LINGUIST List 13.3097
Mon Nov 25 2002
Calls: Less Commonly Taught Langs/Journal of Language
Editor for this issue: Karolina Owczarzak <karolinalinguistlist.org>
As a matter of policy, LINGUIST discourages the use of abbreviations
or acronyms in conference announcements unless they are explained in
the text.
Directory
McGinnis, Scott, Less Commonly Taught Languages, Los Angeles California
jlielist, Journal of Language, Identity, and Education
Message 1: Less Commonly Taught Languages, Los Angeles California
Date: Mon, 25 Nov 2002 09:56:28 -0500
From: McGinnis, Scott <smcginnisnflc.org>
Subject: Less Commonly Taught Languages, Los Angeles California
FINAL CALL FOR PROPOSALS
National Council of Organizations of Less Commonly Taught Languages
6th National Conference
Los Angeles, California
May 2-4, 2003
Focus on the Learner in the LCTLs: Profiles and Prospects
The Sixth National Conference of the National Council of Organizations
of Less Commonly Taught Languages (NCOLCTL) is scheduled May 2-4,
2003, at the University of California, Los Angeles
Proposals are solicited for individual papers, colloquia and poster
sessions. The formats are described below. Proposals should fall
broadly within the Conference theme of "Focus on the Learner in the
LCTLs: Profiles, Motivations and Opportunities." Although proposed
presentations may focus on individual languages, each should address
issues that clearly relate to more than just that one language. The
focus of session topics might include:
Heritage language learners
Bilingual education students
Autonomous and self-instructional setting students
Distance education students;
Proposals on learner needs analysis are especially welcome. Other
topics such as curriculum and materials development, teacher training
and professionalization, and research studies will also be
considered.
Individual papers are 20 minutes long. A paper should focus clearly on
one or more issues related to the theme. Papers may be based on
research or practical experience.
Colloquia are 90 minutes. A colloquium proposal should specify three
or more presenters who will address one of the conference themes.
Preference will be given to panels that cut across different languages
or language groups.
Poster and presentation sessions may focus on completed work or work
in progress related to the teaching and/or learning of less commonly
taught languages. They may be of either the traditional poster
format, such as presentation of materials or of results of research in
progress, or demonstrations of instructional or information
technology. However, any proposal requiring technical support must
specify in detail the type of hardware and software needed.
Proposals should indicate the title and kind of presentation (paper,
colloquium or poster session) in the upper left-hand corner, and the
name of the presenter and the presenter's primary language(s) in the
upper right-hand corner. The proposed title should not exceed ten
words. Next should be a 50-75 word abstract suitable for inclusion in
the conference program. The proposal text should be 150-200 words
long and may not exceed one page in length.
If possible, proposals should be submitted in electronic format by
email to Scott McGinnis: smcginnisnflc.org. If email is not
available, proposals may be sent to the following address by hard
copy:
Scott McGinnis
National Foreign Language Center
7100 Baltimore Avenue, Suite 300
College Park, MD 20740
Phone 301-403-1750 x35
Fax 301-403-1754
Email smcginnisnflc.org
The final deadline for receipt of proposals is December 1, 2002.
Applicants will be notified by email within one week of the receipt of
their submissions. They will be notified by the Program Committee by
January 15, 2003, whether their proposal has been accepted.
Message 2: Journal of Language, Identity, and Education
Date: Mon, 25 Nov 2002 12:01:09 +0000
From: jlielist <jlielistasu.edu>
Subject: Journal of Language, Identity, and Education
Journal of Language, Identity, and Education
Call Deadline: 1-Mar-2003
Thomas Ricento and Terrence G. Wiley, co-editors
Call for Papers
Special Topic Issue: (Re)constructing Gender in a New Voice:
The role of gender identity in (perceived) success in SLA.
Juliet Langman, Guest Editor
>From an individual learner's perspective, a central question in SLA
is the extent to which the process is conceptualized as one of
learning the discourse conventions of the new community or conversely
one of creating a new self which fits in the new community. Recent
work in the area of second language acquisition informed by
sociocultural theories examines this question explicitly through
analysis of gender identity (re)positionings or transformations. A
second strand of recent research explores the extent to which identity
plays a role in the ability to 'pass', that is to be perceived as a
native speaker, either in the case of adult immigrants, or in the case
of bilinguals living in bilingual communities. Drawing these two areas
of research together can allow for an examination of the role of
gender identity as one component of the complex process of acquiring
and being perceived as a 'native' in more than one language.
Cameron (1998) argues that we need theories of gender capable of
changing people's customary ways of thinking. To this we might add
that we need theories of gender that explain the processes by which
individual learners develop and practice new linguistic forms for the
purpose of either maintaining or changing customary ways of thinking
in new contexts. An examination of the tensions between new and old
ways of expressing identity that are evoked by shifts in code and
context will allow for theorizing on the nature of gender identity and
its role in language learning and use.
By drawing together papers that compare the role of gender identity in
bilingual communities with that of adult immigrants engaged in second
language acquisition, this special issue of the Journal of Language,
Identity, and Education will explore in greater depth the complex
relationship between societal factors and individual perceptions that
work together to shape identity practices.
The Journal of Language, Identity, and Education invites contributions
to this special issue to be published in Winter 2004. We are
soliciting papers which deal with the process of 'passing as a
native', or being an 'authentic' speaker of a second language, as well
as the underlying ideologies associated with language and with gender
that orient speakers to particular language practices. Contributions
from nontraditional settings and under-represented scholarly circles
are encouraged. We are currently soliciting two- to three-page
abstracts for this issue. Send (by e mail or snail mail) two copies of
the abstract and a biographical statement (of about 50 words) with a
full mailing address, daytime/evening phone numbers, and e-mail
address (if available) no later than March 1, 2003, to:
Dr. Juliet Langman
Division of Bicultural Bilingual Studies
College of Education and Human Development
University of Texas, San Antonio
6900 North Loop, 1604 West
San Antonio, TX 78249
Brief proposals for book reviews are also welcome.
jlangmanutsa.edu