LINGUIST List 22.199|
Wed Jan 12 2011
Calls: Applied Linguistics/Indonesia
Editor for this issue: Amy Brunett
LINGUIST is pleased to announce the launch of an exciting new feature: Easy Abstracts! Easy Abs is a free abstract submission and review facility designed to help conference organizers and reviewers accept and process abstracts online. Just go to: http://www.linguistlist.org/confcustom, and begin your conference customization process today! With Easy Abstracts, submission and review will be as easy as 1-2-3!
1. Asep Samsudin ,
2011 Asia Creative Writing Conference
Message 1: 2011 Asia Creative Writing Conference
From: Asep Samsudin <sams_asepyahoo.co.id>
Subject: 2011 Asia Creative Writing Conference
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Full Title: 2011 Asia Creative Writing Conference
Short Title: 2011ACWC
Date: 31-Mar-2011 - 01-Apr-2011
Location: Jember Jawa Timur, Indonesia
Contact Person: Asep Samsudin
Meeting Email: < click here to access email >
Web Site: http://www.polije.ac.id/
Linguistic Field(s): Applied Linguistics
Call Deadline: 07-Mar-2011
As the postmodern emerged, the concept of voice has been a critical issue in second language writing in particular. In this sense, self voicing is the ability to construct, transform, and grasp writerly identities situated within a particular language, discourse, and culture. Such self voicing can be accomplished through the realization of varied rhetorical and linguistic resources. These resources enable writers to articulate their original ideas in a mediating language (e.g., English). One of the attempts to tap into student capability of articulating inner voices is that language teachers can introduce creative writing to language classrooms in a context either where English is regarded as a second language or where it is considered as a foreign language. To neutralize these debatable terms, in this respect, English is viewed as a mediating language to make global communication or transnational interaction possible.
Creative writing is kind of imaginative tasks, which include writing personal diaries, poems, stories, dramas, novels, and plays. It is a journey of self discovery or self expression, which enables students to articulate their inner voices—original ideas. Creative writing can also promote local cultures and express one’s lived experiences. Different forms of creative writing like poems, stories, dramas, novels, and plays can be introduced to students in a way that students can promote their local cultures. Thus, creative writing is a kind of teaching practice, which helps students self express or voice their ideas creatively where imaginary power is involved. The three main dimensions of creative writing include creativity—the ability to produce something original, identity—the capability of expressing self, and imagination—the ability to envision something where mind is a mediating tool for generating original thoughts. Thus, creative writing is a sort of platform, which allows students to explore themselves, their culture, society, and their world around them. This calls for a scholarly platform, which enables language teachers, teacher educators, researchers, and teacher scholars to share different experiences and expertise with one another from a wide range of the Asian context.
The entire conference has several goals, which have significant impacts on the development of creative writing in English language teaching (ELT) and literature. Among others, such goals include:
-To build a scholarly platform for language teachers to promote creative writing in language classrooms;
-To share expertise in teaching creative writing from different perspectives, resources, and contexts;
-To enhance a solid awareness of how local cultures and self identities can be introduced to language classrooms through creative writing;
-To explore unique ideas or thoughts about creative writing instruction;
-To build a good awareness of how self expression or self discovery can be realized through creative writing;
-To build a solid awareness of how a wide range of rhetorical and linguistic inputs and resources can be introduced to language students through creative writing;
-To help language teachers gain a better understanding of creative writing in language teaching and learning; and
-To build and expand professional network or connection among language teachers in the Asian region.
Call for Papers:
As needs for using creative writing in language classrooms emerge, we wish to build a scholarly platform of creative writing community that can connect cultural resources to the realization of rhetorical and linguistic resources. Within the postmodern creative writing perspective, we welcome 40-minute paper/workshop abstract submissions from language teachers, teacher educators, teacher scholars, and researchers who specialize in the areas of English language teaching (ELT) and literature. Aiming at a better understanding of innovation, exploration, and creativity in building best language teaching practices, we are seeking for submissions, which address these 12 critical issues in teaching creative writing:
1) How can creative writing be incorporated into regular language curricula or syllabi?
2) How can poems, short stories, plays, or other forms of creative writing be introduced to language learners at any levels of language proficiencies?
3) Can poems, short stories, or poems be pedagogical input for language acquisition?
4) How can language teachers connect extensive reading to creating writing?
5) What approaches, strategies, or methods can language teachers design creative writing materials?
6) What kind of feedback can a language teacher use in helping learners better write creatively?
7) How can the use of visual aids or other instructional media facilitate students in writing creatively?
8) How can creative writing help language teachers develop their professionalism?
9) How does creative writing enable student writers express their inner voices or self voicing?
10) How can local cultures be promoted through creative writing?
11) How do language teachers assess student creating writing ability?
12) How can creative writing be blended with ICT or Web 2.0?
Conference abstracts should be written strictly in 200-300 words long and typed in A4 paper with a doc or rtf format using 1-inch margins and a 12 pt font Times New Roman. Submitted abstracts should be structured into:
a) Research-based abstract: introducing field and gap, addressing problem and objective of the research, research methods, main research findings, addressing research contributions, and addressing research implications for language teaching and learning as well as directions for future research agenda.
b) Non-research abstract: introducing field and gap, addressing step-by-step key points of presentation, pinpointing pedagogical or practical thoughts about the key points presented, and addressing pedagogical recommendations for language teaching and learning.
Selection of accepted abstracts is based on these criteria:
(d) Idea and organization clarity,
(e) Technical soundness, and
(f) Idea adequacy.
The review panel will meticulously screen out the submitted abstracts.
For all abstract submissions, please send a copy of the abstract without author(s) names. On a new page, but in the same file, include each author's name, affiliation, mailing address, e-mail address, telephone number, fax number, and a 50-70 word biographical statement. Please send abstracts as an email attachment and inquires to asiacwcsubmissions2011yahoo.com. The deadline for abstract submissions is March 7, 2011. Only accepted abstracts will be notified by 11 March 2011 by email. Please keep in mind that late submissions are unacceptable, and there will be 70 presentation slots given for the two-day conference.
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