26.314, FYI: Call for Papers: Teaching the History of the English Language

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LINGUIST List: Vol-26-314. Fri Jan 16 2015. ISSN: 1069 - 4875.

Subject: 26.314, FYI: Call for Papers: Teaching the History of the English Language

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Date: Fri, 16 Jan 2015 18:50:57
From: Colette Moore [cvmoore at uw.edu]
Subject: Call for Papers: Teaching the History of the English Language

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Teaching the History of the English Language 
MLA Options for Teaching Series

Edited by Colette Moore and Chris C. Palmer

Proposal due: April 15, 2015
Contact: cvmoore at uw.edu, cpalme20 at kennesaw.edu

Proposals are invited for a volume entitled Teaching the History of the
English Language. As part of MLA’s Options for Teaching series, this
collection aims to bring together a range of articles describing innovative
and successful approaches to designing and teaching an undergraduate course on
the History of the English Language (HEL). Such a course is a core offering
within many English Studies programs, while also serving an important role in
majors and minors in English Education, Writing, Rhetorical Studies,
Linguistics, TESOL, and Interdisciplinary Studies. Reflecting this diversity
of disciplinary contexts, the volume will be a resource for new and
experienced teachers of the subject. It will provide suggestions for
supplementary materials and pedagogical activities for a variety of student
audiences in a range of university settings.

Contributions could cover topics under the broader headings of issues and
definitions, course design, teaching strategies, and curricular contexts (the
volume will also include a list of resources). Some essays may define a
particular critical concept as it is relevant for the course (e.g., what is
meant by history in an HEL course?) or explore pedagogical strategies for a
core content area (e.g. teaching the Great Vowel Shift or the globalization of
English). Other essays may tackle a more general approach to teaching the
course (e.g. creating an HEL course with a literary studies focus) or to
classroom techniques (e.g. strategies to engage students). Submissions may
focus on one or more traditional subperiods of English - from Old English to
the present day - or offer alternative approaches to teaching HEL beyond such
canonical periodization. Pedagogical, literary, linguistic, or rhetorical
theories applied to course design or teaching specific HEL topics are also
welcome. As part of the Options series, every essay should make explicit how
it will apply to the needs of teachers in preparing and teaching classes and
of students in learning.

If you are interested in contributing an essay of between 2500-3000 words,
please submit an abstract of 350-500 words by 15 April 2015. Your abstract
should clarify your intended topic, its importance to the field of HEL
pedagogy, and the types of evidence (e.g. sample assignments from a class you
have taught) and/or theories you hope to explore. Please note that any
quotations from student papers will require written permission from students.
Your abstract should also address the value of your intended topic to a broad
range of instructors in the field, as well as a broad range of students. Send
proposals and inquiries about possible topics to the volume editors:
Colette Moore, University of Washington, cvmoore at uw.edu
Chris C. Palmer, Kennesaw State University, cpalme20 at kennesaw.edu
 



Linguistic Field(s): Applied Linguistics
                     History of Linguistics

Subject Language(s): English (eng)





 






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