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October 2012 Archives

Call for Chapters: Edited book on Policy and Practice in Language Education for Adult Migrants

James Simpson (University of Leeds) and Anne Whiteside (City College of San Francisco) are seeking proposals for chapters for a new edited collection "XXX" (as yet, untitled), to be edited by themselves. The book is about policy and practice in language education for adult migrants in a range of countries around the world. It comprises 24 chapters, a substantial introduction by the editors and an afterword by a guest writer. The body of the book is divided into 12 parts, corresponding to 12 different countries covered. Each part has two chapters addressing – in turn – policy and an aspect of practice in adult migrant language education in those countries.

The editors invite chapter synopses from informed and knowledgeable writers, who will possibly (and likely in the case of many ‘practice’ chapters) be practitioners. They welcome jointly-authored work. Each of the 24 chapters will be a maximum 5000 words, including references. The 12 ‘policy’ chapters will each begin with a historical perspective, tracing the trajectory of migration and then of language education policy for adult migrants up to the present day. Each ‘policy’ chapter will then discuss current political and public debates on language learning for migrants. Next it will concern itself with contemporary issues, e.g. resistance by practitioners or students themselves to unwelcome language policies for adult migrants. Writers of ‘policy’ chapters are invited to look briefly to future directions which policy might take.

The 12 corresponding ‘practice’ chapters will likewise share distinctive characteristics. Through descriptions of empirical work or case studies of practice, these chapters will each focus on an innovative aspect of practice of clear relevance to the field of language learning and migration. Authors of each chapter are asked to situate the intervention they are describing within the appropriate policy context, explaining how their project or case study relates to the broader socio-political milieu. The aim is to cover a range of specific issues through in-depth investigations of teaching and learning contexts that address those very concerns. Hence these chapters will be relevant for a broad readership, not just those who are interested in practice in a particular country.

The concerns that these chapters will address might include:
Beginner L2 literacy for adult students with little or no foundational L1 literacy;
Participatory/critical/Freirean approaches to language pedagogy for adult migrants;
Creative ways of tackling constraints/limited possibilities, e.g. large classes;
Multilingual pedagogy in migrant language classes;
Language learning for young adult migrants (e.g. in secondary schools, perhaps in countries with no established adult language education programme);
Provision in community/voluntary/non-formal settings;
ICTs, particularly mobile technology, and language learning in migration contexts;
Language education in the workplace.

In terms of coverage, the book will provide a critical comparative overview of policy and practice in migrant language education globally: in English-dominant countries; in other countries in the global ‘centre’; and also in countries considered more ‘peripheral’ but which might also be today considered more ‘flourishing’. This will allow comparisons of the diverse responses to migration as it relates to language education, not only between countries where English is dominant but also with other countries with substantial populations of adult migrants who have a need to learn the dominant language of that country. To that end, the editors aim to include sections on four countries where English is the dominant language (i.e. ‘ESOL’ countries); four countries which do not have English as the dominant language but are nonetheless in the developed west; four more ‘peripheral’/non-G12 countries. The two ‘UK’ chapters are already covered.

Synopses of around 300 words are due by 30 October 2012. Please send these as an email attachment to the editors James Simpson j.e.b.simpson@education.leeds.ac.uk and Anne Whiteside awhitesi@ccsf.edu . Please feel free to contact James and Anne if you would like to discuss a proposal or if you would like further details. The selection of chapters will be agreed before the end of December. Writers will provide first draft chapters by July 2013 and final drafts by November 2013. Publication will be in late 2014.

Tenure-track Assistant Professor of Bilingual Education, Texas A&M University

Position: Tenure-track Assistant Professor of Bilingual Education in the Department of Educational Psychology, College of Education & Human Development, Texas A&M University, College Station, TX

Qualifications: The successful candidate will possess:
1. an earned doctoral degree in Bilingual Education or other related field with a major emphasis in Bilingual Education;
2. evidence of published scholarship related to Bilingual Education;
3. experience with externally funded grants or contracts;
4. evidence of successful college teaching through delivery via online, face-to-face and/or hybrid classes; and
5. strong proficiency in English and Spanish languages and their domains, oral communication, listening, reading and writing.

Academic roles and responsibilities:
Teach both undergraduate and graduate courses in Bilingual Education; develop or expand programs; conduct research relevant to the Bilingual Education Programs, advise graduate and undergraduate students; serve on graduate student committees; and seek extramural funding sources. Assume other duties typical for a research-extensive university such as Texas A&M.

Application:
In a letter to the Search Committee, applicants should address their qualifications, including statements of their research agenda, external funding experiences, and teaching experience. Applicants should send an updated curriculum vita. At least three professional reference letters are required and may be included or sent separately.

Appointment:
This is a nine-month appointment with an anticipated start date of September 1, 2013. Salary is commensurate with qualifications.

Review Date:
The Search Committee will begin review of applications November 15, 2012. The search will remain open until the position is filled. Completed application packets should be sent to:
Mrs. Cathy Watson
Department of Educational Psychology
4225 TAMU
College Station, TX 777843-4225

LLC Presentation at the Boston College, Diversity Challenge 2012

LLC students Heidi Faust, Rachel Carter and Shawntay Stocks presented at the Boston College Institute for the Study and Promotion of Race and Culture: Diversity Challenge 2012. They presented a workshop entitled: Surfacing and Understanding Racial Microaggressions and Structural Violence in Educational Contexts.

Workshop description:
What are the subtle forms of racial violence that occur in educational institutions an show can they be disrupted? This workshop explores racial microaggressions and forms of structural violence that occur when race remains unexamined in educational systems and institutions. It applies current research to educational contexts to provide more culturally competent, socially and psychologically safe teaching and learning environments for both students and staff of color. Participants will explore types of racial microaggressions and structural violence, as well as the presumptions of privilege that reproduce systems of oppression (Cullinan, 1999). This interactive workshop surfaces subtle forms of racial violence through scenarios and dialog. Participants will focus on recognizing and disrupting various forms of racial violence at their respective institutions.

13th Annual Graduate Symposium Call for Papers

Humanities and Social Change: How Literature Impacts Class, Gender and Identity
The Symposium Committee is pleased to invite all interested graduate students, scholars and professionals to submit abstracts for the 13th Annual Graduate Symposium. This year the Symposium Committee is honored to welcome Dr. Raúl Coronado from the University of Chicago as keynote speaker.

As we focus on the influence of literature on social change, the Symposium Committee encourages the submission of papers on a variety of topics and disciplines that explore Language, Literature, and Culture.

Topics may include but are not limited to:
- Gender and sexuality
- Formation of nation
- History and identity
- Literature and visual arts
- Performance studies
- Cognitive approaches to literary texts
- Politics in literature
- Social oppression
- Exile literature

Please submit an abstract of approximately 250 words to tgyulami@purdue.edu by December 7, 2012. In your e-mail submission please specify the presenter’s name, institution of affiliation, e-mail address, and phone number. Please do not include any identifying information on the abstract itself. You will be informed of the committee’s decision after January 10, 2012. A $30 registration fee will be charged for accepted papers.

We look forward to working with you!

Organizing Committee
13th Annual Graduate Symposium
School of Languages and Cultures Purdue University 640 Oval Drive
West Lafayette, IN 47907-2039

CFP: 3rd International Language Management Symposium

3rd International Language Management Symposium: Special Focus on Research Methodology

Sponsorship: Charles University in Prague & Academy of Sciences of the Czech Republic
Dates: September 13-14, 2013 (Fri & Sat)
Venue: Charles University in Prague, Faculty of Arts, nam. Jana Palacha 2, Prague,Czech Republic

Following on the tradition of Language Management Theory originally elaborated by J. V. Neustupný and B. H. Jernudd, the Third Language Management Symposium, sponsored by Charles University in Prague and the Academy of Sciences of the Czech Republic, welcomes papers on empirical studies of language management, defined as any sort of behavior toward language, in other words, the various forms and manifestations of attention devoted to language or its use. Papers highlighting methodological aspects of the research in language management are most welcome.

Language Management Theory (framework/model) (LMT) originated against the background of the language planning theory of the 1960s and 1970s and both Neustupný and particularly Jernudd were originally involved in this language planning research. However, they transformed this research into what has become LMT, followed by new generations of researchers. LMT focuses on the acts and activities (such as noting, evaluation) of individual speakers as well as institutions of varying complexity (families, social and political groups, schools, government ministries, media), with the aim of uncovering the relationships between the activities of speakers on the one hand and those of institutions on the other. Another important feature is that it views linguistic activities in the context of communicative and sociocultural ones (for details see J. Nekvapil & T. Sherman, eds., Language Management in Contact Situations: Perspectives from Three Continents. Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang, 2009).

A theory of such a scope, of course, must seriously address the ways in which it reaches its findings. Thus, the question of the research methodology becomes urgent. The methods used by the scholars subscribing to LMT include some procedures of conversation analysis, various types of interviews (follow-up, stimulated recall, interaction, narrative or semi-structured) and of course the analysis of documents and ethnography in general. Further methods, used only occasionally, include focus groups and
systematic (self) observation. The main purpose of this symposium is to assess the effectiveness of the methods used by the LMT scholars when conducting particular empirical research.

The first international symposium on language management was devoted to "probing of the concept of noting", and was held at Monash University (Clayton, Melbourne) in 2008. The second symposium addressing "norm diversity and language management in globalized settings" took place at Waseda University (Tokyo) in 2011.

We invite proposals for papers which reflect any topic related to the language management framework and particularly, the special focus of the symposium. Questions for discussion include (but are not limited to): Which methods enable the researcher observe the various phases of (simple) management? Do all phases of management need to be directly observable? What are the advantages and disadvantages of elicited data and naturally-occurring data? What is the explicative value of language management summaries elicited in interviews? How is it possible to study the interplay of simple and organized management? How can the relations between linguistic, communicative and sociocultural management be captured?

Abstracts (300-500 words) should be sent to the address below by January 31, 2013. The abstracts will be evaluated by the scientific committee and the authors will be informed by e-mail by February 28, 2013.

Abstracts should be e-mailed to marian.sloboda@ff.cuni.cz
Notification of acceptance of proposals: February 28, 2013

Scientific committee
Sau Kuen Fan (Kanda University of International Studies, Tokyo)
Björn H. Jernudd (independent scholar, Washington, D.C.)
Goro Kimura (Sophia University, Tokyo)
Helen Marriott (Monash University, Clayton, Melbourne)
Hidehiro Muraoka (Chiba University)
Jiri Nekvapil (Charles University in Prague)

Local organizing committee
Jiri Nekvapil (chair)
Marián Sloboda (contact person)
Vít Dovalil
Petr Kaderka
Markéta Pravdová
Tamah Sherman

Enquiries: marian.sloboda@ff.cuni.cz

Scholarly Communication Institute - Graduate Education

SCI will undertake three related strands of activity to explore and test new programs for the education of scholars and scholarly communication professionals. These are designed to survey needs and opportunities, develop and articulate new models, and foster the growth of collaborative networks among organizations, institutions, and sectors of the academy with a stake in graduate and professional methodological training in the humanities.

First, SCI will undertake and publish a broad survey of humanities-trained respondents who self-identify as working in alternative academic careers – as well as their employers – to illuminate perceived gaps in graduate-level preparation. The data collection period of the survey is now closed, but more information is available at the links below.
Read the full announcement
View or contribute to a public database that complements the study
Results, when available, will be announced here and posted at #alt-academy

Concurrently, working with the Consortium of Humanities Centers and Institutes (CHCI) and centerNet, an international consortium of digital humanities labs and centers, we will host a number of meetings to facilitate conversation on curricular change at the graduate level and the roles of scholarly societies, libraries, centers, and professional schools in driving that change. Our first meeting will take place in October 2012; more information for participants can be found here.

Finally, we will refine and document the Praxis Program and Graduate Fellows models of methodological training and early‐career research support offered by the UVa Library Scholars’ Lab, and explore the development of a “Praxis Network” of allied but differently‐inflected initiatives.

More information will be available here as SCI’s work progresses.
Originally posted here - http://uvasci.org/current-work/graduate-education/

Microsoft Research, Social Media Collective Postdoc Opening

The Social Media Collective at Microsoft Research New England (MSRNE) is looking for a social media postdoctoral researcher (start date: 1 July, 2013). This position is an ideal opportunity for a scholar whose work draws on anthropology, communication, media studies, sociology, and/or science and technology studies to bring empirical and critical perspectives to complex socio-technical issues.

Application deadline: Monday 19 November, 2012.
http://research.microsoft.com/en-us/jobs/fulltime/postdoc.aspx

Microsoft Research provides a vibrant multidisciplinary research environment with an open publications policy and close links to top academic institutions around the world. Postdoc researcher positions provide emerging scholars, (PhDs received in 2012 or to be conferred by July 2013), an opportunity to develop their research career and to interact with some of the top minds in the research community. The position also offers the potential to have research realized in products and services that will be used world-wide. Postdoc researchers are invited to define their own research agenda and demonstrate their ability to drive forward an effective program of research. Successful candidates will have a well-established research track record as demonstrated by journal publications and conference papers, as well as participation on program committees, editorial boards, and advisory panels.

Postdoc researchers receive a competitive salary and benefits package, and are eligible for relocation expenses. Postdoc researchers are hired for a two-year term appointment following the academic calendar, starting in July 2013. Applicants must have completed the requirements for a PhD, including submission of their dissertation, prior to joining Microsoft Research. We do accept applicants with tenure-track job offers from other institutions so long as they are able to negotiate deferring their start date to accept our position.

While each of the seven Microsoft Research labs has openings in a variety of different disciplines, the Social Media Collective at Microsoft Research New England (located in Cambridge, MA) is especially interested in identifying social science candidates with critical humanistic approaches to their topics. Qualifications include a strong academic record in anthropology, communication, media studies, sociology, science and technology studies, or related fields. The ideal candidate may be trained in any number of disciplines, but should have a strong methodological, analytical, and theoretical foundation in humanistic approaches to the social sciences, be interested in questions related to technology or the internet and society or culture, and be interested in working across disciplines and with computer scientists.

The Social Media Collective is comprised of full-time researchers, postdocs, visiting faculty, PhD interns, and research assistants. Current projects include:
How does social media use affect relationships between artists and audiences in the creative industries? (Nancy Baym)
How do youth make sense of networked publics? (danah boyd)
How do we listen to each other in networked environments, and what are the implications for intimacy, privacy and social change? (Kate Crawford)
How does information infrastructure shape event epistemology? (Megan Finn)
How do people with minimal internet access use mobile media to negotiate marginalization and social immobility? (Mary L. Gray)

More information can be found here: http://socialmediacollective.org/2012/10/15/postdoc-opening/

National Academy of Education/Spencer Foundation Postdoctoral Fellowship Program

We are pleased to share information on the application process for the National Academy of Education/Spencer Foundation Postdoctoral Fellowship Program. Please help us widely distribute information on the this prestigious program to qualified candidates, listservs and other electronic sources by using the paragraph below. We sincerely thank you for your assistance.

National Academy of Education/Spencer Postdoctoral Fellowship Program
The NAEd/Spencer Postdoctoral Fellowship Program supports early-career scholars working in critical areas of educational scholarship. Fellows will receive $55,000 for one academic year of research, or $27,500 for each of two contiguous years, working half time. Fellows will also attend professional development retreats and receive mentorship from NAEd members and other senior scholars in their field. Applicants must have had their PhD, EdD, or equivalent research degree conferred between January 1, 2007, and December 31, 2012. This fellowship is non-residential, and applications from all disciplines are encouraged. Up to twenty NAEd/Spencer Fellowships will be awarded. Additional guidelines and the fellowship application are available on our website.
Website: http://naeducation.org/NAEd_Spencer_Postdoctoral_Fellowship.html
Application Deadline: November 2, 2012

Contact Information:
Philip Perrin, Senior Program Officer - Professional Development Programs
Phone: 202-334-2093
E-mail: info@naeducation.org
Website: www.naeducation.org

The National Academy of Education greatly appreciates support and funding from the Spencer Foundation to provide and administer this fellowship program. For more information on the Spencer Foundation, please visit http://www.spencer.org.

Visiting Assistant Professor Position in Applied Linguistics/TESL for Spring 2013 at the University of Texas at San Antonio

Department of Bicultural-Bilingual Studies
Visiting Assistant Professor Applied Linguistics/TESL

The Department of Bicultural-Bilingual Studies in the College of Education and Human Development at the University of Texas at San Antonio, seeks a Visiting Assistant Professor in the area of applied linguistics/TESL for the Spring 2013 semester, pending budgetary approval.
We seek a scholar with expertise in one or more of the following areas: second language literacy, computer assisted language learning, language and content-area instruction, pedagogical grammar and general ESL teacher education.

The department offers a Ph.D. in Culture, Literacy, and Language, a Master of Arts degree in Teaching English as a Second Language, a Master of Arts degree in Bicultural-Bilingual Studies, and a Bachelor of Arts degree in Mexican American Studies. It also provides undergraduate and graduate programs for teacher certification as well as support courses for other programs in the University.

Responsibilities include: Teach 3 graduate and/or undergraduate TESL courses, and provide service to the MA-TESL Program as needed.

Required Qualifications: Doctorate in Applied Linguistics, Educational Linguistics, Language & Literacy, Education or an appropriate discipline. University-level teaching experience. Evidence of research agenda in one of the areas listed above.

Preferred Qualifications: Demonstrated excellence in teaching at the undergraduate and/or graduate level, proficiency in a language other than English, ESL/EFL teaching experience, experience advising graduate students, and evidence of publications in one or more of the areas outlined above.

Appointment is for Spring 2013 only, pending budgetary approval, at the rank of Visiting Assistant Professor. Teaching opportunities for Summer 2013 may be available.

Applicants must submit by e-mail a letter of application, curriculum vitae, a publication
or writing sample, and names and contact information of three referees to:
Dr. Juliet Langman, Chair, Visiting Assistant Professor Search Committee via the
following e-mail: Juliet.Langman@utsa.edu.

For hire at the visiting assistant professor level, ABD candidates must have
completed the doctorate by December 15, 2012. Applicants who are not U.S. Citizens must state their current visa and residency status. A review of applications will begin November 1, 2012, and will continue until position is filled. UTSA is an Affirmative Action/Equal Opportunity Employer. Women, minorities, veterans, and individuals with disabilities are encouraged to apply.

CFP: The International Symposium on Bilingualism (ISB9)

CAL’s Language Policy Research Network (LPReN) invites proposals for inclusion in an LPReN-hosted colloquium for submission to the call for the International Symposium on Bilingualism (ISB9), to be held in Singapore June 10-13, 2013 (http://linguistics.hss.ntu.edu.sg/ISB9/Main.html).

The theme of the 9th ISB Symposium is 'Multilingualism', it reflects Singapore's status as a thriving language hub. Singapore is the essence of what ISB is all about as it is home to at least 20 different languages. Most Singaporeans are bilingual and many are multilingual. Due to its historical and geographical position as a meeting point of many cultures, the linguistic landscape of Singapore has long been fascinating to scholars for many decades. More importantly, Singapore is located at the heart of the world's most linguistically diverse region making it an excellent stage for the types of issues and debates we hear in ISB meetings.

For the LPReN-hosted colloquim, papers should directly reflect one of the topics below.
Language attrition
Language policy and ideology of bilingualism/multilingualism
Language shift, language maintenance and language loss
Multilingualism, migration and identities

This call invites both paper submissions and proposals for individual authors to serve as Chair of the colloquium. Acceptable candidates for colloquium Chair must be recognized scholars in the field of language policy, planning, politics, management, or a related field. Proposed Chair submissions should include curriculum vitae.

Proposal submissions to lpren@cal.org are due by October 26, 2012.

Proposal Requirements:
Author’s name
Professional affiliation
Email address
Abstract (max 300 words each) of the individual paper
Summary (max 50 words) of the individual paper
Curriculum Vitae (only for proposed Chairs)

Call for Book Chapters: Multiliteracies in Foreign Language Education

(Thinking/Doing) Multiliteracies in Foreign Language Education
Editors:
Yuri Kumagai (Smith College), Ana Lopez-Sanchez (Haverford College), and Sujane Wu (Smith College)

The editors welcome chapter proposals that address any aspect of the design, implementation, and assessment of pedagogical practices associated with a multiliteracies-based framework in the Foreign Language collegiate context. The papers may respond to one of the following prompts:
- Discussions of principles for the articulation of curricula that are commensurate with a multiliteracies approach (i.e. meaning-based). Critical evaluations of existing literacy-oriented curricula are particularly welcomed.
- Proposals for literacy-based curricula for particular levels of the FL programs in specific languages. The curriculum may use, as organizing principles, the pedagogical components proposed by the New London Group (i.e. ''Situated Practice,'' ''Overt Instruction,'' ''Critical Framing,'' ''Transformed Practice,'' or the notion of ''Design'' and its related constructs). If the curriculum has been fully implemented, post-course critical reflections by instructors and/or learners are highly encouraged.
- Discussions of the implementation of specific practices, including class projects, inspired by multiliteracies' theoretical principles. The chapter should delineate the concrete steps and procedures taken, the outcome of the project, and implications for further development of similar projects.
- Discussions of issues related to assessment, including evaluations of courses that were designed following a multiliteracies model, and proposals for alternative assessment practices that can adequately measure learning in multiliteracies-based classes.

Submission procedures:
FL researchers and practitioners who have implemented or are interested in implementing a multiliteracies framework in a foreign language classroom are invited to submit a 500-word abstract clearly explaining the goals of the proposed chapter. Submissions should include a short bio about the author(s), and should be mailed electronically in Microsoft Word Format on or before November 25, 2012. Proposals and inquiries should be sent to Yuri Kumagai <ykumagai@smith.edu>. Authors will be notified of acceptance by December 15, 2012. Submission of full chapters is expected by June 30, 2013.

CFP: Language and Super-diversity Conference

Language and Super-diversity Conference
University of Jyväskylä, Finland, June 5-7, 2013
https://www.jyu.fi/en/congress/superdiversity

Language policy in contexts of superdiversity: Policing, protecting, and/or planning diversity?

What is the relationship of trends in superdiverse language use and language policy or management? This panel seeks to raise questions and share examples of language policy and planning in relation to superdiverse language communities, as well as the diversity of agents who may influence language politics in any given place. Language planning was initially viewed as an antidote to diversity or heterogeneity, in the form of government-determined norms for "the guidance of writers and speakers in a non-homogeneous speech community" (Haugen 1959, p. 8), being implemented at the level of Nation-States (cf. Dasgupta, Ferguson & Fishman 1968). Subsequent research has increasingly viewed language policy and planning through interactive and discursive lenses, recognizing power and inequality in the development and implementation of policies (cf. Tollefson 1995; Ricento 2000; Shohamy 2006). No longer fixated on the nation-state as a unit of analysis, language policy research occurs across local, national, and transnational contexts, and considers the agency of diverse social actors in political processes (cf. Canagarajah 2005; Spolsky 2004; Hornberger & Hult 2008). While many studies have illustrated diminished linguistic diversity through restrictive language policies, a variety of language planning goals and outcomes have been described (cf. Hornberger 1994, McCarty 2002). Following the wider promotion of civil rights, and in pursuit of linguistic rights (cf. Skutnabb-Kangas & Philipson 1994), language policy has also come to be viewed as a potential mechanism for the protection of diversity, or the promotion of plurilingualism.

Considerations of diversity are prominent in language policy and planning research today, influencing both the contexts that are studied as well as the theoretical frameworks used to understand them. Scholarly frameworks that seek to describe language policy as a social phenomenon recognize the influence of multiple actors with varying agendas at all levels of the political process. As a socially-engaged field, LPP attempts to provide equitable education and other social services, and superdiverse populations are often seen as a challenge in this endeavor. This panel aims to explore language policy and planning in linguistically diverse contexts, drawing on empirical examples of policy in practice in a variety of settings. We also welcome papers that raise theoretical concerns about governance in the current era of pluralist nation-states, transnational alliances, and neoliberal economic influences.
Case studies and/ or theoretical papers may address this issue from a variety of angles, including:
· Attempts to create language policy that is appropriate to superdiverse contexts
· Impacts of language policy in a superdiverse context, across multiple contexts, or among different social actors
· Diverse agents of language policy in an era of increased transnational exchange
· Issues of planning, management, regulation and democracy in pluralist contexts
· Theoretical or methodological approaches to understanding language policy

Terrence Wiley, President at the Center for Applied Linguistics, will serve as discussants for this panel. In addition to the individual papers, there will be time allocated for discussion and debate on current directions in the field.

Abstracts of no more than 300 words should be sent to lpren@cal.org by November 1st. Please include your name, affiliation, and contact information. All submitters will be contacted with decisions by November 10th. Please feel free to contact Haley De Korne (hde@gse.upenn.edu) with any questions.

Please note that LPReN’s capacity is limited to organizing colloquia; we regret that we are not able to provide funding for participants who are invited to participate. We encourage all applicants to seek funding from other sources available to them as early as possible.

Towson University - multiple positions

Full Posting - http://chronicle.com/jobs/0000748354-01/?cid=ja&utm_source=ja&utm_medium=en

COLLEGE OF LIBERAL ARTS - 1 POSITION
Department of Women's Studies
Assistant Professor
Assistant Professor in Philosophy and Women's Studies tenure track beginning Fall 2013. must possess strong commitment to excellence in teaching and show potential for productive scholarly growth. Responsibilities in philosophy include teaching introductory courses and courses in the major. Responsibilities in Women's Studies include teaching undergraduate and graduate courses in an interdisciplinary program that offers a major, a minor, and a master's degree. We seek candidates whose teaching takes into consideration the intersection of race, class, and gender. Send letter of application, C.V., official transcripts, a writing sample and three Professional Letters of Recommendation postmarked by November 26, 2012. Qualifications: Ph.D. in philosophy is required. ABD candidates may be considered if the doctorate is completed by June 2013. CLA-N-2615

COLLEGE OF EDUCATION - 4 POSITIONS
Department of Early Childhood Education
Graduate Director/Co-Director
Tenure track associate professor to direct or co-direct the graduate program. Responsibilities will include teaching graduate courses, advising approximately 300 graduate students in Early Childhood Education, and performing the administrative duties in cooperation of the chairperson, while engaging in service to the university and the academic/professional community and in continuing scholarship. On-going projects include administration, marketing and growth of the M.Ed. in Early Childhood Education, the M.Ed. Plus Certification and the Certificate of Advanced Studies (CAS), the Early Childhood M.A.T. program, and off-campus M.Ed. programs at external campuses and in partnerships with area school systems and early childhood education programs. Review of credentials will begin 30 days after the ad appears and will continue until the position is filled. Qualifications: The Graduate Program

Director/Co-Director must demonstrate leadership in teaching and scholarship to ensure a high level of rigor in advanced course work, requiring a command of critical perspectives in child development and of research methods, and a commitment to current trends and issues relating to young children from birth through age eight and families and to professionals in all settings in early care and education. The successful candidate must have a demonstrated background in a leadership role with evidence of scholarly activities and publications with documentation of excellence in teaching. The doctorate in early childhood education or related field is required for consideration for the Associate Professor position. COE-N-2620

Department of Elementary Education
Assistant Professor
Tenure track position at the rank of Assistant Professor. Candidates must be prepared to teach undergraduate and graduate level courses in elementary education, human development, and educational psychology. Review of credentials will begin 30 days after the ad appears and will continue until the position is filled. Qualifications:
Applicants must have a doctorate in Education, Curriculum and Instruction, or Human Development/Child Development/Educational Psychology. Additional expertise in literacy is also desired. Applicants must also possess a strong commitment to teaching, demonstrating potential for research and scholarship, and a willingness to pursue available external funding. Three years of professional teaching experience in elementary school settings is required. COE-N-2619

Department of Instructional Leadership & Professional Development
Associate Professor in Educational Leadership
Tenure track Associate Professor with expertise in instructional leadership, evidence-based planning, and assessment of student learning outcomes. Responsibilities include teaching graduate courses in educational leadership, advising approximately 25-30 students, mentoring junior faculty, and serving on university and college committees. Ongoing projects include participation in department curriculum revision to meet Maryland State reform initiatives and in aligning assessments and improvement efforts to meet local, professional, and national accreditation requirements. ILPD faculty are expected to teach high quality and rigorous courses in a variety of locations (on-site and off-site) and formats (intense, executive style; face-to-face; hybrid; and on-line) in order to respond to the needs of Maryland educators. Review of credentials will begin 30 days after the ad appears and will continue until the position is filled. Qualifications: An Ed.D. or Ph.D. is required and significant PK-12 experience is preferred, particularly experiences in leadership roles. COE-N-2618

Department of Special Education
Assistant Professor
The Department of Special Education invites applications for two (2) tenure track Assistant Professor positions in the Department of Special Education. They are located at the main campus and satellite offices, with the possibility of teaching and administrative responsibilities at the regional higher education centers. Responsibilities include teaching undergraduate and graduate programs in special education, as well as in the related Early Childhood/Special Education dual certification program at the undergraduate level, and Master of Education
(M.Ed.) and Master of Arts in Teaching (M.A.T.) programs at the graduate level. Review of credentials will begin 30 days after the ad appears and will continue until the position is filled. Qualifications: Minimum Qualifications:
All candidates must have an earned terminal degree (Ph.D. or Ed.D. in Special Education, Teacher Education, or a closely related field); Successful teaching experience in P-12 settings; Teaching experience at the college/university level; Excellent communication, human relations, and organizational skills; Demonstrated literacy in educational technology; Evidence of scholarly potential. COE-N-2617

For detailed information on any of these positions, please visit:
http://www.towson.edu/odeo/employmentatTU/academic_positions.asp

TESOL and Applied Linguistics Position Opening

Position Opening: Open Rank
Teachers College, Columbia University

Position: The TESOL and Applied Linguistics Programs at Teachers College, Columbia University are seeking a scholar with demonstrated research interests and teaching experience in PreK-12 second language (L2) education. We are particularly interested in individuals whose area of research is content and language integration, addressing concerns such as pedagogical strategies in mainstream classrooms, the relationship between mainstream content learning, core standards, and L2 learning, the collaboration between ESL teachers and content-area teachers (e.g., science teachers), ESL teaching in the content areas, and ESL training of content teachers.

Responsibilities: Teach graduate courses in some of the following broad areas: PreK-12 L2 pedagogy, L2 teacher observation and supervision, L2 classroom-based research, L2 curriculum design, materials development, and L2 literacy. Supervise PreK-12 student teachers, advise masters and doctoral students, and collaborate with teachers in schools. Play an active role in program administrative and development activities. Provide substantive leadership in PreK-12 L2 education.

Qualifications: Earned doctorate in TESOL or Applied Linguistics; evidence of scholarly accomplishment in PreK-12 L2 education; a record of successful experience working with PreK-12 L2 teachers and students; service to the field of TESOL and Applied Linguistics.

To apply: Email a cover letter specifying how you would fit the position, a CV, a two-page statement of your research agenda for the next three years, a copy of three relesvant publications, and three letters of reference to Professor Hansun Zhang Waring at tesolsearch@tc.columbia.edu. The subject line should include your (the applicant’s) first and last name.

Review of applications will begin on November 30, 2012, and will continue until the search is completed.

Teachers College as an institution has long been committed to a policy of equal opportunity in employment. In offering higher education in the discipline area of TESOL, the College is committed to providing expanding employment opportunities to minorities, women and the disabled in its own activities and in society. Candidates whose qualifications and experiences are directly relevant to College priorities (e.g., urban and minority concerns) may be considered for the higher rank than advertised.

Kevin Wisniewski is a HASTAC fellow

Original link - http://hastac.org/blogs/kwisniew/2012/10/13/where-author

Where is the Author?
Author: Kevin Wisniewski
Posted: 10/13/2012 - 12:16pm
In: Scholars, Scholar Class 2013, Digital Publishing

For my first thoughts, posts, on the state and future of publishing in the digital, I had intended on looking at funding.

It’s usually the first practical question people pose: So how do we get a project started? If we were to start a new press dedicated to digitally-born works or a new department or series of digital editions, where do we find the initial funds? More importantly, how do we help ensure long term sustainability? Some of these questions will be posed in upcoming posts.

But after a couple of meetings, some talks with friends and writing groups, and my participation in a conference this weekend, a equally pressing matter has raced to the foreground: how is the role of the writer changed in the digital? Where is the writer? What is the author?

(Perhaps sometime soon we should also discuss the connotations that the mere mention of digital publishing has for some people. Why are those looking at the digital considered traitors to books? I am left confused—and a little hurt—when friends visit me for dinner, and despite being surrounding by a book collection of nearly a thousand titles surrounding the table on three sides, I’m heckled for the Ipad and Kindle that sit above one of rows of books. Why can’t your favorite edition of Dickens or Frost stay on the shelf, unharmed by your purchase of another title on your mobile? I have yet to hear anyone suggest that we put an end to the printed book.)

Again, how is the role of the writer changed in the digital? Despite what some friends and scholars have argued this week, my response is simple: I hope for the better.

The writer’s world is not the same as the world of publishers and booksellers. Perhaps there is some disagreement with me on this, but those whom many writers consider as their friends and colleagues tend to be other writers. And, despite the fact that publishing is frequently about the authors as much as it is about the books they produce, their knowledge of and involvement in the process once a manuscript is submitted (or resubmitted following reviewers’ comments) is limited. Contact is often mediated through an agent or representative from the publisher’s acquisitions and/or editorial departments. Perhaps this is way traditional publishers in print want to keep it.

But it is a new world: a variety of studies envision up to 25% of book sales shifting to digital format in the next four or five years. And all parties—authors, publishers, distributors, and sellers—will need to reexamine and renegotiate not only their business models but their very relationships with one another.

In digitally-born works, authors contemplate design and functionality. They dive into diverse avenues for distribution. They have a new direct, role in consumer relations, in talking with reviewers and readers.

Writing and publishing is truly a collaborative effort.

Barthes and Foucault have famously written about the “death” or “disappearance” of the author, the liberation of the reader. The digital age expands this—it liberates the writer.

It’s been fifteen years since Janet Murray’s vision for a new kind of storyteller, “half hacker, half bard.” The “glimmers” she saw then are getting brighter. I envision digital works to become as constant as the stars in the sky—scattered alongside their printed ancestral kin—navigating new voyages through a sea of ideas and knowledge. I’m ready for a new essay: “The death and rebirth of the author” or “What is the author?: A Remix.”

Reconfiguring the role of a writer is exciting. But new challenges and obstacles, too, emerge.

Hopefully, this Digital Publishing group can begin to tackle some of these issues and the disputes that are bound follow.

Job: Literacy, English Language Learning at the University of Washington Seattle

THE UNIVERSITY OF WASHINGTON SEATTLE, College of Education, seeks to fill a nine-month fulltime position for an Assistant or Associate Professor whose primary expertise is in Literacy, English Language Learning, Science, Math or Social Studies as it relates to developing instructional excellence in teacher preparation and professional development. The College has a long- standing commitment to tenureline faculty who achieve excellence in research and grants activity. Continuing that tradition, we seek a colleague who can help advance our agenda in designing professional learning and preparation programs that create effective and committed educators and leaders. We seek applicants with a doctoral degree in education or a closely related field. Our new colleague will possess a documented research record which illuminates aspects of improving instruction for students who have not been well served by schools, a desire to teach with other colleagues committed to impacting the K-12 systems in meaningful and lasting ways. The new faculty member will provide guidance and mentorship to graduate students pursing professional certification, master’s degrees, and PhDs. Preference will be given to scholars who have a strong track record or potential for grants, have experience working in professional settings with prospective or practicing teachers, bring significant content expertise in one of the areas outlined above, and be able to contribute to innovations in practice-based teacher education. Excellent communication skills and ability to get along with others are required.

The UW College of Education is a vibrant working environment characterized by an atmosphere of supportive and interdisciplinary collaboration, both within the College and across the entire University. The members of the College also maintain a set of active partnerships with educational institutions in the region and state—schools, school districts, community-based organizations, informal educational institutions, and professional organizations. We are seeking a colleague to join us in conducting research, preparing and promoting the education of students and teachers, strengthening relationships between schools and the communities they serve, and informing public policy to help create a more just and caring society.

University of Washington faculty engage in teaching, research and service.
Applications should include: (1) a detailed letter describing qualifications for the position, including academic preparation, experience, research agenda, and evidence of engaging schools or other organizations serving historically disenfranchised youth, (2) curriculum vitae, (3) three letters of reference, (4) at least two examples of scholarly writing, and (5) an email address for further communications.

Please submit your application packet both electronically and by mail to the search chair, Dr. Morva McDonald, via Ms. Lynda Jensen at ljensen2@uw.edu, Box 353600, 210 Miller Hall, College of Education, Seattle, WA 98195-3600.

PhD Candidate Amy Pucino ’15, Language, Literacy, and Culture, in Diverse

Language, Literacy, and Culture PhD candidate Amy Pucino ’15 was profiled by Diverse on September 18th for her volunteer work with UMBC’s Refugee Youth Project (RYP).

Pucino spoke with the magazine about her personal experience with aiding a family of Iraqis who fled their country during the Iraq War and relocated to Baltimore. She helped the family on issues ranging from English tutoring to navigating the city’s institutions in order to help them obtain housing and health care. The experience inspired Pucino to base her dissertation on “the relationships between Iraqi refugees and those who play an educational role in their lives.”

“Through working with the family, I’ve picked up that the Iraqi population is an increasing population across the U.S. It’s our social responsibility to figure out ways to better serve the increasing population here. It taught me the importance of the need to work better with diverse communities. I wanted to do research that had some sort of practical application,” she said.

Adult Literacy Position - Penn State

The Pennsylvania State University College of Education
Institute for the Study of Adult Literacy and Goodling Institute for Research in Family Literacy

Position Available: Senior Research Assistant or Associate
Beginning: July 1, 2013

Appointment conditions:
This is a fixed-term, multi-year appointment. Full University benefits apply. Penn State has a strong commitment to the diversity of its workforce. We encourage applications from individuals of diverse backgrounds.

Responsibilities:
Serving as Co-Director for Institute Administration, this position directs the Institutes’ externally funded projects, builds and maintains professional relationships with various state and national literacy groups, manages administrative tasks related to the Institutes including the management of personnel, and provides relevant service to the field of adult and family literacy and adult basic education (ABE).

Required qualifications:
· Earned masters or doctorate in education, program administration, or a closely related field;
· Practical experience working in adult literacy, family literacy, or ABE;
· Knowledge of adult literacy, family literacy, and/or ABE research, legislation, and other relevant issues; Experience working with state or national adult literacy, family literacy, and/or ABE governmental offices and organizations;
· Experience writing and submitting external funded proposals;
· Experience managing and directing externally funded projects;
· Experience in supervising personnel;
· Experience in and evidence of a commitment to working collegially and with individuals from diverse backgrounds.

The Pennsylvania State University:
Penn State [http://www.psu.edu] is a comprehensive, multi-campus research university serving all regions of the Commonwealth, as well as the nation and the world in instruction, research, and service roles that require responsiveness to and support from society's public and private sectors. As a land-grant university, Penn State has responsibility for providing a wide array of programs in the professional and technical disciplines, as well as a balanced offering of undergraduate and graduate programs in the arts and sciences. Penn State shares with other major research universities the traditional responsibilities to discover, develop, preserve, and disseminate knowledge.

The College of Education:
The College of Education [http://www.ed.psu.edu] at Penn State was established in 1923 to deepen and extend knowledge about the formation and utilization of human capabilities. It offers resident degree programs at the undergraduate and graduate levels as well as an extensive outreach effort aimed at continuing professional development for educators at distant locations. The College's research program is also extensive; College faculty members secured over $46 million in external support during the past three years from a wide range of national and state government agencies, private foundations, and corporations. The College's location within a large, research oriented, land-grant university provides numerous opportunities for studying education from multidisciplinary perspectives in the context of a university-wide commitment to making life better for all citizens.

The College houses four academic departments: Curriculum and Instruction; Education Policy Studies; Educational Psychology, Counseling, and Special Education; and Learning and Performance Systems. The departments offer seven undergraduate majors to more than 2,500 students and 12 graduate programs, under authority of the Graduate School, to nearly 1,000 students. Recent surveys rank the Penn State College of Education among the top colleges, schools, and departments of education in the United States.

Institute for the Study of Adult Literacy and Goodling Institute for Research in Family Literacy:
Founded in 1985, the Institute for the Study of Adult Literacy (ISAL) in the Penn State College of Education seeks to advance the field of literacy through collaborative research, development, outreach, and leadership to improve practice, expanding access to high quality education and enriching the lives of individuals and families. ISAL’s initiatives have focused on the contexts of the family, workplace, and health. ISAL staff assist providers with program design and delivery, customized instructional materials and assessment development, professional development, and program evaluations.

Also housed within the College of Education, the Goodling Institute for Research in Family Literacy provides national leadership that promotes the value of family literacy and supports program improvement through research and its application to practice and professional development. Since its founding in 2001, the Goodling Institute has focused on research, professional development, and policy. The Institute works collaboratively with the Institute for the Study of Adult Literacy and the National Center for Family Literacy (NCFL).

Application procedures:
Applicants must submit a letter of application documenting qualifications for the position, a current résumé or curriculum vitae, copies of official graduate transcripts (where appropriate), copies of three scholarly publications or other professional writing samples (if available), and contact information for at least three references (name, mail and e-mail addresses, telephone numbers). Applications received by December 1, 2012, are assured full consideration; however, applications will be received until the position is filled.

Electronic submission of all materials is strongly preferred. Send application materials to mrf2@psu.edu. Those who do not have access to electronic mail can direct hardcopy of application materials to:

Dr. Esther Prins
GI/ISAL Co-Director Search Chair
c/o Mary Frank
405 Keller Building
University Park, PA 16802

This job announcement is also available in alternate format. Employment will require successful completion of background check(s) in accordance with University policies. Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce.

Romy Jones on BreakingGround

In her blog post on the BreakingGround website, Romy Jones describes her summer experience in Chiapas, Mexico, that challenges conventional thinking about community service.

BreakingGround is a philosophy of campus and community engagement reflected in courses, programs, projects, and stories from UMBC change agents. If you are involved with campus and/or community engagement initiatives and would like to write a blog about it, please contact David Hoffman at dhoffman@umbc.edu.

Romy would also like to remind us that the BreakingGround team also just started a MyUMBC group! Join to get the latest updates and invitations, and to help spread the word by "pawing" content you like on MyUMBC. Join here - http://my.umbc.edu/groups/bg.

Washington State Univ. Assistant Professor, ESL/Bilingual Education

Title: Assistant Professor
Salary: Competitive, commensurate with experience
Position: Permanent full-time, tenure-track
Effective Date: August 16, 2013

Position: The Department of Teaching and Learning at Washington State University Tri-Cities seeks applicants with research and teaching interests in ESL/bilingual education for a full time tenure track faculty position. The candidate will have an earned doctorate in ESL/bilingual education, Applied Linguistics, Educational Linguistics, or a related field and demonstrated commitment to working with underrepresented, multilingual, and culturally-diverse students.

The College of Education seeks applicants with a demonstrated knowledge and ability to work effectively with individuals and groups with a variety of identities, cultures, backgrounds and ideologies in a global environment.

Duties and Responsibilities: Conduct scholarly research leading to publication in area of expertise. Pursue extramural funding to support active research agenda. Teach graduate and undergraduate courses focused on education of English Language Learners (ELLs) in the K-12 school system and foundations and cultural competency courses. Mentor and advise undergraduate, master’s, and doctoral students. Engage in service activities at a variety of levels. Candidates should be comfortable utilizing face-to-face, online, and/or teleconference instructional formats.

Required Qualifications: Earned doctorate at time of employment in ESL/bilingual education, Applied Linguistics, Educational Linguistics, or related field; a demonstrated record of, or potential for, scholarly productivity, extramural funding, and excellence in teaching. Minimum 9 months experience with EFL, ESL, or bilingual education programs in K-12 settings. Experience with and/or commitment to working with underrepresented, multilingual, and culturally-diverse students.

Desired Qualifications: Expertise in applied or educational linguistics with a focus on the area of second language acquisition and/or ESL education. Expertise in data collection based on fieldwork methods. Desire to conduct community outreach and family engagement activities with minority and underrepresented groups. Familiarity with Title I school districts and minority education programs. Ability to establish effective partnerships with a variety of school districts and state agencies. Proficiency in another language (in addition to English).

University: The Washington State University system is a premier research university that includes four campuses with faculty that are considered to be “one faculty, geographically dispersed.” The faculty across campuses belong to one department that is usually housed on the Pullman campus. Tenure and promotion expectations are the same for all faculty on all campuses. WSU Tri-Cities is located on the banks of the Columbia River in north Richland close to the cities of Pasco and Kennewick. WSUTC is currently in the process of establishing itself as the only four year, Hispanic Serving Institution (HSI) in eastern Washington and has model outreach programs including MESA and GEAR-UP.

Position open until filled. Screening will begin on December 1, 2012. Applicants should apply online at www.wsujobs.com and submit a letter of application addressing the qualifications, three current letters of recommendation, two samples of scholarly work, and a current comprehensive vita including the names, addresses, and phone numbers of at least three references.

Washington State University is an equal opportunity/affirmative action educator and employer. Members of ethnic minorities, women, Vietnam-era or disabled veterans, persons of disability, and/or persons aged 40 and over are encouraged to apply.

Univ. of Southern California Postdoc

USC is now accepting applications for the 2013-2014 cohort of USC Provost’s Postdoctoral Scholars in the Humanities.

Provost’s Postdoctoral Scholars play a pivotal part in fostering the strengths of the humanities at USC, linking the expertise of USC faculty and doctoral students with the knowledge and insights gained from their own research and scholarship.

These appointments are for two years, and begin in August of the academic year to which candidates are appointed. Provost’s scholars will teach three courses over four semesters, with one semester free for full-time research. The salary for Provost’s Postdoctoral Scholars is $50,000 per year plus fringe benefits, with a research and travel account of $6,000 per year.

To apply, please visit: https://postdocs.usc.edu/apply/
Deadline: Thursday, November 15, 2012 at noon PST

National Labor College Position

Position: Assistant Professor in Labor Studies, (12-month appointment)
Salary Range: $73,000 (annually)
Benefits: Full medical and dental coverage for employee and immediate family; pension
plan; life insurance

The National Labor College in Silver Spring, Maryland is seeking a tenure-track assistant professor to direct the BA program in labor studies to begin in January 2013. Most of the coursework is done on-line and at a distance, with two short-term residencies associated with courses in the program. There are four Bachelor of Arts degree programs in the School for Labor Studies: Labor Education; Safety and Health; Union Leadership and Administration; and Labor Studies, in which students can concentrate in Labor and Politics or design their own major. The core courses in the School for Labor Studies curriculum are: Living Labor History (with residency); Labor and Work in the United States; Labor and Work in the Global Economy; Labor and Politics; Labor and Employment Law; Research Methods; and Capstone Writing Seminar (with residency).

The primary duties of this position include:
• Assist with the development of the curriculum for a hybrid low-residency/online program in
collaboration with instructional designers and other academic experts.
• In collaboration with the Dean, serve as lead faculty member for courses in the program, identify adjunct faculty to teach the courses, provide faculty orientation and ongoing development for adjunct faculty who teach the courses, and monitor and evaluate adjunct faculty who teach the courses.
• Review and evaluate courses for academic standards, maximum student engagement, currency, and integration with program, school and college curricula.
• Teach a reasonable course load online.
• Supervise one short-term residency per semester.
• Develop assessment instruments and rubrics for the courses to assist in implementing the outcomes
assessment plan for the program.
• Develop and/or enhance new degree programs, certificate programs, and non-credit enrichment programs.
• Participate in faculty governance.
• Participate in research that supports ongoing development of the faculty member, enhances teaching effectiveness and contributes to the excellence of the academic programs.

The National Labor College is the only institution in the United States with a mission based exclusively on service to the labor movement. The NLC is first and foremost a teaching institution. The learning environment is made up of students and faculty who together form a learning community based on a common understanding of the world of work and the ecology of the labor movement. Its student body is made up of experienced, working adults who have multiple commitments to family, job, union and community. The College honors higher learning that takes place both inside and outside the College classroom and has a fully developed Prior Learning Assessment program in place. It is accredited by the Middle States Commission on Higher Education to offer degree completion baccalaureate degrees. The College currently offers four Bachelor degrees, and expects to be able to offer an Associate of Arts degree in the near future. For more information about the College and its programs, please visit the website www.nlc.edu.

Minimum Qualifications
• Terminal degree in related area of study from a regionally accredited institution of higher
education.
• At least five years experience teaching in a related area(s) at one or more regionally accredited institutions of higher education.
• Excellent writing and communication skills.
• Experience, knowledge and understanding of teaching in non-traditional and online formats.
• Experience, knowledge and understanding of working with adult learners.
• Commitment to building a strong labor movement.

Preferred Qualifications
• A doctorate in one of the related fields associated with labor studies, including history, sociology, anthropology, economics, and political science.
• Experience as an activist, staff member, or officer in, or working with, labor unions or working
people advocacy organizations.
• Demonstrated engagement in a relevant academic field.

Interested applicants should send a cover letter, cv/resume, a sample of published writing or dissertation chapter, and three references to: jobs@nlc.edu
Applications will be reviewed beginning October 20, 2012 and will be accepted until the search is concluded.

The National Labor College is an equal opportunity employer. Women and people of color are strongly encouraged to apply. This is a bargaining unit position in Local 35, Washington-Baltimore Newspaper Guild, Communications Workers of America.

Position - Computational Modeling of Language Behavior from Cognitive / Neural Perspectives

The University of Southern California, Dana and David Dornsife College of Letters, Arts and Sciences, in Los Angeles, California, invites applications for a position as Assistant or Associate Professor in the Departments of Psychology and/or Linguistics to start Fall 2013. We seek candidates engaged in novel research in the computational modeling of language behavior. Areas of interest include, but are not limited to,the modeling of language acquisition, comprehension, development, evolution, processing, production and variation. The research may be from neural or cognitive perspectives and with a strong link to empirical investigations. For an appointment at the level of Assistant Professor (tenure track), the appointment will be made in either the Department of Linguistics or the Department of Psychology. For an appointment at the level of Associate Professor (with tenure), a joint appointment between the two Departments is possible.

USC offers many opportunities for collaboration across these and other units of the university. Resources include the Dana and David Dornsife Cognitive Neuroscience Imaging Center, the Brain and Creativity Institute, the High-Performance Computing and Communications supercomputing cluster, and a broad interdisciplinary Neuroscience
community, including a program in Hearing and Communication Neuroscience, composed of more than 70 faculty members in the basic, engineering, and clinical sciences. USC strongly values diversity and is committed to equal opportunity in employment. Women and men, and members of all racial and ethnic groups are encouraged to apply.

All applicants should have a Ph.D. at the time of appointment and should provide a CV, a research statement, a teaching statement, representative scholarly papers, and three letters of reference via email to Mr. Stephen Stephenson at psyling@dornsife.usc.edu. Screening of applicants will begin October 15, 2012. In order to be considered for this position, applicants are also required to submit an electronic USC application; follow this job link or paste in a browser:
https://jobs.usc.edu/applicants/Central?quickFind=66228

Language and Super-diversity: Explorations and interrogations

University of Jyväskylä, Finland
June 5-7, 2013

The aim of this international conference is to investigate the perspective and potential offered by super-diversity to language study – to, for example, linguistics, sociolinguistics, sociology of language, linguistic anthropology, applied linguistics, discourse studies, new literacy studies, pragmatics, ethnography and multi-modality.

The conference provides a forum for researchers to explore the forms, processes, practices and effects of super-diversity and the multi-faceted challenge it poses to language study, calling forth a revision of some of its key tools – its theoretical apparata, methods of data gathering and analytic concepts.

The conference is organized by the Department of Languages and the Centre for Applied Language Studies, University of Jyväskylä, and the International Consortium on Language and Super-diversity.

Invited speakers
* Michael Silverstein (University of Chicago)
* David Parkin (University of Oxford)
* Christopher Stroud (University of Western Cape)
* Sirpa Leppänen (University of Jyväskylä)

Invited round-table discussion on Language and Super-diversity
* Jan Blommaert (University of Tilburg)
* Ben Rampton (King’s College)
* Karel Arnaut (Max Planck Institute for the Study of Religious and Ethnic Diversity)
* Jens Normann Jørgensen (University of Copenhagen)
* Robert Moore (Penn Graduate School of Education)
* Cécile Vigouroux (Simon Fraser University)

Deadline for abstracts: Panel proposals, November 15, 2012; paper and poster proposals, December 15, 2012

More information can be found here -
https://www.jyu.fi/en/congress/superdiversity

CFP: Residence Abroad, Social Networks and Second Language Learning

Date: 11 April, 2013 - 12 April, 2013
Location: Avenue Campus, University of Southampton

Hosted by the Centre for Applied Language Research, University of Southampton, UK
in collaboration with:
•University Council for Modern Languages
•AILA Research Network on "Study Abroad and Language Acquisition"
•Centre for Languages, Linguistics and Area Studies

Paper and Poster Abstract Submission Deadline: 5th November, 2012

Paper and Poster Notification of Acceptance: 11th January, 2013

Keynote Speakers:
•Jim Coleman, Open University, UK
•Celeste Kinginger, Pennsylvania State University, USA
•Ulrich Teichler, University of Kassel, Germany

Study/ residence abroad is a major and growing feature of higher education today, with an estimated 3.7million students participating annually. The European Union has set a target of 20 per cent of students undertaking some form of study/residence abroad, and some countries are already surpassing this level.

Study/ residence abroad can be a life-changing experience for participants, leading to academic, cultural, intercultural, linguistic, personal and professional gains (BA-UCML, 2012). At the same time, in the UK some student groups remain reluctant to participate, and those who do participate benefit from the experience to varying degrees. The design of programmes and support systems for students abroad can significantly affect their experience and the benefit they derive from it.

Conference themes:
This conference arises from “LANGSNAP”, a project funded by the Economic and Social Research Council (research award number: RES-062-23-2996) , based at the University of Southampton from 2011-13, which has tracked a cohort of Anglophone students during residence abroad in France, Spain and Mexico, and studied their social integration and its consequences for their linguistic development in varying settings. The conference is intended for researchers on language learning/ multilingualism, program administrators, and educational professionals interested in residence/study abroad and interactions between social processes and language development. One major strand of the conference will focus on language learning during residence abroad, and will include presentation of LANGSNAP project results alongside other research presentations. A second strand will focus on issues to do with the design and effective management of residence abroad programmes. The conference will be preceded by a business meeting of the AILA Research Network “Study Abroad and Language Acquisition”.

The conference will take place at the Avenue Campus, University of Southampton, United Kingdom. Details of the location are available at: http://www.southampton.ac.uk/visitus/campuses/avenue.html

Call for papers:
The organizers invite proposals for papers and posters related to residence/study abroad, relevant to these two main strands. Both research-oriented presentations, as well as informational presentations on innovative programmatic features of residence/study/ work experience abroad programs and support materials are welcome.

Please include a title, abstract (300 words), and short summary (50 words) for both paper and poster submissions. Paper sessions will last 30 minutes (20 minute presentation followed by 10 minutes for questions). There will be two poster sessions, one on each day. Poster presenters will have 45 minutes to present their work.

More information can be found here - http://www.llas.ac.uk/events/6649

CFP: International Linguistic Association (ILA) 58th Annual Conference

The International Linguistic Association (ILA) invites you to its 58th annual conference to be held at Kingsborough Community College at the City University of New York, April 12-14, 2013. The conference co-chairs are Alice Deakins, Cathy McClure and Kate Parry.

The theme of the conference is English – Global and Local. Over the past half century English has become ever more widely spoken across the globe, and at the same time multiple and increasingly distinctive varieties have emerged. Both phenomena have given rise to questions and controversy. What accounts for the spread of English? Is it to be considered entirely or mainly a product of political, economic, or cultural imperialism? Or is it better explained as a result of social and economic change at the local level? How do we account for the development of local varieties? How should those varieties be handled in formal education and in literature? What is the significance of English and the diverse English languages for the political and social identities of people in different parts of the world? What are the consequences of the dominance of English for the use of other languages?

Call for Papers:
Proposals on these and related questions are particularly invited. We also welcome proposals in other areas of linguistics and on other languages. The submission deadline is January 14, 2013. Time allotted for presentations will be 20 minutes for delivery of the paper plus 5 minutes for discussion.

Proposals may be made for 1) paper presentations, 2) panel presentations, or 3) poster presentations.

To make a proposal for a paper or poster presentation, please send an abstract of 300 words or less, specifying at the head which kind of presentation it is for.

Proposals for panel sessions must include an overall summative abstract for the panel as well as abstracts of all the individual papers. Each abstract should be no more than 300 words long. An individual panel session can run up to 2 hours; please specify your preferred length.

Please check back for more information or email Conference Co-Chair, Professor Cathy McClure, at the following email address: cathymcclure@yahoo.com, or Annika Wendt at awendt@ilaword.org.

More information can be found here - http://ilaword.org/site/annual-conference/.