english-education

This roundtable explores three questions concerning the teaching of disability literature: Is there an ideal curriculum or canon of readings concerned disabled people? Are there cultural differences from country/region to country/region in either the representation or teaching of disability literature? Do experienced teachers of disability literature have lessons learned to share with their NeMLA colleagues?

As a comparative literature roundtable, we want to be as inconclusive as possible, looking at English and non-English authors, curricula, and approaches. The language of instruction in this roundtable but the chair will co-ordinate hands-outs and translations.

In our current climate of fake news from seemingly authoritative sources, and high journalistic integrity from formerly discounted sources, it is clear that our criteria for evaluating the reliability of sources is shifting. I propose that a lack of news literacy is part of a larger literacy problem: readers need to understand tone from context and form. For as long as we have been assigning our composition or literature classes to read "A Modest Proposal" or anything else with an unreliable narrator, and as long as we have been explaining to potential book banners that a book with blatantly racist characters is not inherently racist, we language and literature instructors have been developing strategies to teach tone.

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Please submit a short proposal for this roundtable at the American Society for Eighteenth-Century Studies conference March 22-25, 2018 (Orlando, Florida).

English Language Teaching Department of the Islamic Azad University Roudehen Branch is proud to announce 15th International TELLSI Conference to be held on November 22-24, 2017. The conference aims to delve into the theoretical and practical sides of the most contentious and thought-provoking issues in the realms of ELT, English literature, and translation studies. The theme of the conference this year is Applied Linguistics in the 3rdMillennium: Towards Criticality and Reflection. The participants around the globe are kindly invited to critically reflect and review the fields of applied linguistics in the early years of the third millennium.

Investigating Identities in Young Adult (YA) Narratives

Symposium on the 13/12/2017 at The University of Northampton UK

From JK Rowling’s Harry Potter series to Stephenie Meyer’s Twilight, Young Adult (YA) narratives have grown exponentially over the past twenty years. Adopting a range of genres and platforms including the Bildungsroman and the coming of age teen drama, YA narratives represent a significant cultural means to explore the formation of identity in all its varied aspects. This one day symposium at the University of Northampton will investigate the representation of identity constructions in relation to narrative form in YA narratives both past and present.

Over the last several years, the issue of “fake news” – misleading or outright deceptive reporting designed to advance a particular agenda – has become a prominent feature of our media ecology. The Oxford Dictionary chose “post-truth” as its Word of the Year for 2016, Time Magazine ran a full-cover headline in 2017 asking the question “Is Truth Dead?,” and the term “fake news” has been employed liberally by both spokespeople for the Trump administration and its critics. The debate has particular ramifications for higher education, and particularly for instructors of Composition and Humanities classes, which generally provide college students with their most explicit training in how to evaluate sources of information.

The last few decades have witnessed a growing interest in the benefits of linking the learning of a foreign language to the study of its literature. In fact, the emphasis on working with culturally authentic texts is one of the central claims for curriculum reform in EFL/ESL teaching nowadays. Moreover, the latest developments in text-based teaching point to a curriculum in which language, culture, and literature are taught as a continuum. 

Nevertheless, the incorporation of literary texts into the language curriculum is not easy to tackle. Many linguists refer to literary content as extremely demanding for both teachers and students. Not surprisingly, many teachers tend to avoid using literary texts for this reason. 

CALL FOR SUBMISSIONS for an EDITED COLLECTION WRITING AS A WAY OF STAYING HUMAN IN A TIME THAT ISN’T Deadline for submission of manuscripts: September 15, 2017 This edited collection will continue conversations started at the Assembly for Expanded Perspectives on Learning’s 2017 Annual Conference, Writing as a Way of Being, by providing concrete, specific strategies to readers for incorporating the human element in their teaching, writing, research, or/and everyday lives.  The human element of our work has never been more important. As conference keynote Robert Yagelski explains, ideological and social pressures have put our institutions under increasing pressure.

Edited Collection Call for Proposals

Meet the MOOCs: Perspectives and Directions for MOOC-Based Education

Adam Pacton, Jamie Merriman-Pacton, Michelle Stuckey, and Duane Roen, Editors

Please consider submitting a proposal for the following edited collection. Feel free to share widely (with apologies for cross-posting).

This edited collection, currently under consideration, will serve as a research and methods guide for practitioners interested in conducting large-scale data-driven examinations of student writing.

LACC 2017: “Writing in the 21st Century and Beyond: Cross-Disciplinary Approaches to College Writing”

The Louisiana Association of College Composition Conference 2017 is scheduled for Friday, September 29th and Saturday, September 30th, 2017 at South Louisiana Community College in Lafayette, Louisiana.

Call for Papers, Panels and Workshop Proposals / Deadline: Sept. 9th, 2017

Our Conference theme this year is “Writing in the 21st Century and Beyond: Cross-Disciplinary Approaches to College Writing.”

We are pleased to announce that this year’s event will be held Friday, Saturday and Sunday, August 25-27, 2017 in Hiroshima, Japan. The event will be held shortly after the 72nd Hiroshima Peace Memorial and Remembrance Ceremony. All early bird registrants will be treated to a special guided tour of Hiroshima Peace Park and the shrine island known as Miyajima — both are UNESCO World Heritage Sites.

ESBB is a non-profit circle of international academics. The aim of our conferences is to assemble English teachers and scholars from across the globe in order to expand conceptual horizons. The conference will explore the diverse borders and boundaries that English teachers and scholars negotiate to benefit learners. Further information can be found on the group’s website here: http://www.englishscholarsbeyondborders.org/

Please send proposals to: esbb@leedsbeckett.ac.uk. Proposals should include a brief biodata, a 50-75 word abstract and a one page summary of approximately 300 words.

Culture In Focus, a new eJournal of the English Department at Middle Georgia State University, is seeking papers for its inaugural issue.  Never before has culture been so important. Culture, after all, matters! So for our first issue of Culture in Focus we are setting our sights on nothing less than the state of cultural studies as it is being practiced throughout the realms of language and literature, and indeed, in all the relevant areas that fall within the scope of this journal. What is new in critical analysis? What is being reassessed or reinterpreted? What are cultural specialists doing and saying now?