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Dear colleagues --<br class="">
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<span style="background-color: rgb(255, 255, 255);" class=""><font color="#333366" class="">Please share the CFP below with your networks.</font></span>
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<div class=""><font color="#333366" class=""><span style="background-color: rgb(255, 255, 255);" class="">____________________________________<br class="">
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<div class=""><span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">Call for Papers: AAUSC Volume 2019 </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">Editors: Beatrice Dupuy, University of Arizona; Kristen Michelson, Texas Tech University </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">Series Editors: Johanna Watzinger-Tharp, University of Utah; Kate Paesani, University of Minnesota </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">The editors of the 2019 AAUSC volume of Issues in Language Program Direction call for contributions that explore possibilities for paradigm change by critically evaluating
and, ultimately, changing discourses of second language (L2) education. We define discourses as conventionalized ways of enacting beliefs and values (i.e. ideologies) of a particular community or institution through language and other social practices. For
example, a discourse of internationalization in higher education often implies educational endeavors that foster skills presumed necessary for graduates’ success in a global marketplace. Contemporary L2 educational discourses, for their part, circulate prevailing
ideologies about language, language learners, and their teachers that greatly—though not necessarily favorably—impact L2 classroom practice. Specifically, notions of language as code may lead to activities and materials that overemphasize accuracy to the detriment
of communication and critical thinking, and thus promote acquisition of grammar and vocabulary as isolated forms removed from contexts of use (e.g., Levine, 2004, 2014; Levine, Melin, Crane, Chavez, & Lovik, 2008; Schulz, 2006). Finally, ideologies that view
teaching as a matter of accumulating a toolbox of classroom techniques may lead to perennially front-loaded teacher development programs and courses, often taking place in isolation from actual teaching contexts (e.g., Allen & Dupuy, 2011; Johnson, 2009). </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">Calls for teaching language and culture as integrated and situated practices have recurred for over two decades (e.g., ACTFL, 2015; Kramsch, 1995; Kern, 1995; MLA 2007). We
understand situated practices as learning how to become an effective member of a community by gaining familiarity and some degree of control over its relevant social processes and practices, including processes of oral and written textual production and interpretation,
with recognition of the social, cultural, and historical embeddedness of texts. However, whereas curricular responses to such appeals for change have been successful in specific, localized instructional contexts (e.g., Allen & Paesani, 2010; Crane, 2006; Maxim,
2006, 2014; Menke & Paesani, 2017; Swaffar, 2014), large-scale paradigm change has not yet occurred, and traditional ideologies and practices continue to pervade the field of L2 education. Furthermore, methods course materials and practices continue to foreground
historical perspectives and eclecticism, rather than guide future teachers in systematic, in-depth exploration of a single, principled approach that aligns with notions of language learning and use as situated communication practices (e.g., Allen, 2009, 2011;
Dupuy & Allen, 2012). </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">This volume focuses on the current discursive landscape around L2 teaching and learning with particular attention to describing prevailing ideologies as well as proposing
ways of moving the dominant discursive needle forward. Our intention is to awaken the field to the urgency of reasserting the relevance of L2 education in individual learning endeavors and institutional practices. Specifically, this volume seeks to answer
such questions as: </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">- How do discourses of globalization, internationalization, or intercultural competence both on and off campus shape current views of language, language teaching, and learning? </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">- How do current L2 teaching and learning frameworks and materials construe learners and the object(s) of learning? </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">- How do formal and informal interactions among teachers and learners in L2 study contexts either sustain or change traditional narratives about language learning? </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">- How do professional development activities and resources socialize L2 teachers into the profession? </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">- What specific modifications to existing materials and interactions might effectively contribute to promoting an understanding of language use as situated communication practices? </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">Possible contributions might center around the following areas: </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">I. Programmatic contexts and stakeholders outside language departments </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">a. Textbook publishers </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">b. Standards organizations </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">c. University-wide curricular requirement statements </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">d. General advising meetings </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">e. University-wide promotional materials (websites, brochures, etc.) </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">II. Frameworks and materials </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">a. Syllabus language </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">b. Textbooks and ancillary materials (prefaces, task instructions, teacher annotations, etc.) </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">c. Proficiency standards and goals statements </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">d. Assessments (language of rubrics, program evaluation reports, forms of assessment, etc.) </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">e. Language learning mobile and digital apps </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">f. Program promotional materials (websites, brochures, flyers, etc. for L2 programs, language-focused study abroad programs, and/or co-curricular activities) </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">III. Language learning contexts </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">a. Classroom discourse and its role in the promotion of particular views of language </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">b. Modes and models of scaffolding, eliciting communication, and providing feedback </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">c. Study abroad sites </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">IV. Professional development of language teachers </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">a. The methods course (and other departmental professional development activities) </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">b. The language of mentoring (classroom observation rubrics, one-on-one consultations, performance reviews, etc.) </span><br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">c. Online teacher professional networks and resources </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">Submissions might address these areas through quantitative or qualitative analyses drawing on, for example, discourse analysis, corpus methods, ethnographic, or other approaches.
We invite both conceptual and empirical contributions. Authors should keep in mind that the primary audience for the volume includes language program directors, curriculum developers, and faculty engaged in the professional development of language instructors.
Contributions should thus speak directly to issues relevant to these roles in language education. </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">The submission deadline for 400 word abstracts is March 15, 2018 and for complete manuscripts is September 1, 2018. Manuscripts should be between 6,000 and 8,000 words and
follow APA format (6th edition; </span><a href="http://www.apastyle.org/" style="color: rgb(204, 51, 0); text-decoration: none;" class="">http://www.apastyle.org</a><span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">). </span><br style="color: rgb(51, 51, 102);" class="">
<br style="color: rgb(51, 51, 102);" class="">
<span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class="">The volume editors, Beatrice Dupuy (bdupuy</span><img align="absbottom" style="color: rgb(51, 51, 102);" apple-inline="yes" id="458E05F8-B715-4AC6-BF94-0931CF12D8D4" src="cid:4B99CD94-2327-43A5-9EE6-0D6F7456104E@hsd1.az.comcast.net" class=""><span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class=""><a href="http://email.arizona.edu" class="">email.arizona.edu</a>)
and Kristen Michelson (kristen.michelson</span><img align="absbottom" style="color: rgb(51, 51, 102);" apple-inline="yes" id="826BD69E-59C6-4BBF-9396-1251BCDD5CD5" src="cid:4B99CD94-2327-43A5-9EE6-0D6F7456104E@hsd1.az.comcast.net" class=""><span style="color: rgb(51, 51, 102); background-color: rgb(255, 255, 255);" class=""><a href="http://ttu.edu" class="">ttu.edu</a>),
welcome any questions about the volume and your potential contribution. Submissions should be sent via email to both editors.</span></div>
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<div style="margin: 0px; font-size: 18px; line-height: normal;" class=""><span style="-webkit-font-kerning: none;" class=""><b class="">Beatrice Dupuy, PhD </b></span></div>
<div style="margin: 0px; line-height: normal;" class=""><span style="-webkit-font-kerning: none;" class="">Professor</span></div>
<div style="margin: 0px; line-height: normal; color: rgb(0, 105, 217);" class="">
<span style="text-decoration: underline; -webkit-font-kerning: none;" class=""><a href="http://french.arizona.edu/" class="">Department of French and Italian</a></span></div>
<div style="margin: 0px; line-height: normal;" class=""><span style="-webkit-font-kerning: none;" class=""><a href="https://humanities.arizona.edu/unit/public-applied-humanities" class="">Department of Public and Applied Humanities<span style="line-height: normal; -webkit-font-kerning: none;" class=""></span></a></span></div>
<div style="margin: 0px; line-height: normal; color: rgb(0, 105, 217);" class="">
<span style="-webkit-font-kerning: none;" class="">Chair, <a href="http://slat.arizona.edu/" class=""><span style="line-height: normal; -webkit-font-kerning: none;" class="">Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching</span></a>,
(SLAT), GIDP</span></div>
<div style="margin: 0px; line-height: normal; color: rgb(0, 105, 217);" class="">
<span style="-webkit-font-kerning: none;" class="">Co-Director, <a href="http://cercll.arizona.edu/" class=""><span style="line-height: normal; -webkit-font-kerning: none;" class="">Center for Educational Resources in Culture, Language, and Literacy</span></a>,<i class=""> </i>(CERCLL)</span></div>
<div style="margin: 0px; line-height: normal;" class=""><span style="-webkit-font-kerning: none;" class="">1103 E. 2nd Street, </span></div>
<div style="margin: 0px; line-height: normal;" class=""><span style="-webkit-font-kerning: none;" class="">Harvill 241D</span></div>
<div style="margin: 0px; line-height: normal;" class=""><span style="-webkit-font-kerning: none;" class="">The University of Arizona</span></div>
<div style="margin: 0px; line-height: normal;" class=""><span style="-webkit-font-kerning: none;" class="">Tucson, AZ 85721-0076</span></div>
<div style="margin: 0px; line-height: normal; color: rgb(0, 105, 217);" class="">
<span style="text-decoration: underline; -webkit-font-kerning: none;" class=""><i class=""><a href="mailto:bdupuy@email.arizona.edu" class="">bdupuy@email.arizona.edu</a></i></span></div>
<div style="margin: 0px; line-height: normal;" class=""><span style="-webkit-font-kerning: none;" class=""></span></div>
<div style="margin: 0px; line-height: normal;" class=""><span style="line-height: normal; font-family: 'Apple Color Emoji'; -webkit-font-kerning: none;" class="">📞</span><span style="-webkit-font-kerning: none;" class="">520-621-7391</span></div>
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<span style="color: rgb(51, 51, 102); font-family: Calibri; font-size: 14px; background-color: rgb(255, 255, 255);" class="">____________________________________</span></div>
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