Announcement on CALICO Journal site: click here
Title: Exploring the Interface of Interlanguage (L2) Pragmatics and Digital Spaces
Co-editors: Julie Sykes (University of Oregon) and Marta Gonzalez-Lloret (University of Hawaii)
Description: This special issue of the CALICO journal is intended to explore the interface of Interlanguage (L2) Pragmatics and digital technologies. Specifically, it seeks to expand theoretical horizons, report on targeted empirical research, and explore innovative approaches to L2 pragmatics in formal instructional contexts and informal learning in digitally-mediated spaces. The editors encourage authors to take a micro- and/or macro-level approach to L2 pragmatics in their analyses and encourage the expansion of research populations beyond traditional, university-level classrooms. Empirical studies are particularly encouraged and critical review pieces are also welcome.
The editors seek original submissions that represent diverse approaches to interlanguage pragmatics and digital technologies. Approaches may include (but are not limited to):
- New research methodologies in Interlanguage (L2) Pragmatics
- Multilingual pragmatic behavior of digital spaces
- L2 pragmatics in multimodal technological contexts
- Innovative approaches to learning Interlanguage (L2) pragmatics
- The design and empirical investigation of digital tools for the teaching and learning of L2 pragmatics
- Digital networks and Interlanguage (L2) pragmatics
- Pragmatic assessment with digital tools
Each author will be expected to provide a concise description of their theoretical framework, methodological approach (as relevant to the types of the article), critical research findings, implications for the design, implementation, and evaluation of digital tools for the teaching and learning of Interlanguage (L2) Pragmatics.
Please send inquiries and suggestions for contributions to both Julie Sykes (firstname.lastname@example.org) and Marta Gonzalez-Lloret (email@example.com). Please, list CALICO Journal Special Issue in the subject line.
Extended abstracts (200-300 words) are due by December 1, 2018 and should be submitted via email (Word or PDF format only please) to both Julie Sykes (firstname.lastname@example.org) and Marta Gonzalez-Lloret (email@example.com). Full-length manuscripts will be invited by December 15, 2018. Full-length manuscripts are due by March 15, 2019. Special Issue to be published January 2020. Please note that abstract acceptance does not guarantee publication of the submitted manuscript. All manuscripts will be subject to a double blind peer review process.
The CALICO Journal is the journal of the Computer Assisted Language Instruction Consortium (CALICO) and is devoted to the dissemination of information concerning the application of technology to language teaching and language learning. The CALICO Journal is fully refereed and publishes articles, research studies, reports, software reviews, and professional news and announcements. The CALICO Journal (ISSN 0742-7778) is published three times a year (January, May, and September).
Esperantic Studies Foundation’s Access to Language Education Award: Catherine Ryu, Tone Perfect a Mandarin Chinese Audio Database. See Dr. Ryu’s Presentation on Tone Perfect. Visit Tone Perfect online.
Outstanding CALICO Journal Article Award for Volume 34: Signe Hannibal Jensen, Gaming as an English Language Learning Resource Among Young Children in Denmark
Robert A. Fischer Outstanding Graduate Student Award 2018: Joan Bajorek, University of Arizona
Lifetime Achievement Award: Nina Garrett
At Bryn Mawr College I majored in French and German, and then I spent a year in Vienna. I took a Master of Arts in Teaching at Yale, and taught high-school German and French for some years. But here at UIUC (where my then-husband had tenure in English) I discovered in 1977 an interdisciplinary PhD program called SLATE — Second Language Acquisition and Teacher Education — where I finally discovered psycholinguistics. Looking for a research assistantship I stumbled into the Language Learning Lab, headquarters for PLATO-based language research and materials development (at that time we had language learning materials in 18 languages, including Coptic), and learned to design error-analysis algorithms. This work made for an elegant synergy with the SLA theory I was studying in SLATE, and that synergy became the basis for my dissertation: I wanted to design psycholinguistically based error analysis on PLATO, which no one had yet attempted, and simultaneously to validate my idiosyncratic theoretical take on students’ unconscious misunderstandings of German grammar. I finished it in early 1982 and that’s when I joined CALICO. Later I was a Research Associate at the LLL, working with TAs in all the language departments both to develop learning materials (at that point on the Apple IIc, later the IBM PC and Macintosh) and to help them understand the interaction of language teaching, SLA, and technology. That interaction structured the rest of my working life. Since language departments had no tenure track for someone like me, I was always an awkwardly placed sort of consultant-in-residence; as most of you know I could never “do” technology myself, and I always suffered from the Imposter Syndrome at CALICO even though everyone here was kind enough to assert that there was a place for theory and grammar. But at last I became Director of Language Study and Director of the Center for Language Study at Yale, working with 100 full-time faculty members teaching fifty languages, with a wonderful staff to handle the technology for me, where I was very happy until I retired ten years ago.
ACTFL/DL SIG and CALICO Award
DL SIG members may apply for one of two awards for excellence in online language teaching (K-12 or Higher Education) that are sponsored by the ACTFL DL SIG and the Computer Assisted Language Instruction Consortium (CALICO). The prizes include a plaque and free one-year memberships in both ACTFL and CALICO. In addition, the awardees receive a spot in CALICO’s Technology Showcase and Poster Session and waived conference registration if they can attend the annual conference in the late spring (May or June).
In order to be eligible, individuals must be members of ACTFL and the DL SIG and must have taught a language online for a minimum of three years. You may nominate yourself or someone else. Please send the following materials to Victoria Russell (firstname.lastname@example.org) and copy Kathryn Murphy-Judy (email@example.com): (1) a 1,500 word (maximum) statement highlighting your successes and innovations in online language teaching (please include a brief description of your online course(s) and any strategies that you use to engage your online language students in the target language), (2) two letters of recommendation, and (3) your CV. Please combine all of your materials into one PDF file and send it electronically to the email addresses listed above by September 15, 2018.
Inside Higher Ed Article