelling to Second-language Learners: Explicit Versus Implicit Phonetic Training
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From http://www.linguistlist.org/issues/27/27-2106.html
Author: Leah Caitrin Geer
Dissertation Title: Teaching ASL Fingerspelling to Second-language Learners: Explicit Versus Implicit Phonetic Training
Institution: University of Texas at Austin
Abstract: This dissertation explores the use of explicit phonetic instruction to students acquiring a second language (L2) in a new modality. Studies of spoken language L2 teaching have shown that learners can be trained to attend to phonetic cues in their new language and that explicit training is the most effective means by which to achieve this. Second-language learners of American Sign Language (ASL) struggle with fingerspelling comprehension more than many other aspects of language-learning; previous work has suggested that part of this challenge is due to the inability to observe and make use of phonetic cues present in the fingerspelling stream. The goal of this dissertation is to determine whether explicit training can benefit ASL learners for fingerspelling comprehension tasks.
Two studies assessed an explicit phonetic training program for ASL learners. An implicit fingerspelling training based on a popular ASL curriculum was also developed and used as a control with which to compare the effect of the explicit training. Designed based on a combination of interactions with L2 students in the classroom, descriptions of coarticulatory features in fingerspelling production, and studies of cues L2 students use to comprehend fingerspelling, the explicit training consisted of two main portions. The first detailed the properties of hold versus transition segments in fingerspelling; the second focused on phonetic variation in fingerspelling production.
The first study involved 18 third-semester ASL students in a five-week summer session. The second involved 80 students taking ASL III in a 15-week fall semester. In both studies, students were divided into two balanced groups based on grades earned in their previous ASL course. One group received the explicit training and the other, the implicit fingerspelling training. Pre- and post-tests involved a fingerspelling comprehension task with two experimental conditions and a control condition. In one condition, periods in which signers hold a letter posture were masked (transitions-only), and in the other condition, periods of transition from posture to posture were masked (holds-only).
Results from the first study revealed a strong effect of the explicit training across experimental conditions, though participants struggle most with the transitions-only condition. Results from the second study revealed a weaker overall effect of the explicit training, but a stronger interaction with the transitions-only condition, which the explicit training helped to address specifically. Taken together, results from both experiments reveal that explicit instruction is more effective in improving students’ fingerspelling comprehension scores. These effects are not ephemeral. With only one exposure to the training program, which lasts approximately 30 minutes, higher scores persist three and six weeks post training.
Source: LINGIUST List
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