33.3527, Calls: Applied Linguistics / TESL Canada Journal (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-33-3527. Sun Nov 13 2022. ISSN: 1069 - 4875.

Subject: 33.3527, Calls:  Applied Linguistics / TESL Canada Journal (Jrnl)

Moderators:

Editor for this issue: Sarah Goldfinch <sgoldfinch at linguistlist.org>
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Date: Sun, 13 Nov 2022 21:21:01
From: Farahnaz Faez [teslcanadajournal at tesl.ca]
Subject: Applied Linguistics / TESL Canada Journal (Jrnl)

 
Full Title: TESL Canada Journal 


Linguistic Field(s): Applied Linguistics 

Call Deadline: 31-Dec-2022 

Call for Papers:

Second Language Writing in Canada: Research, Theory, and Instruction 
Second language writing (hereafter L2 writing) emerged as a field or
sub-discipline in the United States at the nexus of the fields of rhetoric and
composition, applied linguistics, and TESOL, whose members often teach L2
writing under the label of EAP / ESP / ESL (Matsuda, 2021). However, theory,
research, and practice about L2 writing in Canada is less clearly defined.
Canada has been a home for a number of important scholars in this area, but
attempts to understand and distinguish Canadian L2 writing have been few and
far between. In recent years Cumming (2016) and Wright-Taylor (2021) have
attempted to situate Canadian L2 writing in its historical context, finding
that it has emerged and evolved in a somewhat haphazard and interdisciplinary
manner. This leads us to questions regarding the case of L2 writing in Canada.
Where do its boundaries begin and end? What scholarship is occurring under
this banner? What innovative pedagogical approaches exist in the field? How
might we best understand the liminal space(s) between L2 writing, English for
academic purposes, and related areas?

Despite the seemingly peripheral nature of L2 writing studies in Canada, the
past decades have seen research addressing L2 writing in a variety of Canadian
scholarly journals, covering diverse areas: L2 writing and pedagogy,
assessment, corrective feedback, technologies, culture and identity, academic
integrity, undergraduate and graduate EAP/ESP, and bilingualism /
plurilingualism / translanguaging, among others. However, there has yet to be
a comprehensive overview of this important ''field'' in Canada. Thus, this
special issue seeks to explicitly address L2 writing as a construct, a
discipline, and an area of research, practice, and teaching in the Canadian
context, while bringing to the fore cutting-edge research and pedagogy that
fall under the potentially contested, dynamic, and fluid label L2 Writing.

Specific areas we are interested in include:
-Studies involving L2 writers at the university, graduate, and adult education
levels
-Current issues in Canadian L2 writing pedagogy
-L2 writing in/across disciplines
-Disciplinary relationships and distinctions (e.g. L2 writing, EAP,
communication, etc.) 
-L2 writing teacher/scholar identities
-Writing centre scholarship and perspectives
-Writing in EAP
-Multi/pluri/translingual writing
-Biliteracies
-French as a second language (FSL) writing
-Digital technology in L2 writing instruction 
-L2 writing assessment and corrective feedback
-Voice and identity in L2 writing
-Multimodal composition
-Raciolinguistic perspectives on L2 writing
-The history of L2 writing in Canada

Papers/proposals written in English or French will be considered. We welcome
proposals for inclusion in one of three sections: Full-Length Research
Articles (original research), Perspectives (theoretical explorations of
relevant issues), and In the Classroom (pedagogical focus). Please refer to
the TESL Canada Journal author guidelines for more information:
http://www.teslcanadajournal.ca/index.php/tesl/about/submissions

Interested authors are invited to submit a 400-word abstract (including
references) to teslcanadajournal at tesl.ca by December 31, 2022. Notice of
abstract acceptance will be emailed in January. Full manuscripts are due May
15th, 2023 and will be subject to a double-blind review process. The special
issue will be published in Fall 2023. If you have questions or queries about
this special issue, please contact Joel Heng Hartse at jhenghar at sfu.ca




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LINGUIST List: Vol-33-3527	
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