<div dir="ltr"><p class="MsoNormal" align="center" style="margin:0in;text-align:center;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">CALL FOR ABSTRACTS</span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif"></span></p>

<p class="MsoNormal" align="center" style="margin:0in;text-align:center;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><b><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black"> </span></b><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif"></span></p>

<p class="MsoNormal" align="center" style="margin:0in;text-align:center;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><b><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:rgb(33,37,41)">The
Endowed Power of Academic Language: Peeling the Entanglements</span></b><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black"> </span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif"></span></p>

<p class="MsoNormal" align="center" style="margin:0in;text-align:center;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">EDITORS </span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif"></span></p>

<p class="MsoNormal" align="center" style="margin:0in;text-align:center;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><b><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">Sultan Turkan</span></b></p>

<p class="MsoNormal" align="center" style="margin:0in;text-align:center;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">Queen’s University, Belfast-UK</span></p>

<p class="MsoNormal" align="center" style="margin:0in;text-align:center;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><b><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">Jamie L. Schissel</span></b><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif"></span></p>

<p class="MsoNormal" align="center" style="margin:0in;text-align:center;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">University of North Carolina at Greensboro, USA</span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif"></span></p>

<p class="MsoNormal" style="margin:0in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>

<p class="MsoNormal" style="margin:0in;text-indent:0.5in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">The proposed book provides a venue for professionals,
practitioners, and academics in education from various contexts to illustrate how
systems, structures, and agents have racialized academic language (AL) to
perpetuate deficit views of the learning of language-minoritized students. AL
is often defined abstractly as the language minoritized students need to
succeed in schools (Bailey & Heritage, 2008; Chamot & O’Malley, 1994;
Schleppegrell, 2004), ignoring or actively dismissing the socio-interpretive
nature of the concept. Furthermore, although standards movements ask educators
to legitimize and idealize the testing and teaching of AL (Sato & Thompson,
2020), AL remains a construct that is still not yet clearly defined (Garcia
& Solorza, 2020) nor operationalized consistently between K-12 English
Language Proficiency (ELP) assessments and standards (Sato & Thompson,
2020). Yet, as we speak, AL is present in educators’ and individuals’ lives and
teachers are being held accountable for effective teaching of AL to language minoritized
students.</span></p>

<p class="MsoNormal" style="margin:0in;text-indent:0.5in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">Our book explores AL as a process of enregistering various signs,
symbols, and actions that index a recognizable practice for a specific group
(Agha, 2007, 2007). Within this conceptualization of AL, this book aims to
provide necessary counter narratives to the prolific AL literature that
position language-minoritized students <span style="background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial">as
lacking the skills deemed necessary to succeed in the language of schooling.</span>
We use language-minoritized as a term to speak about these specific learners.
The term points to the disenfranchisement of communities and is related to the
“near-universal agreement among language education scholars about the
legitimacy of minoritized linguistic practices” (Flores & Rosa, 2015, p.
149). To work toward social justice in the education of language-minoritized
students, we delve deeply into the issue by not only building on the strengths
of emerging literature on racialized AL within the US context (Flores, 2020;
Garcia & Solorza, 2020; Rosa, 2016) but also by engaging with transnational
perspectives to explore the ramifications of idolizing AL in other, primarily
anglophone, contexts where this concept has been taken up. We seek theoretical
and empirical contributions examining the epistemology of AL and the narratives
constructed around its utility in instruction and assessment. More
specifically, possible contributions could include but are not limited AL
intersectional relationships with respect to eugenics, race, class, ethnicity,
religion, ability, gender, and/or sexuality that actively work to upend the
entrenched colonial, white supremacist foundations in relation to:</span></p>

<p class="gmail-MsoListParagraphCxSpFirst" style="margin:0in 0in 0in 0.75in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:Symbol;color:black">·<span style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:7pt;line-height:normal;font-family:"Times New Roman"">      </span></span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">standards-based education</span></p>

<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:Symbol;color:black">·<span style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:7pt;line-height:normal;font-family:"Times New Roman"">      </span></span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">instructional practices</span></p>

<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:Symbol;color:black">·<span style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:7pt;line-height:normal;font-family:"Times New Roman"">      </span></span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">testing and assessment </span></p>

<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:Symbol;color:black">·<span style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:7pt;line-height:normal;font-family:"Times New Roman"">      </span></span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">educational policies</span></p>

<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:Symbol;color:black">·<span style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:7pt;line-height:normal;font-family:"Times New Roman"">      </span></span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">teacher education</span></p>

<p class="gmail-MsoListParagraphCxSpMiddle" style="margin:0in 0in 0in 0.75in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:Symbol;color:black">·<span style="font-variant-numeric:normal;font-variant-east-asian:normal;font-stretch:normal;font-size:7pt;line-height:normal;font-family:"Times New Roman"">      </span></span><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black">community-based education</span></p>

<p class="gmail-MsoListParagraphCxSpLast" style="margin:0in 0in 0in 0.75in;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;font-family:"Times New Roman",serif;color:black"> </span></p>

<p class="MsoNormal" style="margin:0in 0in 8pt;line-height:107%;font-size:11pt;font-family:Calibri,sans-serif"><span lang="EN-GB" style="font-size:12pt;line-height:107%;font-family:"Times New Roman",serif;color:black">Proposal for theoretical perspectives
as well as empirical studies based on different methodologies across various
educational and geographical contexts are welcome. The proposed volume will be
submitted to the Teachers College Record Disability, Culture, Equity series
(Prof. Alfredo Artiles, series editor). Potential contributors are invited to
submit a 300-word abstract to the co-editors by June 7. Abstracts should be
submitted to </span><span lang="EN-GB"><a href="mailto:S.Turkan@qub.ac.uk" style="color:blue"><span style="font-size:12pt;line-height:107%;font-family:"Times New Roman",serif">S.Turkan@qub.ac.uk</span></a></span><span lang="EN-GB" style="font-size:12pt;line-height:107%;font-family:"Times New Roman",serif;color:black">. Contributors will be notified by August, 2021. </span><span lang="EN-GB" style="font-size:12pt;line-height:107%;font-family:"Times New Roman",serif"></span></p></div>