english-education

We're excited to announce that the call for papers is now open for the upcoming 2024 conference "Divine Disasters: Exploring Distressed Landscapes in Literature and Theology". 

Dear Language Educators and Researchers, We hope this message finds you well. We are thrilled to announce two exciting panels at the upcoming NeMLA Convention 2024 in Boston, chaired by two colleagues from the University of Chicago.

****Deadline Approaching****

The next Northeast Modern Language Association (NeMLA) Convention will be held in Boston, MA, from March 7-10, 2024. The roundtable "A Surplus of Options?: Universal Design for Learning (UDL) in the Language and Literature Classroom" is seeking abstracts (200-300 words) consistent with the conference theme of SURPLUS.

Call for Papers: The Forms of Academic Work 

Special Issue of Postmodern Culture

Edited by The Working Group on Academic Forms

When students are given the opportunity to use more than one mode in learning, they are taking a multimodal approach to thinking critically. Multimodality, first addressed by Kress and van Leeuwen (1996), is meaning that is made through multiple representations and communications systems. This session allows the presenters to answer the question: “What happens when students use more than one mode to demonstrate understanding of concepts, texts, and/or literature? While multimodal is a more recently coined term, organizations like The National Council of Teachers of English have traditionally proposed such learning as demonstrated in Kist’s 2011 English Journal article “From Queen Mab to Big Boy: A Century of “New” Literacies.”

Vernon Press invites book chapters for the forthcoming edited volume titled The Liminal Beings: Vulnerability and Resilience, edited by Dr. Raisun Mathew, Assistant Professor of English at Chinmaya Vishwa Vidyapeeth (Deemed to be University), India.

Concept:

How do contemporary teaching practices shape “poetry” as a genre? In recent years, the new lyric studies has brought to light how Anglo-American university instruction instilled lyric reading as the dominant practice of the 20th century, and in pedagogical terms, the new lyric studies can defamiliarize the protocols of close reading and formalist analysis that promise a standardized poetry classroom. At the same time, critics such as Alan Golding, Natalia Cecire, and Kimberly Quiogue Andrews consider the academic institutional forces at play in the production and reception of difficult, experimental, and avant-garde poetries.

The Creative Writing Studies Organization (CWSO) is now accepting proposals for the 8th Annual Creative Writing Studies Conference (CWSC) – our first in-person conference since 2020! The conference offers an exciting opportunity to rebuild past connections and create new ones. It will be held the weekend of October 20-22, 2023 at Shenandoah University in Winchester, Virginia.

Proposals for papers and workshops will be accepted through August 16, 2023.

We would love to see you in person. However, our world is different now, so with this conference we will continue to offer virtual options for both presenters and attendees to increase access and expand our community.

The 120th Annual PAMLA Conference

The PAMLA 2023 Conference will be held at the Hilton Portland Downtown in Portland, Oregon between October 26-29, 2023.

The 2023 PAMLA Conference is being held entirely in-person. We won’t be having any virtual or hybrid sessions or papers.

Our CFP List and Paper Proposal System is open. We are now in the PAMLA Summer Sessions (first-come-first-served) deadline period which will end on July 20. Do not delay proposing: during this period, sessions will close when filled.

*** DEADLINE EXTENDED TO JULY 20 *** 

PAMLA Annual Conference 

Portland, Oregon 

October 26-29, 2023 

“Culture Wars 2.0” (Roundtable / Special Session) 

Call for Chapters
Research Trends in Literature and Linguistics

Book series ID: IIPV3EBS21 G13
Submit chapter at: www.iipseries.org

Call for Papers

Silver Jubilee Issue: 25 Years of American, British and Canadian Studies: Lofty Aspirations, Protean Visions, Ongoing Quests

Deadline: 10 June 2024

Guest Editors:

Charlotte Beyer, University of Gloucestershire

Christine Berberich, University of Portsmouth

Sean Matthews, University of Nottingham                     

Special Issue Consultants:

NeMLA 2024: Boston, March 7-10, Sheraton Back Bay

This session is a roundtable (3-10 participants give brief, informal presentations of 5-10 minutes each, and the session is open to conversation and debate).

Current directions in composition and rhetoric scholarship—including labor-based contract grading, ungrading, experiential learning and/or service learning, critical language awareness, antiracist pedagogy, translingualism, and asset-based pedagogies—are converging to make the classroom a more inclusive, welcoming space for all learners. When we consider how these different approaches play out with multilingual learners, though, we learn more about our students, our texts, our classrooms, and ourselves. 

As the “Crisis in the Humanities” continues to witness a decline in all things humanities courses throughout post-secondary curricula under the echoing waves of COVID, teachers of English survey courses are left to do some cleaning up with regard to what we teach as far as the surveys go. In addition to the COVID slope, the number of English majors continues to wane, and some colleges are even restructuring semester scheduling. When the dust settles, where does that leave the last vestibule of the formal introductory map to English studies, the venerable “survey course” – the one, staunch and steadfast bastion of the once bustling English departments?