28.2487, Calls: Applied Ling/USA

[The LINGUIST List]

LINGUIST List: Vol-28-2487. Mon Jun 05 2017. ISSN: 1069 - 4875.

Subject: 28.2487, Calls: Applied Ling/USA

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Date: Mon, 05 Jun 2017 13:48:44
From: Fatemeh Alipanahi [alipanahi at hotmail.com]
Subject: American Association for Applied Linguistics

 
Full Title: American Association for Applied Linguistics 
Short Title: AAAL 2018 

Date: 24-Mar-2018 - 27-Mar-2018
Location: Chicago, IL, USA 
Contact Person: Ellen Serafini
Meeting Email: eserafi2 at gmu.edu
Web Site: http://www.aaal.org/page/2018CFP 

Linguistic Field(s): Applied Linguistics 

Call Deadline: 01-Aug-2017 

Meeting Description:

'Situating language learner selves in context: Theoretical, empirical, and
practical implications'

While traditional views of second language acquisition (SLA) typically
acknowledge a role for the contexts in which language learning occurs,
contexts and learners are nonetheless treated as separate entities within a
one−directional relationship, in which the external (i.e., contexts) acts upon
the internal (i.e., learner characteristics) (Mercer, 2015, 2016; Ushioda,
2009, 2015). However, the 'dynamic turn' in SLA research has increasingly
questioned this view and argued for a conceptual shift towards considering
individuals’ dynamic interactions with diverse contexts in which the learner
and his/her environment are in an ongoing, mutually influential relationship
(Dörnyei & Ryan, 2015; Larsen−Freeman, 1997, 2015; Ushioda, 2009, 2015). Under
this view, contexts are conceived at both micro− and macro−level scales that
include cognitive, social, cultural, pedagogical, physical, and temporal
factors (Dörnyei, MacIntyre, & Henry, 2015; King, 2016; Larsen−Freeman &
Cameron, 2008).

Over the last decade, the construct of second language (L2) motivation has
received the most theoretical and empirical attention in this realm, primarily
within Dörnyei's socio−dynamic L2 Motivational Self System (Dörnyei, 2005,
2009; Dörnyei & Ushioda, 2009), which seeks to understand motivational
dynamics of possible selves (Markus & Nurius, 1986) in relation to context and
temporal fluctuation (Dörnyei, MacIntyre, & Henry, 2015). While this model has
spurred significant research output in the last 10-12 years (Al−Hoorie, 2017),
studies have almost exclusively been conducted in instructed contexts of
English as a second/foreign language (ESL/EFL). This crucial gap limits our
understanding of the range of potentially relevant contextual factors that
interact with how learners perceive and construe their possible selves within
different learning environments, such as study abroad (Irie & Ryan, 2015) and
heritage contexts (Kurata, 2015), and in relation to other target languages,
like Chinese (Xie, 2014) and Spanish (Serafini, In Press). 

The goal of the current colloquium aims to contribute to closing this gap by
fostering productive dialogue around the need to contextually situate learner
selves in relation to relevant historical, psychological, social, cultural,
and pedagogical factors that characterize contexts where target languages
other than English are under study. In this vein, the present call for
proposals invites original conceptual, empirical, methodological, and
practically–oriented work that sheds light on the dynamic, co−adaptive nature
of context and learners' self-concept in order to not only gain theoretical
and methodological insight but also practical insight for educators working in
a variety of settings (e.g., Lasagabaster, Doiz, & Sierra, 2014).


2nd Call for Papers:

Please consider submitting a proposal to participate in a colloquium organized
around the theme: 'Situating language learner selves in context: Theoretical,
empirical, and practical implications'. Proposals should consist of a title
(20 words), an abstract (300 words), and a summary (50 words) and should be
submitted in a single PDF to Ellen J. Serafini (eserafi2 at gmu.edu) by July 1,
2017. Authors of selected submissions will be notified by July 15, 2017. 

We welcome submissions for paper presentations that (i) approach their topic
of inquiry from a dynamic theoretical perspective; (ii) explore motivational
phenomena in relation to macro– and/or micro–level contexts and timescales;
(iii) investigate possible selves in a range of contexts including, but not
limited to, instructed or naturalistic L2/FL/heritage settings, Content and
Language Integrated Learning (CLIL), immersion, study abroad, service
learning, etc.; (iv) study participants learning several different target
languages; and (v) utilize quantitative, qualitative, or mixed methods
approaches to address research questions.

We look forward to receiving your submission!




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