29.4193, Calls: Applied Linguistics / TESOL Quarterly (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-29-4193. Mon Oct 29 2018. ISSN: 1069 - 4875.

Subject: 29.4193, Calls:  Applied Linguistics / TESOL Quarterly (Jrnl)

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Date: Mon, 29 Oct 2018 12:05:11
From: Jungmin Lim [limjung2 at msu.edu]
Subject: Applied Linguistics / TESOL Quarterly (Jrnl)

 
Full Title: TESOL Quarterly 


Linguistic Field(s): Applied Linguistics 

Subject Language(s): English (eng)

Call Deadline: 31-Jan-2019 

Equity for English Learners in Dual Language Bilingual Education: 
Persistent Challenges and Promising Practices

TESOL Quarterly announces a call for abstracts for the 2020 special topic
issue on Equity for English Learners in Dual Language Bilingual Education,
co-edited by Drs. Lisa M. Dorner and Claudia Cervantes-Soon. By dual language
bilingual education (DLBE), we refer to programs that teach content material
in two languages, with goals for bilingualism, biliteracy, and sociocultural
competence. Among a variety of program models, DLBE includes: (1) one-way
language immersion, primarily intended for speakers of the majority language
to learn a new one; (2) two-way programs, which purposefully mix students from
two language backgrounds; and (3) developmental bilingual programs. Within
these programs, we are interested in research that focuses on the experiences
of learning English and/or the English learner.

As DLBE proliferates across the world, studies have documented challenges with
their ability to equitably and effectively serve students learning English
(often called ELs). In the case of two-way programs in the US, for example,
the needs and perspectives of transnational language minoritized students can
quickly become overwhelmed by the desires of native English speakers
(Cervantes-Soon, Dorner, et al., 2017). Meanwhile, in countries where English
is not the majority language, the focus on English education may overshadow
the development of one's native or home languages. 

With this backdrop, TESOL Quarterly solicits research in three related areas: 
- the increasing number and variety of DLBE programs
- the challenges facing such programs, especially in terms of providing
equitable educational opportunity to ELs
- promising pedagogy, practices, and policies that combat such inequities

 Authors may explore:
- How have demographic and/or political changes shaped DLBE in a wide variety
of contexts (rural, suburban, urban, worldwide)? What are the demographic
characteristics of students, particularly ELs, in different kinds DLBE
programs?
- What kinds of inequalities and challenges exist at various levels? For
example, what is the impact of national or state level policymaking on DLBE?
What is the impact of local discourse or politics on ELs' access to DLBE
within districts or local communities? What is happening within schools and
classrooms, in terms of teacher preparation and recruitment, as well as ELs'
outcomes or interactions?
- What are promising policies or pedagogies that strive to provide equitable
educational programs and outcomes for ELs in DLBE? For example, how is the
Seal of Biliteracy working across the US? How does the development of critical
consciousness and ideological clarity support equity for transnational and
language minoritized students?

Abstracts should describe empirical studies and include implications for
TESOL. 
Contributions from all regions of the world and studies on DLBE using a
variety of partner languages, including indigenous ones, are encouraged.
Please send a 600-word abstract for a full-length article, or a 300-word
abstract for a Brief Research Report, Research or Teaching Issue, or Book
Review to dornerl at missouri.edu by January 31, 2019. Do not include author
identification in the abstracts. On a separate sheet, please include each
author's name, affiliation, mailing address, e-mail address, telephone number,
and 50-word biographical statement. 

Please see the official call on the TESOL Quarterly website:
https://onlinelibrary.wiley.com/journal/15457249




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