21.4041, Calls: Pragmatics/Socioling/TESL-EJ (Teaching English as a...) (Jrnl)

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LINGUIST List: Vol-21-4041. Wed Oct 13 2010. ISSN: 1068 - 4875.

Subject: 21.4041, Calls: Pragmatics/Socioling/TESL-EJ (Teaching English as a...) (Jrnl)

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1)
Date: 12-Oct-2010
From: Zohreh Eslami [zeslami at tamu.edu]
Subject: TESL-EJ (Teaching English as a Second Language - Electronic Journal)
 

	
-------------------------Message 1 ---------------------------------- 
Date: Wed, 13 Oct 2010 12:31:56
From: Zohreh Eslami [zeslami at tamu.edu]
Subject: TESL-EJ (Teaching English as a Second Language - Electronic Journal)

E-mail this message to a friend:
http://linguistlist.org/issues/emailmessage/verification.cfm?iss=21-4041.html&submissionid=2651715&topicid=3&msgnumber=1
  

Full Title: TESL-EJ (Teaching English as a Second Language - Electronic Journal) 


Linguistic Field(s): Pragmatics 

Call Deadline: 15-Feb-2011 

Call for Manuscripts

TESL-EJ Special Issue: Incorporating Instructional pragmatics into ESL/EFL 
Teacher Education

Date of Publication: September 2011 

Guest Editor: Zohreh R. Eslami, Associate Professor, Texas A&M University
Email: zeslami at tamu.edu

September 2011 issue of TESL-EJ will focus on scholarly research 
perspectives and classroom-based practices related to Pragmatics and 
Teacher Education.

Pragmatic competence is one of the vital components of communicative 
competence that needs to be considered in L2 teacher education programs. 
Unfortunately, available teacher education sources on ESL methodology and 
assessment lack a focus on teaching the pragmatic aspects of language. 
Pragmatics has been identified as an important component of language 
teacher's knowledge base and appears to have been incorporated into some 
teacher education programs in both ESL and EFL contexts. However, a 
recent nationwide survey (Vasquez & Sharpless, 2009) has found that the 
treatment of pragmatics in teacher training courses tends to center on theory 
rather than practical applications. Specific preparation focused on practical 
instructional pragmatics is needed for language teachers to be able to 
effectively teach L2 pragmatics.

To address such needs, this issue welcomes submissions of high-quality 
articles on topics relevant to the incorporation of instructional pragmatics into 
L2 teacher education in ESL and EFL contexts. 

The following are some suggested topics:	
-	Incorporating instructional pragmatics into L2 teacher education in ESL 
contexts
-	Incorporating instructional pragmatics into L2 teacher education in EFL 
contexts
-	In-service and pre-service teachers perceptions  of  pragmatics and 
teacher education
-	Native and nonnative English speaking teachers (NNESTs) perceptions  
of  pragmatics and teacher education
-	Developments and challenges facing the integration of pragmatics into  
L2 teacher education programs
-	Teacher education models used  in the integration of instructional 
pragmatics into  L2 teacher education courses
-	Approaches and strategies used to incorporate instructional pragmatics 
into L2 teacher education


Send original and unpublished manuscripts on the related topics along with 
the author's name, affiliation, email address, and a 50-word biographical 
statement to zeslami at tamu.edu.

Important Dates

Manuscript Proposal Submission Deadline: Feb 15, 2011
Notification of Acceptance/Rejection: March 15, 2011
Full Manuscript Submission: May 15, 2011
Review Results Returned:  June 30, 2011
Final Revised Manuscript Submission: July 30, 2011
Final Acceptance Notification: August 30, 2011

All submissions must conform to regular TESL-EJ submission guidelines, 
which you will find linked on the TESL-EJ site: http://www.tesl-
ej.org/wordpress/submission-information/




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