23.166, FYI: Call: Volume on L2 Development, Lang Program Admin

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LINGUIST List: Vol-23-166. Tue Jan 10 2012. ISSN: 1069 - 4875.

Subject: 23.166, FYI: Call: Volume on L2 Development, Lang Program Admin

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1)
Date: 06-Jan-2012
From: Cristina Sanz [sanzc at georgetown.edu]
Subject: Call: Volume on L2 Development, Lang Program Admin


-------------------------Message 1 ---------------------------------- 
Date: Tue, 10 Jan 2012 11:19:33
From: Cristina Sanz [sanzc at georgetown.edu]
Subject: Call: Volume on L2 Development, Lang Program Admin

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Call for Contributions

AAUSC 2013 Annual Volume
Individual Differences, L2 Development & Language Program 
Administration: From Theory to Application

Editors
Cristina Sanz, Georgetown University 
(sanzc at georgetown.edu)
Beatriz Lado, Lehman College, CUNY (beatrizlado at lehman.cuny.edu)

Series Editor
Stacey Katz Bourns, Harvard University (katzbourns at fas.harvard.edu)

The democratization of schooling and greater access to higher 
education, together with the implementation of language requirements 
in colleges and universities across the United States, have led to a 
higher degree of diversity in language classrooms. We usually think of 
gender, ethnic, racial, or social diversity, but individual differences, 
including learning disabilities and special needs, also contribute to 
diversity and have an impact on assessment, placement, and 
curriculum. In their role as administrators and teacher educators, 
Language Program Directors (LPDs) seek to integrate current 
practices and research in applied linguistics into program design and 
administration, including assessment. To make individual differences a 
theoretically grounded integral component of their decision-making 
processes, LPDs need resources that provide them with cutting-edge 
primary and secondary research on the conceptualization, 
measurement, and consequences of individual differences on language 
development in the classroom.

This volume will provide LPDs with the means to transmit information to 
their instructors in effective ways so that the instructors develop a 
sophisticated understanding of individual differences, including learning 
disabilities, special needs, and strategies for dealing with diverse 
student populations. In addition, this volume will create a forum for 
reflections about and solutions to challenges related to diversity as it 
relates to individual differences.

We will divide the volume into three sections:

i. Constructs and measurements of individual differences. For example, 
for aptitude, and in terms of constructs and definitions, we are 
interested in how current models of working memory have replaced the 
broader construct of aptitude that was common in the 1980s and how 
they relate to L2 development.

Suggestions for Possible Chapters
- Critical assessment of current views of individual differences as they 
relate to adult L2 learning;
- Critical reviews of measures of individual differences for language 
learning;
- Current tests to screen students for learning disabilities, especially 
those that affect language learning or use, as implemented by 
university Academic Resource Centers: Are they useful tools for LPDs?

ii. Empirical studies (qualitative and/or quantitative, including case 
studies) on the role of individual differences. We are especially 
interested in studies that look at L2 development under various 
pedagogical conditions and contexts, be they traditional, on-line, 
hybrid, or study abroad. 

Suggestions for Possible Chapters
- Individual differences and context of language learning: traditional 
classes, computer-assisted learning environments, hybrid courses, and 
study abroad programs;
- Individual differences and pedagogical conditions: is teaching 
grammar explicitly equally beneficial across levels of motivation or 
aptitude, for example?
- Interactions between aptitude and other individual differences, such 
as motivation, age and cognitive maturity, or learning style; 
- Studies on the cognitive consequences of learning a foreign 
language: does studying a FL enhance one's aptitude to learn 
additional languages?
- L2/L3 development in deaf and blind students.

iii.Practical connections: Translating concepts and assessment into 
curricular decisions. How do LPDs address individual differences? The 
place of individual differences in decisions about instructor training and 
curricular design.

Suggestions for Possible Chapters
- The place of individual differences in TA education (e.g., workshops, 
methods courses);
- Teacher and student beliefs about individual differences, with special 
attention to aptitude;
- Differential role of individual differences in curriculum development of 
grammar-based, content-based, and task-based programs;
- Heritage language programs and individual differences;
- From bilingualism to multilingualism in language programs: the 
bilingual as the good language learner;
- Examples of best practices: solutions to challenges posed by diversity 
as they relate to individual differences, including Foreign Language 
Learning Disability and learning impairments that affect college-level 
language students.

For questions about the volume, please contact the volume editors at 
your earliest convenience at sanzc at georgetown.edu or at 
beatriz.lado at lehman.cuny.edu. 

Submission deadline for one-page abstracts is March 15, 2012, and for 
full manuscripts, September 1, 2012. 

See style sheet (APA format, 5th ed.) in recent issues of the AAUSC 
series, or visit http://www.apastyle.org. 



Linguistic Field(s): Applied Linguistics
                     Discipline of Linguistics





 





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