30.841, Calls: Applied Linguistics, Language Acquisition / English Teaching & Learning (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-30-841. Fri Feb 22 2019. ISSN: 1069 - 4875.

Subject: 30.841, Calls:  Applied Linguistics, Language Acquisition / English Teaching & Learning (Jrnl)

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Date: Fri, 22 Feb 2019 10:19:45
From: Evelyn Huang [concentric.ling at deps.ntnu.edu.tw]
Subject: Applied Linguistics, Language Acquisition / English Teaching & Learning (Jrnl)

 
Full Title: English Teaching & Learning 


Linguistic Field(s): Applied Linguistics; Language Acquisition 

Subject Language(s): English (eng)

Call Deadline: 01-Apr-2019 

English Teaching and Learning calls for submissions to a special issue with
the theme ''Content and Language Integrated Learning (CLIL): Critical
Perspectives''.

Sharing epistemological territory with immersion, content-based instruction
(CBI) and English-medium instruction (EMI), CLIL is an educational approach
with a dual focus on language and content. Originating in Europe, it has
expanded to Asia and Latin America, and in contexts where English is an
additional language, and has been constantly re/interpreted, adapted and
extended vis-à-vis theories in bilingual education, genre and register
analysis, sociolinguistics, functional linguistics, and sociocultural theories
of language and literacy development.

The special issue welcomes studies that examine CLIL as a historically and
culturally constructed educational model, circumscribed by power relations and
shaped by colluding and conflicting ideologies of language and learning. By
providing critical perspectives of existing CLIL theories and research
findings, practices, and policies, this issue seeks to contribute to the
debates surrounding the nature and role of CLIL in English teaching and
learning, and to future research agendas. 

Potential topics include but are not limited to:
- The cultural and political frames of reference in positioning CLIL in
contemporary bilingual and multilingual education 
- Cross-cultural studies/ comparisons of CLIL across geopolitical contexts,
and the transferability of CLIL research to languages other than English
- Issues of disciplinary discursiveness and performativity (e.g. what counts
as 'being doing science/ history/ math …') in CLIL
- Language and native speaker ideologies and their impact on CLIL policy,
curriculum, assessment, and practice
- Inequities of access to and participation in CLIL contexts, and
corresponding issues of curriculum, assessment and pedagogy
- CLIL in low-resource contexts
- CLIL teacher identity: content vs. language expertise, native vs. non-native
speakers, etc. 
- Tensions between grassroots decisions and top down policymaking

Key dates for the special issue 
1 April 2019 Abstracts due by 11:59 PM (PST). Maximum of 200 words. 
Email to Dr. Ron Darvin ron_darvin at sfu.ca
15 April 2019: Selection of abstracts announced 
15 July 2019: Full manuscripts due
15 September 2019: Reviews returned
31 October 2019: Revised manuscripts due
31 December 2019: Final manuscripts accepted for publication
For more information about submission, please visit us at
http://www.etl.url.tw/paper.php




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