21.3673, FYI: Call for Papers: Collected Volume ITA Development

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LINGUIST List: Vol-21-3673. Fri Sep 17 2010. ISSN: 1068 - 4875.

Subject: 21.3673, FYI: Call for Papers: Collected Volume ITA Development

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1)
Date: 16-Sep-2010
From: Greta Gorsuch < greta.gorsuch at ttu.edu >
Subject: Call for Papers: Collected Volume ITA Development
 

	
-------------------------Message 1 ---------------------------------- 
Date: Fri, 17 Sep 2010 20:59:35
From: Greta Gorsuch [greta.gorsuch at ttu.edu]
Subject: Call for Papers: Collected Volume ITA Development

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Second Call for Papers
Working Theories for Teaching Assistant and International Teaching 
Assistant Development

Attention: Second Language Acquisition Specialists with an interest in 
advanced level learners

What Working Theories Will Do

This will be an edited, collected volume showcasing established and 
emerging scholars in the field of Teaching Assistant (TA) and 
International Teaching Assistant (ITA) education. Working Theories 
goes beyond reporting good practices or program descriptions, which 
typically comprises many books on TA and ITA development.  Instead, 
Working Theories places time-tested, robust theories, frameworks, and 
models of TA and ITA learning and development at the center of 
graduate student education by providing a scholarly venue for 
description, explication, and application of these theories. In turn, these 
theories and models from psychology, sociology, pedagogy, discourse 
analysis, and second language learning will be presented in such as 
way as to inform good practice, but above all, motivate future research. 

General Description of Chapters Sought 

Chapters in this volume can be methodologically rigorous empirical 
studies or principled commentaries (although data-driven, empirical 
studies are preferred), with approachable, detailed descriptions of the 
rationale for the work, and the theory or model the work is based on. 
Descriptions of good practices, program descriptions or evaluations, or 
lesson plans are not appropriate for this volume. The word limit is 
12,000. Abstracts will be due November 15, 2010 with full manuscripts 
due by July 15, 2011. Style guideline will be APA. Electronic 
submissions are encouraged: greta.gorsuch at ttu.edu 

Chapters will be edited by an in-house editor in addition to the volume 
editor. Thus this volume will be fully refereed and of high quality, and 
will be published as a book by New Forums Press, Inc., Stillwater, 
Oklahoma (USA), www.newforums.com

Volume Editor

Greta Gorsuch is an Associate Professor of Applied Linguistics & 
Second Language Studies at Texas Tech University, and has 
researched educational programs and ITA education for ten years. Her 
publications have appeared in English for Specific Purposes, Journal of 
Faculty Development, The Journal of Graduate Teaching Assistant 
Development, and Education Policy Analysis Archives, among others. 
She edited The Language Teacher (The Japan Association of 
Language Teaching) and has guest edited special issues of System 
and TESL-EJ. 

Please submit your abstracts to her at: greta.gorsuch at ttu.edu

Project Overview 

Teaching Assistant (TA) and International Teaching Assistant (ITA) 
development remains an all-important field of inquiry in higher 
education, both for practical and theoretical reasons. This collected 
volume places time-tested, robust theories, frameworks, and models of 
TA and ITA learning and development at the center of graduate 
student education by providing a scholarly venue for description, 
explication, and application of these theories and models. In turn, these 
models from psychology, sociology, pedagogy, discourse analysis, and 
second language learning will be presented in such as way as to inform 
good practice, but above all, motivate future research. 

In terms of practical considerations, American higher education 
continues to be one of the largest and most developed education 
systems in the world. It remains one of the few settings globally in 
which individuals can obtain graduate degrees with the expectation of 
being supported through teaching assistantships. The majority of U.S. 
undergraduates receive direct instruction from American and 
international graduate student/teaching assistants, who in the process 
learn to teach within their content areas, and gain critical foundations 
for their professional identity. And, an increasing number of 
international graduate students from China, Korea, and India are 
teaching U.S. undergraduates chemistry, physics, math, and business, 
using their second or third languages to do so. In a simple, practical 
sense, the continued success of American higher education depends 
on effective development of TAs and ITAs, whether these efforts are 
informal and apprentice-like, or formal and achieved through organized 
programs. 

Principled study of TA development presents rich ground for theoretical 
reasons as well. Partly due to age and partly due to circumstance, 
graduate students, as teaching assistants, stand at a crossroads of 
deeply personal choices about learning, identity, vocation, and social 
standing not only within an institutional culture but within a global 
economy. For ITAs these choices are further mediated by their past 
English language education experiences, by the current linguistic 
demands of classroom communication, and by a future constrained by 
second language learning processes which are slow, yet dynamic. 
Given this, how do individuals learn how to be teachers? What steps 
do they take to organize content for the purpose of instruction? How do 
they learn to know what the institution they belong to expects of them? 
What is involved in learning the norms of communication within specific 
settings? How do second language learning processes operate within 
advanced level learners? What areas of language are learned at late 
stages, and how? What are the ways in which individuals negotiate 
new personal and cultural identities in compelling, normative 
circumstances? TAs and ITAs as a population can provide answers to 
many of these questions.

What Makes this Book Different and how it will Contribute

This edited, collected volume will bring together established and 
emerging scholars doing applied, theoretically grounded research in 
TA and ITA education. The overarching goal of the volume is to plot 
and guide research efforts and practice in TA and ITA education for the 
next 20 years, and thus deepen the professional base of the field. TA 
and ITA education should be recognized as a viable field of research, 
and attract doctoral students and established scholars who will come to 
specialize in these areas. 

Publisher

New Forums Press, Inc.
Stillwater, Oklahoma, USA
www.newforums.com 



Linguistic Field(s): Applied Linguistics





 




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