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Archive for the ‘A. Announcements’

Volume 16, Number 3 of Language Learning & Technology

November 13, 2012 By: supyan Category: A. Announcements

We are happy to announce that Volume 16, Number 3 of Language Learning
& Technology is now available at The contents are listed below.

Please visit the LLT Web site and be sure to enter your free
subscription if you have not already done so. Also, we welcome your
contributions for future issues. Check our guidelines for submission


Dorothy Chun and Mark Warschauer, Editors
Language Learning & Technology (


Eye Tracking as a Measure of Noticing: A Study of Explicit Recasts in SCMC
by Bryan Smith

Promoting Learner Autonomy through Multiliteracy Skills Development in Cross-Institutional Exchanges
by Mirjam Hauck, Carolin Fuchs, and Andreas Müller-Hartmann

Towards an Instructional Programme for L2 Vocabulary: Can a Story Help?
by Peter Prince


Emerging Technologies
Edited by Robert Godwin-Jones

Robot Assisted Language Learning
by Jeonghye Han

Action Research
Edited by Greg Kessler

Promoting EFL Students’ Inferential Reading Skills through Computerized Dynamic Assessment
by Adeline Teo


Edited by Paige Ware

Deconstructing Digital Narratives: Young People, Technology, and the New Literacies
Thomas, M. (Ed.)
Reviewed by Mark Evan Nelson

Language Teaching in Blended Contexts
Nicolson, M., Murphy, L., & Southgate, M.
Reviewed by Rebeca Fernandez

Rocket Languages

Reviewed by Wan-Jeng Chang

Using Corpora in the Classroom
Reppen, R.
Reviewed by Jacqueline Mull


News From Sponsoring Organizations

Call for papers: Action Research Column
Edited by Greg Kessler

More articles on CALL Nov 2012

November 13, 2012 By: supyan Category: A. Announcements

New series…

Linking Second Languages Research and Practice

Linking Second Languages Research and Practice is a joint project between the Canadian Association of Second Language Teachers and the Canadian Modern Language Review. As part of a continued effort to offer pedagogical support, this project was developed in view of making L2 research more accessible and relevant to language educators.

The series features six CMLR articles on classroom pedagogy (4 FSL and 2 ESL) and six corresponding Teachers Guides, developed by Dr Callie Mady of Nipissing University. The Guides help educators put into practice some of the research findings published in the Canadian Modern Language Review. These guides aim to promote reflection on teaching by providing a summary of each article in an interview format with the researcher(s), offering suggestions for practical implications gleaned from each article, giving thought-provoking after-reading questions, and suggesting other articles for further reading.

Open access to the series is now available at

Introduction to the Linking Second Languages Research and Practice Series
DOI      10.3138/cmlr.2012.S66

Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies? (Enhanced)

Stella Kong

This article reports on a study of the pedagogies of two content-trained teachers and two language-trained teachers in their content-based second language (L2) classrooms at the middle-school level in two Chinese contexts: Hong Kong and Xi’an. The study aims to identify pedagogies that support content and language learning, referred to here as ‘content and language pedagogies.’ The findings suggest that while the complex content at the middle-school level leads to correspondingly more complex language use, which therefore provides a strong foundation for advancing both content and language learning, the content must be explored in depth and from different perspectives to enable complex knowledge relationships to be co-constructed by the teacher and students through the use of correspondingly complex language to support this learning. This requires teachers to be aware of language form–function relationships.

DOI      10.3138/cmlr.66.2.233b

The Effects of Pre-learning Vocabulary on Reading Comprehension and Writing (Enhanced)

Stuart A. Webb

This study investigates the effects of pre-learning vocabulary on reading comprehension and writing. Japanese students studying English as a foreign language (EFL) learned word pairs receptively and productively; four tests were used to measure reading comprehension, writing, and receptive and productive vocabulary knowledge. The findings suggest that pre-learning FL vocabulary may be an effective method of improving reading comprehension and writing, with the direction of learning having a significant effect on a learner’s ability to use or understand a word. Participants who completed the productive learning task had higher scores on the writing test and on the test of productive vocabulary knowledge, while participants who completed the receptive learning task had higher scores on the comprehension test. The study highlights the importance of the direction of learning in attaining communicative skills.

DOI      10.3138/cmlr.65.3.441b

Scaffolding Inclusion in a Grade 8 Core French Classroom: An Exploratory Case Study (Enhanced)

Katy Arnett

This article reports on two components of a micro case study of a Grade 8 Core French teacher’s experiences in meeting the various learner needs in her classroom. Using sociocultural theory (SCT) to unite the constructs of special education and second language (L2) education, this analysis explores the role of both global and discrete teaching strategies in balancing curricular expectations with student needs. Results suggest that the creation of an inclusive classroom environment in this classroom context is likely linked to a teacher’s ability to implement known effective practices for L2 education, as these strategies seem to naturally scaffold many of the needs of the students who are included. Further, the teacher’s beliefs about supporting a wide range of student needs within this classroom are also revealed as a key influence in this process.

DOI      10.3138/cmlr.66.4.557b

Pratiques de littératie à l’école. Pour une approche ethnographique de la classe en deuxième année d’immersion en Colombie-Britannique(avec fonctionnement supplémentaire)

Danièle Moore and Cécile Sabatier

À partir d’un corpus recueilli dans trois classes de deuxième année de l’école primaire en immersion française en Colombie-Britannique, l’article explore le concept de littératie(s) dans son articulation avec les notions de contexte et de culture éducative, et présente la méthodologie et les classes observées selon une perspective ethnographique. L’analyse des données insiste sur les pratiques de littératie dans les classes pour, dans sa conclusion, poser les jalons d’une réflexion qui envisage la question de l’agir professionnel et de la formation des enseignants. Cette étude met ainsi l’emphase sur le travail pédagogique des enseignants, en proposant une description minutieuse de l’éventail des pratiques de littératie qui font le quotidien des élèves et de leurs enseignants.

DOI      10.3138/cmlr.66.5.639b

Assessing AIM: A Study of Grade 8 Students in an Ontario School Board (Enhanced)

Callie Mady, Stephanie Arnott and Sharon Lapkin

This mixed-method study examines the proficiency in and perceptions of French language learning of Grade 8 students who were exposed to an instructional approach called the Accelerative Integrated Method (AIM). Six AIM classes (n = 125) and six non-AIM classes (n = 135) were observed and their students tested using a four-skills French as a second language (FSL) test package (Harley, Lapkin, Scane, Hart, & Trépanier, 1988). A larger sample of students (N = 439) initially completed a questionnaire about their attitudes towards French, and a sub-sample (n = 94) also participated in a semi-structured interview exploring their perceptions of their French proficiency and learning experiences. Analysis of the FSL test package and questionnaire results revealed no significant differences in French proficiency or attitude towards French between the AIM and non-AIM groups. Interviews offered explanations for observed student and teacher practices, providing insight into student perceptions of their French skill development and the pedagogical method they had experienced. The implications for core French pedagogy and future research are discussed.

DOI 10.3138/cmlr.65.5.703b


Une approche littératiée : apprendre les sciences et la langue en immersion tardive (avec fonctionnement supplémentaire)

Marianne Cormier and Miles Turnbull

Integrating content and language in French immersion (FI) continues to be a topic of concern and great discussion. Classroom observations suggest that FI teachers tend to focus on teaching content and negotiating meaning in the content-based classroom but often neglect language integration. This article presents the results of a quasi-experimental study that assessed the impact of a literacy-based approach to teaching science in late immersion. This approach includes explicit integration of language and science and draws on literacy-based teaching strategies. Results are encouraging, as the experimental group made gains in science and in writing skills.

DOI      10.3138/cmlr.65.5.817b

Version française.



The Canadian Modern Language Review ONLINE

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 – supplementary information, colour photos, videos, audio files, etc. encouraging further exploration and research.

Early access to the latest issues – Did you know that most online issues are available to subscribers up to two weeks in advance of the print version? Sign up for e-mail alerts and you will know as soon as the latest issue is ready for you to read.


Access in the office, at home and “on the go” – experience everything CMLR Online has to offer from your desktop and mobile devices.

Everything you need at your fingertips – search through current and archived issues from the comfort of your office chair not by digging through book shelves or storage boxes. The easy to use search function allows you to organize results by article summaries, abstracts or citations and bookmark, export, or print a specific page, chapter or article.

Almost 70 years of support to researchers, language educators and policy makers …

The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages.

Contributors to the quarterly issues include authors from Canada and around the world.

CMLR publishes 4 issues a year, offering its readership peer-reviewed research articles that inspire debate and question contemporary approaches in all areas of second language teaching and acquisition, including

- Applied Linguistics

- FSL and ESL studies

- Bilingual education

- L2 teacher education

- L2 research methodology

- International and indigenous languages

- Cultural contexts of L2 learning

- L2 pedagogy

- L2 assessment

- Multiple literacies

- Language policy

- Language learning

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

UTP Journals on Facebook

Join us for advance notice of tables of contents of forthcoming issues, author and editor commentaries and insights, calls for papers and advice on publishing in our journals. Become a fan and receive free access to articles weekly through UTPJournals focus.

Posted by T Hawkins, UTP Journals


Learning anywhere anytime conference 2012

October 01, 2012 By: supyan Category: A. Announcements

MobiLearnAsia 2012 is a major conference and exposition in Asia focused on mobile learning and elearning. Organised for education professionals who are interested in deploying and developing the latest technologies and best practices in mobile learning and elearning, and for corporate executives who are interested in leveraging mobile learning technologies for employee and compliance training, product and sales training, customer service and performance support, this event will feature over 30 international expert speakers and a host of sponsors and exhibitors.

This 2-day conference and expo is expected to attract 600 delegates from educational institutions, government organisations, technology companies in information services and learning, mlearning software and solution providers, telcos, manufacturing companies and service organisations. Participants and speakers are expected to come from the US, Europe, Japan, Korea, China, Australia, Singapore, Malaysia, Indonesia, India, Philippines and Vietnam.

MobiLearnAsia 2012
24 Oct 2012 25 Oct 2012 26 Oct 2012
Developing a strategy for effective mobile learning Synchronous 3D Learning Environments at SIGVE Workshop 1:
Creating a Successful Mobile Learning Strategy
Mobile Learning Games: Making an Impact Mobile Learning Case Studies: examples of effective mobile learning Workshop 2:
Developing an effective Pedagogy & Learning Methodology for Mobile Learning
Online Social Video as a Mobile Learning Tool: Case Studies in using YouTube & Branded Entertainment Harnessing the IT Factor in Medical Education Workshop 3: Designing & implementing interactive mobile learning experiences using location-based technologies fused with a rapid authoring tool
Enabling Inclusive Learning -helping individuals with autism & various special needs learn Embedded Ebooks & Ereaders in Distance Learning Workshop 4 (Morning):
Video, sound & media-rich text: creating & optimising for handheld devices
iTunes U: the 1st mobile-ready free learning channel Designing & Developing Mobile Apps that Push Pedagogy Workshop 4 (Afternoon):
Using Mobile & Web 2.0 Tools for Digital Learners & Researchers
The use of tablet computers in situated and on-the-go learning Mobile Learning for Little Fingers! Learning Anytime, Anywhere, Anyway
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2013 Learning Conference – Call for Papers

September 27, 2012 By: supyan Category: A. Announcements

Call for Papers

The 2013 Learning Conference, held at the University of the Aegean at Rhodes, will feature sessions on a breadth of topics relevant to Learning. Proposals for paper presentations, workshops, roundtables or colloquia are invited, addressing learning through one of the following themes:
* Pedagogy and Curriculum * Science, Mathematics and Technology Learning
* Assessment and Evaluation * Adult, Community and Professional Learning
* Literacies Learning * Educational Organization and Leadership
* Early Childhood Learning * Technologies in Learning
* Learning in Higher Education * Learner Diversity and Identities
Early Submission Deadline: 4 December 2012

Proposals must be submitted by this date to qualify for the early conference registration rate and other conference benefits (conference registration must be completed and paid by 11 January 2013 to be eligible for discounted registration).

For full details on the Call for Papers, please visit the conference website.

Mobile learning conferences 2012

April 13, 2012 By: supyan Category: A. Announcements

National Conference on M-Learning (Seminar Kebangsaan M-Pembelajaran)

“Mobile Learning: Sustaining Lifelong Learning”

Journal of Interactive Technology and Pedagogy

March 08, 2012 By: supyan Category: A. Announcements


We are pleased to announce the launch of the inaugural issue of the Journal of Interactive Technology and Pedagogy, which may be found at

The CFP for our second issue is located at We are committed first and foremost to teaching and learning, and intend that the journal itself – both in process and in product – provide opportunities to reveal, reflect on, and revise academic publication and classroom practice.

We would appreciate it if you would help spread the word about this new publication and we thank you for your participation and continued support. Please send us your feedback via email at, via Twitter @JITPedagogy, or via the comments sections on the site.

The JITP Editorial Collective

Amanda Licastro M.A.
Doctoral Student CUNY Graduate Center
Adjunct Instructor BMCC

Call for Proposals for the TESL Canada 2012 conference.

November 04, 2011 By: supyan Category: A. Announcements

We invite you to submit a proposal to present at the TESL Canada 2012 conference, Oct. 11-13, 2012.  The conference will be held at Thompson Rivers University, Kamloops, British Columbia, Canada.

The theme for the 2012 conference, TESL Interiors: Landscapes of Literacies and Language is one reflective of the multiple dimensions of communication and language education.  Presentations can cover any of the diverse areas of inquiry related to language teaching and Teacher Education.  The Call for Papers and online submission form are available at:

In addition to numerous concurrent sessions, confirmed keynote speakers at this time include: Dr. Steven Pinker (, and for the Graduate Students Symposium, Penny Ur.

A range of conference information can be found athttp

If you are a student or supervising graduate students, the Graduate Students Symposium may be of particular interest as this one-day pre-conference event will bring together those studying in graduate programs and provide opportunity to network and share.

Please feel free to pass this on your colleagues who may be interested.

Warm regards,

Joe Dobson


2012 CCERBAL conference Ottawa, Canada

November 04, 2011 By: supyan Category: A. Announcements


Innovative Practices in Computer-Assisted Language Learning

Official Languages and Bilingualism Institute (OLBI),
University of Ottawa

April 26 & April 27, 2012

The Official Languages and Bilingualism Institute (OLBI), through its research centre CCERBAL, is hosting an international conference on Innovative Practices in Computer-Assisted Language Learning (CALL). The two-day conference will be a unique occasion for researchers, teachers, students and all others with an interest in CALL to gather and share knowledge and ideas. For more details… <>

Keynotes speakers at the conference will be: Carol A. Chapelle (Iowa State, USA), François Mangenot (Grenoble III, France) and Elizabeth Murphy (Memorial University, Canada).

Proposals are invited for papers, workshops or posters:

Papers will be allocated 20 minutes for delivery, followed by 10 minutes for questions.

Workshop presentations will allow the opportunity for an interactive demonstration of a CALL tool or resource, with an optional hands-on component. Workshops will be allocated either a 30 or 60 minute time slot and will take place in a language lab equipped with computers.

Poster sessions will be held on both days of the conference and authors will be given an allocated time to present. Poster submissions by students-researchers are most particularly welcomed. Posters should follow the suggested formatting guidelines.

Proposals will be accepted until December 15th, 2011.

To submit a proposal, consult the CCERBAL website:

5th International Independent Learning Association Conference 2012

November 02, 2011 By: supyan Category: A. Announcements

When: Thursday 30 August – Sunday 2 September 2012

Where: Victoria University of Wellington, New Zealand


Call for Papers Deadline extended

We have had a number of requests to extend the abstract deadline for the International Independent Learning Association Conference 2012.


The Call for Papers process will now close on Friday 16 December 2011.

The theme for our conference is “Autonomy in a Networked World: Te T? Motuhake i te Ao K?tuitui”.  The programme will be developed around the following sub-themes:

  1. Framing learner autonomy in today’s world – where we are now and where we are going…
  2. Autonomy and identity
  3. Autonomy and agency (motivation and strategies)
  4. Autonomy and learning environment (classroom, distance, technology-supported, language learning centres, etc.)
  5. Autonomy and assessment

We welcome abstracts for pre-conference Workshops, papers, thematic colloquia, the interactive independent learning fair, and posters.

For full details and to begin the submission process, visit the conference website.

Conference Convenors

Averil Coxhead

Senior Lecturer

School of Linguistics and Applied Language Studies

Victoria University of Wellington

Edith Paillat

Language Technology Specialist

Language Learning Centre

Victoria University of Wellington

Contact us

For further details about ILAC 2012, please contact the Conference Organisers Paardekooper & Associates:

Phone: +64 4 562 8259

Fax: +64 4 562 8269


SEASREP Grants for M.A., Ph.D. Post-Doc

September 30, 2011 By: supyan Category: A. Announcements

SEASREP Foundation has resumed its grants program for postgraduate fellowship for the year 2012-2013. M.A. or Ph.D. graduate students and postdoctoral researchers in the social sciences, humanities and the arts can apply for postgraduate fellowship in Southeast Asian studies.

Southeast Asian Studies Regional Exchange Program

Call for Applications

Postgraduate Fellowship


The fellowship aims to encourage the study of a Southeast Asian country other than one’s own or a comparative study across the region by M.A. or Ph.D. graduate students and postdoctoral researchers. The fellowship supports:

• M.A. or Ph.D. course work and/or thesis research (documentary research and field work) and thesis writing; and

• Postdoctoral research.

Fellowships are awarded for projects that are considered likely to reinforce cross-national or regional identity and promote mutual understanding in the region.

Who may apply:

• M.A. or Ph.D. fellowship: Southeast Asian nationals residing in the region under the age of 40 and enrolled in social science or humanities graduate programs in a Southeast Asian university

• Postdoctoral research: Southeast Asian nationals residing in the region affiliated to a university or research institute in Southeast Asia and who obtained doctorate degree in social science or humanities within three years prior to the date of grant application Scope of research:

Research projects must focus on a Southeast Asian country (or countries) other than the researcher’s own and may involve cross-national comparisons (which may include the researcher’s own country), or examine a regional theme, issue or problem. The research must include library (or archival) research and/or field work in the country or countries being studied.

• For M.A./Ph.D. students, the research findings must be used in the preparation of the M.A. thesis or Ph.D. dissertation.

• For postdoctoral fellows, the research must lead to the publication of a journal article, book chapter, or book.

Deadline for Applications: 4 January 2012


The SEASREP Foundation

Unit 612-613 Residencia de Regina

94 Xavierville Avenue

Loyola Heights, Quezon City 1108


Tel. No. 632-7090854

Fax No. 632-7090891