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"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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FYI: Call for Papers: Online Language Teaching Research


Author: Israel Sanz-Sánchez

Linguistic Field(s): Applied Linguistics
Language Acquisition

FYI Body: Online Language Teaching Research: Pedagogical, Academic and Institutional Issues

CALL FOR PAPERS
Abstracts Due December 1st, 2013

We invite submissions of original, research-based scholarship for a peer-reviewed volume on online language teaching. Submissions may focus on any aspect related to the development and implementation of online language curricula and the application of new computer-based technologies to language teaching.

Our goal is to gather a collection of innovative, unpublished research that highlights current research on the topic, and can be one of the key references in the field for years to come. We are particularly interested in scholarship that makes clear connections between empirical research in the cyber or hybrid classroom and larger philosophical issues in language teaching and learning with clear implications for future directions in the field.

Editors: Israel Sanz-Sánchez (West Chester University), Susana Rivera-Mills (Oregon State University) and Regina Morin (The College of New Jersey).

Topics: Contributions may focus on language learning in higher education, the K-12 curriculum or alternative non-academic environments (cf. below), and may either deal exclusively with online learning or compare online and non-online environments. Contributions on hybrid or flipped learning are also welcome. Paper topics may include but are not limited to:

1. Linguistic and cultural proficiency development in online language courses
2. Course development strategies – general guidelines and their empirical justification
3. Assessment of online language learning – what to measure, how to measure it
4. Students in the online world: psychological, age-related, socioeconomic, cultural issues – how do students navigate and respond to the online language learning challenge
5. Instructor education programs and strategies – how do/should language instructors adapt to the online environment
6. Program surveys – models of linguistic programs, what works and what doesn’t
7. Institutional issues – administrative views and strategies on online language learning and repercussions for language programs and proficiency development
8. Online language learning outside academia – motivations and effectiveness of non-institution-based language learning

Timeline: As soon as possible, but no later than December 1, 2013 we ask interested authors to send contact information and affiliation, title of contribution, a 300-word abstract with initial references, and a two-page CV to isanzsanch@wcupa.edu. Additional information will be provided upon receipt of abstract.

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