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ACAL invites everyone involved in adult literacy, language and numeracy provision to its 40th annual conference Traders, Neighbours and Intruders: Points of Contact. At the conference there will be time to reflect on and contest conventional notions of communication and the expectation that participation in society requires particular kinds of language, literacy, numeracy, and communication competence.
The conference location in Darwin, northern Australia provides a rich location in which to explore points of contact between traditional and emerging communication practices in local and specific contexts, in the region, nationally and globally. Whether you are engaged in practice, research or policy the conference has something to challenge, provoke and inspire you.
Submit your proposal now
Proposals due March 19, 2017
Singapore. L3 provides a forum and opportunity for delegates from more than 95 individual universities from about 30 countries to share their research, practice and educational initiatives with an international audience. You may visit the following link for L3 prior years accepted and published papers
Full Paper Submission Deadline (Extended): 31st March 2017
FOR MORE INFORMATION, PLEASE CONTACT: PSSIR 2017 CONFERENCE SECRETARIAT
ISSN: 2334-234X (Print) 2334-2358 (Online)
International Journal of Language and Literature is an international double blind peer reviewed journal covering the latest developments in stylistic analysis, the linguistic analysis of literature and related areas. With its uniquely broad coverage, the journal offers readers easy access to all the important new research relevant to stylistics. Refereed articles from international scholars ensure that readers are kept fully up to date with the best research worldwide. The journal also publishes notes and discussion that provides a stimulating forum for debate on new and controversial contributions to the study of language and literature. New publications in the field are surveyed and expert reviews of the most important works are included.
The journal is published by the American Research Institute for Policy Development that serves as a focal point for academicians, professionals, graduate and undergraduate students, fellows, and associates pursuing research throughout the world.
The interested contributors are highly encouraged to submit their manuscripts/papers to the executive editor via e-mail email@example.com. Please indicate the name of the journal (International Journal of Language & Literature) in the cover letter or simply put ‘International Journal of Language & Literature’ in the subject box during submission via e-mail.
The journal is Abstracted/Indexed in CrossRef, CrossCheck, Cabell's, Ulrich's, Griffith Research Online, Google Scholar, Education.edu, Informatics, Universe Digital Library, Standard Periodical Directory, Gale, Open J-Gate, EBSCO, Journal Seek, DRJI, ProQuest, BASE, InfoBase Index, OCLC, IBSS, Academic Journal Databases, Scientific Index.
E-Publication FirstTM is a feature offered through our journal platform. It allows PDF version of manuscripts that have been peer reviewed and accepted, to be hosted online prior to their inclusion in a final printed journal. Readers can freely access or cite the article. The accepted papers are published online within one week after the completion of all necessary publishing steps.
Each paper published in International Journal of Language & Literature is assigned a DOI® number, which appears beneath the author's affiliation in the published paper.
IJLL is inviting papers for Vol. 5, No. 1. The online publication date is June 30, 2017. Submission Deadline: March 31, 2017.
For any additional information, please contact the executive editor at firstname.lastname@example.org
International Journal of Language & Literature. Website: www.ijll-net.com
Darwin Convention Centre - 13 – 14 September 2017
In 2017 the Australian Council for Adult Literacy celebrates 40 years of actively promoting language, literacy, numeracy, and communication provision and research. This Conference offers an opportunity to also travel back past these forty years of official activism to consider how metaphors of trade, neighbourly contact and mobility shape understandings of adult basic education, foundation skills and the everyday ‘literacies’ of workplaces, academic institutions and communities.
The conference title – Traders, Neighbours and Intruders: Points of Contact – provides the framework for collective change where policy makers, practitioners and researchers can learn from and engage with a long history of language and policy provision in northern Australia and our neighbours in Asia.
cross-cultural practices and identities and how these have changed over time
Strands - Three conference strands are available for presentation:
Strand 1 - 21st Century identities and citizenship traditions
This conference strand will explore the traditions and practices that have guided adult literacy language and numeracy practitioners over time and been an important driving force behind participation and contestation of traditional notions of communication. Presenters will engage with the patterns and trends emerging in wider Australian to ask how these have offered opportunities and advancement for learners and practitioners, how they have guided particular policy and pedagogical agendas and how they shape our understanding of identities over time through literate and computational practices. Here we ask people to locate these broader agendas in the local and specific contexts of their practices within the fields configured as Foundation Skills, TAFE, SEE and related community, vocational, government and workplace settings.
Strand 2 - National and institutional structures, policies and participation practices
The Australian adult literacy and numeracy field is shaped by an expectation that participation in society requires particular kinds of language, literacy, numeracy, and communication competence. Australia’s legal framework presumes knowledge of English language and Roman script as the vehicle of communication. This includes registration at birth, on entry to the country, and through population measures that track education and training activities. The Foundation Skills field provides its own routines and measures of participation in the form of the Australian Core Skills Framework and English language tests which parallel a range of other national and transnational tests such as TIMMS and PISA. Here we ask people to consider how these large scale routines and testing measures shape responses to national, state/territory and local provision.
Strand 3 - Digital and computational practices in mobile worlds
The character of work and its forms and functions have altered substantially as a result of digital practices that change how we understand and do work in contemporary Australia. This extends to how citizenship practices are enacted, what programs are offered and how they are organised and delivered to improve life choices for Australians, and how we create opportunities for leisure, alternative working lives and options for returning to work and study. This strand challenges participants to go beyond some of our conventional understandings of communication through written words to explore the implications of codes, coding, communication conventions, cyber worlds and the implications of migration and mobility for ‘programs’ and ‘programming’. Here we ask participants to consider the implications not only for learners but also for practitioners and policy makers as they navigate new worlds of communication
Critical dates Abstracts and proposals are due by March 19, 2017 and acceptances will be notified by March 31, 2017. An online form for submissions will be available shortly.
1 April 2017 - Calls for 2017 Best Paper Award in Phonetics; Phonology / Journal of Second Language Pronunciation
Based on Recent Dissertation Research. The Journal of Second Language Pronunciation (JSLP) invites submissions for Best Paper based on recent dissertation work (2015-2016) on Second Language Pronunciation. The competition is open to all recent doctorates or advanced doctoral students whose paper or dissertation was undertaken or completed in calendar years 2015 and 2016 Submission deadline: April 1, 2017 using the JSLP submission system at https://benjamins.com/#catalog/journals/jslp/submission
Teaching/Learning – Reflecting on Practice
As teachers, we are continually learning from our students and working to improve our practice and learner outcomes. At the same time, we seek to expand our knowledge about teaching and learning in adult language, literacy and numeracy.
This conference will explore how and what we learn as teachers and how this is transferred into the classroom.
The following questions will be explored:
This conference will provide us with lots of information sharing and new skills from workshops, networking and keynote speakers. We encourage teachers to reflect on their own learning as well as the learning of their students. Closing date is May 19, 2017
More about call for presentations More about the conference
2017 Special Issue of TESL Canada Journal - Formulaic Language in English language acquisition and teaching Guest Editor: David Wood, PhD
Formulaic language is a linguistic phenomenon which is basic to human communication. The term refers to multiword units, which may be continuous or not, which have a single meaning or function in communication, and which are probably prefabricated or stored and retrieved mentally as if a single word . Learners struggle with formulaic sequences and, for example, often fail to interpret their meanings accurately, even when given ample contextual clues . While the body of research on formulaic language is large and growing in areas such as psycholinguistic processing, analysis of the role of formulaic language in specific genres and registers of language, and extraction from texts using corpus analysis tools, there are a number of issues yet to be addressed fully in researching the teaching and acquisition of formulaic language. For example, how can we be sure that acquisition of specific formulaic sequences is adequate in causing general language gain? Are there particular strategies which learners can be taught which will help them to be more readily capable of perceiving and integrating formulaic sequences in their own language repertoire without explicit teaching? Similarly, how can we be sure that our instructional techniques have lasting effects? Clearly, the teaching of formulaic language is an area still ripe for investigation by researchers and teachers alike.
This Special Issue of TESL Canada Journal will include papers sharing a focus on the teaching and acquisition of formulaic language, and may present empirical studies or literature reviews with fresh and practical conclusions. Book reviews and practical “In the classroom” short papers will also be included.
To review Author Guidelines and the three categories of Research, In the Classroom, and Perspectives articles, please refer to this
As part of the submission process, authors are required to download the TESL Canada Journal Submission Form on that page and to send it to email@example.com as an attachment, along with their manuscript. Questions regarding this special issue should be directed to firstname.lastname@example.org.
Deadline: Full manuscripts are due June 1, 2017.
ETAS, the English teachers Association of Switzerland, is inviting contributions from New Zealand ESOL teachers for their next international issue of the ETASJ Journal, to be published in 2017.
This is a quarterly publication, and one issue each year is an international collaboration. For example in 2016 ETAS is collaborating with Brazil, to mark the Rio de Janeiro Olympics.
The journal is practical in nature rather than academic/theoretical (think along the lines of ET Professional) but any aspect of New Zealand education would be interesting for our Swiss colleagues.
This is a great opportunity for you to be published in Europe, so put on your thinking hats, sharpen your quills, and get writing!
Contributions and queries should in the first instance be sent to me at: email@example.com (NB no 'd') as soon as possible. I will then forward material to the editors in Switzerland.
I look forward to reading your contributions!
Charlie Hadfield, Pathways College, University of Waikato.
Putting Research into Practice: Middle School Abstracts due: Rolling deadline Volume Editors: Holly Hansen-Thomas (firstname.lastname@example.org) and Kristen Lindahl (email@example.com)
Putting Research into Practice: High School Abstracts due: Rolling deadline Volume Editors: Holly Hansen-Thomas (firstname.lastname@example.org) and Mary Amanda Stewart (email@example.com)
Putting Research into Practice: English as a Foreign Language Abstracts due: Rolling deadline Volume Editor: Lucilla Lopriore (firstname.lastname@example.org)
Scope and Purpose The main goal of the series is to create new spaces for practitioner knowledge and engagement with TESOL research. As a professional community, we are interested in highlighting how TESOL practitioners direct their own professional learning through reading, questioning, interpreting and adapting research findings to and in their own contexts. The result will be a very accessible and rich collection that adds to the overall knowledge base while also validating the critical role teachers play in TESOL’s overall mission to improve learning and teaching. The series will recast the great amount of TESOL material in TESOL Journal, TESOL Quarterly, Essential Teacher and other TESOL Press publications such as the English Language Teaching in Context series.
There will be four books in the series overall, and each book will have a similar format. The books will be approximately 150-180 pages and will include 10-12 chapters dedicated to the content areas of mathematics, science, social studies, and English language arts, in Elementary, Middle School, and High School levels. There will also be a volume devoted to English as a Foreign Language, and it will be divided into three parts, primary, secondary, and higher education. Each volume will be foregrounded with an introductory chapter and will close with a concluding chapter. The series will be published in print, but lesson plans and other supplementary materials will be available for download on a website dedicated to the series.
Audience This series of books will be read by a wide range of participants in the TESOL community, including ESL/EFL teachers, content area teachers, program administrators, etc. Additionally, they could be used as course readings for teacher education programs and professional development of teachers of ELLs.
Contributors Experienced, novice, and nonnative English speaking teachers, administrators, researchers, and other educational professionals are encouraged to contribute to this series. The chapters will speak to the various educational profiles of students in diverse regions.
Abstract Submission • Abstracts of 400-500 words (excluding references) must be submitted via email to the volume editor(s) • The abstract must include the complete citation of the original TESOL publication that inspired the lesson, an overview of the chapter, the targeted concept or research finding to be illustrated, and a brief description of the lesson and its the context
The chapter must include
Grade/subject area (e.g., second grade, math)
Content and language objectives
Connections to appropriate standards (based on your context)
Students’ proficiency levels
Materials needed to carry out lesson
Duration of the lesson (it may be over several class periods)
Highlighted Strategies (research-based, appropriate for the ELL context)
Procedures: specific details regarding what the students will do during the lesson (practice/application)
Assessment/Evaluation (including any formative and/or summative assessment protocols and evidence of student learning)
Extension (Lesson plan should include any visual components such as rubrics, worksheets, student work samples, etc., that illustrate the lesson/activity in practice)
• 1-2 page reflection/analysis that summarizes how the original TESOL research and your interpretation of it inform your practice and raise valuable questions for further research.
More Information: For further information about submissions or content, please contact the individual volume editor(s).
Go here to find out about us
E-mail OJML Editorial Office: email@example.com
Journal of English Education (JEE) is a refereed, international journal covering every aspect of English education within and across all disciplines, with papers focusing on primary research, addressing implications and applications of research, discussing practice and examining principles and theories. It serves as a means of academic exchange among scholars, researchers, and practitioners in the field of English language teaching and learning. JEE is published biannually (in May and November), and covers a wide variety of topics in scholarly and professional English domains, including English language teaching and learning, curriculum and materials design, testing and assessment, professional preparation, pedagogy, research methodology and key issues in interdisciplinary teaching and learning. We welcome papers all year round. The language of publication is English. (ISSN 2305-3410)
information for prospective contributors
Manuscripts for publication, and related correspondence, should be addressed to the Editors of Journal of English Education (Department of Applied Foreign Languages, Shih Chien University, No. 70, Dazhi Street, Taipei 104, Taiwan; firstname.lastname@example.org).
The new Journal of Language and Discrimination will be launched in 2017 with Equinox.
Discrimination is an important research topic in a large number of diverse but related fields, including linguistics, law, anthropology, sociology and psychology. This complex, multidisciplinary research topic often has a strong focus and concern with language. The new Journal of Language and Discrimination aims to bring together a multidisciplinary synergy of approaches on discrimination as a complex linguistic and non-linguistic phenomenon. In bringing together different research strands that focus on discrimination, the journal hopes to serve as a catalyst for innovation and play a pivotal role in establishing interdisciplinary language and discrimination research worldwide.
The editors of JLAD invite papers that reflect the diversity of possible approaches in relation to language and discrimination. The aim is to include work with a wide array of approaches that reflect the diversity and recent developments of research on language and discrimination.
Topics may include but are not limited to:
Editor Sara Mills, Sheffield Hallam University (s.l.millsshu.ac.uk)
Editor Isabelle van der Bom, Sheffield Hallam University (i.v.bomshu.ac.uk)
Editor Laura Paterson, Lancaster University (l.patersonlancaster.ac.uk)
Please see the website for all the details on how to publish in the Journal of Language and Discrimination and don't hesitate to contact one of the editors for more information on the Journal.
Journal of Language and Discrimination website: https://journals.equinoxpub.com/index.php/JLD/index
NZSAL is a refereed journal that is published twice a year. It welcomes manuscripts from those actively involved in Applied Linguistics/Applied Language Studies including second and foreign language educators, researchers, teacher educators, language planners, policy makers and other language practitioners.
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