29.1705, FYI: Call for Chapters

Fri Apr 20 17:27:38 UTC 2018

LINGUIST List: Vol-29-1705. Fri Apr 20 2018. ISSN: 1069 - 4875.

Subject: 29.1705, FYI: Call for Chapters

Moderators: linguist at linguistlist.org (Damir Cavar, Malgorzata E. Cavar)
Reviews: reviews at linguistlist.org (Helen Aristar-Dry, Robert Coté,
                                   Michael Czerniakowski)
Homepage: http://linguistlist.org

Please support the LL editors and operation with a donation at:
           http://funddrive.linguistlist.org/donate/

Editor for this issue: Kenneth Steimel <ken at linguistlist.org>
================================================================

Date: Fri, 20 Apr 2018 13:27:30
From: Anna Krulatz [anna.m.krulatz at ntnu.no]
Subject: Call for Chapters

Call for chapters for an edited volume in ''Theoretical and applied
perspectives on teaching foreign languages in multilingual settings''

To be published by Multilingual Matters (pending full proposal review)

Editors:

Anna Krulatz, Norwegian University of Science and Technology
Georgios Neokleous, Norwegian University of Science and Technology
Anne Dahl, Norwegian University of Science and Technology

With the increasing numbers of refugees and immigrants, western societies are
becoming more multilingual and diverse. The growing body of multilingual
learners constitutes one of the current significant challenges with which
education authorities are faced (King & Carson, 2015; Szubko-Sitarek, 2015).
Although the exact percentage of school children with a mother tongue
different from the main language of instruction varies from country to country
and region to region, multilingualism has now been recognized as a norm rather
than an exception (e.g., Schecter & Cummins, 2003; Ziegler, 2013). 

While the educational frame and policies (e.g., textbooks, learning outcomes)
remain relatively stable, students and teachers are constantly challenged to
develop their language repertoire. Yet, the professional training of foreign
language teachers results in the education as a FL teacher professional in a
sole language. Even in countries where teachers are prepared for two
languages, teachers have to identify more as being a teacher of one language
than another. Foreign language teacher training is still also largely based on
the assumption that all students share a first language. The lack of
instructional strategies/methods to meet the needs of multilingual students
often culminates in lower levels of academic attainment (Canagarajah, 2007;
García & Sylvan, 2011).  

Extensive research and numerous publications have been devoted to multilingual
practices that draw on refugee and immigrant children’s first languages to
foster the development of the majority language and integration into the
country of settlement. However, these children are often also expected to
learn a foreign language in addition to the majority language of the school.
For instance, Turkish children in Germany are expected to learn English as a
foreign language, and Taiwanese children in the United States may be expected
to develop a competence in Spanish. The Council of Europe explicitly
underscores that EU citizens should develop advanced proficiency in at least
two foreign languages and stresses “the importance of a good command of
foreign languages as a key competence essential to making one’s way in the
modern world and labour market” (Council of the European Union, 2014, p. 1). 
In the United States, recent surveys among English-speaking North Americans,
who have traditionally been monolingual and not susceptible to learning a
foreign language, highlight the importance of speaking a foreign language
(Berman, 2011). Given this, it is imperative that multilingual children are
given the same opportunities as majority language children to develop foreign
language proficiency.

Despite an increasing body of research on multilingualism and multilingual
education, however, foreign language (FL) classroom practices often continue
to be monolingual and characterized by strict separation of languages
(Cheshire, 2002). Such learning environments do not foster language learners’
engagement with and drawing on their existing linguistic repertoires as
potential resources for FL learning. The primary purpose of this volume is to
promote linguistically responsive FL teaching practices in multilingual
contexts through forging a dialog between school-based and university-based
actors. We hope to advance a discussion of how to best connect the acquisition
of subsequent foreign languages with previous language knowledge to create
culturally and linguistically inclusive FL classrooms, and to strengthen the
connection between research on multilingualism and foreign language teaching
practice. Contributors will be invited to present new approaches to foreign
language instruction in multilingual settings forged in collaboration between
foreign language teachers and researchers of multilingualism. In particular,
we will aim to solicit chapters that report quantitative and /or qualitative
findings of classroom based research, including case studies and action
research on the following, and related, topics:

- Translanguaging in the FL classroom: Functions and applications
- The role of mother tongue(s) in teaching FLs
- Linguistically and culturally inclusive FL pedagogies
- Multilingual identities in the FL classroom
- Multiliteracy and FL teaching
- Applying linguistically diverse principles in the FL classroom
- Strategies for teaching multilingual FL classrooms
- Culturally Responsive Teaching (CRT) in the FL classroom

Proposed Schedule:

Friday, 31 August, 2018 
Expressions of interest and extended abstracts to be submitted via email (See
submission guidelines below)

October/November 2018
Successful authors will be invited to submit full papers for peer review.
Submission guidelines will be provided at this time.

April 2019 
First full chapter submission deadline (exact date will be provided once the
schedule is agreed upon with the publisher)

May/June 2019
Peer review

September 2019
Revised chapters due

November 2019
Manuscript delivery to the publisher

Submission of abstracts:

If you are interested in contributing a chapter between 6500-8000 words,
please send an abstract of 350-500 words (excluding references) by email with
subject field titled ‘Teaching FLs in multilingual settings ’ by Friday,
August 31st, 2018. Your abstract should clearly indicate the unique
contribution your chapter will make to the volume, clarify your intended
topic/research, and explain the nature of teacher/researcher collaboration. 

Your submissions should include the following:

- Proposed title
- Abstract of 350-500 words
- References
- Keywords
- A short biographical note (no more than 50 words) of the contributor(s)

Send proposals and inquiries about possible topics to: anna.m.krulatz at ntnu.no

Linguistic Field(s): Applied Linguistics
                     Language Acquisition

------------------------------------------------------------------------------

*****************    LINGUIST List Support    *****************
Please support the LL editors and operation with a donation at:

              The IU Foundation Crowd Funding site:
       https://iufoundation.fundly.com/the-linguist-list

               The LINGUIST List FundDrive Page:
            http://funddrive.linguistlist.org/donate/

----------------------------------------------------------
LINGUIST List: Vol-29-1705	
----------------------------------------------------------