April 2012 Archives
1. Program Manager, English Language Transition Program
Department: School of Professional and Extended Studies
Salary Range: Commensurate with experience.
Position Type: Full-time Staff
Description: This position is responsible for managing all aspects of AU’s English Language Transition Program (ELTP) including creative curriculum instruction, program staffing, program promotion and development, student advising, registration, orientation, counseling, assessment of learning outcomes, and matriculation into main-campus undergraduate or graduate programs. The incumbent develops the ELTP marketing and recruitment plans to ensure enrollment targets are achieved. The program manager helps resolve faculty and student issues and ensures that consistency in academic standards is maintained across ELTP courses.
Educational Requirements: The incumbent must have a Master's degree in TESOL, Applied Linguistics, or a related field with certification in TESOL. A PhD is preferred.
- Knowledge of current ESL practices and policies in higher education
- At least 5 years of ESL teaching experience and academic program management, administration and assessment, and/or curriculum development required, preferably in ESL
- Excellent communication skills
- Experience with recruitment and student advising
- Excellent people skills and relationship building
- Demonstrated ability to set priorities, handles multiple tasks, and work with diplomacy and efficiency in a fast paced environment with minimal or no supervision
- Outstanding organizational ability as well as the ability to manage deadlines Preferred Requirements: - Multilingual qualifications
- Working knowledge of current technology in the field
For more information and to apply: https://jobs.american.edu/JobPosting.aspx?JPID=1947
2. Adjunct Faculty - Academic English (2 positions)
The International Gateway Program in the School of Professional and Extended Studies at American University invites applications for two part-time adjunct faculty positions to teach in the Fall 2012, subject to budgetary approval.
Responsibilities include teaching courses in academic English listening/speaking and academic English reading/writing to conditionally admitted undergraduate students enrolled in the AU International Gateway Program. Position Appointees will teach one or two 3-credit academic preparation English language courses in the International Gateway Program during the Fall 2012 semester. Appointment is for one semester with potential to be renewed. IGP faculty are expected to attend and be active in program orientation and other program functions; provide guidance to students; and have additional program-related responsibilities such as materials development, mentoring, and test administration. Position Appointees will work under the supervision of the IGP Program Director/Manager. Applicants must have Master’s in TESOL, Applied Linguistics or related field; at least three years of ESL teaching experience at a university level; experience teaching academic English language courses; near-native proficiency in English; strong interpersonal skills with evidence of a high level of cultural sensitivity. Experience in developing ESL curriculum, international experience and knowledge of another language preferred. Salary commensurate with professional experience and qualifications.
Submit a letter of application including a description of how your experience, qualifications, and professional interests have prepared you for this position, along with your curriculum vitae/resume,
and the names and contact information for three professional references to Polina Vinogradova, TESOL Program Director, at firstname.lastname@example.org, or mail to Department of Language and Foreign Studies,
American University, 4400 Massachusetts Ave., NW, Washington, DC 20016-8045. Application review will begin on May 15 and will continue until positions are filled.
Appointments will be effective August 2012.
American University is an AA/EEO University committed to a diverse faculty, staff, and student body. Minority and women candidates are encouraged to apply.
Date: June 18-22, 2012
Location: Prague, Czech Republic
Contact: Oliver Engelhardt
Contact Email: email@example.com
Meeting URL: http://linee.info/linee/events/training-institutes.html
Following the success of the LINEE project's Training Institutes in
Brussels (2007), Bolzano (2008) and Prague (2009, 2010 and 2011),
doctoral students researching various aspects of multilingualism in
Europe will once again meet for the exchange of ideas and training.
They will be provided with the opportunity for interaction with
renowned resource persons, both local and from abroad, in a number of
different settings (lecture and seminar settings, poster sessions,
informal encounters, meals). Prague, a city known in particular for
its aesthetic value, has been a symbol of intellectual and cultural
engagement and language studies for decades. Since 1989, it has been
gradually developing into a site of emerging multilingualism, the
experience of which participants in the Training Institute are invited
- Language, Culture and Identity
- Language Policy and Planning
- Multilingualism and Education
- Language and Economy
- Galina Bolden, Rutgers, The State University of New Jersey, USA
- Rita Franceschini, Freie Universitaet Bozen / Libera Universita di
- Patrick Studer, Zuercher Hochschule fuer Angewandte Wissenschaften,
- Iwar Werlen, Universitaet Bern, Switzerland
Students will also have the opportunity to interact with local experts
in the areas of multilingualism in the Czech Republic.
Qualified applicants will be students working on a Ph.D. degree. All
participants are expected to present a poster. The subject of the
posters may be the participant's doctoral research or other projects
in which the participant is involved. Acceptable topics are those
which relate to the four thematic areas. To apply, please send
abstracts of approximately 250 words to Oliver Engelhardt at
firstname.lastname@example.org by May 20, 2012.
There is no fee for participation. However, participants cover their
own travel, accommodation and meal costs.
The Training Institute will take place at the Faculty of Arts, Charles
University, located in the historical heart of Prague. From the
faculty, there are exquisite views of the Prague Castle and Vltava
River. Participants will have access to the internet and the faculty
library. In the vicinity of the faculty, there are a number of
restaurants where the participants can have lunches and dinners.
Participants are free to arrange their accommodation, choosing from a
broad range of options, either in the historical center of Prague, or
in its surroundings. There will also be the option of ordering
Faculty of Arts
Charles University in Prague
nam. Jana Palacha 2
116 38 Praha 1
Jiri Nekvapil (chair)
Oliver Engelhardt (contact person)
The English Department at Northern Arizona University seeks a Visiting Assistant Professor for AY 2012-13 (mid-August 2012—early May 2013) to teach various undergraduate and graduate courses in areas related to applied linguistics , TESL and English. This is a one-year only, full-time, benefit eligible, non-tenure-track faculty appointment.
Duties will include teaching 6 courses per year, three courses per semester, in areas such as introduction to linguistics, English structure, varieties of English in the U.S., ESL methods, CALL, and others dictated by the needs of the undergraduate program and and the graduate TESL certificate, the master’s degree in Teaching English as a Second Language (MA/TESL), and PhD in applied linguistics. (See additional program information: http://nau.edu/CAL/English/Degrees-Programs/Undergraduate; and also http://nau.edu/CAL/English/Degrees-Programs/Graduate/, then look at listings for the TESL Certificate, MA-TESL, and PhD in applied linguistics)
Minimum qualifications include PhD in TESL/applied linguistics or related field in hand by time of appointment and demonstrated success in university teaching. Preference will be given to individuals who have successfully taught undergraduate and graduate courses in linguistics, applied linguistics, or TESL, and who have experience supervising teaching assistants. Successful candidates will also also have demonstrated experience working with diverse student populations.
Interested individuals should submit the following materials all together:
--Current curriculum vitae
--Statement of interest
--Evidence of effective university teaching, as shown in course materials and student evaluations
--Copies of all graduate transcripts
--Contact information (including telephone numbers and e-mail addresses) for three professional referees
--Sample publications (if available) (submit in hard copy or .pdf form)
Review of applications begins May 2, 2012
Materials submitted by mail can be sent to:
Prof. Mary McGroarty, English Department, 700 S. Humphreys, CDR , Northern Arizona University, Flagstaff AZ 86011)
E-mailed materials can be sent to Beverly.Cleland@nau.edu
The Institute for Labor Studies and Research at West Virginia University is searching for two open positions:
Extension Assistant Professor – Labor and Industrial Relations, and
Extension Assistant/Associate Professor – Public Policy and Political Education
Both are full-time, tenure track positions with West Virginia University Extension Service, in Morgantown, WV.
For full job descriptions and application information, see the Job Board at the new UALE website <uale.org>.
(Click on the “Resources” tab and then on the “Job Board” link)
The 2012 International Symposium on Cultural Diplomacy
(Berlin, Geneva, Washington D.C., June 1st - June 29th, 2012)
In the year 2011, the international community witnessed historical events that changed the political landscape of the globe, ranging from the Arab Spring, to the “Occupy Wall Street Movement” and other protest movements around the globe. These transitions and protests were all facilitated and supported by the use of modern technology and the social media. These events represent, each in their own specific context, the people’s will for a change, whether it is political, economic or social and their unified demand for more equality and justice.
The events were each highlighted by the possibility for the people to better organize themselves and express their will through the social media, allowing them to gather millions of supporters around them within a very short period of time. When one compares these transitions to similar historical events, one can see that such changes have traditionally taken many years, rather than days, however once they do occur, they are sustainable and broad changes that are not then reversed.
The ICD therefore decided to focus the 2012 International Symposium on Cultural Diplomacy on this common goal of the public for more equality in the political, economic and social spheres. The Symposium will be divided into four main themes and will be hosted in three major international cities, which were chosen due to their relevancy to the theme of the conference. The Symposium will analyze the current global situation as well as future trends, strategies and the potential to counter political, social and economic inequality in the world.
We are accepting applications for the following events:
(To apply please visit: http://www.culturaldiplomacy.org/index.php?Application-Forms )
The International Symposium on Cultural Diplomacy 2012 – “Social & Cultural Inequality: Innovative Strategies to Promote Access to Human Rights and Equalize Globalization” (Berlin, June 1st - 4th, 2012) www.icd-internationalsymposium.org
The International Symposium on Cultural Diplomacy in Geneva 2012 – "Cultural Diplomacy & Sustainable Development" (Geneva, June 13-15th, 2012) www.icd-international-symposium-geneva.org
The 2012 International Symposium on Cultural Diplomacy & International Economics – "Political & Economic Inequalities: Bridging the Gap between Civil Society and the Public & Private Sectors" (Berlin, June 20th - 22nd, 2012) www.iscdie.org
The International Symposium on Cultural Diplomacy in the USA 2012– "Cultural Diplomacy, National Security and Global Risks: The Use of CD to Bridge the Gap between Civil Society and the Public & Private Sectors in an Age of Digital Diplomacy" (Washington D.C, June 26th - 28th, 2012) www.icd-international-symposium-usa.org
CAL Classification: Research Associate I
Program Area: K-12 ELLs and Content Area Instruction
Salary: $50,000 to $68,000
Hours Per Week: 35 hrs/wk (full time)
Position Available: Immediately
DESCRIPTION OF DUTIES:
This position involves creating and delivering professional development services (face to face and online) on sheltered instruction via the SIOP Model, and assisting the SIOP Model professional development team in enhancing the content of their professional development materials to work with various types of professionals who work with English learner populations. Reviewing and editing workshop materials (in PowerPoint and Word templates) is another aspect of this position. Ability to travel approximately 50% of the year is a requirement.
Plan and facilitate face-to-face and online SIOP Model professional development tailored to the specific needs of schools and districts
Create, edit, and proofread curriculum for use in professional development
Assist the SIOP manager and assistant manager to update and enhance professional development content for the CAL SIOP team
Lead efforts to enhance two-way SIOP curriculum development
Other duties as assigned
Education: Master’s degree in linguistics, language, education, or related discipline.
Experience: Minimum of five years of teaching experience using sheltered instruction principles to create and deliver instruction for English learners.
Experience: Successful candidates will have experience in one or more of the following areas:
Providing professional development in sheltered instruction
Teaching in bilingual or dual language instructional settings
Teaching subject areas other than English language development courses (e.g., elementary general education, secondary math)
Additional experience in the two-way SIOP Model preferred
Skills: Candidates should have advanced proficiency with Microsoft Word and PowerPoint, and should have familiarity with creating and delivering professional development courses for an online platform. A successful candidate must have excellent oral and written communication skills in English. Advanced proficiency in Spanish is preferred.
Other Qualifications: The preferred candidate will be flexible, well-organized, and attentive to detail. Must have strong interpersonal skills and be able to work both collaboratively and independently in a fast-paced team environment.
IF INTERESTED, SEND RESUME AND COVER LETTER:
Center for Applied Linguistics
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-12
Attn: Recruitment 12-12
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email email@example.com. Submit your current resume or CV with your language in the subject line.
We are currently working on a project that provides adult language learners with interactive online tools to reinforce their foreign language skills. We focus on less commonly taught languages. We are currently looking for several individuals to help us launch projects in the following languages:
Native, or near-native, proficiency in the target language
Ability to conduct Internet research and submit Word documents and/or audio files
Knowledge of ILR scale of language proficiency
Specifically, we need educated native speakers of these languages (or individuals with equivalent proficiency levels) to review online activities and cultural notes for online foreign language learning modules for their native language using software we provide. In addition, we are looking for speakers to find authentic reading and audio passages, to record audio files, and to perform various editing tasks in these languages.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.
The ideal candidate would work with both Achieving the Dream and the Community College of Baltimore County in connection with a financial literacy grant I recently received. Achieving the Dream: Community Colleges Count is a multi-year national initiative to improve student success at the nation’s community colleges, particularly for students of color and low-income students.
For more information, see: http://www.achievingthedream.org/sites/default/files/VISTAJobDescriptionATD.pdf
We are pleased to announce that the advisory board for the NMC Horizon Report > 2012 K-12 Edition has completed the work that has resulted in the selection of the six topics for this year's report. This report is a collaboration with the Consortium of School Networking (CoSN) and the International Society for Technology in Education (ISTE).
We are interested in learning about any kind of research, pilot programs, innovative projects, or faculty work happening at your school in any of the six areas listed below. Our goal is to help readers understand the potential impact of these technologies and their applications on teaching, learning, or creative inquiry in K-12 education.
Here are the six areas identified for this year's report:
Time-to-Adoption Horizon: One Year or Less
* Mobile and Apps
* Tablet Computing
Time-to-Adoption Horizon: Two to Three Years
* Game-Based Learning
* Personal Learning Environments
Time-to-Adoption Horizon: Four to Five Years
* Augmented Reality
* Natural User Interfaces
The Time-to-Adoption Horizon indicates how long the advisory board feels it will be until a significant number of schools are providing or using each of these technologies or approaches broadly. Of course, a number of innovative faculty and schools are already working in some of these areas, and those are the very efforts we want to highlight. Of special interest are any activities that have a significant web presence so that a URL might be included in the report.
How to Participate
If you know of examples we could include, please use the brief web form at http://go.nmc.org/projects to tell us about them. We ask for a title, a URL, and a one- or two-sentence description; you also will need to select which of the six topics your example falls under. The process takes about two minutes.
We hope to have your examples by Monday, April 16, but no matter what, we'd love to hear about what you are doing! All we really need is a sentence of description and a URL — we'll do the rest.
In a related event, the NMC will be holding our second NMC Horizon Project Photo Contest.
Do you like crowd sourcing and photography as much as we do? Then show us what you got by entering the NMC Horizon Project Photo Contest! This is your opportunity to submit a potential cover image for the NMC Horizon Report > 2012 K-12 Edition. The photos will be posted anonymously in a Facebook album, and the one with the most "likes" on Facebook will win. The NMC Horizon Report series has an international readership of over one million and growing, and the cover image for each edition is featured across hundreds of websites and news outlets.
Submit up to two photos that represent the future of technology and innovation in K-12.
Agreement to release your photos to the NMC
Your entry in the contest constitutes your agreement to allow the use of your photos together with your name in the print and electronic versions of the NMC Horizon Report > 2012 K-12 Edition, on promotional web and social media materials, on the NMC iTunes U page, and on NMC.org. Entrants retain ownership and all other rights to future use of their photographs.
Photographs should be submitted electronically at maximum resolution in JPEG form, or 300 dpi in TIFF form. Only color photos will qualify; no black and white photos will be accepted. Any images not following this format will not be considered.
Release required for Identifiable People
If people are identifiable in the photo, the contest participant is responsible for the consent of the parties involved. If a photo is selected for print that includes identifiable persons, the photographer must submit a release form from the person or persons in the image with the name, address, and signature of the parties on the release form.
Previously published material for which non-exclusive rights were granted may be entered as long as you still warrant that you retain full rights to the photo. You must disclose when and where the photo appeared previously upon submission.
Photos must be submitted electronically by end of day Friday April 20, 2012.
Up to two photos per entrant can be submitted. Submit your photo(s) to firstname.lastname@example.org with the subject: NMC Horizon Project Photo Submission, and if the file is too large we'll work with you to retrieve it through Dropbox or another file sharing service.
Have questions? Email email@example.com
LLC 750/02: Education, Race & Culture: Politics and Praxis
Dr. Helen Atkinson
This seminar explores the relationship between the work you do everyday as teachers, activists, and researchers, and a wide range of important theoretical perspectives including: current-day US and global politics and education policy, critical pedagogy, sociocultural learning theory, critical race theory, and the challenges of culturally sensitive teaching and action research. The seminar will encourage participants to work together on practical aspects of advancing their own work serving under-resourced schools and communities. Specifically, the class will interrogate the discourses of education (dominant mainstream discourses and counter or oppositional discourses) to do with: accountability and reward systems, individual vs collective teacher and student learning, and the hidden curricula associated with dominant race, culture, and power relations. Participants in this seminar will have the opportunity to form a cohort of supporters to collectively work on reflexive design of research and writing projects, and planning ways to continue to communicate and collaborate as a community of practicing educators and researchers. This hybrid class will meet for the first six weeks on Tuesday evenings from 4:30 to 8:00 pm with the discussion continuing online during the week. The last two weeks students will work collaboratively and on-line on final projects.
Session 1, eight weeks, begins May 29. Tu 4:30-8:00pm
SOCY 606/LLC606: Social Inequality and Social Policy
Dr. Marina Adler (SOCY)
This course examines poverty and inequality in modern society. The focus is on describing the extent of poverty and inequality, examining theories that attempt to explain these phenomena and discussing the policies that have been employed to mitigate them. In addition to class inequality, the course also considers racial and gender inequality.
Session 1, six weeks, begins May 29. TTh 6:00-9:10pm
Permission required for all LLC courses: firstname.lastname@example.org
Proteus Fund is pleased to announce that applications for the 2012-2013 Diversity Fellowship are now being accepted.
Proteus Fund is a national grant making organization committed to advancing social justice through democracy, human rights and peace. The Diversity Fellowship complements Proteus' work in the areas of strategy development, research and fund management and our established partnerships with donors and foundations.
Proteus believes that philanthropy is deepened when it is reflective of the perspectives, life experiences, and issues relevant to our diverse society and particularly of the organizations and constituencies that philanthropy serves. Although the racial and ethnic demographics of our society continue to change, professional staff and trustees at many foundations do not reflect this diversity. The Proteus Fund Diversity Fellowship seeks to increase diversity in philanthropy, meet the interest of emerging practitioners, help prepare them, and open doors for Black and African Americans, Latino/a and Hispanics, Asian Americans, Pacific Islanders and Native Americans. The Fellowship was founded and formerly housed by Associated Grant Makers.
Proteus Fund needs your help to identify and encourage potential candidates to apply for the 2011-2012 program year. We expect your suggested candidates will come from the nonprofit and corporate sectors with evidence of community or volunteer experience. Candidates will be considered based on knowledge, commitment, experience and skills and will be placed at foundations in and around Boston and Western Massachusetts. Applicants must currently reside in the United States and satisfy federal laws regarding employment eligibility verification.
The 2012 application can be found here: http://www.proteusfund.org/home/diversity-fellowship-open-application-period. The application is due by 5pm on Wednesday, April 18, 2012. Further questions should be directed to program Director Tammy Dowley-Blackman at email@example.com.
It is a one academic year salaried position (2012-2013) to be held at the Modern Languages Department of the Humanities and Social Sciences Campus of the University of Guadalajara, Mexico.
Duties are, but not restricted to:
Teach courses at the B.A. in Teaching English as a Foreign Language
Take part of the observation component in the teaching practice program of the B.A.
Develop extracurricular activities aimed to increase students’ linguistic and cultural competence in the foreign language.
Contribute to the University’s teaching by presenting guest lectures or faculty seminars.
Impart developmental workshops for students and-or professors
Undertake collaborative research with faculty and-or students.
Engage in formal or informal discussions with pre-graduate students.
PhD preferred, although M.A. in the area of teaching foreign languages, education, linguistics, or culture might be considered.
English native speaker
Prior to application, candidates are required to establish contact with the prospective host: Dr. Olivia Díaz, Head of the Department, firstname.lastname@example.org; M.A. Elizabeth Hernandez, Program Coordinator, email@example.com
Two letters of recommendation must be enclosed with the application materials.
Upon termination of their stay at the Department, recipients are requested to submit a short report on their activities as Visiting Professor.
Completed applications must be received not later than May 15th, 2012.
The position is tenable during the academic year 2012 - 2013(August 1,2012- July 31, 2013)
APPLYING FOR THE FM3 WORK PERMIT
For foreigners applying to work in the Modern Languages Department
It is possible to apply for a Work Permit for visitors conducting remunerative activities. The following university unit and personnel can help the applicant:
Lic. Luz Elena Argote Michel
Lic. Dafne Alejandra Partida M.
Unidad de Servidos Migratorios
Oficina del Abogado General
University of Guadalajara
Av. Juárez #976, third floor
Tel. 31-34-22-22 extensions: 1567, 1584, 1558 and 1557
Two copies of the passport pages containing the applicant’s personal data, photograph, passport expiration date and visas for visiting other countries
Official letter of a job offer issued by the personnel department of the relevant university center of the University of Guadalajara addressed to the National Institute of Migration stating the date of entry into the country, duration of stay, position, activities to be carried out, address where they will be performed and proposed salary.
Two copies of an official ID of the person who signed the letter of the job offer.
An official letter addressed to Dr. Francisco Javier Peña Razo, University Attorney General, asking for his support in order to comply with the necessary paperwork to obtain the Work Permit
Once the paperwork has been done and authorized, a copy will be sent which will be used to obtain the work visa, and when the foreigner arrives in Mexico it will be exchanged for a FM3 visa.
* It should arrive two months prior to the date of his/her programmed visit
NOTE: It is worth mentioning that when the interested party stops working for the University of Guadalajara an official letter has to be sent to the National Institute of Migration. The official letter must state the date of termination of employment. This official letter should be sent in the following week to the Unidad de Servicios Migratorios, so that they carry out the necessary paperwork.
DOCUMENTS NECESSARY TO OBTAIN THE PROCESS TENURE (HOMOLOGACIÓN) OF GUEST PROFESSORS:
* The minutes of the Colegio Departamental meeting where the job offer was discussed
Personal data form (University of Guadalajara)
Résumé with supporting documents
Translated birth certificate with apostille
Translated proof of last grade obtained with apostille
Copy of the FM3
* NOTE: a letter from the Head of Department stating:
Name of the academic body where the professor will work
If possible, the research work that the professor will carry out with other university colleagues
Academic courses to be taught on a Bachelor’s or Master’s program
Name of the agreement
Area of professional knowledge
Person in charge of helping guest professors
Te. 3134 22 22 ext 1720
Teachers of English to Speakers of Other Languages (TESOL) held its
International Convention and English Language Expo, "A Declaration of
Excellence," March 28-31, 2012 in Philadelphia, Pennsylvania. Three
Language, Literacy and Culture Ph.D. students each presented at the
event: Hye-Sook Lee (Cohort 11), Tom Penniston (Cohort 12), and Heidi
Faust (Cohort 13).
In their first presentation titled “Integrating technology to inspire
English language learners,” Hye-Sook and Tom demonstrated technology
usage based upon the E-Teacher Scholarship program. They discussed the
benefits of utilizing technologies for online English classes and some
ways to implement these technologies.
Hye-Sook's second presentation with Dr. Joan Kang Shin (Director,
Secondary Teacher Education and Professional Training for English
Language Learners [STEP-T for ELLs], and LLC alumna) and Heidi was
titled “Stepping Up Teacher Training for ELLs: Considering Program
Effectiveness.” In this presentation, Hye-Sook explored factors that
impact teachers to work more effectively with English language
learners, after other presenters introduced their professional
development models and collaboration with school districts.
Heidi's presentation, "Giving ELLs a Voice Through Writing: Engaging
Parents and Students," focused on a collaborative young authors
project that engaged students, educators and parents in accessing and
sharing diverse funds of knowledge through writing, in partnership
with businesses, educational institutions and community organizations
from eastern Pennsylvania.
Tom's Electronic Village presentation with Teresa Valais, "E-Teacher
Building and Sustaining Communities of Practice in International
Online TESOL Training Programs," highlighted asynchronous solutions
supporting computer mediated social-learning environments.
The 2012 IARSLCE program committee has decided to extend proposal submission to Friday, April 6th. The extension is one-time only in that no proposals will be accepted after April 6, but is done to attract as diverse and excellent group of research, symposium, scholarly papers, poster, and team presentation proposals as possible.
To submit a proposal, follow this link: http://precis2.preciscentral.com/Public/UserLogin.aspx?P=D805325BAA88D2EAE0ABB4139D122A06&Reload=True&ID=86B6E5ED7CCC3153
Please also note other important and exciting information about the 2012 IARSLCE conference.
*What do Program Chair KerryAnn O'Meara, Dwight Giles, Cecilia Orphan, Alan Bloomgarden, Scott Peters, Harry Boyte, Lina Dostilio, Julie Hatcher, Shelley Billig, Andy Furco and John Saltmarsh all have in common?
They have all reflected on the major theme of the 2012 IARSLCE conference: Connected Knowing in a blog site specifically created for this purpose. See below:
* The 2012 IARSLCE Program Committee is proud to announce Dr. Harold McDougal and Dr.Katherine Lambert Pennington as keynote speakers for this conference. To learn more about each and their exciting work go to: http://www.researchslce.org/wp-content/uploads/2012/03/Keynote-Speakers_IARSLCE-Baltimore-Conference-2012.pdf
* There is a special discounted rate for four individuals who present as part of a team presentation that is accepted in the conference. Please strongly consider team proposals for this reason!
* Finally, we have 12 fellowships available for community partners this year, in alignment with our desire to have greater community partner voice in the conference--please help us to recruit applications for this program.
September 6 - 8, 2012
University of Calgary
* Francois Grin, University of Geneva
* Elana Shohamy, Tel Aviv University
* Peter Ives, University of Winnipeg
This international conference will be held at the University of Calgary in Alberta, Canada. We invite papers that approach language policy from a variety of theoretical and methodological perspectives, and in a variety of contexts, from the local/institutional to national/global. We invite abstracts (500 words maximum) for papers in any of the following areas:
Language policy and political theory
Official language policies
Language policy and lingua franca
Heritage language policies
Language policy and globalization
Ideologies and language policies
Language policies in school settings
National identities and language policies
Language policy and the economics of the workplace
Non-official languages in mainstream classrooms
Language policies and social mobility
Language attrition, language revitalization and language policies
Language policies and transnational communities
Abstracts should be 500 words maximum including all references. The deadline for submissions is June 1, 2012.
Abstracts will be reviewed anonymously by at least two experts in the field. Final decisions will be sent to authors by June 15, 2012. Each paper presentation should be 20 minutes, with 10 minutes for discussion. You can submit a maximum of two contributions, one as author and one as co-author or discussant.
For more information: http://www.educ.ucalgary.ca/lpp/