english-education

Time is of the essence, and academia has responded accordingly. From measuring objectives and outcomes, to the shortening of course sequences, and from the promotion of multimodal learning and multitasking, to the emphasis on testing over slower, but pleasurable, processes of meaning-making, teaching and learning in the classroom has become rushed and fraught, especially in areas such as composition and the study of literature, where teachers and students struggle to keep up. Keep up or fail: a false dilemma now normalized, forcing itself upon us. In The Slow Professor: Challenging the Culture of Speed in the Academy (2016), however, Maggie Berg and Barbara K.

CALL FOR CHAPTER PROPOSALS

Christine E. Poteau, Carter A. Winkle, and Babak Khoshnevisan of the Social Responsibility Interest Section (SRIS) of TESOL invite unpublished and original empirical, theoretical, or pedagogically-focused chapter proposal submissions for an edited volume organized around the four Areas of Advocacy (AOAs): EL Advocacy; Intersections of Identity in Language Teaching; Professional Learning; and Global Issues in English Language Teaching.

The 12th edition of the Innovation in Language Learning International Conference will take place in Florence, Italy, on 14 - 15 November 2019.

We are seeking proposals for a roundtable on innovative ways to engage students in medieval and/or early modern studies.  This roundtable is intended to be a time for sharing ideas and discussing effective approaches to teaching medieval and early modern content.  We are particularly interested in presentations which showcase specific lessons, activities, and methods that participants have found fruitful, have resulted in especially productive class meetings, or compelling student work.  We invite proposals for short (8-10-minute) presentations.  Presentations related to teaching courses in all disciplines are welcome.  Relevant topics might include (but are not limited to):

Special Issue 11.1: Comics and Education

Call for Papers

English in a World of Strangers:

Rethinking World Anglophone Studies

31st Annual Conference of the Association for Anglophone Postcolonial Studies (Gesellschaft für Anglophone Postkoloniale Studien / GAPS)

Goethe University Frankfurt, 21-24 May, 2020

More than 400 years after his death Shakespeare is still taught in western universities and throughout the world. The number of published books related to his works as well as similarly devoted scholarly conferences seem to increase yearly. This means that what and how to approach teaching Shakespeare is not stagnant as might be imagined, but rather is expanding. The number of plays attributed to Shakespeare have seen some fluctuations, but the theory and scholarly research applied to pinch and prod his works continue to produce new stimulating insights. This gives the teacher more options on what to include in their lessons and by necessity, what to exclude. It is no easy choice deciding what to focus on in the classroom.

Throughout the past decades, gamification has become an increasing part of training experiences. To define the term quickly, gamification involves the application of game play mechanics to normally non-game-based activities to increase successful activity and performance. Gamification can involve the use of popular video games, adaptations of game shows like Jeopardy, simple chalkboard games like Hangman, or a variety of rhetorical approaches that introduce gaming components into another field.

Call for Chapters—Edited Volume

Unfurling Unflattening: Tracing Theoretical, Methodological, and Pedagogical Possibilities

Janine Utell, Widener University, Amanda O. Latz, Ball State University, Andrea Kantrowitz, SUNY at New Paltz, Editors

This panel for NEMLA 2020 (Boston) examines the scholarly, pedagogical, and professional problems posed by current chronological demarcations of “early” and “modern” American literature and seeks to propose viable alternative chronological models. The specific years covered by the traditional undergraduate American literary survey have a lasting impact on the American public’s sense of literary history, the dissertation topics of graduate students, the canonical visibility of authors who span chronological margins, the specific texts that receive attention in an author’s oeuvre, the networking of scholars, the availability of grant money, the publication contracts of major presses, and the creation of tenure-track positions.

Recognizing the crucial role that community colleges play in the changing landscape of higher education, and the successes that they have had in educating and supporting a diverse student body, the ADE Bulletin calls for papers on two-year and four-year college institutional relations. Papers may treat the need for and reciprocal benefits of developing closer relationships between English departments and divisions of humanities at two- and four-year colleges, as well as the multiple pathways for developing those relationships.

We now invite proposals for 20 minute-papers or performative presentations (e.g. poster presentations, show-and-tell etc.) for a one-day symposium on the theme“Classroom Acts: performativity, identity and the emergence of new communities in German language teaching.” The event will be held at the Modern Language Centre at King's College London on Saturday 14th September 2019 and is primarily aimed at teachers of German as a Foreign Language in Higher Education and lecturers in German Studies or Theatre Studies. We also invite submissions from researchers and teachers specialising in related fields, provided the topic is transferable to German language teaching and/or German Studies.

International Conference on London Studies23 November 2019 – London, UKorganised by London Centre for Interdisciplinary Research

Since its beginnings, London has been regarded as the epitome of progress and advancement even in times of profound crisis and discord, exerting the charm of the vast setting that concentrates most, if not all, human experiences. From ancient Londinium to the 21st-century metropolis, the ever expanding urban settlement has emerged as a complex heterogeneous entity forging a particular code of conduct governed by imagination and originality, talent and vision that generate almost endless significations of the self.

International Journal of Humanities and Education Development (IJHED) is a bi-monthly peer reviewed refereed journal that inviting research articles, review articles, case studies, conference proceeding and short communication in the field of English Literature, Education Development, Humanities and Social Sciences. IJHED welcomes quality work that focuses on research, development, and review.

After submission, all papers will be evaluated by experienced editorial members for their originality, Language perspective, and correctness, the relevance of topic and presentation quality.

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