27.1513, Calls: Applied Linguistics; Language Acquisition/ L2 Journal (Jrnl)

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LINGUIST List: Vol-27-1513. Thu Mar 31 2016. ISSN: 1069 - 4875.

Subject: 27.1513, Calls: Applied Linguistics; Language Acquisition/ L2 Journal (Jrnl)

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Date: Thu, 31 Mar 2016 14:48:55
From: Kimberly Vinall [l2jsymboliccompetence at gmail.com]
Subject: Applied Linguistics; Language Acquisition/ L2 Journal (Jrnl)

 
Full Title: L2 Journal 


Linguistic Field(s): Applied Linguistics; Language Acquisition 

Call Deadline: 30-Apr-2016 

Symbolic Competence: From Theory to Pedagogical Practice

Call for Abstracts

Guest editors: Kimberly Vinall and William Heidenfeldt

Symbolic competence in L2 learning and use has been a moving target in the
field of SLA for the past ten years. Initially described in terms of
gameplay--as an ability to position oneself to one's benefit in a symbolic
power game through the manipulation and interpretation of symbolic systems,
practices, and relationships therein (Kramsch, 2006; Kramsch & Whiteside,
2008), symbolic competence has come to include the potentiality of L2 users to
''recognize and transgress the multiple borders of the contact zone, through
and between many meaning-making systems, between the self and the other, among
various timescales and contexts, and, ultimately, across power structures''
(Vinall, 2010). 

Whereas theorizations of symbolic competence have opened new avenues of
inquiry and research, many critical questions still remain. What exactly does
symbolic competence look like? How does it differ from cross-cultural or
intercultural competence? In language and culture teaching contexts, how can
instructors and learners identify, develop, and measure symbolic competence?
How do instructors call upon their own symbolic competence in their teaching
practices? How can researchers investigate and document the potentiality of
symbolic competence particularly in relation to emerging understandings of
multiculturalism and multilingualism? 

This special issue will include theoretical, empirical, as well as
pedagogically focused articles that explore the critical potentials of
symbolic competence in relationship to L2 and TESOL/ESL researchers, teachers,
and learners. Contexts may range from the scale of a single language
classroom--K-12, university, adult education; second language, foreign
language, heritage language--to the scale of national or international
language learning contexts. Articles in this issue might explore the
following:

1. Theory: How can symbolic competence be further theorized? What do current
or emerging theorizations add to existing understandings of such notions as
multilingualism/multiculturalism in applied linguistics and second language
acquisition in an era of globalization?;
2. Research: How do we conduct research on symbolic competence, its
theoretical potentials and limitations, in relationship to classroom learning
and pedagogical practices?;
3. Teacher and learner identities: In what ways do language teachers
understand their own symbolic competence in the context of their
bi/multilingual practices and life trajectories? How can professional learning
and development for language teachers facilitate the development of their own
symbolic competence?;
4. Teaching and learning practices: What is the relevance of symbolic
competence to the language classroom? How do language teachers understand and
identify students' symbolic competence in different contexts? How does
technology mediate the development of symbolic competence?;
5. Curriculum: What is the potential impact of symbolic competence on the
structure and organization of curriculum? How can symbolic competence be
measured/assessed?

Submission Information

Please submit a 300-word abstract to l2jsymboliccompetence at gmail.com by April
30, 2016. Inquiries can be directed to the same address. Authors will be
notified of abstract acceptance by May 31. Manuscripts will be due September
30.

The L2 Journal

The L2 Journal is a fully refereed, interdisciplinary journal. All manuscripts
are peer reviewed.




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LINGUIST List: Vol-27-1513	
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