ICLCLE Call for Proposals

Submission Deadline: May 31, 2024

Fourth International Conference on Literacy, Culture, and Language Education (ICLCLE)

Literacy and Language Without Limits: Innovative Practices for Inclusive Education

Amidst the evolving landscape of education, the conference theme of “Literacy and Language Without Limits: Innovative Practices for Inclusive Education” emerges as a beacon of transformation and inclusivity. At ICLCLE, participants will embark on a journey of exploration and dialogue, delving into the multifaceted dimensions of inclusive education. From rich conversations about the current state of PK-12 and adult education to discussions about the nuanced negotiations of power and struggle, ICLCLE will transcend conventional boundaries to envision a future of literacy and language without limits. Through a diverse array of presentations, workshops, and collaborative exchanges, we will collectively navigate the complexities of policy and teaching practices, fostering a deeper understanding of how to create truly inclusive educational environments. Join us on this transformative journey, where research and practice converge to shape a more equitable and empowered future for all.

Keynote Speakers

Serafín M. Coronel-Molina, Indiana University Bloomington

Kathy Escamilla, University of Colorado Boulder

Conference at a Glance

  • Dates: October 25-27, 2024
  • Location: Stewart Center, Purdue University, West Lafayette, IN
  • Proposal Submission Deadline: May 31, 2024
  • Registration Opening May 1
  • Learn more

Call for Proposals

Submission Deadline: May 31, 2024

The Center for Literacy and Language Education and Research (CL2EAR) in the College of Education at Purdue University invites proposals for individual papers, research-to-practice presentations, interactive workshops, and poster presentations to be presented at the Fourth International Conference on Literacy, Culture, and Language Education (ICLCLE) on October 25-27 at Purdue University in West Lafayette, IN, USA.

ICLCLE is a multi-, inter-, and trans-disciplinary event that brings together language and literacy-focused researchers, educators, scholars, instructors, practitioners, activists, and graduate students from around the world. Founded at Indiana University in 2018, ICLCLE fosters opportunities for the sharing and discussion of research, pedagogy, and practice about diverse issues in language, literacy, and culture in education. The conference is moving to Purdue University in 2024, where it will continue to support local and global dialogue by providing space for the exchange of ideas and experiences, research-to-practice connections, and collaboration among practitioners and scholars.

Selected articles from the conference will be published in the peer-reviewed
International Journal of Literacy, Culture, and Language Education (IJLCLE).

The deadline for receipt of proposals is May 31, 2024.

Proposals will be accepted only through the online submission system.

Recent shifts in policy related to language and literacy studies have created a pressing need to understand how literacy, culture, and language intersect in a wide range of educational environments. In particular, it is critical for educators to understand how they can implement research-based practices that meet the language and literacy needs of all learners in their classroom.

We welcome abstracts dealing with questions about a wide range of topics related to languages, cultures, and literacies. Successful proposals will clearly indicate the relationship of the presentation to the core conference topics and theme. Presentations should provide an opportunity for conference participants to engage with some of the challenging and fundamental questions at the intersection of research pedagogy and praxis. Interdisciplinary perspectives are welcome. What follows is a select list of topics in the areas of Languages and Cultures and Literacy Studies that is not meant to be exhaustive. Topics of particular interest to practitioners this year are bolded.

  • African American English
  • Bi/multilingualism and bi/multilingual education
  • Decolonial approaches and epistemologies to languages and cultures
  • Dual needs students
  • Ecolinguistics
  • English as a second/foreign/ new language
  • English as a Lingua Franca
  • First and second language acquisition and instruction
  • Heritage language and culture maintenances and loss
  • Global studies in language education
  • Interdisciplinary Instruction
  • LGBTQIA languages and cultures
  • Languages in the contact zones
  • Language media and technology
  • Language and social and racial justice
  • Language attitudes and ideologies
  • Language and curriculum design
  • Language and diversity
  • Language and gender
  • Language, culture, and identity
  • Language and culture teaching and learning
  • Language and migration
  • Language policy and planning
  • Language and political economy
  • Language regimes and politics of language
  • Language revitalization and documentation
  • Language teacher education
  • Linguistic landscapes
  • Linguistic anthropology in education
  • Multicultural education
  • Multilingual learners/English language learners
  • Politics of endangered languages
  • Pragmatics in language teaching and learning
  • Raciolinguistics/language and race
  • Researching multilingually
  • Semiotics and education
  • Sociolinguistics in education
  • Students with Limited or Interrupted Formal Education (SLIFE)
  • Translanguaging in multilingual classrooms
  • World languages and cultures
  • African American literacies
  • African literacies
  • Children’s and young adult’s literacy and literature
  • Critical literacies
  • Decolonial approaches and epistemologies to literacies
  • Digital and media literacies
  • Early childhood literacy
  • Ecojustice literacies
  • Home and workplace literacy
  • Indigenous literacies worldwide
  • Latino/Hispanic literacies
  • LGBTQIA literacies
  • Literacy, biliteracy, and multiliteracies
  • Literacies and social justice
  • Local and global literacies
  • Multimodal literacies
  • Racial literacies and post-white orientations
  • Science of Learning
  • Science of Reading
  • Translingual, transcultural, and transnational literacies
  • The New Literacy Studies
  • Whiteness studies in education

General Proposal Guidelines

Proposals and presentations on original scholarship are welcome in named languages such as: English, Japanese, Korean, Mandarin, Portuguese, Spanish, and other languages. However, all written work must also provide a translation to English.

Accessibility statement: We welcome people with all abilities or with disabilities. For questions about accessibility or to request an accommodation, please contact iclcle@purdue.edu.

The submission of proposals will be handled through the online submission system. See below for specific guidelines on the different types of proposals.

Types of Presentations

Presentations may be made in one of the formats listed below. You must indicate the proposed format in your submission. However, the Conference Committee reserves the right to negotiate the proposed delivery format with the speaker.

Individual paper proposals provide an opportunity to present original contributions to the research, theory, and practice of language, literacy, and culture from interdisciplinary perspectives. Submissions should demonstrate an awareness of relevant literature and clearly connect the importance of the proposed topic to conference themes.

Upon acceptance, individual papers will be organized into groups of three or four by subject. Individual presenters will have 20 minutes to deliver the content of their individual papers, allowing 10 minutes at the end of all the presentations for questions and answers. Proposals must include the following:

  • Name, title, institutional affiliation, and contact information of each presenter
  • Title of the proposed presentation
  • Brief 50-word summary of the presentation
  • Abstract (300 words)
  • Indicate any A/V equipment needs for your presentation

Research-to-practice presentations include a research presentation of 15-20 minutes (similar to an individual paper) followed by an interactive discussion with real-world examples. The purpose of this presentation type is to make direct connections between original research findings and application in P-12 and adult classrooms. All materials must be provided by the presenter. Research-to-practice proposals must include:

  • Name, title, institutional affiliation, and contact information for each participant
  • Title of the proposed presentation
  • Brief 50-word summary of the presentation
  • An abstract of up to 300 words describing topic, expected audience, outline, and participant activities
  • Indicate any A/V equipment needs for your presentation

Presenters spend a short amount of time (no more than 10 minutes) explaining a pedagogical concept, theory, or model; most of the session is devoted to direct, hands-on participation by the attendees. Workshops are organized to address a theme, discussion is informal and interactive, and papers are not presented. All materials needed for the successful completion of the workshop must be provided by the presenter. Interactive workshop proposals must include:

  • Name, title, institutional affiliation, and contact information for each participant
  • Title of the proposed presentation
  • Brief 50-word summary of the workshop
  • An abstract of up to 300 words describing topic, expected audience, outline, participant activities, and expected outcomes. In the abstract, please state how much time is required for the workshop (60-90 minutes).
  • Indicate any A/V equipment needs for your presentation

Presenters will be allocated a time slot within the main conference venue to model through a poster exhibition. Conference participants will also be able to view displays at their leisure during session breaks, therefore the content of the poster must be self-explanatory. Materials to hang poster presentations will be provided by the conference. Presenters must deliver posters that both fit within a 4’x 6’ area and that are representative of the research proposed. Posters must also contain the name, institutional affiliation, and contact information of the authors. Poster presentation proposals must include:

  • Name, title, institutional affiliation, and contact information for each participant
  • Title of the proposed poster
  • Brief 50-word summary of the presentation
  • An abstract of up to 300 words that briefly describes the overall concept and how the visual and verbal narratives will unfold

Deadline for Proposals – May 31, 2024

Submit Now

Deadlines

Proposals will only be accepted through the online submission system and the deadline is May 31, 2024. Each proposal will be reviewed by the Proposal Review Committee, and applicants will be notified of the status of their proposals by July 31, 2024.

  • Jennifer Renn (Chair), Purdue University
  • Vikrant Chap, Purdue University
  • Breanya Hogue, Purdue University
  • Kathy Martin, Purdue University
  • Samarnh Pang, Purdue University
  • Ofelia Castro Schepers, Purdue University
  • Wayne E. Wright, Purdue University
  • Mengying Xue, Purdue University
  • Janel Alsup, Purdue University
  • Laura Bofferding, Purdue University
  • Amanda Case, Purdue University
  • Virak Chan, Purdue University
  • Breanya Hogue, Purdue University
  • Lanette Jimerson, Purdue University
  • Chrystal Johnson, Purdue University
  • Melanie Kuhn, Purdue University
  • Kathy Martin, Purdue University
  • Stephanie Masta, Purdue University
  • Cammie McBride, Purdue University
  • Trish Morita-Mullaney (Associate Director), Purdue University
  • Jennifer Renn (Managing Director), Purdue University
  • Brenda Sarmiento-Quezada, Purdue University
  • Ofelia Castro Schepers, Purdue University
  • Tara Star Johnson, Purdue University
  • Christy Wessel-Powell (Director), Purdue University
  • Wayne E. Wright, Purdue University

Purdue College of Education IT (EdIT)

Contact the Steering Committee at: iclcle@purdue.edu