ACTA International Conference 2018

CALL FOR PRESENTATIONS

The Call For Presentations is now open and will close on 29 January 2018.

Download Call For Presentations Template

CALL FOR PRESENTATIONS

The conference programming group is calling for proposals from teachers, researchers and others interested in presenting at the ACTA 2018 International TESOL Conference: English Language Learning in a Mobile World. Mobility here encompasses movements of English language learners and teachers, languages and cultures, technologies, educational practices, work practices, and ideas of all kinds. Proposals should address significant and contemporary issues related to the theme of the conference, and reflect recent work of relevance to the practice of TESOL.

There are six strands:

  1. English language learners in a mobile world

    Understanding the drivers of... learner mobility: global and national contexts, social and employment aspirations, media, etc.

    Migrants, refugees, asylum seekers, temporary residents, international students: policies and practices in transition and settlement of learners, families and communities Indigenous people studying English as an additional language or dialect: remote, rural and urban environments; mobility across educational institutions and regions. English language learners studying in-country: cultural and linguistic mobility through traditional and/or digital means

    Resilience and well being: developing and implementing effective strategies - policy and practice.

  2. English language learning and teaching for local and global participation

    Policy, curriculum and pedagogy responsive to contemporary learner characteristics, eg location, mobility, cultural perspectives, English language levels, multiple identities, aspirations. English language learning and teaching for cognitive development, higher order thinking, problem-solving and academic achievement through all modes of language use. English language teaching as a vehicle for: social justice; inclusivity; intercultural engagement; Indigenous, multicultural and global identities. English language learning and competencies for employment mobility in a 21st century world

    Communicative competencies for cross-cultural mobility.

  3. Embracing digital technologies in English language learning and teaching

    Digital technologies in policy, curriculum, pedagogy, resources, assessment, certification

    Learning and teaching in digital communities: learner autonomy, ethical responsibilities, safety, access to digital technologies, capacity in digital literacies, intercultural competence, plagiarism. Using digital technologies for developing learners' multilingual resources in remote Indigenous environments. Using digital technologies in building intercultural learning communities.

  4. Assessment and reporting from diverse stakeholder perspectives

    Assessing English language levels within diverse education settings: tools, standards, portability. National and regional standardised assessment: challenges and opportunities for English language learners. Benefits and challenges of corporate involvement in English language assessment

    English language assessment in diverse contexts: formative and summative across listening, speaking, reading, viewing, and writing, and all aspects of communicative competence. Data-informed assessment and reporting practices: data collection, recording, setting learning goals and reporting in meaningful ways to students, parents and systems.

  5. 5. English as a medium of instruction (EMI)

    Mother tongue instruction and English language teaching: policies and practices; debates and research

    EMI policy and relationship to national and cultural identity, language planning, social justice, multiple identities, and individual aspirations, eg education, labour, citizenship. Understanding diversity of Englishes in terms of identity, multilingualism, local Englishes Indigeneity, globalism, and intercultural competence. Teaching diversity of English registers: English for Specific Purposes (ESP) and English for Academic Purposes (EAP).

  6. 6. Professional standards and teacher identities in a mobile world

    The distinctiveness of TESOL in an increasingly mobile and multicultural world

    The relationship between TESOL and literacy in policy and classroom practice: challenges and opportunities

    Professional standards for all educators working with English language learners

    Negotiating the place of TESOL specialists and professional associations within education systems

    Advocacy for human rights, equity in educational provision, cultural and linguistic diversity, affirmative action for learners of EAL/D

We invite proposals for presentations from all with an interest in TESOL to share their perspectives on mobility, to critically examine its social, ethical and pedagogical challenges for TESOL, and to share successful practices and experiences related to mobility in different contexts. Our aim is to provide conference participants with a stimulating, informative and inspiring professional development experience. We look forward to your contribution to this.

All presenters will be required to register. Presenters who are members of Australian or New Zealand TESOL associations will be eligible for the Early Bird rate if they register by 30 June 2018. Early Bird registration will open on October 3, 2017.

TYPES OF PRESENTATIONS

Proposals for the following types of presentations are invited:

  1. Paper (25 minutes)
    Papers provide a brief summary of an issue and a perspective on that issue, supported by evidence from practice, empirical research data, or theoretical analysis. Presenters should expect to present for about 20 minutes, to allow some time for questions and discussions involving the audience. It is essential to minimise the amount of time spent on describing context, to allow maximum time on the issue itself.
  2. Workshop (55 minutes)
    Workshops provide information on a technique or strategy related to classroom practice, program implementation or issue of professional interest. It is expected that workshops will involve initial presentation by the presenter of 15 to 20 minutes, followed by 25 to 30 minutes of collaborative task completion by participants, and conclude with 10 minutes reporting back from groups and discussion.
  3. Symposium (55 minutes)
    Presenters may organise a collection of similar themed papers for a symposium (for 2-3 papers, plus discussion). Proposals should be submitted by the chair of the symposium (i.e., 'contact person'), and if the symposium includes a discussant, this should be noted in the proposal. The chair, in consultation with the other presenters, is responsible for organising the timing and order of papers, being mindful to also allow time for wider discussion and debate. Prior acceptance of all parties must be arranged by the symposium chair.
  4. Poster presentation
    These are visual presentations that provide a report on or analysis of an issue. They may be interactive posters made available through the use of mobile technology. Or they may be on B1 size paper or card (1 metre x 707mm – equivalent size to 10 A4 sheets). Print and illustrations, charts or diagrams should be easy for the audience to read from a distance of about 1 to 1.5 metres. Access to posters will be throughout the day allocated by the programming committee, while a presenter is expected to be in attendance during the lunch break to discuss or answer questions from conference delegates.

PROPOSAL SUBMISSION

All proposals are to be submitted via downloading the Call For Presentations Template and emailing to melanie@adelaideonsite.com.au. Please carefully read through the following guidelines and online outline, and prepare content prior to submitting. Call for Presentations closes on 29 January 2018.

Presenters are required to indicate the proposed type of presentation, topic area, and sector for which it has most relevance. For successful proposals, this information will be provided in the conference program with the relevant term, for example, ‘Indigenous education – secondary’; ‘Refugee issues - General/all levels.’ Also required is a short biography of each presenter (up to 100 words) and an abstract.

ABSTRACTS

Abstracts may be up to 200 words in length and may include up to three references if desired. Abstracts will be referred to relevant reviewers on the basis of the topic area and sector identified by the presenter. Abstracts for successful proposals will be included in the conference program book, along with author affiliations and emails.

Click here for advice on the writing of abstracts

REVIEW CRITERIA

A panel of reviewers appointed by the conference planning group will review abstracts against the following criteria:

  • close alignment to the conference theme and one or more strands
  • connection to relevant practice, policy, research and/or theory
  • clarity of written abstract

The panel of reviewers will select abstracts to provide what it considers the most attractive program options for conference participants.

KEY DATES

CONTACT

For further information please contact:

Melanie Moffatt
ACTA Conference 2018 Event Manager
Adelaide Onsite Event Management
melanie@adelaideonsite.com.au