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Assistant Teaching Professor of Rhetoric/Comp, Second Language Writing at Carnegie Mellon-Qatar

2012-02-09T09:38:00.001-07:00

Assistant Teaching Professor (Rhetoric/Composition, Second Language Writing)

DESCRIPTION OF POSTION: The Department of English at Carnegie Mellon invites applications for a full-time (9-month), position as Assistant Teaching Professor at Carnegie Mellon's Qatar campus beginning in Fall 2012.

Carnegie Mellon's Qatar campus is a highly selective branch campus of Carnegie Mellon University and has served a diverse student body since 2004. We offer undergraduate majors in Biological Sciences, Business Administration, Computational Biology, Computer Science, and Information Systems. Current enrollment is approximately 350 students representing 39 countries. Approximately 40% of the students are Qatari. All classes are coeducational, with 52% female students.

A 2/2 teaching load will include courses within the First-year Writing Program as well as an occasional upper-level course that would appeal to students as a General Education elective; a Professional Writing minor or English Studies minor requirement or elective; or meet a writing/communications requirement in a major. The course would typically relate to the faculty member's area of specialization.

APPOINTMENT AND RANK: Assistant Teaching Professor is a nontenure-track faculty career position with provision for renewal and promotion to Associate Teaching and Full Teaching Professor. Full Teaching Professors must fulfill two criteria: (1) to be outstanding educators within Carnegie Mellon, for example, through excellence in classroom teaching, curricular development, program leadership, and student advising and mentoring; and (2) to be nationally or internationally known for contributions to education or to research. Assistant and Associate Teaching faculty must demonstrate that they will, in due course, fulfill these criteria. Salary is competitive.

MINIMUM QUALIFICATIONS: Requirements include a PhD in Rhetoric/Composition, Professional/Technical Writing, Second Language Writing, Second Language Studies, or related field. Knowledge and experience related to teaching writing is also required.

DESIRED QUALIFICATIONS: We desire a candidate with knowledge related to teaching English in transnational contexts. We also desire candidates with research agendas that demonstrate synergies between their scholarship, pedagogy, and professional development that are relevant to the Carnegie Mellon Qatar campus. Such synergies might include, but are not limited to, studies of professional and technical writing contexts, especially global and/or multilingual; writing in the disciplines, especially science and engineering; rhetoric of science; and new media, especially web design and social media. We are open to social science as well as humanities methodologies.

The university is especially interested in qualified candidates who can contribute, through their research, teaching, and/or service, to the diversity and excellence of the academic community. We strongly encourage applications from female and minority candidates.

APPLICATION PROCEDURE: Candidates are encouraged to submit PDFs of materials electronically to vm29@andrew.cmu.edu. Send letter of application, CV, three current letters of reference, sample course syllabi, recent course evaluations and a writing sample to

Professor Danielle Zawodny Wetzel

c/o Vickie McKay

ATTN: Assistant Professor - Qatar

Department of English, Baker Hall 259, Pittsburgh, PA 15213

Screening of application materials will continue until the position is filled. Materials must arrive by email or be postmarked no later than February 17 to be assured of full consideration. If materials are mailed, please send email indicating that they have been sent.

Carnegie Mellon is an Affirmative Action/Equal Opportunity Employer.

Tanita Saenkhum is the recipient of 2012 CCCC Chairs' Memorial Scholarship

2012-02-08T21:17:00.002-07:00

Tanita Saenkhum is the recipient of 2012 CCCC Chairs' Memorial Scholarship. Congratulations, Tanita!

Tanita Saenkhum is a doctoral candidate in Rhetoric, Composition and Linguistics at Arizona State University. She specializes in second language writing with a focus on writing program administration. She is completing her dissertation on placement practices for second language writers in the first-year composition program.

Jing Xia is a winner of 2012 AAAL Graduate Student Award

2012-02-06T17:34:00.000-07:00

Congratulations, Jing Xia, for receiving the 2012 AAAL Graduate Student Award from the American Association for Applied Linguistics! Well deserved!

Jing is a Ph.D. Candidate in Applied Linguistics at Arizona State University, specializing in second language writing.

Exploring Composition Studies: Sites, Issues, and Perspectives

2012-02-06T01:18:00.002-07:00

Exploring Composition Studies: Sites, Issues, and Perspectives

Edited by Kelly Ritter and Paul Kei Matsuda

Published by Utah State University Press (June 2012)

Table of Contents

Foreword

Andrea Lunsford

Introduction: How Did We Get Here?

Kelly Ritter and Paul Kei Matsuda

I: The State of the Field(s)

Chapter One:

Creation Myths and Flashpoints: Understanding Basic Writing through Conflicted Stories

Linda Adler-Kassner and Susanmarie Harrington

Chapter Two:

Teaching Composition in the Multilingual World: Second-Language Writing in Composition Studies

Paul Kei Matsuda

Chapter Three:

Re-mapping Technical Writing: Articulating the State of the Art and Composition Studies

Tim Peeples and Bill Hart-Davidson

Chapter Four:

Writing Center Scholarship: A “Big Cross-Disciplinary Tent”

Lauren Fitzgerald

Chapter Five:

Writing Across the Curriculum: National Circumstances, Local Knowledge

Rita Malenczyk

Chapter Six:

Scholarly Positions in Writing Program Administration

Jeanne Gunner

II: Innovations, Advancements, and Methodologies

Chapter Seven:

Re-Imagining the Nature of FYC: Trends in Writing-about-Writing Pedagogies

Doug Downs and Elizabeth Wardle

Chapter Eight:

Transfer, Portability, Generalization: Does Composition ‘Carry’?

Christiane Donahue

Chapter Nine:

Writing Assessment in the Early 21st Century: A Primer

Kathleen Blake Yancey

Chapter Ten:

Studying Literacy in Digital Contexts: Computers and Composition Studies

Cynthia Selfe and Gail Hawisher

Chapter Eleven:

“What Goes On Here?” The Uses of Ethnography in Composition Studies

Elizabeth Chiseri-Strater

Chapter Twelve:

Archival Research in the Field of Rhetoric and Composition

Barbara L’Epplantenier and Lisa S. Mastrangelo

Chapter Thirteen:

Writing Pedagogy Education: Instructor Development in Composition Studies

Heidi Estrem and E. Shelley Reid

Afterword

Redefining the Ineffable—Or, Creating Scholarly Presence and a Usable Future: An Editor’s Perspective

Deborah Holdstein

2012 CCCC Outstanding Book Award

2012-02-02T11:32:00.000-07:00

Bruce Horner, Min-Zhan Lu and I have received 2012 Conference on College Composition and Communication Outstanding Book Award for Cross-Language Relations in Composition (2010). Congratulations and heartfelt "Thank you" to all those who contributed to this important conversation.

CFP: New Directions in Critical Theory: Revolution, Regression, Revision

2012-01-31T23:23:00.003-07:00

New Directions in Critical Theory: Revolution, Regression, Revision

2012 Conference Call for Proposals

The University of Arizona

Tucson, Arizona

April 13-14, 2012

From southwest U.S. to Midan Tahrir, there has been a renewed public attention to how perceptions of space and place impact how knowledge is created, presumed, deconstructed, and reconstructed. In localized contexts, systems of knowledge – sustained, broken, and at work – move within various discourse communities. Our goal for this conference is to begin to connect discussions across the disciplines about revolution, regression, and revision. We define these concepts broadly so as to span across the possibilities and restrictions of interactions among, between, and across several contexts and spaces. And central to our inquiry is the question of how we interact with this vivid dynamic within and across disciplines, communities, and institutions.

In keeping with the spirit of the New Directions conference, we encourage multimodal, multigenre, and multidisciplinary presentations and papers - from creative performances to scholarly modes. New Directions 2012 will connect scholars, teachers, researchers, students, artists, activists, and community organizers. The conference is open to many participants, audiences, and subjects, as a way to facilitate collaboration and movement in our understandings of our work andpursuits.

Possible topics might include but are not limited to:

Zones of conflict and contact
Discourse analyses
Digital spaces
Health
Youth, education, environment
Legislation implementation & policy passage
Creative meditations
Methodological critiques
Pedagogical approaches

Please direct inquiries to Alan Chu at ndconf@gmail.com.

Proposals are due by March 15, 2012.

To register for the 2012 New Directions conference, please visit: http://english.arizona.edu/index_site.php?id=780 (As of January 31, this website has not been updated. Check back later for more information.)

Statement by ASU President Michael M. Crow on Guns on Campus Bill

2012-01-31T14:59:00.001-07:00

Statement by ASU President Michael M. Crow on Guns on Campus Bill

January 31, 2012Arizona State University, like any major research university, is a very special and very complex learning environment. In addition to more than 70,000 of our own college students, we have day care centers, elementary school programs and thousands of elementary school age visitors in a given week as well as thousands of out-of-state teen agers and their parents visiting.

The bill (SB1474) to permit guns on campus is a misguided attempt to increase school safety without a shred of evidence to support the assumption that schools are safer if students are armed. In fact, a study by the World Health Organization found that the very opposite is true.

I don't oppose gun ownership. Own all the guns you want, I would say to anyone. But please leave them in your car if you bring them to school, which is our present policy.

Our ASU police, the Phoenix SWAT and all the other professional law enforcement chiefs we have talked to are opposed to this bill and say that it will reduce safety.

Can you imagine a crowded college lecture hall in which one student pulls a handgun and fires a shot, then a dozen more students untrained in the use of firearms and how to handle potentially deadly situations all pull out their guns? Innocent people would be caught in a deadly crossfire of panicked students firing in every direction. And what does the SWAT team do when it arrives? How do they know which of a dozen or more armed and possibly firing shooters is the bad guy? Or do they take out everyone with a gun?

There are places where guns are not conducive to public safety. Schools surely must be on that list.

CFP Transnational Rhetorics & Literacies Conference

2012-01-25T13:57:00.001-07:00

Announcing the CFP for Transnational Rhetorics and Literacies at the University of Winnipeg, Manitoba, Canada. October 19-20, 2012
Please forward this announcement on to other interested colleagues, lists, discussion boards, and programs

WESTERN STATES RHETORIC AND LITERACY CONFERENCE
Call for Papers

Transnational Rhetorics and Literacies
October 19-20, 2012
University of Winnipeg
Winnipeg, Manitoba, Canada

Keynote Speaker: Diana Brydon, Canada Research Chair in Globalization and Cultural Studies

Transnational rhetorics, broadly defined, are those concerned with broadening knowledge bases beyond the "West," examining discourses, literacies, and Englishes that move beyond our current educational, political, and social systems of the "Global North."
The Western States Rhetoric and Literacy Conference was created to allow scholars in the Western region to come together and exchange current research in rhetoric and literacy studies. In keeping with the spirit of a small gathering, the conference will be held in a professional but relaxed atmosphere. Its goal is to address theoretical and pedagogical issues through a variety of interdisciplinary perspectives. Each year, the conference will focus on a particular theme. While we especially welcome proposals that address the theme for each particular year, we may also consider proposals that deal with other relevant topics and issues. Of particular interest are presentations that encourage audience participation and discussion, and contribute closely to the conference theme and to questions concerning aspects of the following:

* Transnational literacies and cross-cultural learning
* Transnational and diasporic identities
* Resistance, protest, and silence in transnational spaces/movements
* Visual or multimodal rhetorics of transnationalism
* Transnational agency and empowerment
* Transnational institutions, programs, and/or disciplines
* Transnational media and technologies
* Transnational pedagogies
* Practices of representation and transnational circulation
* The politics of translation and/or multilingual writing in and across national borders
* Rhetorics of reconciliation, human rights, and peacemaking in transnational contexts
Please submit your proposals to wsrlc2012@gmail.com<mailto:wsrlc2012@gmail.com> (Subject line: WSRL TRANSNATIONALISM PROPOSAL) by May 10, 2012. We ask that you attach

* A proposal (maximum 500 words) in MS Word format or PDF prepared for blind review.
* A 50-word (maximum) abstract that summarizes your conference paper also in MS Word or PDF, accompanied by the title of your paper, author name(s), and affiliation(s).
* An indication of whether you will be giving a 20-minute paper, which will be combined with others of a similar topic, to form a 90-minute panel OR a 90-minute panel, limited to 3 speakers.
Please note that the Western States Rhetoric and Literacy Conference has a NO MULTIPLE SUBMISSIONS policy. Only 1 submission per person.
For more information about the conference, contact, Jennifer Clary-Lemon j.clary-lemon@uwinnipeg.ca<mailto:j.clary-lemon@uwinnipeg.ca>

As is our tradition, there is no registration fee for this year's conference.
Link to CFP flyer: http://www.public.asu.edu/~petergo/wsrl/WSRL%202012%20CFP.pdf<https://exchange.asu.edu/exchweb/bin/redir.asp?URL=http://www.public.asu.edu/~petergo/wsrl/WSRL%25202012%2520CFP.pdf>
Visit our website: http://www.public.asu.edu/~petergo/wsrl/wsrl.html<https://exchange.asu.edu/exchweb/bin/redir.asp?URL=https://exchange.asu.edu/exchweb/bin/redir.asp?URL=http://www.public.asu.edu/~petergo/wsrl/wsrl.html>

Peter N. Goggin
Associate Professor
Director of MA Rhetoric and Composition
Department of English
Arizona State University
Box 870302, Tempe, AZ 85287-0302
Phone: (480)965-7748 Fax: (480)965-3451

Western States Rhetoric & Literacy Conference
http://www.public.asu.edu/~petergo/wsrl/wsrl.html<https://exchange.asu.edu/exchweb/bin/redir.asp?URL=http://www.public.asu.edu/~petergo/wsrl/wsrl.html>

Choosing Reputable Outlets for Academic Work

2012-01-24T17:01:00.005-07:00

In academia, it matters where your present or publish your work. Presenting at conferences and publishing with presses that have established strong reputation in the particular field is important when it comes to hiring, tenure and promotion. Publishing with presses that are less then reputable does not make your academic credential stronger; in some cases, it can hurt your reputation as a researcher.

Being able to distinguish reputable venues from questionable outlets is part of disciplinary knowledge, and sometimes it is difficult for novice scholars to tell the difference. (That's why tenure and promotion cases often involve external reviewers who are experts in the field.) But there are some signs to help identify which venues are reputable or at least acceptable. Below are some questions to consider. (The greater the number of affirmative answers, the better.)

For conferences:

Is the conference affiliated with a major professional organization in the field?
Is the conference affiliated with universities or research institutes that have good reputations in the field?
Is the conference being organized by well-established members of the field?
Does the conference feature keynote, plenary and invited speakers who are well-established in the field?
Does the conference have many sessions that are interesting to members of the field who are studying similar topics?
Is the conference attended by active members of the field who publish on topics that are reputable?
Does the conference either have a peer review process for proposals or invite only well established or cutting-edge researchers?

For journals:

Is the journal edited by well established members of the field?
Does the journal have editorial board members who are well established in the field?
Does the journal have an editorial review process that involves reviewers who are experts on the topic?
Does the journal include articles by authors who are well established members of the field?
Are articles in the journal cited frequently and widely in other reputable journals?

For publishers:

Does the publisher have a booth at major professional organizations in the field?
Does the publisher have a book series or a journal dedicated to the field or its subfields?
Does the publisher regularly publish books written or edited by well-established members of the field?
Does the publisher solicit contributions primarily from established members of the field or people who are doing cutting-edge work that is being recognized by established members of the field?
Does the publisher require an editorial review process coordinated by well established members of the field?
Does the publisher involve well established members of the field in reviewing submissions?
Does the publisher have an acquisition editor who specializes in your field and is somewhat knowledgeable about the field?
Are publications from the publisher being cited in other reputable publications or mentioned in conference presentations?

Here are some red flags to watch out for:

The publisher emails you to invite you to publish your conference papers, theses and dissertations.
The publisher offers contracts without an editorial review process.
The publisher actively solicits contributions from novice researchers and graduate students without a strong track record.
The publisher does not involve well established members of the field in the editorial review process.
The publisher has not published books or journals in the field.
The publisher has not published works by well established members of the field.

These guidelines are only suggestive; there are some new publishers who are beginning to establish themselves in a new field, and doing so by building a system for rigorous editorial review involving experts in the field. Even the publishers that have a few of these red flags may be legitimate publishers and businesses--although that is not the same as being a high quality venue for academic publishing.

"Use your judgment" is probably not a good piece of advice because the judgment requires expert knowledge of the field that novice researchers often don't have. But if you are surprised to have received a solicitation email, that should tell you something. When in doubt, check with your thesis/dissertation advisor or other people who are well established in the field.

If you don't know who they are, start reading everything.

The 2012 Writing the World Symposium

2012-01-21T20:33:00.004-07:00

The University of New Mexico Writing Across Communities Initiative Presents…

The 2012 Writing the World Symposium

A regional, interdisciplinary conversation on literacy, ecology & social justice

Theme: “Ecotones: Productive Spaces, Converging Communities”

Dates: April 18-20, 2012

Call for Papers (Graduate Students): Click here

CFP Deadline: February 24, 2012

Event Description:

An ecotone is a space wherein distinct ecological communities converge, resulting in rich diversity and unpredictable creative potential. In a broad sense, an ecotone might be a neighborhood, border town, cultural practice, artistic production, historical moment, or scientific observation. Ecotones emerge when one academic discipline informs another, academy meets community, civilization dialogues with nature, and theory enters into practice. Ecotones challenge us to deconstruct, consolidate and recreate our identities as neighbors, citizens, scholars, and environmental stewards. By serving as its own kind of ecotone—a productive space where communities converge—the Writing the World Symposium hopes to foster meaningful conversations that point the way to direct and influential action.

Keynote Speakers:

Allen D. Kanner, PhD, ecopsychologist and practicing child, family, and adult psychologist

Paul Kei Matsuda, PhD, Arizona State University second language writing scholar

Featured Speakers:

Michelle Eodice, PhD, University of Oklahoma, Executive Director of the Learning, Teaching, and Writing Program

Judith Hendry, PhD, University of New Mexico, environmental rhetoric and communication scholar

Guidebooks on Academic Writing and Professionalization for Graduate Students

2012-01-04T11:29:00.008-07:00

Here are some guidebooks on academic writing and professional development for graduate students and novice scholars:

Becker, H. S. (1986). Writing for social scientists: How to start and finish your thesis, book, or article. Chicago: University of Chicago Press.

Belcher, W. L. (2009). Writing your journal articles in 12 weeks: A guide to academic publishing success. Thousand Oaks, CA: Sage.

Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your doctoral thesis. New York: Owl Books. [Don't be fooled by the title. The publisher asked the author to add "in fifteen minutes a day" in order to make the book more marketable, which is a silly idea given the academic audience.]

Cargill, M., & O'Connor, P. (2009). Writing scientific research articles: Strategy and steps. Oxford, UK: Wiley-Blackwell.

Casanave, C. P., & Li, X. (Eds.). (2008). Learning the literacy practices of graduate school: Insiders' reflections on academic enculturation. Ann Arbor: University of Michigan Press.

Casanave, C. P., & Vandrick, S. (Eds.). (2003). Writing for publication: Behind the scenes in language education. Mahwah, NJ: Lawrence Erlbaum Associates.

Clark, I. L. (2007). Writing the successful thesis and dissertation: Entering the conversation. Upper Saddle River, NJ: Prentice Hall.

DeNeef, A. L., & Goodwin, C. D. (Eds.). (2006). The academic's handbook (3rd ed.). Durham, NC: Duke University Press.

Dunleavy, P. (2003). Authoring a PhD: How to plan, draft, write and finish a doctoral thesis or dissertation. New York: Palgrave.

Feak, C., & Swales, J. M. (2009). Telling a research story: Writing a literature review. Ann Arbor: University of Michigan Press.

Feak, C., & Swales, J. M. (2011). Creating contexts: Writing introductions across genres. Ann Arbor: University of Michigan Press.

Hume, K. (2005). Surviving your academic job hunt: Advice for humanities PhDs. New York: Palgrave.

Moore, C., & Miller, H. (2006). A guide to professional development for graduate students in English. Urbana, IL: National Council of Teachers of English.

Penrose, A. M., & Katz, S. B. (2004). Writing in the sciences: Exploring conventions of scientific discourse (2nd ed.). Boston: Allyn and Bacon Longman.

Semenza, G. C. (2005). Graduate study for the 21st century: How to build an academic career in the humanities. New York: Palgrave.

Showalter, E., Figler, H., Kletzer, L. G., & Schuster, J. H. (1996). The MLA guide to the job search: A handbook for departments and for PhDs and PhD candidates in English and foreign languages. New York: MLA, 1996. [This is a useful book, but it makes a discriminatory remark about the desirability of hiring nonnative English speakers in the English department.]

Sternberg, D. (1981). How to complete and survive a doctoral dissertation. New York: St. Martin's Press.

Swales, J. M. (2004). Research genres: Explorations and applications. New York: Cambridge University Press.

Swales, J. M., & Feak, C. (2004). Academic writing for graduate students: Essential tasks and skills (2nd ed.). Ann Arbor: University of Michigan Press.

Swales, J. M., & Feak, C. (2000). English in today's research world: A writing guide. Ann Arbor: University of Michigan Press.

Swales, J. M., & Feak, C. (2009). Abstracts and the writing of abstracts. Ann Arbor: University of Michigan Press.

Swales, J. M., & Feak, C. (2011). Navigating academica: Writing supporting genres. Ann Arbor: University of Michigan Press.

This list is not comprehensive, and it is being presented as is without warranty. The views expressed in this book are of the authors and do not necessarily reflect my views. Being listed here does not automatically imply my endorsement, either. I will be updating the list occasionally--whenever I feel like.

Tanita Saenkhum's Dissertation Fellowship!

2012-01-03T23:04:00.000-07:00

Tanita Saenkhum is a recipient of the Graduate College Dissertation Completion Scholarship for Spring 2012. Congratulations, Tanita!

Congratulations, Joseph Ernest Mambu!

2012-01-03T23:01:00.003-07:00

One of my doctoral students, Joseph Ernest Mambu, just told me about his new publication, "English for Advocacy Purposes: Critical Pedagogy’s Contribution to Indonesia," which appeared in the most recent issue of Asia TEFL Journal. Congrats, Joseph. Way to go!

TESOL Doctoral Forum in Philadelphia

2012-01-03T23:00:00.001-07:00

Two of my doctoral advisees, Kacie Marie Kiser and Joseph Ernest Mambu, will be presenting at this year's TESOL Doctoral Forum in Philadelphia. Way to go, Kacie and Joseph!

SSLW 2012 Plenary Speakers Announced

2011-12-19T17:13:00.003-07:00

The list of plenary speakers for SSLW 2012 is now available. They are: Tony Cimasko, Alister Cumming, Given Lee, Paul Kei Matsuda, Christina Ortmeier-Hooper, Karen Power, Tanita Saenkhum, Iona Sarieva, Diane Schallert, Tony Silva, Dan Tannacito, Luxin Yang, and Wei Zhu.

For more information, please visit: http://sslw.asu.edu/2012/presenters.html

Congratulations, Tanita!

2011-12-07T22:34:00.001-07:00

Tanita Saenkum has received 2012 CCCC Chair's Memorial Scholarship. Congratulations, Tanita! Well deserved!

CFP: The 11th Symposium on Second Language Writing

2011-12-04T00:47:00.001-07:00

Call for Proposals

The 11th Symposium on Second Language Writing
"Graduate Study in Second Language Writing"

September 6-8, 2012
Purdue University, West Lafayette, Indiana, USA

The 2012 Symposium Organizing Committee seeks proposals for 20-minute presentations that address various topics within the field of L2 writing--broadly defined.

Any topic related to second language writing theory, research, or teaching is welcome; we especially encourage proposals that seek to challenge the status quo in the field by introducing new topics as well as new theoretical and methodological approaches.

As with all previous Symposium iterations, we are interested in L2 writing issues in any second or foreign language for any age groups in personal, academic, professional and civic contexts. Given the theme of the Symposium, we particularly encourage proposals that address the issue of graduate studies for second language writing teachers and researchers.

To submit your proposal, please use the online proposal submission form available at http://sslw.asu.edu/2012/review/. Proposals must include both a 50-word summary and a 300-word abstract.

Proposals must be received by 23:59:59 on May 1, 2012 (Eastern Daylight Time; UTC-0400). Proposals will be peer reviewed by a panel of experts. Notification of acceptance will be sent out by the end of May 2012.

For more information about SSSL 2012, please visit http://sslw.asu.edu/2012.

We look forward to receiving your proposal!

Tony Silva and Paul Kei Matsuda, Co-Founding Chairs

What is applied linguistics?

2011-11-17T22:11:00.002-07:00

"Applied Linguistics is an interdisciplinary field of inquiry that addresses a broad range of language-related issues in order to improve the lives of individuals and conditions in society. It draws on a wide range of theoretical, methodological, and educational approaches from various disciplines–from the humanities to the social, cognitive, medical, and natural sciences–as it develops its own knowledge-base about language, its users and uses, and their underlying social and material conditions."

--The definition of applied linguistics by the American Association for Applied Linguistics.

Call for paper proposals

2011-10-26T14:52:00.001-07:00

L1 –Educational Studies in Language and Literature
Call for Papers
Special Issue: Plurilingual and intercultural education

The L1-community has long moved away from an exclusive focus on "mother tongue education". Instead, an awareness of diversity in language use and language biographies of learners, of multilingualism in society and plurilingual repertoires of students has risen. Accordingly, monolithic conceptions of culture have been contested and inter- as well as transcultural approaches have been introduced into learning language and literature. In general, the role of languages in learning – including within all school subjects – has been realized more clearly in recent years and has lead to initiatives in teaching practices, curriculum design and research. A symposium at the IAIMTE-conference in Hildesheim this summer (June 2011) took up the theme of plurililingual and intercultural education and brought together researchers from foreign-language-education with researchers in the field of L1 and L2.

More information about this call for papers: see homepage L1 Educational Studies in Language and Literature

Rosa Manchon's New Book

2011-10-11T00:46:00.003-07:00

Learning-to-Write and Writing-to-Learn in an Additional Language

Genre 2012: proposal deadline Oct. 15

2011-10-05T13:35:00.000-07:00

Genre 2012--Rethinking Genre Twenty Years Later:
An International Conference on Genre Studies

Carleton University, Ottawa, Ontario, Canada
June 26-29, 2012

. . . three major traditions of Genre Studies: (a) English for Specific Purposes (ESP), (b) North American/New Rhetorical Studies, and (c) Australian Systemic Functional Linguistics (the Sydney School);

Proposals are due October 15, 2011.

Call for Proposals:

http://www3.carleton.ca/genre2012/call-for-proposals.html

Contact:genre2012@carleton.ca

--
Natasha Artemeva, Ph. D.

Acting Graduate Supervisor
Associate Professor
School of Linguistics and
Language Studies
Carleton University
1125 Colonel By Drive
Ottawa, Ontario
K1S 5B6

Tel.+1 (613) 520-2600 ext.7452
Fax +1 (613) 520-6641
E-mail: natasha_artemeva@carleton.ca
http://www1.carleton.ca/slals/people/artemeva-natasha

Tenure Track Position at UMass Amherst

2011-09-18T17:19:00.000-07:00

From: Haivan Hoang
Subject: Tenure Track Position at UMass Amherst
Date: September 15, 2011 10:26:58 PM EDT
To: Paul Matsuda

Hi Paul:

I thought that you might know folks interested in a position available at UMass Amherst (description below). Note that one of the preferred interests is global literacies/Englishes. Would you mind sharing?

Thanks, and I hope that all is well in your corner of the country!
Haivan

***

UNIVERSITY OF MASSACHUSETTS AMHERST
Assistant Professor, Composition and Rhetoric
Assistant Professor, tenure track, focusing on composition and rhetoric. To direct a campus-wide Writing Center under the guidance of the Director of the University Writing Program and in consultation with the Director of Junior -Year Writing. Teaching load 1/1 while Writing Center Director. Administrative positions rotate among composition/rhetoric faculty. Teaching load is 2/2 when appointee is not Writing Center Director. Research interests in writing pedagogy that intersect with one or more of the following: global literacies/Englishes, writing in the disciplines or professions, multilingual writing/rhetorics, community service learning, writing center theory and practice. New hire will join an active graduate concentration in Composition and Rhetoric, an undergraduate Writing concentration, and a University Writing Program with first-year composition courses as well as junior-year, discipline-specific writing courses. We also have an active National Writing Project site. Qualifications: Firm expectation of Ph.D. in composition/rhetoric by the time of appointment, successful teaching record, evidence of research potential, experience tutoring in and/or directing a writing center, and commitment to participate in an active and energetic department. Salary commensurate with qualifications. Priority deadline: November 15, 2011. Send applications (vita, three letters of recommendation, sample of written work) to Chair, Composition and Rhetoric Search, c/o Meg Caulmare, Department of English, Bartlett Hall, 130 Hicks Way, University of Massachusetts, Amherst, MA 01003-9269. The English Department is committed to active recruitment of a diverse faculty and student body. UMass Amherst is a member of the Five College consortium along with Amherst, Smith, Hampshire, and Mount Holyoke Colleges, and is also a member of the Academic Career Network, a resource for dual career couples. The University of Massachusetts is an Affirmative Action/Equal Opportunity Employer. Women and members of minority groups are encouraged to apply. www.umass.edu/english<http://www.umass.edu/english>

--
Haivan V. Hoang
Director, Writing Program
Associate Professor, Department of English
University of Massachusetts Amherst

Job openings at Miami University > Instructor/Visiting Assistant Professor (ESL Composition) -- 2 positions

2011-06-03T07:34:00.000-07:00

> ESL Job Opportunities at Miami University:
>
> English: Instructor/Visiting Assistant Professor (ESL Composition) (two positions) to teach full load of introductory composition courses to international students; provide departmental committee and program service; opportunity to work with Director of Composition, the ESL Committee and other faculty in shaping and developing ESL composition curriculum and participate in activities related to instructor training, assessment, technology initiatives and program development.
>
> Require: PhD (for appointment as Visiting Assistant Professor), MA (for appointment as Instructor); specialization in TESOL; knowledge of research and/or graduate study in TESOL theory and practices; experience teaching ESL composition courses.
>
> Desire: experience with digital writing instruction and instructional technology. The faculty member will be joining a strong cohort of faculty in rhetoric/composition and ESL in a department with both MA and PhD program in rhetoric/composition and an expanding program in ESL composition.
>
> For more information, see www.units.muohio.edu/comprhet/index.html. Submit letter of application, curriculum vitae, evidence of teaching excellence and contact information for three references to Kerry Powell, Department of English, at English@muohio.edu. Screening of applications begins June 13, 2011 and will continue until the position is filled.
>
> See Chronicle ad for further details -- http://chronicle.com/jobs/0000681433-01.

7th Intercultural Rhetoric and Discourse Conference

2011-05-26T10:46:00.001-07:00

From: ICIC <icic@iupui.edu>
Date: Thu, 26 May 2011 10:42:10 -0700
To: "Butcher, Camilla J" <cjbutch@iupui.edu>
Subject: 7th Intercultural Rhetoric and Discourse Conference

Dear Colleagues,

The Indiana Center for Intercultural Communication (ICIC) announces the 7th Intercultural Rhetoric and Discourse Conference to be held at Indiana University Purdue University (IUPUI) in Indianapolis, IN, August 9-11, 2012.

Call for Papers:

Papers to be presented during concurrent sessions are invited on topics including (but not limited to):

• theoretical and empirical investigations
• writing in school and college
• language and culture specific studies
• writing in business & professional settings
• changing methodologies for research
• orality and literacy connections
• practical applications
• critical approaches to contrastive rhetoric
• teaching and classroom practices

Deadline for Submission: November 1, 2011

Abstracts should be no more than 250 words, typed on a single page. Abstracts should describe papers which will be presented in a 20 minute session, followed by a 10 minute discussion. Send abstract submissions via email to icic@iupui.edu, attention: Dr. Ulla Connor, Conference Planning Chair. Please visit http://liberalarts.iupui.edu/icic/conference/ or call (317) 274-2555 for more information.

Indiana Center for Intercultural Communication
334 N. Senate Avenue, Suite GL-A
Indianapolis, IN 46204
IUPUI, EE GL-A
317-274-2555
317-641-1929 fax
icic@iupui.edu

Job Posting for Lecturer, English/ESL

2011-05-21T00:27:00.001-07:00

Lecturer, English /ESL

Institution: The University of Tennessee
Posted: April 18, 2011
Location: Tennessee
Category: English as a second language, English/ literature
Website: http://www.utk.edu/~english
Salary: View all jobs from this employer
Apply now or Save this job by visiting: http://chronicle.com/jobs/0000676950-01

The University of Tennessee English Department expects to offer a lecturer appointment for a candidate with expertise in ESL, Technical Writing, or Rhetoric, beginning August 2011. This non-tenure-track position is renewable yearly, contingent upon evidence of excellent teaching and the department's staffing needs. Requirements include evidence of effective teaching and Ph.D. in English or related discipline. Salary is $32,000, plus health and retirement benefits and a generous travel allowance. Teaching load is 12 hours per semester, at least half in first-year composition and the remainder in sophomore and, possibly, upper-division courses, subject always to curricular needs and teacher qualifications. Applications are due by May 15 and should include a 1-2 page cover letter, vita, statement of teaching philosophy, three letters of recommendation, and any other brief documentation of teaching ability. Send materials to Misty Anderson Associate
Head Department of English University of Tennessee, Knoxville, TN 37996-0430. For any questions, contact Prof. Anderson by phone (865-974-6930) or by e-mail (manderson@utk.edu). The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or covered veteran status.

ESL Writing Positions

2011-05-21T00:24:00.001-07:00

The Department of English at Purdue University invites applications for Continuing Lecturers for the ESL Writing Program (3 positions available).

We welcome applications from candidates with a demonstrated interest in teaching ESL writing at the college level. The primary duties for each of the three Continuing Lecturer positions we seek to fill include teaching three sections of ENGL 10600-I (Introductory Composition for International Students) per semester. Other duties may involve curriculum and materials development, administrative work, and mentoring new instructors in the program. Successful applicants will have an MA in Teaching English as a Second Language (MATESL) or in a related field, and will have previous teaching experience, preferably in ESL courses. Some administrative experience is desirable but not required. Preference will be given to candidates who have experience working with international students or in international settings.

Continuing Lecturers at Purdue are part of the permanent teaching staff, receive full-time salary during the academic year, and are eligible for medical and retirement benefits. Candidates for this position should send a letter of application, a curriculum vitae, and the names and contact information for three references by June 15, 2011, to --

Search Chair for the ESL Writing Program
Department of English
Heavilon Hall
500 Oval Drive
West Lafayette, IN 47907-2038

Electronic applications and supporting materials will be accepted as attachments in Word and pdf formats and should be sent to itsus@purdue.edu. Review of complete applications begins on June 16 and will continue until the positions are filled. The starting date is August 15, 2011.

A background check will be required for employment in this position. Purdue University is an equal access/ equal opportunity/ affirmative action employer fully committed to achieving a diverse workforce.

FW: Looking for an author for chapter on creative writing L2 pedagogy

2011-05-06T14:23:00.001-07:00

Dear Paul:

I hope this email finds you well.

Tom C. Hunley and I are developing an edited collection with the working title of A Guide to Creative Writing Pedagogies. The collection explores present and future creative writing instruction through chapters each devoted to a single writing pedagogy.

We are looking for possible authors for a chapter on Second Language pedagogy and creative writing. I thought you might know of potential authors for such a chapter. Could you please pass this Call for Chapters (attached to this email for your convenience) to interested parties?

Thank you,
Alex
Alexandria Peary, MFA, MFA, Ph.D.
Associate Professor of English
Department of Humanities, Social Sciences, & Management
Wentworth Institute of Technology
Boston, MA

CFP: TETYC Special Issue on ESL

2011-04-04T11:56:00.001-07:00

Call for Papers: Special TETYC Issue on English as a Second Language in Diverse Genres and Voices

TETYC is pleased to announce a special issue devoted to second language learning and teaching in the context of the first two years of college, community college, and intensive academic ESL programs. We are also interested in hearing from those involved with international education/EFL programs. The issue, to come out in September 2012, will be guest-edited byNatasha Lvovich and Martha Clark Cummings (Kingsborough Community College, CUNY). All submissions are due by September 1, 2011. Please conform to TETYC regular submission guidelines as outlined in all issues of the journal, andsend manuscripts via email attachment (.doc or .docx) to tetyc@wcupa.edu.

We welcome traditional research studies (empirical and quantitative, as well as qualitative/ethnographic/phenomenological) and nontraditional forms of inquiry and creative work (narratives/essays, case studies, teacher diaries, interviews, poems) focusing on second language learning and teaching.

Suggested topics may include but are not limited to:

* studies related to second language acquisition emphasizing the integration of theory and classroom practice
* adult second language learners and the academic process
* immigrant experiences and sociocultural identity in the academic context
* EFL experiences
* curriculum and teaching methodologies
* memory and language performance
* writing in second language
* affectivity and language learning
* teacher training and professional development

We will accept artwork (photographs and drawings, high-resolution graphics files) in the form of thematic projects.

SiSAL Journal

2011-04-03T23:54:00.001-07:00

March, 2011<http://sisaljournal.org/2011/03/31/march-2011/>
thesalc<http://sisaljournal.org/author/thesalc/> | March 31, 2011 at 9:58 am | Categories: Uncategorized<http://sisaljournal.org/?cat=1> | URL: http://wp.me/pJoim-cj

SiSAL Journal

CONTENTS: Volume 2, Number 1, March 2011

* Editorial by Jo Mynard [full text<http://sisaljournal.org/archives/mar11/editorial>] [PDF<https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1kU_KPg-p3-ZmFhOWIxNmUtODY2ZC00ZmNhLWJkZmMtMTJjNDRlNzljYTky&hl=en_GB>]

Articles

* Reading an ESL Writer's Text by Paul Kei Matsuda and Michelle Cox [full text<http://sisaljournal.org/archives/mar11/matsuda_cox>] [PDF<https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1kU_KPg-p3-YjdjMjRjZTgtMDI3Ny00Yjg3LThjYjMtNjJlOTQ4MTA2ZTBk&hl=en_GB>]

* Learning to Foster Autonomy: The Role of Teacher Education Materials by Hayo Reinders and Cem Balcikanli [full text<http://sisaljournal.org/archives/mar11/reinders_balcikanli>] [PDF<https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1kU_KPg-p3-YTJkNGFhMjktOWZhMy00MDI2LTliM2EtNjEzMzc4MmIxNzI5&hl=en_GB>]

Perspectives

* Introducing the Skills of Self-assessment and Peer Feedback by Rania K. Jabr [full text<http://sisaljournal.org/archives/mar11/jabr>] [PDF<https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1kU_KPg-p3-M2NlZGIyMGMtOWFjMS00NmZmLWFjYzMtNDRjNzkyMzMxMzNh&hl=en_GB>]

Summaries

* Lessons Learned while Managing my First Book Club by Holly Marland [full text<http://sisaljournal.org/archives/mar11/marland>] [PDF<https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1kU_KPg-p3-MDJlZGVhZjMtZjhlZS00MDRkLWE0NDgtMzlmYzNjMzZjOGI3&hl=en_GB>]

* Overview of "Splendid Speaking" Website by Peter Travis [full text<http://sisaljournal.org/archives/mar11/travis>] [PDF<https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1kU_KPg-p3-MmE2ZTJlOGUtNDc0OC00NmJjLWEzZjMtNmEwMWEzMjlhY2E1&hl=en_GB>]

Work in Progress

* Learning strategy sheets – supporting advisors and learners by Katherine Thornton [full text<http://sisaljournal.org/archives/mar11/thornton>] [PDF<https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B1kU_KPg-p3-M2EzMzg1NDctMzcyNC00NzRiLTljODQtZjRkN2MyN2FkN2Ni&hl=en_GB>]

上海财经大学英语写作教学与研究国际研讨会

2011-03-31T13:06:00.000-07:00

上海财经大学英语写作教学与研究国际研讨会

发布时间：2011-01-01 09:32 来源：外语系

会议时间：2011年4月15-17日（其中15日报到）

会议地点：上海财经大学

会议主题：不同层次英语写作教学的特点、问题与解决办法

会议主要议题有：大学英语写作、中小学英语写作、写作教学与评测、学术写作、商务写作、写作教材编写、写作教师发展、其他英语写作教学与研究相关课题等。

主题发言：

（1）Dr. Paul Kei Matsuda (Arizona State University，USA): L2 writing in Context

（2）Dr. Danling Fu (University of Florida, USA): 1. English writing instruction in China at pre-college level; 2 Nativeness in English writing

（3）Prof. Cai Jigang (Fudan University): Contrastive study of net-work based peer feedback and teacher feedback of Chinese students’English writing

同时安排国内外专家、与会人员发言、分组讨论。

主题发言人简况：

Paul Kei Matsuda博士，美国亚利桑那州立大学副教授，美国二语写作教学与研究领域著名学者，曾在台湾、香港、泰国、马来西亚、墨西哥等地区和国家讲学。

Danling Fu博士，美国佛罗里达大学教育学院教授，美国中小学二语写作教学与研究著名学者，曾在我国大陆、台湾地区、泰国等国家和地区讲学。

蔡基刚教授，复旦大学外文学院博士生导师，我国大学英语及写作教学与研究领域著名学者。

会议语言：英文或中文。

论文摘要提交：

如果有意做分组发言，请于2011年2月20日前将300词的英语论文摘要通过电子邮件以附件的形式发至邮箱vividgu@163.com，并在主题栏中注明“论文摘要”。摘要审查合格后，组委会将于2010年3月10日之前发出正式邀请，如需听会，请将个人中文简介发送到以上邮箱报名。

会议费用：700元，研究生350元。往来交通及住宿费自理。（住宿费为约200元/间/天）

请您确定好行程后填写回执的相关信息，于2011年3月10前将回执发至邮箱vividgu@163.com。联系人：顾姗姗，电话：13918446909

'Lowering Higher Education' - Inside Higher Ed

2011-02-23T08:24:00.001-07:00

"The corporate model treats students like customers, and as customers they expect services and products for their tuition fees. The services include high grades in return for little effort."

Really? My students are willing to work hard--and they do work hard--when lectures are engaging, when discussion and other activities are facilitated well, and when assignments are meaningful. While I am concerned about many aspects of corporatization, I'm increasingly disturbed by its critics who point fingers at students rather than reflect on their own practices. The customer mentality has its problems, but it may have allowed students to demand what they have always deserved--good teaching.

It's not enough to blame others for lowering higher education; we also need to elevate higher education by improving the quality of teaching.

Symposium on Second Language Writing 2011

2011-02-10T04:06:00.002-07:00

Symposium on Second Language Writing 2011
Writing for Scholarly Publication: Beyond "Publish or Perish"
Howard International House, Taipei, Taiwan
June 9-11, 2011
http://sslw.asu.edu/2011/

ONLINE PREREGISTRATION NOW AVAILABLE!

The 2011 Symposium will be held June 9-11, 2011, in Taipei, Taiwan. Taiwan has long been a major site of second language writing research, and in recent years, it has emerged as one of the growth areas where increasing numbers of researchers and teachers from various disciplinary backgrounds--computer assisted language learning, English for Specific Purposes, literacy studies, rhetoric and composition, and TESOL, among others--are drawn to the topic of second language writing. It is also a context in which the pressure to publish in certain international journals is strongly felt by researchers across the disciplines.

Given the immediate demands in this and many other parts of the world, it seems natural to focus on the practical question of how to publish successfully in international academic journals. This goal continues to be important to second language writing specialists--both as teachers and researchers of written discourse and as active researchers who are subject to the same kind of pressure. Yet, the uncritical and widespread acceptance of the "publish or perish" attitude also perpetuates a problematic situation, in which evaluation criteria and funding resources constrain the knowledge creation process in ways that are not consistent with the goals and values of the fields. While continuing to serve the needs of students and researchers in various disciplines, we second language writing specialists also need to examine larger issues of the politics of knowledge making.

This year's Symposium will seek to move the field beyond the "publish or perish" mentality by bringing together internationally known researchers, teachers, and journal and book editors in writing- and language-related fields the world over to question, resist, challenge, negotiate and overcome institutional expectations for international scholarly publication. In so doing, we hope to generate a better understanding of issues in international scholarly publication that can not only help improve the productivity of researchers from various parts of the world but also to generate new knowledge that can help shape the evaluation system in ways that facilitates the production of truly valuable knowledge.

Plenary Speakers

A. Suresh Canagajarah, Pennsylvania State University, United States
Mary Jane Curry, University of Rochester, United States
Theresa Lillis, Open University, United Kingdom
John Flowerdew, City University of Hong Kong, China
Icy Lee, Chinese University of Hong Kong, China
Hui-Tzu Min, National Cheng Kung University, Taiwan

Invited Speakers

Dwight Atkinson, Purdue University, United States
Diane Belcher, TESOL Quarterly, Georgia State University, United States
Ulla Connor, Indiana University-Purdue University Indianapolis, United States
Neil Johnson, University of Aizu, Japan
Budsaba Kanoksolapathan, Silpakorn University, Thailand
Haiying Feng, Beijing University, China
Becky Kwan, City University of Hong Kong, China
Leo van Lier, Modern Language Journal, Monterey Institute for International Studies, United States
Rosa Manchón, Journal of Second Language Writing, University of Murcia, Spain
Paul Kei Matsuda, Arizona State University, United States
Lourdes Ortega, Language Learning, University of Hawaii, United States
Tony Silva, Purdue University, United States
Paul Thompson, Journal of English for Academic Purposes, University of Birmingham, United Kingdom

For more information, including the online pre-registration form, please visit:
http://sslw.asu.edu/2011/.

Position in second language writing

2011-02-02T10:51:00.001-07:00

Carleton College welcomes applications for the position of Assistant Director of the Writing Center and Coordinator of Second Language Writing<http://jobs.carleton.edu/postings/516>. The Carleton College Writing Center provides assistance to students, regardless of their departments or writing ability by offering free, individual conferences during which student writers may discuss their writing with a trained student consultant. The assistant director provides additional tutorial assistance for second language writers/ELL students of varying skill levels and campus leadership regarding second language writing issues.
From the College's HR webpage: Founded in 1866, Carleton is a private, highly selective liberal arts college with 1950 undergraduates located Northfield, Minnesota, 45 miles south of Minneapolis and St. Paul. Best known for its academic excellence and warm, welcoming campus community, Carleton offers 37 majors<http://apps.carleton.edu/academics/majors/#majors> and 15 concentrations<http://apps.carleton.edu/academics/majors/#concentrations> in the arts, humanities, natural sciences, and social sciences. Carleton is committed to attracting and retaining a diverse group of faculty and staff and offers a comprehensive benefits package. For a summary of benefits please visit the Office of Human Resources Web site<http://apps.carleton.edu/campus/human_resources/>.

The students who come here are generally very bright, interesting, engaged, and motivated. Carleton came out at #8 in the U.S. News and World Report's "Best Colleges 2011."

Essential job duties
• Provide one-on-one writing support for 8-12 second language students each term. This includes work on class papers, portfolios, application essays, comps, and reading strategies.
• Help select, train, assign, and supervise peer tutors, some of whom work as one-on-one second language writing tutors.
• Conduct writing workshops for second language students, International Student Orientation, faculty, and in other contexts, as needed.
• Provide support for faculty in their work with second language students by acting as a consultant, participating in faculty writing workshops, and meeting with academic departments.
• Assess the effectiveness of Academic Support Center's (ASC) one-to-one second language-writing tutoring program.
• Assist the director of the ASC with new writing consultant training and mentoring new and experienced writing consultants.
• Assist the director of the ASC in developing and performing outreach activities, including workshops, information fairs, New Student Week.
• Assist the director of the ASC in an ongoing assessment of student needs, including the development and implementation of Writing Center programs to meet identified needs, and the assessment of program outcomes with a focus on the continuous improvement of content and customer service.

Required Qualifications

• Master's degree in TESL, applied linguistics, or a closely related field.
• Experience in writing center work.
• Experience and demonstrated success in teaching/tutoring academic writing to second language students at the postsecondary level.
• Excellent oral and written communication skills.
• Excellent organizational skills.
• Demonstrated interpersonal skills in working with diverse students, faculty, and staff.
Kathy Evertz, Ph.D., Director
Academic Support Center
Carleton College
B-ASC
One North College St.
Northfield, MN 55057
kevertz@carleton.edu<mailto:kevertz@carleton.edu>
507-222-4015

International Education Week Talks in Japanese Studies

2010-11-11T11:00:00.001-07:00

The Japan Council of Arizona State University presents Talks in Japanese Studies, in Observance of International Education Week

Wednesday, November 17, 2010
5:00 - 6:00 PM, location Languages & Literatures Building (LL), Room 103
Tony Chambers, Professor of Japanese, will present "On Translating Japanese Fiction, Old and New." He'll discuss challenges and strategies in translating classical, twentieth-century, and contemporary Japanese fiction by Ueda Akinari (18th century), Tanizaki (early-mid 20th century), and Hirano Keiichirô (contemporary).

Thursday, November 18, 2010
12:00-1:30, Design South (CDS), Room 13
Paul Kei Matsuda, Associate Professor of English and Applied Linguistics, will present "「キサマはオトコじゃろ！」: Negotiating Identities in Japanese Written Discourse." This presentation will examine an online "diary" written by a Japanese female gamer/cosplayer to explore how individual and social identities can be constructed and negotiated by using various discourse features specific to the Japanese language, such as self-referential pronouns, sentence-final particles and multiple orthographies. His talk is sponsored by:

Applied Linguistics Student Organization
College of Liberal Arts
Department of English
Japanese Graduate Student Association
Symposium on Second Language Writing

Thursday, November 18, 2010
6:15-8:00 PM, Coor 4403
Sybil Thornton, Associate Professor of History, will present "The Cinematics of the Kabuki Stage," on the relationships between the Kabuki theater and film.

Friday, November 19, 2010
11:00 – 12:00 AM, ASU Art Museum, Jules Heller Print Study Room
Sherrie Beadles, art collector, and Laurie Petrie-Rogers, historian and art collector, discuss Lasting Impressions: Japanese Prints from the ASU Art Museum. Beadles and Petrie-Rogers will present "Interpreters of the East: Western Women Artists in Early 20th Century Japan." This discussion will compare and contrast the work of four Western women artists who studied traditional Japanese woodblock printmaking in Japan in the first decades of the 20th century with the work of key Japanese artists of the "shin hanga" (new print) movement. Pioneers of Japonisme, the woodblock prints of these female artists would serve as an early cultural bridge between two worlds. For more information on the exhibit, please visit the ASU Art Museum website <http://asuartmuseum.asu.edu/calendar/viewevent.php?eid=495>.

FW: ESOL Director's Position

2010-11-04T13:42:00.001-07:00

Dear Professor Matsuda,

I am writing at the suggestion of my colleague Ruth Spack, our out-going director, to ask for your help in advertising our search for a new Director of ESOL at Bentley University, Waltham, MA.

I would be most appreciative if you could pass on the link below to anyone who might be interested in applying. We will be interviewing at MLA in January. Bentley is near Boston and is a great place to work! We hope for a robust and diverse pool of candidates.

Here is the link: jobs.bentley.edu/applicants/Central?quickFind=51359

Thank you in advance for your help in publicizing this position.

Best regards,
Linda McJannet
Professor of English and Media Studies
Chair, ESOL Director Search Committee

Mark James's Publication

2010-11-04T13:12:00.000-07:00

Mark A. James, a colleague of mine at ASU, just published a piece in the Journal of Second Language Writing.

James, M. A. (2010). An investigation of learning transfer in English-for-general-academic-purposes writing instruction. Journal of Second Language Writing, 19(4), 183-206.

Congratulations, Mark!

CFP: Participating in Academic Publishing: Consequences of Linguistic Policies and Practices

2010-10-30T20:44:00.001-07:00

Call for Papers on Participating in Academic Publishing: Consequences of Linguistic Policies and Practices

Language Policy is planning a thematic issue on how policies at local, national, and transnational levels are enacting and enforcing the high status of English academic publishing and the impact of such policies on scholars and students, research and teaching, and institutional practices in different geographical contexts. English is often viewed as the lingua franca of scholarly publishing in many disciplines, particularly in the sciences and social sciences. The rise of English as the presumed global medium of scholarly publication has resulted in both obvious and less obvious consequences for individual scholars and for the enterprise of knowledge production. We invite empirical and theoretical papers that examine the effects and enactments of these policies and explore the consequences for knowledge making globally.

Deadline for abstracts: April 15, 2011

For consideration for this issue, please send an abstract of up to 300 words to Mary Jane Curry (mjcurry@warner.rochester.edu <mailto:mjcurry@warner.rochester.edu> ), who will co-edit the issue with Theresa Lillis. For empirical papers, the abstract should identify the geolinguistic context of the research, the research question/focus, the theoretical framing, and a synopsis of findings. For theoretical papers, the abstract should describe the issue under consideration, the theoretical framing, and the conclusions to be drawn. If the abstract is accepted, you will be invited to submit a paper due January 1, 2012, which will undergo normal peer review procedures. The issue is scheduled for publication in early 2013. Language Policy is a peer-reviewed journal included in the Institute for Scientific Information (ISI) database. For more information on the journal, please see: http://www.springer.com/linguistics/applied+linguistics/journal/10993 <http://www.springer.com/linguistics/applied+linguistics/journal/10993>

CFP: 2011 Rhetoric Conference at Penn State

2010-10-28T11:02:00.000-07:00

Call for Proposals (due February 15, 2011): 22nd Penn State Conference on Rhetoric and Composition – Rhetoric and Writing Across Language Boundaries, July 10-12, 2011.

Join your peers for the 22nd Penn State Conference on Rhetoric and Composition <http://www.outreach.psu.edu/programs/rhetoric/?cid=8>, titled "Rhetoric and Writing across Language Boundaries."

This year's conference will focus on defining a multilingual rhetoric and writing practice. Featured speakers include leading scholars who address multilingualism in their research and scholarship.

The program committee invites proposals for papers focusing on the questions above, or on any subject that provides fresh perspectives on multilingualism in rhetoric and composition. As was the case in previous conferences, the papers presented in the conference will be considered for inclusion in a book to be published on this subject.

Submit carefully written abstracts (250 words) that include your name, paper title, professional affiliation, institution name, mailing address, preferred e-mail address and phone number, via e-mail attachment to rhetoric2011@outreach.psu.edu <mailto:rhetoric2011@outreach.psu.edu> .

Proposals are due February 15, 2011. For more information please visit our Call for Proposals page at www.outreach.psu.edu/programs/rhetoric/proposals. <http://www.outreach.psu.edu/programs/rhetoric/proposals.html?cid=9>

During April 2011 you will receive e-mail notification regarding acceptance of your abstract.

Please bookmark our Web site, www.outreach.psu.edu/programs/rhetoric <http://www.outreach.psu.edu/programs/rhetoric/?cid=8> , which will be updated in the future to contain all the conference information, including detailed schedule and online registration.

CFP: Conference on Genre Studies

2010-10-27T18:45:00.000-07:00

Save the Dates! June 26-29, 2012

The 2012 International Conference on Genre Studies:
Rethinking Genre--Twenty Years Later
Carleton University, Ottawa, Ontario, Canada

The conference aims to continue a long-running discussion that originated with the first international conference on genre studies, “Rethinking Genre,” organized by Aviva Freedman and Peter Medway and held at Carleton University in 1992.
The goal of the conference is to

create a dialogue among three prevalent traditions of genre studies: (a) English for Specific Purposes (ESP), (b) North American New Rhetoric Studies, and (c) Australian Systemic Functional Linguistics (the Sydney School);
present recent developments in each of these three traditions, with respect to writing in academic, workplace, and community settings;
explore convergences among the three traditions; and
provide a communicative space for discussion of other possible approaches to genre studies.

The keynote speakers at the conference will be Jim Martin, Chuck Bazerman, David Russell, Cathy Schryer, Ken Hyland, and Vijay Bhatia.

Watch for our call for proposals in the spring of 2011.

Please send any questions you might have about the conference to this e-mail address: Genre2012@carleton.ca

The organizing group:

Natasha Artemeva
Jaffer Sheyholislami
Graham Smart

ASU Applied Linguistics Students at AAAL and NAPAR

2010-10-21T17:28:00.001-07:00

These doctoral students in ASU’s doctoral program in Applied Linguistics will be presenting at the American Association for Applied Linguistics (AAAL) annual meeting in Chicago:

Eduardo H. Diniz de Figueiredo, paper "Portuguese only: A discourse analysis of Proposition 1676/1999 in Brazil."

Man-chiu Lin, paper “Asian marriage migrants mothering in their second language: Challenges and missed opportunities for heritage language maintenance in Asian transnational families.”

Lusia Nurani, poster “The effect of mother’s attitudes toward Indonesian in relation to children’s language shift from Indonesian to English.”

Matthew J. Hammill, Eduardo H. Diniz de Figueiredo, Daisy Fredricks, and Man-chiu Lin, paper “Pre-service teacher preparation in a restrictive language policy context: The case of Arizona."

Congratulations, everyone. See you in Chicago!

CFP: 2011 Symposium on Second Language Writing in Taiwan

2010-10-18T11:37:00.000-07:00

Please circulate this call for papers widely. Proposals on any topic related to second language writing is welcome. (The theme is mostly for plenary speakers.)

Symposium on Second Language Writing 2011
Taipei, Taiwan, June 9-11, 2011

Call for Proposals

The 2011 Symposium Organizing Committee seeks proposals for 20-minute presentations that address various topics within the field of L2 writing—broadly defined. Any topic related to second language writing theory, research, or teaching is welcome; we especially welcome proposals that seek to challenge the status quo in the field by introducing new topics as well as new theoretical and methodological approaches.

As with all previous nine Symposium iterations, we are interested in L2 writing issues in any second or foreign language for any age groups in personal, academic, professional and civic contexts. Given the theme of the Symposium, we particularly encourage proposals that address the issue of writing for scholarly publication from a critical perspective.

To submit your proposal, please use the online proposal submission form available at: http://sslw.asu.edu/2011/openconf/ . Proposals must include both an abstract (limited to 300 words, including references) and a proposal summary (50 words).

Proposals must be received by 23:59:59 on November 15, 2010 (Taipei Time; GMT+08:00). Proposals will be peer reviewed by a panel of experts. Notification of acceptance will be sent out by the end of December 2010.

For more information about SSLW 2011, please visit: http://sslw.asu.edu/2011/ .

We look forward to receiving your proposal!

Paul Kei Matsuda and Tony Silva, Chairs
Yichun Liu and Yuching Jill Yang, Associate Chairs
Wu-chang Vincent Cheng and Chiou-lan Chern, Local Chairs

Position for Associate Professor Rhetoric and Composition

2010-10-13T21:43:00.001-07:00

Associate Professor in Rhetoric and Composition

The Department of English at Arizona State University (ASU) (http://www.asu.edu/clas/english) <http://www.asu.edu/clas/english)%20seeks> seeks associate professor and scholar-teacher in rhetoric and composition with recognized body of scholarship related to curriculum development in rhetoric and writing appropriate to rank. The Rhetoric and Composition faculty contribute to realizing ASU’s profile as a New American University. Required: PhD in Rhetoric and Composition or related discipline; College-level teaching experience and student mentoring appropriate to rank; recognized body of scholarship in rhetoric/composition/writing appropriate to rank; established record in curriculum development for rhetoric/composition/writing relevant to upper-division undergraduate level; and evidence of department, college, community and/or professional service appropriate to rank. Desired: experience teaching upper division undergraduate and graduate courses in rhetoric and composition; experience and scholarship in writing program design or writing curriculum design and assessment; experience and scholarship related to online writing instruction, multi-media writing curricula, community-based writing curricula, and/or workplace writing curricula; demonstrated commitment to community engagement, place-based inquiry, and use-inspired research consistent with mission of a New American University. Teaching load 2/2 for track faculty with significant research agenda. Teaching opportunities are at undergraduate, Master’s, and PhD levels.

Applicants must send: Cover letter, curriculum vita, and three letters of recommendation electronically to: https://academicjobsonline.org/ajo/ASU/Department%20of%20English <https://academicjobsonline.org/ajo/ASU/Department%20of%20English>

Application Deadline (no faxes or e-mails): Deadline November 12, 2010; if not filled, then every Monday thereafter until search is closed. Background check required for employment. ASU is an affirmative action/equal employment opportunity employer committed to excellence through diversity. Women and minorities are encouraged to apply.

The illustrated guide to a Ph.D.

2010-10-12T05:55:00.000-07:00

The illustrated guide to a Ph.D.

Job Ad: Assistant Professor in Applied Linguistics and TESOL

2010-10-08T13:16:00.001-07:00

Assistant Professor in Applied Linguistics and TESOL

Required: Ph.D. in applied linguistics, TESOL or closely related field by the time of appointment; university or college level teaching experience appropriate to rank; ability to develop and teach graduate and undergraduate courses in applied linguistics and TESOL; ability to advise master’s and doctoral students; and a demonstrated and compelling promise of ongoing, high-quality scholarship in any area of applied linguistics and TESOL.

Desired: Expertise in one or more of the following areas: sociocognitive SLA; corpus analysis; genre analysis; pedagogical grammar; qualitative research methodology; sociocultural theory; language testing.

Applicants must send: Cover letter, curriculum vitae and three letters of recommendation electronically to: https://academicjobsonline.org/ajo/ASU/Department%20of%20English (no faxes or e-mails).

Application Deadline: All documents must be received by November 15, 2010; if not filled, then every Monday thereafter until the search is closed. All applications will be acknowledged. A background check is required for employment. Arizona State University is an equal opportunity/affirmative action employer committed to excellence through diversity. Women and minorities are encouraged to apply.

Friday, September 10, 1:30-3:00. Applied Linguistics Speaker Series Presents: Dr. Fredricka Stoller, Northern Arizona University

2010-08-29T17:48:00.002-07:00

Interesting Hong Kong WPA position

2010-07-28T02:47:00.001-07:00

Paul, I would appreciate any suggestions or pass-alongs you might have for
this extremely interesting position--especially for for people with
second-language writing experience.
Chuck

From: Charles Bazerman <bazerman@education.ucsb.edu>
Date: Tue, 27 Jul 2010 00:13:55 -0700
To: WPA-L <wpa-l@asu.edu>
Cc: <enrodney@cityu.edu.hk>
Subject: Interesting Hong Kong WPA position

Please distribute the job announcement below (and attached) as broadly as
possible.

This extremely interesting position is part of a basic reformulation of
undergraduate education throughout Hong Kong, where a fourth year is being
added at the freshman level and focused on general education and English
language. University instruction in Hong Kong is English medium, though
three quarters of the students have been to Chinese-medium high-schools, so
this new freshman year is an extremely important transition for the
students.

I have been working as External Adviser to City University, which is taking
this restructuring as an opportunity to add a two-term freshman composition
sequence, with the first term being a general course, and the second term a
set of discipline specific options. The first-term course is built around
the publication of e-zines, focused on local topics chosen by the students,
with descriptive, problem analysis, and proposed solution articles. City
University has long been the leader of English Language Education and
English for Specific Purposes in the entire East Asian region, and this
composition-style approach it is taking will again provide leadership for
the entire region. The Department, Colleagues in other faculties, the
administration is supportive of the changes, and many WAC-like elements are
already in place through prior English for Specific Purposes initiatives. So
this is a position where one could make a real difference for the campus,
the city, and the entire region.

The university has excellent, modern facilities, and you will find in this
department knowledgeable and sophisticated colleagues from many nations.
Hong Kong is a vibrant city with fantastic food, and it is an excellent hub
for making connections throughout Asia&lsqauo;as well as being a great base for
tourism. As the ad says, the pay is excellent, far above what one would get
in the States at a comparable career level. For the right person this will
be an extraordinary opportunity.

Chuck Bazerman

Assistant/Associate Professor (tenure-track) for writing program at City
University, Hong Kong

City University Department of English invites applications for an important
and challenging position as a teacher of writing at the faculty rank of
Assistant or Associate Professor. This is a full-time appointment beginning
July 1, 2011 (or sooner if possible) The position carries an excellent
salary plus full medical and other benefits, and is on a tenure-track basis.
A PhD in English, Rhetoric/Composition, or a related field along with a
strong and ambitious research agenda is required for this position.
Experience and background in the teaching of writing to ESL students is
desirable.

The appointee will assist in setting up and administering a first-year
program in composition and professional writing. Responsibilities will
include curriculum development, faculty development, and coordination.
Workload will accommodate these responsibilities, and the Department has
strong administrative staff support. We anticipate further hiring to meet
the needs of the program and eventual development of an appropriately
staffed English Across the Curriculum initiative.

This is an excellent opportunity for well-qualified and enthusiastic
academic to join a leading Asian university located in an exciting, safe,
and vibrant multi-cultural city. By international standards, the salary for
this position is outstanding, and the opportunities for professional
development are considerable. The Department of English at City University
is a leading centre for research and teaching in the field of English
studies. The Department¹s website can be accessed at
http://www.english.cityu.edu.hk/.

If you are interested in the position, please send a statement of
administrative experience and vision, a writing sample, a current CV, and
names of three references to Dr Rodney Jones, at enrodney@cityu.edu.hk.
Applications will be accepted until the position is filled, with first
review beginning October 1, 2010.

CFP: Journal of Writing Research Special issue on Peer Review Interaction

2010-07-09T11:33:00.001-07:00

Journal of Writing Research
Special Issue on
Redesigning Peer Review Interactions Using Computer Tools
Call for Papers

Peer review has long been a component of writing education, although often informally implemented in classrooms with mixed results. More recently, web technologies have enabled more regular use of formal peer review methods in a broad cross-section of classes across many disciplines. This transition enables computers to play new roles in writing, now supporting the peer review process rather than just the writing process. With new computer tools, for example, the following elements can be changed: how reviewers are matched with authors, how reviewers interact with each other, how reviewers interact with authors, how instructors interact with reviews, how instructors interact with other instructors about writing assignments, and how authors provide feedback on the reviews.

Submissions are invited for a special issue of The Journal of Writing Research <http://www.jowr.org/special.html> (JoWR) on using computer tools to support peer review of writing and to improve learning outcomes. Specifically, the special issue will focus on changing the interactions among peer reviewers, authors and instructors. JoWR is a new international peer reviewed journal that publishes high quality theoretical, empirical, and review papers covering the broad spectrum of writing research. Any of the elements listed above are appropriate for submission to this special issue. Authors are encouraged to contact the guest editors to discuss suitability for submission.

Submissions are to be made through the online system for the Journal. Include “Special Issue-Peer Review” at the front of the paper title.

Initial submissions: October 1, 2010
Review completed by: December 1, 2010
Revisions by: February 1, 2010

Guest Editors                                                JoWR Action Editor
Christian Schunn (schunn@pitt.edu)                   Luuk Van Waes
Kevin Ashley (ashley@pitt.edu)                          University of Antwerp
Ilya Goldin (goldin@pitt.edu)
University of Pittsburgh

____
UNIVERSITEIT ANTWERPEN | UNIVERSITY OF ANTWERP
Stadscampus | City Campus

Luuk Van Waes
Faculteit Toegepaste Economische Wetenschappen | Faculty of Applied Economics
Departement Management | Department of Management
Prinsstraat 13 (Z 503)
B 2000 Antwerpen
België | Belgium

t. +32 (0) 3 265 51 59
f. +32 (0) 3 265 50 79
http://www.ua.ac.be/luuk.vanwaes <http://www.ua.ac.be/luuk.vanwaes>
http://www.jowr.org <http://www.jowr.org/>

<http://webh01.ua.ac.be/lvanwaes>

CFP: Symposium on Second Language Writing 2011

2010-06-23T10:13:00.000-07:00

The 2011 Symposium Organizing Committee seeks proposals for 20-minute presentations that address various topics within the field of L2 writing--broadly defined. Any topic related to second language writing theory, research, or teaching is welcome; we especially welcome proposals that seek to challenge the status quo in the field by introducing new topics as well as new theoretical and methodological approaches.

As with all previous nine Symposium iterations, we are interested in L2 writing issues in any second or foreign language for any age groups in personal, academic, professional and civic contexts. Given the theme of the Symposium, we particularly encourage proposals that address the issue of writing for scholarly publication from a critical perspective.

To submit your proposal, please use the online proposal submission form (http://sslw.asu.edu/2011/openconf/openconf.php). Proposals must include both an abstract (limited to 300 words, including references) and a proposal summary (50 words).

Proposals must be received by 23:59:59 on October 15, 2010 (Taipei Time; GMT+08:00). Proposals will be peer reviewed by a panel of experts. Notification of acceptance will be sent out by around December 2010.

For more information about SSLW 2011, please visit: http://sslw.asu.edu/

We look forward to receiving your proposal!

Paul Kei Matsuda and Tony Silva, Chairs
Yichun Liu and Yuching Jill Yang, Associate Chairs
Wu-chang Vincent Cheng and Chiou-lan Chern, Local Chairs

CFP: Special TETYC Issue on English as a Second Language in Diverse Genres and Voices

2010-06-23T10:04:00.000-07:00

Special TETYC Issue on English as a Second Language in Diverse Genres and Voices
National Council of Teachers of English
contact email: tetyc@wcupa.edu

Teaching English in the Two Year College (TETYC) is pleased to announce a special issue devoted to second language learning and teaching in the context of the first two years of college, community college, and intensive academic ESL programs. We are also interested in hearing from those involved with international education/EFL programs. The issue, to come out in September 2012, will be guest-edited by Natasha Lvovich and Martha Clark Cummings (Kingsborough Community College, CUNY). All submissions are due by September 1, 2011. Please conform to TETYC regular submission guidelines as outlined in all issues of the journal, and send manuscripts via email attachment (.doc or .docx) to tetyc@wcupa.edu.

We welcome traditional research studies (empirical and quantitative, as well as qualitative/ethnographic/phenomenological) and nontraditional forms of inquiry and creative work (narratives/essays, case studies, teacher diaries, interviews, poems) focusing on second language learning and teaching.

Suggested topics may include but are not limited to:

•    studies related to second language acquisition emphasizing the integration of theory and classroom practice
•    adult second language learners and the academic process
•    immigrant experiences and sociocultural identity in the academic context
•    EFL experiences
•    curriculum and teaching methodologies
•    memory and language performance
•    writing in second language
•    affectivity and language learning
•    teacher training and professional development

We will accept artwork (photographs and drawings, high-resolution graphics files) in the form of thematic projects.

World Englishes 2010, Vancouver, Canada

2010-06-15T16:43:00.001-07:00

FINAL CONFERENCE PROGRAM AND REGISTRATION ANNOUNCEMENT
WORLD ENGLISHES 2010
JULY 25 - 27
VANCOUVER, CANADA
http://www.worldenglishesvancouver2010.com/index.html

The 16th Annual Conference of the International Association for World
Englishes (IAWE 16) is being hosted by Simon Fraser University at the Morris
J. Wosk Centre for Dialogue in Vancouver, Canada from July 25 to 27, 2010.

The conference program and registration information is available via the
conference website.

The conference theme is:

World Englishes Today: A Critical Reevaluation of Theory, Methodology, and
Pedagogy in Global Contexts

The following plenary speakers will address this year's annual meeting:

- Dr. Braj B. Kachru, University of Illinois at Urbana-Champaign, USA:
'World Englishes Today: Panditocracy vs. Pragmatic Reality'

- Dr. Sue Wright, University of Portsmouth, UK:
'English and Europe: The Legacies Of Nationalism, the Requirements of
Europeanisation and the Influence of Globalisation'

- Dr. Nkonko Kamwangamalu, Howard University, Washington, D.C., USA:
'English in Language Policy and Ideologies in Africa: Challenges and
Prospects for Vernacularization'

In addition, focus lectures will be given by:

- Dr. Yamuna Kachru, University of Illinois at Urbana-Champaign, USA:
'World Englishes and Corpus Linguistics'

- Dr. Murray Munro, Simon Fraser University, Vancouver, Canada:
'How Accents Do and Don't Matter: The Role of Pronunciation in
Communication'

- Dr. Elizabeth Martin, California State University, San Bernardino, USA:
'Seducing the French with English: Bilingual Advertising Practices in
France'

- Dr. Jamie Shinhee Lee, University of Michigan-Dearborn, USA:
'English for Entertainment: Accidental and Not-so-accidental Humor On Korean
TV'

For further information regarding the conference, please visit the IAWE 2010
Conference website.

Dr. Suzanne K. Hilgendorf
Associate Professor, Dept. of Linguistics
Chair, Organizing Committee for the 2010 World Englishes
Conference (July 25-27 in Vancouver)
Simon Fraser University
8888 University Drive
Burnaby, British Columbia V5A 1S6
CANADA

tel: 778-782-8583
fax: 778-782-5659
e-mail: skh7@sfu.ca

SSLW 2011 Update

2010-06-12T02:26:00.000-07:00

Here is an update on the 2011 Symposium on Second language Writing.

The 2011 Symposium on Second Language Writing has been tentatively scheduled for June 9-11, 2011 in Taipei, Taiwan. The theme for SSLW 2011 will be “Writing for Scholarly Publication: Beyond Publish or Perish.”

As always, the Symposium will feature internationally recognized experts on second language writing to address various issues related to the theme. There will also be several workshops on writing for publication.

An open call for proposals will be available in September. Any topic related to second language writing is welcome!

Please mark your calendar and spread the word. Hope to see many of you in Taiwan!

Paul

Paul Kei Matsuda, Co-Founding Chair
Symposium on Second Language Writing
http://sslw.asu.edu/

P.S. The photos from SSLW 2010 in Murcia, Spain, are available at:
http://www.flickr.com/photos/pmatsuda/collections/72157622787167530/

NCTE Statement on the Removal of Designated Teachers from ELL Classrooms in Arizona

2010-06-10T01:18:00.000-07:00

NCTE Statement on the Removal of Designated Teachers from ELL Classrooms in Arizona
The effects of a new Arizona Department of Education policy are reverberating in the literacy education community. According to numerous reports, the Department has told school districts that teachers whose spoken English it deems to be heavily accented or ungrammatical must be removed from classes for students still learning English.

This edict is dangerously misguided. Confirmed by research and by policy positions adopted by the National Council of Teachers of English, what matters most in teaching non-native ELLs is not elocution or adherence to a single dialect or speech pattern. What matters most is understanding students and the dynamics of language learning.

Teachers who have deep roots in the culture and linguistic experiences of their students are well equipped for success in teaching English, regardless of their spoken dialect or accent. A recent NCTE position paper on “The Role of English Teachers in Educating English Language Learners (ELLs) <http://www.ncte.org/positions/statements/teacherseducatingell> ” emphasizes the importance of empathy, connections to ELL students’ families and culture, and innovative teaching methods:

Knowledge of the students is key to good teaching. Because teachers relate to students both as learners and as children or adolescents, teachers must establish how they will address two types of relationships, what they need to know about their students, and how they will acquire this knowledge. The teacher-learner relationship implies involvement between teachers and students around subject matter and language and literacy proficiency in both languages. Adult-child relationships are more personal and should include the family. Focusing on both types of relationships bridges the gap between school and the world outside it, a gap that is especially important for many bilingual students whose world differs greatly from school.

The NCTE position paper further asserts that all teachers of ELL students in all content-area subjects must provide effective instruction for students developing academic proficiency in English by:

Recognizing that second language acquisition is a gradual developmental process and is built on students’ knowledge and skill in their native language;
Providing authentic opportunities to use language in a nonthreatening environment;
Teaching key vocabulary connected with the topic of the lesson;
Teaching academic oral language in the context of various content areas;
Teaching text- and sentence-level grammar in context to help students understand the structure and style of the English language;
Teaching the specific features of language students need to communicate in social as well as academic contexts.

Teaching English language learners well is difficult. The urgent need for more highly-adept teachers to meet the demand is what makes the Arizona ban so invidious: teachers who may best understand the cultural and family dynamics of their ELL students, who are living the gradual developmental process that characterizes second language acquisition, are barred from the classrooms where they are needed most.

We would have a different problem had the Arizona guideline directed re-assignment of teachers of ELL students

who are unsuccessful at teaching academic oral content in math, science, social studies, or the arts;
who fail to teach key vocabulary or grammar in the context of helping students understand English for school or other purposes;
who are unable to provide authentic challenges for applying language to solve problems in the lives of students or their families.

There would still be fewer ELL teachers in Arizona classrooms, but those missing wouldn’t be identified by their accents. We would be focusing on the real problem: competence.

If the Arizona Department of Education wants to upgrade the quality of instruction for English language learners, it could heed the need for professional knowledge among all teachers about how to serve ELL students. Based on research, NCTE's policy states that:

The majority of ELLs are in mainstream classrooms taught by teachers with little or no formal professional development in teaching ELL students (Barron & Menken, 2002; Kindler, 2002). Many teachers are not adequately prepared to work with a linguistically diverse student population (American Federation of Teachers, 2004; Fillmore & Snow, 2002; Gándara, Rumberger, Maxwell-Jolly, & Callahan, 2003; Menken & Antunez, 2001; Nieto, 2003).

NCTE encourages English teachers to collaborate and work closely with ESL and bilingual teaching professionals who can offer classroom support, instructional advice, and general insights into second language acquisition. School administrators should support and encourage teachers to attend workshops and professional conferences on bilingual learners, particularly in the areas of reading and writing.

It’s time to put sound educational principles ahead of misguided cultural assumptions. We have real work to do unlocking the miraculous potential of a generation of ELL students. Let’s use what educators know about language learning to make decisions about fostering the literacy skills of all students.
Kent Williamson, Executive Director
National Council of Teachers of English
800-369-6283 (ext. 3601)
Shape the future of literacy education by joining NCTE: http://www.ncte.org/store/membership

Migration Complete

2010-04-28T00:31:00.002-07:00

At least they made it relatively painless. And I can still use my original template. I even figured out how to remove the nav bar. Back in business.

This blog has moved

2010-04-27T23:05:00.001-07:00

This blog is now located at http://dissoilogoi2.blogspot.com/.
You will be automatically redirected in 30 seconds, or you may click here.

For feed subscribers, please update your feed subscriptions to
http://dissoilogoi2.blogspot.com/feeds/posts/default.

Changes

2010-04-27T21:07:00.004-07:00

To my dismay, Blogger decided to stop supporting the FTP upload function, which means I can no longer use Blogger to keep updating this site as it is designed. This is one of the major disadvantages of Web 2.0--you are at the mercy of the host/provider.

Blogger offers the option of migrating to the hosted site. I'm reluctant to make the switch, but I don't know if I can afford the time to develop a new blog site, so I guess I'll just do as I'm told and then think about the next step.

A big sigh.

World Englishes 2010, Vancouver, Canada - 3rd and Final Call for Papers

2010-02-16T12:50:00.000-07:00

3rd AND FINAL CALL FOR PAPERS
WORLD ENGLISHES 2010
JULY 25 - 27
VANCOUVER, CANADA

Full Title: 16th Annual Conference of the International Association for World Englishes
Short Title: IAWE 16

Date: 25-July-2010 – 27-July-2010
Location: Simon Fraser University Morris J. Wosk Centre for Dialogue
Contact Person: Suzanne K. Hilgendorf
Meeting Email: iawe2010@sfu.ca
Web Site: http://www.worldenglishesvancouver2010.com/index.html

Linguistic Field(s): General Linguistics; Sociolinguistics

Subject Language(s): English (eng)

Call Deadline: 28-Feb-2010

Meeting Description:

The 16th Annual Conference of the International Association for World Englishes (IAWE 16) is being hosted by Simon Fraser University at the Morris J. Wosk Centre for Dialogue in Vancouver, Canada from July 25 to 27, 2010.

The conference theme is

WORLD ENGLISHES TODAY: A CRITICAL REEVALUATION OF THEORY, METHODOLOGY, AND PEDAGOGY IN GLOBAL CONTEXTS

The following plenary speakers will address the conference. The general topics of their talks are noted in parentheses.

- Dr. Braj B. Kachru, University of Illinois at Urbana-Champaign, USA (title: World Englishes Today: Panditocracy vs. Pragmatic Reality)

- Dr. Sue Wright, University of Portsmouth, UK (title: English and Europe: The Legacies of Nationalism, the Requirements of Europeanisation and the Influence of Globalisation)

- Dr. Nkonko Kamwangamalu, Howard University, Washington, D.C., USA (title: English in Language Policy and Ideologies in Africa: Challenges and Prospects for Vernacularization)

In addition, focus lectures will be given by

- Dr. Yamuna Kachru, University of Illinois at Urbana-Champaign, USA (title: World Englishes and Corpus Linguistics)

- Dr. Murray Munro, Simon Fraser University, Vancouver, Canada (title: How Accents Do and Don't Matter: The Role of Pronunciation in Communication)

- Dr. Elizabeth Martin, California State University, San Bernardino, USA (title: Seducing the French with English: Bilingual Advertising Practices in France)

- Dr. Jamie Shinhee Lee, University of Michigan-Dearborn (title: English for Entertainment: Accidental and Not-so-accidental Humor on Korean TV)

3rd and Final Call for Papers

The IAWE 2010 Organizing Committee invites proposals for individual presentations (20 minutes + 10 minutes for discussion) on any area of research related to World Englishes. Abstracts addressing the conference theme--World Englishes Today: A Critical Reevaluation of Theory, Methodology, and Pedagogy in Global Contexts--are particularly welcome. In addition to the topics of theory, methodology, and pedagogy, papers may address other areas of relevance for World Englishes scholarship. These include, but are not limited to, the following:
- globalization and World Englishes
- English in the Outer Circle and the Expanding Circle
- the regional/national impact of World Englishes in, e.g., Asia, Africa, and also Europe, South America
- the changing status of varieties of English (FL → L2 → L1)
- literary creativity
- World Englishes and the media and/or pop culture
- World Englishes in business and/or advertising
- issues of identity and World Englishes
- specific varieties of World Englishes and their structural features

Given the location of the conference this year in Vancouver, we also welcome submissions dealing specifically with issues concerning English use in Canada.

Interested scholars, graduate students, and instructors may submit individual proposals of a maximum of 300 words, including title and references. Proposals must be submitted on-line via the following link: http://linguistlist.org/confcustom/WE2010Vancouver.

The deadline for submissions is 28 February 2010.
Notification of acceptance will be sent via e-mail beginning 31 March 2010.

For further information regarding the conference, i.e., registration and accommodations, please visit the IAWE 2010 Conference website: http://www.worldenglishesvancouver2010.com/index.html.

Dr. Suzanne K. Hilgendorf
Associate Professor, Dept. of Linguistics
Review Editor, _World Englishes_
Chair, Organizing Committee for the 2010 World Englishes
Conference (July 25-27 in Vancouver)
Simon Fraser University
8888 University Drive
Burnaby, British Columbia V5A 1S6
CANADA

tel: 778-782-8583
fax: 778-782-5659
e-mail: skh7@sfu.ca
personal homepage: http://suzannehilgendorf.awardspace.com/
2010 World Englishes Conference: http://worldenglishesvancouver2010.com/index.html

Writing Research Across Borders II International Travel Fellowship

2010-01-29T12:57:00.001-07:00

Writing Research Across Borders II International Travel Fellowship Conference Web Site: http://www.writing.ucsb.edu/wrconf11/

George Mason University (in the Washington D.C./Northern Virginia area) February 17-20, 2011

The Writing Research Across Borders (WRAB) II conference aims to bring together writing researchers from across the globe to share their findings and to set new research agendas. As in past years, this conference will focus on writing development across the lifespan, including the impact of new technologies on learning to write, early acquisition of writing, writing across grade levels (K-20), writing in the disciplines and professions, and writing in the workplace or other community and institutional settings. We encourage work from diverse disciplinary, theoretical, and methodological perspectives which are grounded in empirical research.

To support the international nature of this conference, WRAB II will be offering a limited number of competitive fellowships to participants whose home institutions are located outside of the U.S. Fellowships will be provide differing levels of support (from registration fees to travel reimbursement) based on need, merit, and available budget.

To apply for a fellowship, a candidate should submit:

* a conference proposal (see attached guidelines)

* full contact information, including home institution

* a statement of no more than 500 words explaining the value of attendance, financial need, and other obstacles to attendance.

Please send to: writing@education.ucsb.edu.

Applications will be reviewed by members of the conference planning and scientific committees.

************

Call for Proposals: Writing Research Across Borders II http://www.writing.ucsb.edu/wrconf11/cfp.html

February 17-20, 2011

George Mason University

Washington D.C./Northern Virginia

Proposal Deadline May 3, 2010

As societies become more knowledge-intensive and communication technologies draw us more closely together, the importance of writing in economic, scientific, civic, personal, and social development becomes more apparent. Correspondingly, the imperative to conduct research on writing in schools and the workplace, in relationship to learning and development, and in all aspects of our lives has invigorated work among scholars in all regions of the world. The conference Writing Research across Borders II will provide an opportunity for researchers to share their findings and set research agendas for the coming years.

Continuing the success of the three previous international research conferences held at the University of California, Santa Barbara, the 2011 Writing Research Across Borders II will be held at George Mason University in the Washington D.C./Northern Virginia area. We invite proposals that will continue to deepen the cross-disciplinary, international dialogues across the many different domains of writing research.

As in past years, this conference will focus on writing development across the lifespan, including the impact of new technologies on learning to write, early acquisition of writing, writing across grade levels (K-20), writing in the disciplines and professions, and writing in the workplace or other community and institutional settings. We invite proposals presenting research in these areas. We also invite proposals on any other areas of writing use and practice, such as writing in progressive or large scale educational programs, or proposals that link writing research and policies. We welcome papers raising methodological issues about researching writing. We invite work from any research tradition that is grounded in the tradition’s previous research and pursues the methodical gathering of qualitative or quantitative data appropriate to its claims.

Proposals should identify the format preferred (panels, roundtables, individual presentations, and poster presentations). Individual or poster proposals should be a maximum of 500 words. Proposals with multiple presentations (panel and roundtable) should contain a short overview statement and then no more than 400 words per speaker. Proposals should specify the relevant research literatures, research questions, methods, data, and findings, as well as the scope and duration of the research projects.

The deadline for proposals is May 3, 2010. Please submit proposals in .doc or .rtf format by email attachment to writing@education.ucsb.edu. Also, be sure to include a title for your proposal and each speaker’s individual talk, as well as contact information for each individual presenter.

Conference information is available at http://www.writing.ucsb.edu/wrconf11/

************

Conference Co-chairs

Charles Bazerman

Paul Rogers

Conference Steering Committee

Christopher Dean

Karen Lunsford

Suzie Null

Amanda Stansell

Writing Research across Borders II Scientific Committee

Paula Carlino Argentina University of Buenos Aires

Kate Chanock Australia Latrobe

Luuk van Waas Belgium University of Antwerp

Desiree Motta-Roth Brazil Universidade Federal de Santa Maria

Dilamar Araujo Brazil Universidade Estadual do Ceará (UECE)

Angela Dionisio Brazil UFP, Recife

Angela Kleimann Brazil Unicamp-Sao Paulo

Céline Beaudet Canada Université de Sherbrooke

Anthony Pare Canada McGill University

Catherine Schryer Canada University of Waterloo

Graham Smart Canada Carleton University

Doreen Starke-Meyering Canada McGill University

Giovanni Parodi Sweis Chile Pontificia Universidad Católica de Valparaíso

Chen Huijun China China University of Geosciences

Blanca Yaneth Gonzalez Pinzon Colombia Universidad Nacional de Colombia

Denis Alamargot France University of Poitiers

Francoise Boch France Université Stendhal

Michel Fayol France University Blaise Pascal

Sylvie Plane France IUMF de Paris

Vijay Bhatia Hong Kong City University of Hong Kong

Pietro Boscolo Italy University of Padua

Fatima Encinas Mexico Benemérita Universidad Autónoma de Puebla

Nancy Susan Keranen Mexico Benemérita Universidad Autónoma de Puebla

Emilia Ferreiro Mexico National Polytechnic Institute

Gert Rijlaarsdam Netherlands University of Amsterdam

Olga Dysthe Norway University of Bergen

Sigmund Ongstad Norway Oslo University College

Lilliana Tolchinsky Spain University of Barcelona

Magnus Gustaffson Sweden Chalmers University of Technology

Åsa Wengelin Sweden Lund University

Otto Kruse Switzerland Zurich University of Applied Sciences

Daniel Perrin Switzerland Zurich University of Applied Sciences

David Barton UK Lancaster University

David Galbraith UK University of Staffordshire

Ken Hyland UK University of London

Roz Ivanic UK Lancaster University

Gunther Kress UK University of London

Greg Myers UK Lancaster University

Brian Street UK Kings College-London

Mark Torrance UK University of Staffordshire

Chris Anson USA North Carolina State

Arthur Applebee USA SUNY Albany

Arnetha Ball USA Stanford

Chuck Bazerman USA University of California, Santa Barbara

Anne Beaufort USA University of Washington, Tacoma

Virginia Berninger USA University of Washington

Deborah Brandt USA University of Wisconsin-Madison

Ralph Cintron USA University of Illinois at Chicago

Ulla Connor USA Indiana University-Purdue University

Christiane Donahue USA University of Maine, Farmington

Peter Elbow USA University of Massachusetts, Amherst

Sarah Freedman USA University of California, Berkeley

Steve Graham USA Vanderbilt

Christina Haas USA Kent State University

Richard Haswell USA TAMU Corpus Christi

Dick Hayes USA Carnegie-Mellon University

Doug Hesse USA University of Denver

George Hillocks USA University of Chicago

Tom Huckin USA University of Utah

Ron Kellogg USA St. Louis University

Gesa Kirsch USA Bentley College

Paul LaMaheiu USA University of California, Berkeley

Neal Learner USA MIT

Andrea Lunsford USA Stanford

Karen Lunsford USA University of California, Santa Barbara

Skip MacArthur USA University of Delaware

Paul Kei Matsuda USA Arizona State University

Sandra Murphy USA University of California, Davis

Cezar Ornatowski USA San Diego State

Mike Palmquist USA Colorado State University

Paul Prior USA University of Illinois, Urbana-Champaign

Anne Ruggles Gere USA University of Michigan

David Russell USA Iowa State University

Mary Schleppegrell USA University of Michigan

Peter Smagorinsky USA University of Georgia

Clay Spinuzzi USA University of Texas, Austin

Chris Thaiss USA University of California, Davis

Joanna Wolfe USA University of Louisville

Terry Myers Zawacki USA George Mason University

Professor Charles Bazerman

Department of Education

Gevirtz Graduate School of Education

University of California, Santa Barbara

Santa Barbara, CA 93106

phone: 805-893-7543

bazerman@education.ucsb.edu

http://www.education.ucsb.edu/bazerman

John Walsh, Friday January 29th, 1:30 PM

2010-01-25T12:44:00.001-07:00

ASU’s Center for Indian Education & the Applied Linguistics Speaker Series Announces:

Dr. John Walsh

National University of Ireland, Galway & Fulbright Irish Language Scholar at the University of California, Santa Cruz

Legislating for Irish:

The Strains between Policy & Ideology in a Minoritized Language

This presentation will combine perspectives from the language policy paradigm of sociolinguistics with those of language governance in order to consider current and future prospects for the Irish language. In contradistinction to top-down language planning approaches, Spolsky (2004, 2008) argues that language policy comprises three inter-related components operating at various levels in society: language practices, language beliefs, and language management. The critical work of Shohamy (2006) elaborates this to include the overt and covert language policies pursued by institutions. Language governance is emerging as a conceptual framework to explain the multitiered nature of language policy. Loughlin and Williams (2007) have argued that the situation of individual languages is influenced by the interaction of local, regional, national and international actors, each seeking to achieve its own form of governance. Therefore, Walsh argues that language policy as a concept describes and analyzes often conflictual forces of language practices, beliefs, and management at various levels of society, from the local to the international. He bases his presentation on an ongoing study of Irish language policy, in particular the Official Languages Act of 2003. This legislation creates limited rights for Irish speakers and obliges Irish public bodies to gradually increase their provision of services in Irish. Walsh describes ideologically-based conflicts about the provision of public services in Irish and relates them to the broader governance and policy framework, including the recent publication of the Irish government’s long-awaited 20-Year National Strategy for Irish.

Dr. John Walsh is currently Fulbright Irish Language Scholar at the University of California, Santa Cruz, and Lecturer in the Department of Irish, School of Languages, Literatures and Cultures at the National University of Ireland, Galway. His Ph.D., awarded by Dublin City University, examined the influence of the Irish language on Ireland’s socio-economic development. He is currently writing a book on this topic, to be published by Peter Lang in 2010. Dr. Walsh also holds a master’s degree in International Relations (Law, Politics, Economics) from Dublin City University and a BA in Irish and Welsh from the University College Dublin. Before joining NUI Galway, he worked as a lecturer in Irish at Dublin City University and with the European Bureau for Lesser Used Languages in Brussels. He spent almost a decade as a journalist with Ireland’s national broadcaster, RTÉ, and with the Irish language television station, TG4. His research interests are language policy, language legislation, the interface between language and socio-economic development, and minority language media.

Date: 01.29.2010 Time: 1:30-2:30 P.M. Location: Coor L1-10

Look for these Upcoming Talks:

The C.A.L.L. event in February

Aya Matsuda

Toshiko Sugino

Thomas G. Bever

And many more!

Go to http://appliedlinguistics.asu.edu and click ‘Calendar of Events’

For more information, contact karen.lillie@asu.edu or taunalee.bradshaw@asu.edu

CFP: Teachers College,Columbia University Working Papers in TESOL & AL

2010-01-15T22:02:00.000-07:00

Teachers College, Columbia University Working Papers in TESOL & Applied
Linguistics is an on-line journal
(http://www.tc.columbia.edu/tesolalwebjournal) dedicated to publishing
research in progress in the fields of TESOL and Applied Linguistics.

Within a conceptual framework that values an integration of theory and
practice, the journal publishes full-length articles dealing, in a
principled way, with language, language acquisition, language teaching,
and language assessment. The journal also publishes interviews, short
commentaries, and book reviews.

The Editorial Board is currently accepting manuscripts for review for
the Spring 2010 issue. Submissions from both within and outside the TC
community are welcome. The deadline for submission is January 24, 2010.

Articles submitted to the journal should normally be no longer than
8,000 words. Each paper must begin with an abstract not exceeding 200
words. No information that identifies the author should be included in
the paper. A separate title page should be provided, with the following
information: title, the author's name, affiliation, address,
e-mailaddress and both a daytime and an evening telephone number.
Contributors may submit their papers in either of two ways. Three
printed copies (double-spaced throughout) or an electronic version of
the initial submission should be sent/e-mailed to:

Dr. ZhaoHong Han
TESOL/AL Web Journal
Teachers College, Columbia University
Box 66
525 West 120th Street
New York, NY 10027
E-mail: tcwebjournal@tc.columbia.edu

Manuscripts submitted should follow TESOL Quarterly format. Works
referred to should be separately listed at the end of the article.
Submission Preparation Checklist is available at
http://journals.tc-library.org/index.php/tesol/about/submissions

Questions concerning submission can be directed to Adrienne Wai Man Lew
(wml2102@columbia.edu).

--
Adrienne Wai Man Lew
Managing Editor

Teachers College, Columbia University Working Papers in TESOL & Applied
Linguistics http://www.tc.columbia.edu/tesolalwebjournal

Journal of Writing Research: John R. Hayes award

2009-12-24T12:41:00.001-07:00

John R. Hayes award

We are pleased to announce the establishment of the John R. Hayes Award for excellence in writing research. This award, aimed at recognizing outstanding quantitative or qualitative empirical research in writing, will be awarded biennial to an author or authors of an article published in the Journal of Writing Research.

The award is generously funded by John R. Hayes himself. Professor Hayes (Carnegie Mellon, Pittsburgh) is one of the most influential writing researchers since 1980. He has been a pioneer in introducing cognitive psychology in writing research. There is hardly one article on writing processes that does not cite one of his publications.

The winner of the John R. Hayes Award will be selected by a committee appointed and chaired by a representation of the editors, in 2010 by Luuk Van Waes and Gert Rijlaarsdam. Articles will be evaluated for quality of empirical scholarship. Winners will be announced in the journal and recognized at the biennial Earli SIG Writing Conference in Heibelberg 2010. Recipients of the award will receive a custom-designed object and $ 1000.

We encourage you or your students to submit to JoWR to be part of the eligible pool for the 2010 award. All articles published before August 2010 will be eligible for the first award.

CFP: Canadian Modern Language Review

2009-12-15T23:08:00.001-07:00

CALL FOR PROPOSALS
The Canadian Modern Language Review
SPECIAL ISSUE 2012

The Editors of the Canadian Modern Language Review invite proposals for the annual special issue of the journal. Proposals should identify a contemporary topic which will allow for the exploration of recent advances in theory, research, and practice in second language learning and teaching. The proposed topic should also be one that will attract diverse perspectives, research methodologies, and pedagogical applications.

The special issue of the CMLR is an open call for papers; guest editors therefore manage the submissions, following the standard double blind review process. At least one of the editors should be fluent in both English and French.

Proposals will be evaluated by the CMLR Editors and members of the Editorial Board. The criteria will include: relevance to the mandate of the journal; significance of the topic to the field; and the qualifications of the two editors. The successful proposal will be announced in the spring of 2010.

Guest editors should refer to the Guidelines for Special Issue Proposals on the CMLR website for the details of the submission requirements.
http://www.utpjournals.com/cmlr/cmlr.html

Due date for proposals: January 5, 2010

APPEL À PROPOSITIONS DE THÈMES
La Revue canadienne des langues vivantes
NUMÉRO SPÉCIAL - 2012

Les rédacteurs de la Revue canadienne des langues vivantes invitent les personnes intéressées à proposer des thèmes pour le numéro spécial annuel de la revue. Chaque proposition devra porter sur un sujet contemporain ouvrant sur l’exploration des progrès récents en matière de théorie, de recherche et de pratiques en apprentissage et en enseignement des langues secondes. Le thème proposé devra également susciter des contributions sur des perspectives, des méthodes de recherche et des applications pédagogiques variées.

Pour ce numéro spécial de la RCLV, il y aura un appel général à contributions. Les rédacteurs invités auront donc à gérer les articles soumis au moyen du processus habituel d’évaluation à double insu. Au moins un des rédacteurs devra s’exprimer couramment en anglais et en français.

Les propositions seront évaluées par les rédacteurs de la RCLV et les membres du conseil d’administration, selon les critères suivants : la pertinence du thème relativement au mandat de la revue, l’importance du sujet dans le champ d’études et les qualifications des deux rédacteurs. La proposition retenue sera dévoilée au printemps 2010.

Pour tout renseignement concernant les exigences de soumission, les rédacteurs invités devront se référer aux Directives sur la proposition de thèmes pour le numéro spécial, disponible sur le site web de la RCLV.

http://www.utpjournals.com/cmlr/cmlr.html

Date limite d’envoi des propositions : le 5 janvier 2010

The Canadian Modern Language Review/La Revue canadienne des langues vivantes
During the more than 60 years of its existence, The Canadian Modern Language Review/La Revue canadienne des langues vivantes has evolved from an Ontario-centered journal containing mainly classroom-based teaching strategies and resources to a Canada-wide, bilingual, refereed scholarly publication of national scope and international repute. The CMLR/RCLV serves members of the teaching profession, administrators and researchers interested in all levels of English and French as second languages and, in addition, those interested in native and other modern, international, or heritage language programs and issues.

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact
University of Toronto Press — Journals Division
5201 Dufferin St., Toronto, ON,
Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
Fax Toll Free in North America 1-800-221-9985
email: journals@utpress.utoronto.ca <mailto:journals@utpress.utoronto.ca?subject=cmlr>
www.utpjournals.com/cmlr <http://www.utpjournals.com/cmlr>

UTP Journals on Facebook www.facebook.com/utpjournals <www.facebook.com/utpjournals>
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CFP: Arizona Working Papers

2009-12-11T11:33:00.001-07:00

Call for submissions in Arizona Working Papers:

The Arizona Working Papers is inviting students and faculty from SLAT,
SLAT's collaborating departments, and TESL/Applied Linguistics Programs from
other universities to submit papers to the Arizona Working Papers (AWP), 2010,
Volume 17. Papers must be research studies and should focus on issues related
to second language acquisition and teaching including the four specialization
areas in SLAT (L2 Pedagogy and Program Administration, L2 Use, L2 Processes,
and L2 Analysis) or a cross-disciplinary topic. First language studies with
relevance to second language acquisition and teaching may also be submitted.
Submissions are accepted in English and other widely spoken languages (Spanish,
French, Italian, German, Russian, etc).

Submission Deadline: January 15, 2010

Please follow this link for more details: http://w3.coh.arizona.edu/awp/

We look forward to hearing from you!

AWP Co-editors,
University of Arizona

FW: Reminder and Correction: Blog-friendly: APL Speaker Series, Two In One, Monday 12/14/09

2009-12-08T14:54:00.001-07:00

The Applied Linguistics Speakers Series Announces

A Special Two-Person, One Day Event:

Mary Hamilton & David Barton

At 2:00 PM, hear from Mary Hamilton:

How Does the Global Get Into the Local?:

Literacy Policy, Complexity and the Politics of Representation

How do representations of literacy and literacy learners bridge current discourses of globalization with local educational practice? In this session, Hamilton will explore this topic using examples from an historical policy study that has traced the reshaping of the field of adult literacy since the 1970s. She will complement these examples with contemporary data exploring the effects of performance indicators in UK educational institutions. Theoretical tools from literacy studies and from science and technology studies are used in the analysis, revealing both continuities and differences in the construction of adults as citizens and learners across different policy periods.

Mary Hamilton is Professor of Adult Learning and Literacy in the Department of Educational Research at Lancaster University; Associate Director of the Lancaster Literacy Research Centre and a founder member of the Research and Practice in Adult Literacy group. Her current research is in literacy policy and governance, Actor Network Theory, practitioner enquiry, academic literacies and change. Her co-authored publications include Local Literacies (with David Barton); Powerful Literacies (with Jim Crowther and Lynn Tett) and Changing Faces of Adult Literacy, Language and Numeracy: A Critical History of Policy and Practice (with Yvonne Hillier).

At 3:30 PM, hear from David Barton:

How People Develop New Vernacular Literacy Practices on

the Web Through Participation and Deliberate Learning

People’s everyday literacy practices or ‘local literacies’ have been researched extensively in physical settings, revealing the dynamics of this vernacular world of voluntary, self-generated writing which is learned informally, circulated locally and not regulated by the institutional strictures of education or the workplace. This paper turns to the internet and examines the ‘ordinary’ writing which people do in Web 2.0 spaces, reporting on the writing done on the photo-sharing website Flickr. This is based on detailed examination of photo sites complemented by online interviews with multilingual Flickr users. The paper focuses on what people say about their learning of new practices on the internet. It also addresses issues of language choice online and the need to redefine the concepts of ‘local’ and ‘vernacular’. The paper shows how people learn to create new global identities as they participate in a multilingual, multi-modal online space, combining languages in new ways and making the internet their own.

David Barton is Professor of Language and Literacy in the Department of Linguistics at Lancaster University and Director of the Lancaster Literacy Research Centre. He is also Visiting Professor II at the University of Stavanger, Norway. Recent publications, with others, include The anthropology of writing, Continuum, 2010; Literacy, Lives and Learning, Routledge, 2007; Improving learning in college, Routledge 2009. He is also editor of the Routledge Literacies book series.

Date: Monday, 12.14.2009

Time: 2:00-4:30 P.M., with 30 minutes of refreshments and Q&A

Location: Payne 129

For more information, contact karen.lillie@asu.edu or taunalee.bradshaw@asu.edu

For information about the new Applied Linguistics Ph.D. program, visit http://appliedlinguistics.asu.edu

Applied Linguistics Speaker Series

2009-12-03T15:10:00.001-07:00

The Applied Linguistics Speakers Series Announces A Special Two-Person, One Day Event:

Mary Hamilton & David Barton

At 2:00 PM, hear from Mary Hamilton:

How Does the Global Get Into the Local?: Literacy Policy, Complexity and the Politics of Representation

At 3:30 PM, hear from David Barton:

How People Develop New Vernacular Literacy Practices on the Web Through Participation and Deliberate Learning

Date: Monday, 12.14.2009

Time: 2:00-4:30 P.M., with 30 minutes of refreshments and Q&A

Location: Coor L1-20

For more information, contact karen.lillie@asu.edu or taunalee.bradshaw@asu.edu

For information about the new Applied Linguistics Ph.D. program, visit http://appliedlinguistics.asu.edu

CFP: 6th Conference on Intercultural Rhetoric and Discourse

2009-11-19T20:43:00.001-07:00

Call for Abstracts

6th Conference on Intercultural Rhetoric and Discourse
Theme: Critical Discourse Analysis and Corpus-based Approaches to Research on Intercultural Rhetoric

Friday, June 11 & Saturday, June 12, 2010
Georgia State University
Sponsored by the Department of Applied Linguistics and ESL and
The Georgia State University Research Foundation

Plenary Speakers
Suresh Canagarajah, Pennsylvania State University
Ulla Connor, Indiana University‐Purdue University Indianapolis
Eric Friginal, Georgia State University
Guillaume Gentil, Carleton University

Individual papers and colloquium proposals are invited on topics including (but not limited to):

* Theoretical and empirical investigations
* Language- and culture-specific studies
* Practical applications
* Teaching and classroom practices
* Writing in school, college, and the professions

Deadline for submissions: February 28, 2010

Papers should be 20 minutes long with an additional 10 minutes for discussion. Submit an abstract of no more than 250 words and a summary of no more than 50 words, included in the body of an email. In addition, please include your name, address, institutional affiliation, phone and fax numbers, and email address.
Colloquia should be approximately 75 minutes in length with 15 minutes for questions. The 250-word abstract should state the theme and indicate contributions of each participant. Also include a 50-word summary and list of participants. In addition, please include your name, address, institutional affiliation, phone and fax numbers, and email address.

Send submissions and general correspondence to:
intrhetdisc@gmail.com

For further information, as available, please visit:
http://www2.gsu.edu/‾wwwesl/alesl/conference/overview.html

Alternately, for more information, please contact: Diane Belcher, 404-413-5194, dbelcher1@gsu.edu or Gayle Nelson, 404-413-5190, gaylenelson@gsu.edu

Symposium Update

2009-11-13T22:59:00.001-07:00

The 2009 Symposium, held at Arizona State University on November 5-7, 2007, was a great success. It brought together about 400 participants representing 21 different countries, including: Australia, Brazil, Canada, Colombia, Greece, Hong Kong, Japan, Korea, Malaysia, Mauritania, Mexico, Poland, China, Singapore, Spain, Sweden, Taiwan, Thailand, Turkey, the United Kingdom, and the United States.

Photos from this year's Symposium are available at: http://flickr.com/gp/pmatsuda/218rT6.

The 2010 Symposium will be held on May 20-22, 2010, at Universidad de Murcia, Spain. The proposal deadline is December 15, 2009. For details, please visit: http://sslw.asu.edu/2010/.

I hope to see many of you in Spain!

Paul Kei Matsuda, Co-Founding Chair

Symposium on Second Language Writing

sslw@asu.edu | http://sslw.asu.edu/

APL Speaker Series, Dr. Paul Kei Matsuda, Friday 11/13

2009-11-04T00:52:00.001-07:00

The Applied Linguistics Speakers Series Announces:

Dr. Paul Kei Matsuda

Studying Voice in Written Discourse:

An Applied Linguistic Approach

The notion of voice, which captures the sense of the author identity in written discourse, has been popular in literacy education and writing studies. In recent years, however, this notion has been hotly contested for a number of reasons. First, it has long been in need of a definition that makes it possible to research and teach the concept. Second, it has been challenged for its strong association with Western individualism. Some researchers have also questioned the value of the notion in academic contexts, which is often considered to be devoid of the individual. In this talk, I will present a series of studies that were designed to address these issues. The first study proposes a definition of voice that accounts for both individual and social aspects of identity, analyzes a Japanese online diary to show that voice is not unique to Western societies, and to identify principles of discursive identity construction. The second study examines the relevance of voice in academic context through a case study of a high-stakes academic writing situation, and the third study uses a survey to confirm the findings of the previous study while testing the applicability of voice to a broader population of academics. Ultimately, I hope to exemplify the kind of issue-driven, multi-method approach to the study of language and discourse that is the hallmark of the field of applied linguistics.

Dr. Paul Kei Matsuda is Associate Professor of English and Applied Linguistics at Arizona State University, where he works closely with master’s and doctoral students in various fields, including applied linguistics, composition studies, literacy studies, linguistics, rhetoric, and TESOL, among others. Co-founding chair of the Symposium on Second Language Writing and Series Editor of the Parlor Press Series on Second Language Writing, he has edited a dozen books and journal special issues, and published numerous articles and book chapters in both applied linguistics and rhetoric and composition. A sought-after speaker, he has presented keynote and plenary talks as well as lectures and workshops at various conferences and institutions in Hong Kong, Japan, Malaysia, Mexico, Taiwan, Thailand, and throughout the United States. He is the incoming Book Reviews Editor for TESOL Quarterly. He currently serves on the Executive Committee of the American Association for Applied Linguistics (AAAL), and is charged with the task of developing a comprehensive definition of applied linguistics. URL: http://matsuda.jslw.org/

Date: 11.13.2009 Time: 1:30-2:30 P.M. Location: Coor L1-20

For more information, contact karen.lillie@asu.edu or taunalee.bradshaw@asu.edu

For information about the new Applied Linguistics Ph.D. program, visit http://appliedlinguistics.asu.edu

ASU Applied Linguistics Speaker Series, Jeff Bale, November 6th

2009-10-26T16:16:00.001-07:00

The Applied Linguistics Speakers Series Announces:

Dr. Jeff Bale

“A Clever City Needs Everyone’s Talent” –

School Reform in Hamburg and its Pedagogical Implications

for German Language Learners

Starting in August, 2010, the school system in Hamburg, Germany will embark on a radical restructuring of their schools. School officials have justified these changes as a response to Germany’s poor showing on the last three rounds of the PISA exams. In particular, they have drawn attention to the strong correlation in Germany between social class, language background and results on the PISA. The central argument is, in their words, that “a clever city needs everyone’s talent” – that is, that changes to school structure and to pedagogy are required to ensure a more equitable education for what the PISA studies label "risk groups," including German language learners.

This presentation outlines a research proposal recently submitted to the Humboldt Foundation for funding. Adopting an interpretive perspective that understands educational policy as social practice, this study is broken in to two phases. The first focuses on how policy-relevant actors make sense of the stated goals and implementation of Hamburg’s reform policy itself. The second extends this interpretive analysis by using ethnographic methods to understand the impact of the reform policy on pedagogical practice in secondary schools in which German language learners comprise the majority of students.

About the Speaker:

Jeffrey Bale is an assistant professor of second language education. His research interests center on educational language policy analysis. Currently, his research investigates the impact of national security ideologies on heritage language education, especially programs for Arabic. His work also looks comparatively at the language education policies in the United States and Germany. As subject area leader for the world language teacher preparation program at Michigan State, he is working with colleagues in linguistics to establish a new Arabic teacher certification program.

Date: 11.06.2009 Time: 11:00-12:00 P.M. Location: Payne 129

For more information, contact karen.lillie@asu.edu or taunalee.bradshaw@asu.edu

For information about the new Applied Linguistics Ph.D. program, visit http://appliedlinguistics.asu.edu

Lecturer in Rhetoric and Composition with expertise in ESL Writing

2009-10-13T23:46:00.001-07:00

Lecturer in Rhetoric and Composition. Beginning August 16, 2009.
Required: Ph.D. in Rhetoric and Composition or in a related discipline
with appropriate relevant coursework; experience in teaching
college-level first-year ESL writing courses; evidence of effective
teaching. Desired: Theoretical grounding, expertise, and teaching
experience in second language writing; evidence of participation in
professional conferences in applied linguistics, composition, rhetoric
or TESOL.

Teaching load is 4 composition courses each semester. Appropriate
professional university service responsibilities. Three-year renewable
appointment.

Applicants must submit: Letter of application; vita; teaching
philosophy; unofficial graduate transcripts; three letters of
recommendation; and copies of recent teaching evaluations to D. Baker,
Rhet/Comp ESL Writing Lecturer Search Committee, Department of English,
Arizona State University, P.O. Box 870302, Tempe AZ 85287-0302,
postmarked by January 2, 2009, if not filled postmarked by the 15th of
every month until search is closed. E-mailed materials will not be
accepted. A background check is required for employment. AA/EOE.

Assistant Professor History of Rhetoric

2009-10-13T23:45:00.003-07:00

Assistant Professor History of Rhetoric

Assistant Professor in History of Rhetoric The Department of English at
Arizona State University (ASU) seeks an assistant professor and
scholar-teacher in rhetoric and composition who has compiled a
compelling record of scholarship appropriate to rank in any area of the
history of rhetoric. ASU is a Research I university with outstanding
research facilities and infrastructure support and is located within the
rapidly growing and dynamic metropolitan Phoenix area. Our English
department is a large and diverse unit of faculty committed to
excellence in teaching, to new and exciting research, and to ongoing
community outreach.

Required: Ph.D. in rhetoric and composition or related discipline;
college-level teaching experience appropriate to rank; ability to teach
and develop graduate and undergraduate courses in the history of
rhetoric; and a compelling record of ongoing scholarship appropriate to
rank in any area of the history of rhetoric.

Desired: Record of scholarship and publications on classical and/or
medieval rhetoric; experience in teaching courses in the history of
rhetoric, especially classical rhetoric. Teaching load is 2/2 for track
faculty with a significant research agenda. Teaching opportunities are
at undergraduate, Master's, and PhD levels. Departmental, university,
and professional related service appropriate to rank.

Applicants must send: Cover letter, curriculum vita, and three letters
of recommendation with contact information to Chair of Assistant
Professor of Rhetoric and Composition (History of Rhetoric) Search
Committee, Department of English, Arizona State University, P.O. Box
870302, Tempe, AZ 85287-0302. Application Deadline (no faxes or
e-mails): Postmarked by November 30, 2009; if not filled, then every
Monday thereafter until the search is closed. ASU is an affirmative
action/equal employment opportunity employer and is dedicated to
recruiting a diverse faculty community. (AA/EOE) A background check is
required for employment.

Job Opening: Assistant Professor in Historical/Comparative Linguistics

2009-10-13T23:45:00.001-07:00

Assistant Professor in Historical/Comparative Linguistics

Required: Ph.D. in Linguistics or a related discipline; college-level
teaching experience; and evidence of a compelling record of ongoing,
high quality research and publication in Historical/Comparative
linguistics. A demonstrated interest in the history of English.

Desired: Experience using historical and contemporary corpora in
research and teaching; a demonstrated interest in non-European
languages.

Teaching load is 2/2 for tenure-track faculty with a significant
research agenda. Teaching opportunities are at undergraduate, Master's,
and Ph.D. levels. Candidates will be expected to teach relevant courses
on historical and comparative linguistics and typology.

The appointment will be in the Department of English. Arizona State
University is a large metropolitan university with programs in
linguistics housed in various departments.

Applicants must send: Cover letter, vita, names and contact information
for three professional references. Send to: Chair of
Historical/Comparative Linguistics Search Committee, Arizona State
University, Department of English, Tempe, AZ 85287-0302. Application
deadline (no faxes or emails): postmarked by November 16, 2009; if not
filled, then every Monday thereafter until the search is closed. A
background check is required for employment. Arizona State University is
an equal opportunity employer (AA/EOE).

Job Opening: Assistant Professor: Second Language Acquisition Syntax

2009-10-13T23:44:00.001-07:00

Assistant Professor: Second Language Acquisition Syntax

Required: Ph.D. in Linguistics or a related discipline; college level
teaching experience; and a evidence of ability to maintain a compelling
record of ongoing, high quality research and publication in Second
Language Acquisition Syntax.

Teaching load is 2/2 for tenure-track faculty with a significant
research agenda. Teaching opportunities are at undergraduate, Master's,
and Ph.D. levels. The appointment will be in the Department of English.
Arizona State University is a large metropolitan university with
programs in linguistics housed in various departments.

Applicants must send: Cover letter, vita, three letters of
recommendation, and a brief sample of relevant academic writing.
Application deadline (no faxes or emails): postmarked by October 9,
2008; if not filled, then every Monday thereafter until the search is
closed. Send to: Chair of Second Language Acquisition Syntax Search
Committee, Arizona State University, Department of English, Tempe, AZ
85287-0302. A background check is required for employment. Arizona
State University is an equal employment employer (AA/EOE).

=====

I'm not on this committee, but I hope the committee will receive
applications from many people who can contribute to our Master's in
TESOL program as well as Ph.D. in Rhetoric, Composition and Linguistics.

Reforming the Humanities Ph.D.

2009-10-13T09:32:00.001-07:00

Here is an interesting article on "Reforming the Humanities Ph.D."

CFP: Second Call: 4th International Writing Research Conference - Feb 17-20, 2011

2009-10-13T08:18:00.001-07:00

Second Call for Proposals: Writing Research Across Borders II

George Mason University

February 17-20, 2011

Proposal Deadline May 3, 2010

The deadline for proposals is May 3, 2010. Please submit proposals in .doc or .rtf format by email attachment to <writing@education.ucsb.edu>. Also, be sure to include a title for your proposal and each speaker’s individual talk, as well as contact information for each individual presenter.

Writing Research across Borders II Scientific Committee

Paula Carlino	Argentina	University of Buenos Aires
Kate Chanock	Australia	Latrobe
Luuk van Waas	Belgium	University of Antwerp
Desiree Motta-Roth	Brasil	Universidade Federal de Santa Maria
Dilamar Araujo	Brazil	Universidade Estadual do Ceará (UECE)
Angela Dionisio	Brazil	UFP, Recife
Angela Kleimann	Brazil	Unicamp-Sao Paulo
Céline Beaudet	Canada	Université de Sherbrooke
Anthony Pare	Canada	McGill University
Catherine Schryer	Canada	University of Waterloo
Graham Smart	Canada	Carleton University
Doreen Starke-Meyering	Canada	McGill University
Giovanni Parodi Sweis	Chile	Pontificia Universidad Católica de Valparaíso
Vijay Bhatia	China	City University of Hong Kong
Chen Huijun	China	China University of Geosciences
Blanca Yaneth Gonzalez Pinzon	Colombia	Universidad Nacional de Colombia
Denis Alamargot	France	University of Poitiers
Francoise Boch	France	Université Stendhal
Michel Fayol	France	University Blaise Pascal
Sylvie Plane	France	IUMF de Paris
Pietro Boscolo	Italy	University of Padua
Fatima Encinas	Mexico	Benemérita Universidad Autónoma de Puebla
Nancy Susan Keranen	Mexico	Benemérita Universidad Autónoma de Puebla
Emilia Ferreiro	Mexico	National Polytechnic Institute
Gert Rijlaarsdam	Netherlands	University of Amsterdam
Olga Dysthe	Norway	University of Bergen
Sigmund Ongstad	Norway	Oslo University College
Lilliana Tolchinsky	Spain	University of Barcelona
Magnus Gustaffson	Sweden	Chalmers University of Technology
Åsa Wengelin	Sweden	Lund University
Otto Kruse	Switzerland	Zurich University of Applied Sciences
Daniel Perrin	Switzerland	Zurich University of Applied Sciences
David Barton	UK	Lancaster University
David Galbraith	UK	University of Staffordshire
Ken Hyland	UK	University of London
Roz Ivanic	UK	Lancaster University
Gunther Kress	UK	University of London
Greg Myers	UK	Lancaster University
Brian Street	UK	Kings College-London
Mark Torrance	UK	University of Staffordshire
Chris Anson	USA	North Carolina State
Arthur Applebee	USA	SUNY Albany
Arnetha Ball	USA	Stanford
Chuck Bazerman	USA	University of California, Santa Barbara
Anne Beaufort	USA	University of Washington, Tacoma
Virgina Berninger	USA	University of Washington
Deborah Brandt	USA	University of Wisconsin-Madison
Ralph Cintron	USA	University of Illinois at Chicago
Ulla Connor	USA	Indiana University-Purdue University
Christiane Donahue	USA	University of Maine, Farmington
Peter Elbow	USA	University of Massachusetts, Amherst
Sarah Freedman	USA	Berkeley
Steve Graham	USA	Vanderbilt
Christina Haas	USA	Kent State University
Richard Haswell	USA	TAMU Corpus Christi
Dick Hayes	USA	Carnegie-Mellon University
Doug Hesse	USA	University of Denver
George Hillocks	USA	University of Chicago
Tom Huckin	USA	University of Utah
Ron Kellogg	USA	St. Louis University
Gesa Kirsch	USA	Bentley College
Paul LaMaheiu	USA	University of California, Berkeley
Neal Learner	USA	MIT
Andrea Lunsford	USA	Stanford
Karen Lunsford	USA	University of California, Santa Barbara
Skip MacArthur	USA	University of Delaware
Paul Kei Matsuda	USA	Arizona State University
Sandra Murphy	USA	University of California, Davis
Cezar Ornatowski	USA	San Diego State
Mike Palmquist	USA	Colorado State University
Paul Prior	USA	University of Illinois, Urbana-Champaign
Anne Ruggles Gere	USA	University of Michigan
David Russell	USA	Iowa State University
Mary Schleppegrell	USA	University of Michigan
Peter Smagorinsky	USA	University of Georgia
Clay Spinuzzi	USA	University of Texas, Austin
Chris Thaiss	USA	University of California, Davis
Joanna Wolfe	USA	University of Louisville
Terry Myers Zawacki	USA	George Mason University

CFP: CALICO Journal Special Issue

2009-10-12T08:16:00.000-07:00

Title: Second Language Acquisition Theories, Technologies, and Language Learning

Co-editors: Bryan Smith (Arizona State University) and Steven L. Thorne (Penn State)

This special issue of the CALICO Journal is intended to provide a state-of-the-art overview of diverse approaches to the processes, methodologies, and findings associated with second language acquisition theory and research in the context of new media and second/foreign language education. We solicit technology-related research that examines foreign and second language learning and teaching taking place in traditional instructional settings, blended learning formats, distance education contexts, as well as language use and learning in organic and open internet environments (e.g., internet interest communities, online gaming and virtual worlds, etc.). Empirical studies are particularly encouraged and critical review pieces are also welcome.

The editors seek original submissions that represent diverse research methodological and theoretical approaches including (but not limited to):

Psycholinguistics
Human-computer interaction
Ecological approaches
Conversation analysis
Critical applied linguistics/critical pedagogy
Corpus and/or computational linguistics
Cognitive neuroscience
Discourse analysis
Interactional sociolinguistics
Language socialization
Systemic functional linguistics
Interaction approach to SLA
Sociocognitive approaches
Cultural-historical activity theory and/or Vygotskian sociocultural theory
Linguistic anthropology
Cultural studies
Communication theory

Each author will be expected to provide a concise description of the SLA approach and/or research methodology employed in the article, important research and pedagogical findings produced from this framework, and to address the strengths and limitations of the theory in relationship to applied linguistics research, pedagogical practice and technology design.

Please send inquiries and suggestions for contributions to both Steve Thorne (stevenlthorne@gmail.com) and Bryan Smith (bryansmith@asu.edu). Please list CALICO Journal Special Issue in the subject line.

Extended abstracts (~500 words) are due by January 15th, 2010.
Full-length manuscripts are due by May 15th, 2010.

The CALICO Journal is the journal of the Computer Assisted Language Instruction Consortium (CALICO) and is devoted to the dissemination of information concerning the application of technology to language teaching and language learning. The CALICO Journal is fully refereed and publishes articles, research studies, reports, software reviews, and professional news and announcements. The CALICO Journal (ISSN 0742-7778) is published three times a year (September, January, and May).

=======================================================
Bryan Smith, Ph.D.
Assistant Professor of Applied Linguistics
Arizona State University
Department of English
Box 870302
Tempe, AZ 85287-0302

Office Location: LL549-B
Office Phone: No office phone, sorry :-(
Try me on SKYPE @ davidbryansmith
Department Fax: 480-965-3451

Alice Robison on TV

2009-10-07T23:10:00.000-07:00

Alice Robison, one of my colleagues at ASU, was a guest in an Ontario
Public Television show focusing on "The Myth of Digital Literacy."

http://www.tvo.org/TVO/WebObjects/TVO.woa?video?TAWSP_Dbt_20091001_77962
6_0

Congratulations, Alice!

Congratulations to Subrata Kumar Bhowmik

2009-10-01T14:27:00.000-07:00

Subrata Kumar Bhowmik has just published his article, "L2 Writing Pedagogy in EFL Contexts: An Exploration of Salient Practices in Teaching and Learning" in The Journal of Asia TEFL. Subrata is a doctoral student in Rhetoric, Composition, and Linguistics at ASU. The article was his seminar paper in the Fall 2008 section of LIN620, Issues in Second Language Writing.

Congratulations, Subrata!