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  • March 11, 2013 CALL FOR PAPERS for MLA Annual Convention, taking place in Chicago on January 2014 More information

  • March 1-29, 2013.  Center for Applied Linguistics. Assessment for Language Instructors: The Basics. 5 session course. or

  • March 7 – 10, 2013. NECTFL 2013: Developing Leaders for Tomorrow’s Learners. at the Marriott Waterfront Hotel in Baltimore, MD In partnership with the Maryland Foreign Language Association and the Greater Washington Association of Teachers of Foreign Languages. More info

  • March 14th to 16th Central States CTFL. Multi-Tasks, Multi-Skills, Multi-Connections. Columbus OH

  • April 11 - 13 SCOLT. World Language Learning: Setting the Global Standard. Birmingham AL

  • May 30th - June 1st. The Eighth International Conference on Language Teacher Education: Preparing Language Teacher Educators to Meet National and Global Needs. More info

  • June 11-15, 2013.  IALLT International Association for Language Learning Technology.  Sunshine and Cloud Apps: The Next Generation in Language Learning Technology.   Fort Lauderdale, FL.

  • October 17-19, 2013.  Indiana Foreign Language Teachers Association.  Fuel Their Future with Languages.  Sheraton Keystone, Indianapolis, ID.

  • October 4-5, 2013. FLAVA 2013 Conference: Go Global. More info




Eighth International Conference on Language Teacher Educator Conference:
Preparing Language Teacher Educators to Meet National and Global Needs

May 30 – June 1, 2013
The George Washington University
Washington, D.C.

Deadline for Submissions: January 10, 2013
Designed for practitioners and researchers involved in the preparation and ongoing professional development of language teachers, LTE 2013 will address the education of teachers of all languages, at all instructional and institutional levels, and in 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 will focus on four broad 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 lll: 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 in 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.

Poster Sessions (60 Minutes)

Poster presentations may include any work in progress on any topic of the call for papers as outlined above.  Posters are intended to be interactive, with the opportunity for the presenter to exchange ideas one-on-one or in small groups with attendees and to discuss their work in detail with those most deeply interested in the same topic.  Presenters are encouraged to provide a URL, business card, or handouts with more detailed information.

Submission Guidelines

    The deadline for submissions is January 10, 2013.

  • You will need a 250-word (maximum) abstract of your paper, session, or symposium for submission as well as a 50-word summary for the printed program.
  • 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.
For more information and to submit a proposal, please send us an email:

Sponsored by
 The National Capital Language Resource Center
The George Washington University
The Center for Applied Linguistics
Georgetown University

The Department of Curriculum and Pedagogy
The George Washington University

The Center for Advanced Research on Language Acquisition
University of Minnesota

MLA Annual Convention
Chicago, IL
9-12 January, 2014

Call for papers: March 11, 2013

Autobiographies of Applied Linguists
Division: Applied Linguistics
Emerging fields inevitably struggle with identity; with questions of membership; and with defining the parameters of research/theory.
Session investigates the question “Who is an applied linguist?”. 150-word abstracts by 11 March 2013; Sébastien Dubreil (

Sign language use and development around the globe
Division: Applied Linguistics
Papers that analyze or problematize the use and/or development of signed languages.
Abstract: 150 words by 11 March 2013; Sébastien Dubreil (

Social pedagogies and second language development
Division: Applied Linguistics
Theoretical/empirical papers that examine the feasibility and effectiveness of pedagogical practices that bridge classroom-based language instruction and learning experiences rooted in students’ lives. 150-word abstracts by 11 March 2013; Sébastien Dubreil (

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