[EDLING:1910] CFP: Fifth International Conference on Language Teacher Education

[Francis M. Hult]

http://www.carla.umn.edu/conferences/LTE2007/call.html

Call for Papers

Bridging Contexts, Making Connections
Fifth International Conference on Language Teacher Education 

May 31–June 2, 2007
Radisson ­ Metrodome Hotel 
Minneapolis, Minnesota, USA


Introduction

The Fifth International Conference on Language Teacher Education welcomes 
proposals for papers and symposia on all aspects of the education and 
professional development of language teachers. Papers and symposia may report 
on data-based research, theoretical and conceptual analyses, or best practices 
in language teacher education.

The mission of the conference is to address the education of teachers of all 
languages, at all instructional and institutional levels, and in all the many 
national and international contexts in which this takes place, including: 
English as a Second or Foreign Language (ESL/EFL) instruction; 
foreign/modern/world language teaching; bilingual education; immersion 
education; indigenous and minority language education; and the teaching of 
less commonly taught languages. The conference aims to bring together teacher 
educators from these many contexts to discuss and share research, theory, and 
best practices and to initiate and sustain meaningful professional dialogue 
across languages, levels, and settings. The conference will focus on four 
broad themes, which are described below. Proposals are more likely to be 
accepted if they address one of these themes. 

 

Conference Themes

Theme I: The Knowledge Base of Language Teacher Education 

A central issue in language teacher education is the question of what 
constitutes the knowledge base of language teaching and how it relates to the 
processes and content of teacher education. This theme will include research 
and perspectives on: teachers’ knowledge and beliefs; teacher learning 
informal and informal contexts; teachers’ ways of knowing; teacher 
socialization; professional development; and the nature of disciplinary 
knowledge. 

Theme II: Social, Cultural, and Political Contexts of Language Teacher 
Education 

Language Teacher Education takes place in multiple contexts and with diverse 
populations, where language, culture and identity are intricately bound 
together. These contexts are often impacted by actions taken by formal and 
informal decision-making bodies, which may or may not involve the 
participation of teacher educators. This theme will include critical and 
analytical perspectives on: institutions, communities, and discourses within 
which teacher education practices are situated; language education policy and 
planning; power, status, and authority in language teacher education; 
diversity and equity in language teacher education, including issues of race, 
class, gender, sexual orientation, and language; the socially situated nature 
of language and learning; and issues related to policy, such as standards, 
legislative mandates, recruitment and retention, and advocacy by language 
teacher organizations. 

Theme III: Collaborations in Language Teacher Education 

A key element in teacher development is effective collaboration between those 
individuals and institutions preparing teachers and their professional 
counterparts currently engaged in language teaching and learning. This theme 
will examine: ways in which teacher education recognizes the shared 
development of professionals; models or structures of collaboration that 
stress ongoing teacher development including mentoring and professional 
development schools; examples of and/or research on collaboration in which 
teacher development and research inform each other; and research, projects, or 
practices that recognize teacher expertise and the teacher voice as pivotal in 
addressing issues of language teaching and learning. 

Theme IV: Practices of Language Teacher Education 

The practices of language teacher education refer to the ways in which the 
knowledge base is conceptualized and operationalized in teacher preparation 
and professional development. This theme will examine: program design; 
curriculum models; pedagogy; teacher assessment; organization of instruction; 
field experiences; observation/supervision; self-study of practice; and action 
research. 


Types of Sessions

Symposia (2 hours): A symposium provides an opportunity for a group of 
individuals (typically three to five) to propose a specific issue or topic in 
the field of language teacher education and examine it from a variety of 
perspectives. Total presentation time is limited to one hour to ensure that at 
least half of the session engages presenters and the audience in extended 
dialogue. 

Paper Sessions (25-minute papers): A paper involves a 25-minute presentation 
on a topic related to one of the four themes. Papers will be grouped 
thematically when possible. Grouped paper presentation sessions will include 
three papers followed by 45-60 minutes of questions and discussion after all 
of the papers have been presented. 

Discussion Sessions (55 minutes): Discussion Sessions address a topic best 
pursued through extended dialogue among participants. These sessions will 
begin with a short (10 minute) informal presentation; the remaining time will 
be devoted to discussion moderated by the presenter/facilitator. Discussion 
sessions are given in small-group settings. 


Submission Guidelines

To submit a paper, discussion session, or symposium, please use this 
Submission Form

The deadline for submissions is December 1, 2006.

You will need a 400-word (maximum) Abstract of your paper, session, or 
symposium for submission as well as a 50-word summary for the printed program. 
Lead presenters will be responsible for contacting all co-presenters with 
information concerning the conference and presentations. 
For symposia or presentations with more than 1 presenter, please include the 
contact information for all presenters even though information regarding the 
proposal will only be sent to the first (lead) presenter listed. 
Audio/visual equipment: an overhead projector and screen will be provided in 
each room, and a data projector by prior request. Please note: Presenters will 
need to bring their own laptop, or pay for renting other requested items such 
as a TV/VCR. 
More information about these details will be sent to presenters of selected 
sessions at a later date.

Language Teacher Education Conference
CARLA/University of Minnesota
619 Heller Hall
271 - 19th Avenue South
Minneapolis, MN 55455
612-626-8600
612-624-7514 (fax)
lteconf at umn.edu

If you are not planning to submit a call for proposals, but wish to receive 
the conference brochure, please email the CARLA office at <carla at umn.edu> with 
your name, your mailing address, and your e-mail address.