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Extensive Reading World Congress in Kyoto, Japan

Date (times in UTC): 
Sat, 2011-09-03 08:00 - Tue, 2011-09-06 16:00

http://erfoundation.org/erwc1/

The Extensive Reading Foundation announces the First Extensive Reading World Congress, to be held on the campus of Kyoto Sangyo University, Kyoto, Japan from 3-6 September 2011. The World Congress represents the first time for all those involved with the extensive reading approach -- teachers, scholars, writers and publishers -- to gather under one roof for a conference dedicated purely to extensive reading.
 

 
Important Dates
Opening of the proposal application process1 September 2010
Start of pre-registration (Earlybird)1 February 2011
Deadline for proposal submissions28 February 2011
Announcement of proposal decisions15 May 2011
Scholarship application deadline15 May 2011
Deadline for presenter confirmations15 June 2011
Announcement of schedule (subject to change)30 June 2011
Start of regular pre-registration1 July 2011
Close of pre-registration15 August 2011
JERA Workshop & ERF Pre-conference Workshops3 September 2011 (Sat.)
Congress concurrent sessions - Day 14 September 2011 (Sun.)
Congress concurrent sessions - Day 25 September 2011 (Mon.)
Post-conference workshops6 September 2011 (Tues.)
Deadline for Proceedings Submissions31 October 2011


Themes to be addressed

  • Adapting texts
  • Rating scales & progress measurement
  • Affect & Motivation
  • Reading ability
  • Book management issues
  • Reading for academic purposes
  • Class readers
  • Reading for beginners
  • Comprehensible Input Hypothesis
  • Reading in an electronic age
  • Extensive Listening
  • Reading materials
  • Grammar
  • Reading speed
  • How to . . . 
  • Reluctant readers
  • Internet & E-media
  • Student-made reading materials
  • L2 learning
  • Theoretical issues
  • Language learner literature
  • Using L1 readers with L2 students
  • Languages other than English
  • Vocabulary
  • Learner autonomy
  • Writing
  • Non-linear reading
  • Writing reading materials
  • Programme evaluation
  • Younger learners
  • Publishing issues