Updates
CFP: AAAL 2009 in Denver
AAAL 2009 Abstract Submission Announcement
The 2009 conference of the American Association for Applied Linguistics (AAAL) will be held March 21-24 at the Denver Marriott Tech Center, Denver, CO.
The 2009 conference's plenary presentations and invited colloquia (see below) address the theme of the relevance of applied linguistics-to the real world and to other fields of scientific inquiry. Proposals addressing this theme are particularly encouraged, but proposals are welcome in all of the following topic strands:
Analysis of discourse and interaction
Assessment and evaluation
Bilingual, immersion, heritage, and language minority education
Language and ideology
Language and learner characteristics
Language and technology
Language cognition and brain research
Language maintenance and revitalization
Language, culture, socialization, and pragmatics
Language, planning, and policy
Reading, writing, and literacy
Second and foreign language pedagogy
Second language acquisition, language acquisition, and attrition
Sociolinguistics
Text analysis (written discourse)
Translation and interpretation
The abstract submission deadline is August 15, 2008.
To login and submit your proposal, go to:
http://www.aaal.org/aaal2009/index.php?ID=8
For hotel reservation information, go to:
http://www.aaal.org/aaal2009/index.php?ID=7
For conference registration and rates, go to:
http://www.aaal.org/aaal2009/index.php?ID=5
The early registration deadline date is February 20, 2009.
AAAL Business Office
Categories: L2 Writing Blogs
WPA Award for Grad Students
The Council of Writing Program Administrators is pleased to announce the call for nominations for its recently created award recognizing outstanding scholarship by graduate students writing on issues in writing program administration. Please review the description of the award and guidelines for eligibility vailable on the WPA website at this URL: http://wpacouncil.org/node/1228.
Categories: L2 Writing Blogs
Conferences Ahead
Here are some of the conferences I'm planning to attend over the next year or so:
Symposium on Second Language Writing, West Lafayette, IN, June 5-7, 2008.
Thomas Watson Conference, University of Louisville, Louiville, KY, October 16-18, 2008.
National Council of Teachers of English, San Antonio, TX, November 20-23, 2008.
Conference on College Composition and Communication, San Francisco, CA, March 11-14, 2009.
American Association for Applied Linguistics, Denver, CO, March 21-24, 2009.
Teachers of English to Speakers of Other Languages, Denver, CO, March 25-28, 2009.
Symposium on Second Language Writing, Arizona State University, Tempe, AZ, November 5-7, 2009.
Symposium on Second Language Writing, West Lafayette, IN, June 5-7, 2008.
Thomas Watson Conference, University of Louisville, Louiville, KY, October 16-18, 2008.
National Council of Teachers of English, San Antonio, TX, November 20-23, 2008.
Conference on College Composition and Communication, San Francisco, CA, March 11-14, 2009.
American Association for Applied Linguistics, Denver, CO, March 21-24, 2009.
Teachers of English to Speakers of Other Languages, Denver, CO, March 25-28, 2009.
Symposium on Second Language Writing, Arizona State University, Tempe, AZ, November 5-7, 2009.
Categories: L2 Writing Blogs
CFP: A Brief History of Rhetoric in the
A Brief History of Rhetoric in the Americas: 3113 BCE to 2012 CE
Damián Baca & Victor Villanueva, editors
Call for Contributors
Focusing on rhetoric outside of the dominating Greco-Latin canon, this collection will examine rhetorical practices and traditions of the indigenous pre-Columbian past and their legacies in the global American present as well as the rhetorical legacies wrought by other colonized peoples in the Americas. The timeline referenced in our title, for example, follows the Epi-Olmec and Maya calendar, thereby evoking indigenous chronologies and cosmologies that we hope our contributors will engage. The purpose of this collection will be to look to the past and present simultaneously, as many of these rhetorics are in use today in various contemporary configurations.
Submissions might address issues of historiography, linguistic/rhetorical migrations, cartography, multiple writing systems, material culture, the impact of Western expansion and global-colonial power on rhetorical practices, etc.
We are especially interested in essays dealing with rhetorical traditions, voices, audiences and contexts in North American, Mesoamerica/Anahuac/Mexico, Sub-Arctic, Caribbean Islands/Arawak/Antilles, Austronesia (Philippine, Hawaiian, and Pacific Islands), and other "American" colonial peripheries.
In particular, we invite submissions that focus on pictographic, ideographic, logographic, iconographic, kinetic, material, and so-called "visual" rhetorics in the Americas, and/or those that root their theoretical/methodological approaches in rhetorics that do not derive from Sumerian or Egyptian (i.e.: Greco-Latin) traditions.
Submissions Process
Please send a 250-500 word abstract of your contribution to Damián Baca via e-mail by May 3, 2008.
If your contribution is accepted for the volume, we anticipate a deadline of August 1, 2008 for full manuscripts (no longer than 10,000 words including notes and reference matter).
Contact Information
Damián Baca, Ph.D.
Assistant Professor
Rhetoric & Writing
Chicano-Latino Studies
baca@msu.edu
Michigan State University
Damián Baca & Victor Villanueva, editors
Call for Contributors
Focusing on rhetoric outside of the dominating Greco-Latin canon, this collection will examine rhetorical practices and traditions of the indigenous pre-Columbian past and their legacies in the global American present as well as the rhetorical legacies wrought by other colonized peoples in the Americas. The timeline referenced in our title, for example, follows the Epi-Olmec and Maya calendar, thereby evoking indigenous chronologies and cosmologies that we hope our contributors will engage. The purpose of this collection will be to look to the past and present simultaneously, as many of these rhetorics are in use today in various contemporary configurations.
Submissions might address issues of historiography, linguistic/rhetorical migrations, cartography, multiple writing systems, material culture, the impact of Western expansion and global-colonial power on rhetorical practices, etc.
We are especially interested in essays dealing with rhetorical traditions, voices, audiences and contexts in North American, Mesoamerica/Anahuac/Mexico, Sub-Arctic, Caribbean Islands/Arawak/Antilles, Austronesia (Philippine, Hawaiian, and Pacific Islands), and other "American" colonial peripheries.
In particular, we invite submissions that focus on pictographic, ideographic, logographic, iconographic, kinetic, material, and so-called "visual" rhetorics in the Americas, and/or those that root their theoretical/methodological approaches in rhetorics that do not derive from Sumerian or Egyptian (i.e.: Greco-Latin) traditions.
Submissions Process
Please send a 250-500 word abstract of your contribution to Damián Baca via e-mail by May 3, 2008.
If your contribution is accepted for the volume, we anticipate a deadline of August 1, 2008 for full manuscripts (no longer than 10,000 words including notes and reference matter).
Contact Information
Damián Baca, Ph.D.
Assistant Professor
Rhetoric & Writing
Chicano-Latino Studies
baca@msu.edu
Michigan State University
Categories: L2 Writing Blogs
Memorable Encounters
I just came back from AAAL in Washington, D.C., and CCCC in New Orleans. Both conferences were productive and stimulating in many ways.
At AAAL, Miyuki Sasaki, Aya Matsuda and I presented our interview-based phenomenological research on multi-competent academic writers. The collaborative process was interesting because we all brought different methodological and theoretical perspectives. But things came together nicely, and many people gave us positive comments. AAAL also featured a “graduate student night,” where experienced members of the field shared insights into the academic job search process. It was really well attended, and I enjoyed working with a group of graduate students who asked great questions about various issues in academic job search.
At CCCC, I attended the Executive Committee meeting and other related meetings. In addition, I gave two presentations. One of them was a discussion session on second language writing, organized by Jonathan Hall. Other presenters included Christina Ortmeier-Hooper, Jay Jordan, and Deirdre Pettipiece. The other presentation was part of a panel on the internationalization of composition that I organized. It included Chris Anson, Min-Zhan Lu, Joan Mullin, Xiaoye You, and Deb Holdstein. Both of the sessions were well attended, and I (and other presenters) received a lot of positive feedback.
One of the most stimulating aspects of the conference experience is the opportunity to interact with graduate students from various institutions. Each year, I talk with many graduate students who are interested in my research or who are interested in working with me in the Ph.D. program. Others are seeking insights that might help in their development as a teacher, researcher, and a member of the profession. During this conference season, too, I spoke with many graduate students about various issues in the field as well as issues related to their professionalization.
I don’t have the time to go into details of all of the interactions, but I’d like to share some thoughts about what makes some of those encounters particularly memorable. Although it’s impossible to remember everyone, I do try. I recognize many of the people I meet at conferences the next time I see them (which seems to surprise some of them). And there are specific things people do that make them particularly memorable.
First, I tend to remember people I encounter frequently (duh!). They attend many of the same sessions and meetings that I go to. They come to business meetings, award ceremonies, receptions. They introduce themselves and say “hi” when I see them again in the hallway. Or they at least make eye contacts and smile.
When they introduce themselves, they say their names and institutions clearly. Some of them even hold up the nametag as they say their names. They always wear nametags (even during dinners and receptions), which is helpful when I’m not sure if I remember their names. Some of them also give me business cards or handouts from their presentations. They also have websites where I can learn more about them and see their photos.
They talk about specific pieces of my work, how they encountered those pieces, what they thought of them, and how they are using them in their own work. They mention their advisors who know me, and in some cases, their advisors talk to me about those students.
They also talk about their own work. If they are presenting or have presented, they can describe the session in a sentence or two and, when asked, provide a succinct summary in ways that are relevant to the context of the conversation. I often can’t attend their sessions because of various meetings, but I do try.
They ask questions. They ask about my work and about own professional development experience and strategies. They may have specific questions about their own teaching, research or professional development situations. They usually provide enough contexts about their own experience and their current situation so I can understand their questions and provide most appropriate and relevant answers. Some questions are personal, but I don’t mind as long as they can explain the relevance of the question to their own professional development.
They often send me a follow-up email message about the encounter—it helps especially if they briefly mention in the email how we met and what we talked about. Some of them send me pictures we took together (which I really appreciate). Some even send me their pictures to help me remember what they look like. They may also have a link to their own professional website, where I can see their faces and learn more about their background and current projects.
And they come to the same conference regularly and present something whenever they can so I can attend their sessions and learn more about them and their work.
I look forward to seeing many of you at next year’s CCCC, AAAL and TESOL--and at the Symposium on Second Language Writing!
At AAAL, Miyuki Sasaki, Aya Matsuda and I presented our interview-based phenomenological research on multi-competent academic writers. The collaborative process was interesting because we all brought different methodological and theoretical perspectives. But things came together nicely, and many people gave us positive comments. AAAL also featured a “graduate student night,” where experienced members of the field shared insights into the academic job search process. It was really well attended, and I enjoyed working with a group of graduate students who asked great questions about various issues in academic job search.
At CCCC, I attended the Executive Committee meeting and other related meetings. In addition, I gave two presentations. One of them was a discussion session on second language writing, organized by Jonathan Hall. Other presenters included Christina Ortmeier-Hooper, Jay Jordan, and Deirdre Pettipiece. The other presentation was part of a panel on the internationalization of composition that I organized. It included Chris Anson, Min-Zhan Lu, Joan Mullin, Xiaoye You, and Deb Holdstein. Both of the sessions were well attended, and I (and other presenters) received a lot of positive feedback.
One of the most stimulating aspects of the conference experience is the opportunity to interact with graduate students from various institutions. Each year, I talk with many graduate students who are interested in my research or who are interested in working with me in the Ph.D. program. Others are seeking insights that might help in their development as a teacher, researcher, and a member of the profession. During this conference season, too, I spoke with many graduate students about various issues in the field as well as issues related to their professionalization.
I don’t have the time to go into details of all of the interactions, but I’d like to share some thoughts about what makes some of those encounters particularly memorable. Although it’s impossible to remember everyone, I do try. I recognize many of the people I meet at conferences the next time I see them (which seems to surprise some of them). And there are specific things people do that make them particularly memorable.
First, I tend to remember people I encounter frequently (duh!). They attend many of the same sessions and meetings that I go to. They come to business meetings, award ceremonies, receptions. They introduce themselves and say “hi” when I see them again in the hallway. Or they at least make eye contacts and smile.
When they introduce themselves, they say their names and institutions clearly. Some of them even hold up the nametag as they say their names. They always wear nametags (even during dinners and receptions), which is helpful when I’m not sure if I remember their names. Some of them also give me business cards or handouts from their presentations. They also have websites where I can learn more about them and see their photos.
They talk about specific pieces of my work, how they encountered those pieces, what they thought of them, and how they are using them in their own work. They mention their advisors who know me, and in some cases, their advisors talk to me about those students.
They also talk about their own work. If they are presenting or have presented, they can describe the session in a sentence or two and, when asked, provide a succinct summary in ways that are relevant to the context of the conversation. I often can’t attend their sessions because of various meetings, but I do try.
They ask questions. They ask about my work and about own professional development experience and strategies. They may have specific questions about their own teaching, research or professional development situations. They usually provide enough contexts about their own experience and their current situation so I can understand their questions and provide most appropriate and relevant answers. Some questions are personal, but I don’t mind as long as they can explain the relevance of the question to their own professional development.
They often send me a follow-up email message about the encounter—it helps especially if they briefly mention in the email how we met and what we talked about. Some of them send me pictures we took together (which I really appreciate). Some even send me their pictures to help me remember what they look like. They may also have a link to their own professional website, where I can see their faces and learn more about their background and current projects.
And they come to the same conference regularly and present something whenever they can so I can attend their sessions and learn more about them and their work.
I look forward to seeing many of you at next year’s CCCC, AAAL and TESOL--and at the Symposium on Second Language Writing!
Categories: L2 Writing Blogs
SLW-IS: Election Results
Dear friends,
Please join me in congratulating our newly elected interest section leaders, whose terms officially will begin at the close of the 2008 TESOL Convention in New York City:
Christine Tardy, 2008-2009 Chair-Elect
Cate Crosby, 2008-2010 Secretary
Allison Petro, 2008-2011 Steering Committee Member
Congratulations, Chris, Cate, and Allison, and thank you for your service to the SLW-IS! Thank you to everyone who voted in the election.
All the best,
Jessie
Jessie L. Moore
Assistant Professor of English
Elon University
Second Language Writing IS @ TESOL, Past Chair
Categories: L2 Writing Blogs
Bryan Smith
Bryan Smith, a rising star in Computer Assisted Language Learning (CALL), will be joining the English Department in Fall 2008. Bryan will be working closely with students in Master's in MTESOL and Ph.D. Rhetoric/Composition/Linguistics.
Welcome aboard, Bryan!
Welcome aboard, Bryan!
Categories: L2 Writing Blogs
Christina's CCC Article
Christina Ortmeier-Hooper's article, “English May Be My Second Language, but I’m Not ‘ESL,’” appears in the most recent issue of College Composition and Communication (59.3).
Here is the abstract: "In this essay, I present three case studies of immigrant, first-year students, as they negotiate their identities as second language writers in mainstream composition classrooms. I argue that such terms as “ESL” and “Generation 1.5” are often problematic for students and mask a wide range of student experiences and expectations."
Congratulations, Christina! Excellent job!
Here is the abstract: "In this essay, I present three case studies of immigrant, first-year students, as they negotiate their identities as second language writers in mainstream composition classrooms. I argue that such terms as “ESL” and “Generation 1.5” are often problematic for students and mask a wide range of student experiences and expectations."
Congratulations, Christina! Excellent job!
Categories: L2 Writing Blogs
Disciplinary Multicompetence
As I was thinking about future hiring plans for our linguistics program (broadly defined to include applied linguistics and TESOL), I stumbled upon a document at the Linguistic Society of America (LSA) website that provided job interview tips to job skeekers in linguistics.
The tips are rather generic, but they can be helpful for people who don't have mentors who can provide much help with their job search. But what struck me the most is the introductory paragraph:
At present academic jobs are scarce and they are likely to remain scarce for the remainder of the decade. On top of this, some people think that linguistics has been hit particularly hard. Getting even one job offer these days is an achievement. Do not allow academic elitism to deter you from taking a job that you feel fairly good about, or to make you dissatisfied with such a job. (You can increase your chances of getting job offers if you have done significant work within more than one subfield, within related disciplines, in more applied areas of linguistics and/or in an internship in a non-academic setting).In the current institutional and intellectual climate, it's becoming increasingly important to have more than one subfield, developing multiple specializations in several related disciplines, and having some real application.
At the same time, most fields, if they are making any progress, are becoming increasingly complex and specialized, and it's often difficult to find people who are well-prepared and genuinely committed to multiple subfields or disciplines, or to "applied fields."
In a sense, I have made a career out of being an interdisciplinary researcher who insists on being a bona fide member of multiple disciplines. Even as a graduate student, I regularly presented at conferences in multiple areas, and I've published in multiple fields and subareas.
When I was on the job market, having all of these qualities were certainly helpful--I was able to find many positions that fit my areas of expertise in applied linguistics, TESOL, and rhetoric/composition, and to receive job offers in all of those fields. And I've actually held positions that involve working with graduate students in all three fields. (In fact, my current job entails all three of them.)
It's not always been easy because disciplines have a way of defining their members not only by what they are but also by what they are not. When I was just starting out, it was challenging because if I said I specialized in second language writing, writing specialists tended to see me as a second language person, and second language specialists tended see me as a writing person.
As a result, educating people that second language writing is both (and more) became one of my major research and professional priorities. Now that second language writing is a well-recognized (and coveted) subfield of both rhetoric/composition and applied linguistics/TESOL, I don't feel the need to explain or justify what I do or who I am.
Interdisciplinarity is also not easy because of the increasing tendency for specialization that make it increasingly difficult for people to keep up with multiple fields. Some of the things I do to keep myself up-to-date include:
The tips are rather generic, but they can be helpful for people who don't have mentors who can provide much help with their job search. But what struck me the most is the introductory paragraph:
At present academic jobs are scarce and they are likely to remain scarce for the remainder of the decade. On top of this, some people think that linguistics has been hit particularly hard. Getting even one job offer these days is an achievement. Do not allow academic elitism to deter you from taking a job that you feel fairly good about, or to make you dissatisfied with such a job. (You can increase your chances of getting job offers if you have done significant work within more than one subfield, within related disciplines, in more applied areas of linguistics and/or in an internship in a non-academic setting).In the current institutional and intellectual climate, it's becoming increasingly important to have more than one subfield, developing multiple specializations in several related disciplines, and having some real application.
At the same time, most fields, if they are making any progress, are becoming increasingly complex and specialized, and it's often difficult to find people who are well-prepared and genuinely committed to multiple subfields or disciplines, or to "applied fields."
In a sense, I have made a career out of being an interdisciplinary researcher who insists on being a bona fide member of multiple disciplines. Even as a graduate student, I regularly presented at conferences in multiple areas, and I've published in multiple fields and subareas.
When I was on the job market, having all of these qualities were certainly helpful--I was able to find many positions that fit my areas of expertise in applied linguistics, TESOL, and rhetoric/composition, and to receive job offers in all of those fields. And I've actually held positions that involve working with graduate students in all three fields. (In fact, my current job entails all three of them.)
It's not always been easy because disciplines have a way of defining their members not only by what they are but also by what they are not. When I was just starting out, it was challenging because if I said I specialized in second language writing, writing specialists tended to see me as a second language person, and second language specialists tended see me as a writing person.
As a result, educating people that second language writing is both (and more) became one of my major research and professional priorities. Now that second language writing is a well-recognized (and coveted) subfield of both rhetoric/composition and applied linguistics/TESOL, I don't feel the need to explain or justify what I do or who I am.
Interdisciplinarity is also not easy because of the increasing tendency for specialization that make it increasingly difficult for people to keep up with multiple fields. Some of the things I do to keep myself up-to-date include:
- accepting requests to review manuscripts and proposals on a wide range of topics in various fields
- teaching graduate courses on various topics
- buying all the books that are related to my subfields--even when I don't have the time to read them (Yes, I did that even when I was a graduate student.)
- attending conference presentations on topics I am interested in but not familiar with
- conducting research in various disciplinary contexts (It's writing-to-learn principles in action.)
- reviewing the tables of contents of major journals periodically and reading interesting articles that are not directly related to my own research
Categories: L2 Writing Blogs
CFP: Cross-Cultural Linguistics and Contrastive Rhetoric at RMMLA
2008 Rocky Mountain MLA Convention
Reno, NV, October 9-11
http://rmmla.wsu.edu/conferences/default.asp
Special session: Cross-Cultural Linguistics and Contrastive Rhetoric:
Issues and Approaches in Language Analysis and Teaching
Description: Focus on comparisons between languages: pragmatics,
semantics, syntax, morphology, phonetics/phonology, which contribute to
understanding linguistic structures/functions, and their application in
foreign language teaching.
Please submit your proposals to
Stefan Mummert, School of LCL, Monash University, Clayton, Victoria
AUSTRALIA
stefan.mummert@arts.monash.edu.au
by March 31, 2008
Reno, NV, October 9-11
http://rmmla.wsu.edu/conferences/default.asp
Special session: Cross-Cultural Linguistics and Contrastive Rhetoric:
Issues and Approaches in Language Analysis and Teaching
Description: Focus on comparisons between languages: pragmatics,
semantics, syntax, morphology, phonetics/phonology, which contribute to
understanding linguistic structures/functions, and their application in
foreign language teaching.
Please submit your proposals to
Stefan Mummert, School of LCL, Monash University, Clayton, Victoria
AUSTRALIA
stefan.mummert@arts.monash.edu.au
by March 31, 2008
Categories: L2 Writing Blogs
Publication by DePalma, Ringer and Webber
A collaborative article by Michael-Jon DePalma, Jeffrey Ringer, and James D. Webber has been accepted for publication in Rhetoric Society Quarterly. Congratulations, Mike, Jeff and Jim! Way to go!
Categories: L2 Writing Blogs
CFP: Special Topic Sesssion on L2 Writing at Rocky Mountain MLA
Call for Papers
Second Language Writing*: Reports of Research and Discussions of Central Issues in Second/Foreign Language Writing
2008 Rocky Mountain MLA Convention
Reno, NV, October 9-11
For the time first time ever, a special topic session focusing on Second Language Writing will be part of the Rocky Mountain MLA Convention, which will be held in Reno, Nevada on October 9-11 this year .
If a Special-Topic Session is held three consecutive years, organizers may address a written request for permanent status to the Executive Board, signed by twenty RMMLA members.
Proposals are being accepted until March 1 for this session. Reports of research and discussion of central issues in second language (ESL) writing are welcome. Non-members may submit a proposal (but membership in RMMLA is required of all presenters). Three to four proposals will be accepted for presentation.
Please help support this session by either submitting a proposal or circulating this CFP as widely as possible to professors and graduate students alike, and thank you in advance for your support.
Submit your one-page proposals or inquiries March 10 to:
Fify Juliana
Mailing address: Box 870302, Tempe, AZ 85287-0302
Email: fify@asu.edu
For the PDF version of the CFP, go to: http://rmmla.wsu.edu/download/2007CFP.pdf.
For the online version of the CFP (updated), go to: http://rmmla.wsu.edu/call/default.asp.
Second Language Writing*: Reports of Research and Discussions of Central Issues in Second/Foreign Language Writing
2008 Rocky Mountain MLA Convention
Reno, NV, October 9-11
For the time first time ever, a special topic session focusing on Second Language Writing will be part of the Rocky Mountain MLA Convention, which will be held in Reno, Nevada on October 9-11 this year .
If a Special-Topic Session is held three consecutive years, organizers may address a written request for permanent status to the Executive Board, signed by twenty RMMLA members.
Proposals are being accepted until March 1 for this session. Reports of research and discussion of central issues in second language (ESL) writing are welcome. Non-members may submit a proposal (but membership in RMMLA is required of all presenters). Three to four proposals will be accepted for presentation.
Please help support this session by either submitting a proposal or circulating this CFP as widely as possible to professors and graduate students alike, and thank you in advance for your support.
Submit your one-page proposals or inquiries March 10 to:
Fify Juliana
Mailing address: Box 870302, Tempe, AZ 85287-0302
Email: fify@asu.edu
For the PDF version of the CFP, go to: http://rmmla.wsu.edu/download/2007CFP.pdf.
For the online version of the CFP (updated), go to: http://rmmla.wsu.edu/call/default.asp.
Categories: L2 Writing Blogs
Christina Ortmeier-Hooper's New Job
Christina Ortmeier-Hooper has just accepted the position of Assistant Professor of English at the University of New Hampshire, Durham. She will be working with doctoral students in Composition Studies, some of whom are intereted in her expertise in second language writing, among other things.
I'm really happy for Christina and especially for UNH!
I'm really happy for Christina and especially for UNH!
Categories: L2 Writing Blogs
The Journal of English as an International Language
The Journal of English as an International Language (www.eilj.com) is an internationally refereed journal which aims at providing free on-line access to all those involved in the research, teaching and learning of English as an International Language
The first edition was published in April 2007, and the second edition (December 2007) is now on-line.
We welcome submissions on any aspect of EIL: the global spread of English, the impact of native English(es) on local cultures and languages, the impact of local cultures and languages on native English(es), phonological, lexical, grammatical, discoursal variations in English(es), the perceptions of these variations, intelligibility, corpus studies, bilingualism, multilingualism, language standards and related teaching issues.
All submissions should be submitted to eiljournal@gmail.com
Sincerely
Ahmet Acar
Senior Associate Editor
The Journal of English as an International Language
The first edition was published in April 2007, and the second edition (December 2007) is now on-line.
We welcome submissions on any aspect of EIL: the global spread of English, the impact of native English(es) on local cultures and languages, the impact of local cultures and languages on native English(es), phonological, lexical, grammatical, discoursal variations in English(es), the perceptions of these variations, intelligibility, corpus studies, bilingualism, multilingualism, language standards and related teaching issues.
All submissions should be submitted to eiljournal@gmail.com
Sincerely
Ahmet Acar
Senior Associate Editor
The Journal of English as an International Language
Categories: L2 Writing Blogs
Selected Bibliography of Recent Scholarship in Second Language Writing
[No author name available]
