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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: firstname.lastname@example.org (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 email@example.com. 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.
You can visit this following link for accepted and published papers from previous L3 conferences. Full Paper Submission Deadline: 29th December 2017. Conference Dates: 11th - 12th June 2018
Keynote Addresses: Assoc. Prof. Bryan Carter, College of Humanities, Africana Studies, The University of Arizona, USA and Assoc. Prof. Grace Oakley, Coordinator of the Master of Teaching in Primary Education, Associate Dean, Teaching and Learning Graduate School of Education, The University of Western Australia
L3 2018 Conference Proceedings: Print ISSN: 2251-3566, E-Periodical ISSN: 2251-3574 will be published and submitted to indexing partner organizations.
Journal on Education: All authors who present their papers at the conference will be invited to submit an extended version of their research paper for the GSTF Journal on Education (JEd) - Print ISSN: 2345-7163, E-periodical: 2345-7171. All submitted papers will go through blind review process for acceptance and will be published without additional cost (digital).
Best Paper Awards and Best Student Paper Awards will be conferred at the conference (in order to qualify for the award, the paper must be presented at the conference).
L3 2018 will also constitute a Special Panel Session. Panel Proposals are invited for submission. A minimum of three papers centring on a specific topic will be accepted for submission under Panel Category.
The CamTESOL Secretariat invites all those working in the field of English Language Teaching (ELT), or those who have an interest in this field to submit an abstract for the 14th Annual CamTESOL Conference on English Language Teaching: English Language Teaching in the Digital Era, 10-11 February 2018.
Deadline for Abstract Submission: 05 September 2017
For the Main Conference, all abstracts should relate to the following conference streams:
• Curriculum and Materials Development
• Quality Assurance
• EAP & ESP
• Research-based Stream
• ELT in the Mekong
• Teaching Speaking
• Teaching Listening
• Independent Learning
• Teaching Reading
• Language Policy
• Teaching Writing
• Teaching Young Learners
• Professional Development
• Using Technology
• Program Management
• Publishers' Stream
Deadline for full paper submission to be considered for LEiA publication: 08 March 2018 for both Issue 1 and Issue 2. For more information, please click here. For any enquiries, please email firstname.lastname@example.org
To be held at the University of Auckland, New Zealand from 2-6 JULY 2018. The theme will be: Language assessment in times of movement, transition, and change.
Dynamism and mobility are characteristics of many phenomena associated with modern life. Language testing and assessment practices are subject to contradictory pressures to adapt to rapidly changing circumstances and to maintain stability over time. From ‘macro’ concerns such as policy reform and migration flow, to ‘micro’ developments such as a rise in test fees, a change in cut-score or the introduction of a new form of classroom assessment, the tension between change and continuity is ever present.
As always we welcome proposals on the full range of research topics within the field, but for this LTRC we particularly encourage participants to share knowledge and experience of the pressures on language assessment practice as they manifest themselves in specific local circumstances, as well as in more global trends and developments. Proposals are invited that address work on language assessment in the following broad thematic divisions:
Movement – As a result of migration, displacement in conflict situations, and international travel, people are moving to new jurisdictions and education systems in extraordinary numbers. This creates a demand for language tests as gatekeeping devices and a need for new approaches to assessment to evaluate the educational achievement of more diverse populations of learners. Proposals addressing movement may consider particular tests or the broader policy issues which arise in national contexts.
Transition – Language assessments tend to cluster at entrance and exit points in education systems and societies. Students progress from one level of education to the next; people make the transition into the workforce or into a particular profession. Exit points often imply readiness for a further transition. Proposals addressing transition may consider the design of assessment at transition points or they may focus on the contexts of transition: target domains, notions of ‘readiness’ for entrance or exit, and institutional or community needs.
Change – Language assessment is integrally involved in changes in language learning and development. In this process there are multiple agents, such as teachers, learners, schools and parents, with vital interests in monitoring or perhaps resisting change. Proposals addressing change may consider the effects of innovations in educational technology, curriculum design and assessment frameworks, either in individual classrooms or at a broader institutional level.
LTRC 2018 invites proposals for the presentation types listed below.
Research Papers: Research papers should present completed empirical research and are best suited to theoretically oriented work. Paper presentations are 20 minutes, followed by 10 minutes for questions and comments from the audience. Proposals for empirical studies should provide a motivation for the study, an appropriately detailed description of the method, the results, conclusions, and implications. Proposals for conceptual research should discuss an approach or a critical issue, or compare and contrast alternative approaches or issues, and provide significant new insights. Paper proposals must not exceed 500 words. Proposals not accepted as research papers may be considered as posters or works-in-progress.
Symposia: Symposia involve the presentation of several research papers in one single 120-minute session. They focus on a single, coherent theme and are best suited for the presentation and discussion of empirical research, theory, and practice. Ideally, symposia will offer complementary or differing perspectives on an important topic or issue, stimulating wider discussion of the topic by the presenters and audience. Symposia may include up to four individual presenters, a moderator and/or an independent discussant, and should include time for discussion of the symposium’s themes. In no more than 500 words, the symposium proposal should include a summary of the topic and overarching goal. In addition, the titles and abstracts of individual papers should be included, each not exceeding 250 words. The proposal should give evidence in careful planning in the allocation of the time available.
Demos: Demos are a demonstration of how technology has been innovatively applied to assessments. This may involve new means of designing and developing assessments; delivering assessments; text analysis and scoring of assessments; understanding assessment behaviours (e.g., eye-tracking studies); or other uses of technology in assessment. Presenters should be prepared to showcase their work through screen shots and/or actual demos. Demos are 20 minutes, followed by 10 minutes for questions and comments from the audience. In no more than 500 words, the proposal should fully describe the substantive goals of the presentation, outline how the demo will proceed, and discuss any implications.
Posters: Posters provide an opportunity for the presentation of test development projects, new tests, and technological innovations not suitable for consideration as a demo. Posters will be displayed during a timetabled session in the programme and presenters should be available to discuss their work and answer questions at that time. Poster proposals may not exceed 500 words.
Works-in-Progress (WIPs): Research that is still in progress should be submitted as a work-in-progress presentation. This session, which has its own slot in the programme, provides an opportunity for the presentation of research in progress or research that is being planned. Presenters discuss their project with small groups of other participants and receive comments and suggestions on how best to proceed. The proposal must not exceed 500 words.
Proposal Deadline: Friday 10 November 2018 at 23.59 New Zealand Summer Time
Note for student presenters: We welcome proposals from graduate students. If your paper is accepted for a paper session or a symposium, you will be eligible for the Robert Lado Memorial Award for Best Graduate Student Paper, which is awarded at the end of the conference, provided that you either author the paper yourself or co-author it with one or more other students.
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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