February 8-10, 2019, sousse, tunisia
LEARNING AND TEACHING ENGLISH
IN AND BEYOND THE CLASSROOM
IN AND BEYOND THE CLASSROOM
Tunisia TESOL
6th International Conference
6th International Conference
Call for Papers
(download PDF version)
(download PDF version)
The rationales behind English language education have changed in the decades up to the 21st century (Howatt, 1984; Mitchell, 2002). For instance, research on "good" and "successful" language learners (Rubin, 1975; Earl Stevick, 1989) pointed out that such learners' achievements can include input from experiences outside of the classroom, gained from a variety of modalities. In the 80s and 90s, fresh focus was put on the social and cultural dimensions of learning. Teaching professionals responded by including opportunities for interaction into their lessons and engaging learners in authentic activities in an attempt to bridge the gap between language use in the classroom and language used in the real world. They strove to incorporate "authentic" materials (audio and video) and to organize participatory community-oriented activities, such as field visits, excursions and research projects into regular classes; all to compensate for the lack of exposure to the target language and its use in everyday life.
Perspectives may differ as to what type of links can be drawn between the classroom and the outside world. However, the value of additional, multimodal input provided in the classroom or made available online is rarely questioned these days. Additional multimodal and e-mediated input can help learners develop their linguistic and communicative abilities and acquire the socially and culturally-specific rules of speaking the target language (Swain, 1994).
Therefore, Tunisia TESOL 6th International Conference will focus on the issues surrounding the teaching and learning of English in and beyond the classroom, looking at the subject as a creative process on the part of learners, professionals and educational stakeholders (course designers, material developers, technologists, media producers, software developers, etc.).
The organizing committee welcomes contributions in the form of presentations, workshops, poster sessions, round table discussions, case studies, reports on on-going academic research, or innovative projects relevant to the theme of the conference.
The following themes can be used for guidance:
* Ways to learn English outside the classroom
* Beliefs about learning in the classroom and other spaces
* Alternative pedagogy across learning spaces
* Motivational factors when learning in and outside the classroom
* Challenges of navigating teaching/learning spaces for teachers and schools
* Beliefs about learning in the classroom and other spaces
* Alternative pedagogy across learning spaces
* Motivational factors when learning in and outside the classroom
* Challenges of navigating teaching/learning spaces for teachers and schools
* Teacher and learner roles
* Participatory learning within communities of practice
* School initiated learning and self-prescribed learning at home
* Methodological responses to blending modes of learning
* Learning opportunities across space
* Differentiation of instruction for in-class and out- of-the classroom learning
* Participatory learning within communities of practice
* School initiated learning and self-prescribed learning at home
* Methodological responses to blending modes of learning
* Learning opportunities across space
* Differentiation of instruction for in-class and out- of-the classroom learning
* Learning strategies specific to autonomous learning in and outside the classroom
* Autonomous learning beyond the classroom
* Formative and/or summative assessment across learning spaces
* Alternative testing and new modes of learning
* Learner experiences of project-based learning in online/offline communities
* Autonomous learning beyond the classroom
* Formative and/or summative assessment across learning spaces
* Alternative testing and new modes of learning
* Learner experiences of project-based learning in online/offline communities
Review policy:
All submissions will be blind reviewed. Your abstract/summary will initially be sent to two reviewers who will examine your submission according to a Tunisia TESOL generated evaluation form. Your submission will be sent to a third reviewer if the two first reviewers rate it differently.
Important considerations:
Be sure your submission falls within the general theme of the conference and into one (or more) of its subthemes
You may not submit two abstracts unless the second is co-authored
Your contribution should be original and should not have been presented before
Once you receive acceptance notification, make sure you send your confirmation within the allotted time. If we do not hear from you, the organizing committee will allocate your slot to another presenter
In case of cancellation, Tunisia TESOL will not refund you and in case of "no show" you will not receive a certificate even if you have paid the registration fee
To submit your abstract, fill in the form
Important dates:
Extended to January 6, 2019
(original deadline
31 December 2018)
(original deadline
31 December 2018)
Extended to January 6, 2019
(original deadline
31 December 2018)
(original deadline
31 December 2018)
Abstract Submission Deadline
starting
10 January 2019
10 January 2019
starting
10 January 2019
10 January 2019
Notification of Acceptance
10-25 January 2019
10-25 January 2019
Payment of Registration Fees for Presenters
TYPES OF SUBMISSIONS
(based on TESOL international guidelines)
(based on TESOL international guidelines)
Presentation
20-minute oral presentation which should address one of the topics listed in the call for papers. Presenters share their practice ideas (now qualifying for wider use) or research-based projects, experiments and/or applications. These sessions are followed by discussion (and dialogue) moderated by the designated chair.
Workshop
Is a 45-minute practice-oriented session which may start from a theoretical idea. It should be hands-on and having in mind the professional development needs of the participants. Proposals should include session goals, a synopsis of the theoretical framework, and a description of workshop tasks and procedures. Presenters should allow for interaction and sharing of ideas and creation of sample artefacts.
Poster session
A visually-enhanced summary of an academic or practice-based creative project. Presenters are encouraged to highlight their design, research or implementation procedures, and results (outcomes) through the use of charts, graphs, maps, etc. Presenter(s) should be present at the allocated spaces and be prepared to engage with the conference delegates throughout the entire poster session.
Round table discussion
The Programme Committee invites topical subjects related to ELT (theory, practice and policy) to be proposed for discussion. In the first instance an abstract describing the proposed topic should be submitted. If selected the convener will be required to register to attend the conference and then a timetabled slot (45 minutes) for the round table will be allocated. Procedure on how the roundtable will be run is also required as part of the submission.
The proposal submission has been closed. Successful applicants will be notified of the decision shortly.
Program Committee
Faiza Derbel
Conference Chair
Associate Professor, FLAH
University of La Manouba
University of La Manouba
Asma Maaoui
Assistant Professor
ISEAHT, University of Tunis
Ahmed Mekki Elatrach
Senior ELT Inspector
Ministry of Education
Mehrez Aounallah
Senior ELT Inspector
Ministry of Education
Nawel Toumi
Assistant professor
University of Monastir
University of Monastir
Ivan Lowe
Associate Professor
Univerity of Tunis
Univerity of Tunis
Taher Labbassi
Associate Professor
University of Tunis
University of Tunis
Mohamed Daoud
Professor
University of Carthage
University of Carthage
Lamia Bachbaoueb
Assistant Professor
University of Tunis El Manar
University of Tunis El Manar
