36.55, Calls: Applied Linguistics, Language Acquisition, Sociolinguistics / USA

[The LINGUIST List]

LINGUIST List: Vol-36-55. Fri Jan 10 2025. ISSN: 1069 - 4875.

Subject: 36.55, Calls: Applied Linguistics, Language Acquisition, Sociolinguistics / USA

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Date: 10-Jan-2025
From: Kamilia Rahmouni [rahmounik at vcu.edu]
Subject: Building Bridges in Arabic Language Education: Research, Practice, and Innovation


Full Title: Building Bridges in Arabic Language Education: Research,
Practice, and Innovation

Date: 02-May-2025 - 03-May-2025
Location: Virginia Commonwealth University, USA
Contact Person: Kamilia Rahmouni
Meeting Email: rahmounik at vcu.edu

Call Deadline: 15-Jan-2025

Arabic Language Education Forum (ALEF)
Building Bridges in Arabic Language Education: Research, Practice, and
Innovation
The DC-Arabic Teachers’ Council invites submissions for the second
annual Arabic Language Education Forum (ALEF) on May 2-3, 2025, at
Virginia Commonwealth University. This year's theme, "Building Bridges
in Arabic Language Education: Research, Practice, and Innovation,"
aims to strengthen connections between K-12 schools and higher
education institutions by providing a platform for researchers and
educators to exchange ideas, share research, and showcase best
practices in Arabic language teaching. Financial support will be
available for US-based participants and some attendees.
Conference Focus
The growing use of technology in language education, particularly
Artificial Intelligence (AI), has brought new opportunities and
challenges for educators (Zhai et al., 2021; Popenici & Kerr, 2017).
In Arabic language instruction, the integration of AI tools is
revolutionizing language learning, from personalized learning
platforms to automated feedback systems. However, this innovation
comes with its own set of obstacles, particularly in terms of
adaptability and maintaining linguistic accuracy (Rahmouni, 2024).
Moreover, the complex diglossic nature of Arabic continues to present
pedagogical challenges, with educators striving to balance Modern
Standard Arabic (MSA) and colloquial dialects (Rahmouni, 2025; Soliman
& Khalil, 2022). New assessment practices that address these
complexities, while promoting language proficiency, are critical
(Raish, 2021). This conference provides a platform to explore these
emerging trends and share innovative approaches for enhancing Arabic
pedagogy across different educational contexts.
We welcome both research-based and practice-oriented presentations on
topics including but not limited to:
Artificial Intelligence in Arabic Teaching
Innovative Assessment Practices in Arabic Language Education
Diglossic Approaches to Teaching Arabic
Submission Guidelines:
We invite abstracts of no more than 300 words. To maintain anonymity
during peer review, please do not include your name or any identifying
information in the abstract. Participants may be the sole or first
author of only one abstract. However, you may co-author multiple
abstracts and participate in numerous panel sessions. If you plan to
submit multiple abstracts, please submit each one separately.
We also welcome proposals for thematic panels. If you are submitting a
panel proposal, please include a short description of the panel and
list the individual presentations included.
Decisions about acceptance/rejection will be communicated by February
5, 2025. Following formal acceptance, the responsible (presenting)
authors must register their participation.
Important Dates:
Abstract Submission Deadline: January 15, 2025
Notification of Acceptance: February 5, 2025
Registration: February 5- March 15, 2025
Conference Dates: 2-3 May, 2025
Submission Portal:
Please submit your abstracts through:
https://forms.gle/Y1Ee4XzQD466Uua97
For any questions or further information, please feel free to contact
Dr. Kamilia Rahmouni at: rahmounik at vcu.edu
References:
Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of
artificial intelligence on teaching and learning in higher education.
Research and Practice in Technology Enhanced Learning, 12(22), 1-13.
Rahmouni, K. (2024). Exploring the use of ChatGPT in teaching Arabic
case endings: Effectiveness, challenges, and recommendations. Journal
of Educational Technology and Innovation. [Forthcoming].
Rahmouni, K. (2025). Advancing Arabic language education: Empowering
teachers and promoting critical CALL through the Arabic Teachers’
Council. In Advancing critical CALL across institutions and borders:
Reimagining possibilities for languages, literacies, and cultures.
University of Toronto Press. [Forthcoming].
Raish, M. (2021). Issues in Arabic language testing and assessment. In
K. Ryding & D. Wilmsen (Eds.), The Cambridge Handbook of Arabic
Linguistics (pp. 83-105). Cambridge University Press.
https://doi.org/10.1017/9781108277327.005
Soliman, R., & Khalil, S. (2022). The teaching of Arabic as a
community language in the UK. International Journal of Bilingual
Education and Bilingualism, 1–12.
https://doi.org/10.1080/13670050.2022.2063686
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector,
M., Liu, J.-B., & Yuan, J. (2021). A review of artificial intelligence
(AI) in education from 2010 to 2020. Complexity, 2021, Article
8812542. https://doi.org/10.1155/2021/8812542



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