Contents
Content Type: 1
Title: New Issue of Scenario
Body:
Source: Scenario
Inputdate: 2019-08-23 14:42:54
Lastmodifieddate: 2019-08-26 04:29:38
Expdate:
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Brief: English Learners with Disabilities
Body:
English Learners with Disabilities: Shining a Light on Dual-Identified Students
By Janie Tankard Carnock and Elena Silva
Published by New America
This brief provides an overview of the separate but intersecting federal policies that govern the identification of and services provided to English learners and students with disabilities. This overview will frame key opportunities to serve ELs with disabilities more equitably with the aim of helping policymakers, advocates, and practitioners take more strategic action on behalf of these students.
Access the brief at https://www.newamerica.org/education-policy/reports/english-learners-disabilities-shining-light-dual-identified-students/
Source: New America
Inputdate: 2019-08-23 14:43:42
Lastmodifieddate: 2019-08-26 04:29:38
Expdate:
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Breaking the Sound Barrier: Teaching Language Learners How to Listen
Body:
From https://frenchteachernet.blogspot.com/2019/08/breaking-sound-barrier-teaching.html
Breaking the Sound Barrier: Teaching Language Learners How to Listen
By Gianfranco Conti and Steve Smith
Self-published
This book is for language teachers who want to help their students become more effective listeners. It focuses on the processes involved in aural comprehension, blending the latest research evidence with over 200 engaging listening activities, as well as lots of useful practical classroom ideas and lesson sequences. Chapters include the principles of "listening as modelling", developing phonological and lexical retrieval skills, grammatical parsing, interpersonal and task-based listening. There are also chapters on how to make the most of songs, cognitive and metacognitive strategies, assessment and preparing for examinations. The final chapter offers a framework for language teachers or departments who wish to develop a strategy for improved listening. The book aims to place listening at the forefront of lesson planning.
The book is available for purchase at https://www.amazon.co.uk/dp/109697388X/
Source: Language Teacher Toolkit
Inputdate: 2019-08-23 14:44:23
Lastmodifieddate: 2019-08-26 04:29:38
Expdate:
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Proposals: The Effect of Technology-Enhanced Language Learning on ELL's Achievement, Motivation, and Engagement
Body:
From https://linguistlist.org/issues/30/30-3033.html
Dual Language Research and Practice Journal (DLRPJ) is a peer-reviewed journal published by the Center for Research and Development in Dual Language and Literacy Acquisition (CRDLLA) at Texas A&M University. DLRPJ welcomes manuscripts that report, synthesize, review, or analyze scholarly inquiry focusing on dual language, bilingual education, and TESOL.
Editor Amin Davoodi is now accepting proposals for a special issue on "The Effect of Technology-Enhanced Language Learning on ELL's Achievement, Motivation, and Engagement." Specifically, the editors are interested in research studies that address any of the following questions:
-How does technology-enhanced language learning affect ELLs' motivation?
-How does technology-enhanced language learning affect ELLs' listening, speaking, reading, and writing skills?
-How does technology-enhanced language learning affect ELLs' engagement in class activities?
-How does ELLs' L1 culture affect their attitudes towards technology-enhanced language learning?
-What are the challenges of technology-enhanced language learning for teachers and students?
-How do educational policies affect technology-enhanced language learning?
The deadline for submitting a proposal is August 30, 2019.
View the full call for proposals at https://linguistlist.org/issues/30/30-3033.html
Source: LINGUIST List
Inputdate: 2019-08-23 14:45:56
Lastmodifieddate: 2019-08-26 04:29:38
Expdate: 2019-08-30 00:00:00
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Proposals: GALA 2020
Body:
From https://www.gala-global.org/conference/gala-2020-san-diego/call-proposals
The 2020 conference of the Globalization and Localization Association will take place in San Diego, California, March 15-18, 2020.
Conventional wisdom has it that the future of the localization industry depends on how well we adapt to new technologies. The members of GALA, the Globalization and Localization Association, think that instead of just adapting and adopting, the industry can drive the future and have a say in the creation of the processes and tools of the trade.
What technology do we actually need to make our work flows more efficient, deliver localized content faster, and in more languages? Which business models enable true collaboration between client and suppliers on the one hand, and multi- versus single-language suppliers on the other? What data should we collect – and how – to help us understand what delights our customers so we can better serve them? And where should localization really fit in the production process? To facilitate the discussion, the conference organizers are looking for innovative session formats that will help the industry to expand its thinking, define its needs, and lead to actionable outcomes. And they are looking for speakers who are brave and bold – speakers who dare to challenge entrenched ideas or lead sessions where they listen to and interact with the community.
The deadline for proposals is 20 September 2019.
View the full call for proposals at https://www.gala-global.org/conference/gala-2020-san-diego/call-proposals
Source: GALA
Inputdate: 2019-08-23 14:46:40
Lastmodifieddate: 2019-08-26 04:29:38
Expdate: 2019-09-20 00:00:00
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: Southeastern Association of Teachers of Japanese
Body:
From https://seatj2020.weebly.com/call-for-papers.html
The 35th Annual Conference of the Southeastern Association of Teachers of Japanese
Saturday, February 22, 2020
University of Memphis, Tennessee
Proposals are invited for 20-minute presentations on topics related to Japanese language and teaching (language pedagogy, instructional technology, integrating culture into the classroom, classroom activities, second language acquisition, Japanese linguistics, Japanese literature and film, heritage language learners, K-12 issues in teaching Japanese and other related topics). Presentations can be in either English or Japanese. The organizers welcome abstract submissions from all levels of Japanese teachers. Please submit your abstract proposal using the online form below (250 words or less in English or 500 characters or less in Japanese).
The deadline for abstract submission is November 15, 2019.
Submit a proposal at https://docs.google.com/forms/d/e/1FAIpQLSeDEs_A39HTNnbbDiZ5tRUU2DMg7frA4YGd2egp6nGU5w7IiQ/viewform
Visit the conference website at https://seatj2020.weebly.com/
Source: SEATJ
Inputdate: 2019-08-23 14:48:24
Lastmodifieddate: 2019-08-26 04:29:38
Expdate: 2019-11-15 00:00:00
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: Special Issue of Language Testing on Assessing Young Learners
Body:
From the LTEST-L listserv:
Call for papers for the 2021 special issue of Language Testing on the topic of “Assessing young foreign language learners in global and local contexts”
In 2000, Language Testing featured a special issue on assessing young learners of additional languages. This special issue, a seminal early contribution in the area of young learner assessment, featured nine papers that focused on young language learners predominantly in the context of primary education in Europe. In her editorial remarks, Rea-Dickins (2000, p. 120) concluded that the field was still in its infancy, noting that she hoped that “the discussions and the analyses offered by the contributors stimulate further work across the range of challenges they raise and that, in some way, this special issue in the first year of the new millennium might assist in the shaping of a still somewhat embryonic research and development agenda for the assessment of the younger language learner.”
Now, two decades later, the field of assessing young learners of additional languages has indeed grown considerably, expanding in scope not only geographically but also with regard to learner populations, research topics, and assessment paradigms—an increased scope that we plan to highlight in the special issue.
In this special issue, we aim to demonstrate how the scope of research in the area of assessing young foreign language learners has changed over the past 20 years. In particular, we aim to include papers that engage with the interdisciplinary heart of the topic, which is about the development of language acquisition in children, how this differs from adults, and how these differences and children’s differing levels of cognitive development (and understanding of testing) impact best practices in language testing.
We invite both empirical and conceptual papers on topics including (but not limited to):
• Construct definitions of young FL learner assessments (e.g., domain analysis of communication skills for young FL learners)
• Relationships between L1 literacy and FL development in young FL learners
• Relationships between cognitive abilities, affective factors, and language outcomes in young FL learners (e.g., FL learner developments and progressions; young FL learner profiles)
• Interaction between assessment tasks and young FL learners’ test-taker strategies (e.g., impact of delivery mode; cognitive processes required of assessment tasks)
• Testing practices and washback effects in local or regional contexts
• Issues and challenges of assessing young FL learners in multilingual contexts
• Use of technology in learning or assessment of young FL learners (e.g., game-based assessments; innovative item types that can be scored automatically)
If you are interested in contributing a paper, please submit a tentative title and a brief description of your paper (250 word max.) by Friday, October 18, 2019 to vlaughlin@ets.org.
Important dates
· October 18, 2019 – Close the call for papers
· November 1, 2019 – Announce selected papers to authors
· February 1, 2020 – Submission of full manuscripts
· May 1, 2020 – Round #1 of feedback to authors
· July 1, 2020 – Submission of revised manuscripts
· August 20, 2020 – Round #2 of feedback to authors
· October 20, 2020 – Submission of revised manuscripts to LT editors for final decision for each paper
· December 1, 2020 – Submission of final manuscripts
· April 2021 – Publication of Special Issue
Please contact the Special Issue editor Veronika Timpe-Laughlin (vlaughlin@ets.org) with any questions.
Dr. Veronika Timpe-Laughlin
Research Scientist
Center for English Language Learning and Assessment
Educational Testing Service (ETS)
660 Rosedale Rd.
Princeton, NJ 08541
Email: vlaughlin@ets.org
Tel: 609-252-8489
Laughlin, V. [LTEST-L] Call for Papers for the 2021 Special Issue of Language Testing. LTEST-L (LTEST-L@LISTS.PSU.EDU, 15 Aug 2019).
Source: LTEST-L
Inputdate: 2019-08-23 14:49:31
Lastmodifieddate: 2019-08-26 04:29:38
Expdate: 2021-04-30 00:00:00
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 2019 Confederation in Oregon for Language Teaching Fall Conference
Body:
From http://cofltoregon.org/event-3496086
The fall COFLT conference will be held at the Portland Community College Rock Creek Campus October 11-12, 2019. This year's theme is "50th Anniversary", not only COFLT's but also the 50th anniversary of the moon landing. So let's "Reach for it!" There will be entertainment, language lunches, optional post-conference workshops, and of course exceptional keynote addresses and presentation sessions.
Please register by October 1 to ensure an accurate meal count.
Go to the conference website at http://cofltoregon.org/event-3496086
Source: COFLT
Inputdate: 2019-08-23 14:50:13
Lastmodifieddate: 2019-08-26 04:29:38
Expdate: 2019-10-12 00:00:00
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 18th Symposium on Second Language Writing and SSLW Institute
Body:
From http://sslw.asu.edu/2019/
The 2019 Symposium on Second Language Writing and SSLW Institute will take place November 13-16, 2019 at Arizona State University in Tempe.
SSLW Institute, featuring a series of professional development workshops and mentoring sessions, will be scheduled on November 13, followed by the Symposium sessions starting on November14.
The theme for this year's SSLW is "Agency in Second Language Writing."
Visit the conference website for full details: http://sslw.asu.edu/2019/
Source: Arizona State University
Inputdate: 2019-08-23 14:50:52
Lastmodifieddate: 2019-08-26 04:29:38
Expdate: 2019-11-16 00:00:00
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Professional Development Workshops for Teachers of Arabic
Body:
Through a generous grant from the Qatar Foundation International, Concordia Language Villages is pleased to offer two Professional Development Workshops for Teachers of Arabic near Bemidji, Minnesota. This project will bring together K-16 Arabic language teachers from across the United States in two exciting opportunities to participate in professional development programs this year. The 2019-2020 workshop series theme is Intercultural Communicative Competence: Linking Language and Culture. Preference will be given to K-16 teachers of Arabic from the U.S. Midwest, but all teachers of Arabic language and culture are welcome to apply.
In-Person Sessions:
October 10-13, 2019
March 26-29, 2020
Webinar Sessions (via technology):
December 4, 2019, 19:00-20:00
February 5, 2020, 19:00-20:00
April 8, 2020, 19:00-20:00
Concordia Language Villages asks that you apply by September 12, 2019.
For full details, go to http://www.concordialanguagevillages.org/adult-programs/educator-programs/workshops-consulting/qatar
Source: Concordia Language Villages
Inputdate: 2019-08-23 14:51:36
Lastmodifieddate: 2019-08-26 04:29:38
Expdate: 2020-04-08 00:00:00
Publishdate: 2019-08-26 02:15:01
Displaydate: 2019-08-26 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
