The HKCPD Hub for University English Teachers provides a community for professional development among Hong Kong University English Teachers (for more details go to: https://hkcpdhub.hku.hk/about-us/).
As part of its work, the HKCPD Hub is now looking at ways of developing best practice in university English Language Centres, with a focus on Scholarship of Teaching and Learning (SoTL). The aim in this workshop is to identify an appropriate methodology for investigating best practice in English language teaching and learning, using the construct SoTL (Scholarship of Teaching and Learning).
The workshop will begin with a brief review of the work Steve presented in previous HKCPD Hub workshops focusing on dialogic reflection (DR), classroom interactional competence (CIC) and Self Evaluation of Teacher Talk (SETT). We’ll then consider some of the challenges and issues facing English Language teachers working in Hong Kong higher education context, before turning to a review of current thinking around SoTL.
SoTL is concerned to identify and share best practice by focusing on tools and procedures which can help teachers gain closer understandings of their teaching and generate stronger conceptions of quality education. In the workshop, we’ll be trying out and evaluating a number of such tools and procedures with the aim of researching current challenges and identifying best practice. The aim is to begin a professional dialogue around the theme of SoTL, which can be further developed in future activities.
This workshop will be offered using Zoom; the aim is to make it enjoyable, engaging and interactive. The workshop will consist of a range of activities: plenary sessions led by Steve, task-focused breakout room activities as well as time to talk informally with colleagues about the workshop. We plan to end the event with some networking time in more informal online setting.
Welcome and introductions
Session 1: Scholarship of Teaching and Learning (SoTL) overview
Session 2: Review of dialogic reflection (DR), classroom interactional competence (CIC) and Self Evaluation of Teacher Talk (SETT)
Session 3: Current issues and challenges
Session 4: SoTL: Researching best practice
Session 5: Networking and social activity: Collaboration and sharing of best practice
About the speaker:
Steve Walsh is Professor of Applied Linguistics and Communication in the School of Education, Communication and Language Sciences, Newcastle University, UK, where he was, until recently, Head of Department. He has been involved in English Language Teaching and English language teacher education for more than 30 years in a range of overseas contexts, including Spain, Hungary, Poland, China, Ireland, England and Hong Kong.
Steve’s research interests include classroom discourse, teacher development, second language teacher education, healthcare communication and professional discourse. He has published 10 books and more than 100 research papers. Recent publications (both with Steve Mann) include Reflective Practice for English Language Teaching: Research-based Principles and Practices (Routledge, 2017) and The Routledge Handbook of English Language Teacher Education (Routledge, June 2019).
In January 2019, Steve took up a position as visiting professor at the University of Hong Kong, where he will be based until the end of August 2020. He is currently working on new research with colleagues in the Faculty of Education, which will involve a number of studies looking at the construct ‘Classroom Interactional Competence’ (CIC, Walsh 2013, 2017) in Hong Kong classrooms.
When he has free time, Steve enjoys hiking and cycling.
Online Session via Zoom.
A link with password will be emailed to successful registrants.
StoryCenter began working in computer-based story work in their San Francisco-based training center in 1993, where they developed their methods and practices in a community-based after school and classroom education settings. By 1998, StoryCenter was based the UC Berkeley School of Education, where Lambert and his staff grew an international training organization working in countless disciplines and fields including education, public health, healthcare, as well as work with the arts, libraries and museums. The work has taken Lambert and his team of staff and global contractors to some 70 countries, all 50 states and over 300 Universities and Colleges. Lambert will review the background of their work, enumerate the principles and provide case studies of projects related to the work university and higher education contexts.
About the speaker:
Joe Lambert founded the Center for Digital Storytelling (now StoryCenter) in 1994. He and his colleagues developed a computer training and arts program known as the Digital Storytelling Workshop. Joe and his staff have traveled the world to spread the practice of digital storytelling, to all 50 U.S. states and some 48 countries. Lambert is the author of Digital Storytelling: Story Work for Urgent Times (6th Edition, Digital Diner Press, 2020), and Seven Stages: Story and the Human Experience (Digital Diner Press, 2013). In 2020, he celebrated his 37th year as an Executive Director of StoryCenter and its predecessor arts organization, having evolved his work in the 1980s in the performing arts to work in digital storytelling and media education in the 1990s.
CALL FOR PAPERS
We are now welcoming abstracts for the 7th International Conference of the Asian Association for Language Assessment (AALA), Seoul, South Korea, October 7-8, 2020 and invite contributions from academics, researchers, teachers, students, and assessment agencies.
Conference Dates: October 6-8, 2020
Pre-Conference Workshops: October 6, 2020
Conference: October 7-8, 2020
Location: Seoul, South Korea
Host: Korea English Language Testing Association (KELTA)
Associate host: Korea Institute of Curriculum and Evaluation (KICE)
Co-Chairs: Jessica Wu & Jin Yan
Advisory Board: Oyang Kwon and Wonki Lee
Local Chair: Inn-Chull Choi
Theme: Learning-Oriented Language Assessment: Insight, Practice & Research
We welcome all areas of language assessment research, including, but not limited to:
• Theoretical foundations and Practical aspects of learning-oriented language assessment (LOLA) (such as theoretical framework, approaches and methods of LOLA, critical issues of LOLA, error analysis-based diagnostic language assessment, etc.)
• Principles in language testing and assessment in classroom settings (such as new approaches, theories, hypotheses, or perspectives in language testing and assessment in the context of classroom, etc.);
• Language assessment policies focusing on education (such as assessment for/as education, policy-making processes, impact of language education and assessment policies, washback effect of high-stakes language tests and school-based language tests etc.); and
• Classroom-based Assessment practices to enhance language education (such as practices and implications of LOLA in classroom setting, school-based language assessment (K-12), computer-based language assessment, computerized adaptive language assessment, applications of new technologies to language assessment for/as education, etc.)
We invite abstracts for the presentation formats listed below.
Paper presentations are 20 minutes, followed by 10 minutes for questions and comments from the audience. Research papers may be either empirical or conceptual. Presentations of empirical studies should provide a rationale for the study, an appropriately detailed description of the methodology, research results, conclusions, and implications. Presentations of conceptual research should discuss an approach or a critical issue, or compare and contrast alternative approaches or issues, and provide significant or innovative perspectives. Abstracts should be no more than 400 words. Those not accepted for paper presentations may be considered for poster presentations.
Posters will be displayed during a timetabled session at the Conference. Presenters will be asked to stand with their posters during the scheduled sessions to present their work and answer questions. Poster presentations provide an opportunity for independent researchers, students, faculty members or professional assessment agencies to show their recently completed or work-in-progress assessment projects or research. Poster abstracts should be no more than 400 words.
Symposia involve the presentation of three or four research papers on a single, coherent theme related to insightful principles and practices in learning-oriented language assessment that can stimulate wider discussion by the presenters and audience. Each symposium should include a moderator and/or an independent discussant. The total time for one symposium is 100 minutes including at least 15 minutes for discussion of the issues raised. Symposium proposals should not exceed 800 words, with each individual abstract no more than 150 words.
Abstract Submission Guidelines
For paper and poster presentations, please provide the following details:
• If you are a single-authored/individual student, write “The sole author of this abstract is a graduate student currently enrolled in a Master’s/doctoral program in [your major] at [your university].” at the top of the page. (Refer to the Information on AALA Student Awards below for more details.)
• Preferred presentation format (Paper or poster presentations)
• Title: max. 20 words
• Abstract: max. 400 words, clearly highlighting the relevance and quality of your research
• Presenter details: including name(s), affiliation(s), country(ies), and email address(es)
For symposia, please provide a summary of the topic and overarching goal, the titles and abstracts of individual papers, information of the moderator and/or discussant, and a plan of time allocation to fit the time limit. Symposium proposals should be submitted to email@example.com by the deadline.
Note: An individual may be a first author on only one proposal. However, that individual may be a co-author/presenter on another proposal.
Information on AALA Student Awards
The AALA Best Student Paper Award and AALA Best Student Poster Award are merit-based awards that support the attendance of two graduate students at an AALA annual conference. All single-authored/individual student submissions will be automatically considered for the awards. To qualify for the student awards, contributors must be graduate students currently enrolled in a university Master’s or doctoral program in applied linguistics or a related field. The authors need to indicate their graduate student status in their abstracts by writing “The sole author of this abstract is a graduate student currently enrolled in a Master’s/doctoral program in [your major] at [your university].” at the top of the abstract page. A letter of matriculation/active student status must be shown upon request.
Winners MUST present their works at the AALA annual conference to receive the awards. Winners for the Best Student Paper Award and Best Student Poster Award will each receive a certificate, have their conference and pre-conference workshop registration fees waived, and be invited to the banquet.
Proposals for presentations will be evaluated by a team of reviewers. For individual papers and posters, the reviewers’ decision is final. Symposium proposals will be further reviewed by the organising committee. A maximum of three symposia (ideally one for each sub-theme of the conference) will be accepted.
The evaluation criteria include:
• Significance of the research topic/Contribution to the field
• Relevance to conference theme
• Rigor of study (e.g., rationale for the research, contextualization within the literature, design of research question(s), choice and use of methodology, interpretation and conclusion etc.)
Proposal submission website open: January 31, 2020
Deadline for submission: March 31, 2020
Notification of selection: May 31, 2020
Submit your abstracts at https://aalakorea2020.wixsite.com/home/call-for-abstracts by the deadline.
Email enquiries: firstname.lastname@example.org