2008 Symposium

The 2008 Symposium on Second Language Writing was a great success. As always, it was good to see many familiar faces as well as new ones. This year, we focused on foreign language writing--English as a foreign language as well as foreign languages other than English.

This year's Symposium would not have been possible without the contributions of the two Associate Chairs. Melinda Reichelt was the driving force behind this year's program--she was instrumental in assembling the list of speakers who represent a wide variety of languages and contexts. Tony Cimasko worked hard in taking care of local details; everything went smoothly thanks to him.

The Graduate Student Conference, organized by Jihyun Im and Beril Tezeller Arik, was also stimulating. The discussion at the end, where participants reported on issues they found interesting, gave me a lot of ideas for next year's Symposium.

We also benefited much from the support provided by the Symposium Assistants from Purdue University, Arizona State University, and the University of New Hampshire. They are: Haiying Cao, Shihyu Chang, Lixia Cheng, Yin Ling Cheung, Cristyn Elder, Fatima Esseili, Brian Guthrie, John Hitz, Mike Hubert, Jaisree Jayaraman, Beth Kramer, Elena Lawrick, Xianqiang Li, cristine McMartin-Miller, Wongjan Poolpoem, Laurel Reinking, Tanita Saenkhum, and Steven Simpson.

The next Symposium will be held on November 5-7, 2009, at Arizona State University. The theme will be the future of second language writing.

Teaching Writing at ASU

Writing Programs at ASU is one of the largest writing programs. As such, we are always looking for enthusiastic writing teachers who can contribute to our ongoing effort to provide quality writing instruction to our students.

I addition to classroom teaching, there are many opportunities for professional development--workshops, lectures and conferences. Many writing teachers also gain valuable professional experience by participating actively in curriculum development, mentoring, and conference organization.

Here are some of the current job postings for writing teachers in the Writing Programs at ASU:

Instructors Positions: Four courses/semester. Nine-month appointment. Submit: Letter of application, vita, 1 page statement of teaching philosophy, unofficial graduate transcripts, and 3 letters of recommendation about teaching ability. To meet the first deadline, applications must be postmarked by January 2, 2008; then if not filled postmarked by the 1st of each month thereafter until search is closed. PLEASE DO NOT send your application letter, vita, letters of reference, etc, separately. We do not accept incomplete applications. AA/EOE. AA/EOE

• Instructors in Composition and Rhetoric -- Required: MA in Rhetoric and Composition or in a related field; post-secondary teaching experience in composition. Applicants who are not native English speakers must provide evidence of having received a minimum score of 55 on either the SPEAK test or the TSE. Desired: Evidence of graduate coursework in Rhetoric and Composition if degree in related field; Ph.D. in Rhetoric and Composition or related field; evidence of effective teaching; evidence of attendance/presentations at Rhetoric/Composition professional conferences. Send materials to Search Committee, (Instructor, Rhet/Comp), attn. D. Baker, English Department, Writing Programs, Box 870302, Arizona State University, Tempe, AZ 85287-0302.
  
• Instructors in rhetoric and composition with an emphasis in professional writing -- Required: MA in Rhetoric and Composition or in a related field; graduate-level coursework in business, professional and/or technical writing; post-secondary teaching experience in composition or business / professional / technical writing. Applicants who are not native English speakers must provide evidence of having received a minimum score of 55 on either the SPEAK test or the TSE. Desired: Evidence of graduate coursework in Rhetoric and Composition if degree in related field; Ph.D. in Rhetoric and Composition or related field; evidence of effective teaching; evidence of attendance/presentations at Rhetoric/Composition professional conferences. Send materials to Search Committee, (Instructor, Professional Writing), attn. D. Baker, English Department, Writing Programs, Box 870302, Arizona State University, Tempe, AZ 85287-0302.

Faculty Associates -- Required: MA degree in English or in a related field; post-secondary teaching experience in composition required. Applicants who are not native English speakers must provide evidence of having received a minimum score of 55 on either the SPEAK test or the TSE. Desired: Evidence of graduate coursework in Rhetoric and Composition; Ph.D. in English; Evidence of professional development; Evidence of effective teaching. General information: Teach one to four composition courses/semester. One semester contract, eligible for renewal. Submit: Letter of application, vita, one page statement of teaching philosophy, unofficial graduate transcripts, SPEAK test or TSE score (if applicable) and 3 letters of recommendation about teaching ability postmarked by 5:00 p.m., February 1, 2008; if not filled, the first of each month thereafter until search is closed, to Search Committee (FA, Rhet/Comp), attn. D. Baker, ASU English Department, Box 870302), Arizona State University, Tempe, AZ 85287-0302. PLEASE DO NOT send your application letter, vita, letters of reference, etc, separately. We do not accept incomplete applications. AA/EOE

Writing Programs
Department of English
Arizona State University

Second Language Writing IS at TESOL 2009

Here is a really useful message from Gigi Taylor, current chair of the Second Language Writing Interest Section at TESOL:

Dear IS Members,

As the deadline draws near (this Monday, June 2nd, 11:59 p.m. EST), I urge you to put the finishing touches on your TESOL proposals and to submit them under the Second Language Writing Interest Section.

Very simply, each interest section is represented proportionally--if SLW-IS proposals represent 20% of all TESOL proposals received, then we are assigned 20% of the adjudicated program slots.

If you have more than one brilliant idea, submit them all! You can only be the primary presenter on one of the accepted proposals, but the reviewers will select the one that will be of greatest interest and value to a balanced program. Please, give us plenty to choose from!

Also, please note that Discussion Groups are adjudicated this year, so even if you've got more questions than answers and would like to hear others' ideas, propose a discussion group this year.

Listed below are the topics brainstormed at this year's planning meeting--quite a varied list. Please know that your colleagues are interested in what you're doing and eager to learn from you.

All of us together are making the SLW-IS the vibrant, rapidly growing interest section that it is. Thank you for your participation and your proposals!

Best regards,

Gigi Taylor
SLW-IS Chair, 2008-2009

Brainstorming List from Planning Portion of Meeting: Suggested Proposal Topics

• Corpus linguistics
• Intercultural rhetoric (analysis through student interviews)
• Acquisition of academic language (native & non-native; academic language as a second language)
• Overlap with L1 academic language development
• Case studies from K-12 to Postsecondary
• What happens after ESL classes when students enter mainstream (thinking, pattering, prep in EAP)?
• Mainstreaming too early
• Higher Ed mainstreamed – longitudinal tracking across 4 years (post-ESL)
• Program administration – realistic expectations, institutional context, resources, funding sources
• “How to” advocacy for second language writers and SLW programs (successful program models for advocacy and for collaborating across contexts)
• All of the above in EFL (strategies, challenges, plagiarism, successes, environment)
• Assessing instructional needs
• Linked courses
• Materials development
• Assignment design
• Writing Across the Curriculum issues
• Graduate research writing (comparisons across ranches/disciplines)
• Teacher education/professional development for mainstream teachers
• Teacher training for graduate students for working with second language writers
• Programs that offer composition training and offer ESL
• Balancing ESL teachers’ expertise with need for all teachers to develop some expertise
• Professional placement of ESL writing professionals (rank? Track?)
• Writing Centers – L2 writing/inter-cultural sensitivity
• Writing strategies in EFL
• Plagiarism in EFL
• Formative feedback, effect
• Writing for accuracy versus writing for content
• Reading/writing connection
• Grammar
• Writing assessment (machine assessment/scoring, context, teacher education, placement, outsourcing)
• Rising [x] exam (i.e., rising junior)
• No Child Left Behind
• “Teaching despite the standards” (Meeting the standards and still using best practices)
• High school exit writing exams
• Continental/cultural differences: Dialogue about context (ESL vs. EFL, K-12 vs. HE)
• Conversation among people from different contexts
• Populations of L2 writers (voice, pedagogy)

Symposium on Second Language Writing

The 2008 Symposium is just around the corner. I'm really looking forward to reconnecting with many of the colleagues from around the world as we explore the issue of foreign language writing.

In the meantime, I'm already working on the next one--to be held at Arizona State University on November 5-7, 2009.

The theme of the 2009 Symposium will be "The Future of Second Language Writing," and the call for proposals will be available sometime this fall.

I hope you will join us in exploring the future directions for this young and vibrant field.

Recent Publications

I've been too busy to even keep track of my own work. Here are a few publications that recently came out.

Knoblauch, A. A., & Matsuda, P. K. (2008). First-year composition in the 20th century U.S. higher education: An historical overview. In P. Friedrich (Ed.), Teaching academic writing (pp. 3-25). New York: Continuum.

As the title suggests, this chapter provides an overview of the development of first-year composition--starting with the creation of the first-year composition course in the late 19th century. It also considers the rise of rhetoric and composition as a discipline in the mid 20th century and explores some of the major pedagogical approaches in the 20th century. Abby, by the way, is going to start as Assistant Professor at Kansas State University.

Matsuda, P. K. (2008). Myth: International and U.S. resident ESL writers cannot be taught in the same class. In J. M. Reid (Ed.), Writing myths: Applying second language research to classroom teaching (pp. 159-176). Ann Arbor: University of Michigan Press.

This piece examines one of the extreme positions I've seen people take--that ESL writing courses (intensive or first-year) are for international students only and that resident students' needs are too different from international students for them to be placed in the same course. Well, it may be, but given the demographics, all writing teachers--mainstream, basic, or ESL--need to be prepared to work with students who come from various language backgrounds.

Matsuda, P. K. (2008). Voice in second language writing: Implications for Japanese learners of English. JACET Summer Seminar Proceedings, No.7: Issues in L2 Writing Instruction (pp. 9-14). Tokyo: The Japan Association of College English Teachers.

This is an outcome of a JACET summer seminar in Kusatsu, Gunma, Japan. (If you are in Japan in August, I highly recommend it.) Based on my earlier study of voice (Matsuda, 2001), I considered the implications of voice for English learners in Japan. While my view on voice encompasses both individual and social voice, I couldn't help but notice that many Japanese students want to develop their own individual voice. That is, they don't want to stand out but they don't want to be the same as everyone else. Individual identiy, after all, is something we create by combining socially available discursive and non-discursive repertoire.

Matsuda, P. K., & Atkinson, D. (2008). A conversation on contrastive rhetoric: Dwight Atkinson and Paul Kei Matsuda talk about issues, conceptualizations, and the future of contrastive rhetoric. In U. Connor, E. Nagelhout, & W. Rozycki (Eds.), Contrastive rhetoric: Reaching to intercultural rhetoric (pp. 277-298). Amsterdam: John Benjamins.

Dwight and I often have conversations on various topics in the field (and we often don't agree with one another), and we decided it would be a good idea (and fun) to share some of those conversations with other people in the field. So we tape-recorded one of our conversations when I visited his family cottage on Deer Isle, Main. Steve Simpson transcribed the conversation for us. (He reflects on that experience in Simpson and Matsuda (2008) that I mention below.) We edited it very little, but it sounds remarkably coherent and even handed--it was interesting for us to see what kinds of conversations we often have. (We were aware of the presence of the tape recorder, of course, but after a few beers, it just didn't seem to matter.)

Matsuda, P. K., & Tardy, C. M. (2008). Continuing the conversation about voice in academic writing. English for Specific Purposes, 27(1), 100-105. (doi:10.1016/j.esp.2007.04.002)

This is a response to the response that Paul Stapleton and Rena Helms-Park wrote to our article on voice (Matsuda & Tardy, 2007). It may sound pretty strong, but we felt compelled to respond to all the points that Stapleton and Helms-Park raised in their piece. (I've met them both, and they are great people.) Chris and I have a follow-up article on voice (though not in response to this dialogue) that's being considered for publication as we speak.

Simpson, S., & Matsuda, P. K. (2008). Mentoring as a long-term relationship: Situated learning in a doctoral program. In C. P. Casanave & X. Li (Eds.), Learning the literacy practices of graduate school: Insiders' reflections on academic enculturation (pp. 90-104). Ann Arbor: University of Michigan Press.

Steve and I wrote this piece during the summer of 2006. I thought of this as a culminating experience for our mentoring relationship at UNH and an important step toward our relationship as colleagues. It was useful for me to reflect on my approach to mentoring and to hear Steve's perspective as well. I was also happy that we were able to receive responses from some of my other mentees, including Michelle Cox, Joleen Hanson, Matt Schneider, and Christina Ortmeier-Hooper. Matt Schneider, who came from San Francisco State to work with me during the summer, observed the whole process of writing this piece. I was lucky to have had the chance to work with these and many other great grad students at UNH, who remain my important colleagues and friends.

A list of major publications is available at: http://matsuda.jslw.org/publications.html.

New Course for Fall: APL601 Introduction to Applied Lingusitics

APL601 INTRODUCTION TO APPLIED LINGUISTICS

Thursdays 4:40-7:30

Instructor: Professor Aya Matsuda

Course Description:

This course provides an overview of the field of applied linguistics, or the study of real-life problems and issues related to languages. Topics to be explored include, but are not limited to, language education and acquisition, discourse analysis, language policy and planning, and World Englishes. The question of disciplinarity—e.g., the interdisciplinary nature of the field of applied linguistics, how the field is defined in different parts of the world, and how the disciplinary boundary is constantly pushed—is also addressed throughout the course. Global focus.

Assignments:

Article presentations, Professionalization activity, Reflective journals, Final research paper

*Please feel free to email Aya Matsuda (aya.matsuda@asu.edu) with questions.

CFP: AAAL 2009 in Denver

AAAL 2009 Abstract Submission Announcement

The 2009 conference of the American Association for Applied Linguistics (AAAL) will be held March 21-24 at the Denver Marriott Tech Center, Denver, CO.

The 2009 conference's plenary presentations and invited colloquia (see below) address the theme of the relevance of applied linguistics-to the real world and to other fields of scientific inquiry. Proposals addressing this theme are particularly encouraged, but proposals are welcome in all of the following topic strands:

Analysis of discourse and interaction
Assessment and evaluation
Bilingual, immersion, heritage, and language minority education
Language and ideology
Language and learner characteristics
Language and technology
Language cognition and brain research
Language maintenance and revitalization
Language, culture, socialization, and pragmatics
Language, planning, and policy
Reading, writing, and literacy
Second and foreign language pedagogy
Second language acquisition, language acquisition, and attrition
Sociolinguistics
Text analysis (written discourse)
Translation and interpretation

The abstract submission deadline is August 15, 2008.

To login and submit your proposal, go to:
http://www.aaal.org/aaal2009/index.php?ID=8

For hotel reservation information, go to:
http://www.aaal.org/aaal2009/index.php?ID=7

For conference registration and rates, go to:
http://www.aaal.org/aaal2009/index.php?ID=5

The early registration deadline date is February 20, 2009.

AAAL Business Office

WPA Award for Grad Students

The Council of Writing Program Administrators is pleased to announce the call for nominations for its recently created award recognizing outstanding scholarship by graduate students writing on issues in writing program administration. Please review the description of the award and guidelines for eligibility vailable on the WPA website at this URL: http://wpacouncil.org/node/1228.

Conferences Ahead

Here are some of the conferences I'm planning to attend over the next year or so:

Symposium on Second Language Writing, West Lafayette, IN, June 5-7, 2008.

Thomas Watson Conference, University of Louisville, Louiville, KY, October 16-18, 2008.

National Council of Teachers of English, San Antonio, TX, November 20-23, 2008.

Conference on College Composition and Communication, San Francisco, CA, March 11-14, 2009.

American Association for Applied Linguistics, Denver, CO, March 21-24, 2009.

Teachers of English to Speakers of Other Languages, Denver, CO, March 25-28, 2009.

Symposium on Second Language Writing, Arizona State University, Tempe, AZ, November 5-7, 2009.

CFP: A Brief History of Rhetoric

A Brief History of Rhetoric in the Americas: 3113 BCE to 2012 CE

Damián Baca & Victor Villanueva, editors

Call for Contributors

Focusing on rhetoric outside of the dominating Greco-Latin canon, this collection will examine rhetorical practices and traditions of the indigenous pre-Columbian past and their legacies in the global American present as well as the rhetorical legacies wrought by other colonized peoples in the Americas. The timeline referenced in our title, for example, follows the Epi-Olmec and Maya calendar, thereby evoking indigenous chronologies and cosmologies that we hope our contributors will engage. The purpose of this collection will be to look to the past and present simultaneously, as many of these rhetorics are in use today in various contemporary configurations.

Submissions might address issues of historiography, linguistic/rhetorical migrations, cartography, multiple writing systems, material culture, the impact of Western expansion and global-colonial power on rhetorical practices, etc.

We are especially interested in essays dealing with rhetorical traditions, voices, audiences and contexts in North American, Mesoamerica/Anahuac/Mexico, Sub-Arctic, Caribbean Islands/Arawak/Antilles, Austronesia (Philippine, Hawaiian, and Pacific Islands), and other "American" colonial peripheries.

In particular, we invite submissions that focus on pictographic, ideographic, logographic, iconographic, kinetic, material, and so-called "visual" rhetorics in the Americas, and/or those that root their theoretical/methodological approaches in rhetorics that do not derive from Sumerian or Egyptian (i.e.: Greco-Latin) traditions.

Submissions Process
Please send a 250-500 word abstract of your contribution to Damián Baca via e-mail by May 3, 2008.

If your contribution is accepted for the volume, we anticipate a deadline of August 1, 2008 for full manuscripts (no longer than 10,000 words including notes and reference matter).

Contact Information
Damián Baca, Ph.D.
Assistant Professor
Rhetoric & Writing
Chicano-Latino Studies
baca@msu.edu
Michigan State University

SLW-IS: Election Results

Dear friends,

Please join me in congratulating our newly elected interest section leaders, whose terms officially will begin at the close of the 2008 TESOL Convention in New York City:

• Christine Tardy, 2008-2009 Chair-Elect
• Cate Crosby, 2008-2010 Secretary
• Allison Petro, 2008-2011 Steering Committee Member

Congratulations, Chris, Cate, and Allison, and thank you for your service to the SLW-IS! Thank you to everyone who voted in the election.

All the best,

Jessie

Jessie L. Moore
Assistant Professor of English
Elon University
http://condor.depaul.edu/~ctardy/SLWIS/, Past Chair

Bryan Smith

Bryan Smith, a rising star in Computer Assisted Language Learning (CALL), will be joining the English Department in Fall 2008. Bryan will be working closely with students in Master's in MTESOL and Ph.D. Rhetoric/Composition/Linguistics.

Welcome aboard, Bryan!

Christina's CCC Article

Christina Ortmeier-Hooper's article, “English May Be My Second Language, but I’m Not ‘ESL,’” appears in the most recent issue of College Composition and Communication (59.3).

Here is the abstract: "In this essay, I present three case studies of immigrant, first-year students, as they negotiate their identities as second language writers in mainstream composition classrooms. I argue that such terms as “ESL” and “Generation 1.5” are often problematic for students and mask a wide range of student experiences and expectations."

Congratulations, Christina! Excellent job!

CFP: Cross-Cultural Linguistics and Contrastive Rhetoric at RMMLA

2008 Rocky Mountain MLA Convention
Reno, NV, October 9-11
http://rmmla.wsu.edu/conferences/default.asp

Special session: Cross-Cultural Linguistics and Contrastive Rhetoric:
Issues and Approaches in Language Analysis and Teaching

Description: Focus on comparisons between languages: pragmatics,
semantics, syntax, morphology, phonetics/phonology, which contribute to
understanding linguistic structures/functions, and their application in
foreign language teaching.

Please submit your proposals to
Stefan Mummert, School of LCL, Monash University, Clayton, Victoria
AUSTRALIA
stefan.mummert@arts.monash.edu.au

by March 31, 2008

Publication by DePalma, Ringer and Webber

A collaborative article by Michael-Jon DePalma, Jeffrey Ringer, and James D. Webber has been accepted for publication in Rhetoric Society Quarterly. Congratulations, Mike, Jeff and Jim! Way to go!

CFP: Special Topic Sesssion on L2 Writing at Rocky Mountain MLA

Call for Papers

Second Language Writing*: Reports of Research and Discussions of Central Issues in Second/Foreign Language Writing

2008 Rocky Mountain MLA Convention
Reno, NV, October 9-11

For the time first time ever, a special topic session focusing on Second Language Writing will be part of the Rocky Mountain MLA Convention, which will be held in Reno, Nevada on October 9-11 this year .

If a Special-Topic Session is held three consecutive years, organizers may address a written request for permanent status to the Executive Board, signed by twenty RMMLA members.

Proposals are being accepted until March 1 for this session. Reports of research and discussion of central issues in second language (ESL) writing are welcome. Non-members may submit a proposal (but membership in RMMLA is required of all presenters). Three to four proposals will be accepted for presentation.

Please help support this session by either submitting a proposal or circulating this CFP as widely as possible to professors and graduate students alike, and thank you in advance for your support.

Submit your one-page proposals or inquiries March 10 to:

Fify Juliana
Mailing address: Box 870302, Tempe, AZ 85287-0302
Email: fify@asu.edu

For the PDF version of the CFP, go to: http://rmmla.wsu.edu/download/2007CFP.pdf.

For the online version of the CFP (updated), go to: http://rmmla.wsu.edu/call/default.asp.

Christina Ortmeier-Hooper's New Job

Christina Ortmeier-Hooper has just accepted the position of Assistant Professor of English at the University of New Hampshire, Durham. She will be working with doctoral students in Composition Studies, some of whom are intereted in her expertise in second language writing, among other things.

I'm really happy for Christina and especially for UNH!

The Journal of English as an International Language

The Journal of English as an International Language (www.eilj.com) is an internationally refereed journal which aims at providing free on-line access to all those involved in the research, teaching and learning of English as an International Language

The first edition was published in April 2007, and the second edition (December 2007) is now on-line.

We welcome submissions on any aspect of EIL: the global spread of English, the impact of native English(es) on local cultures and languages, the impact of local cultures and languages on native English(es), phonological, lexical, grammatical, discoursal variations in English(es), the perceptions of these variations, intelligibility, corpus studies, bilingualism, multilingualism, language standards and related teaching issues.

All submissions should be submitted to eiljournal@gmail.com

Sincerely

Ahmet Acar
Senior Associate Editor
The Journal of English as an International Language

Journal of Writing Research

Journal of Writing Research: Call for papers

In 2007 EARLI’s Special Interest Group on Writing decided to start an international research journal on writing. Luuk van Waes, Gert Rijlaarsdam & Denis Alamargot, started the preparations for the journal in October 2007. Marie-Françoise Crété (Poitiers) and Mariëlle Leijten (Antwerp/Stafford) will assist the editors. The first issue containing invited (and reviewed) papers is expected to be published in April/May 2008.

The Journal of Writing Research will be made by and for researchers, without any interference from commercial publishers. It will set high standards for quality control, which are guaranteed by double blind reviews, and a strong international editorial board, chaired by Joachim Grabowski & Asa Wengelin. More information about the aims and scope, the editors, the editorial board and procedures can be found on the website: http://www.jowr.org

We are now ready to receive submissions. That is why we have sent you this call for papers and proposals for special issues.

Papers can be submitted via the website. If you wish to submit a paper via the repository database, please, register as a member first (it’s free of charge). When you register, you can also choose to receive alerts in various frequencies when new publications are ready. The same procedure applies for submitting proposals for special issues. A special issue consists of three to five papers on a specific theme, with one or two commentaries.

On behalf of the JoWR editors

Gert Rijlaarsdam
http://www.jowr.org/

Steve Simpson's Publication

The chapter on mentoring that Steve Simpson and I wrote together just came out:

Simpson, S., & Matsuda, P. K. (2008). Mentoring as a long-term relationship: Situated learning in a doctoral program. In C. P. Casanave & X. Li (Eds.), Learning the literacy practices of graduate school: Insiders' reflections on academic enculturation (pp. 90-104). Ann Arbor: University of Michigan Press.

It provides an overview of my approach to mentoring as well as Steve's perspective on how it worked for him during the first few years of doctoral studies.

It's been fun working with you on this project, Steve!

New position for Abby Knoblauch!

A. Abby Knoblauch, my former student at UNH and co-author of the forthcoming chapter on the history of composition, has just accepted a job offer from Kansas State University. Congratulations, Abby! Well deserved!

第２言語ライティングセミナー開催案内

第２言語ライティングセミナー開催案内

テーマ： 第２言語ライティング能力を考える ～ 何をどのように評価し、フィードバックを与えるか ～

URL: http://homepage2.nifty.com/barbra/SLW_seminar.html

来たる３月１５日（土）に、アリゾナ州立大学の Paul Kei Matsuda先生をお迎えして、第２言語ライティングセミナーを開催することになりました。

本セミナーは、英語教育と日本語教育のそれぞれの立場から、第２言語ライティング指導について考察し、お互いの経験や情報を共有する場として企画いたしました。年度末のご多忙な時期とは存じますが、皆様方のご参加をお待ちしております。

●開催場所：東京国際大学早稲田サテライト 東西線『早稲田』駅下車　徒歩５、６分
●開催日時：２００８年３月１５日（土）　午後１時～午後５時３０分

●参加費：無料

●プログラム

（１）研究・事例発表

英語教育の立場から：

Stephen Timson（東京国際大学教授）
成田真澄（東京国際大学教授）

日本語教育の立場から：

田中真理（名古屋外国語大学教授）

（２）招待講演

講演者：Paul Kei Matsuda（アリゾナ州立大学准教授）
講演タイトル：「第２言語ライティング ― 誰のために書くのか？」

（３）パネルディスカッション「どうすれば第２言語ライティング能力を伸ばせるのか？」

パネリスト：

Paul Kei Matsuda（アリゾナ州立大学准教授）
佐々木みゆき（名古屋学院大学教授）
二通信子（東京大学教授）
田中真理（名古屋外国語大学教授）


コメンテータ：

木村恭子（日本経済新聞社　編集局 英文編集部 担当次長）

◆参加のお申込みとお問い合わせは：

東京国際大学 言語コミュニケーション学部
成田真澄まで（mnarita@tiu.ac.jp）

Kate Tirabassi is the recipient of the 2008 Berlin Award!

Kate Tirabassi, Assistant Professor English at Keene State College and one of my former doctoral students at the University of New Hampshire, is the recipient of 2008 James A. Berlin Memorial Outstanding Dissertation Award.

The award ceremony will be on Friday, April 4 from 5:00-6:30pm at the Conference on College Composition and Communication in New Orleans, Louisiana.

Congratulations, Kate!

CFP: Social Networking in CALL

Lara Lomicka (University of South Carolina) and Gillian Lord (University of Florida) are editing a volume on social networking and online collaboration for the CALICO Monograph Series 2009 and are currently accepting chapter proposals for the chapters presented below. If you are interested in any one of them, please submit to lomicka@sc.edu and glord@rll.ufl.edu a one- to two-page description of the chapter you would like to write based on the general outline below. Please refer to the topics we have provided as a general guideline; you can amend aspects of the chapter as you see fit. Submissions should combine SLA theory, research and practice of relevant applications, such as those listed below. The book will focus on practical and theory-based applications and how they relate to SLA and CALL theory, as well as empirical studies detailing their usefulness to CALL. The deadline to submit proposals is March 31, 2008.

Thank you very much for your interest and we look forward to working with you. Feel free to contact us in case of questions.

Lara Lomicka (lomicka@sc.edu)
Gillian Lord (glord@rll.ufl.edu)

Website: http://secondgenerationcall.edublogs.org
Wiki: http://secondgenerationcall.wikispaces.com
(Authors will have pages created for their chapters and will be invited to join the wiki so they can share their ideas with the other contributors.)

The Second Generation: Online collaboration and social networking in CALL

VOLUME DESCRIPTION

In recent years the landscape of CALL has been drastically altered, thanks to what have become known as Web 2.0 applications. The phrase “Web 2.0” was coined by O'Reilly Media in 2004 and refers to the second generation of the Internet, in which the emphasis is on online collaboration, networking and sharing among users. With Web 2.0 applications, language teachers have a variety of tools available to use in new and creative ways, and the potential to make us rethink how we act and interact in our lives and in our classrooms. This volume addresses the changes implied in these new applications, focusing on the social and collaborative aspects as well as the theoretical constructs informing their use, the benefits for students from a language perspective, and successful projects implemented in the language classroom.

Chapter topics open to submissions

• Social networking/online communities (FaceBook, MySpace)
• Flickr, YouTube, other social media-sharing sites
• Chatbots (i.e., Fryer & Carpenter, 2006)
• Tagging and folksonomies
• RSS (really simple syndication) and feed aggregators
• Social bookmarking
• Other forms of many-to-many publishing
• Other social software applications

The volume will also contain five invited chapters, with the following topics:

• Gaming
• Blogs
• Wikis
• Podcasting and audioblogging
• Virtual realities

Timeline

• March 31: Submission of chapter proposal & commitment to timeline
• April 28: Acceptance notices and comments from the editors on chapter descriptions
• May 31: Authors post outline and work in progress to wiki
• June 30: Authors provide feedback and comments for each other via wiki
• August 25: Submission of full chapter to editors and to post wiki
• October 6: Comments and requested revisions from the editors on full chapter
• November 3: Resubmit final version of chapter to editors and post to wiki

*The volume is expected to go to press in time for the 2009 CALICO conference.

ASU Applied Linguistic PhD Now Official

Arizona Board of Regents has approved the creation of the Ph.D. Program in Applied Linguistics at Arizona State University. The program will be accepting the first cohort of students to begin in August 2008. Applications will be accpted between February 11 and 29, 2008.

What this means is that students now have the option of specializing in second language writing in one of the two doctoral programs: 1) Rhetoric/Composition and Linguistics; and 2) Applied Linguistics.

But how to decide? The relationship between the two programs will be evolving over the next few years, but at this point, all I can say is to look at both programs and see what seems to work best for your own purpose. (If you are unsure, I would even suggest applying to both programs.)

TESOL Convention Schedule

Here is the latest information about future TESOL conventions (with thanks to Alison Petro and Grazzia Maria, who excavated this information from TESOL website):

TESOL 2008
New York Hilton and Sheraton New York
New York, New York USA
April 2-5, 2008

TESOL 2009
Denver Convention Center
Denver, Colorado USA
March 25-28, 2009

TESOL 2010
Boston Convention and Exhibition Center
Boston, Massachusetts USA
March 24-27, 2010

TESOL 2011
Ernest N. Morial Convention Center
New Orleans, Louisiana, USA
March 17-19, 2011

TESOL 2012
Philadelphia Convention Center
Philadelphia, Pennsylvania, USA
March 29-31, 2012

TESOL 2013
Dallas Convention Center
Dallas, Texas, 2013
March 21-23, 2013

NNEST of the Month

Ana Wu, the web manager for TESOL's NNEST (Nonnative English Speakers in TESOL) Caucus, has also been hosting the NNEST of the month blog. It features interviews with notable NNEST Caucus members, including George Braine, Doug Brown, Suresh Canagarajah, Shelley Wong, Sandy McKay, Claire Kramsch and others. It's worth a look.

I think Ana deserves to be recognized for her ongoing contributions to the Caucus. Thanks, Ana! Keep up the good work!

JSLW Website

The new, interactive website for the Journal of Second Language Writing is now up and running. The URL is http://www.jslw.org/.

CompFAQs from CompPile | TESOL-ESLResources / TESOL Bibliography browse

CompFAQs from CompPile | TESOL-ESLResources / TESOL Bibliography browse

Here is a new online resource for Writing Program Administrators who are interested in learning more about ESL-related issues. (Thanks to Susan Miller-Cochran who shared this link on the SLW_CCCC list.)

L2 Writing Jobs

L2 writing has become a popular field of specialization--a lot of job ads in both composition and second language studies mention it as part of desirable qualifications.

Here are two position openings at Indiana University of Pennsylvania that may be of interest to L2 writing specialists. It makes a lot of sense because IUP has many graduate students who are interested in L2 writing.

POSITION 1

Indiana University of Pennsylvania
TESOL/Second-Language Composition
Assistant or Associate Professor

Indiana University of Pennsylvania invites applications for a tenure-track position at the Assistant or Associate level, to begin in Fall 2008. We seek a teacher-scholar whose major research interest is in English second-language composition at the university level. The ideal candidate would focus particularly on social and cultural issues and the integration of English second-language and native composition research agendas. Secondary fields may include instructional competence in applied linguistics, sociolinguistics, research methodology, language assessment, literacy, cross-cultural communication, discourse analysis, or computer-mediated communication/learning as these relate to English second-language learning and teaching.

Candidates must be qualified to teach doctoral, master’s, and undergraduate courses, and must demonstrate excellence in teaching and scholarship. Participation in the graduate program also includes teaching graduate students during one five week summer session (with additional compensation).

The IUP English Department’s commitment to broad faculty participation in the liberal studies offerings requires that all faculty are prepared to teach first year college writing, research writing, and introductory literature. Active participation in departmental service and student advising is also expected.

Doctorate in hand at the time of appointment. Candidates must communicate effectively and perform well during the interview process which may include a teaching demonstration. All applicants must be work eligible.

Send a letter of application, CV, transcripts, three current letters of recommendation, writing sample, and a one-page statement of teaching philosophy to: Dr. John Marsden, Recruitment Chair, Dept. of English, 110 Leonard Hall, Indiana University of Pennsylvania, Indiana, PA 15705 USA. Please see announcement at www.english.iup.edu. Review will begin November 15 and will continue until the position is filled.

Indiana University of Pennsylvania is a member of the Pennsylvania State System of Higher Education. IUP’s more than 13,000 students represent nearly
every state and more than eighty foreign countries. Total faculty and staff number approximately 1,700. IUP’s quality has been recognized in many national publications, and the university has been ranked as a Carnegie Doctoral/Research University—Intensive. For more information about IUP, visit our website at www.iup.edu.

IUP is an affirmative action/equal opportunity employer committed to excellence through diversity and through providing equal employment to minorities, females, veterans and disabled individuals.


POSITION 2

Indiana University of Pennsylvania
TESOL/Second Language Teacher Education
Assistant or Associate Professor

Indiana University of Pennsylvania invites applications for a tenure track position at Assistant or Associate level, to begin in fall 2008. We seek a teacher/scholar with expertise and an established publication history in second language teacher education and one or more of the following: second language teacher development; second language composition; second language teaching theory and practice; and/or world Englishes.

Candidates must be qualified to teach doctoral, master’s, and undergraduate courses, and must demonstrate excellence in teaching and scholarship. Participation in the graduate program also includes teaching graduate students during one five week summer session (with additional compensation).

The IUP English Department’s commitment to broad faculty participation in the liberal studies offerings requires that all faculty are prepared to teach first year college writing, research writing, and introductory literature. Active participation in departmental service and student advising is also expected.

Doctorate in hand at the time of appointment. All applicants must have documented scholarship in second language teacher education, training and expertise in teaching, and a demonstrated commitment to service. International teaching experience preferred. Candidates must communicate effectively and perform well during the interview process which may include a teaching demonstration. All applicants must be work eligible.

Send a letter of application, CV, transcripts, three current letters of recommendation, writing sample, and a one-page statement of teaching philosophy to: Dr. John Marsden, Recruitment Chair, Dept. of English, 110 Leonard Hall, Indiana University of Pennsylvania, Indiana, PA 15705 USA. Please see announcement at www.english.iup.edu. Review will begin November 15 and will continue until the position is filled.

Indiana University of Pennsylvania is a member of the Pennsylvania State System of Higher Education. IUP’s more than 13,000 students represent nearly
every state and more than eighty foreign countries. Total faculty and staff number approximately 1,700. IUP’s quality has been recognized in many national publications, and the university has been ranked as a Carnegie Doctoral/Research University—Intensive. For more information about IUP, visit our website at www.iup.edu.

IUP is an affirmative action/equal opportunity employer committed to excellence through diversity and through providing equal employment to minorities, females, veterans and disabled individuals.

The Seventh Symposium on Second Language Writing (SLWIS Newsletter)

Here is a little more information about the next Symposium on Second Language Writing, which will take place on June 5-7 at Purdue University.

CFP: CMLR Special Issue on Multilingual Literacies

CALL FOR PAPERS
Canadian Modern Language Review
Special issue on Multilingual Literacies

The Canadian Modern Language Review will feature a special issue on multilingual literacies in September 2008. Assumptions of monolingual language and literacy competencies in educational approaches are increasingly questioned by practitioners, policy makers, researchers, and theorists who recognize the growing presence of multilinguals in communities, schools, and the workplace. Research on literacy has moved beyond a focus on one or two languages to consider the complex range of literacy practices adopted in diverse languages and spheres of social activity. In the last decade, work on the intersection of literacy and multilingualism has contributed to the emergence of theories of multilingual literacies. Recent innovative literacy programs that include a variety of languages aim to meet the needs not only of multilinguals and students of diverse heritages but also of those seeking an education that prepares them to live in a global society. The editors of this special issue invite researchers and literacy practitioners in Canada and abroad to submit articles in English and in French on theory, research, and practice in multilingual literacies.

Final submission deadline: December 1, 2007

Submissions should be sent in electronic form, either through PReSTO (http://presto.utpjournals.com/index.php/CMLR) or by e-mail to the CMLR Editorial Assistant, Rachel McArthur, at rmcarthur@utpress.utoronto.ca or cmlr@utpress.utoronto.ca.

Receipt of all manuscripts will be acknowledged within a week of their arrival. If you do not receive an acknowledgement, please send an inquiry directly to rmcarthur@utpress.utoronto.ca.

Questions about the special issue may be addressed to the co-editors:

Heather Lotherington
Faculty of Education
York University
4700 Keele Street
North York, ON
M3J 1P3
Canada
hlotherington@edu.yorku.ca

Diane Dagenais
Faculté d’éducation
Université Simon Fraser
8888 University Drive
Vancouver (Colombie-Britannique)
V6R 3J2
Canada
dagenais@sfu.ca

A Growing Department

One of the exciting things about coming to ASU is that the English Department is actively growing--new positions are shooting up like bamboos. This is quite a change from what I'm used to.

Here