[Edling] CFP: WATESOL Fall 2017 Conference (Deadline June 15, Washington, DC)

[Rebecca Sachs]

Dear Educational Linguists,

The Call for Proposals for WATESOL 2017 is now open! (Deadline: June 15, 2017)

WATESOL is a local affiliate of TESOL International for language educators working in and around Washington, DC, USA, but our Fall Conference draws presenters from around the world. We hope you will consider participating!


Conference Theme: Communicating in the 21st Century: Implications for Teaching and Learning

Date: Saturday, October 7, 2017

Location: Trinity Washington University, 125 Michigan Ave NE, Washington, DC 20017

Website: http://www.watesolassociation.org/Fall-2017-Conference



Keynote Address: Reimagining English Competence for the 21st Century: A Multilingual SLA Perspective

Keynote Speaker: Dr. Lourdes Ortega, Georgetown University



We are seeking proposals for practice-oriented and research-oriented presentations, graduate student research presentations, poster presentations, electronic village presentations, and workshops. The conference will also feature SIG (Special Interest Group) meetings, roundtable discussions, and exhibitors. For proposal submission guidelines, please visit our CFP page.

Call for Proposals: http://www.watesolassociation.org/Proposals

CFP Deadline: June 15, 2017




Abstract of Keynote Address:

Second-language users of English are bi/multilinguals with rich communication repertoires. Yet all too often their English is construed as deficient and their multilingual prowess is erased. In this talk, I reflect on what it means for multilinguals to be communicatively competent and suggest ways in which our pedagogies can respond to it. I will argue that, more and more, developing language for communicating in the 21st century means developing the capacity to use English for transformation and empowerment, so as to be able to claim the right to speak (as Norton Peirce 1995 called it) and to exercise the power to impose meanings (as Bourdieu 1972 called it). How do we achieve these new goals? First, our language pedagogies must open up to the psycholinguistic realities of multilinguals. Translanguaging might be a way to do so (García & Li Wei, 2014). We will also need to help our students cultivate an awareness of both world Englishes and unequal Englishes (Tupas, 2015). We must also include strategies that help them recognize, disrupt, and productively exploit to their advantage the experiences of being positioned by others as a novice, a foreigner, an outside member, or a nonnative speaker. In sum, our pedagogies must show that language is about identity choices and communication is about power struggles. How do we meet this tall order? I believe both big and small pedagogical practices can help the TESOL profession rise to the challenge of meeting these 21st century goals for a reimagined English communicative competence that is transformative and empowering.



We welcome your proposal submissions and look forward to welcoming you to the conference!
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