29.331, FYI: Call for Chapters: Discourses and Ideologies of L2 Education

[The LINGUIST List]

LINGUIST List: Vol-29-331. Fri Jan 19 2018. ISSN: 1069 - 4875.

Subject: 29.331, FYI: Call for Chapters: Discourses and Ideologies of L2 Education

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Date: Fri, 19 Jan 2018 10:04:40
From: Beatrice Dupuy [bdupuy at email.arizona.edu]
Subject: Call for Chapters: Discourses and Ideologies of L2 Education

 
Call for Papers: AAUSC Volume  2019

Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses
and Ideologies in Second Language Education

Editors: Beatrice Dupuy, University of Arizona; Kristen Michelson, Texas Tech
University

Series Editors: Johanna Watzinger-Tharp, University of Utah; Kate Paesani,
University of Minnesota

The editors of the 2019 AAUSC volume of Issues in Language Program Direction
call for contributions that explore possibilities for paradigm change by
critically evaluating and, ultimately, changing discourses of second language
(L2) education. We define discourses as conventionalized ways of enacting
beliefs and values (i.e. ideologies) of a particular community or institution
through language and other social practices. For example, a discourse of
internationalization in higher education often implies educational endeavors
that foster skills presumed necessary for graduates’ success in a global
marketplace. Contemporary L2 educational discourses, for their part, circulate
prevailing ideologies about language, language learners, and their teachers
that greatly—though not necessarily favorably—impact L2 classroom practice.
Specifically, notions of language as code may lead to activities and materials
that overemphasize accuracy to the detriment of communication and critical
thinking, and thus promote acquisition of grammar and vocabulary as isolated
forms removed from contexts of use (e.g., Levine, 2004, 2014; Levine, Melin,
Crane, Chavez, & Lovik, 2008; Schulz, 2006). Finally, ideologies that view
teaching as a matter of accumulating a toolbox of classroom techniques may
lead to perennially front-loaded teacher development programs and courses,
often taking place in isolation from actual teaching contexts (e.g., Allen &
Dupuy, 2011; Johnson, 2009).

Calls for teaching language and culture as integrated and situated practices
have recurred for over two decades (e.g., ACTFL, 2015; Kramsch, 1995; Kern,
1995; MLA 2007). We understand situated practices as learning how to become an
effective member of a community by gaining familiarity and some degree of
control over its relevant social processes and practices, including processes
of oral and written textual production and interpretation, with recognition of
the social, cultural, and historical embeddedness of texts. However, whereas
curricular responses to such appeals for change have been successful in
specific, localized instructional contexts (e.g., Allen & Paesani, 2010;
Crane, 2006; Maxim, 2006, 2014; Menke & Paesani, 2017; Swaffar, 2014),
large-scale paradigm change has not yet occurred, and traditional ideologies
and practices continue to pervade the field of L2 education. Furthermore,
methods course materials and practices continue to foreground historical
perspectives and eclecticism, rather than guide future teachers in systematic,
in-depth exploration of a single, principled approach that aligns with notions
of language learning and use as situated communication practices (e.g., Allen,
2009, 2011; Dupuy & Allen, 2012).

This volume focuses on the current discursive landscape around L2 teaching and
learning with particular attention to describing prevailing ideologies as well
as proposing ways of moving the dominant discursive needle forward. Our
intention is to awaken the field to the urgency of reasserting the relevance
of L2 education in individual learning endeavors and institutional practices.
Specifically, this volume seeks to answer such questions as:

- How do discourses of globalization, internationalization, or intercultural
competence both on and off campus shape current views of language, language
teaching, and learning?
- How do current L2 teaching and learning frameworks and materials construe
learners and the object(s) of learning? 
- How do formal and informal interactions among teachers and learners in L2
study contexts either sustain or change traditional narratives about language
learning?
- How do professional development activities and resources socialize L2
teachers into the profession?
- What specific modifications to existing materials and interactions might
effectively contribute to promoting an understanding of language use as
situated communication practices? 

Possible contributions might center around the following areas:

I. Programmatic contexts and stakeholders outside language departments
a. Textbook publishers
b. Standards organizations 
c. University-wide curricular requirement statements
d. General advising meetings
e. University-wide promotional materials (websites, brochures, etc.)

II. Frameworks and materials
a. Syllabus language
b. Textbooks and ancillary materials (prefaces, task instructions, teacher
annotations, etc.)
c. Proficiency standards and goals statements
d. Assessments (language of rubrics, program evaluation reports, forms of
assessment, etc.)
e. Language learning mobile and digital apps
f. Program promotional materials (websites, brochures, flyers, etc. for L2
programs, language-focused study abroad programs, and/or co-curricular
activities)

III. Language learning contexts
a. Classroom discourse and its role in the promotion of particular views of
language
b. Modes and models of scaffolding, eliciting communication, and providing
feedback
c. Study abroad sites

IV. Professional development of language teachers
a. The methods course (and other departmental professional development
activities)
b. The language of mentoring (classroom observation rubrics, one-on-one
consultations, performance reviews, etc.)
c. Online teacher professional networks and resources 

Submissions might address these areas through quantitative or qualitative
analyses drawing on, for example, discourse analysis, corpus methods,
ethnographic, or other approaches. We invite both conceptual and empirical
contributions. Authors should keep in mind that the primary audience for the
volume includes language program directors, curriculum developers, and faculty
engaged in the professional development of language instructors. Contributions
should thus speak directly to issues relevant to these roles in language
education. 

The submission deadline for 400 word abstracts is March 15, 2018 and for
complete manuscripts is September 1, 2018. Manuscripts should be between 6,000
and 8,000 words and follow APA format (6th edition; http://www.apastyle.org).

The volume editors, Beatrice Dupuy (bdupuy at email.arizona.edu) and Kristen
Michelson (kristen.michelson at ttu.edu), welcome any questions about the volume
and your potential contribution. Submissions should be sent via email to both
editors.
 



Linguistic Field(s): Applied Linguistics
                     Discourse Analysis





 



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