LINGUIST List 26.2766

Thu Jun 04 2015

Calls: Applied Linguistics/Germany

Editor for this issue: Anna White <awhitelinguistlist.org>


Date: 03-Jun-2015
From: Emily Black <LLT-conferenceleuphana.de>
Subject: Language. Learning. Technology. 2015.
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Full Title: Language. Learning. Technology. 2015.
Short Title: LLT 2015

Date: 20-Nov-2015 - 21-Nov-2015
Location: Lüneburg, Niedersachsen, Germany
Contact Person: Emily Black
Meeting Email: < click here to access email >
Web Site: http://www.leuphana.de/institute/ies/llt2015.html

Linguistic Field(s): Applied Linguistics

Call Deadline: 21-Jun-2015

Meeting Description:

Language. Learning. Technology. 2015 will be held in Lüneburg, Germany at the Leuphana University of Lüneburg on November 20 - 21, 2015. The conference aims to explore the role of technology in language learning and teaching. It will highlight not only the opportunities it provides for participation in authentic foreign language discourses, but also the educational rationales that necessarily underlie such opportunities. As the classroom evolves, so must the research methods investigating the classroom environment. Creative and innovative research methods are also a focus of this conference.

Invited Speakers:

Breffni O'Rourke - Trinity College Dublin, Ireland
Michael Thomas - University of Central Lancashire, UK

2nd Call for Papers:

Call deadline extended to June 21, 2015.

Theme:

Advances in information and communications technology during the last two decades have had an undeniable impact on communicative practices. As more consumers make use of digital and mobile devices, such developments also have repercussions for foreign language pedagogy and research. The availability of authentic and multimedia discourse and texts in an ever connected world is fundamentally transforming the demands on and the possibilities within the language classroom. Yet, as Gonzales-Lloret and Ortega (2014: 1) argue,''no matter how exciting new technologies for language learning may seem, they can become nothing more than entertainment unless their design, use, and evaluation are guided by viable educational and language developmental rationales.'' Educational rationales, including innovative curriculum design, evolving roles of teachers and learners within this setting, and product- and process-oriented forms of assessment need to be continually revisited in light of rapidly evolving technology. These new challenges call for innovative and creative research methods to investigate the process of language learning and teaching in the 21st century language classroom.

The theme of Language. Learning. Technology. revolves around the following three topics and the conference aims to explore these topics and the connections between them. Example questions given are not all encompassing:

Research Methodology
How can classroom-integrated research be designed effectively? How are quantitative and qualitative methods integrated in analyses to uncover the student experience? Which data collection techniques are capable of capturing the multimodality of tech-based learning processes and learning with mobile devices?

Technology
How effectively are new media used by students inside and outside of the classroom? How do pedagogical approaches need to be adapted to incorporate technology effectively? How can technology improve students' access to interactional opportunities?

Language Learning
How can linguistic development be promoted through online or blended learning? How do learners adapt their language use in the computer-mediated communicative context? How can technology facilitate management of mixed-ability classrooms?

Conference Participation:

Abstracts are invited for topics relevant to the above outlined conference theme. We encourage the participation of both applied linguistic scholars and language educators. Abstracts for all three presentation types should not exceed 400 words.

Research Papers (20 min + 10 min for questions)
Research papers should report on empirical studies representing an original contribution to the field. In line with the focus of the conference, proposals and the subsequent presentations should include a concise summary of the research design.

Practice Reports (10 min + 5 min for questions)
Practice reports are designed to allow more practice-oriented presentations. Reports should illustrate innovative, technology supported teaching materials or approaches. Practice reports will be scheduled together in language teaching practice-oriented sessions.

Poster Presentations:

Posters may report on either empirical research studies or practice-oriented teaching materials/approaches. Posters will be displayed for the length of the conference. Time will be additionally allotted for a dedicated poster session.



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