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62 Announcing Theme Issues in The themes for these issues are: August 2013—How do we personalize the language learning experience? Focus on: THE LEARNER Possible article topics include (but are not limited to): • Student backgrounds: Who are our learners? What is their prior knowledge and what are their skills? • Meeting the needs of heritage language learners • Enhancing learner motivation • Students’ careers and other interests • Differentiation for special populations, including students with learning disabilities • Languages for Special/Specific Purposes • STEM and languages Article submissions due: May 1, 2013 —Beginning August 2013 The Learner • Technology • Instruction • Cultural Proficiency Assessment and Feedback • Professional Development Editor’s NotE: Everyone involved with the production of The Language Educator is very proud of the magazine that we began publishing in January 2006. This year, while continuing the high standards that have been established over the past seven years, the magazine will be taking a new approach suggested by the ACTFL Board of Directors. Beginning in August, we will present a year of six themed issues of The Language Educator. The articles submitted for these issues will be reviewed by two experts, in addition to other TLE and ACTFL staff. We plan to include a variety of innovative and cutting-edge articles exploring each broad theme related to language education, and we hope that this new approach will be well-received by our readers. October 2013—How do today’s learners shape a new learning environment? Focus on: TECHNOLOGY Possible article topics include (but are not limited to): • Connecting with learners’ means of learning • Learning environments, learning centers • Using new technologies in language learning • Effective use of technology • Online language instruction • Web 2.0 tools • Accessing and utilizing authentic materials • Hybrid/blended classes • Social networking Article submissions due: July 1, 2013 The Language Educator n February 2013
November 2013—How are our practices helping students learn? Focus on: INSTRUCTION Possible article topics include (but are not limited to): • High-leverage practices • Comprehensible input • “Flipping” the classroom • Do effective language teachers still teach grammar and if so, how? • Research-informed instruction • Thematic units • Project-based learning • 21 st century skills Article submissions due: August 1, 2013 January 2014—How do encounters with cultures change our learners’ views of the world? Focus on: CULTURAL PROFICIENCY Possible article topics include (but are not limited to): • Interculturality • Study abroad and intercultural adjustment • Pragmatic competence • Service learning • International collaboration Article submissions due: October 1, 2013 February 2014—What kinds of assessments improve learning and teaching? Focus on: ASSESSMENT <strong>AN</strong>D FEEDBACK Possible article topics include (but are not limited to): • Measuring what has been learned • Performance and authentic assessments • Backward Design • New Advanced Placement (AP) exams and revised frameworks • Modes and cultures • Linguafolio • Assessing proficiency • OPIs/OPIcs/WPT • Designing effective rubrics and feedback tools Article submissions due: November 1, 2013 April 2014—How can educators improve their effectiveness? Focus on: PROFESSIONAL DEVELOPMENT Possible article topics include (but are not limited to): • Teacher preparation and sustained improvement • Teacher effectiveness • Professional learning communities/communities of practice • Collaboration • Mentoring • Continual improvement as an educator Article submissions due: January 1, 2014 We encourage you to begin submitting original, previously unpublished articles for these special theme issues directly on the ACTFL website at www.actfl.org/publications/all/thelanguage-educator. There will be a link there allowing you to upload your article directly to the site for a specific issue, as well as more information about formatting and content. NOTE: Articles for these theme issues, while peer-reviewed, should still follow The Language Educator Author Guidelines (available online) and should be written in the style of a magazine feature article, with direct quotes from multiple primary sources and intended to appeal to educators of all languages at all levels. They should not be narrowly focused research articles or dissertations with long lists of references, literature reviews, etc. The Language Educator n February 2013 63
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SUBMIT AN ARTICLE August 2013 Theme
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Volume 46 • No. 1 • Spring 2013
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