Category: CALL

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 ALSIC special issue on telecollaboration

 

Through the CALICO list

Call for proposals, ALSIC special issue on telecollaboration.

Submissions will be accepted in French or English. For more information, please see the link https://alsic.revues.org/2819
The studies included in this issue will:

cover the different players and bodies involved in telecollaboration projects;

focus on telecollaboration in primary, secondary and university teaching (or even outside any formal context), within the framework of multilingual and intercultural education;

relate experiences of language learning and teaching via telecollaboration and the use of synchronous and/or asynchronous tools;

opt for exchanges in tandem and/or in lingua franca;

reflect on methods of work (pooling, discussion, cooperation, working together), on negotiation of meaning and development of learning tasks, and on the link between proposed tasks and communication scenarios (Dejean-Thircuir & Mangenot, 2006);

highlight the intercultural and multilingual aspects of these exchanges and issues concerning stereotyping and conflicts of opinion (O’Dowd & Ritter, 2006) or even different educational cultures;

demonstrate the interest of approaches focused on reflexivity and (re)discovery of oneself and others under the prism of distancing implemented, for instance, by keeping logs and/or by verbal exchanges aimed at mediation and reflection (Schneider & Von der Emde, 2006).
Initially we require a 4,000-character abstract (not including spaces and references), to be sent to anthippi.potolia@univ-paris8.fr

and

sofia.stratilaki@univ-paris3.fr

by 30th October 2015. The selected authors must send their complete text in the first quarter of 2016. The submissions accepted will be published online during 2016. If you are interested and not able to send us an abstract by 30th October, you can still contact us by sending an e-mail.

CFP Learner Autonomy and Web 2.0 deadline 31/08

 

Through the EUROCALL list
Provisional Book Title: Learner Autonomy and Web 2.0

Call for Abstracts

The 2017 CALICO Monograph, published by Equinox, aims to explore how the notion of learner autonomy is being reshaped within Web 2.0 environments. In early definitions, dating from the 1980s, learner autonomy was largely conceived of in terms of individuals working in ‘self-access’ mode, selecting the learning resources and methods they saw as effective, in pursuit of personal goals, perhaps with the aid of a learning adviser (Holec 1981). Other theorists of learner autonomy – such as Dam (1995), Little (2012) or Trebbi (1989) – viewed the concept as having a social dimension, rather than being purely individualistic. This second view of learner autonomy is more and more relevant given the advent of social media, where students have unprecedented opportunities for collaborative learning (Lamy & Zourou 2013). Consequently, social theories of learning (e.g. sociocultural theory, communities of practice, connectivism) have increasingly informed research into learner autonomy in foreign language learning (see Murray 2014). Of equal importance is the opportunity afforded by Web 2.0 of using multiple modes for making meaning, in learning to communicate online. This has enabled some to suggest a possible recasting of learner autonomy in the digital world as ‘the informed use of a range of interacting resources in context’ (Palfreyman, 2006; Fuchs, Hauck and Müller-Hartmann, 2012). Others may feel that being digitally literate alone does not constitute learner autonomy in the online world.

The question is: ‘What does?’ In this monograph, we welcome chapters grounded in sound theoretical frameworks and/or analyzing empirical data which investigate how learner autonomy intertwines with the social and/or the modal affordances of Web 2.0 environments. The questions raised for educational users of Web 2.0 environments about the relationship between CALL and learner autonomy include, but are not restricted to:

-Do online learners require or acquire learner autonomy in practising CMC?

-What affordances of CALL environments, and more particularly Web 2.0 environments, could help develop the different facets of learner autonomy?

-How do (a) digital literacy and (b) L2 proficiency relate to learner autonomy in online environments?

-What space exists for individuals to exercise learner autonomy in Web 2.0? How does individual autonomy relate to group autonomy in Web 2.0?

-How can online learning tasks be designed to foster both individual and group autonomy?

-How can individual learning gain be monitored and assessed in Web 2.0?

-With such questions at stake, what is the expected role of language centers?

-Which (new, or existing) forms of counselling may foster students’ learning-to-learn skills within Web 2.0 environments?

 

Interested authors should send a chapter abstract (200-300 words, plus references) and an author biography (100 words) to calico2017monograph@gmail.com before the end of August 2015.

 

Timeline

Notification of contributors 31 August 2015

First draft of papers to be submitted 1st Dec 2015

Second draft of papers to be submitted 15 Apr 2016

Special Issue to be published April 2017

 

Editors

Tim Lewis, Open University

Annick Rivens Mompean, Lille3 University

Marco Cappellini, Lille3 University

Researching Language Learner Interactions Online: From Social Media to MOOCs

The 2015 CALICO Monograph: Researching Language Learner Interactions Online: From Social Media to MOOCs edited by Ed Dixon and Michael Thomas is now available.

 

Ch. 1
Edward Dixon
Michael Thomas

Introduction
Ch. 2 Dana Milstein Pancake People, Throwaway Culture, and En Media Res Practices: A New Era of Distance Foreign Language Learning

Ch. 3 Alice Chik English Language Teaching Apps: Reconceptualizing Learners, Parents, and Teachers

Ch. 4
Timothy Lewis
Anna Comas-Quinn
Mirjam Hauck

Clustering, Collaboration, and Community: Sociality at Work in a cMOOC

Ch. 5 Fernando Rubio The Role of Interaction in MOOCs and Traditional Technology-Enhanced Language Courses

Ch. 6
Edward Dixon
Carolin Fuchs

Face to Face, Online, or MOOC–How the Format Impacts Content, Objectives, Assignments, and Assessments

Ch. 7
Vickie Karasic
Anu Vedantham

Video Creation Tools for Language Learning: Lessons Learned

Ch. 8
Michael Thomas

Researching Machinima in Project-Based Language Learning: Learner-Generated Content in the CAMELOT Project

Ch. 9 Yuki Akiyama Task-Based Investigations of Learner Perceptions: Affordances of Video-Based eTandem Learning

Ch. 10 Ilona Vandergriff Exercising Learner Agency in Forum Interactions in a Profesionally Moderated Language Learning Networking Site

Ch. 11 Motoko I. Christensen
Mark Christensen Language Learner Interaction in Social Network Site Virtual Worlds

Ch. 12 Geraldine Blattner
Amanda Dalola
Lara Lomicka Tweetsmarts: A Pragmatic Analysis of Well Known Native French Speaker Tweeters

Ch. 13 Theresa Schenker Telecollaboration for Novice Language Learners–Negotiation of Meaning in Text Chats between Nonnative and Native Speakers

Ch. 14 Giulia Messina Dahlberg
Sangeeta Bagga-Gupta Learning On-The-Go in Institutional Telecollaboration: Anthropological Perspectives on the Boundaries of Digital Spaces

Ch. 15 Marie-Thérèse Batardière Examining Cognitive Presence in Students’ Asynchronous Online Discussions

Ch. 16 Kelsey D. White Orientations and Access to German-Speaking Communities in Virtual Environments

Ch. 17 Megan Case Language Students’ Personal Learning Environments Through an Activity Theory Lens

Ch. 18 Bonnie Youngs
Sarah Moss-Horwitz
Elizabeth Snyder Educational Data Mining for Elementary French On-line: A Descriptive Study

Ch. 19 Stephanie Link
Zhi Li Understanding Online Interaction Through Learning Analytics: Defining a Theory-Based Research Agenda

 

 

#CFP Learner Autonomy and Web 2.0 @CALICOnsortium


Provisional Book Title: Learner Autonomy and Web 2.0

Call for Abstracts

The 2017 CALICO Monograph, published by Equinox, aims to explore how the notion of learner autonomy is being reshaped within Web 2.0 environments. In early definitions, dating from the 1980s,learner autonomy was largely conceived of in terms of individuals working in ‘self-access’ mode, selecting the learning resources and methods they saw as effective, in pursuit of personal goals, perhaps with the aid of a learning adviser (Holec 1981). Other theorists of learner autonomy – such as Dam (1995), Little (2012) or Trebbi (1989) – viewed the concept as having a social dimension, rather than being purely individualistic. This second view of learner autonomy is more and more relevant given the advent of social media, where students have unprecedented opportunities for collaborative learning (Lamy & Zourou 2013). Consequently, social theories of learning (e.g. sociocultural theory, communities of practice, connectivism) have increasingly informed research into learner autonomy in foreign language learning (see Murray 2014). Of equal importance is the opportunity afforded by Web 2.0 of using multiple modes for making meaning, in learning to communicate online. This has enabled some to suggest a possible recasting of learner autonomy in the digital world as ‘the informed use of a range of interacting resources in context’ (Palfreyman, 2006; Fuchs, Hauck and Müller-Hartmann, 2012). Others may feel that being digitally literate alone does not constitute learner autonomy in the online world. The question is: ‘What does?’

In this monograph, we welcome chapters grounded in sound theoretical frameworks and/or analyzing empirical data which investigate how learner autonomy intertwines with the social and/or the modal affordances of Web 2.0 environments. The questions raised for educational users of Web 2.0 environments about the relationship between CALL and learner autonomy include, but are not restricted to:

• Do online learners require or acquire learner autonomy in practising CMC?

• What affordances of CALL environments, and more particularly Web 2.0 environments, could help develop the different facets of learner autonomy?

• How do (a) digital literacy and (b) L2 proficiency relate to learner autonomy in online environments?

• What space exists for individuals to exercise learner autonomy in Web 2.0? How does individual autonomy relate to group autonomy in Web 2.0?

• How can online learning tasks be designed to foster both individual and group autonomy?

• How can individual learning gain be monitored and assessed in Web 2.0?

• With such questions at stake, what is the expected role of language centers?

• Which (new, or existing) forms of counselling may foster students’ learning-to-learn skills within Web 2.0 environments?

Interested authors should send a chapter abstract (200-300 words, plus references) and an author biography (100 words) to calico2017monograph@gmail.com before Monday July 15, 2015.

Timeline

Deadline for submission of abstracts 15 July 2015

Notification of contributors 31 August 2015

First draft of papers to be submitted 1st Dec 2015

Second draft of papers to be submitted 15 Apr 2016

Special Issue to be published April 2017

 

Editors

Tim Lewis, Open University

Annick Rivens Mompean, Lille3 University

Marco Cappellini, Lille3 University

The EUROCALL Review 23,1 available online

Through the EUROCALL list

::::::::::::::::::::::::::::::::::::::::

 

Volume 23, Number 1, of The EUROCALL Review is available online from

http://www.eurocall-languages.org/publications/review

featuring:

Papers stemming from the INTENT conference on ‘Telecollaboration in University Foreign Language Education’ held at the Faculty of Philosophy and Letters, University of León, Spain, on 14 February 2014.

  • Promoting critical thinking in online intercultural communication. Marie-Thérèse Batardière.
  • Why in the world would I want to talk to someone else about my culture? Chesla Ann Bohinski and Yumei Leventhal.
  • A blended learning scenario to enhance learners’ oral production skills. Hee-Kyung Kim.
  • Combining Skype with Blogging: A chance to stop reinforcement of stereotypes in intercultural exchanges? L. Lynette Kirschner.
  • English learning in an intercultural perspective: Russia and Norway. Anne-Mette Bjøru.
  • Pan-American teletandem language exchange project. Aurora Castillo-Scott.

Regular paper

  • An e-portfolio to enhance sustainable vocabulary learning in English. Hiroya Tanaka, Akio Ohnishi, Suzanne M. Yonesaka and Yukie Ueno.

 

Recommended website

  • ABA English. Reviewed by Rafael Seiz Ortiz.

Please remember that contributions are always welcome and that articles published in The EUROCALL Review are peer-reviewed by an International Editorial Board. The online journal is also listed in the ERIC journal database. If you are working on a project that you would like us to know about, or if you know of a website or software that you find specially interesting and would like to share with other colleagues, please do not hesitate to write to me about it.