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.
We are inviting proposals for a special issue of the CALICO Journal to be published in September 2020 (37.3). With this call for proposals we are looking for (a) guest editor(s). If you are interested in becoming a guest editor, please submit a proposal that should include the following:
(1) name(s) and affiliation(s) of the guest editor(s)
(2) proposed topic of the special issue
(3) rationale for the topic (1 page maximum)
(4) production timeline (containing such dates as deadlines for CfPs, authors, reviewers, revisions); the complete set of manuscripts for the issue needs to be submitted to the CJ editors by 31 April 2020
(5) short CV of each guest editor (with particular emphasis on published research on the topic of the special issue and editing experience) (2 pages maximum per guest editor)
(6) draft Call for Papers for the special issue
All proposals will be evaluated by CJ’s editorial board.
We invite initial expressions of interest and informal queries by May 15th. The submission deadline for formal proposals is May 31st, 2018, which should be sent to the editors Mathias Schulze and Bryan Smith at firstname.lastname@example.org.
The special issues of the CALICO Journal present original research on emerging discourses in CALL and on new developments in its sub-areas. Recent special issues of the CALICO Journal were:
- CJ 36.1 (2019): Gleason & Suvorov: Moving forward with critical CALL to promote social inclusivity
- CJ 34.1 (2017): Sylvéen & Sundquist: CALL in extracurricular/extramural contexts
- CJ 33.1 (2016): Hegelheimer, Dursun, & Li: Automated writing evaluation in language teaching
- CJ 32.3 (2015): Hampel & Stickler: Qualitative and mixed-methods approaches to research in CALL
- CJ 31.1 (2014): Thomas & Peterson: Web 2.0 and language learning
Bryan and Mat
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