30.1260, Calls: Applied Linguistics / L2 Journal (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-30-1260. Tue Mar 19 2019. ISSN: 1069 - 4875.

Subject: 30.1260, Calls: Applied Linguistics / L2 Journal (Jrnl)

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Date: Tue, 19 Mar 2019 12:05:02
From: Panayota Gounari [panagiota.gounari at umb.edu]
Subject: Applied Linguistics / L2 Journal (Jrnl)

 
Full Title: L2 Journal 


Linguistic Field(s): Applied Linguistics 

Call Deadline: 30-Apr-2019 

''Rethinking Critical Pedagogy in L2 learning and teaching''
Guest Editor: Panayota Gounari, University of Massachusetts Boston
panagiota.gounari at umb.edu 

Deadline for submitting abstracts: May 1, 2019
Deadline for submitting manuscripts: November 18, 2019

Full CfP: https://escholarship.org/uc/uccllt_l2/callforpapers

This L2 Journal Special Issue invites contributions that engage in
theoretical, conceptual and/or classroom-based discussions and analyses that
involve Critical Pedagogy in language teaching and learning, language teacher
education and attempt to address the following questions:
- What concepts/constructs can be drawn from the Critical Pedagogy theoretical
framework of 1980s, 1990s and beyond for second language pedagogies? What are
the limitations of this framework and how can they be addressed?
- How can we move beyond a reductionistic appropriation of critical pedagogy
theory as simply a ''critical approach'' to language teaching or ''critical
language awareness'' to a meaningful and transformative theoretical framework
for language teaching? How can Critical Pedagogy inform FL pedagogy? What
would it mean to use a Critical Pedagogy theoretical framework to understand
teaching and learning language?
- How might a language pedagogy of Praxis as the dialogical relationship
between critical reflection and action look like? How can we develop language
teacher education approaches that would foster praxis?
- What would it mean to ground our language pedagogies, especially those for
oppressed and marginalized groups, on the premise that pedagogy is disruptive
and its goal is not simply social change but also sociopolitical
transformation?
- If culture is understood as a site of struggle and a sphere for language
pedagogy, what are the implications for language teaching?
- How can issues of teacher and student agency be addressed in the context of
language learning as production of specific knowledge, values, identities, and
desires?
- How can we theorize language teaching in a way that connects pedagogical
practices with larger structural analyses of the society? 
- What kinds of knowledges are legitimized in the foreign language classroom?
What are some of the underlying ideologies shaping those pedagogies? How might
inequalities be produced and reproduced? How can the Western-centered focus be
challenged and ultimately, changed? 
- How are language and language teaching and learning redefined in the current
sociopolitical context in the United States and around the world? How might
current politics have pushed linguists and language educators to rethink
critical pedagogy in their methodologies, approaches, agendas and pedagogies?
What spaces have opened up for new pedagogies?
- How could new settings of critical pedagogy be explored in the context of
''public pedagogy''? Can the foreign language classroom become a site for
social change where teachers and students can examine and challenge societal
and cultural norms and practices?

Please send abstracts (300 words) and other queries to Panayota Gounari at
panagiota.gounari at umb.edu




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