CALL FOR PAPERS – EXTENDED DEADLINE!Intercultural Competence and Foreign/Second Language Immersive Environments Third International Conference on the Development and Assessment of Intercultural Competence
Westward Look Resort
January 26-29, 2012
Organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona
Heidi Byrnes, Georgetown University
Reconsidering Crosscultural Abilities: The Link to Language Learning and Assessment
David Fenner, World Learning
Targeting the Target Language: Strategies in a Multilingual Environment
Olga Kagan, University of California, Los Angeles Intercultural Competence of Heritage Language Learners: Motivation, Identity, Language Attitudes and the Curriculum
Celeste Kinginger, Pennsylvania State University Exploring the Intercultural Dimensions of Cross-Border Language Learning
Jun Liu, Georgia State University
Intercultural In/competence: The Top Challenge for Guest Chinese Teachers in US Schools
Judith M. Maxwell, Tulane University
Pulsating Galactic Classrooms, Immersion Environments, Individual vs. Group Language Learning at Home and Abroad
Carl Falsgraf, University of Oregon, and Adriana Brandt, IUPUI School of Education Documenting Interculturality with LinguaFolio
James P. Lantolf, Pennsylvania State University The Interface of Language and Culture
Lynn-Eddy Zambrano, CPT Wil Lynch, Mana Mohtasham, and Chris Brown, San Diego State University Intercultural Dialogue in the Military Science Curriculum
Proposals are accepted for papers, panels and pre- and post-conference workshops: Submission Deadline: September 23, 2011
Intercultural competence is [the ability] “to see relationships between different cultures - both internal and external to a society - and to mediate, that is interpret each in terms of the other, either for themselves or for other people.” It also encompasses the ability to critically or analytically understand that one’s “own and other cultures’” perspective is culturally determined rather than natural.
Byram, M. (2000). Assessing intercultural competence in language teaching. Sprogforum, 18 (6), 8-13.
Globalization, having brought individuals in contact with one another at an unprecedented scale, has also brought forth a general challenge to traditionally recognized boundaries of nation, language, race, gender, and class. For those living within this rapidly changing social landscape, intercultural competence--as defined by Michael Byram above-- is a necessary skill, and the cultivation of such intercultural individuals falls on the shoulders of today’s educators.
For this conference we are seeking papers that address issues of intercultural competence development and assessment in immersive environments, which include but are not limited to the following themes:
• overseas stays [e.g., study abroad, internship abroad, service learning abroad, etc.] • virtual environments [e.g., Web. 2.0 technologies (e.g., blogs and wikis), telecollaborative partnerships, social virtualities (e.g., Second Life), massively multiplayer online games (e.g., World of Warcraft), and synthetic immersive environments (SIEs)] • immersion education [e.g., one way, two way, developmental bilingual education, heritage language instruction, indigenous immersion, Language Across the Curriculum (LAC), Culture and Language Across the Curriculum (CLAC), content-based language instruction] The conference aims to bring researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices and to foster meaningful professional dialogue on issues related to the development and assessment of Intercultural Competence in a foreign or second language.
• Workshop [3 hours (half day) or 6 hours (full day)]: Workshops are meant to be interactive and delve into a topic more deeply than a 25-minute paper session allows. Workshop proposals should include an outline of the specific planned activities and a detailed time schedule for each segment of the workshop.
• Paper: A paper involves a 25-minute presentation on a topic related to one of the three themes above.
• Panel: A panel consists of four papers (as above) on a related theme.
Remote Presentations: Authors who are unable to attend the conference may have the opportunity to present their paper as a “virtual presentation”
(these will not be simultaneous with the conference).
Presenters at the conference can choose to submit their papers to be considered for inclusion in a Selected Conference Proceedings to be published in late 2012.
All proposals must be submitted using the online submission form and following the complete guidelines at:
Proposal Deadline: 11:59 pm (Mountain Standard Time) on September 23, 2011.
Confirmation of receipt will be sent via email. Presenters will be notified by email of the program committee’s decision by October 21st, 2011.
Additional conference information is available on CERCLL’s website:
Contact CERCLL at: firstname.lastname@example.org, 520-626-8071
This conference is co-organized with CERCLL by the Confucius Institute at the University of Arizona and the Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching. It is co-sponsored by the Center for Middle Eastern Studies, Center for Latin American Studies, College of Humanities, and College of Social and Behavioral Sciences at the University of Arizona, and the Center for Advanced Language Proficiency Education and Research (Pennsylvania State University); Center for Applied Second Language Studies (University of Oregon); Language Acquisition Resource Center (San Diego State University); National Heritage Language Resource Center (University of California, Los Angeles); National Middle East Language Resource Center (Brigham Young University).