18.2663, Calls: General Ling/USA; Anthropological Ling,Socioling/USA

Wed Sep 12 17:49:39 UTC 2007

LINGUIST List: Vol-18-2663. Wed Sep 12 2007. ISSN: 1068 - 4875.

Subject: 18.2663, Calls: General Ling/USA; Anthropological Ling,Socioling/USA

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1)
Date: 11-Sep-2007
From: Sara Finley < howl at cogsci.jhu.edu >
Subject: 4th Hopkins Workshop on Language: Grammar in Cognition 

2)
Date: 10-Sep-2007
From: CUE Center for Urban Ethnography < cue at gse.upenn.edu >
Subject: 29th Ethnography in Education Research Forum

-------------------------Message 1 ---------------------------------- 
Date: Wed, 12 Sep 2007 13:45:13
From: Sara Finley [howl at cogsci.jhu.edu]
Subject: 4th Hopkins Workshop on Language: Grammar in Cognition
E-mail this message to a friend:
http://linguistlist.org/issues/emailmessage/verification.cfm?iss=18-2663.html&submissionid=155966&topicid=3&msgnumber=1  

Full Title: 4th Hopkins Workshop on Language: Grammar in Cognition 
Short Title: HOWL 

Date: 13-Oct-2007 - 14-Oct-2007
Location: Baltimore, MD, USA 
Contact Person: Sara Finley
Meeting Email: howl at cogsci.jhu.edu
Web Site: http://mind.cog.jhu.edu/howl-4/ 

Linguistic Field(s): General Linguistics 

Call Deadline: 14-Sep-2007 

Meeting Description

The Hopkins Workshop on Language (HOWL) has been created as a venue for research
into human language that is both theoretically grounded and informed by the
range of methodologies of the cognitive sciences. Each year, a topic is chosen,
and scholars present and energetically debate their ideas from the perspectives
of theoretical linguistics, acquisition, processing, breakdown, computation, and
neural representation. In past years, HOWL has given rise to lively discussion,
and speakers from all disciplines have found the discussion to be very rewarding.

HOWL 4 will take on the topic of Grammar in Cognition.
The first day of the workshop will be devoted to the interface between grammar
and conceptual structure, specifically with respect to relationships between
syntax/semantics and conceptual notions of number and quantity. The second day
will focus on how being in the cognitive system shapes phonology. As in the
past, oral presentations at HOWL 4 will be by invitation. In addition, we are
also inviting submissions for a poster session. 

We invite submissions on the place of grammar in cognition, particularly ones
which fit with the topics of the two days of HOWL 4, from any of the
perspectives of cognitive science. Anonymous abstracts may not exceed two pages
in length (not including data, figures and references). All abstracts must be
submitted electronically to howl at cogsci.jhu.edu. Please use 'Abstract' as the
Subject header and include, below the abstract, the following information, which
should constitute the body of the message:
1. Name(s) of author(s)
2. Affiliation(s)
3. E-mail address(es)
4. Postal address(es)
5. Title.

The anonymous abstract may then be included either in the body of the message in
ASCII format, or else as a PDF attachment. Presenters will be
notified of acceptance of their abstract around September 21, 2007.

-------------------------Message 2 ---------------------------------- 
Date: Wed, 12 Sep 2007 13:45:19
From: CUE Center for Urban Ethnography [cue at gse.upenn.edu]
Subject: 29th Ethnography in Education Research Forum
E-mail this message to a friend:
http://linguistlist.org/issues/emailmessage/verification.cfm?iss=18-2663.html&submissionid=155869&topicid=3&msgnumber=2 

Full Title: 29th Ethnography in Education Research Forum 

Date: 29-Feb-2008 - 01-Mar-2008
Location: Philadelphia, PA, USA 
Contact Person: CUE Center for Urban Ethnography
Meeting Email: cue at gse.upenn.edu
Web Site: http://www.gse.upenn.edu/cue/forum.php 

Linguistic Field(s): Anthropological Linguistics; Discourse Analysis; Language
Acquisition; Sociolinguistics 

Call Deadline: 15-Oct-2007 

Meeting Description:

What counts as learning? In the current public discourse of ever-narrowing
definitions of learning, achievement, and educational value, ethnographic
research offers powerful evidence that not everything that matters is being
counted. Ethnographers of education around the world continue to reveal the
importance and complexity of social, cultural, and linguistic life in schools,
of processes of learning, and of the intricate relationships upon which it
depends. How can we make accounts of this complexity heard within a popular
discourse and public policy that seem ever more committed to simplifying
definitions and solutions? With all that we know and continue to discover
through ethnography in education, how do we go public? How do we engage with the
media, with popular discourse, and with public policy on burning social and
educational issues in ways that will influence what counts as learning and what
counts as research?	

The Ethnography in Education Research Forum invites papers that explore and
expand upon what counts as learning and achievement, what counts as research and
gets counted as research, and what methods of data analysis and representation
can be used to communicate findings about the complex and processual nature of
learning and education to audiences outside, as well as inside, the academy.
Plenary Speakers:
Carol D. Lee, Northwestern University
Hugh Mehan, University of California, San Diego 

29th Annual Ethnography in Education Research Forum

"Going Public with Ethnography in Education"

February 29 and March 1, 2008

Center for Urban Ethnography
University of Pennsylvania
Graduate School of Education
Philadelphia, Pennsylvania, USA

Call for Papers

Online Submissions Open: August 15, 2007
Submission Deadline: October 15, 2007
Notification: Early November 2007
Presentation Schedule: Early January 2008

Plenary Speakers:
Carol D. Lee, Northwestern University
Hugh Mehan, University of California, San Diego

Saturday Evening Panel: "Ethnographic data analysis, past-present-future: A
chat with the SHLEPPERS"
Frederick Erickson, University of California, Los Angeles
Ray McDermott, Stanford University
Hugh Mehan, University of California, San Diego
Jeffrey Shultz, Arcadia University

All proposals may be submitted online beginning August 15:
http://www.gse.upenn.edu/cue/forum.php

Types of Presentations: 
Proposals are requested for presentations in the following categories:

1. Individual Paper (Traditional or Work-in-Progress)
2. Group Sessions (Traditional or Work-in-Progress)
3. Data Analysis Consultation

Practitioner Research: For Individual Papers and Group Sessions, you may choose
to designate your presentation as Practitioner Research. Practitioner research
presentations focus on research by teachers and other practitioners in
educational settings (e.g., school principals, counselors, non-teaching aides,
parents, students, and other members of school communities). Practitioner
research presentations are particularly featured on Saturday, known as
Practitioner Research Day.

1. Individual Papers: (15 minutes)
Individual papers by one or more authors.  Either final analyses, results, and
conclusions (Traditional) or preliminary findings and tentative conclusions
(Work-in-Progress) may be submitted.  Indicate practitioner research, if you so
choose.

2. Group Sessions (75 minutes) 
A full session of no fewer than three, and no more than six presenters,
including a discussant. These sessions may vary in organization: a set of
individual papers, a panel discussion, a plan for interaction among members of
the audience in discussion or workshop groups are possible formats. Either final
analyses, results, and conclusions (Traditional) or preliminary findings and
tentative conclusions (Work-in-Progress) may be submitted. Indicate practitioner
research, if you so choose.

3. Data Analysis Consultation (30 minutes)
Individual submissions only. Presenters offer data along with questions about
analysis for consultation with expert researchers and conference participants. 
Data analysis consultation is by definition Work-in-Progress. 
Presenters must follow specific guidelines available online: 
http://www.gse.upenn.edu/cue/dacinstructions.php

Proposal Evaluation Criteria:

1. Significance for education
2. Conceptual orientation
3. Methodology 
4. Interpretation
5. Quality of analysis 
6. Depth and clarity

Format of Proposals: 

Everyone must submit:

A. Summary (limit 100 words) 
This should be a brief overview of the work to be presented.

B. Description (limit 1500 words)
Selection is based on the description. A detailed description of the work to be
presented should be submitted including conceptual orientation, data collection
and analysis methods, data interpretation, and significance to education.

Special Instruction for Group Sessions
Submit Summary and Description of the session overall, as specified above. If
the session consists of a set of individual papers, the group session proposal
must also include a description for each individual presentation. 

All proposals must be submitted online:
http://www.gse.upenn.edu/cue/forum.php

Questions
E-mail: cue at gse.upenn.edu

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