27.5090, Calls: Applied Linguistics / L2 Journal (Jrnl)

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Tue Dec 13 12:48:18 EST 2016


LINGUIST List: Vol-27-5090. Tue Dec 13 2016. ISSN: 1069 - 4875.

Subject: 27.5090, Calls:  Applied Linguistics / L2 Journal (Jrnl)

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Date: Tue, 13 Dec 2016 12:48:13
From: Emily Hellmich [eahellmich at berkeley.edu]
Subject: Applied Linguistics / L2 Journal (Jrnl)

 
Full Title: L2 Journal 


Linguistic Field(s): Applied Linguistics 

Call Deadline: 30-Jan-2017 

Special Issue 

Call for Abstracts 

Living Literacies: L2 Learning, Textuality, and Social Life

Guest editors: Chantelle Warner, University of Arizona & Kristen Michelson,
University of Oklahoma 

This special volume on Living Literacies takes stock of current approaches to
second language teaching and learning that address the dynamic and
intersubjective dimensions of L2 literacy. With ''living literacies,'' we are
referring to the real-time social actions of readers and writers as they
engage with texts, and the ways in which human experiences shape and are
shaped through literacy practices. A central goal of this special volume is to
bring to light research in L2 literacy studies that accounts not only for the
materiality of texts and the ways in which they mediate language learning, but
also the multiple social worlds 'foreign' language texts inhabit, the meanings
they traffic, and the multilingual human subjects who engage with and through
them. We envision a volume that draws from a wide range of areas within L2
teaching and learning and that might address any of the following areas and
questions:

Curriculum development and pedagogical frameworks

-  How can scholars and practitioners reconcile more transnational,
multilingual, dynamic approaches to L2 literacy with the institutional and
disciplinary priorities of foreign language education, which are often framed
tightly by--and identified through--nationalist paradigms and dominant
discourses?
-  How can we expand beyond the situatedness of instructed L2 classrooms and
the situatedness of national culture to engage with the complex and
multilayered social spaces through and within which texts circulate? As
digital network communications, global mass migration, and translation
practices have made it harder to situate languages and the texts in which they
are manifest, how can language educators best embrace the multiple and
shifting meanings of texts as they move between and across contexts and
users--for example as they are recontextualized in foreign pedagogical
practices? 
-  How might frameworks which treat literacy as living and thus look beyond
the object of the text redefine the objectives of foreign and second language
education? 
-  To what extent and in what ways can instructed language contexts move
beyond representational aspects of texts and incorporate the agility, agency,
and affect that unfolds in interactions between people and texts--for example,
by incorporating digital literacies and linguistic landscapes? 
-  How can our pedagogies help to promote socially responsible action that
extends spatiotemporally beyond the immediate learning context?
Literacy ethnographies and case studies 
-  What do literacy ethnographies and case studies of multilingual language
users reveal about the multitude of backgrounds and social histories that
learners bring to their engagement with texts and how might they inform
instructional practices? 
-  In what ways are our textual responses and productions--as students and
educators--complicit in sustaining or transforming dominant readings or genres
of power?

We are particularly interested in studies that address these questions through
research in L2 instructional and welcome a range of methodological approaches
including, but not limited to, applied linguistic, educational, ethnographic,
and participatory methods.

Submission Information

Please submit a 300-word abstract to eahellmich at berkeley.edu by January 30,
2017. Inquiries can be directed to the same address. Abstract notification:
February 20. Manuscripts due: June 15, 2017.




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