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Content Type: 1
Title: New Articles from FLTMAG
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FLTMAG, a free magazine on technology integration in language teaching and learning, has recently published five new articles.
Impacting the Language Learning Narrative, by Angelika Kraemer and Luca Giupponi
http://fltmag.com/impacting-language-learning-narrative/
Pronunciation Technology: Global Community and Innovative Tools in Forvo and NetProF Pronunciation Feedback, by Joan Palmiter Bajorek
http://fltmag.com/pronunciation-technology/
Bringing in Real Life from the Start: Scenarios in Beginning Russian, by Shannon Sasova
http://fltmag.com/bringing-in-real-life-from-the-start/
Hope for Language Learning in Times of Technological Innovation and Budgetary Crises, by Kevin Anzzolin
http://fltmag.com/hope-language-learning-times-technological-innovation-budgetary-crises/
VoiceThread Sequencing: an SLA-informed Approach, by Dan Nickolai
http://fltmag.com/voicethread-sequencing/
Browse other FLTMAG articles at http://fltmag.com/
Source: FLTMAG
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Title: Book: The Influence of Level of Extroversion, Locus of Control and Gender on Listening and Reading Proficiency in Second Language Acquisition
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From https://www.peterlang.com/view/product/80196
The Influence of Level of Extroversion, Locus of Control and Gender on Listening and Reading Proficiency in Second Language Acquisition
By Magdalena Trinder
Published by Peter Lang
This book is an investigation into the correlation between level of extroversion, orientation of locus of control and gender. Level of extroversion and gender are widely recognized as key factors influencing the process of Second Language Acquisition, although there remains much debate as to the nature of this influence. Locus of Control has equally been identified as a key predictor of success in academic learning. Taking these points into consideration, the authors analyze the correlation between these three key factors and success in reading and listening on students of English at the university level. The investigation includes both a quantitative analysis and qualitative explanatory interviews.
Visit the publisher’s website at https://www.peterlang.com/view/product/80196
Source: Peter Lang
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Title: Book: New Directions for Research in Foreign Language Education
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From https://www.routledge.com/p/book/9781138673991
New Directions for Research in Foreign Language Education
Edited by Simon Coffey and Ursula Wingate
Published by Routledge Taylor & Francis Group
New Directions for Research in Foreign Language Education brings together contributions by reputed scholars that examine the challenges, opportunities, and benefits of teaching and learning foreign languages. With a particular focus on languages other than English, the book looks at the socio-political dimension of language learning and teaching and the need to re-theorize multilingualism for our age. The volume includes a range of perspectives, from language teaching as an act of reconciliation to language learning across the lifespan, from innovations in assessment and curriculum to critical appraisals of pedagogy and textbook materials. Each chapter presents a clear case study drawn from diverse contexts to illustrate the different concerns of the contributors. The book is a valuable resource for all students, teachers, teacher educators and researchers who share an interest in researching multilingualism and the different facets of teaching and learning foreign languages.
Visit the publisher’s website at https://www.routledge.com/p/book/9781138673991
Source: Routledge
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Title: Book: Introducing Genre and English for Specific Purposes
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Source: Routledge
Inputdate: 2017-11-15 11:32:18
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Title: Call for Abstracts: University of Texas Arlington Student Conference in Linguistics and TESOL
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From http://www.uta.edu/linguistics/current-students/lingua/conference/24-utascilt-2018/index.php
The UTA Student Conference in Linguistics and TESOL (UTASCILT 2017) will be held on March 1-2, 2018 on the campus of UT Arlington.
UTASCILT invites abstracts on theoretical, experimental, and descriptive work in all areas of linguistic research, including, but not limited to, phonetics, phonology, morphology, syntax, semantics, pragmatics, historical linguistics, sociolinguistics, and TESOL. The organizers especially encourage submissions of work relevant to this year’s special session on the syntax-phonology interface.
The deadline for submissions is December 4, 2017.
View the full call for abstracts at http://www.uta.edu/linguistics/current-students/lingua/conference/24-utascilt-2018/index.php
Source: University of Texas Arlington
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Title: Call for Proposals: 2018 ACTFL Annual Convention and World Languages Expo
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From https://www.actfl.org/actfl2018/call-proposals
We hope you visited our CASLS booth at the 2017 ACTFL Annual Convention and World Languages Expo. Now it’s already time to start thinking about next year. Submit a proposal to be considered to present at the 2018 ACTFL Annual Convention and World Languages Expo of the American Council on the Teaching of Foreign Languages (ACTFL) at the Ernest N. Morial Convention Center in New Orleans, Louisiana, November 16-18. With the ACTFL Convention featuring more than 800 sessions covering a wide variety of topics at all levels and languages, the Convention Committee is seeking sessions that help language educators be better able to develop their students’ critical-thinking, creativity, communication, collaboration and problem-solving skills.
The submission deadline is January 12, 2018. View the full call for proposals at https://www.actfl.org/actfl2018/call-proposals
Source: ACTFL
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Title: Call for Proposals: First International Conference on Literacy, Culture, and Language Education
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From https://lcleconference.indiana.edu/index.html
The Department of Literacy, Culture, and Language Education (LCLE) in the School of Education at Indiana University Bloomington invites proposals for panels, individual papers, round table discussions, interactive workshops and poster sessions to be presented at the First International Conference on Literacy, Culture, and Language Education (ICLCLE) in October 5-7, 2018 at Indiana University-Bloomington, USA.
The First International Conference in Literacy, Culture, and Language Education (ICLCLE) is a multi-, inter- and trans-disciplinary event that will bring together researchers, educators, scholars, instructors, practitioners, activists and graduate students from around the world. This international conference includes research, pedagogy and practice about diverse issues in language, literacy and culture in education. The participants in this conference will be involved in a local and global dialogue and exchange of ideas, research and experiences on the themes of the event.
The deadline for receipt of proposals is February 28, 2018.
View the full call for proposals at https://lcleconference.indiana.edu/proposals/index.html
Source: Indiana University Bloomington
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Title: Call for Proposals: Central Association of Teachers of Japanese Conference
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From https://alc.wisc.edu/wisconsin-idea/catj
The 27th CATJ conference will be held at the University of Wisconsin-Madison on April 28 (Saturday)-29 (Sunday), 2018. The organizers invite papers related to the main conference theme, “Imagining the Future of Japanese Language Education (これからの日本語教育に向けて),” or any topic related to Japanese language education (linguistics, second language acquisition, and pedagogical innovations, among others).
The submission deadline is Friday, December 31, 2017
View the full call for proposals at https://alc.wisc.edu/wisconsin-idea/catj/proposals
Source: University of Wisconsin - Madison
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Title: Third International Conference on Heritage/Community Languages
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From http://international.ucla.edu/nhlrc/events/conference/3rd/campbellaward
Third International Conference on Heritage/Community Languages
February 16-17, 2018
Los Angeles, California
The conference will focus on heritage/ community language studies as a multi-disciplinary field. Papers, posters, and panels relevant to heritage language research and pedagogy will be presented from the perspective of disciplines that include, but are not limited to, the following: anthropology, applied linguistics, assessment, bilingualism, demographics, education, linguistics, policy, psychology, and sociology.
The conference website is available at http://international.ucla.edu/nhlrc/events/conference/3rd/home
Source: NHLRC
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Title: Symposium on Second Language Spanish
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From https://sites.google.com/a/umn.edu/advancedl2spanish/home
Evolving Perspectives on Advancedness: A Symposium on Second Language Spanish
February 15-17, 2018
University of Minnesota - Twin Cities
Advanced language proficiency has garnered renewed attention in recent years as universities work to graduate students with high levels of language use. In addition to developing the skills necessary for students to analyze and critique literary and cultural texts, foreign language programs must also produce advanced- to superior-level users of foreign language in order to meet professional and societal demands for multilingualism. To that end, program assessment metrics often use descriptors such as advanced near native professional, and fluent, to name just a few, but without any shared understanding among directors, department chairs, professors, advisors, or SLA experts, of the meaning of such terms. What does an advanced learner “look like” in terms of linguistic knowledge and ability to communicate? Are linguistic analyses or native speaker perceptions better indicators of achievement? Does enrollment in an upper-division course constitute an advanced level of linguistic knowledge? Is studying abroad the only way for a student to become an advanced speaker? SLA scholars have argued the need for more detailed descriptions of high-level L2 competencies, as well as an expansive and articulated conceptualization of advancedness, in order to address such questions (e.g. Birdsong 2005; Norris 2006; Piller 2002; Ortega & Byrnes 2008).
This unique symposium aims to address these questions and offer new understandings from the field of Spanish as a Second Language. The growing body of research in Spanish SLA, in particular, has revealed interlanguage development with significant breadth and depth, and has yielded a substantial body of results regarding late-acquired structures. Yet, as Kimberly Geeslin explained in The Handbook of Spanish Second Language Acquisition (Wiley-Blackwell, 2013), more work needs to be done in order to understand differences across studies stemming from variable research methods, as well as variability within learner groups, due to various internal and external factors. The goal of this symposium is to address such issues by bringing together researchers from a variety of methodological approaches and establish an agenda for further exploration of advanced Spanish.
Visit the symposium website at https://sites.google.com/a/umn.edu/advancedl2spanish/home
Source: University of Minnesota
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