Friday, April 30, 2021

Job: Student Services and Outreach Coordinator (U-M)

Deadline: rolling, apply as soon as you are able to


Note: you must apply through the U-M Careers website

How to Apply

A cover letter is required for consideration for this position and should be attached as the first page of your resume.  The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position. 

The English Language Institute (ELI), an academic unit of the University of Michigan’s College of Literature, Science, and the Arts (LSA), seeks an energetic, detail-oriented student services and outreach coordinator with excellent communication and customer service skills and a global outlook to serve as a member of ELI’s administrative team. The ELI serves a diverse range of international students, scholars, and GSIs from across campus. For more information about the ELI, please visit our website

This position reports to the ELI director. It supports ELI’s academic programs in English for Academic Purposes and ESL/EFL Teacher Education, its GSI Program, its co-curricular and extra-curricular offerings, and its general office operations. Key responsibilities of the position are oversight of the application process for ELI’s summer intensives and other fee-based programs and coordination of ELI’s Conversation Circles program, which provides informal language practice and cultural insights to several hundred international students and scholars at U-M each semester. This position also directly supports ELI’s efforts to foster a more inclusive, equitable campus climate and further LSA’s and U-M’s DEI strategic goals. 

Mission Statement

The mission of the University of Michigan is to serve the people of Michigan and the world through preeminence in creating, communicating, preserving and applying knowledge, art, and academic values, and in developing leaders and citizens who will challenge the present and enrich the future.


Key responsibilities include, but are not limited to:

Academic Programs

  • Curriculum Support
    • Work with the ELI director to create teaching schedules
    • Attend and maintain records for Curriculum Committee meetings
    • Oversee course building/course creation and CARF processes for the department
  • General Student Services
    • Oversee course and room scheduling; course evaluations; class permissions; LSA Course Guide maintenance
    • Assist with scheduling and attendance records for ELI advising, language clinics, and workshops
  • ELI Summer Programs
    • Oversee ELI summer program application process and serve as primary contact for students
    • Liaise with U-M International Center on visa process and to schedule post-arrival check-ins and orientations
    • Support faculty coordinators in program planning and implementation
  • International GSI Program
    • Coordinate summer program classrooms, course registrations, and course credits for ELI 994 course for international GSIs
    • Maintain GSI departmental contact list

ELI Conversation Circles

  • Recruit facilitators and participants by publicizing program across campus
  • Orient and support volunteer facilitators and foster community and engagement among them
  • Supervise student assistants to manage all aspects of this year ‘round program


  • Liaise with LSA Undergraduate Education Communication and Events team to publicize ELI offerings and maintain ELI visibility on campus
  • Represent ELI at campus fairs and other outreach events (occasional evenings required)
  • Maintain mailing lists and create content for ELI website, social media accounts, and email campaigns
  • Oversee and coordinate content for ELI’s social media accounts with support from student staff

General Administration

  • Compile and maintain data records for all academic programs, course enrollments, language clinic and workshop attendance, student demographics, and other needs arising
  • Monitor and respond to ELI informational emails
  • Attend and maintain records for Faculty/Staff meetings

Diversity, Equity, and Inclusion

  • Support ELI in helping foster an inclusive campus climate for individuals from all cultural and language backgrounds
  • Serve as an advocate on campus for international graduate students and scholars at U-M

Required Qualifications*

  • Associate degree and at least four years of office experience
  • Prior work experience in a student services role in a higher education department
  • Familiarity with MPathways and People Soft or other student-management systems
  • Strong skills in the use of electronic work resources, including MS Office Suite and Google Tools
  • Demonstrated ability to develop and maintain strong rapport with individuals from diverse backgrounds
  • Excellent oral and written communication skills
  • Strong interpersonal skills and ability to positively represent the ELI and its programs on campus
  • Ability to work efficiently and productively as a member of a team on multiple assignments in a dynamic work environment
  • A strong attention to detail and accuracy, and the ability to establish priorities and keep deadlines

Desired Qualifications*

  • Bachelor's degree in humanities, social sciences, or education
  • Knowledge of U-M, College of LSA and/or International Center policies and procedures
  • Previous experience working in an ESL/English for Academic Purposes department
  • Experience living/studying/working abroad, or as a second-language learner

Additional Information

The College of Literature, Science, and the Arts seeks to recruit and retain a diverse workforce as a reflection of our commitments to serve the diverse people of Michigan, fulfill the College’s Guiding Principles, and sustain the excellence of LSA.

To learn more about diversity, equity, and inclusion visit

To learn more about LSA’s Guiding Principles visit

Background Screening

The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks.  Background checks are performed in compliance with the Fair Credit Reporting Act.

Application Deadline

Job openings are posted for a minimum of seven calendar days.  The review and selection process may begin as early as the eighth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

Friday, April 16, 2021

Event: Expert Panel and Seminar: "Epidemics and Nation-Building in Interwar East Central Europe" 17 April 2021

The expert panel and seminar "Epidemics and Nation-Building in Interwar East Central Europe" takes place on April 17, 2021 at Central European University in Vienna. The event takes place online.

The outbreak of the Covid-19 pandemic prompted a quest for historical parallels that help us contextualize this traumatic event. The voices of historians, sociologists, and philosophers of science are vital in this debate. The event, consisting of an expert panel and a seminar, focuses on the experience of interwar East Central Europe to explore these historical parallels.

Expert panel (11:00-13:00)

The expert panel brings together scholars working on various contexts and issues connected to biopolitics in East Central Europe. Their presentations will be followed by a discussion, moderated by Professor Jakob Vogel of the Centre Marc Bloch and Humboldt-Universität in Berlin.

The program of the presentations is as follows:

Ana Cergol Paradiž (Ljubljana): Psychiatry and Biopolitics in Slovenia

Călin Cotoi (Bucharest): Cholera and Nation-Building in XIXth Century Romania

Friederike Kind-Kovacs (Dresden): Rescuing the Future of the Nation: Childhood, Hunger and the Spanish Flu in Budapest after the Great War

Martin Kuhar (Zagreb): Social Diseases, Social Therapy: Public Health and National Regeneration in Interwar Yugoslavia

Victoria Shmidt (Graz): Health Films for Interwar “Periphery”: Between Adapting the Global Order and Building National Authenticity

Seminar (15:00-17:00)

Based on the proposed list of readings, seminar discussion will explore the following topics:

1.       Epidemics and nation-building

After the collapse of the continental empires in the aftermath of the Great War, East Central Europe faced a double challenge of taming epidemics and nation-building. There is an emerging body of literature that discusses the process of post-imperial transitions in East Central Europe and the continuities between the interwar states and the continental empires that preceded them. Through the prism of epidemics control, we will explore whether and how biopolitical issues fit into these narratives. Drawing on the concept of biopolitics, our seminar will thus rethink some aspects of the process of nation-building in the region.

2.       Expertise and its credibility

Sociologists and historians of science have long discussed various forms of expertise, and studied the strategies that helped them gain credibility. Drawing on these debates, we will explore the production and uses of biopolitical knowledge in interwar East Central Europe. Who claimed expertise on biopolitical issues, and on what grounds? What audiences they sought to address? Finally, how did they win – or fail to win – trust in polarized societies?

3.       Epidemics in the margins

Interwar East-Central Europe was a diverse space. Its multiethnic and yet nationalizing states pursued policies that sought to render their populace legible. Our seminar, therefore, will discuss what impact these policies had on the internal peripheries of these states. How did they represent the ethnocultural diversity of these spaces, and various racial, gender and class identities? How were these policies negotiated on the ground? Did they interact with other, local forms of knowledge, or did they marginalize it? How did these policies shape subjectivities in these areas?

4.       Global entanglements

Recently, historians in East-Central Europe turned towards the global, and started exploring imperial and colonial entanglements of their region. Drawing on this fascinating research, we discuss how the concept of circulation of knowledge complicates the narrative about biopolitics in interwar East-Central Europe. What transnational, (post-)imperial, and colonial knowledge about diseases and their control circulated in the region, and how was it appropriated? Who were the key transnational actors that facilitated the move of ideas, practices and people? What role did East Central Europe play in shaping discourses and practices on biopolitics on a global scale?

The event is organized by the research network “Intellectual History in East Central Europe,” a collective of advanced doctoral students at Central European University and partner institutions. The network promotes in the ECE area the research on intellectual history that goes beyond national canons. 

For the research network,
Lucija Balikić
Vojtěch Pojar

Contact Info: 

Lucija Balikić, Vojtěch Pojar
Department of History, Central European University, Budapest/Vienna

CFP: DiSlaw

Deadline: April 28, 2021


About the journal: DiSlaw (Didaktik slawischer Sprachen) is a multilingual, subject-specific language journal for Slavic foreign and heritage languages in German-speaking countries. As a theoretically well founded and practice-oriented journal, DiSlaw targets everybody who is concerned with teaching Slavic foreign and heritage languages. Further information is available here:

Call for Papers (DiSlaw): MOTIVATION


Motivation is a phenomenon each and every one of us is confronted with on a daily basis. For more than three decades research has had its focus on motivation in the field of (foreign) language teaching and learning, especially in applied linguistics, social psychology and (foreign) language education. In this context, L2 motivation research has produced a large array of different models and theories regarding different motives for learning (foreign) languages and questions on how to generate and maintain motivation in the learning process (Dörnyei & Ryan 2015; Lamb et al. 2019; Legutke 2017; Riemer & Wild 2016, Ushioda 2013).


In spite of the recent profound engagement with the theme of motivation in the field of (foreign) language education, this research area has now become even more relevant: the Covid-19-pandemic has led to new learning settings such as online and distance learning or home schooling. These new settings again raise questions about fostering and maintaining the motivation of language learners and teachers. These questions need to be brought to the centre of public and academic attention.


For this reason, the first issue of the newly founded open access journal DiSlaw (Didaktik der Slawischen Sprachen) is dedicated to the topic of motivation with the aim of stimulating discourse on motivation from the perspective of teaching and learning Slavic languages. The first issue of DiSlaw will not only focus on motivational aspects of online learning, but also deal with general questions regarding motivation in the (foreign) language classroom, as well as the motivational design of teaching and learning processes.


As a theoretically well-founded and practice-oriented journal, DiSlaw is looking for both academic contributions as well as techniques that bolster motivation for both teachers and students learning (slavic) languages.


The following topics may serve as orientation, but do not exclude other aspects on motivation in (foreign) language research:

  • Motivation & communication 
  • Motivation & (digital) media
  • Motivation & emotion
  • Motivation & demotivation
  • Motivation & language of origin
  • Motivating teaching/learning methods (e.g. task-based/scenario-based language education) or environments
  • Motivation & feedback / performance assessment
  • Motivation & regional aspects, institutional frameworks, needs analysis


Please send the title (working title) and an abstract of approximately 250 words to the following address by 28 April 2021 at the latest:

Abstracts must be written in one of the languages listed below.


Please indicate in which of these languages you will write your contribution and include a short biographical statement about yourself in the abstract (institutional affiliation, function/area of work, research interests).


Each contribution and a second abstract in English must be submitted by 31 July 2021 at the very latest, as the first issue of DiSlaw will be published this year. Further information on the length of the contribution as well as the style sheet will be made available in June 2021 at the following address:


Possible languages for your contribution: Bosnian, Croatian, English, German, Russian, Serbian, Slovenian

Job: Full-time lecturer in Russian (Texas A&M University)

Deadline: open until filled, apply ASAP

The Department of International Studies, College of Liberal Arts at Texas A&M

University invites applications for a full-time Lecturer (Non-Tenure) position in Russian language with a 9-month academic appointment beginning fall semester 2021.

The successful candidate will be expected to teach 4 undergraduate courses per semester (fall 2021/spring 2022) in Russian language (first and/or second year level), and to contribute to program building in Russian studies. Ability to teach a second European language (French, German, Latin or Classical Greek) at the introductory level is desirable.

The Department of International Studies houses degrees/programs in modern languages (Arabic, Chinese, French, German, Italian, Japanese, and Russian) and Classics, in addition to the interdisciplinary degree in International Studies. The department is at the forefront of university efforts to educate global citizens and future leaders, preparing our students for a globally interconnected future. Faculty boast a broad expertise across a variety of fields within the broader humanistic tradition. We teach and produce scholarship on global cultural issues within the context of linguistic, national, and transnational traditions. Information about the department is available at

Texas A&M University is committed to enriching the learning and working environment for all visitors, students, faculty, and staff by promoting a culture that embraces inclusion, diversity, equity, and accountability. Diverse perspectives, talents, and identities are vital to accomplishing our mission and living our core values.


To apply:

Inquiries about this position can be directed to Brett Cooke, Professor of Russian

Monday, April 5, 2021

CFA: 2021 STARTALK Teacher Overview Program “Discover Teaching Russian: Come Learn with Us”

Deadline: May 8, 2021

American Councils for International Education will offer a professional development program for teachers of Russian: “STARTALK Discover Teaching Russian: Come Learn with Us”

Program Dates: July 12– 28, 2021
Location: Due to current circumstances, this course will be offered online only

This standards-based course is designed to provide teachers of Russian an intensive two and a half-week professional development program that focuses on current pedagogical theory in the teaching and learning of Russian. Program participants will be introduced to the STARTALK Principles for Effective Teaching and Learning, the NCSSFL-ACTFL Can-Do Statements, and ACTFL Proficiency Guidelines. The ideal applicant is interested in learning up-to-date approaches to world language learning and teaching.

Participants will:

  • Learn and explain key concepts in effective language learning;
  • Develop assessments that target the three learning modes;
  • Learn and review how technology can be integrated with lessons; and
  • Have access to shared lessons created within the teacher program.

During the course, participants will apply new learning by:

  • Identifying new concepts evident in lessons (both printed learning plans and recorded lessons);
  • Analyzing teaching strategies; and
  • Evaluating lessons and explaining key concepts.

Selected teachers will receive:

  • Scholarship for full program tuition sponsored by the STARTALK program;
  • A two-day MOPI (Modified Oral Proficiency Interview) training;
  • A certificate of MOPI Participation from ACTFL;
  • STARTALK Professional Development Certificate of Program Participation; and
  • All participants have the option to receive 3 graduate credits at no additional cost.

A laptop or other electronic device is required for participation in the course. Participants will not be expected to purchase software or other materials to successfully complete the course.

Applications for 2021 are due by May 8, 2021, and are available at:

For additional information, please contact Nataliya Ushakova at or (347) 267-9826.

*STARTALK is a project funded by the National Security Agency and administered by the National Foreign Language Center at the University of Maryland. STARTALK’s mission is to increase the number of U.S. citizens learning, speaking, and teaching critical-need foreign languages, with programs for students (K-16) and teachers.

CFP: Canadian-American Slavic Studies

 Deadline: October 31, 2021

Canadian-American Slavic Studies is planning a special issue on Pussy Riot to coincide with the 10th anniversary of the Punk Prayer. 

We encourage submissions from scholars of any relevant discipline. Articles should ideally be between 7000 and 10,000 words.  The deadline is Halloween (October 31) 2021, with the issue coming out in 2022 

Please contact guest editor Eliot Borenstein ( or editor Katherine Reischl if you have any questions. 

Submissions (in Microsoft Word or a compatible format) can also be sent to either one of these email addresses.

CFP: Russian as a Foreign Language: Dynamic Teaching for Dynamic Times

Deadline: May 19, 2021

Russian as a Foreign Language: Dynamic Teaching for Dynamic Times

Do you teach Russian as a foreign, second, or heritage language? Do you employ fun and engaging strategies instead of or in addition to a textbook that have your students beg for more Russian? Please consider submitting a proposal for a chapter or a case study in the edited volume Russian as a Foreign Language: Dynamic Teaching for Dynamic Times. We would like to hear from various fields and backgrounds of Russian language instruction. Language of publication: English; 1,500 to 5,000 words + references and appendices.

We are equally interested in theory-heavy explorations and submissions that focus on teaching experience for the Case Study practice-oriented part. International teams of co-authors are especially encouraged: please consider reaching out to a colleague outside of your country.  

Submit proposals to the editor Svetlana Nuss, University of Alaska, via

Proposal requirements: up to 500-word expression of interest, outlining main arguments and methodology, if applicable. 


  • Up to 500-word expression of interest due: May 19, 2021
  • Notification of acceptance to proceed to chapter/case stage: May 25, 2021
  • First draft of chapters/case studies due: July 1, 2021
  • Revisions and peer review: draft of chapters/case studies due: July to September, 2021
  • Final manuscripts due: mid-October of 2021
  • Publication: Spring of 2022
  • Case-study submissions follow the same timeline and same general requirements