Author: perezparedes

List of potential, possible, or probable predatory scholarly open-access journals

 

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From Scholarly Open Access: http://scholarlyoa.com/

This is a list of questionable, scholarly open-access standalone journals. For journals published by a publisher, please look for the publisher on the list of publishers, here. This list is only for single, standalone journals.

We recommend that scholars read the available reviews, assessments and descriptions provided here, and then decide for themselves whether they want to submit articles, serve as editors or on editorial boards. The criteria for determining predatory journals are here:

https://scholarlyoa.files.wordpress.com/2015/01/criteria-2015.pdf

 

We hope that tenure and promotion committees can also decide for themselves how importantly or not to rate articles published in these journals in the context of their own institutional standards and/or geo-cultural locus. We emphasize that journals change in their business and editorial practices over time. This list is kept up-to-date to the best extent possible but may not reflect sudden, unreported, or unknown enhancements

Access the current listing here.

CFP Synchronous communication technologies in language and intercultural learning and teaching in higher education

 

Through the EUROCALL list

 

Special issue of Language Learning in Higher Education:
“Synchronous communication technologies in language and intercultural learning and teaching in higher education”

Submissions are invited for a special issue of the journal focusing on synchronous communication technologies in language and intercultural learning and teaching in higher education. Mediated communication in general continues to receive much attention from practitioners and researchers, as online technologies have become a central part of the communicative landscape. But the properties and potentials of particular types of mediated communication have rarely been brought sharply in focus. This special issue aims to address this with respect specifically to synchronous communication technologies, such as text-based chat and instant messaging, online video, and mixed-modality platforms. We welcome papers that address questions including, but not limited to, pedagogy, interactional dynamics, discourse, and language with respect to these technologies. It is essential that papers focus especially on the relationship between learning and communication on one hand, and the properties of synchronous technologies on the other.

Submission of articles 15 January 2016
Review process February – May 2016
Notification of acceptance June 2016
Revision of articles July – September 2016
Publication of the special issue Spring 2017

Please address any inquiries or proposals to Breffni O’Rourke (breffni.orourke@tcd.ie) and Ursula Stickler (ursula.stickler@open.ac.uk), with “LLHE” in the subject line.

Breffni O’Rourke (Trinity College Dublin) & Ursula Stickler (The Open University)

De Gruyter page for Language Learning in Higher Education: http://www.degruyter.com/view/j/cercles
This CFP: http://www.degruyter.com/view/supplement/s21916128_Call_for_Papers.pdf

CFP LLT Special Issue on: Corpora in Language Learning and Teaching

CALL FOR PAPERS, LLT Special Issue on: Corpora in Language Learning and Teaching
Special issue editors: Nina Vyatkina and Alex Boulton
Corpora in their many guises have been applied for the purposes of language learning and language teaching since they emerged in their modern form in the 1960s. Whereas originally, more  pedagogical applications were of indirect nature with corpus-based studies informing the contents of  textbooks and reference grammars, recent years have seen an exponential growth of more direct applications, also known as Data-Driven Learning (DDL). These developments have been documented in a variety of publications, most notably in the series of edited volumes containing selected papers from the  biannual Teaching and Language Corpora (TaLC) conferences as well as special issues of several major  journals. Since the only LLT special issue on this topic was published in 2001, the time has now come to  take stock of the new developments in how corpora can be of help to language teachers, learners, and other users.
For this special issue, we seek proposals that present theoretically grounded and methodologically rigorous empirical studies of language learning processes or outcomes in DDL contexts using corpora, broadly defined to include native speaker corpora, second language learner corpora, pedagogical corpora, multimodal corpora, the web-as-corpus, etc. These contexts may include direct explorations of corpora by  learners, indirect applications with teacher-prepared corpus-based activities, and any combinations  thereof. We especially welcome proposals that aim to fill existing research gaps by reporting on the use of  new DDL technologies (e.g., corpus tools beyond concordancers, corpora in CALL packages), the  effectiveness of different DDL types, specific DDL effects beneficial for language learning (e.g., input enrichment and enhancement, learner autonomy, guided induction), integration of DDL instruction  modules into regular curricula, as well as languages other than English, instructional contexts other than university, teachers other than DDL researchers, and comparisons of different learning styles, motivations, levels, or profiles.
Methodologically, we would like to invite more longitudinal and/or mixed-method studies which integrate quantitative and qualitative data. Please note that articles containing only descriptions of corpora, software, or pedagogical procedures without presenting in-depth empirical data will not be considered. Furthermore, we cannot accept studies that analyze or compare linguistic data from learner and native speaker corpora but that do not consider teaching and learning processes and outcomes as the major focus of the paper.
Please consult the LLT website for general guidelines on submission
Send a title and 300-word abstract in a word document by February 1, 2016 to llt@hawaii.edu
Publication timeline:
February 1, 2016: Submission deadline for abstracts
February 15, 2016: Invitation to authors to submit a manuscript
July 15, 2016: Submission deadline for manuscripts
October 1, 2017: Publication of special issue

http://llt.msu.edu/issues/october2015/call.pdf

CFP Sharing research findings across all continents Journal of immersion and content-based education

 

Journal of immersion and content-based education

-SHARING RESEARCH FINDINGS ACROSS ALL CONTINENTS-

CALL FOR PAPERS

The Journal of Immersion and Content-Based Language Education (JICB) is an international research journal published twice per year by John Benjamins. The inaugural issue appeared in Spring of 2013 and is available online: https://www.benjamins.com/#catalog/journals/jicb.1.1/toc

JICB aims at publishing research on language immersion and other types of content-based language education programmes that are subject matter-driven and subject matter-accountable. We welcome submissions from around the world based on, for example, language immersion education, dual language education, bilingual education, CLIL (content-and-language integrated learning), sheltered English as a Second Language (ESL), language across the curriculum (LAC), language for specific/academic purposes, content-based indigenous language revitalization initiatives, and so on.

Please visit our website for more information and guidelines for authors:

http://www.benjamins.com/#catalog/journals/jicb/main or contact the JICB board:

 

Editors Diane J. Tedick | University of Minnesota

 

Perspectives on New Research

Book Review Editors Tara Fortune | University of Minnesota

 

Editorial Board

Monica Axelsson | Stockholm University

Siv Björklund | University of Vaasa

Christiane Dalton-Puffer | University of Vienna

Roy Lyster | McGill University

John Trent | Hong Kong Institute of Education

David Lasagabaster | University of the Basque Country

Kees de Bot | University of Groningen

Claudine Brohy | Université de Fribourg

Donna Christian | Center for Applied Linguistics, Washington, DC

Diane Dagenais | Simon Fraser University

Tina M. Hickey | University College Dublin

Stella Kong | Hong Kong Institute of Education

Kathryn Lindholm-Leary | Prof. Emerita, San Jose State University

Stephen May | University of Auckland

Karita Mård-Miettinen | University of Vaasa

Lizette Peter | University of Kansas

Rita Elaine Silver | National Institute of Education, Singapore

Marguerite Ann Snow | California State University, Los Angeles

Anne-Marie Truscott de Mejía | Universidad de los Andes, Bogota

William H. Wilson | University of Hawaii at Hilo