22.715, Calls: Applied Linguistics/USA

Sat Feb 12 01:36:46 UTC 2011

LINGUIST List: Vol-22-715. Fri Feb 11 2011. ISSN: 1068 - 4875.

Subject: 22.715, Calls: Applied Linguistics/USA

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1)
Date: 08-Feb-2011
From: Katie Angus [angus at email.arizona.edu]
Subject: 3rd International Intercultural Competence Conference

-------------------------Message 1 ---------------------------------- 
Date: Fri, 11 Feb 2011 20:35:34
From: Katie Angus [angus at email.arizona.edu]
Subject: 3rd International Intercultural Competence Conference

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Full Title: 3rd International Intercultural Competence Conference 

Date: 26-Jan-2012 - 29-Jan-2012
Location: Tucson, AZ, USA 
Contact Person: Kate Mackay
Meeting Email: cercll at email.arizona.edu
Web Site: http://cercll.arizona.edu/doku.php/development/conferences/icc 

Linguistic Field(s): Applied Linguistics 

Call Deadline: 06-Sep-2011 

Meeting Description:

3rd International Conference on the Development and Assessment of Intercultural Competence (2012)

Intercultural Competence and Foreign/Second Language Immersive Environments

Intercultural competence is [the ability] 'to see relationships between different cultures - both internal and external to a society - and to mediate, that is interpret each in terms of the other, either for themselves or for other people.' It also encompasses the ability to critically or analytically understand that one's 'own and other cultures'' perspective is culturally determined rather than natural. (Byram, M. (2000). Assessing intercultural competence in language teaching. Sprogforum, 18 (6), 8-13.)

Globalization, having brought individuals in contact with one another at an unprecedented scale, has also brought forth a general challenge to traditionally recognized boundaries of nation, language, race, gender, and class. For those living within this rapidly changing social landscape, intercultural competence--as defined by Michael Byram above--is a necessary skill, and the cultivation of such intercultural individuals falls on the shoulders of today's educators.

The conference aims to bring researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices and to foster meaningful professional dialogue on issues related to the development and assessment of Intercultural Competence in a foreign or second language.

This conference is organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL)co-organized by the Confucius Institute of the University of Arizona (CIUA) and Second Language Acquisition and Teaching (SLAT) Program, co-sponsored by the Center for Middle Eastern Studies (CMES), Center for Latin American Studies (CLAS), College of Humanities (COH), College of Social and Behavioral Sciences (SBS) at the University of Arizona; and the Center for Advanced Language Proficiency Education and Research (CALPER) at Pennsylvania State University; Center for Applied Second Language Studies (CASLS) at the University of Oregon; Language Acquisition Resource Center (LARC) at San Diego State University; National Capital Language Resource Center (NCLRC) at George Washington University; National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa; National Heritage Language Resource Center (NHLRC) at the University of California - Los Angeles; National Middle East Language Resource Center (NMELRC) at Brigham Young University. 

Call for Papers:

For this conference we are seeking papers that address issues of intercultural competence development and assessment in immersive environments, which include but are not limited to:

- Overseas stays (e.g., study abroad, internship abroad, service learning abroad, etc.)
- Virtual environments (e.g., Web. 2.0 technologies (e.g., blogs and wikis), telecollaborative partnerships, social virtualities (e.g., Second Life), massively multiplayer online games (e.g., World of Warcraft), and synthetic immersive environments (SIEs)
- Immersion education (e.g., one way, two way, developmental bilingual education, heritage language instruction, indigenous immersion, Language Across the Curriculum (LAC), Culture and Language Across the Curriculum (CLAC), content-based language instruction)

Submitting a Proposal:

Proposal Types:

- Workshop (3 hours [half day] or 6 hours [full day]): Workshops are meant to be interactive and delve into a topic more deeply than a 60-minute paper session allows. Workshop proposals should include an outline of the specific planned activities and a detailed time schedule for each segment of the workshop.

- Paper session (25 minutes per paper): A paper involves a 25-minute presentation on a topic related to one of the three themes. Papers will be grouped thematically when possible. Grouped paper presentation sessions will include four papers followed by 20 minutes of questions and discussion.

Proposal Submission Guidelines:

Restrictions: No more than two proposals per person may be submitted. A presenter can only be a primary presenter on one proposal. Submitting more than two proposals will eliminate all proposals from consideration. Submissions with similar titles and content will also be eliminated from consideration.

Format:

- Title: The title of proposed session cannot be more than 10 words in length. Be sure that your title matches the content of the intended presentation.
- Proposal Type: Paper or Workshop-Half Day or Workshop-Full Day.
- Abstract: Abstract for a paper or workshop must not exceed 400 words. The online system will not allow you to continue your submission if the abstract exceeds 400 words.
- Outline (only for workshop proposals): Abstract for a workshop must include an outline of the specific planned activities, and a detailed time schedule for each segment of the workshop.
- Summary: The summary must not exceed 50 words. It needs to be in final, publishable format and error-free. It must clearly align with the content of your abstract. The online system will not allow you to continue your submission if the abstract exceeds 50 words.

Strands: 

Those submitting workshops and papers are asked to consider into which strand your proposal will fit best. Only one strand can be selected:

- Assessment
- Curriculum Development
- Instructional Materials/Textbooks
- Methods/Techniques
- Professional Development
- Program Administration
- Research
- Technology

Evaluation Rubric:

Proposals will be evaluated using the following rubric:

- Scholarly or educational significance: Does this paper address an important issue in the field? Does it offer the promise of new knowledge? Is it likely to stimulate discussion?
- Theoretical orientation: 
For research-based papers: Is a theoretical framework evident? Are the hypotheses or research questions significant? Does the author refer appropriately to previous research, theory, or practice?
For theory-based papers (those which propose a new framework or reinterpret earlier studies): Does the discussion appear to be substantive? Thought-provoking? Insightful?
For practice papers: Are the practices innovative and do they build on existing theory?
- Quality of research (if applicable): Is the research design appropriate and adequately outlined? Will the findings be of interest to foreign/second language teachers?
- Quality of practice (if applicable): Is the practice described innovative? Is it of potential interest to other foreign/second language teachers? Does the abstract describe clearly what is involved?
- Quality of presentation: Is the abstract focused? Clearly organized? Well-written?

Online proposal submission: Submissions will start being accepted on March 21st, 2011.
Proposal deadline: 11:59 pm (Pacific Standard Time) on September 6th, 2011. 
Confirmation of receipt will be sent via email. Presenters will be notified by email of the program committee's decision by October 17th, 2011.

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