Intercultural Competence: Traditions and Transitions
CALL FOR PROPOSALS Intercultural Competence: Traditions and Transitions Fifth International Conference on the Development and Assessment of Intercultural Competence January 21-24, 2016 Tucson, Arizona Writing in 1997, Michael Byram describes intercultural communication as something that is historically continuous, albeit not constant, and as something that shifted importantly at the turn of the last century. In a world that is increasingly interconnected—virtually through digital technologies as well as physically through global migrations—, communicating across cultures and languages is an inevitability for many people. And yet, large-scale travel and tourism are hardly new to the Twenty-First Century and the extent to which intercultural communication is a qualitatively new human phenomenon bears examination. At the same time, intercultural competence, as a theorizable, teachable, and assessable skill or set of skills, has been developed by scholars and practitioners in a variety of fields over the past few decades and now carries its own conceptual traditions—as reflected in the presentations over the past four conferences on the Development and Assessment of Intercultural Competence in Tucson, Arizona. Straddling tradition and transition, this Fifth International Conference organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) will take stock of the histories that this field carries with it as well as the future directions it might take. This four-day event brings together scholars and educators in order to foster a conversation about what intercultural competence might mean to scholars and educators now, and what theoretical models, best practices, and approaches are best suited to fostering this sensibility in various learners. CERCLL invites proposals for individual papers, symposia, posters, and workshops (half-day/fullday) with preference given to topics related to the conference theme of Intercultural Competence: Traditions and Transitions. Priority will be given to proposals addressing one of the strands below: Assessment Curriculum design and instruction Theory and approaches Technology and digital mediation Study abroad and immersive environments Teacher training and professional development 1 CFP - 2016 Intercultural Competence Conference Types of Contributions In-person Presentations Proposals for in-person presentations at the conference may be submitted as one of four types: 1) Paper Presentation; 2) Symposium; 3) Poster; 4) Workshop. Each of these is explained in more detail below. 1. Paper Presentations (25 minute presentation plus 5 minutes discussion) are best suited for reports on completed research or scholarly work on a topic related to one of the conference strands. Presenters should not read their papers, but rather present the main points of their work in an engaging manner. Paper sessions will be organized into sessions of four papers by strand. Papers may be presented in English, French, German or Spanish. 2. Symposia (2 hours) provide a venue for a group of authors (3-5) to propose a set of papers based on a shared theme or topic related to one of the conference strands. The papers may present complementary aspects or contrasting perspectives. Total presentation time is limited to one hour and thirty minutes. Thirty minutes are allocated at the end to give presenters and symposium participants an opportunity to engage in extended dialogue. 3. Poster Sessions (55 minutes) are ideal for presenting preliminary results of work in progress or work that lends itself to visual displays and representations. The maximum area per poster is 4 feet high by 8 feet wide. In these sessions, presenters engage in informal discussion with conference attendees during the assigned period. 4. Workshop Presentations (half day [3 hours] or full day [6 hours]) are best suited for teaching or demonstrating particular procedures or techniques. These sessions should be structured so that some explanatory or introductory information is provided with ample time for audience interaction, participation, and involvement. Virtual Presentations This format is intended for authors who are unable to attend the conference in person. The guidelines above for in-person paper presentations apply to virtual presentations as well. Upon notification that their abstract for a virtual presentation has been accepted, author(s) will have until December 14, 2015, to submit their presentation to CERCLL (instructions for how to do so will be mailed with their proposal acceptance). Virtual presentations will not be simultaneous, however presentations will be available via the conference website so that all the conference attendees will have access to them during and after the conference. The preferred format for virtual presentations is a video file with audio annotation, no more than 25 minutes long. If there is no audio, it should take a reader no more than 25 minutes to go through the presentation. The video should not be film of the author speaking, but rather a slideshow presentation, perhaps created using PPT and QuickTime Pro. For examples of presentations created in this format, please see the posters submitted for CERCLL’s 2014 Digital Literacies symposium (see the posters linked at http://cerclldiglit.wordpress.com/). Multimedia and creative modes of presentation are encouraged. At the time of their submission, authors may chose to have their proposal(s) considered for both in-person and virtual presentation; they will be asked to commit to one or the other when notified of their acceptance status. 2 CFP - 2016 Intercultural Competence Conference Proposal Submission Guidelines Restrictions: No more than two proposals per person may be submitted. A presenter can only be a primary presenter on one proposal. Submitting more than two proposals will eliminate all proposals from consideration. Submissions with similar titles and content will also be eliminated from consideration. Proposal must include the following: Paper (in-person and virtual), symposium, poster Title: The title cannot be more than 10 words in length. Be sure that your title matches the content of your presentation. Abstract: The abstract must not exceed 400 words. The online system will not allow you to continue your submission if the abstract exceeds 400 words, including any citations. Summary: The summary must not exceed 50 words. It needs to be in final, publishable format and error-free, and should not include citations. It must clearly align with the content of your abstract. The online system will not allow you to continue your submission if the abstract exceeds 50 words. Short professional biography. Must not exceed 50 words. Contact information for all presenters, even though information regarding the proposal will only be sent (via email) to the first (primary) presenter listed. The primary presenter will be responsible for contacting all co-presenters with details about the conference presentations. Workshop Title: The title of the proposed session cannot be more than 10 words in length. Be sure that your title matches the content of your presentation. Workshop length: 3 or 6 hours Abstract: Abstract must not exceed 400 words. It will include: a brief description of what the workshop will entail; target audience, projected participant outcomes, a detailed schedule of activities; and citations (if appropriate). Summary: The summary must not exceed 50 words. It needs to be in final, publishable format and error-free, and should not include citations. The online system will not allow you to continue your submission if the abstract exceeds 50 words. Short professional biography. Must not exceed 50 words. Contact information for all presenters, even though information regarding the proposal will only be sent to the first (primary) presenter listed via email. The primary presenter will be responsible for contacting all co-presenters with details about the conference presentations. Proposal Review Paper, symposium and poster session proposals will be evaluated by a team of reviewers using the following criteria. 3 CFP - 2016 Intercultural Competence Conference Scholarly or educational significance Does this paper's topic address an important issue directly related to the main theme of the conference? Does it offer the promise of new knowledge or best practice? Is it likely to lead to engaged discussion? Theoretical orientation For research-based papers: Is there a clear theoretical framework? Are the hypotheses or research questions significant? Do(es) the author(s) refer appropriately to previous research, theory, or practice? For theory-based papers (those which propose a new framework or reinterpret earlier studies): Does the discussion appear to be substantive? Thought-provoking? Insightful? For practice papers: Are the practices innovative and are they grounded in existing theory? Quality of research (if applicable) Is the research design appropriate and adequately outlined? Will the findings be of interest to foreign/second language teachers? Quality of practice (if applicable) Is the practice described innovative? Is it of potential interest to other foreign/second language teachers? Does the abstract describe clearly what is involved? Quality of presentation Is the abstract focused? Clearly organized? Well-written? For symposium proposal: Will multiple, complementary or contrasting perspectives be presented to attendees? Workshop proposals will be evaluated by a team of reviewers using the following criteria. Content relevancy Does the proposal convey new developments and/or innovative instructional techniques? Is the proposed workshop appropriate for the intended audience? Tied to the main theme of the conference? Rigorous in its content? Learning objectives Are learning objectives explicit? Practical? Impactful? Learning environment Are the delivery methods (what the presenter will do, what the participants will do) appropriate? Is the format/time suitable for the proposed content? Are there opportunities in the schedule for interaction or discussion? Is the described learning environment engaging? Presenter expertise Does the presenter have experience in designing and/or presenting similar workshops? Demonstrate knowledge of how to engage participants in a meaningful way? Online Submission All proposals must be submitted using our online form, which will be available in early January at the CERCLL website cercll.arizona.edu. Proposals will be accepted beginning January 12th, 2015. 4 CFP - 2016 Intercultural Competence Conference Proposal deadline: 11:59 pm (Pacific Standard Time) on May 25th, 2015. Confirmation of receipt will be sent via email. Presenters will be notified by email of the conference committee’s decision by August 31, 2015. Presenters will need to confirm attendance by September 28, 2015. Questions? Please contact CERCLL at coh-cercll@email.arizona.edu, (520)626-8071 This conference is organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) co-organized by the Second Language Acquisition and Teaching (SLAT) Program co-sponsored by the Center for Latin American Studies, Center for Middle Eastern Studies, Confucius Institute at the University of Arizona, College of Humanities, College of Social and Behavioral Sciences at the University of Arizona; and the Center for Advanced Language Proficiency Education and Research (CALPER) at Pennsylvania State University; and Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. 5
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