27.5152, FYI: CFP: Understanding Vocabulary Learning & Teaching

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LINGUIST List: Vol-27-5152. Thu Dec 15 2016. ISSN: 1069 - 4875.

Subject: 27.5152, FYI: CFP: Understanding Vocabulary Learning & Teaching

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Date: Thu, 15 Dec 2016 14:59:04
From: Peter Ecke [eckep at email.arizona.edu]
Subject: CFP: Understanding Vocabulary Learning & Teaching

 Call for Papers:

Understanding Vocabulary Learning and Teaching: Implications for Language
Program Development (AAUSC Volume 2018)

Editors: Peter Ecke, University of Arizona; Susanne Rott, University of
Illinois-Chicago

Series Editors: Stacy Katz Bourns, Northeastern University; Jay Siskin,
Cabrillo College

Singleton (1999) rightly stated that ''much of what has passed for vocabulary
teaching … addresses only the tip of the lexical iceberg'' (p. 272). Despite
advances in theories and research, there have been no new curricular proposals
since Lewis’ Lexical Approach in 1993 that clearly outline how L2 learners
will be able to acquire the depth and breadth of an advanced level of
vocabulary proficiency within a four-year program of study.

The curricular challenge, and thereby the challenge for language program
directors, is that while over 80% of the students we teach in language
programs at US postsecondary institutions are of low level proficiency,
departmental outcomes aim at students’ advanced ability “to participate fully
and effectively in conversations on a variety of topics in formal and informal
settings” (p. 5, ACTFL proficiency guidelines for Speaking, 2012).
Consequently, clearly articulated trajectories that integrate the learning and
appropriate use of individual words, collocations, and idioms are particularly
important in a setting where learners have limited time and exposure to
acquire the 9,000-15,000 word families needed for advanced proficiency (e.g.,
Hazenberg & Hulstijn, 1996). Additionally, trajectories also need to account
for diverse program contexts, such as face-to-face and online learning, as
well as diverse student populations, such as heritage, second-language,
third-language, and bilingual learners.

This volume aims to provide language program directors and language teachers
with the means to translate our current understanding of the processing,
learning, long-term retention, and use of vocabulary into curricular decisions
and classroom materials. In particular, the volume will address the following
questions: How should teachers select, organize, present and explain new L2
vocabulary? How should they engage learners in repeated practice and use of
vocabulary? How should they test vocabulary knowledge and usage as part of
formative and summative assessment in language program?

Questions that this volume seeks to address:

- Which theoretical frameworks can be used to make principled decisions about
vocabulary teaching and learning in a four-year curriculum?
- What role do the L1 and other languages play in the acquisition and teaching
of L2 lexis?
- What challenges do prominent (e.g. communicative) approaches and more recent
approaches to language teaching (e.g., literacy-based, genre-based, task-based
or content-based approaches) face with respect to vocabulary teaching and
learning, and how can they be addressed?
- How can needs of heritage learners or learners studying a third language be
addressed?
- How do typological differences between the L1 and the L2 affect lexical
development?
- How can new media and online learning materials enhance word learning and
retention?
- Which learning and teaching strategies foster long-term retention?
- How can learning materials in different modalities complement each other?
- How many words can we expect students to know after two, three, or four
years of university instruction?
- How can teachers and learners assess vocabulary knowledge and skills?

The editors of the 2018 AAUSC volume seek contributions on diverse approaches
to the learning, teaching, and assessment of vocabulary knowledge and skills.
We encourage submissions of conceptual/theoretical contributions, empirical
studies, as well as pedagogical interventions. Authors should keep in mind
that the main audience for this volume includes language program directors,
curriculum and material developers, faculty focused on teacher training and
professional development, and world language teachers in a range of
educational settings.

Articles should be between 6,000 and 8,000 words and follow APA format. See
style sheet (APA format, 5th edition) in recent issues of the AAUSC series
(http://www.aausc.org/page-240027), or visit http://www.apastyle.org.

For questions about the volume, please contact the volume editors Peter Ecke
(eckep at email.arizona.edu) or Susanne Rott (srott at uic.edu).

The submission deadline for 400 word abstracts is January 31, 2017. More
information regarding the deadline for full manuscript submissions will be
provided soon.

Linguistic Field(s): Applied Linguistics



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