dissoi logoi (original)

CFP: 6th Conference on Intercultural Rhetoric and Discourse

noreply@blogger.com (Paul) — Fri, 20 Nov 2009 03:43:00 +0000

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

noreply@blogger.com (Paul) — Sat, 14 Nov 2009 05:59:00 +0000

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

noreply@blogger.com (Paul) — Wed, 04 Nov 2009 07:52:00 +0000

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

noreply@blogger.com (Paul) — Mon, 26 Oct 2009 23:16:00 +0000

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

noreply@blogger.com (Paul) — Wed, 14 Oct 2009 06:46:00 +0000

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

noreply@blogger.com (Paul) — Wed, 14 Oct 2009 06:45:00 +0000

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

noreply@blogger.com (Paul) — Wed, 14 Oct 2009 06:45:00 +0000

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

noreply@blogger.com (Paul) — Wed, 14 Oct 2009 06:44:00 +0000

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.

noreply@blogger.com (Paul) — Tue, 13 Oct 2009 16:32:00 +0000

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

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

noreply@blogger.com (Paul) — Tue, 13 Oct 2009 15:18:00 +0000

Second Call for Proposals: Writing Research Across Borders II

George Mason University

February 17-20, 2011

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.

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

noreply@blogger.com (Paul) — Mon, 12 Oct 2009 15:16:00 +0000

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

noreply@blogger.com (Paul) — Thu, 08 Oct 2009 06:10:00 +0000

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

noreply@blogger.com (Paul) — Thu, 01 Oct 2009 21:27:00 +0000

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!

CFP: The Ninth Annual Wenshan International Conference

noreply@blogger.com (Paul) — Wed, 30 Sep 2009 15:23:00 +0000

The Ninth Annual Wenshan International Conference

English Department, National Chengchi University

Taipei, Taiwan

CALL FOR ABSTRACTS

Conference theme:

Meeting the Challenges of Serving the New Generation of EFL Learners

The English Department of National Chengchi University will hold the Ninth Annual Wenshan International Conference on the NCCU main campus in Taipei, on Saturday, May 29, 2010.

The theme for this conference is Meeting the Challenges of Serving the New Generation of EFL Learners. Since the Internet became available in the mid- 1990s, frequent exposure to electronic media and instant interaction among people from as close as neighboring cubicles to as far as distant continents has become a way of life. As the English language continues to play a key role in global communication, English language educators are realizing that many current students have grown up with much more experience with the English language via computers and mobile technology than students in the past. Many in the field feel the need to review and redesign their English language curriculum in order to reflect these changes to more fully meet the needs and interests of this new generation of students. As a result, questions have arisen including how to understand the changes that are happening in learners and in the classroom, and how to consider curriculum design in order to meet the challenges brought about by the so-called “new literacies” (Gee, 2000; Lam, 2000). These are the questions that the Ninth Annual Wenshan International Conference would like to address.

We are excited to have the following professors as our keynote speakers—

l Phillip Benson, English Department Chair & Professor, Hong Kong Institute of Education

l David Flinders, Professor of Curriculum Studies, Indiana University (Bloomington)

l Paul Kei Matsuda, Associate Professor of English at Arizona State University

Abstracts for 20-minute academic paper presentations are now being accepted. We particularly welcome Vygotskian sociocultural (SCT) related perspectives and encourage presentations which report on ongoing or in-progress projects or research in the following categories:

l Changes in the current English learning environment

l The Net-generation Language learners

l Classroom practice in response to new literacies

l Developing language proficiency for the future

l Teacher professional development

l Impact of emerging technologies

l Future trends in language curriculum research

l Autonomy in language learning

Abstract Submission:

Please remove all author information before submitting your abstract, written in English, for blind review via the conference website at: http://english.nccu.edu.tw/seminar/actnews.php?Sn=9.

Authors of proposals invited to present at the conference are also encouraged to submit their papers to the refereed journal: Taiwan Journal of TESOL.

Important Dates:

Abstract submission deadline: Tuesday, December 1, 2009
Notification of acceptance: January 25, 2010

Paper submission deadline: May 10, 2010

Conference date: May 29, 2010

For more information, please contact:

E-mail: wsconf@nccu.edu.tw

Telephone: 886-2-2938-7248

Fax: 886-2-2939-0510

Further information is available at: http://english.nccu.edu.tw/seminar/actnews.php?Sn=9

Chris Faltis Talk: October 2, 2009

noreply@blogger.com (Paul) — Tue, 29 Sep 2009 19:59:00 +0000

The Applied Linguistics Speakers Series Announces:

Dr. Christian J. Faltis

Artful Applied Linguistics

Theme: Art and Language Policy in the Southwest

Abstract. I am interested in the process of double-imaging (Springgay, Irwin, & Kind, 2005), interconnections within, between, and through art and text-based inquiry that allows audiences to vicariously and critically experience issues that affect Mexican immigrants and raise new questions about their (mis) treatment in schools and society. I will explore how the juxtaposition of art with text and the transmediation between the two contributes to a scholarship of inquiry that furthers understanding of the life experiences of English learners in Arizona schools where native languages other than English are suppressed.

I will discuss oil paintings I created on the topics of restrictive language policy as renderings that I connect with written excerpts (e.g., Aparicio, 2000; Gándara & Contreras, 2009; Faltis, 2007; Faltis & Coulter, 2005; Romero, 2006; & Valencia, 2008) about the same topics to show how art and text complement and extend one another to offer new understandings and meaning. Each painting depicts an issue that is also discussed in the written literature about immigration and restrictive language policy. I weave in my personal narrative as a language scholar of how and why I created each painting with text that I have either written myself or have drawn on as I thought about and conceptualized the forms and content I wanted to lay down on the painting to convey my lived experiences with restrictive language policy in Arizona as both a researcher and an artist.

Chris Faltis is the Dolly and David Fiddyment Professor of Education and Director of Teacher Education at UC Davis. Prior to coming to UC Davis, he served on the faculty of Arizona State University for 18 years. He has also taught at the University of Alabama and the University Nevada. Chris was a Fulbright Senior Research Scholar at the National Autonomous University of Honduras, and a Visiting Scholar at the University of California, Berkeley. In 2001, he received the American Educational Research Association’s Distinguished Scholar Award. Chris and co-author Cathy Coulter published the first book for teachers on improving instruction for high school English Learners. Recently, he co-authored a new book with Carole Edelsky and Karen Smith titled Side-by-Side Learning, a book for teachers who teach in classes where English learners are mixed with English speakers. He is currently completing a book with Beatriz Arias on restricted language policy in Arizona, and is co-editing a book with Guadalupe Valdés on immigrant, refugees and English learners. Chris is also an oil painter. His work has been shown in Arizona, Georgia, and Texas and addresses education themes related to Mexican immigrants in schools and the treatment of Mexican immigrants in the borderlands.

Date: 10.02.2009 Time: 1:30-2:30 P.M. Location: Coor L1-88

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

2009 Symposium on Second Language Writing

noreply@blogger.com (Paul) — Sun, 13 Sep 2009 05:18:00 +0000

Abstracts for the plenary sessions are now available online at
http://sslw.asu.edu/2009/plenary.html.

Symposium on Second Language Writing: Abstracts Available

noreply@blogger.com (Paul) — Fri, 11 Sep 2009 08:37:00 +0000

Abstracts of presentations at the 2009 Symposium on Second Language Writing are now available in word format at http://sslw.asu.edu/2009/program.html.

I have also added more information about the Symposium site and the area at http://sslw.asu.edu/2009/venue.html. I hope this makes it easier as participants make decisions about hotels and other activities during their stay at ASU.

UMBC Education Chair Search

noreply@blogger.com (Paul) — Tue, 25 Aug 2009 15:31:00 +0000

Chair, Department of Education

University of Maryland, Baltimore County (UMBC)

UMBC seeks an educational leader with vision and demonstrated ability to head the Department of Education in the College of Arts, Humanities and Social Sciences. Eligible to be appointed at Full Professor rank, the successful candidate for Chair must have a doctoral degree, a minimum of 5 years of administrative experience, a substantive scholarly record, and a record of successful teaching.

Located between Baltimore and Washington, D.C., UMBC is an NCATE-accredited, Carnegie Research University (RU/H) widely recognized for its commitment to diversity and excellence in undergraduate and graduate education, with a total enrollment of 12,000 students, 40% of whom are minorities.

The Department has 80 full- and part-time faculty members, with 21 full-time faculty on tenure-track, clinical, and lecturer lines. Serving over 550 graduate students, the Department enrolls the largest number of graduate students on campus in the Master of Arts in Teaching (MAT) initial certification program, the Master of Arts in Instructional Systems Development Program, the Master of Arts in TESOL (Teaching English to Speakers of Other Languages), and the Master of Arts in Education (MAE) advanced degree program. It also partners with six other departments in offering the interdisciplinary Ph.D. Program in Language, Literacy, and Culture. In addition, approximately 250 students are seeking initial teacher certification through the Early Childhood, Elementary, and Secondary Education undergraduate programs. The Department is actively engaged in state and national initiatives to increase the number of science, technology, engineering, and mathematics (STEM) teachers. The department also has strong online programs.

Committed to PreK-16 collaboration, UMBC has built strong ties with the State of Maryland’s network of teacher education institutions, as well as partnerships with culturally and linguistically diverse school districts, including Professional Development Schools (PDS) and MAE cohort programs for in-service teachers. The Department also collaborates on several NSF grants designed to educate more STEM teachers, and has recently received a $1 million U.S. Department of Education ESOL development grant, as well as substantial scholarship funds from private donors.

The Chair will supervise all departmental activities, including curriculum development, the department budget, personnel, and coordination of accreditation reviews for the Maryland State Department of Education (MSDE) and NCATE. The Chair will also assist in the University’s marketing efforts of Department programs and pursue funding opportunities. The Chair must be able to communicate effectively with multiple stakeholders.

Applicants should send a letter of interest including a description of major leadership accomplishments and research activities, curriculum vitae, and manuscript reprints to: Dr. Sarah Shin, Chair, Search Committee, Department of Education, University of Maryland Baltimore County, 1000 Hilltop Circle, Baltimore, MD 21250 or by email to shin@umbc.edu. In addition, applicants should ask for three letters of reference to be sent to the same address.

Consideration of candidates will begin October 15, 2009 and continue until the position is filled; for optimal consideration, applications should be received by October 15.

For information about UMBC and the Department of Education, respectively, visit: http://www.umbc.edu/ and http://www.umbc.edu/education/.

UMBC is an Affirmative Action/Equal Opportunity Employer and encourages applications from a diverse pool of candidates.

Department of Education | University of Maryland, Baltimore County | Phone: 410.455.2465

The Sage Handbook of Writing Development

noreply@blogger.com (Paul) — Fri, 10 Jul 2009 11:53:00 +0000

The Sage Handbook of Writing Development is now available. Here is the
URL:

http://www.sagepub.com/booksProdDesc.nav?prodId=Book232102&

Job Announcement: Postdoctoral Fellow in SLA/Rhetoric/Composition

noreply@blogger.com (Paul) — Wed, 08 Jul 2009 23:21:00 +0000

The Center for Academic Excellence/the Writing Center (CAE/WC) is interested in hiring a postdoctoral fellow for a one-year, possibly renewable, contract. CAE/WC faculty will train this fellow in the specific rhetorical features of writing in a health care/biomedical research institution to enable him or her to participate in the on-line services of CAE/WC with the King Abdullah International King Abdullah International Research Center King Saud Bin Abdulaziz University for Health Sciences-Riyadh (KAIMRC/KSAU-HS) and to work with students at the Medical University of South Carolina on various writing projects they are assigned and expected to complete.

The postdoctoral fellow will be expected to teach rhetorical concepts of English and writing process as well as issues related to second-language acquisition under the following conditions (60%):

· Conduct one-on-one on-line Writing Center appointments for theses with master's level students at KAIMRC/KSAU-HS.

· Conduct on-line Writing Center, grant-writing appointments with KAIMRC/KSAU-HS faculty

· Conduct on-line Writing Center appointments with KAIMRC/KSAU-HS faculty as they prepare papers for publication in scientific journals written in English.

· Conduct on-line Writing Center appointments on research proposals with KAIMRC/KSAU-HS medical school students.

· Conduct on-line Writing Center appointments for CVs and personal statements as requested by KAIMRC/KSAU-HS medical students.

The postdoctoral fellow will also teach rhetorical concepts and writing process, including features of various style sheets, to students at MUSC in Writing Center appointments, class presentations and workshops (25%).

The postdoctoral fellow will assume the following additional responsibilities (15%):

· Serve as a resource for CAE/WC faculty on issues of second-language acquisition.

· Conduct research on the project with KAIMRC/KSAU-HS and additional research as requested by CAE/WC faculty and participate in the publication of this research.

· Assist in the creation of podcasts, videos, audio, and other advanced technologies to achieve not only the work with KAIMRC/KSAU-HS but also to enhance the work of the CAE/WC.

· Assist in revising current handouts and create additional ones to make the CAE/WC more effective and efficient and to make such resources available for the CAE/WC website and for the website at KAIMRC/KSAU-HS

The candidate should hold a Ph.D. with emphasis in second-language acquisition and composition and rhetoric and have taught writing at the college level.

Projected salary: : $40,000 plus benefits

Jennie Ariail, PhD Professor

Executive Director Academic Support

Center for Academic Excellence/Writing Center Medical University of South Carolina Charleston, SC

843-792-4017

ariailjc@musc.edu

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

noreply@blogger.com (Paul) — Tue, 16 Jun 2009 21:26:00 +0000

CALL FOR PAPERS

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 Fall 2009 issue. Submissions from both within and outside the TC
community are welcome. The deadline for submission is September 6th,
2009.

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-mail
address 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

Jinglin Chen

noreply@blogger.com (Paul) — Mon, 04 May 2009 23:56:00 +0000

Jinglin Chen, one of my MTESOL advisees, successfully defended her Applied Project, "Reexamining Chinese Students' Perceptions of Collaborative Group Work." Her AP exam took place from 4 to 5 p.m. on Monday, May 4, 2009.

The committee members, Professors Mark A. James and Ruby Macsoud, agreed that her AP paper is substantive and well written in an appropriate academic style. Her presentation also raised an intriguing question--the paradox between the supposed "collectivist" orientation and the challenges Chinese students face in group work--and brought out a range of issues and possible explanations through a critical review of literature.

She also handled committee members' questions well with thoughtful responses.

Congratulations, Chen! Well done!

Mark A. James on Learning Transfer

noreply@blogger.com (Paul) — Mon, 04 May 2009 16:48:00 +0000

Mark Andrew James, a colleague of mine at ASU, just published yet another study of learning transfer. The article, "'Far' transfer of learning outcomes from an ESL writing course: Can the gap be bridged?" appears in the most recent issue of the Journal of Second Language Writing.

Mark is also serving as the Associate Chair of the 2009 Symposium on Second Language Writing to be held in November at ASU.

Congratulations, Mark!

First Call | 4th International Writing Research Conference - Feb 17-20, 2011

noreply@blogger.com (Paul) — Mon, 04 May 2009 16:38:00 +0000

Call for Proposals: Writing Research Across Borders II

George Mason University

February 17-20, 2011

Proposal Deadline May 3, 2010

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.

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
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
Vijay Bhatia USA City University of Hong Kong
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 Zawacki USA George Mason University

Reading and Learning Strategies

noreply@blogger.com (Paul) — Mon, 27 Apr 2009 14:42:00 +0000

Just after writing my earlier post "How to Read Everything?" I found this article by David Glenn in the Chronicle of Higher Education:

Close the Book. Recall. Write It Down.
The best way to study for an exam? Don't just reread chapters and review notes — put everything away and then try to write down, or describe out loud, what you know. That's the conclusion of two papers recently published in psychology journals. "After you've read something once, you've gotten what you're going to get out of it," one professor says, "and then you need to go out and start applying the information."

Well, writing specialists have long been talking about the benefits of writing to read. Putting the knowledge to active use is the best way to understand and remember it.

For me, writing an article, in which I not only tell but transform knowledge (Bereiter and Scardamalia), helps me read better and learn more. I'm also focused on accomplishing a rhetorical goal (see Cumming's recent work on goal theory) or object (Engeström), rather than on learning itself. (See how I'm putting my knowledge to active use?)

Those late-night conversations (over beer) with Dwight Atkinson is also helpful, because we challenge each other and stimulate further thinking.

By the way, when I was in junior high school, I had a personal policy of not cramming for exams (including language exams). If I understand the material, I reasoned, I should be able to do well on those exams. I was somewhat naive because I didn't know that knowing something and doing well on the exams are somewhat different things because of other factors, such as the familiarity with the genre. But I did intuitively understand something about test validity.