32.1146, Calls: Applied Linguistics / Current Issues in Language Planning (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-32-1146. Wed Mar 31 2021. ISSN: 1069 - 4875.

Subject: 32.1146, Calls:  Applied Linguistics / Current Issues in Language Planning (Jrnl)

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Date: Wed, 31 Mar 2021 18:03:44
From: Pauline Bryant [pauline.bryant at anu.edu.au]
Subject: Applied Linguistics / Current Issues in Language Planning (Jrnl)

 
Full Title: Current Issues in Language Planning 


Linguistic Field(s): Applied Linguistics 

Call Deadline: 30-Jun-2021 

Call for Papers:

Current Issues for Language Planning is calling for papers for a thematic
issue on the topic of ‘Language planning for diversity in foreign language
education’.

In much of the world, English has become the dominant if not sole language
that is taught in schools and universities in most countries of the world.
This is often the case even if English is not specifically mandated as the
language of study in official policy documents and where other languages are
taught their presence may be highly circumscribed (see for example Kirkpatrick
& Liddicoat, 2019 for the situation in Asia; Liddicoat & Kirkpatrick, 2020).
Some countries or regions have explicitly addressed the issue of the
predominance of English in their language-in-education policies, for example
in Europe a model of learning two languages has been established (European
Parliament, 2009) in which, while English is usually the first of the language
taught some languages have found a place as the second of these languages,
although others may be excluded or find it difficulty opening spaces for
teaching and learning in formal education (Hancock & Hancock, 2021). China’s
Belt and Road initiative also appears to be opening spaces for other languages
in education alongside English (Han, Gao, & Xia, 2019).  

This volume aims to explore the language planning situation of lesser taught
languages, the challenges faced in teaching such languages in a policy context
dominated by English and the policies and other factors that support their
teaching. In particular, articles that consider how national and/or
institutional policies impact on the teaching and learning of languages,
whether positively or negatively, how teachers and institutions find spaces
for lesser taught languages in policy contexts dominated by English, how
teachers and institutions find spaces for lesser taught languages in policy
contexts dominated by English, and analyses of advocacy work for diversity in
language offerings in national or local contexts are welcome. Some of this
work may be found at the macro level of government policy but much of this
work takes place at the meso and micro level and studies investigating
language planning and policy at these levels are especially welcome. 

The due date for submissions is 30 June 2021. For details see:
http://bit.ly/Language_Planning.

European Parliament. (2009). Report on multilingualism: An asset for Europe
and a shared commitment A6-0092/2009   Retrieved from
http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//NONSGML+REPORT+A6-
2009-0092+0+DOC+PDF+V0//EN 
Han, Y., Gao, X., & Xia, J. (2019). Problematising recent developments in
non-English foreign language education in Chinese universities. Journal of
Multilingual and Multicultural Development, 40(7), 562-575. doi:
10.1080/01434632.2019.1571072
Hancock, A., & Hancock, J. (2021). On the outside, looking in: learning
community languages and Scotland’s 1 + 2 Language Strategy. Current Issues in
Language Planning, 1-20. doi: 10.1080/14664208.2020.1867415
Kirkpatrick, A., & Liddicoat, A. J. (2019). Language-in-education policy in
Asia: An overview. In A. Kirkpatrick & A. J. Liddicoat (Eds.), Routledge
international handbook of language education policy in Asia (pp. 3-13). New
York: Routledge.
Liddicoat, A. J., & Kirkpatrick, A. (2020). Dimensions of language education
policy in Asia. Journal of Asian Pacific Communication, 30(1-2), 7-33. doi:
https://doi.org/10.1075/japc.00043.kir




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