Contents
Content Type: 1
Title: Book: Language Learner Autonomy
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From http://www.multilingual-matters.com/display.asp?isb=9781783098583
Language Learner Autonomy: Theory, Practice and Research
By David Little, Leni Dam, and Lienhard Legenhausen
Published by Multilingual Matters
This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783098583
Source: Multilingual Matters
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Title: Call for Papers: 8th International Conference on Language, Culture and Mind
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From https://linguistlist.org/issues/28/28-4001.html
8th International Conference on Language, Culture and Mind
Granville, Ohio
July 17-19, 2018
Human natural languages are biologically based, cognitively motivated, affectively rich, socially shared, grammatically organized symbolic systems. They provide the principal semiotic means for the complexity and diversity of human cultural life. As has long been recognized, no single discipline or methodology is sufficient to capture all the dimensions of this complex and multifaceted phenomenon, which lies at the heart of what it is to be human. In the recent past, perception and cognition have been the basis of general unifying models of language and language activity. However, a genuine integrative perspective must also incorporate the intersubjective dimension of cultural symbols, cultural norms and cultural practices. LCM conferences articulate and discuss approaches to diverse genres of language activity which aim to understand their cultural, social, cognitive and bodily foundations. LCM conferences welcome contributions from scholars and scientists in anthropology, biology, linguistics, philosophy, psychology, semiotics, semantics, discourse analysis, cognitive and neuroscience, and from other disciplines, who wish both to impart their insights and findings, and learn from other disciplines.
Submissions (individual papers and symposia) are welcome on any theme relevant to the interdisciplinary study of language, culture and mind, including (but not limited to):
- Ecological conceptions of language, culture, and mind
- Biological and cultural co-evolution
- Comparative study of communication systems
- Cognitive and cultural schematization and semantics
- Emergence of language in ontogeny and phylogeny
- Language and intersubjectivity
- Language in multi-modal communication
- Language and thought, emotion and consciousness
- Language, culture and identity
The deadline for submissions is January 1, 2018.
View the full call for papers at https://linguistlist.org/issues/28/28-4001.html
Source: LINGUIST List
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Title: Call for Papers: WorldCALL Conference
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From http://worldcall5.org/index.php/programme/call-for-papers
The Chair and members of the WorldCALL Steering Committee and the Chair and members of the 5th WorldCALL Conference Local Organising Committee extend a cordial invitation to attend the first WordCALL conference to be held in Latin America, hosted by the University of Concepción, Chile, 13-16 November 2018.
The 5th WorldCALL Conference welcomes contributions that concern rationale, theories, pedagogies and best practices in the use of technology for first/second/foreign language teaching and learning. The theme of the conference, “CALLing all the CALLers Worldwide” includes, but is not restricted to, the following subthemes:
1) Language Learning Environments and CALL
2) Ubiquitous Language Learning
3) Intercultural Language Learning through ICT
4) Worldwide Collaborative CALL
5) CALL and Multidisciplinarity for targeting learners’ needs
6) Teacher Professional Development and CALL
7) ICALL
8) Learner's Autonomy and CALL
9) CALL Framework
10) CALL Research
11) Evaluation and assessment
12) CALL for Minority Languages
13) CALL and Government Priorities for Language Learning
14) CALL Materials Design
15) Spanish as a Second/Foreign Language and CALL
The deadline for submissions is January 31, 2018.
View the full call for papers at http://worldcall5.org/index.php/programme/call-for-papers
Source: WorldCALL2018
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Title: Call for Abstracts: International Computer Assisted Language Learning Research Conference
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The XIXth International Computer Assisted Language Learning (CALL) Research Conference will be held from 4 to 6 July 2018 in Bruges (Belgium), and addresses the theme of Open Data, Information and Content. The conference welcomes contributions from interdisciplinary and transdisciplinary perspectives (pedagogy, technology, linguistics and psychology) with a view to discussing as a community the multiplicity of challenges inherent in the description, interpretation, (re-)use, and sustainable exploitation of open data, information and content for language learning and teaching.
The deadline for submission of abstracts is January 31, 2018.
View the full call for abstracts and more conference information at http://www.call2018.org/
Source: CALL2018
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Title: Call for Papers: Video and Language Learning
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From https://linguistlist.org/issues/28/28-3942.html
The Language Learning Journal seeks papers for a special issue entitled “Video and language learning,” edited by Maribel Montero Perez and Michael Rodgers. This special issue aims to provide a comprehensive collection of papers (approximately 6000 words each) in any of the following areas:
- L2 learning through viewing video, including aspects of language proficiency such as listening comprehension, vocabulary, grammar, etc.
- The use and effectiveness of techniques to enhance learning from video, such as types of on-screen text (native language subtitling, captioning, etc.)
- Empirical research on video for out-of-class learning or as part of, for instance, extensive viewing programs
- The potential of MOOCs and flipped classroom contexts for L2 learning
- The role of learner variables such as age, context, and proficiency level
- The role of video characteristics such as lexical coverage and imageability
- Methodological aspects related to measuring L2 learning from video
- Theoretical considerations on video for L2 learning
Methodologically, the editors especially welcome studies that are longitudinal and/or involve mixed-method data collection approaches (e.g., a combination of eye-tracking data and paper/pencil tests). For methodological or theoretical contributions, we highlight the importance of a rigorous and systematic review of the literature.
Abstracts are due by January 15, 2018.
View the full call for papers at https://linguistlist.org/issues/28/28-3942.html
Source: LINGUIST List
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Title: Massachusetts Foreign Language Association Conference
Body:
From http://mafla.org/mafla-events/conference/
Massachusetts Foreign Language Association’s 50th Annual Conference will take place in Springfield October 26-28, 2017. The theme is “Language Transform Individuals into Communities,” and the keynote speaker is Dr. Edward “Ted” Zarrow, ACTFL 2016 Teacher of the Year.
For more information about the conference and registration information go to http://mafla.org/wp-content/uploads/2017/08/Conference-Trifold.pdf
Source: MaFLA
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Title: Webinar: Post-secondary Administrative Perspectives on Technology-mediated Language Learning
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From http://iallt.org/webinars/free-webinar10-17-17/
Post-secondary administrative perspectives on technology-mediated language learning
October 17, 2017
Perspectives on language and technology projects: a liberal arts dean (and language professor) and a chief information officer share their thoughts about collaborative opportunities and strategies to meet challenges in the context of post-secondary foreign language education.
For more details go to http://iallt.org/webinars/free-webinar10-17-17/
Source: IALLT
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Content Type: 1
Title: Online Course: Separating Difference from Disability with Students Learning English as an Additional Language
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Separating Difference from Disability with Students Learning English as an Additional Language
October 23, 2017
Instructor: Catherine Collier
This four-week course addresses specific issues in assessment, intervention, and identification strategies that are most effective in separating difference from disability. Participants will learn what tools and strategies are available and appropriate to use. RtI models for English language learners will also be explored, focusing on the interpretation of data gathered during the general education intervention problem-solving process, prior to conducting an evaluation for special education.
Learn more and register at http://www.tesol.org/events-landing-page/2017/10/23/default-calendar/separating-difference-from-disability-with-students-learning-english-as-an-additional-language
Source: TESOL
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Title: Goethe-Institut Seminars in Germany for Teachers
Body:
From https://www.goethe.de/ins/us/en/spr/unt/for/deu/sti.html
The Goethe-Institut in the USA awards scholarships for participation in language courses and professional development seminars (e.g. cultural studies; German as a foreign language theory and practice) in Germany.
You can apply for a scholarship from the Goethe-Institut if you are a teacher of German as a foreign language or are involved in the teacher training of such teachers; this also applies if you work at a PASCH school.
Applications for 2018 are due Monday, October 30th, 2017.
For full details go to https://www.goethe.de/ins/us/en/spr/unt/for/deu/sti.html
Source: Goethe-Institut
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Title: Training Programs for Japanese-Language Teachers
Body:
From https://www.jflalc.org/grants-jle-teachertraining
The Japan Foundation is offering several training programs for Japanese language teachers in 2018-2019. All programs take place at the Japanese-Language Institute in Urawa, Japan.
Long-term Training Program
September 4, 2018-March 1, 2019
This program is for non-native speakers of Japanese, 35 years old or younger, who have more than 6 months and less than 5 years of experience in teaching the Japanese language (private lessons not included), as of December 1, 2017. The goal of this program is to help Japanese language teachers improve their proficiency in the language, teaching methodology, and knowledge of Japan through Japanese language classes, cultural programs, field trips, etc.
Short-term Training Program
Summer term: June 26-August 20, 2018
Winter term: January 9-March 1, 2019
This program is for non-native speakers of Japanese, 55 years old or younger, who have at least 2 years of experience in teaching the Japanese language (private lessons not included), as of December 1, 2017. The goal of this program is to help Japanese language teachers improve their proficiency in the language, teaching methodology, and knowledge of Japan through Japanese language classes, cultural programs, field trips, etc.
Training Program on a Specific Theme
Teaching Japanese Grammar: May 29-July 5, 2018
Course Design: November 6-December 13, 2018
This program is designed to provide training on the themes of (1) Course Design and (2) Development of teaching materials to deepen knowledge on theories and methodologies related to the theme and to improve educational capacity, with the aim of resolving issues in educational settings. Both native and non-native speakers of Japanese are eligible to apply for this program.
Project-based Training Program
2-10 weeks before February 28, 2018
This program provides Japanese languages teachers who are independently engaged in projects to resolve problems or challenges they face such as teaching materials or curriculum development, so they can improve their specialist knowledge and techniques in order to complete their projects. Applications as a team are accepted to accomplish certain projects, but only three individuals from each team can participate in the program. Both native and non-native speakers of Japanese are eligible.
Graduate Program in Japanese-Language and Culture
September 2017-September 2018
This program is designed to provide teachers of the Japanese language working abroad and government officials who have experience in teaching the Japanese language abroad and are expected to be leaders of the academic world of Japanese language education in their own regions/countries, with an opportunity to obtain a Master's degree in Japanese-language education. Priority will be given to applicants from countries where it is difficult to obtain a Master's degree in Japanese-language education and those who have research plans which contribute greatly to the development of Japanese Language Education in their regions and countries.
Application deadline for all programs: December 1, 2017
For full details go to https://www.jflalc.org/grants-jle-teachertraining
Source: Japan Foundation
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