Updates
Editorial Board
Source: Journal of Second Language Writing, Volume 19, Issue 3, September 2010, Page ii
[No author name available]
Evaluating student learning in a university-level EAP unit on writing using sources
Source: Journal of Second Language Writing, In Press, Corrected Proof, Available online 31 July 2010
Rosemary, Wette
There has been extensive discussion of the difficulties experienced by tertiary students when writing using sources in both first- and second-language (L1, L2) writing literature; however, few studies have reported on instructional interventions that aim to assist students to master this complex academic literacy. The action research study described in this paper recruited 78 undergraduate students from six strands of credit-bearing L2 writing courses. A pre-unit quiz and guided writing task ascertained participants’ current level of skill and knowledge. After 8 hours of instruction and practice on technical and discourse skill components, students completed a post-unit task and wrote reflective...
Selected bibliography of recent scholarship in second language writing
Source: Journal of Second Language Writing, In Press, Corrected Proof, Available online 23 July 2010
[No author name available]
Writing through two languages: First language expertise in a language minority classroom
Source: Journal of Second Language Writing, In Press, Corrected Proof, Available online 14 July 2010
Amanda, Kibler
Language minority students’ writing is often measured solely in terms of its distance from native speaker norms, yet doing so may ignore the process through which these texts are realized and the role that the first language plays in their creation. This study analyzes oral interactions among adolescent second language writers during an extended writing activity to address the following questions:1. How do students use their first language(s) to broker L2 interactions with a monolingual teacher during L2 writing tasks?2. How do students use their first language(s) in student–student interactions to demonstrate expertise during L2 writing tasks?3. How do students...
Writing teacher education and teacher learning: Testimonies of four EFL teachers
Source: Journal of Second Language Writing, In Press, Corrected Proof, Available online 14 July 2010
Icy, Lee
In studies of L2 writing, much more attention has been paid to the needs of students learning to write than to teachers learning to teach. In EFL contexts, while much research is geared towards helping learners cope with the challenges of writing in a foreign language, studies on EFL writing teacher education are few and far between. We have limited knowledge of how EFL teachers teach and learn to teach writing, what gaps there are in their knowledge base, and how writing teacher education can impact teacher learning. Using interview and classroom research data gathered from four EFL teachers of...
From the Editors 19.2
Source: Journal of Second Language Writing, Volume 19, Issue 2, June 2010, Page iv
[No author name available]
From the Editors 19.1
Source: Journal of Second Language Writing, Volume 19, Issue 1, March 2010, Page iv
Ilona, Leki , Rosa, Manchón
From the Editors 16.2
Source: Journal of Second Language Writing, Volume 16, Issue 2, June 2007, Page iv
[No author name available]
Changes
Blogger offers the option of migrating to the hosted site. I'm reluctant to make the switch, but I don't know if I can afford the time to develop a new blog site, so I guess I'll just do as I'm told and then think about the next step.
A big sigh.
World Englishes 2010, Vancouver, Canada - 3rd and Final Call for Papers
WORLD ENGLISHES 2010
JULY 25 - 27
VANCOUVER, CANADA
Full Title: 16th Annual Conference of the International Association for World Englishes
Short Title: IAWE 16
Date: 25-July-2010 – 27-July-2010
Location: Simon Fraser University Morris J. Wosk Centre for Dialogue
Contact Person: Suzanne K. Hilgendorf
Meeting Email: iawe2010@sfu.ca
Web Site: http://www.worldenglishesvancouver2010.com/index.html
Linguistic Field(s): General Linguistics; Sociolinguistics
Subject Language(s): English (eng)
Call Deadline: 28-Feb-2010
Meeting Description:
The 16th Annual Conference of the International Association for World Englishes (IAWE 16) is being hosted by Simon Fraser University at the Morris J. Wosk Centre for Dialogue in Vancouver, Canada from July 25 to 27, 2010.
The conference theme is
WORLD ENGLISHES TODAY: A CRITICAL REEVALUATION OF THEORY, METHODOLOGY, AND PEDAGOGY IN GLOBAL CONTEXTS
The following plenary speakers will address the conference. The general topics of their talks are noted in parentheses.
- Dr. Braj B. Kachru, University of Illinois at Urbana-Champaign, USA (title: World Englishes Today: Panditocracy vs. Pragmatic Reality)
- Dr. Sue Wright, University of Portsmouth, UK (title: English and Europe: The Legacies of Nationalism, the Requirements of Europeanisation and the Influence of Globalisation)
- Dr. Nkonko Kamwangamalu, Howard University, Washington, D.C., USA (title: English in Language Policy and Ideologies in Africa: Challenges and Prospects for Vernacularization)
In addition, focus lectures will be given by
- Dr. Yamuna Kachru, University of Illinois at Urbana-Champaign, USA (title: World Englishes and Corpus Linguistics)
- Dr. Murray Munro, Simon Fraser University, Vancouver, Canada (title: How Accents Do and Don't Matter: The Role of Pronunciation in Communication)
- Dr. Elizabeth Martin, California State University, San Bernardino, USA (title: Seducing the French with English: Bilingual Advertising Practices in France)
- Dr. Jamie Shinhee Lee, University of Michigan-Dearborn (title: English for Entertainment: Accidental and Not-so-accidental Humor on Korean TV)
3rd and Final Call for Papers
The IAWE 2010 Organizing Committee invites proposals for individual presentations (20 minutes + 10 minutes for discussion) on any area of research related to World Englishes. Abstracts addressing the conference theme--World Englishes Today: A Critical Reevaluation of Theory, Methodology, and Pedagogy in Global Contexts--are particularly welcome. In addition to the topics of theory, methodology, and pedagogy, papers may address other areas of relevance for World Englishes scholarship. These include, but are not limited to, the following:
- globalization and World Englishes
- English in the Outer Circle and the Expanding Circle
- the regional/national impact of World Englishes in, e.g., Asia, Africa, and also Europe, South America
- the changing status of varieties of English (FL → L2 → L1)
- literary creativity
- World Englishes and the media and/or pop culture
- World Englishes in business and/or advertising
- issues of identity and World Englishes
- specific varieties of World Englishes and their structural features
Given the location of the conference this year in Vancouver, we also welcome submissions dealing specifically with issues concerning English use in Canada.
Interested scholars, graduate students, and instructors may submit individual proposals of a maximum of 300 words, including title and references. Proposals must be submitted on-line via the following link: http://linguistlist.org/confcustom/WE2010Vancouver.
The deadline for submissions is 28 February 2010.
Notification of acceptance will be sent via e-mail beginning 31 March 2010.
For further information regarding the conference, i.e., registration and accommodations, please visit the IAWE 2010 Conference website: http://www.worldenglishesvancouver2010.com/index.html.
Dr. Suzanne K. Hilgendorf
Associate Professor, Dept. of Linguistics
Review Editor, _World Englishes_
Chair, Organizing Committee for the 2010 World Englishes
Conference (July 25-27 in Vancouver)
Simon Fraser University
8888 University Drive
Burnaby, British Columbia V5A 1S6
CANADA
tel: 778-782-8583
fax: 778-782-5659
e-mail: skh7@sfu.ca
personal homepage: http://suzannehilgendorf.awardspace.com/
2010 World Englishes Conference: http://worldenglishesvancouver2010.com/index.html
Writing Research Across Borders II International Travel Fellowship
Writing Research Across Borders II International Travel Fellowship Conference Web Site: http://www.writing.ucsb.edu/wrconf11/
George Mason University (in the Washington D.C./Northern Virginia area) February 17-20, 2011
The Writing Research Across Borders (WRAB) II conference aims to bring together writing researchers from across the globe to share their findings and to set new research agendas. As in past years, this conference will focus on writing development across the lifespan, including the impact of new technologies on learning to write, early acquisition of writing, writing across grade levels (K-20), writing in the disciplines and professions, and writing in the workplace or other community and institutional settings. We encourage work from diverse disciplinary, theoretical, and methodological perspectives which are grounded in empirical research.
To support the international nature of this conference, WRAB II will be offering a limited number of competitive fellowships to participants whose home institutions are located outside of the U.S. Fellowships will be provide differing levels of support (from registration fees to travel reimbursement) based on need, merit, and available budget.
To apply for a fellowship, a candidate should submit:
* a conference proposal (see attached guidelines)
* full contact information, including home institution
* a statement of no more than 500 words explaining the value of attendance, financial need, and other obstacles to attendance.
Please send to: writing@education.ucsb.edu.
Applications will be reviewed by members of the conference planning and scientific committees.
************
Call for Proposals: Writing Research Across Borders II http://www.writing.ucsb.edu/wrconf11/cfp.html
February 17-20, 2011
George Mason University
Washington D.C./Northern Virginia
Proposal Deadline May 3, 2010
As societies become more knowledge-intensive and communication technologies draw us more closely together, the importance of writing in economic, scientific, civic, personal, and social development becomes more apparent. Correspondingly, the imperative to conduct research on writing in schools and the workplace, in relationship to learning and development, and in all aspects of our lives has invigorated work among scholars in all regions of the world. The conference Writing Research across Borders II will provide an opportunity for researchers to share their findings and set research agendas for the coming years.
Continuing the success of the three previous international research conferences held at the University of California, Santa Barbara, the 2011 Writing Research Across Borders II will be held at George Mason University in the Washington D.C./Northern Virginia area. We invite proposals that will continue to deepen the cross-disciplinary, international dialogues across the many different domains of writing research.
As in past years, this conference will focus on writing development across the lifespan, including the impact of new technologies on learning to write, early acquisition of writing, writing across grade levels (K-20), writing in the disciplines and professions, and writing in the workplace or other community and institutional settings. We invite proposals presenting research in these areas. We also invite proposals on any other areas of writing use and practice, such as writing in progressive or large scale educational programs, or proposals that link writing research and policies. We welcome papers raising methodological issues about researching writing. We invite work from any research tradition that is grounded in the tradition’s previous research and pursues the methodical gathering of qualitative or quantitative data appropriate to its claims.
Proposals should identify the format preferred (panels, roundtables, individual presentations, and poster presentations). Individual or poster proposals should be a maximum of 500 words. Proposals with multiple presentations (panel and roundtable) should contain a short overview statement and then no more than 400 words per speaker. Proposals should specify the relevant research literatures, research questions, methods, data, and findings, as well as the scope and duration of the research projects.
The deadline for proposals is May 3, 2010. Please submit proposals in .doc or .rtf format by email attachment to writing@education.ucsb.edu. Also, be sure to include a title for your proposal and each speaker’s individual talk, as well as contact information for each individual presenter.
Conference information is available at http://www.writing.ucsb.edu/wrconf11/
************
Conference Co-chairs
Charles Bazerman
Paul Rogers
Conference Steering Committee
Christopher Dean
Karen Lunsford
Suzie Null
Amanda Stansell
Writing Research across Borders II Scientific Committee
Paula Carlino Argentina University of Buenos Aires
Kate Chanock Australia Latrobe
Luuk van Waas Belgium University of Antwerp
Desiree Motta-Roth Brazil Universidade Federal de Santa Maria
Dilamar Araujo Brazil Universidade Estadual do Ceará (UECE)
Angela Dionisio Brazil UFP, Recife
Angela Kleimann Brazil Unicamp-Sao Paulo
Céline Beaudet Canada Université de Sherbrooke
Anthony Pare Canada McGill University
Catherine Schryer Canada University of Waterloo
Graham Smart Canada Carleton University
Doreen Starke-Meyering Canada McGill University
Giovanni Parodi Sweis Chile Pontificia Universidad Católica de Valparaíso
Chen Huijun China China University of Geosciences
Blanca Yaneth Gonzalez Pinzon Colombia Universidad Nacional de Colombia
Denis Alamargot France University of Poitiers
Francoise Boch France Université Stendhal
Michel Fayol France University Blaise Pascal
Sylvie Plane France IUMF de Paris
Vijay Bhatia Hong Kong City University of Hong Kong
Pietro Boscolo Italy University of Padua
Fatima Encinas Mexico Benemérita Universidad Autónoma de Puebla
Nancy Susan Keranen Mexico Benemérita Universidad Autónoma de Puebla
Emilia Ferreiro Mexico National Polytechnic Institute
Gert Rijlaarsdam Netherlands University of Amsterdam
Olga Dysthe Norway University of Bergen
Sigmund Ongstad Norway Oslo University College
Lilliana Tolchinsky Spain University of Barcelona
Magnus Gustaffson Sweden Chalmers University of Technology
Åsa Wengelin Sweden Lund University
Otto Kruse Switzerland Zurich University of Applied Sciences
Daniel Perrin Switzerland Zurich University of Applied Sciences
David Barton UK Lancaster University
David Galbraith UK University of Staffordshire
Ken Hyland UK University of London
Roz Ivanic UK Lancaster University
Gunther Kress UK University of London
Greg Myers UK Lancaster University
Brian Street UK Kings College-London
Mark Torrance UK University of Staffordshire
Chris Anson USA North Carolina State
Arthur Applebee USA SUNY Albany
Arnetha Ball USA Stanford
Chuck Bazerman USA University of California, Santa Barbara
Anne Beaufort USA University of Washington, Tacoma
Virginia Berninger USA University of Washington
Deborah Brandt USA University of Wisconsin-Madison
Ralph Cintron USA University of Illinois at Chicago
Ulla Connor USA Indiana University-Purdue University
Christiane Donahue USA University of Maine, Farmington
Peter Elbow USA University of Massachusetts, Amherst
Sarah Freedman USA University of California, Berkeley
Steve Graham USA Vanderbilt
Christina Haas USA Kent State University
Richard Haswell USA TAMU Corpus Christi
Dick Hayes USA Carnegie-Mellon University
Doug Hesse USA University of Denver
George Hillocks USA University of Chicago
Tom Huckin USA University of Utah
Ron Kellogg USA St. Louis University
Gesa Kirsch USA Bentley College
Paul LaMaheiu USA University of California, Berkeley
Neal Learner USA MIT
Andrea Lunsford USA Stanford
Karen Lunsford USA University of California, Santa Barbara
Skip MacArthur USA University of Delaware
Paul Kei Matsuda USA Arizona State University
Sandra Murphy USA University of California, Davis
Cezar Ornatowski USA San Diego State
Mike Palmquist USA Colorado State University
Paul Prior USA University of Illinois, Urbana-Champaign
Anne Ruggles Gere USA University of Michigan
David Russell USA Iowa State University
Mary Schleppegrell USA University of Michigan
Peter Smagorinsky USA University of Georgia
Clay Spinuzzi USA University of Texas, Austin
Chris Thaiss USA University of California, Davis
Joanna Wolfe USA University of Louisville
Terry Myers Zawacki USA George Mason University
Professor Charles Bazerman
Department of Education
Gevirtz Graduate School of Education
University of California, Santa Barbara
Santa Barbara, CA 93106
phone: 805-893-7543
http://www.education.ucsb.edu/bazerman
John Walsh, Friday January 29th, 1:30 PM
ASU’s Center for Indian Education & the Applied Linguistics Speaker Series Announces:
Dr. John Walsh
National University of Ireland, Galway & Fulbright Irish Language Scholar at the University of California, Santa Cruz
Legislating for Irish: The Strains between Policy & Ideology in a Minoritized Language
This presentation will combine perspectives from the language policy paradigm of sociolinguistics with those of language governance in order to consider current and future prospects for the Irish language. In contradistinction to top-down language planning approaches, Spolsky (2004, 2008) argues that language policy comprises three inter-related components operating at various levels in society: language practices, language beliefs, and language management. The critical work of Shohamy (2006) elaborates this to include the overt and covert language policies pursued by institutions. Language governance is emerging as a conceptual framework to explain the multitiered nature of language policy. Loughlin and Williams (2007) have argued that the situation of individual languages is influenced by the interaction of local, regional, national and international actors, each seeking to achieve its own form of governance. Therefore, Walsh argues that language policy as a concept describes and analyzes often conflictual forces of language practices, beliefs, and management at various levels of society, from the local to the international. He bases his presentation on an ongoing study of Irish language policy, in particular the Official Languages Act of 2003. This legislation creates limited rights for Irish speakers and obliges Irish public bodies to gradually increase their provision of services in Irish. Walsh describes ideologically-based conflicts about the provision of public services in Irish and relates them to the broader governance and policy framework, including the recent publication of the Irish government’s long-awaited 20-Year National Strategy for Irish.
Dr. John Walsh is currently Fulbright Irish Language Scholar at the University of California, Santa Cruz, and Lecturer in the Department of Irish, School of Languages, Literatures and Cultures at the National University of Ireland, Galway. His Ph.D., awarded by Dublin City University, examined the influence of the Irish language on Ireland’s socio-economic development. He is currently writing a book on this topic, to be published by Peter Lang in 2010. Dr. Walsh also holds a master’s degree in International Relations (Law, Politics, Economics) from Dublin City University and a BA in Irish and Welsh from the University College Dublin. Before joining NUI Galway, he worked as a lecturer in Irish at Dublin City University and with the European Bureau for Lesser Used Languages in Brussels. He spent almost a decade as a journalist with Ireland’s national broadcaster, RTÉ, and with the Irish language television station, TG4. His research interests are language policy, language legislation, the interface between language and socio-economic development, and minority language media.
Date: 01.29.2010 Time: 1:30-2:30 P.M. Location: Coor L1-10 Look for these Upcoming Talks:The C.A.L.L. event in February
Aya Matsuda
Toshiko Sugino
Thomas G. Bever
And many more!
Go to http://appliedlinguistics.asu.edu and click ‘Calendar of Events’
For more information, contact karen.lillie@asu.edu or taunalee.bradshaw@asu.edu
CFP: Teachers College,Columbia University Working Papers in TESOL & AL
Linguistics is an on-line journal
(http://www.tc.columbia.edu/tesolalwebjournal) dedicated to publishing
research in progress in the fields of TESOL and Applied Linguistics.
Within a conceptual framework that values an integration of theory and
practice, the journal publishes full-length articles dealing, in a
principled way, with language, language acquisition, language teaching,
and language assessment. The journal also publishes interviews, short
commentaries, and book reviews.
The Editorial Board is currently accepting manuscripts for review for
the Spring 2010 issue. Submissions from both within and outside the TC
community are welcome. The deadline for submission is January 24, 2010.
Articles submitted to the journal should normally be no longer than
8,000 words. Each paper must begin with an abstract not exceeding 200
words. No information that identifies the author should be included in
the paper. A separate title page should be provided, with the following
information: title, the author's name, affiliation, address,
e-mailaddress and both a daytime and an evening telephone number.
Contributors may submit their papers in either of two ways. Three
printed copies (double-spaced throughout) or an electronic version of
the initial submission should be sent/e-mailed to:
Dr. ZhaoHong Han
TESOL/AL Web Journal
Teachers College, Columbia University
Box 66
525 West 120th Street
New York, NY 10027
E-mail: tcwebjournal@tc.columbia.edu
Manuscripts submitted should follow TESOL Quarterly format. Works
referred to should be separately listed at the end of the article.
Submission Preparation Checklist is available at
http://journals.tc-library.org/index.php/tesol/about/submissions
Questions concerning submission can be directed to Adrienne Wai Man Lew
(wml2102@columbia.edu).
--
Adrienne Wai Man Lew
Managing Editor
Teachers College, Columbia University Working Papers in TESOL & Applied
Linguistics http://www.tc.columbia.edu/tesolalwebjournal
