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LTRC 2019 Call for Proposals
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Theme:  Language Testing and Social Justice

The Center for Economic and Social Justice (www.cesj.org) defines social justice as “the virtue which guides us in creating those organized human interactions we call institutions. In turn, social institutions, when justly organized, provide us with access to what is good for the person, both individually and in our associations with others. Social justice also imposes on each of us a personal responsibility to collaborate with others, at whatever level of the ‘Common Good’ in which we participate, to design and continually perfect our institutions as tools for personal and social development.” 

We have chosen the theme of Language Testing and Social Justice as a focus for the 41st annual Language Testing Research Colloquium. It is a particularly relevant theme for a conference to be held in Atlanta, Georgia, home of Dr. Martin Luther King, Junior, and a major center of the Civil Rights movement in the USA. We also want to recognize the 20th anniversary of Elana Shohamy’s landmark 1998 article Critical Language Testing and Beyond,[1] in which she challenged language testers to “actively follow the uses and consequences of language tests, and offer assessment models which are more educational, democratic, and ethical in order to minimize misuses.”       

As always, we welcome proposals on the full range of research topics within the field, but for this LTRC we particularly encourage participants to propose papers that investigate the uses and misuses of tests, the consequences of language test use, and innovations in language testing that embody Shohamy’s call for “more democratic models of assessment where the power of tests is transferred from elites and executive authorities and shared with the local levels, test takers, teachers, and students.” 

Presentation Categories

LTRC 2019 invites proposals for the presentation types listed below.  All proposals should be no longer than 500 words, except where noted below.

Research Papers

Research papers may be either empirical or conceptual and are best suited to theoretically oriented work. Paper presentations are 20 minutes, followed by 10 minutes for questions and comments from the audience. Proposals for empirical studies should provide a motivation for the study, an appropriately detailed description of the method, the results, conclusions, and implications. Proposals for conceptual research should discuss an approach or a critical issue, or compare and contrast alternative approaches or issues, and provide significant new insights. Proposals not accepted as research papers may be considered as posters or works-in-progress.

Symposia

Symposia involve the presentation of several research papers on a single, coherent theme related to theory, research, or practice, in one 120-minute session. Ideally, symposia will offer complementary or differing perspectives on an important topic or issue, stimulating wider discussion of the topic by the presenters and audience. Symposia may include up to four individual presenters, a moderator, and/or an independent discussant, and should include time for discussion of the issues raised. In no more than 500 words, the symposium proposal should include a summary of the topic and overarching goal. In addition, the titles and abstracts of individual papers should be included, each not exceeding 250 words. The proposal should provide evidence of careful planning in the allocation of the time available.

Demonstrations (Demos)

Demos show how technology has been innovatively applied to assessments. This may involve new means of: designing and developing assessments; delivering assessments; analyzing oral or written texts; scoring of assessments; understanding assessment behaviors (e.g., eye-tracking studies); or other uses of technology in assessment. Presenters should be prepared to showcase their work through screen shots and/or actual demonstrations. Demos are 20 minutes, followed by 10 minutes for questions and comments from the audience. The proposal should fully describe the substantive goals of the presentation, outline how the demo will proceed, and discuss any implications for language assessment.

Posters

Posters provide an opportunity for the presentation of test development projects, new tests, and technological innovations not suitable for consideration as a demo. Posters will be displayed during a timetabled session in the program and presenters should be available to discuss their work and answer questions at that time.

Works-in-Progress (WIPs)

Research that is still in progress should be submitted as a work-in-progress presentation. This session, which has its own slot in the program, provides an opportunity for the presentation of research in progress or research that is being planned. Presenters discuss their project with small groups of other participants and receive comments and suggestions on how best to proceed.

To submit a proposal, go to: www.conftool.pro/ltrc2019/

Proposal Deadline:  Thursday, 1 October 2018 at 11:59 pm, Pacific Daylight Time (UTC/GMT – 7 hours)  

Note for student presenters:  We welcome proposals from graduate students. If your paper is accepted for a paper session or a symposium, you will be eligible for the Robert Lado Memorial Award for Best Graduate Student Paper, which is awarded at the end of the conference. Proposals co-authored with faculty members are not eligible.

Email inquiries: LTRC2019@gmail.com



[1] Shohamy, E. (1998). Critical Language Testing and Beyond. Studies in educational evaluation24(4), 331-45.

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