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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.
This is an invitation to contribute to The Routledge Handbook of Language Education Curriculum Design, a volume in the English Language & Applied Linguistics Handbook series. Curriculum design and delivery are disputed fields of action and inquiry. The purpose of this volume is to set out issues in original articles on curriculum designs and trends internationally across education levels.
The Handbook will address the following topics: Scholars are invited to contribute chapters.
Section 1: Language curriculum design: critical perspectives, policies and practices
Section 2: Designs across the curriculum
Section 3: Curriculum designs in literacy and language education
Section 4: Curriculum resources, evaluation and assessment
Section 5: Teacher education and curriculum research, transformation and future prospects.
Abstract submission: Abstracts or expressions of interest (up to 400 words) are due by June 1 2017 to Peter Mickan and Ilona Wallace. Notices of acceptance will be sent by June 19. Please direct any queries to Peter and Ilona via the above email addresses. Department of Linguistics, University of Adelaide, Australia.
Conference Theme: Innovating ESP, Bridging Asia from 27-29 October 2017 at International Convention Centre of Foreign Language Teaching and Research Press, Daxing District, Beijing, China. The conference working language is English
1. Curriculum and course design
2. Materials design and writing
3. Teaching and learning approaches and methods
4. Innovations in research and instruction
5. Teacher development
6. Testing, assessment and evaluation
7. English teaching and research for general and specific academic and occupational purposes in domains of EST, EBP, ELP, EMP, etc.
8. Intercultural communication in ESP contexts
9. Corpus Linguistics and Data-Driven Instruction (DDI) for ESP
10. Educational technology, e.g. Computer Assisted Language Learning (CALL), e-learning
11. English as a medium of instruction (EMI)
12. Other ESP related topics
Guidelines for Submissions:
Abstracts, panel or workshop proposals may be accepted.
▪ Abstract, 200-400 words in English, including positions, affiliations, email addresses and mailing addresses for all authors.
▪ Panel proposals reflecting the conference theme may be submitted. All panel proposals should provide a 300-word rationale and a 100-200 word abstract of each panelist's paper, including affiliation and email address for each panelist.
▪ Workshop proposals relevant to the conference theme may be submitted. Proposals should be 3-5 pages in length, single-spaced.
End of Abstract Submission: 10 June 2017
Notification of Abstract Acceptance: 20 June 2017
End of Early Bird Registration: 30 August 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 collaborated 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.
The CamTESOL Secretariat invites all researchers, including those preparing doctoral theses, those working in the field of language-related areas, and those who have an interest in this field, to submit an abstract for the Regional ELT Research Symposium (Friday 09 February, 2018) of the 14th Annual CamTESOL Conference on English Language Teaching: English Language Teaching in the Digital Era, 10-11 February 2018. In order to present at the Regional ELT Research Symposium, presenters will need to register for both the Main Conference and the Regional ELT Research Symposium itself. For the Regional ELT Research Symposium, all abstracts should relate to the streams below:
• Language Acquisition
• Language Policy
• Language Assessment
• Language and Technology
• Language and Ideology
• Second and Foreign Language Pedagogy
• Language and Globalisation
Other areas of Applied Linguistics are possible. For more information, please contact Ms. SOK Thida at firstname.lastname@example.org. Deadline for Abstract Submission: 05 September 2017. For the Regional ELT Research Symposium abstract submission, please click here. Main Conference: Regional ELT Research Symposium presenters can also present in the Main Conference (10-11 February, 2018) which includes more practice-oriented sessions. For the Main Conference abstract submission, please click here. If presenters wish to present at both events, two separate Call for Papers submissions will need to be completed; one for the Main Conference and one for the Regional Research Symposium.
Putting Research into Practice: Middle School Abstracts due: Rolling deadline Volume Editors: Holly Hansen-Thomas (email@example.com) and Kristen Lindahl (firstname.lastname@example.org)
Putting Research into Practice: High School Abstracts due: Rolling deadline Volume Editors: Holly Hansen-Thomas (email@example.com) and Mary Amanda Stewart (firstname.lastname@example.org)
Putting Research into Practice: English as a Foreign Language Abstracts due: Rolling deadline Volume Editor: Lucilla Lopriore (email@example.com)
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: firstname.lastname@example.org
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; email@example.com).
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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