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The Year of Languages in the United States
International Journal of Bilingual Education and Bilingualism
This publication was prepared with funding from the National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, under contract no. ED-99-CO-0008. The opinions expressed herein do not necessarily reflect the positions or policies of NLE, OERI, or ED.
Under the leadership of the American Council on the Teaching of Foreign Languages (ACTFL), the Year of Languages in the United States will be celebrated during the 2004-2005 school year. This event comes at a time when foreign language programs in our nation’s schools are in a tenuous situation.
First, the good news. According to the Modern Language Association, there has been a recent jump in enrollment in foreign language courses at the university level. A total of 1.4 million students enrolled in foreign language classes in Fall 2003, a 17.9 percent jump since 1998 and the highest enrollment ever (Sacia, 2003). However, many foreign language programs at the elementary school level have suffered deep cuts. Many school districts are responding to funding shortages by reducing or eliminating their foreign language programs. In some districts, French and German programs have been cut to save Spanish programs, while less commonly taught languages like Russian and Japanese are being phased out altogether. Parents and community organizations have responded by donating money, setting up after-school language clubs, and enrolling their children in private language schools (Chaker, 2003).
However, at the same time, in his remarks at the ACTFL annual conference this past November, Secretary of Education Rod Paige stated that the No Child Left Behind Act provides sufficient funding to support foreign language education in the nation’s elementary schools. Under No Child Left Behind, foreign language is considered a “core academic subject.” “We have given local school districts significant flexibility in shifting other federal funds to cover their needs in implementing the law. … The federal money and the flexibility provisions of No Child Left Behind virtually guarantee that current courses would not be harmed, if there were the local will to keep them” (U.S. Department of Education, 2003).
Perhaps the upcoming Year of Languages in the United States will be able to help reconcile these two vastly different versions of reality. Additionally, with growing concern for national security and the increasing need for fluent speakers of languages other than English, the Year of Languages is coming at a particularly crucial time. As Dave Edwards, Executive Director of the Joint National Committee for Languages, noted “It would be wonderful if the Year of Languages could be the vehicle to make some policy connections between homeland security and the importance of foreign language education.”
U.S. Senators Chris Dodd (D-CT) and Thad Cochran (R-MS) introduced a proclamation in June 2003 designating the years 2004 and 2005 as "Years of Foreign Language Study." During this year, “foreign language study is promoted and expanded in elementary schools, secondary schools, institutions of higher learning, business, and government programs” (Senate Resolution 170, 2003). The purpose of the proclamation is to celebrate the nation’s multilingual heritage and to promote the value of learning foreign languages in the 21st century (American Council on the Teaching of Foreign Languages, 2003).
The Year of Languages in the United States is loosely modeled on the European Year of Languages that took place in 2001. The European Year of Languages had the following key objectives:
to raise awareness of the extent and value of Europe's linguistic diversity;
to encourage multilingualism;
to promote language learning among the general public for self development, enhancing the economy, intercultural understanding, and knowing one's rights as a European;
to encourage lifelong learning of languages regardless of age or background;
to collect and disseminate information about language teaching and learning (Coss, 2001).
Although the language policy situation in the United States is quite different from that of the European Union, the basic goals for these celebrations are the same. As ACTFL Director of Communications Steve Ackley notes, “The outlook toward multilingualism in Europe is far different than it is in the United States. It will be a bit more of a challenge here.” In a nutshell, the primary goal of the Year of Languages in the United States is to “advance the concept that every American should develop proficiency in both English and another language” (American Council on the Teaching of Foreign Languages, 2003).
Activities to celebrate the Year of Languages will take place in schools across the country as well as in community organizations and local, state, and federal government agencies. ACTFL is recruiting delegates across the country to contact their local schools and school districts about the Year of Languages and help them get involved. ACTFL plans to disseminate sample proclamations that schools can use to persuade local governments to adopt the Year of Languages in their community.
Schools, community organizations, and government agencies at the local, state, and federal level are encouraged to get involved. Possible events at the local levels include cultural fairs, student language and cultural contests, and community service activities highlighting the use of student language skills. Schools will plan activities that promote enrollment in foreign language programs and that encourage expansion of program offerings in the less commonly taught languages.
ACTFL plans to make promotional materials such as banners and brochures promoting the Year of Languages available for purchase by schools and community organizations. The Year of Languages Web site will be up by Spring 2004. Until then, those interested in getting their school and community to participate in this event should contact ACTFL directly at 703-894-2900 and visit ACTFL’s main Web site .
American Council on the Teaching of Foreign Languages. (2003). The year of languages in the United States: Executive Summary. Unpublished report. Washington, DC: Author.
Chaker, A. M. (2003, October 30). Schools say “adieu” to foreign languages. The Wall Street Journal.
Coss, S. (2001). The European year of languages. Retrieved December 5, 2003 from http://www.aiic.net/ViewPage.cfm/article242.htm
Sacia, M. (2003, November 18). More college students study foreign languages. The Badger Herald.
Senate Resolution 170 Designating the years 2004 and 2005 as “Years of Foreign Language Study”, 108th Cong., 1st sess. (2003).
United States Department of Education. (2003, November 21). Remarks of Secretary Paige at the American Council on the Teaching of Foreign Languages.
ERIC/CLL gratefully acknowledges Steve Ackley of the American Council on the Teaching of Foreign Languages for his valuable assistance in writing this article.
The International Journal of Bilingual Education and Bilingualism is a multidisciplinary, peer-reviewed journal that focuses on all aspects of bilingualism and bilingual education around the world. The journal includes theoretical and conceptual analyses, foundational and applied research using qualitative or quantitative approaches, critical essays, and comparative book reviews. Articles are contributed varied disciplines, including linguistics, sociology, psychology, education, law, women's studies, history, and economics.
This journal aims to spread information on international developments and research on bilingualism and bilingual education to ensure collaboration between different continents. The International Journal of Bilingual Education and Bilingualism is published six times a year by Multilingual Matters.
Recent articles include:
Language attitudes and the future of bilingualism: The case of Paraguay (Vol 6, No. 2, 2003)
Mother tongue education and the law: A legal review of bilingualism with reference to Scottish Gaelic (Vol 6, No. 2, 2003)
Testing the language mode hypothesis using trilinguals (Vol 6, No. 1, 2003)
Postmodernis perspectives on local languages: African mother-tongue education in times of globalisation (Vol 6, No. 1, 2003)
Bilingual curriculum construction and empowerment in Colombia (Vol 6, No. 1, 2003)
Real and potential benefits of bilingual Programmes in developing countries (Vol 5, No. 6, 2002)
You can search online for articles from this and other journals indexed in Current Index to Journals in Education.
You can recognize journal abstracts in the ERIC database by their "EJ" prefix followed by a six-digit number. ERIC abstracts can be read at ERIC centers in libraries in the United States and overseas, as well as on the Web.
Subscriptions to the journals indexed in ERIC can be obtained from the publishers. Individual articles from many journals are available from the article reproduction service ingenta: 800-296-2221; www.ingenta.com; firstname.lastname@example.org
News from ERIC/CLL
For the past 30 years, the Center for Applied Linguistics (CAL) has operated the ERIC Clearinghouse on Languages and Linguistics (ERIC/CLL). During this time, ERIC/CLL has produced a number of quality publications including digests, online resource guides, print and Web-based newsletters, books in the Language in Education and Professional Practice series, and several searchable online directories. ERIC/CLL has also maintained a Web site and provided question-answering services.
This year the U.S. Department of Education has decided to discontinue the ERIC system as we know it, with its 16 subject-specific clearinghouses and question-answering services, and to contract with a single company that will host the ERIC database. As a result, ERIC/CLL and the other ERIC clearinghouses will cease to exist after December 31, 2003. (For information about ERIC after that date, visit www.eric.ed.gov).
With the loss of funding for ERIC/CLL, CAL will no longer be able to publish ERIC/CLL Language Link. This issue is our last. CAL’s ability to respond to information requests will also be limited, and we will no longer be participating in the development and maintenance of the ERIC database.
We are sorry to see the network of ERIC clearinghouses come to an end. The ERIC Web sites receive about 70 million hits per month from more than 10 million distinct users, and staff from the clearinghouses answer approximately 150,000 phone call and email queries per year.
Despite the closing of our ERIC Clearinghouse, CAL remains committed to providing quality language education materials to professionals working in the fields of ESL, foreign language, bilingual education, and linguistics. CAL will continue to make available books and free publications on topics in these fields, including many of the products developed by ERIC/CLL.
The staff of ERIC/CLL are grateful for the opportunities we have had to work with you, the readers of ERIC/CLL Language Link, to help promote and improve the teaching and learning of languages and to serve those working in the fields of languages and linguistics. We appreciate your interest in and support of our work over the years, and we wish all of you success in your continuing efforts to promote a language proficient society.
Joy Peyton, Director
Jeanne Rennie, Associate Director
Lisa Biggs, Administrative Assistant
Sophia Birdas, Information and Outreach
Sally Morrison, Technology
Craig Packard, User Services
Elizabeth Peterson, Publications
Laurel Winston, Acquisitions
New Publications from ERIC/CLL
Language by Video provides useful information about the effectiveness of video-based language programs in the K–8 classroom and detailed analysis of the five most popular video-based language programs used in U.S. elementary schools today: Elementary Spanish, Español para ti, Muzzy, Salsa, and Saludos. This valuable resource for planning and implementing early foreign language programs will be available in early 2004 from the CALstore.
ERIC/CLL News Bulletin
The latest issue of the ERIC/CLL News Bulletin has recently been published. This issue's feature article by Jodi Crandall explores some of the issues surrounding speakers of World Englishes in U.S. schools and includes strategies on how to assist these learners. Our second article focuses on literacy instruction for English language learners.
Culture in Second Language Teaching by Elizabeth Peterson and Bronwyn Coltrane
Action Research by Richard Donato
Curricular Models for University African Language Programs by David Dwyer
Research Insights for L2 Writing Instruction by Ilona Leki
Generation 1.5 Students and College Writing by Linda Harklau
Second Language Acquisition and Technology: A Review of the Research by Jean W. LeLoup and Robert Ponterio
Teaching Foreign Language to Children Through Video by Nancy Rhodes and Ingrid Puhfahl
Cultural Diversity and Language Socialization in the Early Years by Eunjin Park and Kendall King
Establishing an Effective Newcomer Program by Deborah J. Short and Beverly A. Boyson
New Resource Guide Online
Resource Guides Online include information on and links to resources on specific topics in language education: ERIC/CLL publications, publications from other sources, Web sites, discussions forums, conferences, and abstracts of relevant ERIC documents. This Resource Guides has recently been added to our Web site
Resources for ESL Assessment
Resources for Educators of English Language Learners
News from the U.S. Department of Education
2004 Strategic Plan
The Department of Education has released its FY 2004 Strategic Plan. Foreign language and international education are mentioned in Objectives 2.4, 2.5 and 5.6 of the plan.
The Achiever is a weekly electronic newsletter from the Department of Education that provides information, events, and announcements about No Child Left Behind. See past issues and subscribe online. The November 15 issue profiled a New York City English/Mandarin Chinese dual language school, the only one of its kind in the U.S.
NCLE Symposium: Assessment and Accountability in Programs for Adult English Language Learners
On May 16, 2003, at a symposium on "Issues and Challenges in Assessment
and Accountability for Adult English Language Learners," hosted by the
National Center for ESL Literacy Education (NCLE), over 100 teachers, program
administrators, researchers, test developers, and policy makers gathered
at the Center for Applied Linguistics to discuss the field's vision for ESL
program accountability and learner assessment.
Read the synthesis of this symposium online.
Center for Applied Linguistics
Enhancing Education in Linguistically Diverse Societies, CAL's publication on mother tongue education around the world, is being revised and will be available on our Web site and through the CALStore in January. This publication outlines key dimensions of organizing and delivering mother tongue programs for speakers of minority languages in the primary grades, and it profiles successful programs. UNESCO is emphasizing the importance of providing early education in the language of the student as a crucial part of the Education for All initiative.
The Center for Applied Linguistics invites applications for the 2004 G. Richard Tucker Fellowship. During the period of June 2004 through May 2005, including a four-week residency at CAL in Washington, DC, the Fellow will interact with senior staff members on one of CAL's existing research projects or on a suitable project suggested by the Fellow. The fellowship pays a stipend plus travel expenses. Priority will be given to proposals that focus on all types of language education and testing or on language issues related to minorities in the United States or Canada.
The competition is open to candidates for a master's or doctoral degree
in any field that is concerned with the study of language. Minorities are
especially encouraged to apply. Applicants must be currently enrolled in
a degree program in the United States or Canada and must have completed the
equivalent of at least one year of full-time graduate study. Applications
must be received on or before April 16, 2004. For further information contact
Grace S. Burkart at the Center for Applied Linguistics, 4646 40th Street,
NW, Washington, DC 20016. Telephone: (202) 362-0700. Internet: email@example.com
The Center for Research on Education, Diversity & Excellence (CREDE)
Partnerships with Latino Immigrant Parents
(Practitioner Brief #6)
by Shannon Fitzsimmons, Center for Applied Linguistics
This brief discusses research findings on Latino immigrant parents' attitudes towards their children's education, lessons learned from CREDE projects in which these parents participated, and implications for instruction.
The Proceedings of the First National Conference for Educators
of Newcomer Students
Edited by Beverly A. Boyson, Bronwyn Coltrane, & Deborah J. Short
The Proceedings of the First National Conference for Educators of Newcomer Students are now available to purchase. Drawn from the 2002 conference, the proceedings offer summaries of more than 35 presentations by researchers, educators, and policy makers. Presentations focused on design, curriculum and instruction, and professional development in elementary and secondary newcomer programs. Order from the CALstore.
Secondary School Newcomer Programs in the United States
CREDE Research Report 12
by Beverly A. Boyson & Deborah J. Short
This Research Report from CREDE presents a four-year study of newcomer programs in the United States. Researchers used a detailed questionnaire to capture and synthesize data on many characteristics of existing newcomer programs. The report describes the population that newcomer programs serve as well as rationales for the recent development of these programs. The report discusses findings regarding program model, program features, instructional design, student assessment, staffing and professional development, and parent and community connections. Order from the CALstore.
The Development of Bilingualism and Biliteracy from Grade 3 to
5: A Summary of Findings from the CAL/CREDE study of Two-Way Immersion
CREDE Research Report 13
by Elizabeth R. Howard, Donna Christian, & Fred Genesee
This CREDE report presents design and findings of the national, longitudinal study of two-way immersion (TWI) students’ language and literacy development across two languages. The report describes the Spanish and English narrative writing, reading, and oral proficiency developments of native English speakers and native Spanish speakers. Based on findings from the study of 11 TWI programs across the United States, the report discusses levels of language and literacy attainment, growth in language and literacy ability over time, and the relationship between language and literacy growth in a student’s first and second languages. Order from the CALstore.
Designing Effective Activity Centers for Diverse Learners: A Guide
for Teachers at All Grade Levels and for All Subject Areas
CREDE Occasional Publication
by R. Soleste Hilberg, Ji-Mei Chang, & Georgia Epaloose
This guide is a resource for teachers interested in using Activity Centers in their classroom instruction. Activity Centers incorporate the strategies of CREDE’s Five Standards for Effective Pedagogy and increase learning opportunities for all students. The guide includes an explanation of the theoretical rationale for Activity Centers; descriptions, graphic organizers, and checklists for gradual implementation of Activity Centers; sample materials for student use in Activity Centers; and further resources to assist teachers in creating Activity Centers. Look for this forthcoming resource in the CALstore.
The Immigrant Parents’ Computer Literacy Project A Strategies
Guide for Implementation
By, Richard Durán, Jane Durán, Rosita Ramirez, & Deborah Perry Romero
CREDE Educational Practice Report
In this report, researchers present key issues raised from collaboration with Latino immigrant parents in a long-term research and development project. The issues include location and logistical considerations, recruitment and retention of parents, researcher and pedagogical factors, as well as cultural concerns. The authors describe these topics in relation to their experience conducting CREDE Project 3.4, Developing Immigrant Parents’ Computer Literacy In Partnership with Students’ Learning. Look for this forthcoming resource in the CALstore.
National Clearinghouse for English Language Acquisition (NCELA)
NCELA’s Revamped Web Site
The NCELA Web site is a nationally recognized source of current, reliable, and accessible information about quality education for immigrant and second language learners. In 2004, the Web site will display a new look with new features such as “resources for” and “resources about” specific audiences. The redesigned site will address the changing needs of a language education community that includes Title I and Title III grantees, institutions of higher education, parents, and practitioners.
OELA 2003 Summit
NCELA will soon have available on its Web site the agenda and PowerPoint presentations from OELA’s 2003 Summit “Celebrate Our Rising Stars” held December 2-4 at the Hilton Washington Hotel and Towers in Washington, D.C. Special guest speakers included Secretary of Education Rod Paige, Undersecretary of Education Eugene Hickok, and Ed Moy, Special Assistant to the President and Associate Director of the Office of Presidential Personnel. Among the general session speakers were Laura-Ann Petitto, Brad Duggan, Diane August, David Francis, and Peggy McCardle. Presentations covered a wide range of topics, including teacher preparation, research findings and methodology, standards and assessment, and parent and community involvement.
OELA’s Weekly Newsletter
Catch the latest information, publications, conferences and stories for educators and academics in the fields of dual language education, ESL, and EFL with our weekly newsletter, OELA’s Newsline. Every week our researchers scour the Internet, journals, newspapers, and magazines to supply you with the most up-to-the-minute information available. Check out this week’s issue online.
Teachers College, Columbia University
Imagining Multilingual Schools: An International Symposium on Language in Education
Thursday, September 30, 2004 through Saturday, October 2, 2004
Milbank Chapel, Main Hall, 1st floor
Keeping pace with the growing role of globalization in our daily lives, schools throughout the world have had to prepare students for the increasingly multilingual societies in which we live, learn and work. In the fall of 2004, from September 30 to October 2, international scholars, policy-makers, and educators will gather at Teachers College, Columbia University, to share and study educational visions and designs that prepare students to engage in multilingual landscapes indelibly marked by linguistic difference and that support the development of multilingual communicative practices.
Drawing from their international experience, the speakers will consider -- What role does school play in developing students' multilingualism and multilingual literacies? How do school systems throughout the world organize themselves to ensure the development of students’ multilingualism? What are the differences and commonalities in the multilingual schooling of immigrant students, indigenous peoples, traditional minorities, and majority populations? What issues arise as schools develop multilingual educational programs and how do teachers and parents support the development of multilingualism? How can we move education for multilingual competence higher up on policy agendas?
We warmly invite you to join us as we collaboratively reflect on these questions, and dialogue, as an international community, about significant concerns for multilingual schooling across the world.
National Association of State Boards of Education (NASBE)
In the newly released report, The Complete Curriculum: Ensuring a place for the arts and foreign languages in American's schools, the National Association of State Boards of Education (NASBE) found that arts and foreign language education is becoming marginalized and is increasingly at risk of being eliminated as part of the core curriculum. In addition to highlighting the benefits of foreign language education, the report offers several recommondations to state policy makers on how to promote foreign language study and the arts. If you would like to obtain a full copy of the study, visit the NASBE website.
Council for Corporate and School Partnerships
National School and Business Partnerships Award
This award will recognize exemplary partnerships between schools and businesses around the country. Partnerships involving kindergarten through 12th grade public schools and/or school districts and businesses are eligible to apply for the award.
The Council will present six awards in the inaugural year. Those selected for the award will receive national recognition and the schools or districts will receive $10,000 to support partnership efforts.
Members of The Council for Corporate & School Partnerships will judge applications.
Applicants for the award will be judged on a number of criteria, including:
The strength of the partnership's foundation, as evidenced by shared values, and the school and business partner's ability to define mutually beneficial goals;
The success of the partnership's implementation, as evidenced by such factors as the management process and determination of specific, measurable outcomes;
The partnership's sustainability, based on such factors as support by school and business leaders and by teachers, employees, students and other constituents; and
The partners' ability to present a clear evaluation of the partnership's impact, as measured by evidence that the partnership was developed with clear definitions of success for all parties, and that it has resulted in improvements of the academic, social or physical well-being of students.
Find more information online.
American Council on the Teaching of Foreign Languages (ACTFL)
2004 ACTFL Call For Proposals
ACTFL Convention 2004
November 19-21, 2004
Effective immediately, proposals for sessions and workshops to be presented at the ACTFL annual conference can only be submitted electronically on the ACTFL website. Proposals must be submitted by December 19, 2003.
The theme of the meeting is The Year of Languages: Celebrating Our International Spirit. The 2004 ACTFL Convention will provide attendees with an exciting array of sessions and events that celebrate the value of language learning and culture studies. Specifically, the following topics will be fundamental in addressing the convention theme: 1) building positive public perception regarding language learning, culture studies and study abroad programs; 2) increasing knowledge and understanding of languages and cultures; 3) sharing effective language education policies and practices; 4) providing leadership and collaboration on education issues; and 5) improving the teaching and learning of languages and cultures in the United States.
This call encourages language educators from all areas of our profession to submit proposals and make plans to attend this convention and celebrate the past, present and future of language learning and culture study in our country. The Convention Committee will review the proposals with the goal of providing an expansive and inclusive array of workshops and sessions that will meet the needs of our very diverse language profession.
Proposals must be submitted online by December 19, 2003.
The National Capital Language Resource Center (NCLRC)
Elementary Immersion Learning Strategies Resource Guide
This resource is now available free online. This interactive website is an online version of the NCLRC's Elementary Immersion Learning Strategies Resource Guide. Users can follow the guide sequentially, skip to topics of interest, or jump directly to printable resources like lesson plans, charts, and worksheets. Topics covered include: definitions, descriptions, and examples of language learning strategies, teaching students to think about learning, teaching learning strategies using the Cognitive Academic Language Learning Approach, and selecting strategies to introduce to students in language and content areas at each grade level. The site also provides sample lessons for a variety of grade levels, languages, and subject areas, and a review of the literature on language learning strategies instruction. The appendices contain further resources for teachers: an annotated list of stories to help teach learning strategies, a model for developing a learning strategies lesson, and learning strategies lists and definitions in Arabic, Chinese, French, German, Japanese, and Russian.
Teachers of English to Speakers of Other Languages (TESOL)
New Resume Bank
New version of Resume Bank available to TESOL job seekers. The new version of TESOL's Resume Bank is now available. If you are one of the first 500 people to post your resume, you will be entered in a drawing to win a free one-year TESOL membership renewal. To post your resume, visit JobFinder and choose the section for job seekers. Once you have set up your password-protected account, you will be able to begin posting resumes, CVs and cover letters. If you need assistance using the new system, please e-mail firstname.lastname@example.org. If you need additional Career Services information, e-mail email@example.com.
American Association for Applied Linguistics (AAAL)
AAAL has made available for travel to their 2004 Conference in Portland, Oregon, three travel awards in the amount of $1,000 U.S. each. Each award also carries a waiver of the conference registration fee. These awards are for scholars participating in the conference program from parts of the world where economies make it inordinately difficult if not prohibitive for them to travel to the conference.
AAAL Graduate Student Travel Grants
Purpose: To help support travel (and some expenses) of 6 graduate student members of AAAL to the 2004 annual meeting in Portland, Oregon.
Eligibility: Applicants must be current members of AAAL (at time of application) who are in a university Master's or Ph.D. program in applied linguistics or a related field.
Amount: A maximum of 6 awards will be given: $800.00 each for up to four Ph.D. student awards and up to two Master's student awards. In addition, the awards include the waiving of conference registration fees. Two of the six awards — the ETS Graduate Student Travel Scholarship and the Multilingual Matters Graduate Student Travel Scholarship — will be awarded to the two top-ranked Ph.D. student applicants.
Application Procedure: Only online applications will be accepted.
Deadline: Applications must be submitted by January 5, 2004.
If you have further questions, please contact: Jeff Connor-Linton (firstname.lastname@example.org)
Northeast Conference on the Teaching of Foreign Languages (NECTFL)
NECTFL is offering summer study abroad scholarships for French, German,
and Spanish teachers. Scholarship applications can be downloaded online.
National Middle Eastern Languages Resource Center
Arabic Instructor Training Seminar
Texas Foreign Language Education Conference
Proposals for presentations of papers are invited in the following areas:
second language acquisition, language pedagogy, assessment & evaluation,
language & culture, language & technology, literacy, and bilingual
education. Our theme this year is a charge to bring together research and
practice for both the benefit of academia and the practical classroom purposes.
Papers should explore the complementary perspectives provided by examining
both theory and practice. The core goal of the conference is to encourage
different language pathways through research and practice and to provide
a bridge between researchers and teachers so that we can come together to
paint a picture that more closely resembles the realities of the ultimate
purpose of research and classroom life.
Second Language Research Forum
Call for Proposals
SLRF 2004 Annual Meeting
October 15-17, 2004
Convergence and Collage: Collaboration in Applied Linguistics and the Language Sciences
The Second Language Research Forum (SLRF) invites proposals for presentations at its annual meeting to be held October 15-17, 2004 at the Pennsylvania State University in University Park/State College, PA. Proposals may be for poster or paper presentation and may address one or more of these areas:
Theoretical and empirical approaches to second language acquisition and instruction
Linguistic analyses (including, but not limited to, phonetics/phonology, discourse analysis, conversation analysis, and syntax)
Bi- and multi-lingualism
Culture, cognition, testing, planning, and policy development as they relate to language
Neuroscience approaches as they relate to second language acquisition and bi- or mutli-lingualism
Submission details are available online. Proposals may be submitted online until April 26, 2004.
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