Teaching Writing Across Languages and Cultures
Thursday 27 – Saturday 29 June 2013
Central European University, Budapest
The European Association for the Teaching of Academic Writing (EATAW) is pleased to announce its 7th biennial conference, hosted by the Center for Academic Writing at Central European University, Budapest. EATAW is a scholarly organisation that seeks to bring together those involved or interested in the teaching, tutoring, research, administration and development of academic writing in higher education in Europe. EATAW membership is free and is open to individuals from all over the world.
Writing initiatives across Europe and beyond have grown out of two traditions: writing in the mother tongue and writing in a second or other language, usually English. Writing pedagogies, research, practices and institutional policies are inevitably influenced and shaped by the interplay of the growth of English as the lingua franca of academe and the desire of other societies and cultures to preserve their own identity. Identifying and understanding the differences, similarities, conflicts and opportunities for cross-fertilisation and synthesis between these two strands of writing teaching forms the theme for the seventh EATAW Conference.
The conference is of special interest to teachers and tutors of academic writing, administrators of writing centres and programs, researchers, and those involved in higher education policy from all over Europe, but is open to anyone with a professional interest in writing development in higher education and beyond.
For more information visit: www.eataw2013.eu
The Role of the Student Experience in Shaping
Academic Writing Development in Higher Education
Wednesday 29th June – Friday 1st July 2011
The University of Limerick, Limerick, Ireland
The 2011 EATAW conference invites all those interested in academic writing development in higher education to contribute to the discussion on enhancing the quality of the student experience through writing. Enhancing the student experience is central to the vision and mission of most higher-education institutions in Europe and beyond. How both undergraduate and postgraduate students experience academic writing has a major impact on the students’ participation in academic and disciplinary environments and on the development of their identity. Writing programmes and initiatives that actively engage students in the practices of their academic communities can enhance the quality of the student learning experience.
Contributions addressing writing developments which attempt to respond to the student experience will be welcome. The conference will be a place to reflect on practices that aim to enhance the learning experience of both undergraduate and postgraduate tudent writers across and within the disciplines (for example, WAC/WID initiatives). Such reflections may also extend to programmes which aim to enhance staff/academics’ writing development.
For a detailed ‘Call for Proposals’ and updates, please consult the EATAW 2011 conference website.
June 30-July 2, 2009
The conference theme was 'The Roles of Writing Development in Higher Education and Beyond'. The fifth biennial EATAW conference was hosted by the Centre for Academic Writing (CAW) at Coventry University. The EATAW conferences aim to share and celebrate the work of writing teachers and scholars in Europe, but also to look beyond the European context to learn about other innovations in researching and teaching student writing.
The EATAW Board was able to offer two types of funding awards for the June 2009 EATAW conference. These scholarships are intended to enable the participation of writing scholars who have had papers accepted for the EATAW 2009 conference but who are unable to attend because of economic hardship. The board awarded a total of seven scholarships. Full Conference Scholarships covered the conference registration fee, accommodation for three nights, and travel expenses up to 325 Pounds Sterling. Partial Conference Scholarships covered the conference registration fee, and travel expenses up to 50 pounds.
Teaching Academic Writing across and within the Disciplins
30 June - 2 July
Ruhr University Bochum
"The conference aims at
creating a forum for an inspiring exchange about teaching methods, implementation models and results related to research in academic writing,
promoting innovation, quality and sustainability in the pedagogy of academic writing,
- providing a cooperative and stimulating atmosphere with a variety of contribution types."
The International Association for the Improvement of Mother Tongue Education welcomes researchers, teachers, teacher educators, subject methodology teachers involved in the teaching of language and literature to join the association for free and to participate in conferences, book publications, newsletters and the IAIMTE journal L1 - Educational Studies in Language and Literature to exchange the experiences and to learn from other educational cultures.
The IAIMTE organizes biannual worldwide international conferences about the learning and teaching of language and literature.
3- 5 June 2015, PhD preconfenrence June 2nd
Conference chair: prof Dr Ellen Krogh
University Southern Denmark, Odense. Electronic submission open from 15 09 2014
Registration open from 15 09 2014
The 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) will take place in Limassol, Cyprus at the Cyprus University of Technology (CUT) from the 25th to the 29th of August 2015.
The theme of the EARLI 2015 conference is “Towards a Reflective Society: Synergies between Learning, Teaching and Research”. The EARLI2015 theme addresses the emphases of the conference on research-based learning and instruction, while highlighting the crucial role of the systematic investigation of learning and teaching as a mechanism for promoting innovative and creative thinking and sustaining long-term societal growth.
Reflective citizenship lies at the heart of contemporary societies. The 21st century calls for a redefinition of the forms of knowledge, skills and competences that are necessary for the advancement of our societies. While the focus on basic skills and the need for disciplinary knowledge cannot be ignored, there is a need to work individually and collectively towards increasing the reflective capacity of our societies. This means that different stakeholders, such as learners of different ages and stages, teachers at all levels, and researchers need to focus on being reflective in their practices and need to synchronize efforts, so that we can all reach the ambitious goal for education as an integral and productive force of an innovative modern society.
The "Gesellschaft für Schreibdidaktik und Schreibforschung e.V." (Association for writing pedagogies and writing research) invites to a world cafe meeting at the University of Hamburg on September 16th, one day in advance of the peer writing tutor conference.
Special interest groups will meet and exchange ideas from 11 am to 4 pm. New people are very welcome. The annual membership assembly will start at 4pm and will include board elections. Currently, interested persons can candidate for election. More information: www.schreibdidaktik.de
8. Peer-Tutor*innen-Konferenz an der Universität Hamburg vom 17.–19.09.2015
Sprache zum Schreiben – zum Denken – zum Beraten
Wir freuen uns, die Peer-Tutor*innen-Konferenz 2015 in der Freien und Hansestadt Hamburg ausrichten zu können. Der Schwerpunkt der Konferenz wird die Sprache in der Schreibzentrumsarbeit sein. Wir freuen uns über zahlreiche Beiträge zu dem Thema. Dabei sind für uns vier Perspektiven auf den Gegenstand zentral:
Sprache als Gegenstand des Schreibens selbst: z. B. Aspekte wie Grammatik und Rechtschreibung, Merkmale der Wissenschaftssprache oder wie die Stimme der Autorin oder des Autors im Text sichtbar werden kann.
Sprache als Medium des Sprechens über das Schreiben: z. B. Wortwahl in der Beratung oder im schriftlichen Feedback.
Sprache als Werkzeug des Sprechens über die Beratung: z. B. Begrifflichkeiten wie Ratsuchende, Beratung u. ä.
Mehrsprachigkeit: z. B. als Ressource im Schreibprozess, mehrsprachige Beratungen, Erfahrungen mit Ratsuchenden, die Texte in einer anderen Sprache als ihrer Erstsprache schreiben müssen u. ä.