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<div class="WordSection1">
<p class="MsoNormal">We would love to see submissions from Ed Ling members for this special issue!<o:p></o:p></p>
<p class="MsoNormal">Please let me know if you have any questions—and if the pdf needs to be removed in order to post to the list, that’s fine.<o:p></o:p></p>
<p class="MsoNormal">Thank you,<o:p></o:p></p>
<p class="MsoNormal">Shawna<o:p></o:p></p>
<p class="MsoNormal">*********************<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><i><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Open Call for Submissions
<o:p></o:p></span></i></b></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><i><span style="font-size:12.0pt;font-family:"Times New Roman",serif">JSLW 2023 special issue<o:p></o:p></span></i></b></p>
<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal" align="center" style="margin-bottom:12.0pt;text-align:center">
<b><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Critical Language Awareness:
<br>
A Lens for Looking Backward, Outward, and Forward in L2 Writing<o:p></o:p></span></b></p>
<p class="MsoNormal"><i><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Journal of Second Language Writing</span></i><span style="font-size:12.0pt;font-family:"Times New Roman",serif"> is soliciting submissions for a special issue entitled
“Critical Language Awareness: A Lens for Looking Backward, Outward, and Forward in L2 Writing.” Critical Language Awareness (CLA) is a pedagogical approach that was first articulated in the late 1980s by scholars and practitioners in the United Kingdom who
were committed to promoting a<b> pluralist</b> stance toward language difference alongside a<b> pragmatic</b> and empowering orientation to language/literacy instruction (Clark et al., 1990; Fairclough, 2014; Shapiro, forthcoming). This approach has been taken
up across the globe (e.g., Achugar, 2015; Crookes, 2021; Janks, 2010; Taylor et al., 2018) by language/literacy teachers working in a variety of institutional contexts (e.g., Britton & Lorimer Leonard, 2020;
<span style="color:#222222;background:white;mso-highlight:white">Holguín Mendoza, 2018</span>; Sanchez & Paulson, 2008;
<span style="color:#222222;background:white;mso-highlight:white">Schleppegrell, & Moore, 2018</span>).<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">A special issue on CLA in
<i>JSLW</i> provides an opportunity to consider questions such as:<o:p></o:p></span></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="margin-bottom:12.0pt;mso-list:l1 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">What are the benefits and challenges of taking up CLA as a central framework for the teaching of L2 writing? How does
this framework play out in curriculum design, classroom instruction, assessment, and other aspects of pedagogy?<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l1 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">How does CLA intersect with or diverge from other asset-oriented frameworks
<br>
(e.g., translingual orientations, plurilingual pedagogies, and linguistic justice)?<o:p></o:p></span></li><li class="MsoNormal" style="margin-bottom:12.0pt;mso-list:l1 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">How can CLA inform our research, administration, and/or advocacy work?
<o:p></o:p></span></li><li class="MsoNormal" style="margin-bottom:8.0pt;mso-list:l1 level1 lfo3"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">How might CLA help L2 writing specialists connect to and converse with scholars in other disciplines and contexts?<o:p></o:p></span></li></ul>
<p class="MsoNormal" style="margin-bottom:12.0pt"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">By exploring these questions, the special issue editors hope to elicit insights into CLA’s potential for the field of L2 writing. Because
</span><w:Sdt SdtTag="goog_rdk_0" id="1843508717"></w:Sdt><w:Sdt SdtTag="goog_rdk_1" id="-1486466061"></w:Sdt><span style="font-size:12.0pt;font-family:"Times New Roman",serif">the frame of “CLA” can encompass a variety of asset-oriented approaches to language—including
Critical English for Academic Purposes (Benesch, 2009; Helmer, 2013), translingualism (e.g., Horner & Tetrault, 2017; Schreiber & Watson, 2018), teaching for linguistic justice (Baker-Bell, 2020; Johnson et al., 2020; Schreiber et al., forthcoming), and plurilingual
pedagogies (Shuck & Losey, forthcoming)—it has the potential to extend L2 writing’s critical focus on the needs and assets of linguistically diverse writers in capacious and flexible ways. For more information about CLA, see our annotated bibliography at
<a href="https://jslwbib.clacollective.org/">https://jslwbib.clacollective.org/</a><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">The Editors welcome proposals for a diverse array of studies and reflections that explore the questions above and others related to CLA as an approach to L2 writing. We
are particularly interested in contributions from practitioners in contexts that are underrepresented in current scholarship, such as primary or secondary-level classrooms, schooling contexts from the global south, world/heritage language programs, and settings
outside formal education, such as community-based programs. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Please send a 500-word abstract that describes unpublished empirical, analytical, and/or reflective work that explores the questions above. If abstracts are accepted, we
will invite authors to submit full-length articles for possible inclusion in this issue. Complete manuscripts will be sent out to peer reviewers prior to acceptance in the special issue.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><i><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Expected timeline</span></i><span style="font-size:12.0pt;font-family:"Times New Roman",serif">:<o:p></o:p></span></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="mso-list:l3 level1 lfo6"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Abstracts (500 words) should be submitted by March 1, 2022 via email to the guest editors. <o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l3 level1 lfo6"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Authors invited to submit full-length articles will be notified by April 1, 2022.<o:p></o:p></span></li><li class="MsoNormal" style="mso-list:l3 level1 lfo6"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Complete manuscripts should be submitted by September 1, 2022.<o:p></o:p></span></li></ul>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Please send abstracts and inquiries to the special issue gu<span style="color:#222222">est editors, Rebecca Lorimer Leonard (</span></span><a href="mailto:rlorimer@english.umass.edu"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222">rlorimer@english.umass.edu</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222">)
and Shawna Shapiro (</span><a href="mailto:sshapiro@middlebury.edu"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222">sshapiro@middlebury.edu</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222">).<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></p>
<div style="border:none;border-bottom:dotted black 3.0pt;padding:0in 0in 1.0pt 0in">
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">For complete guidelines for manuscript preparation, please consult “Guide for Authors” available on the<i> JSLW</i> website at </span><span lang="EN-GB"><a href="https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.elsevier.com%2Fjournals%2Fjournal-of-second-language-writing%2F1060-3743%2Fguide-for-authors&data=04%7C01%7Csshapiro%40middlebury.edu%7Cd5d8436afb3a450bbcff08d9a3a58259%7Ca1bb0a191576421dbe93b3a7d4b6dcaa%7C1%7C0%7C637720753526837295%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=S0RxngdMiMkraKATtp7tTo7y2tLrATwkulTSF1ouXTA%3D&reserved=0">https://www.elsevier.com/journals/journal-of-second-language-writing/1060-3743/guide-for-authors</a>
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<p class="MsoNormal" align="center" style="text-align:center"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">References<o:p></o:p></span></b></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">Achugar, M. (2015). Critical Language Awareness approaches in the Americas: Theoretical principles, pedagogical practices and distribution of intellectual labor.”
<i>Linguistics and Education</i>, <i>32</i>, 1–4.<o:p></o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Baker-Bell, A. (2020). <i>Linguistic justice: Black language, literacy, identity, and pedagogy</i>. Routledge.<o:p></o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Britton, E. R., & Leonard, R. L. (2020). The social justice potential of critical reflection and critical language awareness pedagogies for
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Clark, R., Fairclough, N., Ivanič, R., & Martin‐Jones, M. (1990). Critical language awareness part I: A critical review of three current approaches
to language awareness. <i>Language and Education</i>, <i>4</i>(4), 249-260.<o:p></o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Crookes, G. V. (2021) Critical language pedagogy: An introduction to principles and values.
<i>ELT Journal</i>, <i>75</i>(3), 247-255.</span><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black"><o:p></o:p></span></b></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Fairclough, N. (2014). (Ed.). <i>Critical language awareness</i>. Routledge.<o:p></o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Helmer, K. A. (2013). Critical English for academic purposes: Building on learner, teacher, and program strengths. <i>Journal of English for
Academic Purposes</i>, <i>12</i>(4), 273-287.<o:p></o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Holguín Mendoza, C. (2018). Critical language awareness (CLA) for Spanish heritage language programs: Implementing a complete curriculum. <i>International
Multilingual Research Journal</i>, <i>12</i>(2), 65-79.<o:p></o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white"><o:p> </o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Horner, B., & Tetreault, L. (Eds.). (2017). <i>Crossing divides: Exploring translingual writing pedagogies and programs</i>. University Press
of Colorado.</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">
<b><o:p></o:p></b></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Janks, H. (2010). <i>Literacy and power.</i> Routledge.<o:p></o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white"><o:p> </o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Johnson, J., Lee, E., Schreiber, B., & Fahim, N. (Eds.). (2020). Promoting social justice for multilingual writers on college campuses. [special
issue of <i>Composition Forum</i> </span><a href="https://compositionforum.com/issue/44/"><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#1155CC;background:white;mso-highlight:white">https://compositionforum.com/issue/44/</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">
]<o:p></o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white"><o:p> </o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Ruecker, T., Shapiro, S., Johnson, E. N., & Tardy, C. M. (2014).
</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black;background:white;mso-highlight:white">Exploring the linguistic and institutional contexts of writing instruction in</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">
TESOL. <i>TESOL Quarterly</i>, <i>48</i>(2), 401-412.<o:p></o:p></span></p>
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<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white"><o:p> </o:p></span></p>
<p class="MsoNormal" style="margin-left:.5in;mso-add-space:auto;text-indent:-.5in">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white">Schleppegrell, M., & Moore, J. (2018). Linguistic tools for supporting emergent critical language awareness in the elementary school. In R.
Harman (Ed.). <i>Bilingual learners and social equity</i> (pp. 23-43). Springer.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:35.0pt;mso-add-space:auto;text-indent:-.5in">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">Schreiber, B., Lee, E., Johnson, J., & Fahim, N. (Eds.) (</span><a href="https://www.multilingual-matters.com/page/detail/Linguistic-Justice-on-Campus/?k=9781788929486"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">forthcoming</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">)
<i>Linguistic justice on campus: Theory, pedagogy, and advocacy for multilingual writers</i>. Multilingual Matters.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-left:35.0pt;mso-add-space:auto;text-indent:-.5in">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif">Shapiro, S. (</span><a href="https://middleburycollege-my.sharepoint.com/personal/sshapiro_middlebury_edu/Documents/Desktop/RESEARCH/JSLW%202023%20SI/routledge.com/Cultivating-Critical-Language-Awareness-in-the-Writing-Classroom/Shapiro/p/book/9780367767402"><span class="MsoSmartlink"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">forthcoming
in February 2022</span></span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif">).
<i>Cultivating critical language awareness in the writing classroom. </i>Routledge.<span style="color:black"><o:p></o:p></span></span></p>
<w:Sdt SdtTag="goog_rdk_4" id="125278873">
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<w:sdtPr></w:sdtPr><w:Sdt ShowingPlcHdr="t" SdtTag="goog_rdk_3" id="-1933736815">
</w:Sdt><i><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:#222222;background:white;mso-highlight:white"><o:p></o:p></span></i></p>
</w:Sdt>
<p class="MsoNormal" style="margin-left:.5in;mso-add-space:auto;text-indent:-.5in">
<span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">Shuck G. & Losey, K. (Eds.). (</span><a href="https://www.routledge.com/Plurilingual-Pedagogies-for-Multilingual-Writing-Classrooms-Engaging-the/Losey-Shuck/p/book/9781032186184"><span style="font-size:12.0pt;font-family:"Times New Roman",serif">forthcoming
in December 2021</span></a><span style="font-size:12.0pt;font-family:"Times New Roman",serif;color:black">).
<i>Plurilingual pedagogies for multilingual writing classrooms: engaging the rich communicative repertoires of U.S. Students</i>.
</span><span style="font-size:12.0pt;font-family:"Times New Roman",serif">Routledge.<span style="color:black"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-indent:-.5in"><b><span style="font-size:12.0pt;font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:#4F6228">Shawna Shapiro, PhD [she/they]</span><o:p></o:p></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:#4F6228">Associate Professor of Writing and Linguistics
<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:#4F6228">Middlebury College Carr Hall 201</span><o:p></o:p></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:#4F6228">802.443.5977 or 206.919.6060 (cell)</span><o:p></o:p></p>
<p class="MsoNormal"><span style="font-size:10.0pt">Website:<span style="color:black">
<a href="https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fsites.middlebury.edu%2Fshapiro%2F&data=02%7C01%7Csshapiro%40middlebury.edu%7C4b45072e2f2a4ddca76808d4e9a2b8be%7Ca1bb0a191576421dbe93b3a7d4b6dcaa%7C1%7C0%7C636390332485084971&sdata=wVORKUnxTojko9rSyGnAkcDKJNSmfREN3EIggF28pa4%3D&reserved=0">
<span style="color:blue">http://sites.middlebury.edu/shapiro/</span></a> </span></span><o:p></o:p></p>
<p class="MsoNormal"><span style="font-size:10.0pt">Co-editor of:</span> <span style="font-size:10.0pt">
<a href="http://www.multilingual-matters.com/display.asp?K=9781783099986"><i><span style="color:blue">Educating Refugee-background Students</span></i></a> (2018)
<o:p></o:p></span></p>
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