This site is a resource for second language writing and hosts some materials of the Second Language Writing Interest Section (TESOL). To see up-to-date SLWIS news, visit its Facebook page. If you have suggestions or recommendations for this site, please let me know.

Below are the last five items from News. To read more, go there. To read sporadic entries on teaching, learning, writing, and using technology, go to my blog. For posts before May 10, 2014, go to Explorations in Learning.

CFP: Special issue of Across the Disciplines

A special issue of Across the Disciplines, Spring 2018

From the Margins to the Centre: The Future of University Literacy Support and Writing Across the Curriculum in Australia and New Zealand

Guest editors: Susan Thomas, University of Sydney, Karen Vered, Flinders University, and Stephen Johnson, Murdoch University

As a result of evolving pedagogical practice, employer feedback, and institutional reforms, student literacy for all students in Australasia (not just international students) is now a priority. The former deficit-remediation model has been superseded by a range of “whole of institution/program” and “curriculum-based” interdisciplinary approaches which support students’ literacy and communication development throughout their university years. Australian and New Zealand universities are shifting the way they conceive, articulate, and approach the development of student communication skills, reading, writing, and literacy within the disciplines and across the curriculum. With a greater focus on graduate outcomes, widening participation, and preparing students for rapid entry into the information economy, ever mindful of disciplinary distinctions and congruencies, universities are now reconsidering what literacy development means across the curriculum for graduate employability, global citizenship, and life-long learning. In a tertiary context with no strong traditions of First Year Writing, WAC, or Writing Centers, and where a Bachelor’s degree is a three-year course of study, these initiatives are developing under cultural circumstances that present distinct opportunities and constraints.


We seek papers from a range of perspectives and methodological approaches (e.g. research based, theoretical, historically informed, empirical, conceptual, comparative) addressing student development of literacy, communication, and writing across themes suggested below and their intersections:


• Whole of institution approaches (e.g., Writing Across the Curriculum)

• Program-level approaches (e.g., Writing in the Disciplines; profession-based accreditation)

• Curriculum-based approaches (e.g., embedded writing and communication development)

• Interdisciplinary approaches

• Collaborations across professional units

• Staff development initiatives

• Scalability & sustainability

• Literacy, Writing, & Professional Skills

• Professional standards and accreditation

• The role of writing centers and hubs

• Digital/Blended learning

• Academic honesty (e.g., assignments that encourage invention and discourage plagiarism)

• Higher Degree Research student needs and progress

• Institutional policy & practice

• The impact of recent legislative changes on writing and literacy in higher education

• Literacy “transfer” into and from higher education

• Literacy & employability

• Literacy & retention

• Assessment of Writing, Communication, and Literacy Programs

Deadline for Proposals: October 1, 2017
Notification of Acceptance: October 30, 2017
Manuscripts Due: January 15, 2018
Publication: Fall 2018

Proposal Format: Please submit a 500-word proposal explaining your topic, the research and theoretical base on which you will draw, and your plans for the structure of your article, following the general guidelines for ATD at http://wac.colostate.edu/atd/submissions.cfm. Send your proposal electronically (in MS Word format) to Margins to the Centre at MTC@flinders.edu.au and also to ATD editor Michael Pemberton at michaelp@georgiasouthern.edu. Please provide full contact information with your submission.

Independent Learning Association Conference 2018

Independent Learning Association Conference 2018
"Whose Autonomy? Voices and Agency in Language Learning”
Konan Women’s University, Kobe, Japan, September 5-8, 2018

For information, email ila2018@gmail.com

Proposal deadline: December 31, 2017

JALT 2017 in November

JALT 2017: Language Teaching in a Global Age: Shaping the Classroom, Shaping the World, Tsukuba, Ibaraki, Japan, November 17-20, 2017

Website: https://jalt.org/conference

Proposal deadline: February 13, 2017

CFP: International Conference on ESP, new technologies and digital learning

International Conference on ESP, new technologies and digital learning, Hong Kong Polytechnic University, December 7-9, 2017

Website: https://www.polyu.edu.hk/engl/event/ESP2017/index/

Proposal deadline: August 15, 2017

CFP: The Journal of Second Language Writing

The Journal of Second Language Writing is now accepting proposals for a 2019 special topic issue from interested guest editors. We seek proposals that address a theme that will be of interest and relevance to the journal’s international readership of L2 writing scholars. We are especially interested in topics that will highlight work in underrepresented contexts and areas of inquiry in second language writing. Articles to be included in the issue may be invited by the guest editors, or the guest editors may put out an open call for papers for the issue. Additional details can be found in the attachment. The deadline for proposals is June 1, 2017.

Please feel free to email JSLW Co-Editors Guillaume Gentil (jslw@carleton.ca) or Icy Lee (jslw@cuhk.edu.hk) with any questions you might have.

©2006-2017 Charles P Nelson | Last updated July 27, 2017