This page contains news on L2 writing and changes in this site and SLWIS.
Crossings: Exploring Shared Work in Writing, University of Nevada, Reno, Utah, USA, April 1-2, 2017
Proposal deadline: October 31, 2016
Prompt is a new online journal focusing on academic writing assignments. From its website:
Prompt is a refereed online journal that publishes academic writing assignments for undergraduates and graduate students. Our mission is to disseminate a mode of intellectual work that is too rarely circulated in public venues, and we hope to contribute to the scholarly study of writing assignments in the field of writing studies. We also believe that by publishing excellent and innovative writing assignments, we can create both a resource and a site of engagement for faculty who incorporate writing in their teaching.
Writing Centers Asssociation of China Conference, Xi'an Jiaotong-Liverpool University, Suzhou, Jiangsu, China, June 9-11, 2017
International Submissions Proposal deadline: January 8, 2017
Domestic Submissions Proposal deadline: February 24, 2017
Writing Symposium 2017 – Supporting L2 Writing in Higher Education, University of Giessen, Germany, April 6-7, 2017
Proposal deadline: January 3, 2017
Special issue on The comparability of computer-based and paper-based writing: Process, performance and scoring
A special issue of Assessing Writing, which is to appear in 2018, will be dedicated to the exploration of the comparability of computer-based and paper-based writing in both L1 and L2 contexts.
Interested authors are invited to submit an abstract of their work (not more than 300 words) by 15 March 2017. Authors invited to submit full papers will be notified by 15 April 2017. Deadline for submission of full papers for review is 15 August 2017.
Please submit abstracts for consideration to:
Special Issue Editor
The Ninth Annual Conference of the Canadian Association for the Study of Discourse and Writing (CASDW / ACR)
The Presence of Writing: Making a Place for the Study of Writing and Discourse
Keynote: Professor Rebecca Moore Howard, “Teaching Rhetorical Ethics in a Post-Truth Economy”
Ryerson University - Toronto, Ontario, Canada
Saturday, May 27 to Monday, May 29, 2017
The proposal deadline is January 27, 2017
**For more information about CASDW and to join the association or renew your membership,
please visit http://casdwacr.wordpress.com/about/
**For more information about the Congress or to register, visit http://www.congress2017.ca
Norwegian Forum for English for Academic Purposes, Oslo and Akershus University College of Applied Sciences (Høgskolen i Oslo og Akershus), Norway, June 8-9, 2017
Proposal deadline: February 17, 2017
The theme for the 2017 conference is EAP and Positioning. We welcome work that addresses the concept of positioning in relation to EAP theory and practice. This may include, for example, rhetorical and argumentative position, the positioning of a reader, political positions (explicit or covert), the relationship between voice and position, how the idea of positioning is effected by technology, and so forth. But it might also open questions of geographical position, and what EAP could mean in a particular place – a continent, a country, a city, a building, even. Indeed, there is no reason why these broad categories of position should be treated as separate (and if one bridges the gap between two ideas – is this bridge not also a position?). “Positioning”, in other words, can be understood broadly.
We invite proposals that explore positioning in connection with EAP concepts; EAP training methods, principles, practices and research; needs analysis, syllabus and materials design, teaching strategies and methodological issues; group/interdisciplinary teaching; critical EAP; e-learning and technology; academic identities; academic literacies; any other relevant topics.
Call for Abstracts: Thesis and Dissertation writing in a second language: Context, identity and genre
Call for Abstracts
Special Issue of Journal of Second Language Writing
Guest Editors: Brian Paltridge and Sue Starfield
Thesis and Dissertation writing in a second language: Context, identity and genre
The Journal of Second Language Writing announces a call for abstracts for the 2018 special issue on thesis and dissertation writing in a second language. The sub-theme of the issue is context, identity and genre signalling that we are interested in studies that go beyond the text to examine texts within the contexts in which they are being produced, circulated, received and responded to. We are interested in studies of how multilingual writers in diverse contexts across the globe negotiate their identities in their thesis and dissertation writing, the kinds of relationships that support or hinder their writing and the ways in which their knowledge of the thesis genre develops over the time in which they write their texts. We are also interested in the ways in which doctoral writing is evolving in response to the diversity of contexts in which these texts are being written, the impact of new technologies on thesis and dissertation writing and writer identities and the diversity of voices being represented in these texts.
There are three open leadership positions for Second Language Writing Interest Section TESOL:
- Steering committee member-at-large
If you are a member of TESOL Second Language Writing Interest Section, consider nominating yourself. If you are nominating a colleague, please confirm with them. Send nominations directly to the Immediate Past Chair Silvia Pessoa <firstname.lastname@example.org> by Friday October October 21. When nominating, please include the position, candidate's name, affiliation, and 150 word bio/vision statement.
Descriptions of positions
- Serve a two year term (2017, 2018)
- Prepares the minutes of the Steering Committee and annual business.
- Submits the minutes to the Chair. .
- Prepares true copies of the Governing Rules, resolutions, and authorizations of expenditures (when applicable) for transmittal to appropriate persons or files.
- Prepares for distribution a list of names, addresses, and professional positions of the officers, Section Council Representatives, Steering Committee members-at-large, and committees.
- Assists the other officers and committees in carrying out their responsibilities and performs such additional duties as assigned by the chair.
- Serves as a voting ex-officio member of the Steering Committee.
Member-at-Large (1 position)
- Serve a three year term (2017, 2018, 2019)
- Attend Steering Committee meeting held Tuesday evening before open of convention
- Determine policies for the operation of the SLW-IS, including but not limited to conducting long-range planning for the SLW-IS and developing projects and programs as are necessary to achieve the goals of TESOL and the SLW-IS.
- Support the Chair and Chair-elect in efforts to obtain close liaison with other TESOL groups and other professional organizations having similar concerns.
- Establish committees as required and give them specific direction and instructions.
- Appoint the Managing Editor of the Second Language Writing IS newsletter, the Community Manager, and approve any other appointments by the Chair. When applicable, appoint one member from the Steering Committee to serve as a third delegate for the annual IS assembly meeting (if membership is adequate to warrant three representatives).
- ·Serve a three year term
- 2017 Chair -Elect
- 2018 Chair
- 2019 Immediate Past Chair
- In the temporary absence of the chair, presides at all meetings of the SLW-IS and the Steering Committee.
- Prepares, in cooperation with the Chair, SLW-IS's segment within the general TESOL convention program, including the academic session.
- Generally assists the Chair in carrying out his/her responsibilities and performs other duties as assigned by the Chair.
- Serves as a voting member of the Steering Committee.
- Serves as a SLW-IS Delegate to the annual Interest Section Leadership Council.
Here is a link with useful information on serving as an interest section leader:
The 16th Symposium on Second Language Writing, Chulalongkorn University, Bangkok, Thailand, June 30 - July 2, 2017
Annual Dartmouth Summer Seminar for Composition Research, Hanover, NH, USA, July 30 - August 11, 2017
Application deadline: December 15, 2016
TESOL 2017, Seattle, Washington, USA, March 21-24, 2017
Proposal deadline: June 1, 2016
Electronic Village Online 2017, January 8 - February 12, 2017
Proposal deadline: September 4, 2016
Theorizing and Analyzing Language Teacher Agency (Tentative Title)
Submission Deadline: September 30, 2016
Dr. Hayriye Kayi-Aydar (University of Arizona)
Dr. Xuesong (Andy) Gao (University of Hong Kong)
Dr. Elizabeth Miller (University of North Carolina at Charlotte)
Dr. Manka Varghese (University of Washington)
Dr. Gergana Vitanova (University of Central Florida)
Teachers play a vital role in making decisions about instruction, curriculum changes, and, in some contexts, educational reforms and language policies. However, their decision-making does not simply happen. They draw from a variety of sources to make decisions, and their agency is socially constructed and shaped. Although the concept of agency has been theorized extensively in various academic disciplines (e.g., sociology, philosophy, economics, anthropology, etc.) and from diverse perspectives, teacher agency, and second/foreign language teacher agency, in particular, has been neither well theorized nor conceptualized. Furthermore, in the current literature on second/foreign language teacher agency, the focus has been limited to the discussions of professionalism (e.g., Morgan & Saunders, 2014), policy and implementation (e.g., Hamid & Nguyen, 2016; Van Huy, Hamid, & Renshaw, 2016), or educational change (e.g., Kitade, 2015; Liyanage, Bartlett, Walker, & Guo, 2015). This volume aims to address this gap by providing an in-depth conceptualization of “second/foreign language teacher agency” through theoretical and empirical research.
The 17th Annual CamTESOL Conference, Institute of Technology, Cambodia, February 18-19, 2017
Proposal deadline: September 19, 2016
he Second IAFOR International Conference on Language Learning – Hawaii 2017 (IICLLHawaii2017), January 8-10, 2017
Proposal deadline: September 1, 2016
Vocab@Tokyo, Meiji Gakuin University, September 12-14, 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 <email@example.com>.
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 firstname.lastname@example.org.
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: email@example.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.