maele.net

The 30th International Conference on English Teaching and Learning in the R.O.C.

As Chair of the IALLT 2013 Program Committee, I am pleased to announce our Call for Papers! An abridged version of the call is included below, the full version is attached to this email and is available from the conference web site.

The conference site (http://2013.iallt.org) is undergoing some final tweaking. Submissions will be accepted through the site beginning next week, so you have time to get your proposals ready.

You can visit the site now to sign up for news and updates about the conference.

We look forward to seeing you all in Fort Lauderdale in June!

Judi

-- 
Judi Franz, MA, Director
Humanities Instructional Resource Center
http://www.humanities.uci.edu/hirc/
949-824-4500 | Humanities Hall 269

International Assoc. for Language Learning Technology
Host of IALLT 2011 | http://iallt2011.wordpress.com/
IALLT Board 2003-2009  |  http://iallt.org/

IALLT 2013 CALL FOR PAPERS

Fort Lauderdale, Florida

June 11-15, 2013

The International Association for Language Learning Technology is a professional organization devoted to the advancement, integration, evaluation, and management of instructional technology for the teaching and learning of language, literature and culture.  This conference will be of particular interest to all language and culture instructors whether K-12 or post-secondary, to individuals affiliated with a media center or language lab, to developers of language technology, and to individuals interested in any facet of language learning technology. The biennial IALLT conference attracts participants world-wide and offers an international perspective into the future of educational technology for language and cultural learning.

The theme for the 2013 conference, “Sunshine and Cloud Apps: The Next Generation in Language Learning Technology,” reflects both the atmosphere of Florida, “The Sunshine State”, as well as a glance into the future with the wide use of “Apps” that are already making their mark with the next generation of language users in global social networks and seamless, mobile technologies.  The hosts of the conference, Pine Crest School and Florida Atlantic University, are culturally diverse campuses which pride themselves in second-language acquisition.  As the first K-12 host school in IALLT history, we are proud to announce that Yo Azama, 2012 ACTFL Teacher of the Year, will be our Keynote Speaker.

SUGGESTED TOPICS

Although no technology conference is complete without demonstrations of the latest gadgets, software and digital resources, the categories of proposals we are seeking are equally focused in the fields of pedagogy, methods, best practices, K-12, Specific Tools/Technologies, Lab and Media Center Administration. Suggested topics include, but are not limited to:

Best Practices in Computer-Assisted Language Learning

Professional Development Solutions and Challenges

New Frameworks for Distance Education and Hybrid Environments

Leadership in the field of Language Learning Technologies

Innovative Practices in K-12 Language and Cultural Learning

Lab and Media Center Administration

Generation NeXt, Technology and Language Education

Online Language Learning Today and Tomorrow

Student and institutional privacy issues in digital language learning contexts

New Horizons in Gaming and Virtual Reality for Language & Cultural Learning

Augmented reality for the language learning context

The Edges of Copyright & e-Learning

Mobile language learning

SESSION TYPES

a.     Full day pre-conference workshop

b.     Half day pre-conference workshop

c.     60 minute panel presentation

d.     25 minute poster presentation

e.     25 minute paper presentation

f.      45 minute paper/demonstration session

Please submit an abstract of up to 100 words, and a full description of up to 300 words.

The deadline for submitting proposals to the Program Committee is January 11, 2013. Questions regarding the program, proposals or the submission process can be sent to the Program Chair, Judi Franz (judi.franz@uci.edu).

Language Testing in Europe: Time for a New Framework?
International Conference hosted by Universiteit Antwerpen
27-29 May 2013

We hereby extend a cordial invitation to attend our Second International Conference on Language Testing. This conference will bring together practitioners, policy makers and researchers in order to discuss the following issues related to the use of the Common European Framework of Reference for Languages (CEFR) in language testing.

• Competence and performance
What is the link between ‘can do’ performance statements and areas of linguistic knowledge? To what extent can or should the levels be made more explicit in terms of required vocabulary and grammar?
• Degree of difficulty of the levels
How can we make sure that our tests are measuring at the CEFR levels we claim they are? What evidence do we have to support our claims?
• Test purpose
Why are we testing? What kind of decisions will be made on the basis of information collected via the test? What will be the consequences of these decisions?
• Practicality
How do we link our tests to the CEFR? How practical, applicable and operational is the CEFR for concrete language testing situations?
You are invited to submit a proposal for a practice-related paper, a research paper, a poster session or a symposium. The scientific committee will designate three submissions as ‘Selected Plenaries’.
Please visit our website for any information regarding submission, calendar, venue and programme.
Looking forward to meeting you in Antwerp.

The organizing committee

Ann Aerts (conference manager), Jozef Colpaert (chair), Margret Oberhofer, Mathea Simons

Contact details
· LT-CEFR2013@ua.ac.be
· www.ua.ac.be/LT-CEFR2013

Dear Colleagues,

I am pleased to announce the publication of papers from the NEALLT 2011 conference in the IJVPLE (International Journal of Virtual and Personal Learning Environments). These articles focus on various aspects of language teaching and learning through technology. Contributors and their articles are:

- Utilizing Innovative Chat Technology to Meet National Standards: A Case Study on a STARTALK Hindi Language Program (pages 1 – 20) Shaheen Parveen (University of Pennsylvania, USA), and Carley Pater (Central European University, USA)

- Designing a Virtual Social Space for Language Acquisition (pages 21 – 42) Maria Alessandra Woolson (Middlebury College, USA)

- Email Tandem Exchanges as a Tool for Authentic Cultural Learning (pages 43 – 59) Reyes Llopis-García (Columbia University, USA)

- Identities, Borders, Change: A Case Study of (Trans) Cultural Learning in Mediated Learning Communities (pages 60 – 80) Sébastien Dubreil (University of Tennese – Knoxville, USA)

- Building a Model for Online Distance Courses through Social Media and Networks (pages 81 – 94) Ed Dixon (University of Pennsylvania, USA)

These articles are available in Issue 3 of Volume 3 (2012) at:

http://www.igi-global.com/journal/international-journal-virtual-personal-learning/1134

______________________________________________________________

Edward M. Dixon, Ph.D.
Technology Director, Penn Language Center
Lecturer for German
University of Pennsylvania
Williams Hall 715
255 S. 36th Street
Philadelphia, PA 19104-6305
215-573-4267
edixon@sas.upenn.edu

We are happy to announce that Volume 16, Number 3 of Language Learning
& Technology is now available at http://llt.msu.edu. 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
at: http://llt.msu.edu/contrib.html.

Sincerely,

Dorothy Chun and Mark Warschauer, Editors
Language Learning & Technology (http://llt.msu.edu)

—– FEATURE ARTICLES —–

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

—– COLUMNS —–

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

—– REVIEWS —–

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

http://www.rocketlanguages.com

Reviewed by Wan-Jeng Chang

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

—– ANNOUNCEMENTS & CALL FOR PAPERS —–

Announcements
News From Sponsoring Organizations

Call for papers: Action Research Column
Edited by Greg Kessler

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

http://utpjournals.metapress.com/content/k164014v2156/?p=e77c898b94fb46da80d7696e6215d833&pi=14

Introduction to the Linking Second Languages Research and Practice Series

http://utpjournals.metapress.com/content/j037747084579780/?p=82cb74fc3921410d8c1dadedb7a5c1cd&pi=0
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.

http://utpjournals.metapress.com/content/uh55m87661u63587/?p=82cb74fc3921410d8c1dadedb7a5c1cd&pi=1

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.

http://utpjournals.metapress.com/content/557286366k2k6763/?p=82cb74fc3921410d8c1dadedb7a5c1cd&pi=2

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.

http://utpjournals.metapress.com/content/b7j1062480260861/?p=82cb74fc3921410d8c1dadedb7a5c1cd&pi=3

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.

http://utpjournals.metapress.com/content/m5705140883240w6/?p=82cb74fc3921410d8c1dadedb7a5c1cd&pi=4

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.

http://utpjournals.metapress.com/content/ln79mp5840t11t4r/?p=82cb74fc3921410d8c1dadedb7a5c1cd&pi=5

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.

http://utpjournals.metapress.com/content/k533745520w82j0k/?p=82cb74fc3921410d8c1dadedb7a5c1cd&pi=6

DOI      10.3138/cmlr.65.5.817b

Version française.

http://www.caslt.org/what-we-do/Resources-Linking-Second-Languages-Research-and-Practice_fr.php

The Canadian Modern Language Review ONLINE

http://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 – 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
email: journals@utpress.utoronto.ca

www.utpjournals.com/cmlr

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