21.5074, FYI: Call for Book Chapters: Foreign Language Education

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LINGUIST List: Vol-21-5074. Wed Dec 15 2010. ISSN: 1068 - 4875.

Subject: 21.5074, FYI: Call for Book Chapters: Foreign Language Education

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1)
Date: 15-Dec-2010
From: Damian Rivers [djr24 at le.ac.uk]
Subject: Call for Book Chapters: Foreign Language Education
 

	
-------------------------Message 1 ---------------------------------- 
Date: Wed, 15 Dec 2010 13:23:25
From: Damian Rivers [djr24 at le.ac.uk]
Subject: Call for Book Chapters: Foreign Language Education

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Call for Chapters
Deadline for abstracts: April 1st 2011

Foreign Language Education: A Social Psychological Approach

Editors:
Damian J. Rivers: djr24 at le.ac.uk [damian.j.rivers at gmail.com]
Stephanie Houghton: houghton at cc.kochi-wu.ac.jp [steph_houghton at hotmail.com]

It has long been acknowledged that foreign language learning is a social
psychological phenomenon (Gardner, 1985); however, the application of
social psychological theory to the field of foreign language learning has
tended to focus on attitudinal assessments of individual difference in
terms of language learning motivation and to a lesser extent, language
proficiency. Whilst this research has been important and reflective of our
understanding that "social psychologists are concerned primarily with the
individual (affect, behavior, and cognition) as influenced by interactions
with others" (Fiske, 2009, p.6), it has arguably contributed to a neglect
of the wider applicability of social psychology to the field of foreign
language learning. The editors of this volume which to revisit and refocus
the role of social psychology in foreign language learning by asking to
what extent the science of social psychology can inform the practice of
foreign language education across a variety of contexts.

Since the publication of the UNESCO Report Learning: The Treasure Within
(Delors, 1996) and the Common European Framework of Reference for Foreign
Languages (CEFR) (Council of Europe, 2001), the links between social
psychology and foreign language education have been explored through the
concepts of learning to live together in general education, and
intercultural competence in foreign language education (Byram, 1997; Byram
& Zarate, 1997), in ways that have led more recently to the recognition of
foreign language education as a form of citizenship (Guilherme, 2000;
Byram, 2008), a concept that allows for exploration of what it means for an
individual to be a member of a society in which many groups from different
cultural backgrounds are attempting to co-exist with varying degrees of
success. It has also been documented that prejudice can escalate in society
through speech into avoidance, discrimination and violence (Allport, 1954),
but to what extent can this be countered through foreign language education
in practical ways that are informed by, and consistent with, social
psychological theory?

This edited volume seeks to highlight and expand the avenues of exploration
available within foreign language education by considering the wide-ranging
practical application of theories deriving from social psychology in
relation to aspects such as intergroup relations, classroom dynamics,
innovative or experimental teaching practices, materials design and
curriculum development, and/or the teaching and assessment of intercultural
competencies. Possible areas of theoretical interest may include [but are
certainly not limited to]:

- intergroup contact dynamics (actual or imagined)
- theories of social identity (multiple identities/multiple roles)
- social inclusion and social exclusion (students and/or teachers)
- diversity, difference and symbolism (national, ethnic, cultural and
linguistic)
- perceptions of trust, risk, threat and deficit
- group formation, comparison, boundaries and maintenance
- social and political attitudes or beliefs (change and stability)
- conceptualizations of the self including self-esteem, self-worth and
self-efficacy
- stereotypes, prejudice and discrimination
- language aptitude and personality
- emotion, tolerance and ambiguity

Submissions that adopt experimental methods through the analysis of
quantitative data and/or focus on sharing language learners' experiences
through more discursive methods such as autobiographies, interviews, focus
groups and language learning diaries are especially welcome.

Potential authors are invited to submit a 500-word proposal in English
(including a few lines about the author(s)) to both editors by April 1st 2011. 



Linguistic Field(s): Applied Linguistics





 




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