#cfp @fetlt2015 Future and Emerging Trends in Language Technologies

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Workshop on Future and Emerging Trends in Language Technologies

Universidad de Sevilla, 19-20 November 2015

http://www.glc.us.es/fetlt2015/

 

The Workshop ‘Future and Emerging Trends in Language Technology‘ has been conceived as a meeting point where experts and professionals in the fields of language technologies and other converging areas will discuss the state of the art, as well as the emerging trends in this sector. The main objective of this workshop is to serve as a bridge between academia and industry, as well as representatives of agencies that coordinate research and innovation policies. The workshop thus guarantees a multidisciplinary identical spirit in which experts will be able to present and analyze the trends that will shape the immediate future in this sector.

Following this approach, the organization of the workshop welcomes the reception of papers under the following categories:

NEW APPLICATIONS OF KEY CONSOLIDATED APPROACHES: Authors can submit their paper on new strategies, models and consolidated techniques at the academic or industrial level that are being used right now to tackle any issue in the field of Language Technology. Papers under this category must provide a brief explanation of the foundations of the approaches proposed and the areas and applications for which those techniques are useful in the present.

EMERGING RESEARCH: Authors can submit their paper under this category when they have preliminary results obtained from ongoing research projects. Papers must describe the motivation of the approach, as well as the scientific, methodological and/or technological approach chosen. Papers must also analyze the advantages and benefits derived from such approaches for a broad application in the field of Language Technology.

CHALLENGE PAPERS: Authors can submit a paper on different fields and convergent areas related to Language Technology describing the occurrence of new and constant challenges for both the academic and the industrial areas. These papers must indicate which areas and specific problems are currently posing a concrete technological and/or methodological challenge. Papers under this category must include the reasons why present-day techniques should be considered insufficient to tackle the issues at hand by the presentation of preliminary research/development results as a justification. Additionally, articles in this section should propose research strategies that can be considered promising to provide sound solutions to the problems defined, with a sound and clear scientific and technical argumentation.
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LIST OF TOPICS
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Topics should be related to any area of Speech Technology, including those studies that can be considered coming from convergent areas or even industrial applications.
Topics of interest include, but are not restricted to:

Core areas of interest

A.1) Speech recognition:
Speech assistants, Voice search
A.2) Information retrieval,
Information extraction and Text mining
Topic spotting and classification
Entity extraction
Spoken document retrieval
A.3) Semantics and Ontologies
A.4) Dialog Modelling and Management
Open domains, Incrementality, Statistical DM,
Hybrid models, World knowledge, Metacognition
A.5) Machine Translation
Fully-automated MT services in Global Business and
Government Services
Speech-to-speech MT
A.6) Development Frameworks
A.7) Multimodality
A.8) Multilinguality
A.9) Mathematical foundations
A.10) Language resources and Evaluation
Multilingual resources
Metadata, annotation, tools

Convergent areas of interest:
B.1) Mobile Devices
B.2) Robotics and Vision
B.3) Machine Learning
B.4) Games & Social Networks
B.5) Brain-computer Interfaces
B.6) Technology background: Mobile, Cloud,
Social Media, and Big Data
B.7) The Internet of Things (IoT)

Industrial areas of interest:
Integration of state-of-the-art LT in support of multilingual global business applications:
C.1) Speech-to-Speech Translation
C.2) Cross-lingual Information Retrieval
C.3) Multilingual global marketing
C.4) Sentiment analysis
Applications to industrial sectors
C.5) Healthcare and BioMedicine NLP
C.6) Social Media
C.7) Smart Cities
C.8) Opinion mining
C.9) Public Administration
C.10) Instruction & Teaching
C.11) Communications
LT in the Web World
C.12) Crowdsourcing for LT

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IMPORTANT DATES
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Paper submission deadline 25th July 2015
Acceptance notification 15th September 2015
Paper final version submission 1st October 2015
Early Registration Deadline 1st October 2015
Workshop dates 19th – 20th November 2015

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LOCATION
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FETLT-2015 will be held at the University of Seville, Spain.
For more information, please visit: http://www.glc.us.es/fetlt2015/
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SUBMISSION PROCEDURE
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Authors are invited to submit non-anonymized papers in English presenting original and unpublished research, not currently submitted elsewhere.

Regular papers should not exceed 12 single-spaced pages (including eventual appendices) and should be formatted according to the standard format for Springer Verlag LNCS series (see http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0).

Files must be sent via https://www.easychair.org/conferences/?conf=fetlt2015

Papers submitted must identify the category as well as up to 3 of the main topics aforementioned.

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INVITED SPEAKERS
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Nuria Bel (University Pompeu Fabra)
Asunción Gómez, Polytechnic University of Madrid
Sebastian Moeller, TU Berlin, Telekomm
Steve Renals, University of Edinburg
Giuseppe Riccardi, University of Trento
Pierre-Paul Sondag, European Commission
Steve Young, University of Cambridge

PROGRAM COMMITTEE AND ADVISORY GROUP

Alex Acero (Apple)
Roberto Basili (University of Rome)
Nuria Bel (University Pompeu Fabra)
Johan Bos (University of Groningen)
Nicoletta Calzolari (CNR-ILC)
Khalid Choukri (ELDA)
Walter Daelemans (University of Antwerp)
Thierry Declerck (DFKI)
Marc Dymetman (Xerox Research Centre Europe)
Antonio Ferrandez (University of Alicante)
Ana García-Serrano (UNED)
Jesús Giménez (Nuance Communications)
Xavier Gómez-Guinovart (University of Vigo)
Gregory Grefenstette (Inria)
Veronique Hoste (University of Ghent)
Eduard Hovy (Carnegie Mellon University)
Rebecca Jonson (Artificial Solutions)
Alon Lavie (Carnegie Mellon University)
Ramón López-Cózar (University of Granada
Teresa López-Soto (University of Seville)
Roberto Manione (AlliumTech)
Daniel Marcu (USC)
Joseph Mariani (LIMSI-CNRS and IMMI)
Patricio Martí­nez-Barco (University of Alicante)
Ruslan Mitkov (University of Wolverhampton)
Antonio Moreno-Sandoval (Autonomous University of Madrid)
Sergei Nirenburg (Rensselaer Poytechnic Institute)
Mirko Plitt (Modula Language Automation)
Massimo Poesio (University of Essex; U. of Trento)
Andrei Popescu-Belis (Idiap Research Institute)
Jose F. Quesada (University of Seville)
Manny Rayner (University of Geneva)
Steve Renals (University of Edinburg)
Giuseppe Riccardi (University of Trento)
Francisco J. Salguero (University of Seville)
Kepa Sarasola (University of the Basque Country)
Javier Sastre (Ateknea Solutions)
Marc Steedman (University of Edinburgh)
David Suendermann-Oeft (ETS)
Khiet Truong (University of Twente)
Alfonso Ureña (University of Jaen)
Jason D. Williams (Microsoft Research)
PROGRAM CHAIR
Jose F Quesada, University of Seville

ORGANIZING COMMITTEE
Joaquín Borrego-Díaz (University of Seville)
Juan Galán-Páez (University of Seville)
Diego Jiménez (University of Seville)
Teresa López-Soto (University of Seville)
Francisco J. Martín-Mateos (University of Seville)
Ángel Nepomuceno (University of Seville)
José F. Quesada (University of Seville)
Francisco J. Salguero (University of Seville)

 

CFP International Journal of Bilingual Education and Bilingualism: Special Issue 2017

Through the AESLA mail-list

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CALL FOR PAPERS

International Journal of Bilingual Education and Bilingualism: Special Issue 2017

As guest editors (Yolanda Ruiz de Zarobe and Roy Lyster) of a Special Issue of the International Journal of Bilingual Education and Bilingualism, we invite you to submit proposals on the following topic:

Instructional practices and teacher development in Content and Language Integrated Learning (CLIL)

The aim of this Journal is to be thoroughly international in nature. It disseminates high-quality research, theoretical advances, and international developments related to

initiatives in bilingualism and bilingual education. Each year the International Journal of Bilingual Education and Bilingualism devotes two of its issues to Special Issues.

Previous Special Issues have tended to receive remarkable praise, particularly as they focus on one issue and often provide a major step forward in the study of a particular

This Special Issue on CLIL seeks:

• To promote theoretical and applied research conducted in the context of CLIL and other content-based programs such as immersion.

• To disseminate information about best practices in content-based instruction.

• To provide a truly international exchange on how CLIL pedagogy is applied in a wide

Authors are invited to submit proposals focusing on instructional practices and teacher development in CLIL at any educational level and in any educational setting. Both

state-of-the-art articles and empirical studies are welcomed. Manuscripts submitted  should be original, not under review by any other publication and not published

– Deadline for 200-250 word abstracts: 15th September 2015. Proposals should be submitted by email attachment to the co-editors at yolanda.ruizdezarobe@ehu.es and

They should contain the author’s name, affiliation and e-mail address.

– Notification of acceptance/rejection: 1st November 2015. Please note that selection of the proposal does not always guarantee publication.

– Deadline for full papers (no longer than 7,000 words including notes and references):

15th February 2016. Each article will receive two independent and anonymous

 

For further information on the journal’s submission guidelines please visit.

http://www.tandf.co.uk/journals/rbeb

 

Native & learner language in interviews

This talk discusses some of our findings in

Pérez-Paredes, P., & Sánchez Tornel, M. (2015). A multidimensional analysis of learner language during story reconstruction in interviews. In M. Callies & S. Götz (Eds.), Learner Corpora in Language Testing and Assessment. Amsterdam: John Benjamins.

 

L1 Teaching, Learning and Technology, Leipzig, 3/09

macbook

Satellite of SLaTE 2015: L1 Teaching, Learning and Technology

Satellite of Satellite of INTERSPEECH 2015, Leipzig, Germany, September 3, 2015

Due date full paper submission: May 1, 2015

The aim of this 1-day SoS (Satellite of a Satellite) workshop is to bridge the gap between researchers in education and researchers in speech and text processing technology by organizing a joint event where researchers from one workshop are able to visit the other workshop to get an idea of the respective positions on the state of the art on the topic of language and technology in education.
The SoS workshop intends to join researchers across countries on the topic of language teaching/learning. In contrast to SLaTE, papers submitted here do not have to employ any technology yet. We are looking for contributions from users that may not be aware of all the possibilities that the technologies have to offer to solve educational research problems. What these papers bring to the table are problem statements and data collections that the speech and text processing community may in turn not be aware of. Thus we are looking for symbioses between the two disciplines in research about learning/teaching language. Topics should include information about collection, annotation and free sharing of data for research purposes. Automation in data analysis and children’s applications for learning L1 and foreign language are equally important to share between researchers.

Submissions are expected to be formal papers that will be submitted to an international double-blind review process. It is important for both areas to get to know each others research questions and potential application for technologies. Key to this will be provided by this side-by-side platform that allows you to meet people with similar interests, share our work and forge new interactions across disciplines. In doing so, we are looking for a broad range of contributions from didactics, psychology and pedagogy from researchers interested in bridging the current gap to automation. Demonstrations as well as samples of data collections and annotations are welcome.

New book: Corpus Linguistics for ELT

Corpus_Linguistics_for_ELT__Research_and_Practice_-_Ivor_Timmis_-_Google_Libros

 

Corpus Linguistics for ELT: Research and Practice
Ivor Timmis

From the introduction:

The challenge of fostering a fruitful relationship between corpus linguistics and ELT was clearly set out by Conrad (2000: 556):
Corpus grammarians must strive to reach more audiences that include
teachers and must emphasize concrete pedagogical applications … In fact,
the strongest force for change could be a new generation of ESL teachers who
were introduced to corpus-based research in their training programs [and]
have practiced conducting their own corpus investigations and designing materials based on corpus research.
Indeed, this comment by Conrad encapsulates the main aim of this book: to help move corpus linguistics from what Römer (2012) terms its ‘minority sport’ status in language teaching to a point where the ability to carry out and interpret corpus research is seen as a normal part of an English language teacher’s repertoire.
Familiarity with corpus research and practice should be a standard part of an English language teacher’s toolkit, I would argue, because most people in ELT will at some time have had thoughts like these:
• How many words do my learners need to learn?
• Why is everyone talking about lexical chunks and collocations?
• Do my students really need this grammar point?
• Which words should I use to exemplify this structure?
• Am I teaching my learners language they will need to use when they speak the language?
• Does the grammar explanation in the coursebook really reflect how we use this structure?
• What vocabulary do my English for dentistry students need to get their teeth into?

If you have had questions like these, this book is designed to help you to answer them by consulting corpora and corpus-informed literature. It is also designed to help you to generate and investigate similar questions. It is, however, important to keep corpora in perspective throughout this book.

The argument presented here is that corpora are a resource and a reference source and, as is the case with all resources, pedagogic judgement is vitally important in determining how and when
they are deployed to best effect.
The book does not assume prior knowledge or experience of corpus research; nor does it assume any technical expertise. Technophobes can relax: contemporary corpus interfaces and corpus software are user-friendly and often include tutorial packages. The tasks in this book will help to familiarise readers with publicly available user-friendly corpora such as the British National Corpus hosted at
http://corpus.byu.edu/bnc/