LINGUIST List 16.3119|
Fri Oct 28 2005
Confs: Applied Ling/Lang Acquisition/Greenville, NC, USA
Editor for this issue: Kevin Burrows
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TESOL/Applied Linguistics Grad Students Conference
Message 1: TESOL/Applied Linguistics Grad Students Conference
From: Mary Jones <TALGSmail.ecu.edu>
Subject: TESOL/Applied Linguistics Grad Students Conference
TESOL/Applied Linguistics Grad Students Conference
Short Title: TALGS
Date: 18-Feb-2006 - 18-Feb-2006
Location: Greenville, NC, USA
Contact: Mary Jones
Contact Email: < click here to access email >
Meeting URL: http://core.ecu.edu/engl/talgs
Linguistic Field(s): Applied Linguistics; Language Acquisition
TALGS (TESOL/Applied Linguistics Grad Students) is a small, graduate-run conference that serves to connect teachers in the community with researchers at the university. The conference will focus on ideas that benefit language/ESL teachers and language/TESL students.
3rd Annual TALGS Conference
(TESOL/Applied Linguistics Grad Students)
February 18, 2006
East Carolina University, Greenville, NC
Conference website: http://core.ecu.edu/engl/talgs
TALGS (TESOL/Applied Linguistics Grad Students) is a small, student-run conference aimed at helping ESL/language teachers in the community connect with language/TESL students and faculty in the university. TALGS is committed to bettering the educational experience of language learners in the community by providing a comfortable environment in which interaction between theory and practice and between researchers and teachers is possible.
Call for Papers:
TALGS offers novice presenters an opportunity to gain valuable presentation experience in a relaxed but professional environment. We are currently accepting presentation proposals from graduate students and teachers working in a variety of fields that can make a contribution to an understanding of language teaching and/or language learning. These include, for example, the fields of sociolinguistics, sociology, education, foreign languages, and psychology. Proposals grounded in action research, works in progress, and pilot research are also welcome. Presentations requiring computer facilities can be accommodated. Multiple proposals will be considered. For more information about the format of submissions, visit http://core.ecu.edu/engl/talgs/conference/conference.htm. Proposals can be submitted electronically via our conference website (http://core.ecu.edu/engl/talgs/conference/proposal.htm) and should be received no later than January 18th, 2006.
All conference participants can preregister online at http://core.ecu.edu/engl/talgs/conference/registration.htm.
Preregistration ends February 12th, 2006.
Dr. Melisa Cahnmann
University of Georgia
College of Education
Department of Language and Literacy Education
Dr. Cahnmann, formerly a bilingual elementary school teacher and coordinator, has written extensively on multicultural education and multilingual classrooms. She is interested in the relationship between language, culture, literacy, and power. She uses a hybrid form of qualitative inquiry that embraces traditional methods alongside nontraditional, feminist, poetic, narrative and arts-based approaches. She is interested in helping teachers improve the education of all children, especially children for whom English is not a first language. Her recent projects include program evaluation and Boalian Theater with the TELL (Teachers for English Language Learners) Project (www.coe.uga.edu/tell). She is also the principal director of the FUND (Finding Unity in Diversity) project that takes teachers out of classrooms and into the communities where Latino and African American students and families live, work, play and pray. For more information about Dr. Cahnmann's work and accomplishments, visit http://www.coe.uga.edu/lle/faculty/cahnmann/.
''Me defiendo en inglés -- Defending Oneself and Holding One's Own: The Study and Use of Metaphor To Understand Bilingualism and Bilingual Education''
This talk analyzes poetic language (e.g. metaphor, parody, irony) used by bilingual youth and adults to understand the contradictions and ambiguities involved in the bilingual-bicultural experience of Latinas/os in the U.S.. Data-driven poems are presented alongside data from interview transcripts, recordings of classroom discourse and fieldnotes as a means to deepen the way educators and researchers listen to bilingual youth and adults, illuminating contextually dependent and interactionally achieved meanings of language practice. Findings illuminate how creative language play is a means to cope with the tension between language and cultural identities traditionally promoted in school and alternatives promoted by critical bilingual educators. Arts-based methods allow the researcher to examine difficult and redundant themes of dislocation and resistance with fresh insight and interpretation. Dr. Cahnmann suggests attention to the arts as a means to listen attentively in the field and to share findings in meaningful and accessible ways.
Contact us: talgsmail.ecu.edu
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