Call for papers for a special issue in Writing & Pedagogy (Equinox), (Winter 2017, 9:2) titled “Multimodality in electronic feedback on writing”.
It can be found under the following link:
https://journals.equinoxpub.com/index.php/WAP/announcement/view/130
From the Corpora-list
Submissions are invited on all topics in the formal, computational, or psycholinguistic study of dialogue and discourse. Submissions received by May 1st will be considered for this issue, which is scheduled to appear in November 2016. Submissions received after this date will be considered for the next regular issue.
Dialogue and Discourse (D&D) is the first peer-reviewed open access journal dedicated exclusively to work that deals with language “beyond the sentence”. The journal adopts an interdisciplinary perspective, accepting work from Linguistics, Computer Science, Psychology, Sociology, Philosophy, and other associated fields with an interest in formally, technically, empirically or experimentally rigorous approaches. We are committed to ensuring the highest editorial standards and rigorous peer-review of all submissions, while granting open access to all interested readers. In addition to publishing a semi-annual regular issue, we publish special issues. Since 2010, we have published 41 papers in 3 special issues and 9 regular issues. The h-index for the journal, with most papers out less than 3 years, is 11.
Submissions are made via the online submission system at http://www.dialogue-and-discourse.org/submission.shtml. Authors are required to indicate if a submission is an extended version of one or more previously published conference paper(s); simultaneous submission to another venue is prohibited. Submissions will undergo rigorous peer-review according to the timeline below. Once accepted and finalised, papers will appear online immediately, as part of the next upcoming issue.
D&D (http://www.dialogue-and-discourse.org) is endorsed by SIGdial, SemDial, and AMLaP. D&D is indexed by the European Reference Index for the Humanities and Social Sciences.
* deadline for submissions May 01
* decision made Sep 01
* revisions due Oct 15
* issue published Nov 15
Dialogue and Discourse Editors
Issue Editor (Spring 2016):
Amanda Stent
Managing Editors:
Raquel Fernandez
Jonathan Ginzburg
David Schlangen
Associate Editors:
Gregory Aist
Matthew Crocker
Barbara Di Eugenio
Danielle Matthews
Rashmi Prasad
Massimo Poesio
Maite Taboada
David Traum
Full editorial board at: http://www.dialogue-and-discourse.org/editors.shtml
CLS12 will take place on Saturday 2 April 2016 at Edge Hill University.
The focus of CLS12 is the interaction of lexis and grammar. The focus is influenced by Halliday’s view of lexis and grammar as “complementary perspectives” (1991: 32), and his conception of the two as notional ends of a continuum (lexicogrammar), in that “if you interrogate the system grammatically you will get grammar-like answers and if you interrogate it lexically you get lexis-like answers” (1992: 64).
We welcome corpus-based papers which examine any aspect of the interaction of lexis and grammar, or to extend Halliday’s conception, studies which interrogate the system lexicogrammatically to get lexicogrammatical answers. The studies …
-may be located more towards the lexis end or the grammar end of the continuum.
-may be descriptive, theoretical or applied (e.g. related to language teaching).
-may (but don’t need to) be situated within any theoretical approach that recognises the combination or interaction of lexis and grammar (e.g. Construction Grammar, Lexical Grammar, Pattern Grammar, Systemic Functional Grammar).
-may be synchronic or diachronic.
We also welcome papers which discuss methodological issues related to the corpus-based study of the lexis-grammar interface.
Presentations will be allocated a total of 40 minutes (including at least 10 minutes for discussion).
Please send an abstract of 400-500 words (excluding references) to Costas Gabrielatos (gabrielc@edgehill.ac.uk). Please make sure to specify the research questions or hypotheses, the corpus and methodology, and the main findings.
New!!!!!!
The deadline for abstract submission is 10 March 2016. Abstracts will be double-blind reviewed.
More info: https://www.edgehill.ac.uk/english/research/conferences/cls12/
CALL FOR PAPERS
BAAL / Cambridge University Press Applied Linguistics Seminar Programme 2015-2016 and COST Action IS1306
New Speakers in a Multilingual Europe: Opportunities and Challenges
New plurilingual pathways for integration: Immigrants and language learning in the 21st Century
Heriot-Watt University, Edinburgh, 26th & 27th May 2016
The 21st Century is witnessing increased discussions on immigration in local, national and international contexts. The aim of this seminar is to bridge the study of language and immigration and consider the extent to which immigrants learning new languages (which include learning majority, minority and/or heritage languages) may contribute to a more comprehensive and plurilingual view of integration today.
The proceedings will be directed by key themes and objectives as follows:
• What are the opportunities and challenges for immigrants who learn new languages?
• To what extent do immigrant speakers challenge current conceptions of integration, cohesion and citizenship?
• Which steps or initiatives could facilitate a more comprehensive view of integration, cohesion and citizenship in national and minority language contexts?
Confirmed plenary speakers:
Professor Máiréad Nic Craith (Heriot-Watt University)
Professor Alison Phipps (University of Glasgow)
Round table discussion: Immigration in the 21st century: language, integration and citizenship
Professor Diarmait Mac Giolla Chríost (Cardiff University)
Professor Bernadette O’Rourke (Heriot-Watt University)
Dr Cassie Smith-Christmas (University of the Highlands and Islands)
Workshop: Immigrants, integration and multilingual practices in the UK
Ms Mirona Moraru (Cardiff University)
Fee: This is a free event and lunch will be provided on both days
Please submit an abstract of no more than 350 words (including references) by 29th February 2016 to baalcupseminar2016@gmail.com.
Contact details (name, affiliation and email address) should be included in the body of the email together with the title.
Please also indicate whether you wish to present a paper or a poster. We intend to publish an edited volume based on the seminar papers and therefore encourage participation from those who are in a position to contribute to the volume.
Dr Michael Evans, University of Cambridge
Monday 25 January 2016, 17:00-18:30
Faculty of Education, 184 Hills Road, Cambridge, CB2 8PQ, Room GS4.
Talk and Michael Evans’ bio www
Different dimensions of progression: time, trajectory, context, variation and complexity
Different approaches to measuring language progression: global (usually scale-based), atomistic (descriptive and very detailed accounts) & ecological
Rate of acquisition: Demie 2013 study in London Link
Three main conclusions emerged from this study. Firstly, the empirical data suggests it takes approximately five to seven years, on average, for pupils with EAL to acquire academic English fluency. Secondly, the study of EAL and attainment suggests that there is a strong correlation between stage of fluency in English and educational attainment. The results suggest that the percentage of pupils attaining level 4 or above at KS2 and 5+A*-C at GCSE increased, as stage of proficiency in English increased. Pupils in the early stages of fluency performed at low levels, while the results of pupils with EAL who were fully fluent in English far outstripped those of pupils for whom English was their only language. Secondly, the language, ethnicity and attainment data reflect substantial differences in performance between different ethnic groups at the end of key stage 4. Of all the three main ethnic groups, Black African, Indian, Bangladeshi and Pakistani pupils did better in performance compared to the national average. Black Caribbean, Black Other and Mixed White/Black Caribbean pupils are the main underachieving ethnic groups. However, the study argues that none of these ethnic categories are homogenous. A further analysis of the data by language spoken, highlighted the potential of language data to help disaggregate census ethnic categories and give greater insight into the performance of different groups in schools. The study suggests that analysing ethnic group’s performance by language spoken at home and level of fluency in English adds to our understanding of the associations between EAL, language, ethnic background and attainment.
Profile of language development:
Writing: Cameron 2003, Murphy et al. 2015
Reading: Hutchinson et al. 2003, Jang et al. 2013
Grammatical functional and interactive dimensions: Catibusic & Little 2014: Immigrant Pupils Learn English (English Profile Studies)
EAL: a pupil whose first language is known or believed to be other than English.
Mixture of profiles in real classroom situations, some learners reject their L1 or question the status of this language in their schools.
2016 Bell Foundation Report by Evans et al.
46 secondary schools in East of England
Two case studies
22 recently-arrived migrant pupils
Language data: 2 open ended writing tasks, 30 minutes, some prompts were provided, 1 year interval
What was analysed? Formal features (word count, spelling mistakes, connectives, tenses, complex sentences.
Comparison of mean scores for correct and incorrect usages in W1 and W2.
70 interviews, 30 min approx
Analyses of the 3 longest turns
Study of conjecture in the language of EAL pupils + Direct/indirect speech
Learner Language, Corpus Linguistics and Mobile Learning
at Justus Liebig University Giessen, Germany, 20 July 2016
Pre-conference workshop of the 12th Teaching and Language Corpora Conference organised by the
Transforming European Learner Language into Learning Opportunities (TELL-OP) team
Call for Papers
TELL-OP is a Strategic Partnership that seeks to promote the take-up of innovative practices in European language learning (Data Driven Learning, DDL) by supporting personalised learning approaches that rely on the use of information and communication technology and open educational resources by bringing together the knowledge and expertise of European stakeholders in the fields of language education, corpus and applied linguistics, e-learning and knowledge engineering in order to promote cooperation and contribute to unleash the potential behind already available web 2.0 services to promote the personalised e-learning of languages in the contexts of higher and adult education, in particular, through mobile devices.
This pre-conference workshop will take place all day on Wednesday, 20 July 2016. It will start with an introduction to TELL-OP aims and outcomes including a beta version of the TELL-OP language learning application developed by the workshop organisers and end with a round table. As part of the workshop, we would like to invite stakeholders in the field to submit abstracts for paper presentations. We would like to invite educators, teachers, linguists, software developers, and second/foreign language researchers working at the interface of learner language, corpus linguistics and mobile learning.
Paper presentations will consist of a 20-minute talk followed by 10 minutes for questions and discussion. Papers reporting on empirical research should represent either completed work, or work in progress where some results can be reported. Abstracts on all topics related to the connection between learner language, corpus linguistics and mobile learning are welcome, especially those focusing on one of the following topics:
We are welcoming paper presentations on any of these topics listed above. However, we are especially encouraging presentations that combine any of these topics. We request abstracts of 500 words (not counting the reference list) for paper presentations. Abstracts can be submitted to:
tellop@um.es
The deadline for abstract submission is 31 March 2016.
Notifications of acceptance will be sent out by 30 April 2016, along with further information on the workshop.
We hope to see you in Giessen in July 2016!
The organising committee consists of:
Pascual Pérez-Paredes, Dogan Bulut, Baki Dursun, Ibrahim Ercan, Sandra Götz, Stefanie Hehner, Fanny Meunier, Carlos Ordoñana, Karin Puga, Julie Van de Vyver, Pilar Aguado, Gregorio Martínez and Purificación Sánchez.
E-mail: tellop@um.es