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This site is a resource for second language writing and also hosts the Second Language Writing Interest Section (TESOL), which has more resources. If you have suggestions or recommendations for this site or the SLWIS site, please let me know.


Below are the last five items from News. To read more, go there. To read sporadic entries on teaching, learning, writing, and using technology, go to my blog. For posts after May 10, 2014, go to Explorations in Learning.


Vocab@Tokyo

Vocab@Tokyo, Meiji Gakuin University, September 12-14, 2016
Website: https://sites.google.com/site/vocabattokyo/home

SLW Sessions at CCCC 2016

The SLW Standing Group has shared a Google Doc of SLW sessions at Cs and some announcements: https://docs.google.com/document/d/1XM9dXJ5BGT442K9HQsoayUg1a61MYEgam_IkMUJ85Ms/edit?usp=sharing 

In addition, there is a Second Language Writing Standing Group Meeting scheduled for Thursday, April 7th from 6:30-7:30 pm that is open to everyone interested in SLW. This meeting will give us a chance to recap the year, discuss future projects, and form panels for Cs 2017. 

Directly following the SIG meeting, please join us for a second language writing social event to be held at Andalucia Tapas and Taverna. The restaurant is located just a few blocks up from the George R. Brown Convention Center on the corner of Caroline and Polk. Full menu options are available and the restaurant has agreed to separate checks. Seating is limited, so email Katherine Silvester <klsilves@indiana.edu>.

Summer 2016 English Immersion Program at Kean University

The Summer 2016 English Immersion Program at Kean University will run for six weeks. The program begins on July 3rd and runs through August 16th. The program offers the chance to work on English Language acquisition through real-world experiences. The program is open to students who have an interest in improving their English language skills, learning more about American culture, and experiencing life on an American campus. The program includes classroom instruction, Academic Excursions, and some Cultural Excursions. Students who have demonstrated advanced English Language skills may opt to take an additional credit bearing course. Engage with English speakers, practice your language skills, and experience American Culture by attending the Summer 2016 English Immersion Program. For more information please visit www.kean.edu/immersion or reach out to immersion@kean.edu.

CFP: New Ways in Teaching Creative Writing for the ELL Community

Seeking contributors with exciting and effective lesson plan ideas for using creative writing in the English language classroom.

Submission Deadline: June 15, 2016

If you would like your submission to be considered for inclusion in this groundbreaking volume, please follow the guidelines below and submit to the co- editors, Patrick T. Randolph and Joseph I. Ruppert, at their email address: nwcreativewriting@gmail.com.

Scope and Purpose

For decades, creative writing has long been ignored as a pivotal craft for helping ELLs enhance their writing skills. Recently, however, the tide has dramatically turned. There has been a huge and constant wave of interest in using creative writing to evoke more learner interest in the writing process. A number of instructors have used creative writing to improve their ELLs’ writing skills and help them gain confidence along the way. This volume will be the first of its kind.

New Ways in Teaching Creative Writing for the ELL Community will be an eclectic collection of ELL classroom-centered activities contributed by professionals who have developed these ideas in their respective ESL or EFL environments. We look forward to receiving lesson plan ideas from English language teachers, graduate students, and directors who have creative and innovative methods that focus on using creative writing as a tool to help enhance our ELLs’ writing skills. We also encourage our contributors to submit a sample of their student’s work for the volume.

We are looking for activities and exercises in the following areas:

1. warm up tips/ideas

2. on words (e.g., creating words, writing about words)

3. on poetry (e.g., haiku, free verse, 6-word novels, 100-word poems)

4. on fables (e.g., creating new fables, creating dialog for fables)

5. on fiction (e.g., flash fiction, short stories, children’s stories)

6. digital writing (e.g., fan fiction)

7. on play writing (e.g., short one-act plays, dialog techniques)

8. on letters (e.g., creating letters home, writing letters to the future)

9. on creative essays (e.g., essays exploring a utopia, a new religion, a unique school) 10. on journals (e.g., using journals as short story starters, creative nonfiction)

11. on research skills (e.g., paraphrasing through poetry, summarizing fables)

12. on presenting students’ work (e.g., poster sessions, poetry reading ideas, play

productions)

Audience

The book is primarily directed at teachers who work in Intensive English Programs or for instructors who work at English Language Institutes. However, contributors should feel free to explore options for various populations and settings such as EFL learners, adult education, and young writers (K-12). In addition, consider adding a reference to instructional websites in the appendix of your submission.

Format

This series offers at-a-glance, simple lesson plans. All contributors should follow as closely as possible the format below:

Length

400-800 words

Section Parts

 Title

 Contributor’s Name and Email Address

 Level/s (beginning, intermediate, advanced, all levels) for which the lesson is

most appropriate

 Aim/s of the Lesson (e.g., motivation, developing fluency, accuracy, critical

thinking)

 Class Time

 Preparation Time

 Resources Needed

 Procedure (please be as clear as possible)

 Rationale (e.g., concepts, theories, research findings which support your ideas—

research in neuroscience or second language acquisition preferred)

 Caveats or Options (for caveats, explain possible trouble areas; for options, offer

alternate ideas or consider different contexts)

 References and Further Reading

 Appendix (e.g., a student sample of the idea, worksheets, Internet references)

 Short 50-word bio

Note: Please provide a note or reference if your lesson plan is based on another source.

Acceptance Process

Contributors should follow the format of the series as closely as possible and use APA for formatting and referencing. As above, submissions should be

meticulously reviewed and checked for clarity and accuracy by the contributor before submitting. All submissions will be carefully vetted by the co-editors and given a final review by the TESOL Book Publications Committee. There will be no automatic acceptances.

Copyright

TESOL asks all contributors to assign their copyright to the association. The author(s) will be asked to sign a contract during the production cycle for the volume. Please do not submit work that has been previously published*, is currently under consideration elsewhere, or already under contract, and do not submit work for which you wish to retain copyright. All contributors will be given a TESOL Press permissions form to use and are responsible for obtaining copyright permission to use previously published material. Note: If you have previously published a lesson plan and you own the copyrights, then you may submit your work to the project.

CFP Journal of Second Language Writing

The Journal of Second Language Writing is now accepting proposals for a 2018 special topic issue from interested guest editors. We seek proposals that address a theme that will be of interest and relevance to the journal’s international readership of L2 writing scholars. We are especially interested in topics that will highlight work in underrepresented contexts and areas of inquiry in second language writing. Articles to be included in the issue may be invited by the guest editors, or the guest editors may put out an open call for papers for the issue. Additional details can be found in the attachment. The deadline for proposals is June 1, 2018.

Please feel free to email Christine Tardy (jslw@email.arizona.edu) and/or Guillaume Gentil (jslw@cunet.carleton.ca) with any questions you might have. 


©2006-2015 Charles P Nelson | Last updated January 8, 2016