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Archived Content from Conference Held in May 2011 

"Expanding Our Horizons"

Seventh International Conference on Language Teacher Education

May 19-21, 2011
Radisson University Hotel
Minneapolis, Minnesota, USA

Call for Papers

The deadline has now passed.  Thank you for your interest in the conference.

Introduction

The Seventh International Conference on Language Teacher Education welcomes proposals for papers and symposia on all aspects of the education and professional development of language teachers. Papers and symposia may report on data-based research, theoretical and conceptual analyses, or best practices in language teacher education.

The mission of the conference is to address the education of teachers of all languages, at all instructional and institutional levels, and in all the many national and international contexts in which this takes place, including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; and the teaching of less commonly taught languages. The conference aims to bring together teacher educators from these many contexts to discuss and share research, theory, and best practices and to initiate and sustain meaningful professional dialogue across languages, levels, and settings. The conference will focus on four broad themes, which are described below. Proposals are more likely to be accepted if they address one of these themes.

Conference Themes

Theme I: The Knowledge Base of Language Teacher Education

A central issue in language teacher education is the question of what constitutes the knowledge base of language teaching and how it relates to the processes and content of teacher education. This theme will include research and perspectives on: teachers’ knowledge and beliefs; teacher learning informal and informal contexts; teachers’ ways of knowing; teacher socialization; professional development; and the nature of disciplinary knowledge.

Theme II: Social, Cultural, and Political Contexts of Language Teacher Education

Language Teacher Education takes place in multiple contexts and with diverse populations, where language, culture and identity are intricately bound together. These contexts are often impacted by actions taken by formal and informal decision-making bodies, which may or may not involve the participation of teacher educators. This theme will include critical and analytical perspectives on: institutions, communities, and discourses within which teacher education practices are situated; language education policy and planning; power, status, and authority in language teacher education; diversity and equity in language teacher education, including issues of race, class, gender, sexual orientation, and language; the socially situated nature of language and learning; and issues related to policy, such as standards, legislative mandates, recruitment and retention, and advocacy by language teacher organizations.

Theme III: Collaborations in Language Teacher Education

A key element in teacher development is effective collaboration between those individuals and institutions preparing teachers and their professional counterparts currently engaged in language teaching and learning. This theme will examine: ways in which teacher education recognizes the shared development of professionals; models or structures of collaboration that stress ongoing teacher development including mentoring and professional development schools; examples of and/or research on collaboration in which teacher development and research inform each other; and research, projects, or practices that recognize teacher expertise and the teacher voice as pivotal in addressing issues of language teaching and learning.

Theme IV: Practices of Language Teacher Education

The practices of language teacher education refer to the ways in which the knowledge base is conceptualized and operationalized in teacher preparation and professional development. This theme will examine: program design; curriculum models; pedagogy; teacher assessment; organization of instruction; field experiences; observation/supervision; self-study of practice; and action research.

Types of Sessions

Symposia (2 hours): A symposium provides an opportunity for a group of individuals (typically three to five) to propose a specific issue or topic in the field of language teacher education and examine it from a variety of perspectives. Total presentation time is limited to one hour to ensure that at least half of the session engages presenters and the audience in extended dialogue.

Paper Sessions (25-minute papers): A paper involves a 25-minute presentation on a topic related to one of the four themes. Papers will be grouped thematically when possible. Grouped paper presentation sessions will include three papers followed by 45-60 minutes of questions and discussion after all of the papers have been presented.

Discussion Sessions (55 minutes): Discussion Sessions address a topic best pursued through extended dialogue among participants. These sessions will begin with a short (10 minute) informal presentation; the remaining time will be devoted to discussion moderated by the presenter/facilitator. Discussion sessions are given in small-group settings.


Submission Guidelines

The deadline for submissions is December 15, 2010.

  • You will need a 400-word (maximum) abstract of your paper, session, or symposium for submission as well as a 50-word summary for the printed program.
  • Review the paper criteria.
  • Lead presenters will be responsible for contacting all co-presenters with information concerning the conference and presentations.
  • For symposia or presentations with more than 1 presenter, please include the contact information for all presenters even though information regarding the proposal will only be sent to the first (lead) presenter listed.
  • Audio/visual equipment: a data projector and screen will be provided in each room, and an overhead projector by prior request. Please note: Presenters will need to bring their own laptop, and pay for renting other requested items such as a TV/VCR.

More information about these details will be sent to presenters of selected sessions at a later date.

RESEARCH AND PROGRAMS

Articulation of Language Instruction
Assessment of Second Language
Content-Based Language Instruction
Culture and Language Learning
Immersion Education
Learner Language
Less Commonly Taught Languages
Maximizing Study Abroad
Pragmatics/Speech Acts
Strategies for Language Learning
Technology and Language Learning
PROFESSIONAL DEVELOPMENT

Summer Institutes
Conferences
Presentations, Workshops, and Events
Advanced Practices Certificate

ABOUT CARLA

Mission
CARLA Update Newsletter
CARLA Staff and Faculty
Get on the Mailing List
RESOURCES

CARLA Publications
CARLA Bibliography
Content-Based Lessons/Units
LCTL Database
Learner Language Activities
Immersion Education Archives
Pragmatics Bibliography
Proficiency Handbook/Lessons
Spanish Grammar Strategies
Virtual Assessment Center
Virtual Item Bank






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Last Modified: December 21, 2018 at 11:18