Contents

Call for Papers

Open Architecture Curricular Design: Courses and Concepts
An edited volume to be submitted to Georgetown University Press.

Overview:
Open Architecture Curricular Design (OACD) provides an alternative to essentially fixed curricula based on a one-size-fits-all model. OA curricula are structured to allow ongoing modification of all content during and between courses to meet emerging need without resource-intensive substantive revision processes. OA curricula may, for example, be modular, which eliminates most of the need for linear scope and sequence of target language elements/functions. In a modular approach, units or modules may therefore be freely switched out or their order and content modified as desired. OA thus represents an attractive strategy for enhancing learning efficiency while maximizing learner autonomy and transformative learning effects. (The editors will provide a fuller description upon request.)

The editors are seeking chapter-length submissions that explore OACD for adult learners in commonly taught and less commonly taught languages as a second, foreign or heritage language. Submissions may present models of OA curricular organization for all modes of instruction/learning: classroom, distance learning or blended instruction, immersion, study abroad, and non-traditional modes of instruction/learning, including description, advantages, success, and challenges. They may also address various aspects of OACD: OACD for achievement of lower-range and upper-range proficiency; assessment (formative and summative) in an OACD environment; the learner and learner variation in an OACD environment; the instructor (instructor-learner dynamic and professional development) for OACD. Submissions should thus have a strong experiential component that, where appropriate, serves to connect with and elucidate theory while promoting transferability of experience and applicability of content.

Submitted chapters should represent original work. They should not have been previously published elsewhere, nor be currently submitted to another journal or publisher.

Submission Process and Deadlines:
1. Please submit expressions of interest via email by June 30, 2019. Include: paper title, abstract (please limit to 200-250 words), and a brief biographical statement (c. 50-100 words).
2. For those encouraged to make a formal submission, draft chapters must be submitted by August 1, 2019 for consideration.
a) Papers should be submitted digitally in English, and adhere to style guidelines for Georgetown University Press publications: http://press.georgetown.edu/georgetown/our-authors/style-guide. 
b) Submissions should be no less than 3,000 words and no longer than 5,000 words, excluding a reference list.
3. Submitted chapters will be selected for inclusion in the book proposal through a double-blind peer review process, To that end, please provide a blind copy along with the original copy of the submission: remove all references to the author(s), include a separate title-author page, and black-out the names of any institutions or programs that would clearly identify the author(s).
4. If accepted for the book, chapters will be reviewed as part of the book manuscript through the normal GUP peer review process. 
5. Publication is anticipated for late 2020-2021.

Contact: Dr. Andrew Corin [arcrmc@att.net]

The editors:

Andrew Corin (Ph.D., UCLA) is Professor Emeritus at The Defense Language Institute Foreign Language Center, where his most recent position was Associate Provost and Director of the Office of Standardization and Academic Excellence. He served previously as Dean of Resident Education and Dean of Educational Support Services in the Directorate of Continuing Education (DLIFLC’s directorate for advanced resident courses, distance learning, and non-resident education), where he developed and implemented OACD programs. Prior to his service at DLIFLC, Dr. Corin was an Adjunct Associate Professor in UCLA’s Dept. of Slavic Languages and Literatures, Assistant Professor in the Claremont Colleges Russian Program, and served also as a United Nations Research Officer. His recent publications on related topics include a chapter on scenario-based open architecture curricular design in Transformative Language Learning and Teaching (Leaver, Davidson, & Campbell, submitted to Cambridge University Press), and a book on field independence-dependence-sensitivity, Fields of the Mind (Corin & Leaver, MSI Press, in press).

Christine Campbell (Ph.D., Purdue University) is President, Campbell Language Consultants and was Teacher, Department Chair, Dean, Assistant Provost, and Associate Provost at the Defense Language Institute Foreign Language Center (DLIFLC) for 30 years. In her last position at DLIFLC, she headed a directorate that practiced transformative teaching and learning, featuring OACD. Her recent publications include a chapter on open architecture curriculum design in The Art of Teaching Russian (Merrill, Dubinina, & Dengub, eds., Georgetown University Press), a chapter on open architecture curriculum design in Transformative Language Learning and Teaching (Leaver, Davidson, & Campbell, submitted to Cambridge University Press), and teaching upper proficiency levels in To Advanced Proficiency and Beyond (Brown & Bown, Georgetown University Press).

Betty Lou Leaver (Ph.D., Pushkin Institute, Moscow) is Director of The Literary Center of San Juan Bautista, consultant to U. S. government language programs, and retired Provost at the Defense Language Institute. She previously supervised Slavic language programs at the Foreign Service Institute, developed the language program for the International Space Station (NASA), and taught at universities in the US and abroad. She has authored/edited 21 books, including Task-Based Instruction (ed. with Jane Willis, Georgetown University Press), Content-Based Instruction (ed. with Stephen Stryker, Georgetown University Press), Developing Professional-Level Language Proficiency (ed. with Shekhtman), Achieving Success in Second Language Acquisition (authored with Ehrman & Shekhtman, Cambridge University Press), and Transformative Language Learning and Teaching (ed. with Davidson & Campbell, submitted to Cambridge University Press.) She is credited with having originated the term, open architecture, and the principles of OACD.

From http://www.ogmios.org/conferences/2019/

The Sydney Centre for Language Research at The University of Sydney and the Foundation for Endangered Languages, in this United Nations Year of Indigenous Languages, cordially invite scholars, community organizations and community members working on issues and challenges facing endangered languages, including documentation and archiving, to join the International conference on causes of language endangerment, to take place in Sydney, Australia on 14-16th December 2019.

This event is FEL XXIII, the 23rd of a series of annual conferences of the Foundation of Endangered Languages, and takes place during the UN’s International Year of Indigenous Languages.

Main theme: Causes of language endangerment
Special theme: 2019 United Nations International Year of Indigenous Languages
The organizers invite submissions of abstracts related to the themes above. 

Deadline for abstract submission: 1st July 2019

View the full call for papers at http://www.ogmios.org/conferences/2019/

From https://www.jyu.fi/en/congress/tdl2019

The 4th international conference Thinking, doing, learning: Usage based perspectives on second language learning will be held in the University of Jyväskylä, Finland, on June 17-19, 2019.

The aim of TDL is to advance our understanding of what it means to take a usage-based approach to L2 learning and L2 research. 

Visit the conference website at https://www.jyu.fi/en/congress/tdl2019

From https://www.aseees.org/summer-convention

2019 ASEEES Summer Convention
14-16 June 2019
Faculty of Humanities and Social Sciences, University of Zagreb
Zagreb, Croatia

The 2019 ASEEES Summer Convention theme is "Culture Wars" with a focus on the ways in which individuals or collectives create or construct diametrically opposed ways of understanding their societies and their place in the world. 

Visit the convention website at https://www.aseees.org/summer-convention

From https://www.ling.uni-konstanz.de/en/l3-workshop/home/

L3 Workshop: Multilingual Language Acquisition, Processing and Use
June 7-8, 2019
University of Konstanz, Germany

This workshop is the sixth in a series of successful meetings that took place in Stockholm (January 2009), Iowa City (June 2010) and Vitoria-Gasteiz (May 2012), Tromsø (March 2015) and Poznań (May 2017). Its main goal is to bring together researchers who are interested in multilingual acquisition, processing and language use of a third (L3) language and whose work is carried out within a formalized theory of language.

Visit the workshop website at https://www.ling.uni-konstanz.de/en/l3-workshop/home/

From https://sites.google.com/view/virtuel/home

VirtuEL, a free, online conference for teachers of English Learners, will take place this year on June 15. The keynote presenters will be Andrea Honigsfeld and Maria Dove. See the full lineup of presenters and see how you can participate at https://sites.google.com/view/virtuel/home

From http://blogs.edweek.org/edweek/learning-the-language/2019/05/seal_of_biliteracy_equity_ells.html

As More States Adopt Bilingualism Seal, Equity Concerns Arise
By Corey Mitchell
May 13, 2019

When the seal of biliteracy launched in California nearly a decade ago, its advocates envisioned an honor that would recognize English-language learners and native English speakers alike.

But the way the seal is promoted and implemented in schools may be shutting English-learners and low-income students out of the process, a new study from Georgetown University argues.

Interest in the seal—which is affixed to high school diplomas or transcripts as official proof that students can speak, read, and write in more than one language—has surged across the country, with nearly 40 states and the District of Columbia now offering special recognition for graduates who demonstrate fluency in two or more languages.

Some schools, especially whiter, wealthier schools with fewer English-learners, are more likely to offer the recognition than others, the Georgetown study, "Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy," found.

While the researchers discovered that demographic information on students earning the seal is not tracked in many states, the work suggests that English-learners and students from low-income families may be on the wrong side of an equity gap, with their opportunities to demonstrate their bilingualism restricted by their circumstances.

Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2019/05/seal_of_biliteracy_equity_ells.html

The report, "Recognizing Whose Bilingualism? A Critical Policy Analysis of the Seal of Biliteracy," is available at https://onlinelibrary.wiley.com/doi/full/10.1111/modl.12556

From http://www.hopesandfears.com/hopes/now/internet/168477-internet-american-sign-language

How do people sign "photo bomb" in ASL? How about "onesie"? Do Deaf people use the expression "5-second rule"? Learn how Internet slang may make its way into ASL, and the variation within the community of ASL signers, in this article: http://www.hopesandfears.com/hopes/now/internet/168477-internet-american-sign-language