25.3032, FYI: Call for Chapter Proposals: Global Contexts of English Language Teaching and Learning
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LINGUIST List: Vol-25-3032. Thu Jul 24 2014. ISSN: 1069 - 4875.
Subject: 25.3032, FYI: Call for Chapter Proposals: Global Contexts of English Language Teaching and Learning
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Date: Thu, 24 Jul 2014 12:22:15
From: José A. Álvarez V. [jalvarezvalencia at email.arizona.edu]
Subject: Call for Chapter Proposals: Global Contexts of English Language Teaching and Learning
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Global contexts of English language teaching and learning
Seeking proposals for chapters to be included in an edited volume on global contexts of English language teaching and learning. In particular, the editors are seeking proposals for potential chapters that are based on qualitative research conducted in particular local and/or regional contexts of English language teaching and learning. Contexts may include settings where English is the dominant language or where it is a minority language, and settings where few languages are present or many.
Chapters should address the following issues:
The recent ‘social turn’ in second language acquisition and the field of applied linguistics in general, has called into question hegemonic discourses regarding the role of English around the world. This sociocultural orientation to language learning and teaching has allowed the recognition of the voices of educators and learners from marginalized backgrounds and “the outer and expanding circle”, as proposed by Kachru (1997). This process has been heightened by new communicational landscapes and transnational and intercultural connections, which have led educators to pose questions about the relationship between English language teaching and identity, gender, politics, the economy, and culture. Critical questions are being asked, such as what are the functions of English inside and outside of the classroom? How do socio-historical, political, and institutional factors influence the teaching and learning of English? What are teachers’ and students’ attitudes toward learning English? How does English come into play in multicultural settings where there are already competing relations between a dominant language and minority languages?
Language teachers, learners, and specialists of the periphery in particular, are not only looking for the recognition of their voices, but also spaces where they can ask, respond to, and engage in dialogic exchanges. This publication aims to constitute this needed space of academic and experiential exchange.
Please share this announcement with colleagues whose work aligns with the focus of this volume. Abstracts of 500 words or less can be submitted to José Aldemar Álvarez (jalvarezvalencia at email.arizona.edu) or Shireen Keyl (skeyl at email.arizona.edu) by August 31, 2014.
When writing your proposal, please include to the following information: indication of relevance of topic or study, outline of topic, data used, indication of the literature used to support your study.
Cathy Amanti, Georgia State University
José A. Álvarez Valencia, University of Arizona
Shireen Keyl, University of Arizona
Erin Mackinney, Roosevelt University
Linguistic Field(s): Applied Linguistics
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