CoDesigns. Envisioning Multi-sited Language Education Policies 20-22 June 2016
International Conference & Summer School of Applied Language Studies
Monday, June 20 – Wednesday, June 22, 2016
University of Jyväskylä, Finland
We are inviting proposals for presentations in the international conference on CoDesigns. Envisioning Multi-sited Language Education Policies. The Conference is simultaneously the 33rd Summer School of Applied Language Studies.
The Conference encourages the participants to submit innovative panels, workshops and other presentations that aim at promoting empowering designs and approaches to language education policy. Hence the theme of co-designs: rather than focus on “producers” and “users” of language education policy, we would like to turn our attention towards policy formation as a two-way co-operative process. The conference will among other things focus on:
migrants and language education
language education and the working life
The Conference is aimed at all language and education researchers and professionals who wish to deepen their expertise in questions addressed at the conference: academic researchers, graduate and PhD students, language teachers, and special education teachers.
In addition to the talks delivered by plenary speakers, the programme will consist of panel discussions, paper and poster sessions, colloquia and workshops.
Talks by plenary speakers
o Professor (emerita) Marilyn Martin-Jones, University of Birmingham, UK
o Associate Professor Feliciano Chimbutane, Universidade Eduardo Mondlane, Mozambique
o Associate Professor Francis M. Hult, Lund University, Sweden
Invited panel discussion on issues of equality and equity in Nordic language education
Workshops by plenary speakers
Presentations (paper, poster, workshop, colloquium) by conference participants
The submission of proposals is now open and closes on January 24, 2016 (please notice the extended deadline). This is done by filling out an online form.
Types of presentations: 1) paper, 2) poster, 3) colloquium (with thematically related papers, discussion and audience participation), and 4) workshop (with hands-on activities based on some data or a specific topic)
Length of abstracts: paper, poster or workshop (500 words, max., including references), colloquium (500 words, max., including titles of papers but no mention of presenters by name; and if a proposal is accepted, an abstract will be requested for each paper, 300 words, max.)
Length of presentations in the conference: paper (20 min. and 10 min. for questions and answers), poster (size AO, max.), colloquium (90 or 180 min.), workshop (90 min.)
Language policy: The language of the conference is English. If a presentation is based on data in any other language, use of multilingual material (e.g. in Power Point slides, handouts) is recommended.
The proposals for any type of presentation will be evaluated anonymously by at least two members of the Organizing Committee, and they will be evaluated for their
contribution to the field
quality of content
quality of abstract (organization, clarity of expression)
for colloquia and workshops additionally: coherence, clear schedule of activities, discussion and/or audience participation
Presentation acceptances will be sent out in February 2016.
Finland holds the Presidency of the Nordic Council of Ministers
in 2016. This Conference is part of the programme for the Finnish
For any queries, please email: email@example.com
The Conference website: www.jyu.fi/multisited2016
Link to abstract submission is https://congress.cc.jyu.fi/summerschool2016
CLESOL 2016 Conference 14-17 June 2016
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages NewZealand) and CLANZ (Community Languages Association New Zealand).
When: Thursday 14 – Sunday 17 July 2016
Where: The University of Waikato, Hamilton, New Zealand
Conference website: http://www.clesol.org.nz/
Promoting Effective Change in the Language Classroom 27-28 August 2016
27 and 28 August 2016, Ho Chi Minh City, Vietnam
Ho Chi Minh City University of Education
280 An Duong Vuong Street, Ward 4, District 5, Ho Chi Minh City, Vietnam
History of the Conference
The inaugural International TESOL Conference was held at the Ho Chi Minh City campus of Victoria University of Wellington in November 2013. The theme of this first conference, which was attended by 180 national and international speakers, was Innovation in English Language Teaching and Research. In 2016 the second International TESOL Conference will be held again on 27 and 28 August 2016.
The primary purpose of Promoting Effective Change in the Language Classroom is to provide a forum to disseminate research and new approaches to English language teaching for teachers of English in Vietnam and abroad. The second aim is to offer the opportunity to network and form a community of English language professionals in Ho Chi Minh City and the surrounding area. The third purpose is to celebrate the launch of a joint Master of Arts in TESOL programme between Victoria University of Wellington and the Ho Chi Minh City University of Education.
Open registration: March 1, 2016
Proposal submission deadline: April 15, 2016
Notification of acceptance: May 15, 2016
Close registration: July 27, 2016
For more information, please refer to the conference website: http://tesolhcm2016.com
Should you have any questions, please send your inquiries to the Conference Organising Committee at: firstname.lastname@example.org .
10th International Conference on Multilingualism and Third Language 1-3 September 2016
>The 10th International Conference on Multilingualism and Third LanguageAcquisition will be held at Vienna University in September 1st-3rd, 2016. We welcome original and previously unpublished papers on research on the acquisition or use of three or more languages. The language of the>conference is predominantly English, but contributions in other languages are welcome (slides in English).
We welcome abstracts for individual papers in parallel sessions and thematic symposia. Individual papers will be assigned 30 minutes: 20 minutes for the presentation and 10 minutes for questions and discussion. Thematic symposia will focus on one specific topic, and will bring together key contributions to the topic. They will take place in 2 hour slots (4 papers) in parallel to the other sessions. Abstracts for individual papers and thematic symposia should be sent in English or in the language of presentation accompanied by an English translation. Please attach your abstract as a word document (max 300 words, excluding title and references, in Times New Roman, 12 pt.) no later than 30 October 2015 to email@example.com, and include the following (in this order):
- name and affiliation of the author(s)/convener(s),
- e-mail address of the first author/convener,
- title of the paper, abstract.
>An individual may appear as first author only once on the programme, in addition to a possible role as thematic symposium organiser or co-author of another paper. All abstracts will be reviewed anonymously by the scientific committee. Notifications of acceptance will be sent before 15 January 2016. Those who will not be able to attend the conference may submit e-presentations. E-presenters should send their complete presentation (no abstract!) no later than March 15th 2016 to firstname.lastname@example.org. E-presentations may include videos, pictures, audio, etc. (duration per e-presentation: 15min.) and will be displayed during the conference in a separate room.
The 35th Second Language Research Forum (SLRF 2016) September 22-25, 2016 Columbia University
Call For Proposals
Thirty years of instruction-based research have firmly established the identity of a subfield of SLA known as Instructed Second Language Acquisition (ISLA). Underlying this disciplinary development are large numbers of studies, theoretical and empirical. These studies have collectively identified and refined relevant clusters of constructs, notable among them: explicit/implicit knowledge, strong/weak/no-interface relations, intentional/incidental learning, overt/covert feedback, deductive/inductive approaches, focus on forms/focus on form, synthetic/analytic approaches, fine tuning/rough tuning, input/intake/output, form/meaning/use, and teachability/learnability.
With its longstanding commitment to teaching and learning research and practice, Teachers College, Columbia University is proud to host the 35th Second Language Research Forum (SLRF) with a particular focus on ISLA. We aim to bring together students, teachers, and researchers to share, question, and reflect on past and current research, and more importantly, on the future of ISLA and its transdisciplinary relevance, especially to second and foreign language teaching.
To that end, we cordially invite proposal submissions that seek to provide a nuanced, rather than black-and-white, understanding of instructional efficacy in SLA in light of complex questions such as: Which aspects of language are susceptible (or not) to which type of instruction to which learner(s) and at which stage of learner language development? As we look forward to facilitating a candid discussion on the theme of the conference, Thirty Years of ISLA: Learning, Instruction, Learning, and Outcome, we especially welcome the following:
Longitudinal case or cross-sectional studies invoking elicited data and/or naturalistic data analyzed qualitatively and/or quantitatively
Research syntheses (narrative reviews and meta-analyses are both encouraged)
Replications of published studies
Studies on the internal validity of the research methodology
35th Second Language Research Forum
Thirty Years of Instructed SLA:
Learning, Instruction, Learning, and Outcome
September 22-24, 2016
Guidelines For Submissions
Proposals for paper presentations should consist of a title, an abstract, and a short summary. Titles should be no longer than 15 words. Abstracts are limited to 350 words in length, and summaries to 50 words.
Proposals for poster presentations should consist of a title, an abstract, and a short summary. Titles should be no longer than 15 words. Abstracts are limited to 150 words in length, and summaries to 50 words.
Proposals for colloquia should consist of:
a title of no more than 15 words;
a 500-750 word summary by the organizer (one person), indicating a specific pre-determined focus that connects each individual paper (3-4 presenters);
summaries of no more than 50 words each by individual paper presenters.
Submission Policy & Inquiries
Deadline for Proposal Submissions: March 31, 2016
All proposals should be submitted via the SLRF 2016 website at:
Inquiries can be made via either the official website stated above, or the following e-mail address:
The 10th International Symposium on Teaching and Researching EFL and ESP Writing for Global and Professional Communication
Taiyuan University of Technology, Taiyuan, China September 23-25, 2016
Lawrence is a keynote speaker at this conference.
Call for Presentations
The 10th International Symposium on Teaching and Researching EFL Writing will be held at Taiyuan University of Technology, Taiyuan China, in September 23-25, 2016. The symposium is jointly organized by the National Association of EFL Writing Teaching and Research and Taiyuan University of Technology, hosted by Taiyuan University of Technology, and co-hosted by the Higher Education Press and the Foreign Language Teaching and Research Press.
The theme is Teaching and Researching EFL and ESP Writing for Global and Professional Communication. We welcome original and previously unpublished papers on the teaching and researching of English writing. The conference will comprise preconference workshops, keynote and plenary sessions, workshops, and forums on teaching and researching English writing.
The Conference organizing committee invites submissions of presentation proposals in the content areas listed below:
● English writing theory, teaching, and research
● English writing in global contexts
● ESP writing: Teaching, research, and professional communication
● EAP writing: Teaching, research and academic development
● English writing teacher education and development
● English writing assessment
● English writing in different CALL environments
● English cooperative writing in social media
● Students interaction and teaching inspiration in writing courses
● Current issues in teaching and researching English writing
● Literature, rhetoric, and the teaching of English writing
● Translation and the teaching of English writing
● Corpus linguistics and the teaching and researching of English writing
Types of Presentations
● Invited keynote and plenary presentations (60 minutes)
● Invited featured presentations (30 minutes)
● Concurrent paper presentations (30 minutes)
● Workshops (60 minutes)
● Demonstration (30 minutes)
● Product presentation (30/60 minutes)
● Charlene Polio, PhD, Michigan State University, USA
● Guillaume Gentil, PhD, School of Linguistics and Language Studies, Canada
● Lawrence Jun Zhang, PhD, University of Auckland, New Zealand
● Paul Thompson, PhD, University of Birmingham, UK
● Guowen Huang, PhD, Sun Yat-Sen University, China
● Lifei Wang, PhD, University of International Business and Economics, China
● Qiufang Wen, PhD, Beijing Foreign Studies University, China
Deadline for submissions of presentation Proposals: April 30, 2016.
Conference email email@example.com
Information about Taiyuan, Shanxi Province
See you in Taiyuan, China!
2016 PAC & 25th International Symposium and Book Fair on English Teaching November 11-13, 2016
Chien Tan Overseas Youth Activity Center, Taipei, Taiwan
Epoch Making in English Teaching and Learning:
Evolution, Innovation, and Revolution
As the English Teachers Association-Republic of China (ETA-ROC) celebrates its 25th anniversary in 2016, the organizers have planned some very special events for members and participants: publication of a special monograph, hosting a graduate forum, and holding a micro movie contest on TESL/TEFL. It is with this backdrop that we consider the theme for the 2016 conference—“Epoch Making in English Teaching and Learning: Evolution, Innovation, and Revolution.”
As we look back over the 25 years of ETA-ROC, we have the opportunity to reflect on how English teaching and learning have evolved over this time period and what these changes have meant. Primary school students now study English, high school teachers use Power Point in their lessons, university students take distance learning courses, among so many other changes and the technological innovations that have facilitated them. What comes next? Is a revolution in language teaching and learning in the offing? Will classrooms and teachers become obsolete? Or will their functions and roles change dramatically?
The conference welcomes papers that deal with educational development, current problems as well as trends, and predictions for the future. While the conference will focus on these areas, proposals on all aspects related to teaching and learning in the language classroom are invited for submission, ranging from pure research to case studies, comparative work to methodology and pedagogy. The following areas will be of particular emphasis.
Historical Surveys. Considering the conference theme, the organizers welcome topics surveying the development of various aspects of English teaching and learning throughout the past 25 years and more, both in Taiwan and in other regions, including other countries of East Asia and our Pan-Asian affiliates.
Methodology/Teacher Training. We have witnessed many changes in both teaching language skills as well as in pre- and in-service teaching training during the past 25 years. What had been their impact on learning? What does the future hold in these areas?
Technology. Digital technologies and distance learning have now been in use for a number of years. While newer and faster hardware has been developed, have we advanced in our methodologies? Have these technologies produced any more effective learning than traditional methodologies? What sorts of technologies will we see in the future and what impact will they have on English teaching and learning?
Research. There is continuing need for research in traditional areas of English teaching and learning to suggest more effective ways to facilitate student learning. Also needed is research into related fields such as second language acquisition, psychology and the rapidly-developing neurolinguistics as well as the learning of other (additional) languages to better inform teachers of how learning actually takes place.
Literature. Literature has always played an integral part in the teaching of language, especially at more advanced levels. How do we teach the new literatures in English from East Asia and other regions where English is not the native language? How will literature fit into language teaching in the future?
The languages of the conference are English and Mandarin Chinese. Papers to be presented in Chinese must have titles and proposals submitted in Chinese. If a proposal is submitted in English, then the paper should be delivered in English.
Types of Presentations
Presentations of original studies or effective practices in English or foreign language teaching are invited. There will be six types of presentations:
Papers. These are formal lecture presentations on something the presenter has done in relation to either theory or practice. The abstract should include a synopsis of the paper, a central idea, supporting evidence, and a conclusion. The duration is 30 minutes including time for questions and comments from the audience.
Workshops. These are demonstrations or discussions which focus on hands-on teaching experiences or techniques and in which the audience is expected to be actively involved. The one-page abstract should include a statement of the presenter’s central purpose and a description of the tasks to be performed during the workshop. The duration is 60 minutes including time for questions and comments from the audience.
Colloquia. A colloquium provides both formal presentation and participant discussion. It is a forum for a group of scholars to discuss a current issue in the field and also provides an opportunity for discussion among those in attendance. Presenters exchange papers in advance and make formal responses to each other’s positions. The organizer of the colloquium is responsible for securing the participation of people representing various viewpoints in the field before submitting a proposal. Each participant/presenter in the colloquium should submit a one-page abstract and fill out the presentation proposal form. In addition, the organizer should write a one-page abstract which summarizes the content of the whole colloquium in general. The individual abstracts and proposal forms along with the general colloquium abstract must be submitted in one package. The duration is 105 minutes.
Panel Discussions. This is an opportunity for a group of scholars to discuss current issues in TEFL and for open discussion among all in attendance. It is less formal than a colloquium; members of the panel present their points of view and exchange opinions with the audience, but they do not give formal paper presentations. The one-page abstract should include, in addition to a synopsis of the issue(s) to be discussed, a brief schedule of the presentations and the discussion time. The duration is 105 minutes.
Poster Sessions. A poster session allows for informal discussion with participants during the time that a self-explanatory exhibit is on display. The duration is 30 minutes.
Publishers’ Sessions. In these sessions, representatives of publishers demonstrate how a textbook or other teaching material can be applied in the classroom. The duration is 60 minutes. Publishers MUST indicate their session is a Publishers’ Session on the Presentation Proposal Form; otherwise, the session will be vetted as a regular presentation.
Criteria for Selection. All proposals will be subject to a blind review by a team of ELT experts selected by the Conference Coordinating Committee. Relevance to the theme of the conference and to English language teaching practice in Taiwan and the neighboring regions, quality of research, and originality of approach are among the major considerations in acceptance of papers. The committee reserves the right to turn down proposals for presentations without assigning reasons.
Steps in Submitting a Proposal
(1) Prepare three copies of the abstract without your name or other identifying information. The abstract should be double-spaced (12 point), with one-inch margins, and fit on one sheet of A4 paper (about 200 words). (Abstracts written in Chinese or other languages should be typed on computer and follow a similar format.) The title should appear on the first line and be limited to 10 words.
(2) Prepare one copy of the two-page Presentation Proposal Form (or two forms if there are two presenters, etc.). For Colloquia and Panel Discussions, send one form for EACH member of the panel, including the discussion leader/moderator.
(3) Submit the three copies of the abstract (without your name) and the two-page presentation data form (one for each presenter) to P. O. Box 22-178, Taipei, Taiwan 106 (English or Chinese) by the February 29, 2016 deadline. NOTE: Abstracts sent by facsimile (FAX) will not be accepted.
Email submission should be sent to firstname.lastname@example.org
Presenters will be limited to a maximum of one individual presentation (paper or workshop) and one joint presentation per person.
ALTAANZ conference to be held at the University of Auckland from the 17th to 19th of November 2016
Please note that the call for papers closes on April 18th.
The Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ) invites you to submit an abstract for the ALTAANZ Conference to be held at The University of Auckland, New Zealand, between 17 and 19 November 2016.
Confirmed plenary speakers are:
Matt Poehner, Pennsylvania State University
Ute Knoch, University of Melbourne
Peter Keegan, University of Auckland
We welcome proposals related to the conference theme “In the classroom and beyond: Assessing language ability in different contexts”
Areas of particular interest are:
- Classroom-based assessment: issues and practice
- Assessment for learning in language classrooms
- Development and validation of diagnostic language assessment tasks
- Assessment for the learning of indigenous languages
- Language assessment of indigenous learners
- Assessing language for academic purposes
- Assessing language for professional purposes
- Second language proficiency models and implications for developing assessment tasks
- Technology and language assessment
- Expanding existing, and creating new, validity frameworks for language assessment
- Standardised tests: development, implementation and/or use by institutional stakeholders
- Language assessment policy and practice: ethics and accountability
- Research methodology for exploring language assessment
Proposals can be for papers, posters, work in progress presentations, or symposia. We welcome proposals that focus on classroom assessment practice as well as those which report on more formal research and development projects.
For more information please read the Call for Papers attached or visit the conference website http://www.altaanz.org/submit-a-proposal1.html