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LINGUIST List 16.2613

Sun Sep 11 2005

Calls: Applied Ling/Iran;Applied Ling/USA

Editor for this issue: Kevin Burrows <kevinlinguistlist.org>

As a matter of policy, LINGUIST discourages the use of abbreviations or acronyms in conference announcements unless they are explained in the text. To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.html.
        1.    Akram Paktint, A Comparative Study on Language Learning Strategies Among Iranian Teachers and Students
        2.    Francis Hult, 27th Annual Ethnography in Education Research Forum

Message 1: A Comparative Study on Language Learning Strategies Among Iranian Teachers and Students
Date: 08-Sep-2005
From: Akram Paktint <paktinatyahoo.com>
Subject: A Comparative Study on Language Learning Strategies Among Iranian Teachers and Students

Full Title: A Comparative Study on Language Learning Strategies Among Iranian
Teachers and Students

Date: 13-Nov-2005 - 16-Nov-2006
Location: Isfahan, Iran
Contact Person: ghlamreza zarei
Meeting Email: zareigrcc.iut.ac.ir

Linguistic Field(s): Applied Linguistics

Subject Language(s): English (eng)

Call Deadline: 23-Nov-2005

Meeting Description:

the concept and the use of language learning strategies among Iranan students


The concept of learning strategies has become quite familiar to most
professionals in teaching English as a foreign language. The present study was
carried out with the intention of investigating the extent that Iranian pre
university students use strategies as they self report through the SILL
questionnaire, the relationship between their proficiency and the use of
language learning strategies. Besides, the extent that pre-university teachers
advise their students to use language learning strategies and finally the
difference between teachers' advice and students' use of language learning
strategies were investigated. To investigate the extent of teachers' perception
of language learning strategies 30 teachers participated in the study.

The results of the statistical analysis indicated that the subjects of the study
reportedly used all strategy categories in the medium range; it was found that
there is strong relationship between the subjects' proficiency and strategy used
for five categories( Memory, Cognitive, Compensation, Metacognitive Affective)
out of six; teachers advise all direct and indirect strategies, and there is
much similarity in mean scores between teachers and high proficient students and
finally there was difference between teachers' advice and students' reported use
of three categories of Memory, Metacognitive and Affective strategies that it
can be contributed to the method of language teaching which has no place for
cooperative learning and most of the time teachers prefer to use Grammar
Translation Method. And there is no opportunity for the learners to be in
contact with the native speakers.
Message 2: 27th Annual Ethnography in Education Research Forum
Date: 08-Sep-2005
From: Francis Hult <fmhultdolphin.upenn.edu>
Subject: 27th Annual Ethnography in Education Research Forum

Full Title: 27th Annual Ethnography in Education Research Forum

Date: 24-Feb-2006 - 25-Feb-2006
Location: Philadelphia, PA, USA
Contact Person: David Johnson
Meeting Email: cuegse.upenn.edu
Web Site: http://www.gse.upenn.edu/cue/forum.php

Linguistic Field(s): Anthropological Linguistics; Applied Linguistics; Discourse
Analysis; Language Acquisition; Ling & Literature; Sociolinguistics; Writing

Call Deadline: 15-Oct-2005

Meeting Description:

The Ethnography in Education Research Forum invites papers that explore
grassroots responses to varying levels of educational policy, describe
teacher-researcher collaboration in the negotiation of third spaces, make
theoretical and methodological connections between the study of societal level
phenomena and local processes, bring to light covert responses to overt policy
decisions, and critically examine relationships between academic and public

Dear Colleague,

The University of Pennsylvania's Graduate School of Education and the Center for
Urban Ethnography announce the 27th Annual Ethnography in Education Research
Forum, to be held February 24th and February 25th, 2006 on the University of
Pennslyvania campus. The Ethnography in Education Research Forum, the largest
annual meeting of qualitative researchers in education, is currently accepting
proposal submissions for individual papers and symposia that focus directly on
issues of significance for the conduct and understanding of the processes of
education. The submission DEADLINE is OCTOBER 15, 2005.

We encourage proposals of research in areas such as ethnography of education;
research on everyday school practice; practictioner research; multicultural,
critical and feminist studies of education; language and literacy in education;
urban and international education; indigenous language revitalization; action
research in education; and more.

Please find the call for papers below as well as on the forum's website
(http://www.gse.upenn.edu/cue/forum.php). Note that all proposals must be
submitted online.

27th Annual Ethnography in Education Research Forum

''Educators and Ethnographers Negotiating Ideological and Implementational Spaces''

Throughout the world ideological and implementational gaps continue to develop
between globalizing forces and national educational policies on the one hand
and pedagogical and social justice demands in classrooms and schools on the
other. Educators who negotiate these gaps on a daily basis search for third
spaces and creative ways to fill them. They struggle to meet the demands of
standardized assessments while trying to create curricula that are both
engaging and relevant for students with diverse backgrounds. They seek out
pedagogical strategies for helping their students benefit from the social and
economic advantages of globalization without sacrificing local ways of being
and doing. Educational researchers, in turn, attempt to understand the inter-
connections and disparities between different levels of educational practice -
from policy-making, to curricular design, to the work of classroom teachers.
These researchers collaborate with teachers and administrators to bridge
implementational gaps and to reconcile local ideologies with those reflected in
educational policy, including ways of transforming, resisting and challenging
those ideologies.

The Ethnography in Education Research Forum invites papers that explore these
issues by documenting grassroots responses to varying levels of educational
policy, describing teacher-researcher collaboration in the negotiation of third
spaces, making theoretical and methodological connections between the study of
societal level phenomena and local processes, bringing to light covert
responses to overt policy decisions, and critically examining relationships
between academic and public interests.

Plenary Speakers

-Marcelo Suarez-Orozco, New York University Steinhardt School of Education

-Carole Edelsky, Arizona State University College of Education

-Antonia Candela, Departamento de Investigaciones Educativas del Centro de
Investigación y Estudios Avanzados, México

-Elsie Rockwell, Departamento de Investigaciones Educativas del Centro de
Investigación y Estudios Avanzados, México

-Jan Nespor, Virginia Tech School of Education

The dates for the 2006 Forum are Friday, February 24 - Saturday, February, 25,
2006. Participants should plan to arrive in Philadelphia on Thursday evening,
February 23, as both Friday and Saturday will offer a full program of sessions.
Registration and all sessions will be held on the University of Pennsylvania
campus in Philadelphia, PA.

Proposals are invited in areas such as:
-Multicultural and inter-ethnic issues in education.
-Practitioner research - by teachers, administrators, students, parents, and
other school community members.
-Critical and feminist studies in education.
-Ethnographic evaluation in education.
-Language learning, language policy, and literacy issues in education.
-Uses of ethnography in science and math education.
-Uses of microethnographic methods in research on everyday school practice.
-Ethnographies of urban education.
-Indigenous language revitalization.
-Action research in education settings.
-Ethnography and Educational Policy

1. Traditional Paper - Individual or Group
These presentations should report on analyses, results, and conclusions in
final form.

2. Work-in-Progress - Individual or Group
If you anticipate presenting preliminary conclusions, submit your proposal as a
Work-in-Progress. Presentations of works-in-progress differ from both data
analysis and from traditional papers in that initial findings and tentative
conclusions are emphasized. Presenters may consult the audience about their

3. Data Analysis Consultation - Individual submissions only
Held on Friday only: 30 minutes for presentation and discussion. Proposals
should state questions about data analysis and identify the data to be
addressed. Please adhere to the following guidelines for your proposal:

(a) State 2 or 3 questions about data analysis that will be addressed.
Questions should be narrowly defined and intimately tied to the data being

(b) Identify the specific data that will actually be used in the presentation.
Data to be shared may include field notes (maximum 2 pages), interview
transcripts (maximum 1 page), audio and/or video tapes (maximum 1 minute), and
archival and site documents.

(c) Presenters should not plan to present preliminary conclusions. Rather,
their purpose should be to seek advice on data analysis.

The data analysis presentation is unique to the Forum. Presentation guidelines
are as follows:

(1) 5 minutes to describe the nature of the research (1 minute), provide
context (1 minute), and present the specific data analysis questions to be
addressed (3 minutes).

(2) 5 minutes for the audience to read or watch the data.

(3) 20 minutes for general discussion guided by a research methods consultant.
Audience members provide insights and advice regarding emergent patterns and
themes in the data as well as alternative methods of analysis.

Presenters must prepare 40 copies of written data sources or select a few
minutes of audio and/or video data to share with the audience. Please note
audiovisual equipment needs in your proposal.

Individual Presentations (15 minutes)
Proposals may be submitted by individual presenters for any of the presentation
formats: Data Analysis, Work-in-Progress, or Traditional Paper. (See
instructions online, in addition to the notes above on presentation formats.)

Group Sessions (75 minutes)
Group session proposals may be submitted for Traditional Paper or
Work-in-Progress formats, but not for Data Analysis Consultations, which are
always individual submissions.

The proposal should describe the rationale and specific content of the session,
including a brief overview of the session topic and a paragraph on research
methods used, a summary of findings, and bibliographic citations. The proposal
should make clear the relevance of the session topic for the field of education.

No fewer than three, and no more than six presenters, including a discussant,
should be included in a group session. These sessions may vary in organization:
a set of individual papers, a panel discussion, a plan for interaction among
members of the audience in discussion or workshop groups are possible formats.
If the session consists of a set of individual papers, the group session
proposal must also include an abstract for each individual presentation.

Practitioner Research - Individual Paper or Group Session
In addition to submitting your proposal as an individual paper or group
session, and indicating clearly whether it is for the traditional paper, work-
in-progress, or data consultation format, you may also choose to designate it
as a practitioner research presentation. These presentations focus on research
by teachers and other practitioners in educational settings (e.g., school
principals, counselors, non-teaching aides, parents, students, and other
members of school communities). Practitioner research presentations are
particularly featured on Saturday of the Forum, known as Practitioner Research

1. Significance for education: Presentations should address topics concerning
educational processes, formal or informal. We do not accept general
ethnographic reports on topics not directly related to educational issues.

2. Conceptual framework: The theoretical assumptions and conceptual bases
underlying the research should be briefly described.

3. Interpretation as a framing perspective: Interpretive strategies should be
utilized to identify the various points of view of the person/people/program
whose actions are being described and analyzed.

4. Method: Ethnographic research is multi-layered; the presentation should
combine evidence from a variety of data sources, i.e. more than one of the
following: participant observation, field notes, audio- or video-tapes,
interviews, site documents, demographic and historical information.

5. Description: There should be both depth and specificity in description.
Rather than strictly focusing on results, we expect a rich description of the
study context, presenting such things as vivid narrative vignettes and quotes
from interviews. The descriptive voice should communicate specificity,
''showing'' as opposed to ''telling'' in general terms.

6. Analysis: We are interested in both the originality of the analysis and the
adequacy of the evidence. Analytic categories should be arrived at inductively
rather than deductively. Analysis should incorporate the specific and the
general, considering details of what actual persons do and linking those
particulars to general processes of social structure and culture.

All proposals are submitted electronically. Go to


Choose on-line submission. The final deadline for proposal submission is
October 15, 2005. We will not be able to review incomplete proposals.

October 15, 2005 - All proposals should be submitted electronically by this date.

Early November - Notification of acceptance or rejection by e-mail. All
submitters will receive notification. Information regarding the day and time of
sessions will be provided later.

Early January 2006 - All individuals and groups who have been accepted will be
notified by e-mail that the preliminary schedule and the presenters' contact
information are posted on the web. Using the find function on the web browser,
individuals and groups can find the day and time of their session. The pre-
registration forms will also be posted on the website. Please fill in the form,
submit the form electronically, and then print out the confirmation page.
Include the confirmation page with your check or money order.

January 21, 2006 - All requests for changes in the schedule must be submitted
via e-mail to cuegse.upenn.edu by this date.

February 14, 2006 - Pre-registration confirmation page and payment must be
post-marked by this date. Final schedule will be posted on the web. No
reimbursement for cancelled registration available after this date.

February 24 and February 25, 2006 - 27th Ethnography in Education Research

Center for Urban Ethnography
University of Pennsylvania
Graduate School of Education
3700 Walnut Street
Philadelphia, PA 19104-6216

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