International Journal on E-Learning

February 24, 2015 By: supyan Category: I. CALL Journals

The latest issue of International Journal on E-Learning is now available on the Ed/ITLib Digital Library.

International Journal on E-Learning

Vol. 14 , No. 1 (January 2015)

Organizational Support in Online Learning Environments: Examination of Support Factors in Corporate Online Learning Implementation

Thomas Schultz , Iowa State University, ; Ana-Paula Correia , Iowa State University,

Abstract: http://www.editlib.org/p/39246/
E-Learning Instructional Design and the Mismatch between E-Learners and E-Educators’ Learning Styles

Osama Hassanein , Asyut University,

Abstract: http://www.editlib.org/p/40595/
Student Attitudes And Preferences Toward An E-Mentoring Program: A Survey of Journalism Students

Jamie Switzer , Colorado State University,

Abstract: http://www.editlib.org/p/40622/
Exploring awareness of online reading strategies used by EFL learners in a developing country: A study on undergraduate students in Bangladesh

Mohammad Shahedul Islam , Military Institute of Science and Technology, ; Mohammad Shamsur Rahman , Military Institute of Science and Technology, ; Enamul Haque , Khulna University,

Abstract: http://www.editlib.org/p/40649/
Physical and Psychological Well-Being and University Student Satisfaction with E-Learning

Genevieve Johnson , Curtin University,

Abstract: http://www.editlib.org/p/41234/
Management of Change

Shad Morrow , Grand Canyon University,

Abstract: http://www.editlib.org/p/41283/
Table of contents for this issue: http://www.editlib.org/j/IJEL/v/14/n/1//

You will automatically be emailed the Table of Contents whenever a new issue of International Journal on E-Learning is placed in the Digital Library.

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Call for papers: Canadian Modern Language Review 2014 Best Graduate Student Paper Award

October 04, 2014 By: supyan Category: I. CALL Journals

Canadian Modern Language Review
2014 Best Graduate Student Paper Award
Call for papers

The Editors of the Canadian Modern Language Review invite submissions for the Annual Award for the Best Paper by a Graduate Student. The competition is open to students who are currently registered or have graduated in the previous academic year. Papers should be submitted no later than November 30, 2014.

Papers should present original, theoretically motivated research, with an analysis supported by a review of the relevant empirical literature. The topic of the paper must be related to second language teaching and learning. Graduate course papers, theses, and dissertations may be source material for the paper submitted. A note from the professor of the relevant course or the thesis/dissertation supervisor supporting the submission and briefly outlining the place/nature of the paper within the student’s graduate studies program must also be included.

Papers will be evaluated by the CMLR Editors and members of the Editorial Board. The assessment criteria will include relevance to the mandate of the journal, originality and significance of research, currency of references, and quality of the writing. Authors should refer to ‘A Guide for Authors’ in the CMLR when preparing their manuscripts. Previously submitted papers are not eligible.

The Best Paper will be published in Volume 71 of the CMLR and the author will receive a one-year subscription to the journal.

Manuscripts should be submitted online to: PRESTO cmlr.presto.utpjournals.com/jmanager/users/login
Submission information can be found online at: www.utpjournals.com/cmlr

Previous Winners have included

This award is given to a paper written by a student who is either currently registered or has graduated in the previous academic year which presents original research, either qualitative or quantitative, with an analysis supported by a current theoretical literature review. Papers are evaluated by the CMLR Editors and members of the Editorial Board. Access to these articles is at www.utpjournals.com/cmlr

2013 — Renée Bourgoin, “The predictive effects of L1 and L2 early literacy indicators on reading in French immersion”

2012 — Yvonne Préfontaine, “Perceptions of French Fluency in Second Language Speech Production”

http://utpjournals.metapress.com/content/43443l1067481671/?p=6325f55801cc42a7a9adb9e1ad6d6b6d&pi=3

2010— Klara Abdi, “‘She Really Only Speaks English’: Positioning, Language Ideology, and Heritage Language Learners” http://utpjournals.metapress.com/content/w8g73232134n0143/?p=4f2c4c6a3b6b4292951896490f6880b8&pi=0

2008— Muhammad M. Abdel Latif (University of Essex, UK) Towards a New Process-based Indicator for Measuring Writing Fluency: Evidence from L2 Writers’ Think-Aloud Protocols http://utpjournals.metapress.com/content/j724tv6625714621/?p=c8afb1bf03f24d00b133f6de45fb2ff4&pi=2

2007— Talia Isaacs, “Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students” http://utpjournals.metapress.com/content/15567610h2084782/?p=131fa44c567b49bd9905805a42ca20bc&pi=0

2006— Sandra Zappa-Hollman, “Academic Presentations across Post-secondary Contexts: The Discourse Socialization of Non-native English Speakers” http://utpjournals.metapress.com/content/m594561u80121141/?p=7d9018bae9014a1ea2df0e5a5dd326de&pi=0

Posted by T Hawkins, UTP Journals

La Revue canadienne des langues vivantes
Demande d’articles
Concours Du Meilleur Travail Rédigé Par Un(e) Étudiant(e) Aux Études Supérieures

Les rédacteurs en chef de la RCLV lancent un appel en vue du Concours du meilleur travail rédigé par un(e) étudiant(e) du 2e ou 3e cycle. Le concours est ouvert aux étudiant(e)s présentement inscrit(e)s ou qui viennent de terminer leur programme d’études supérieures au cours de l’année précédente. Les manuscrits doivent êtresoumis avant le 30 novembre 2014.

Les articles doivent rendre compte de travaux originaux s’appuyant sur la théorie, et l’analyse doit s’accompagner d’une revue de la littérature empirique pertinente. Le sujet doit concerner l’enseignement et l’apprentissage de la langue seconde.Les travaux résultant de séminaires d’études supérieures, ainsi que les thèses et les mémoires, peuvent servir de source pour les manuscrits.

Une notice rédigée par le professeur du cours en question ou par le directeur de thèse ou de mémoire devrait être incluse; celle-ci devrait appuyer la mise en candidature et présenter brièvement le rôle et la nature du travail en question dans le cheminement académique de l’étudiant(e).

Les manuscrits seront évalués par les rédacteurs en chef de la RCLV et par des membres du Comité de redaction. Les critères d’évaluation comprennent l’adéquation du sujet au mandat de la Revue, l’originalité et la portée de la recherche, l’actualité des sources et des références et la qualité de la rédaction.

Les auteur(e)s devraient se reporter au « Guide à l’intention des auteurs » de la RCLV.

Les manuscrits soumis dans le passé ne sont pas admissibles. Le travail primé sera publié dans le volume 71 de la RCLV et son auteur(e) recevra un abonnement gratuit d’un an à la revue.

Veuillez soumettre vos articles à:

PRESTO

http://cmlr.presto.utpjournals.com/jmanager/users/login

Les auteurs peuvent leurs renseigner à:

http://www.utpjournals.com/cmlr

Lauréats antérieurs

Le prix récompense un article qui, écrit par un étudiant actuellement inscrit à l’université ou qui a reçu son diplôme au cours de l’année précédente, présente un travail de recherche original, sur le plan qualitatif ou quantitatif, dont l’analyse est étayée d’une revue de la littérature théorique actuelle. Les articles proposés sont évalués par les rédacteurs en chef de la RCLV et par les membres du comité de rédaction.

2013 — Renée Bourgoin, “The predictive effects of L1 and L2 early literacy indicators on reading in French immersion”

2012 — Yvonne Préfontaine, “Perceptions of French Fluency in Second Language Speech Production”

http://utpjournals.metapress.com/content/43443l1067481671/?p=6325f55801cc42a7a9adb9e1ad6d6b6d&pi=3

Pour avoir accès aux articles des gagnants de ce prix, veuillez visiter le site de la RCLV à http://www.utpjournals.com/cmlr

Affiché par T. Hawkins, UTP Journals

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Call for Papers: The Canadian Modern Language Review Special Issue 2016

October 04, 2014 By: supyan Category: A. Announcements, I. CALL Journals

Call for Papers Special Issue 2016

Showcasing the translingual SL/FL classroom: strategies, practices, and beliefs

The Canadian Modern Language Review (CMLR) invites manuscripts to be considered for the special issue “Showcasing the translingual SL/FL classroom: strategies, practices, and beliefs” to appear in 2016. In this issue, we solicit empirical research as well as practice-oriented articles on translingual practices, particularly in Canadian classrooms or those with special relevance to Canadian second, foreign, heritage, aboriginaland ancestral language teaching. By translingual practices we mean “making meaning, shaping experiences, gaining understanding and knowledge through the use of two languages” (Baker 2011: 288). The special issue targets studies in any of the following settings: language minority students in structured immersion and/or transitional settings as well as language minority and/or majority students in immersion, maintenance, two-way/dual language, additive, and mainstream bilingual settings.

We welcome a wide range of methodological approaches, including auto-ethnography, survey research, mixed-methods designs, case studies, discourse analysis, and conversation analysis. In addition to classroom practices, research related to the status and role of students’ native languages in the SL/FL/HL/Aboriginal and ancestral language classroom including school policies, teachers’ attitudes, beliefs, and classroom practices, and students’ attitudes towards their own learning are welcome. We strongly encourage contributions for the “Focus on the classroom” section, in which research-based approaches to pedagogy and methodology are presented and elaborated. Submissions are welcome in either English or French. All submissions are subject to the usual CMLR peer review process.

Please visit the submission guidelines at the following link for information on manuscript length, the mandate of the journal, and other aspects of submission: www.utpjournals.com/cmlr

Submission deadline: June 30, 2015

Submissions should be sent electronically through PRESTO: http://bit.ly/cmlrPresto

Receipt of all manuscripts will be acknowledged via PRESTO.

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

Shelley Taylor

Western University

taylor@uwo.ca

Cecelia Cutler,

City University of New York

Cecelia.Cutler@lehman.cuny.edu

Appel d’articles pour le numéro spécial de 2016
Les classes d’accueil et d’immersion : stratégies, pratiques et croyances

La Revue canadienne des langues vivantes (RCLV) invite les chercheurs à proposer des articles en vue d’un numéro spécial ayant pour thème : « Les classes d’accueil et d’immersion : stratégies, pratiques et croyances » qui paraîtra en 2016. La revue sollicite des articles de recherche empirique et théorique sur les pratiques translinguistiques, en particulier dans les salles de classe canadiennes ou qui sont directement concernées par l’enseignement des langues secondes, étrangères, d’origine, autochtones et ancestrales au Canada. Les « pratiques translinguistiques » englobent les activités visant à « produire du sens, vivre des expériences, approfondir sa compréhension et ses connaissances par l’utilisation de deux langues » (Baker, 2011 : 288). Les articles proposés aborderont l’un des thèmes suivants : les élèves issus des minorités linguistiques inscrits à un programme d’immersion ou de transition ou les élèves issus de la majorité ou de minorités linguistiques participant à un programme d’immersion, de maintien des connaissances, bidirectionnel, favorisant le bilinguisme à effet positif (ou « additif ») ou intégré au programme scolaire.

Les articles peuvent s’inspirer de diverses approches méthodologiques, y compris l’autoethnographie, la recherche-sondage, les méthodes mixtes, les études de cas, l’analyse du discours et l’analyse conversationnelle. En plus des travaux sur les pratiques en classe, les études sur le statut et le rôle accordés à la langue maternelle des élèves dans l’enseignement des langues d’origine, étrangères, ancestrales et autochtones sont bienvenues, y compris celles portant sur les politiques scolaires, l’attitude des enseignants, les croyances, les pratiques scolaires et l’attitude des élèves vis-à-vis de leurs apprentissages. Nous favorisons aussi vivement la soumission d’articles pour la rubrique « Pleins feux sur la classe » dans lesquels des pistes concrètes d’action didactique ou méthodologique sont présentées et commentées. Les articles peuvent être rédigés en anglais ou en français. Ils seront soumis au processus habituel d’évaluation par les pairs de la RCLV.

Veuillez consulter les normes de présentation des manuscrits en cliquant sur le lien suivant pour en savoir plus sur la longueur des articles, la mission de la revue ou pour tout autre renseignement concernant la soumission des manuscrits :www.utpjournals.com/cmlr.

Date limite de soumission : le 30 juin 2015

Les articles doivent être soumis électroniquement au moyen de l’interface PRESTO (http://bit.ly/cmlrPresto).

La revue accusera réception de tous les manuscrits par l’entremise de PRESTO.

Pour toute autre question sur ce numéro spécial, veuillez contacter les corédactrices :

Shelley Taylor

Western University

taylor@uwo.ca

Cecelia Cutler,

City University of New York

Cecelia.Cutler@lehman.cuny.edu

The Canadian Modern Language Review ONLINE

www.utpjournals.com/cmlr

Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource.

CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide. Subscribers to CMLR Online enjoy:

• Enhanced features not available in the print version

• Early access to the latest issues

• CMLR anytime, anywhere, on any device!

• Everything you need at your fingertips

Canadian Modern Language Review is also available at Project MUSE - http://bit.ly/cmlr_pm

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

University of Toronto Press — Journals Division
5201 Dufferin St., Toronto, ON,
Canada M3H 5T8
tel: (416) 667-7810 fax: (416) 667-7881
Fax Toll Free in North America 1-800-221-9985
email: journals@utpress.utoronto.ca

www.utpjournals.com/cmlr

facebook.com/utpjournals

twitter.com/utpjournals

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CALL FOR PROPOSALS: The Canadian Modern Language Review SPECIAL ISSUE 2017

October 04, 2014 By: supyan Category: A. Announcements, I. CALL Journals

The Canadian Modern Language Review

SPECIAL ISSUE 2017

CALL FOR PROPOSALS

The Editors of the Canadian Modern Language Review invite proposals for the annual special issue of the journal. Proposals should identify a contemporary topic which will allow for the exploration of recent advances in theory, research, and practice in second language learning and teaching. The proposed topic should also be one that will attract diverse perspectives, research methodologies, and pedagogical applications.

The special issue of the CMLR is an open call for papers; guest editors therefore manage the submissions, which consists of the standard double blind review process. At least one of the editors should be fluent in both English and French.

Proposals will be evaluated by the CMLR Editors and members of the Editorial Board. The criteria will include: relevance to the mandate of the journal; significance of the topic to the field; and the qualifications of the two editors. The successful proposal will be announced in the spring of 2015.

Guest editors should refer to the Guidelines for Special Issue Proposals on the CMLR website – www.utpjournals.com/cmlr - for details on the submission requirements.

Due date for proposals: January 25, 2015

La Revue canadienne des langues vivantes

NUMÉRO SPÉCIAL – 2017

APPEL À PROPOSITIONS DE THÈMES

Les rédacteurs de la Revue canadienne des langues vivantes invitent les personnes intéressées à proposer des thèmes pour le numéro spécial annuel de la revue. Chaque proposition devra porter sur un sujet contemporain ouvrant sur l’exploration des progrès récents en matière de théorie, de recherche et de pratiques en apprentissage et en enseignement des langues secondes. Le thème proposé devra également susciter des contributions sur des perspectives, des méthodes de recherche et des applications pédagogiques variées.

Pour ce numéro spécial de la RCLV, il y aura un appel général à contributions. Les rédacteurs invités auront donc à gérer les articles soumis au moyen du processus habituel d’évaluation à double insu. Au moins un des rédacteurs devra s’exprimer couramment en anglais et en français.

Les propositions seront évaluées par les rédacteurs de la RCLV et les membres du conseil d’administration, selon les critères suivants : la pertinence du thème relativement au mandat de la revue, l’importance du sujet dans le champ d’études et les qualifications des deux rédacteurs. La proposition retenue sera dévoilée au printemps 2015.

Pour tout renseignement concernant les exigences de soumission, les rédacteurs invités devront se référer aux Directives sur la proposition de thèmes pour le numéro spécial, disponible sur le site web de la RCLV - http://www.utpjournals.com/Revue-canadienne-des-langues-vivante.html.

Date limite d’envoi des propositions : le 25 janvier 2015

The Canadian Modern Language Review/La Revue canadienne des langues vivantes

During the nearly 70 years of its existence, The Canadian Modern Language Review/La Revue canadienne des langues vivanteshas evolved from an Ontario-centered journal containing mainly classroom-based teaching strategies and resources to a Canada-wide, bilingual, refereed scholarly publication of national scope and international repute. The CMLR/RCLV serves members of the teaching profession, administrators and researchers interested in all levels of English and French as second languages and, in addition, those interested in native and other modern, international, or heritage language programs and issues.

CMLR is available online at www.utpjournals.com/cmlr and at Project MUSEhttp://muse.jhu.edu/journals/canadian_modern_language_review

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

Canadian Modern Language Review

University of Toronto Press Journals Division

5201 Dufferin Street

Toronto, Ontario M3H 5T8

cmlr@utpress.utoronto.ca

www.utpjournals.com/cmlr

Posted by T Hawkins, UTP journals

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Canadian Modern Language Review Volume 70, Number 3, August 2014

October 04, 2014 By: supyan Category: I. CALL Journals

Now available online …

Canadian Modern Language Review/ La Revue canadienne des langues vivantes

Volume 70, Number 3, August 2014

http://bit.ly/cmlr703

This issue contains:

Enseignement explicite du genre des noms en français : expérimentation au primaire en classe d’immersion

Manuela-Elena Tipurita, Gladys Jean

Cet article fait état d’une expérimentation conduite dans des classes de 2^e année d’immersion française portant sur l’enseignement explicite des régularités observées dans les terminaisons des noms français qui sont indicatrices de leur genre grammatical (par exemple, le phonème [o] qui prédit le genre masculin pour 93 % des noms possédant cette finale). Les résultats de prétest, post-test immédiat et post-test différé montrent qu’un bref traitement consistant en l’enseignement explicite de quatre terminaisons prédictives du genre (avec énonciation de la règle) a permis aux apprenants d’être significativement plus précis dans leur assignation du genre à des noms connus, et même à des noms inconnus. Il semblerait donc que ce type d’enseignement puisse fonctionner avec des jeunes de ce bas âge, ce qui pourrait diminuer la fossilisation des erreurs de genre par la suite, erreurs qui se retrouvent fréquemment dans les productions des plus grands, qui résistent à la correction et qui engendrent nombre d’erreurs d’accord. DOI: 10.3138/cmlr.1756

http://bit.ly/cmlr703a

Academic Language Socialization in High School Writing Conferences

Betsy Gilliland

This study examines multilingual high school writers’ individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents’ writing. Addressing adolescent writers’ language socialization through microethnographic discourse analysis, the author argues that teachers’ oral responses during writing conferences can either scaffold or deter students’ socialization into valued ways of using academic language for school writing. She suggests what forms of oral response provide scaffolding and what forms might limit multilingual adolescent learners’ academic literacy. Constructive interactions engaged students in dialogue about their writing, and students included content or phrasing from the interaction in their texts. Unhelpful interactions failed to foster students’ language development in observable ways. Although teachers attempted to scaffold ideas and language, they often did not guide students’ discovery of appropriate forms or points. These interactions represent restrictive academic language socialization: while some students did create academic texts, they learned little about academic language use. DOI: 10.3138/cmlr.1753

http://bit.ly/cmlr703b

The Impact of the Webcam on an Online L2 Interaction

Nicolas Guichon, Cathy Cohen

It is intuitively felt that visual cues should enhance online communication, and this experimental study aims to test this prediction by exploring the value provided by a webcam in an online L2 pedagogical teacher-to-learner interaction. A total of 40 French undergraduate students with a B2 level in English were asked to describe in English four previously unseen photographs to a native English-speaking teacher of EFL via Skype, a free web-based videoconferencing tool, during a 10-minute interaction. Twenty students were assigned to the videoconferencing condition and 20 to the audioconferencing condition. All 40 interactions were recorded using dynamic screen capture software and were analyzed with ELAN, a multimodal data annotation tool. Participants’ perceptions of the online interaction are first compared with regard to the issues of social presence and their understanding and appreciation of the online interaction, using data gathered from a post-task questionnaire. The study then explores whether seeing the interlocutor’s image impacts on the patterns of these synchronous exchanges and on the word search episodes. Results indicated that the impact of the webcam on the online pedagogical interaction was not as critical as had been predicted. DOI: 10.3138/cmlr.2102

http://bit.ly/cmlr703c

WINNER OF THE BEST GRADUATE STUDENT PAPER AWARD / GAGNANT DU CONCOURS DU MEILLEUR ARTICLE PAR UN ÉTUDIANT DIPLÔMÉ

The Predictive Effects of L1 and L2 Early Literacy Indicators on Reading in French Immersion

Renée Bourgoin

This study explored the predictive effects of within- and cross-language early literacy indicators with regard to second language (L2) reading achievement in a Grade 3 entry-point French immersion (FI) program. Kindergarten students (N = 83) in a regular English program were administered English early literacy measures. Three years later, once students entered the FI, 56 students from the original cohort were reassessed using French literacy measures. This allowed for an examination of the long-term connections between first language (L1) early literacy indicators and L2 reading outcomes. Regression analysis revealed that L1 early literacy skills relating to aspects of phonological awareness and, more importantly, alphabetic knowledge were significant predictors of L2 reading even when school-based L2 learning was delayed several years. With respect to the French literacy indicators, knowledge of the alphabet and related measures were again significant predictors of L2 reading performance. The predictive effects of French indicators were significant even in the first few months of FI. These results provide additional information about the predictive effects of within- and cross-language early literacy indicators and the extent to which they can be used to identify students who may be at risk for reading difficulties in their L2. DOI: 10.3138/cmlr.2346

http://bit.ly/cmlr703d

ÉCHANGE D’ARTICLES AVEC RECHERCHES ET APPLICATIONS / LE FRANÇAIS DANS LE MONDE

Pensée en action/ pensée sur l’action : une fenêtre sur l’agir professoral?

Francine Cicurel

Lorsque un enseignant visionne le filmage de son action en classe, ce qui est souvenir enfoui dans la mémoire redevient perception. Le fait de se voir au milieu de sa classe, en acte, amène l’enseignant à penser d’une autre façon son métier, sa manière de faire, ce qui caractérise son public et la manière dont il aborde les divers obstacles qu’il rencontre nécessairement. Montent alors à la conscience des savoirs cachés, des motifs sur lesquels il n’a pas le temps ni l’habitude de s’étendre, des appréciations qui ne portent pas seulement sur la langue mais aussi sur la représentation qu’il a des apprenants, des commentaires sur l’image de soi, sur les croyances, le métier, la gestion des imprévus, la rationalité ou la spontanéité de l’action. Cet article se propose d’interroger les discours de verbalisations d’enseignants comme voie d’accès à ce qu’on appelle la pensée enseignante. DOI: 10.3138/cmlr.70305

http://bit.ly/cmlr703e

Book and Software Reviews / Critiques de livres et de logiciels

D. Ayoun (2013), The Second Language Acquisition of French Tense, Aspect, Mood and Modality. reviewed by Anita Thomas.

J. W. Schwieter (Ed.). (2013), Innovative Research and Practices in Second Language Acquisition and Bilingualism. reviewed by Larissa Buss.

S. Galligani, S. Wachs et C. Weber, dirs. (2013), École et langues. Des difficultés en contextes. reviewed by James Archibald.

S. Jarvis & M. Daller (Eds.). (2013), Vocabulary Knowledge: Human Ratings and Automated Measures. reviewed by Michael P.H. Rodgers.

DOI: 10.3138/cmlr.70.3.403

http://bit.ly/cmlr703r

Canadian Modern Language Review online at:

CMLR Online – http://bit.ly/cmlronline

Project MUSE - http://bit.ly/cmlr_pm

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

www.utpjournals.com/cmlr

facebook.com/utpjournals

twitter.com/utpjournals

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The Canadian Journal of Linguistics Volume 59(2), July/juillet 2014

October 04, 2014 By: supyan Category: I. CALL Journals

Now available at Project MUSE…

The Canadian Journal of Linguistics / La revue canadienne de linguistique

Volume 59(2), July/juillet 2014

http://bit.ly/cjl592pm

Articles

When take means require: A study of extraposed and impersonal constructions with take

Gregory Furmaniak

The aim of this corpus-based study is to offer a syntactic and semantic characterization of sentences whose formal realization can be schematized as it + take + NP + (NP) + to-VP. The examination of the data suggests that this linear structure is shared by two distinct micro-constructions with different semantic properties: a construction with extraposition whose primary meaning is described in terms of consumption and an impersonal micro-construction which is analyzed as an anankastic construction expressing a necessary condition. It is shown that the apparently erratic grammatical behaviour of the string results from the existence in the hierarchical network of constructions of two different micro-constructions with similar formal realizations. http://bit.ly/cjl592a

On the D-linked character of genitive interrogatives in Iraqi Arabic

Laura Andreea Sterian

This paper focuses on genitive interrogatives in Iraqi Arabic. I argue that these constructions are inherently D-linked (Discourse-Linked). Similarly to D-linked interrogatives, when genitive interrogatives appear in content questions in which both the resumptive strategy and the gap strategy are possible, the genitive interrogatives have a D–N structure when the gap strategy is employed and a D–?–N structure when the resumptive strategy is employed. I then propose the following hypothesis: what defines D-linking is the presence of a domain restriction in the form of an overt noun. http://bit.ly/cjl592b

SQUIBS/NOTULES

Unaccusativity and the VP node in Cayuga

Michael Barrie

http://bit.ly/cjl592s1

Investigating clitic doubling in Laurentian French: An experimental approach

Cassandra Chapman

http://bit.ly/cjl592s2

Two types of wh-omission in first language acquisition

Yves Roberge, Nelleke Strik

http://bit.ly/cjl592s3

REVIEWS/COMPTES RENDUS

Indefinite objects: Scrambling, choice functions, and differential marking by Luis López (review)

Ross (Rostyslav) Bilous http://bit.ly/cjl592r6

The logic of pronominal resumption by Ash Asudeh (review)

Anna Bondaruk http://bit.ly/cjl592r5

Acquiring phonology: A cross-generational case study by Neil Smith (review)

Sarah D.F. Greer http://bit.ly/cjl592r4

Semantics: From meaning to text by Igor A. Mel’?uk (review)

Inna Kozlova http://bit.ly/cjl592r3

Morphology: From data to theories by Antonio Fábregas and Sergio Scalise (review)

Francesco-Alessio Ursini http://bit.ly/cjl592r2

Agreement and head movement: Clitics, incorporation, and defective goals by Ian Roberts (review)

Joseph W. Windsor http://bit.ly/cjl592r1

Books Received/Livres reçus

http://bit.ly/cjl592r

Canadian Linguistics Association National Achievement Award 2014

The 2014 recipient of the Canadian Linguistic Association National Achievement Award is Dr. Jila Ghomeshi of the Department of Linguistics, University of Manitoba.

This award honours researchers whose work has expanded our knowledge in linguistics and has brought distinction to the Canadian linguistics community. It also recognizes their role as ambassadors in the promotion of Canadian linguistics here and abroad. Jila is a very worthy recipient of this award.

http://bit.ly/cjl592n

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The Canadian Journal of Linguistics publishes articles of original research in linguistics in both English and French. The articles deal with linguistic theory, linguistic description of English, French and a variety of other natural languages, phonetics, phonology, morphology, syntax, semantics, historical linguistics, sociolinguistics, psycholinguistics, first and second language acquisition, and other areas of interest to linguists. Published three times a year by the Canadian Linguistic Association

The Canadian Journal of Linguistics is available online at Project MUSE - http://bit.ly/cjlpm

Please visit www.utpjournals.com/cjl for submissions info.

Posted by T Hawkins, UTP Journals

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Canadian Modern Language Review. Volume 70, Number 3, August 2014

October 04, 2014 By: supyan Category: I. CALL Journals

Now available on Project MUSE …

Canadian Modern Language Review/ La Revue canadienne des langues vivantes

Volume 70, Number 3, August 2014

http://bit.ly/cmlr703pm

This issue contains:

Enseignement explicite du genre des noms en français : expérimentation au primaire en classe d’immersion

Manuela-Elena Tipurita, Gladys Jean

Academic Language Socialization in High School Writing Conferences

Betsy Gilliland

The Impact of the Webcam on an Online L2 Interaction

Nicolas Guichon, Cathy Cohen

WINNER OF THE BEST GRADUATE STUDENT PAPER AWARD / GAGNANT DU CONCOURS DU MEILLEUR ARTICLE PAR UN ÉTUDIANT DIPLÔMÉ

The Predictive Effects of L1 and L2 Early Literacy Indicators on Reading in French Immersion

Renée Bourgoin

ÉCHANGE D’ARTICLES AVEC RECHERCHES ET APPLICATIONS / LE FRANÇAIS DANS LE MONDE

Pensée en action/ pensée sur l’action : une fenêtre sur l’agir professoral?

Francine Cicurel

Book and Software Reviews / Critiques de livres et de logiciels

D. Ayoun (2013), The Second Language Acquisition of French Tense, Aspect, Mood and Modality. reviewed by Anita Thomas.

J. W. Schwieter (Ed.). (2013), Innovative Research and Practices in Second Language Acquisition and Bilingualism. reviewed by Larissa Buss.

S. Galligani, S. Wachs et C. Weber, dirs. (2013), École et langues. Des difficultés en contextes. reviewed by James Archibald.

S. Jarvis & M. Daller (Eds.). (2013), Vocabulary Knowledge: Human Ratings and Automated Measures. reviewed by Michael P.H. Rodgers.

Canadian Modern Language Review online at:

CMLR Online – http://bit.ly/cmlronline

Project MUSE - http://bit.ly/cmlr_pm

For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact

www.utpjournals.com/cmlr

facebook.com/utpjournals

twitter.com/utpjournals

Posted by T Hawkins, UTP Journals

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8th International Malaysian Educational Technology Convention 2014

October 04, 2014 By: supyan Category: O. Conferences

IMETC2014 – Selangor, MALAYSIA

________________________________________________________________

http://imetc2014.yolasite.com/

Welcome to the 8th International Malaysian Educational Technology Convention 2014

_________________________________________________________________

Empowering the Future Generations
with Technology Enhanced
Pedagogies (TEP)

3 – 5 November 2014
Concorde Inn KLIA,
Selangor, Malaysia

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CALICO 2015, May 26-30, University of Colorado, Boulder

October 04, 2014 By: supyan Category: O. Conferences

CALICO 2015

32nd ANNUAL CONFERENCE

Call for Proposals

Places and Spaces: Redefining Language Learning

Hosted by

University of Colorado, Boulder

May 26-30

Workshops: Tuesday, May 26 – Wednesday, May 27, and Saturday, May 30
Opening Reception and Keynote: Wednesday, May 27

Presentation Sessions: Thursday, May 28 and Friday, May 29

Technology Showcase and Poster Session: Thursday, May 28

Log-in with your current member information on the site to submit a proposal:

https://calico.org/page.php?id=492

DEADLINE FOR PROPOSALS: OCTOBER 31, 2014

For more information or if you have questions or problems, contact

–

Mrs. Esther Horn

CALICO Coordinator

214 Centennial Hall

San Marcos, TX 78666

Phone: 512-245-1417

Fax: 512-245-9089

ec06@txstate.edu

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ADFL Guidelines on the Administration of Foreign Language Departments

October 04, 2014 By: supyan Category: N. Links

ADFL Guidelines on the Administration of Foreign Language Departments

Suggested Best Practices and Resources for the Implementation of Hybrid and Online Language Courses

Many language departments across the country teach hybrid and online courses. The decision to implement such courses should be one that is fully supported by the language department concerned. The addition of hybrid or online language courses does not save time or money and is not a cost-saving measure. Rather, adding hybrid or online language courses requires the use of more resources than the traditional course and requires additional funding and time on the part of all involved. The process must include input from all stakeholders (e.g., administrators, technical support, instructors, students), and administrators must make a long-term commitment to providing the resources to sustain such courses. See the MLA’s 2001 statement “Special Considerations for Language and Literature: The AAUPStatement on Distance Education.”

DefinitionsA hybrid or blended course is a course that includes some degree of course work that is done online. Hybrid course models vary depending on the amount of instruction that takes place during the online component, the amount of face-to-face instruction, and the curricular design of the interaction between the two components.

An online course is a course held entirely online with no face-to-face instruction. Some online courses may include synchronous components, whereas others may be delivered in a fully asynchronous format. This model can range in size from an independent study held online to a massive open online course (MOOC).

Pedagogical ConsiderationsMany hybrid and online courses in other disciplines contain teacher-centered, lecture-driven instruction. This model is ineffective for language teaching, which requires a student-centered approach to sufficiently develop learner proficiency in the four modalities of reading, listening, speaking, and writing.

Awareness. Being aware of best practices for teaching online includes an awareness of student comfort and skill levels with technology, the need for student and instructor training, technical support with the courseware, clarity of course expectations, effective grading techniques, quality assessment mechanisms, and clear policies regarding cheating and plagiarism.

Development of new skills. Instructors who develop new skills with regard to online record keeping, organization, time management, and effective online communication will have the most success teaching online.

Effective adaptations. The modification of language course activities for online instruction will ensure that the incorporation of online components results in learning experiences that are at least as effective and valuable as those of traditional courses. Such adaptations might include the use of video, podcasts, chat rooms, message boards, Web sites, mobile apps, and online workbook activities.

Oral proficiency. Paying special attention to the development of oral proficiency and consciously creating a sense of community in either a hybrid or an online class will help compensate for the reduced face-to-face classroom interaction and combat the anonymity that comes from the online portion of a class. This can be done, for instance, by incorporating presentational, interpersonal, and individual oral tasks. Keep in mind that, for hybrid courses, the online portion of the class often changes the nature of in-class instruction.

Online etiquette. Remind students of online etiquette to maintain a civil environment.

Accessibility. Taking accessibility issues into consideration includes not only ensuring equal access to computers but also complying with the Americans with Disabilities Act.

Technical ConsiderationsIt is crucial that information technology personnel be involved in the development of online courses from the beginning of the process. Consultation with information technology personnel and their ongoing support in the planning, development, implementation, and maintenance of online and hybrid courses are vital to the continued success of a project.

Selected ResourcesArispe, Kelly, and Robert Blake. “Individual Factors and Successful Language Learning in a Hybrid Course.” System 40.4 (2012): 449–65. Print.

“Best Practices for Online and Hybrid Courses.” James Madison University. James Madison U, Aug. 2012. Web. 24 July 2014. <http://www.jmu.edu/dl/>.

Blake, Robert, Nicole L. Wilson, María Cetto, and Cristina Pardo-Ballester. “Measuring Face-to-Face Proficiency in Distance, Face-to-Face, and Blended Classrooms.” Language Learning and Technology 12.3 (2008): 114–27. Web. <http://llt.msu.edu/vol12num3/blakeetal.pdf>.

“Certificate for Online Adjunct Teaching.” MarylandOnline. MarylandOnline, 2010–14. Web. 24 July 2014. <http://marylandonline.org/coat/>.

Coleman, James A., Regine Hampel, Mirjam Hauck, and Ursula Stickler. “Collaboration and Interaction: The Keys to Distance and Computer-Supported Language Learning.” Critical and Intercultural Theory and Language Pedagogy. Ed. Glenn S. Levine, Alison Phipps, and Carl Blythe. Florence: Cengage Learning, 2012. 161–80. Print.

Compton, Lily. “Preparing Pre-service Teachers for Online Learning.” Diss. Iowa State U, 2009. Digital Repository @ Iowa State University. Web. 24 July 2014. <http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=2011&context=etd>.

CALICO: The Computer Assisted Language Instruction Consortium. CALICO, 1996–2006. Web. 24 July 2014. <https://calico.org/>.

“Going Virtual! 2007–2010 Research Series: Studying Professional Development for K–12 Online Teachers.” Boise State University. Dept. of Educ. Technology, Boise State U, n.d. Web. 24 July 2014. <http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm>.

IALLT: International Association for Language Learning Technology. IALLT, 2010. Web. 24 July 2014. <http://www.iallt.org/>.

iNACOL: International Association for K–12 Online Learning. Intl. Assn. for K–12 Online Learning, 2014. Web. 24 July 2014. <http://www.inacol.org/resources/publications/national-quality-standards/>.

Isabelli, Casilde A. “Student Learning Outcomes in Hybrid and Face-to-Face Beginning Spanish Language Courses.” The Future of Education: Conference Proceedings. Pixel Intl. Confs., 2014. Web. 24 July 2014. <http://conference.pixel-online.net/foe2013/common/download/Paper_pdf/191-SLA15-FP-Isabelli-FOE2013.pdf>.

“Online Education Resources.” Illinois Online Network. Illinois Online Network, 2010. Web. 24 July 2014. <http://www.ion.uillinois.edu/resources/tutorials/>.

Online Learning Consortium. Online Learning Consortium, 2014. Web. 24 July 2014. <onlinelearningconsortium.org>.

“Online Teaching Activity Index.” Illinois Online Network. Illinois Online Network, 2010. Web. 24 July 2014. <http://www.ion.uillinois.edu/resources/otai/>.

“Publications.” SREB: Southern Regional Education Board. Southern Regional Educ. Board, 1999–2014. Web. 24 July 2014. <http://www.sreb.org/page/1295/publications.html>.

Quality Matters: A National Benchmark for Online Course Design. MarylandOnline, 2014. Web. 24 July 2014. <https://www.qualitymatters.org>.

Rubio, Fernando. “Why I Love and Hate My Spanish MOOC.” Open Up: Conversations on Open Education for Language Learning. COERLL, U of Texas, Austin, 12 Feb. 2013. Web. 24 July 2014. <https://blog.coerll.utexas.edu/why-i-love-and-hate-my-spanish-mooc/>.

Rubio, Fernando, and Joshua J. Thoms, eds. Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical, and Curricular Issues. Boston: Heinle–Cengage Learning, 2014. Print. Issues on Lang. Program Direction 2012.

Scida, Emily E., and Rachel E. Saury. “Hybrid Courses and Their Impact on Student and Classroom Performance: A Case Study at the University of Virginia.” CALICO Journal 23.3 (2006): 517–31. Web. 24 July 2014. <http://journals.sfu.ca/CALICO/index.php/calico/article/viewFile/731/593>.

Simon, Edwige, and Courtney Fell. “Going Hybrid: A How-To Manual.” Anderson Lang. and Technology Center, U of Colorado, Boulder, 2013.Google doc. <https://tinyurl.com/goinghybridatcu>.

Stickler, Ursula, and Tim Lewis. “Collaborative Language Learning Strategies in an Email Tandem Exchange.” Language Learning Strategies in Independent Settings. Ed. Stella Hurd and Lewis. Bristol: Multilingual Matters, 2008. 237–61. Print. Second Lang. Acquisition 33.

“Teaching Languages Online (TLO).” CARLA: Center for Advanced Research on Language Acquisition. U of Minnesota, 2014. Web. 24 July 2014. <http://www.carla.umn.edu/technology/tlo/>.

This document was developed by the ADFL Executive Committee in March 2014.

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