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24th- 25th June 2019, Singapore
The Annual International Conference for Language, Literature and Linguistics (L3), a premiere in the field of Academic Research Conference will examine the various issues and factors that intervene at the interface of language and literature, technology and the Digital Humanities, not least, the diverse cultural context(s) in which all of these are situated. Full Paper Submission Deadline: 15th April 2019; Early Bird Registration Deadline: 3rd May 2019; Late Registration Deadline: 24th May 2019. Please visit http://l3-conference.org/committee/ for the complete list. For more information email the L3 2019 Conference secretariat at email@example.com or l3-conference.org
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).
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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 was 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.