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| Subject: Take a look on the (almost last version) | |
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Author: Luciana Maia |
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Date Posted: 12:53:05 08/30/10 Mon 2010/8/30 Mauricio Horto In part one, you and your group members should explore the given resources, other websites, and share your previous knowledge and experiences, in order to answer the following questions: 1- In a conference, what is the role of “keynote speakers”, and who are invited to be keynote speakers? A keynote speaker is the person responsible for the main topics to be discussed or presented on at a conference. They are highly skilled public speakers and also recognized by their relevant expertise. They are often selected to raise interest in a particular event and draw attendees to attend that program.” According to Wikipedia: “selecting a keynote speaker who is well known for his or her knowledge in a particular field, or who has wide name recognition due to other accomplishments, will probably raise enthusiasm among prospective attendees for a meeting or conference.” http://en.wikipedia.org/wiki/Keynote_speaker Frequently the role of keynote speaker, also known as a Plenary Speaker, will also include the role of convention moderator as well. A keynote speaker is also known as a Plenary Speaker. 2- What type of communication sessions are there in conferences? In conferences (a formal event where researchers present results, workshops, and other activities) the types of communication sessions are: Individual paper: presented by one or more authors within a twenty-minute period, with an additional ten minutes for discussion. Posters: according to Wikipedia, Poster “is the presentation of research information by an individual or representatives of research teams at a congress or conference with an academic or professional focus. The work is usually peer reviewed.” They are effective for presenting results of empirical research if data can be presented visually (e.g. charts, graphs, tables). A block of time will be designated when presenters are available to discuss their posters. Prospective presenters are encouraged to consider posters because of the opportunity they provide for inclusion of more presenters and topics in the program and for extended discussion with other researchers. http://www.aaal.org/Default.aspx?pageId=341259 Posters can be displayed for the length of the conference or for a single day. http://www.cgu.edu/pages/867.asp Colloquia: presented in three-hour blocks. Colloquium organizers may divide their time as they choose, but time should be allocated for opening and closing remarks, presentations, discussants (if included), and extended audience response. Colloquium organizers serve as the liaison between participants in the colloquium and the program committee, and are therefore responsible for communication among these participants. http://www.aaal.org/Default.aspx?pageId=341259 Panels: generally feature a sequence of 15-20 minute talks followed by discussion. Roundtables: “a group of participants around a shared concern in order to generate discussion among the roundtable participants and with the audience. To this end, instead of delivering full-length papers, participants are asked to deliver short position statements in response to questions distributed in advance by the organizer, or they take turns responding to prompts from the moderator. The bulk of the session should be devoted to discussion. No paper titles are listed in the program, only the names of participants”. http://msa.press.jhu.edu/conferences/msa11/cfp.html Workshop: These sessions can vary in length from 90 minutes to one full day. Workshop presenters give short statements before involving the audience in some type of activity. http://www.cgu.edu/pages/867.asp 3- Can work presented at conferences be published? What are the common publication genres? The importance of publishing the work of a conference is the need to divulge the material discussed in the conference. By doing so, researchers, teachers and students have access to up-dated material, being an excellent source of research and knowledge. One kind of publication genre which is very modern and reaches many people is the electronic type. “Academic publishing is undergoing major changes, transitioning from the print to the electronic format” http://en.wikipedia.org/wiki/Academic_publishing The TESOL (Teacher of English to speakers of other languages), for instance has its electronic convention press. They put on their site (TESOL Resource Center) recorded sessions (audio and slides) from the annual conventions, they put the videos from conventions attendances on TESOL`S You tube channel, and one can review and download slides and handouts from many presentations on the TESOL Convention SlideShare page. Another type is a scientific Journal, known as “referred Journal”. As an example EUROCALL has the ReCALL, which it is issued three times a year in January, May and September and it is also available online to subscribers. It is a fully-refereed journal published by Cambridge University Press in behalf of EUROCALL.The Journal covers selected papers from the previous year’s EUROCALL conference. “The journal contains articles relating to theoretical debate on language learning strategies and their influence on practical courseware design and integration, as well as regular software reviews.” In part two, you and your group members will write a simulated communication proposal based on one of the two research articles you worked with in unit two. You will have to choose which of the three conferences given in the course website would better fit this simulated proposal, and pay careful attention to the communication types accepted in the conference you will have chosen. Also, you should write a brief justification for your choice of conference and choice of communication format. TITLE A case study on sociolinguists’ issues faced by an intercultural English team-teaching partners working abroad. ABSTRACT This presentation will focus on an intercultural experience of South African teachers in a Taiwanese school. Issues like dealing with cultural differences, accent problems and skin color prejudice will be addressed as well as a thought on the necessity of better preparation, background experience and adjustments when teaching in a foreign country. Cultural differences appear when no attention is given to an outside culture, and there is no acceptance or assimilation of any parts. In the case of this paper, neither teachers nor students were adequately prepared to understand each other what led to a serie of errors, dissatisfaction and misunderstandings. What this paper proposes is to view why and when these difficulties appear raising some thoughts on the issues of the inability to connect with other culture and other ways. Other issue to be addressed on the paper is the assumption that there should be a better or worse accent and how this is perceived as a barrier to communication within certain groups. Problems with accents are also related to identity and position in a group. rite a brief justification for your choice of conference and choice of communication format. What came to us as a crucial point for deciding which conference to work with was the theme proposed in the American Association for Applied Linguistics – AAAL conference for 2011. Its main subject intends to explore the relevance of applied linguistics theories and methods in the changing contexts of globalization. As result of the globalization process, we are facing nowadays the vast integration of many cultures through a narrower global network. This brings into the contemporary society many challenges which need to be successfully overcome, like the increasingly competitive international market job, critical consciousness raising etc. As one of the effect of this worldwide phenomenon, we came across the authors´ statement that says: “many people from English-speaking countries have traveled to a foreign land to make a living by teaching English. These teachers have become a common face in many English classrooms in non-English-speaking countries around the world, thus playing a crucial role in many students’ English learning”. Not only this, but other subjects are strongly stimulating as well. For instance: Bilingual, immersion, heritage, and language minority education; Language planning and policy; Sociolinguistics; Language, culture, socialization, and pragmatics; Second language acquisition, language acquisition, and attrition among others. We decided to present article one as an individual paper firstly because it is well connected with the main theme of the Conference. Applied linguistics is “an interdisciplinary field of study that identifies, investigates, and offers solutions to language-related real-life problems” (http://en.wikipedia.org/wiki/Applied_linguistics), and since it is the key point of the meeting, the research chosen fulfill it dealing directly with a case study of intercultural team teaching issues. Other relevant topic concerning this article is the sociolinguistic subject. The case presented in this paper is a typical example of the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used, and the effects of language use on society (http://en.wikipedia.org/wiki/Sociolinguistics) . Also, the length and layout of the paper achieve the proposal criteria stipulated by the forum presentation policies. Finally, the critical reflection stimulated by this article may bring into the applied linguistics field more perceptive insights concerning the intercultural affairs faced by team-teaching partners working abroad. In part three, you and your group members should become familiar with one of the keynote speakers of the conference you will write a simulated proposal for. Try to find out more information about this person on the Internet? Where does this person work? Why is her or his work significant to the academic community the conference is targeting? There are 7 keynote speakers in AAAL Conference: Frank Boers, Associate Professor, Victoria University in Wellington: Cognitive Linguistic Approaches to L2 Vocabulary: Assessment and Integration James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University: Language, Literacy, and Learning in a Digital Age Charles Goodwin, Professor, University of California at Los Angeles: Locating Language Within Public, Interactive Fields: Insights From Aphasia Leanne Hinton, Professor Emerita, University of California at Berkeley: Learning an Endangered Language Without a Classroom: A Progress Report on the Master-Apprentice Language Learning Program Mary Louise Pratt, Silver Professor, New York University: Why Don’t Theories of Globalization Think About Language? Michael Silverstein, Charles F. Grey Distinguished Professor, University of Chicago: The Elementary Forms of Culture in a Post-‘culture’-al World: Signification – Circulation - Emanation Among the six keynote speakers the one who is more connected with the article we are simulating a proposal is Mary Louise Pratt. Specially by the fact that she is talking about theories of globalization. She is a Silver Professor in the Department of Spanish and Portuguese at New York University. Known as a scholar of Latin American literature written since 1800, Pratt studies postcolonial criticism and theory, cultural studies, women and print culture, literary discourse and ideology, travel literature, and modern prose fiction. Specifically, the topics of her research have concerned verb forms in the African Kikuyu language, ideology and speech-act theory, new visions in culture and citizenship and the “traffic in meaning.” Pratt’s published work includes “Toward a Speech Act Theory of Literary Discourse; Linguistics for Students of Literature; and Imperial Eyes: Travel Writing and Transculturation”. Professor Pratt has held fellowships from the Guggenheim Foundation, the ACLS, the Pew Foundation, the National Endowment for the Humanities, and the Center for Advanced Study in the Behavioral Sciences. Check her complete Curriculum Vitae in the following link: http://silverdialogues.fas.nyu.edu/docs/CP/306/pratt_cv.pdf Other References: http://www.ifcs.ufrj.br/~habitus/3pratt.htm http://www.scielo.br/pdf/rbh/v20n39/2990.pdf http://en.wikipedia.org/wiki/Mary_Louise_Pratt [ Next Thread | Previous Thread | Next Message | Previous Message ] |