34.3502, Calls: Applied Linguistics / Didacticae (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-34-3502. Mon Nov 20 2023. ISSN: 1069 - 4875.

Subject: 34.3502, Calls: Applied Linguistics / Didacticae (Jrnl)

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Date: 20-Nov-2023
From: Maria-del-Mar Suárez [didacticae at ub.edu]
Subject: Applied Linguistics / Didacticae (Jrnl)


Call for Papers:

Monographic section: Teaching writing to learn languages in primary,
secondary and tertiary education

Coord: Prof. María Dolores García-Pastor (University of Valencia,
Spain)


Writing is a complex process that develops over the life span
(Bazerman et al., 2018), and is difficult to teach and learn, but
essential to master in order to be considered literate in any language
(Williams, 2012), and successful in life (Bazerman, 2009; Graham,
2019). The role of writing in learning to write, as well as learning
content and language has long been acknowledged in writing studies,
language education, and second language acquisition (Hirvela, Hyland &
Manchón, 2016; MacArthur, Graham & Fitzgerald, 2016). These three
orientations to the study of writing have been informed by distinct
theoretical frameworks (cognitive and socio-cultural approaches), and
have led to different pedagogical approaches to its learning and
teaching (see Manchón, 2011).


Such orientations have also been influenced by the advent of digital
tools and social networking sites in the 21st century, which have
transformed writing and have contributed to its pervasiveness
(Freedman et al., 2016; Leu et al., 2016; Li & Storch, 2017).
Additionally, the multilingual character of our society and the
relevance of plurilingual education have drawn greater attention to
the language learning dimension of writing (e.g., Losey & Shuck, 2021;
Schnoor & Usanova, 2022; Payant & Maatouk, 2022). Within this context,
and aligning with the idea that discussions of the role of writing in
language learning need to include the role of writing instruction (see
Manchón & Williams, 2016), this special issue aims to compile studies
that preferably deal with teaching writing to learn languages (first,
second, foreign, third languages, etc.) through technological and
non-technological means in Primary, Secondary, and Tertiary education
without excluding research that addresses the learning content and
learning to write potential of writing.

Original reports of empirical studies from a number of theoretical and
methodological approaches (case studies, mixed methods, and
qualitative and/or quantitative perspectives) are especially welcome.

Topics may include, but are not limited to:
-Reading and writing relations
-Speaking and writing relations
-Writing processes
-Writing strategies
-Writing products
-Writing and discourse genres
-Writing and audiences
-Writing to learn contents
-Writing to learn languages
-Writing and language awareness
-Writing and technology
-Writing and teacher education
-Teachers’ writing practices
-Teachers’ written corrective feedback
-Assessing writing
-Teacher beliefs about writing
-Learners’ writing practices
-Collaborative writing
-Peer written corrective feedback
-Learner beliefs about writing
-Learner differences and writing


Full-length articles in between 4,000 and 8,000 words (excluding
bibliographic references) are invited. Submissions must comply to the
author guidelines
(https://revistes.ub.edu/index.php/didacticae/about/submissions) and
APA guidelines (7th edition). Manuscripts are welcome in English,
Catalan and Spanish.

Submissions must be original and should not have been published
previously or be under consideration for publication elsewhere while
being evaluated for this journal (unless a proper explanation is
provided in the comments to editor section). All manuscripts will go
through a double blind peer-review process.

Papers must be submitted through the journal’s online platform by
selecting the corresponding option in the drop-down tab and/or in the
available space for observations and comments to the editor. Authors
need to register with the journal prior to submitting or simply log
in, if already registered.



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