[Edling] CFP: At the Crossroads of English-medium Instruction and Translanguaging
francis.hult at englund.lu.se
Wed Mar 21 12:06:22 EDT 2018
From: Zhongfeng Tian <tianza at bc.edu>
Sent: Wednesday, March 21, 2018 16:17
We would like to invite you to contribute to a planned edited volume exploring translanguaging and English-medium instruction. The working title of our proposed volume is At the Crossroads of English-medium Instruction and Translanguaging: Global Perspectives. We have established contact with an interested publisher of a series focusing on multilingualism in education.
In the proposed volume, we focus on translanguaging and English-medium instruction (EMI) in a global perspective, with a wide variety of multilingual contexts represented. Here, the term EMI refers to an educational approach in which English is used as the language of instruction for academic subjects in “countries or jurisdictions where the first language (L1) of the majority of the population is not English” (Dearden, 2014, p. 2). The growing prevalence of EMI at all levels of education, including primary school, secondary school, and tertiary education, gives rise to a number of questions with regard to the use of linguistic resources in various educational contexts.
Translanguaging offers a holistic, dynamic view of bilingualism and multilingualism. It focuses on the natural, communicative practices of bi/multilinguals and posits that they “select and deploy particular features from a unitary linguistic repertoire to make meaning and to negotiate particular communicative contexts” (Vogel & García, 2017, p. 1). Translanguaging also represents a pedagogy that creates a safe, inclusive space for all learners to draw upon their full linguistic repertoires to acquire, understand, and demonstrate knowledge (García, 2009). It holds the promise of affirming and leveraging students’ diverse and flexible language practices in EMI contexts, providing them with access to English while also sustaining their cultural and linguistic heritages (Paris, 2012).
We envisage this volume as an exploration of new methodologies and critical views, and expect it to contribute to the definitions and applications of translanguaging as theory and pedagogy as well as to new understandings of EMI across contexts. While research on translanguaging has increased dramatically in recent years, we have noted a dearth of studies focusing on the affordances and constraints that translanguaging processes present in relation to the EMI classroom (see however Paulsrud, 2016; Toth & Paulsrud, 2017). Research shows that some programs offering EMI may encourage the exclusive use of the target language (English) while discouraging the use of students’ other languages (Toth, 2017). In such programs, the focus may be on simply using English as a vehicle to teach academic subjects, with little or no attention paid to linguistic issues.
The volume will present issues surrounding translanguaging and English-medium instruction, with an overview of EMI and translanguaging as a theory and pedagogy followed by empirical and conceptual studies on translanguaging and EMI. We plan to conclude the book with a discussion of future directions for EMI.
We welcome your abstract for a proposed contribution. In this volume we aim for a wide range of contexts and educational levels, and are especially interested in current, original studies on underrepresented contexts in the field of translanguaging and EMI research. Both conceptual and empirical studies are welcome.
Topics may include, but are not limited to, the following areas of focus:
Translanguaging for a global society
* social justice/questions of democracy
* linguistic rights
* linguistic citizenship
* linguistic diversity
* World Englishes and English as an International Language in EMI
* language hierarchies
* official and/or de facto language policy (local, regional, national)
Approaches to translanguaging
* cultural translanguaging/translanguaging as culturally sustaining pedagogy
* flexible multilingual education
* multilingualism in the classroom (i.e. other languages than the majority language and English)
* teacher training
* initiating EMI
Translanguaging in the school/classroom context
* linguistic landscapes/schoolscapes
* teaching materials
* classroom practices
* action research studies
Translanguaging and the individual
* the development of L1
* academic language
* content knowledge development
* teacher and/or student perspectives
Guidelines for the abstract:
State the name(s) of the author(s), institutional affiliation(s) and contact details at the top of the page.
Abstracts should include the theoretical orientation (included literature), the methodology, the (expected) main results and conclusions. The context of your study must also be clear.
Length: 300-400 words (not including references, no more than 3 or 4 key references)
Times New Roman, 12 point, single-spaced.
Please follow the APA 6th Edition
Include a short bio, max 50 words.
You are welcome to submit an abstract for a single- or co-authored chapter. Guidelines for the full draft will be sent with the acceptance notifications.
Please send your abstracts to Zhongfeng Tian at tianza at bc.edu<mailto:tianza at bc.edu>.
April 30, 2018: Abstracts for proposed submissions due
June 30, 2018: Notification of acceptance
December 31, 2018: Full drafts submitted to volume editors (around 6000 words)
March 2019: Completion of peer reviews of individual chapters
June 2019: Revisions of individual chapters completed
October 2019: Completed volume submitted to publisher
Please feel free to contact us if you have any questions. Send your queries to BethAnne Paulsrud at byp at du.se<mailto:byp at du.se>.
We look forward to hearing from you.
Best wishes from the editors,
BethAnne Paulsrud, Dalarna University, Sweden
Zhongfeng Tian, Boston College, United States
Jeanette Toth, Stockholm University, Sweden
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