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This conference provides a forum and opportunity for delegates from more than 95 individual universities from about 30 countries to share their research, practice and educational initiatives with an international audience. You may visit the following link for L3 prior years accepted and published papers. We hope you can be part of L3 2017.
CONFERENCE HIGHLIGHTS: L3 Conference 2017 will host a hands on Digital Humanities Workshop that will introduce participants to a variety of tools and supporting theories related to technology in the classroom. Considering the notion that technology is a tool that Digital Humanists use to not only teach and research a variety of concepts in an attempt to understand the human condition differently, but we also encourage all to do the same, all while selecting the most appropriate tool to solve a particular problem while supporting that choice with theory.
This session will provide hands on instruction on productivity, creative, visualization and analysis tools that participants will be able to download, install and try on their own devices, asking questions and receiving personalized assistance. There will also be an opportunity to try higher-end peripherals such as the Oculus, the HTC Vive, body scanning and Motion Capture.
Journal on Education: All authors who present their papers at the conference will be invited to submit an extended version of their research paper for the GSTF Journal on Education (JEd) - Print ISSN: 2345-7163, E-periodical: 2345-7171. All submitted papers will go through blind review process for acceptance. All accepted papers (after the review process) will be included in the JEd. Best Paper Awards and Best Student Paper Awards will be conferred at the conference (in order to qualify for the award, the paper must be presented at the conference).
Teaching/Learning – Reflecting on Practice
As teachers, we are continually learning from our students and working to improve our practice and learner outcomes. At the same time, we seek to expand our knowledge about teaching and learning in adult language, literacy and numeracy.
This conference will explore how and what we learn as teachers and how this is transferred into the classroom.
The following questions will be explored:
This conference will provide us with lots of information sharing and new skills from workshops, networking and keynote speakers. We encourage teachers to reflect on their own learning as well as the learning of their students. Closing date is May 19, 2017
More about call for presentations More about the conference
2017 Special Issue of TESL Canada Journal - Formulaic Language in English language acquisition and teaching Guest Editor: David Wood, PhD
Formulaic language is a linguistic phenomenon which is basic to human communication. The term refers to multiword units, which may be continuous or not, which have a single meaning or function in communication, and which are probably prefabricated or stored and retrieved mentally as if a single word . Learners struggle with formulaic sequences and, for example, often fail to interpret their meanings accurately, even when given ample contextual clues . While the body of research on formulaic language is large and growing in areas such as psycholinguistic processing, analysis of the role of formulaic language in specific genres and registers of language, and extraction from texts using corpus analysis tools, there are a number of issues yet to be addressed fully in researching the teaching and acquisition of formulaic language. For example, how can we be sure that acquisition of specific formulaic sequences is adequate in causing general language gain? Are there particular strategies which learners can be taught which will help them to be more readily capable of perceiving and integrating formulaic sequences in their own language repertoire without explicit teaching? Similarly, how can we be sure that our instructional techniques have lasting effects? Clearly, the teaching of formulaic language is an area still ripe for investigation by researchers and teachers alike.
This Special Issue of TESL Canada Journal will include papers sharing a focus on the teaching and acquisition of formulaic language, and may present empirical studies or literature reviews with fresh and practical conclusions. Book reviews and practical “In the classroom” short papers will also be included.
To review Author Guidelines and the three categories of Research, In the Classroom, and Perspectives articles, please refer to this
As part of the submission process, authors are required to download the TESL Canada Journal Submission Form on that page and to send it to email@example.com as an attachment, along with their manuscript. Questions regarding this special issue should be directed to firstname.lastname@example.org.
ETAS, the English teachers Association of Switzerland, is inviting contributions from New Zealand ESOL teachers for their next international issue of the ETASJ Journal, to be published in 2017.
This is a quarterly publication, and one issue each year is an international collaboration. For example in 2016 ETAS collaborated with Brazil, to mark the Rio de Janeiro Olympics.
The journal is practical in nature rather than academic/theoretical (think along the lines of ET Professional) but any aspect of New Zealand education would be interesting for our Swiss colleagues.
This is a great opportunity for you to be published in Europe, so put on your thinking hats, sharpen your quills, and get writing!
Contributions and queries should in the first instance be sent to me at: email@example.com (NB no 'd') as soon as possible. I will then forward material to the editors in Switzerland.
I look forward to reading your contributions!
Charlie Hadfield, Pathways College, University of Waikato.
Putting Research into Practice: Middle School Abstracts due: Rolling deadline Volume Editors: Holly Hansen-Thomas (firstname.lastname@example.org) and Kristen Lindahl (email@example.com)
Putting Research into Practice: High School Abstracts due: Rolling deadline Volume Editors: Holly Hansen-Thomas (firstname.lastname@example.org) and Mary Amanda Stewart (email@example.com)
Putting Research into Practice: English as a Foreign Language Abstracts due: Rolling deadline Volume Editor: Lucilla Lopriore (firstname.lastname@example.org)
Scope and Purpose The main goal of the series is to create new spaces for practitioner knowledge and engagement with TESOL research. As a professional community, we are interested in highlighting how TESOL practitioners direct their own professional learning through reading, questioning, interpreting and adapting research findings to and in their own contexts. The result will be a very accessible and rich collection that adds to the overall knowledge base while also validating the critical role teachers play in TESOL’s overall mission to improve learning and teaching. The series will recast the great amount of TESOL material in TESOL Journal, TESOL Quarterly, Essential Teacher and other TESOL Press publications such as the English Language Teaching in Context series.
There will be four books in the series overall, and each book will have a similar format. The books will be approximately 150-180 pages and will include 10-12 chapters dedicated to the content areas of mathematics, science, social studies, and English language arts, in Elementary, Middle School, and High School levels. There will also be a volume devoted to English as a Foreign Language, and it will be divided into three parts, primary, secondary, and higher education. Each volume will be foregrounded with an introductory chapter and will close with a concluding chapter. The series will be published in print, but lesson plans and other supplementary materials will be available for download on a website dedicated to the series.
Audience This series of books will be read by a wide range of participants in the TESOL community, including ESL/EFL teachers, content area teachers, program administrators, etc. Additionally, they could be used as course readings for teacher education programs and professional development of teachers of ELLs.
Contributors Experienced, novice, and nonnative English speaking teachers, administrators, researchers, and other educational professionals are encouraged to contribute to this series. The chapters will speak to the various educational profiles of students in diverse regions.
Abstract Submission • Abstracts of 400-500 words (excluding references) must be submitted via email to the volume editor(s) • The abstract must include the complete citation of the original TESOL publication that inspired the lesson, an overview of the chapter, the targeted concept or research finding to be illustrated, and a brief description of the lesson and its the context
The chapter must include
Grade/subject area (e.g., second grade, math)
Content and language objectives
Connections to appropriate standards (based on your context)
Students’ proficiency levels
Materials needed to carry out lesson
Duration of the lesson (it may be over several class periods)
Highlighted Strategies (research-based, appropriate for the ELL context)
Procedures: specific details regarding what the students will do during the lesson (practice/application)
Assessment/Evaluation (including any formative and/or summative assessment protocols and evidence of student learning)
Extension (Lesson plan should include any visual components such as rubrics, worksheets, student work samples, etc., that illustrate the lesson/activity in practice)
• 1-2 page reflection/analysis that summarizes how the original TESOL research and your interpretation of it inform your practice and raise valuable questions for further research.
More Information: For further information about submissions or content, please contact the individual volume editor(s).
Go here to find out about us
E-mail OJML Editorial Office: email@example.com
Journal of English Education (JEE) is a refereed, international journal covering every aspect of English education within and across all disciplines, with papers focusing on primary research, addressing implications and applications of research, discussing practice and examining principles and theories. It serves as a means of academic exchange among scholars, researchers, and practitioners in the field of English language teaching and learning. JEE is published biannually (in May and November), and covers a wide variety of topics in scholarly and professional English domains, including English language teaching and learning, curriculum and materials design, testing and assessment, professional preparation, pedagogy, research methodology and key issues in interdisciplinary teaching and learning. We welcome papers all year round. The language of publication is English. (ISSN 2305-3410)
information for prospective contributors
Manuscripts for publication, and related correspondence, should be addressed to the Editors of Journal of English Education (Department of Applied Foreign Languages, Shih Chien University, No. 70, Dazhi Street, Taipei 104, Taiwan; firstname.lastname@example.org).
The new Journal of Language and Discrimination will be launched in 2017 with Equinox.
Discrimination is an important research topic in a large number of diverse but related fields, including linguistics, law, anthropology, sociology and psychology. This complex, multidisciplinary research topic often has a strong focus and concern with language. The new Journal of Language and Discrimination aims to bring together a multidisciplinary synergy of approaches on discrimination as a complex linguistic and non-linguistic phenomenon. In bringing together different research strands that focus on discrimination, the journal hopes to serve as a catalyst for innovation and play a pivotal role in establishing interdisciplinary language and discrimination research worldwide.
The editors of JLAD invite papers that reflect the diversity of possible approaches in relation to language and discrimination. The aim is to include work with a wide array of approaches that reflect the diversity and recent developments of research on language and discrimination.
Topics may include but are not limited to:
Editor Sara Mills, Sheffield Hallam University (s.l.millsshu.ac.uk)
Editor Isabelle van der Bom, Sheffield Hallam University (i.v.bomshu.ac.uk)
Editor Laura Paterson, Lancaster University (l.patersonlancaster.ac.uk)
Please see the website for all the details on how to publish in the Journal of Language and Discrimination and don't hesitate to contact one of the editors for more information on the Journal.
Journal of Language and Discrimination website: https://journals.equinoxpub.com/index.php/JLD/index
NZSAL is a refereed journal that is published twice a year. It welcomes manuscripts from those actively involved in Applied Linguistics/Applied Language Studies including second and foreign language educators, researchers, teacher educators, language planners, policy makers and other language practitioners.
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