34.3559, FYI: Call for Chapters: Insights into Disciplinary Literacies: Multilingual Perspectives across Educational Levels

[The LINGUIST List]

LINGUIST List: Vol-34-3559. Mon Nov 27 2023. ISSN: 1069 - 4875.

Subject: 34.3559, FYI: Call for Chapters: Insights into Disciplinary Literacies: Multilingual Perspectives across Educational Levels

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Date: 28-Nov-2023
From: Roberto Arias-Hermoso [rarias at mondragon.edu]
Subject: Call for Chapters: Insights into Disciplinary Literacies: Multilingual Perspectives across Educational Levels


Mastering academic language is an important part of educational
success (Cummins, 1980), as all school disciplines require language
for meaning-making (Mohan et al., 2010). In fact, the
teaching-learning process requires learners to create language in
discipline-specific ways in which cognitive and discourse patterns
converge (Dalton-Puffer, 2013). It is therefore crucial for students
to acquire academic language skills, i.e., academic literacies, in all
the languages of the curriculum (Beacco et al., 2016). It is important
to consider that many students and learners around the world are
enrolled in multilingual education programmes such as CLIL or
immersion, where they are engaged in learning disciplinary content in
a language that is not their L1. Thus, focus on all the languages of
the curriculum is necessary (Lorenzo & Trujillo, 2017) so that
learners can develop their academic literacies. However, the focus on
academic language requires considering the specific nature of the
language of the disciplines (Llinares et al., 2012). The set of
disciplinary communicative competences has been named disciplinary
literacies (Shanahan & Shanahan, 2008; 2012), which entail the skills,
knowledge and competences required to comprehend and produce
subject-specific language (Moje, 2015).

Although the idea of subject-specific language may not be new, the
teaching and learning of disciplinary literacies is an emerging
concern for both practitioners and researchers. Therefore, recent
research has focused on the linguistic features of disciplinary
literacies in various disciplines (i.e. social sciences, natural
sciences) from different perspectives.

The aim of this book, consequently, is to inform about empirical
evidence of academic and disciplinary literacies that learners engage
in educational contexts, in primary, secondary and higher education.
We are interested in (i) students’ academic literacy skills related to
specific disciplines (i.e., history, mathematics, science…), and (ii)
students’ receptive, productive and collaborative academic literacies
in any of the languages of schooling (L1, L2 or FL contexts). We
welcome all sorts of research-based proposals – quantitative,
qualitative and mixed designs.

The book will focus on the following topics, although the list is not
exhaustive.
-Academic literacies development
-Academic literacies in multilingual or monolingual contexts
-Students’ production and comprehension of disciplinary language
-Cognitive Discourse Functions (CDF)
-Specifities and challenges of teaching disciplinary language
-Multiliteracies
-Research-based classroom practices related to academic and
disciplinary literacies
-Language(s) across the curriculum

Call for chapters: indications for abstract proposals
All proposed abstracts should include the following aspects: Title of
the chapter, Author(s), affiliation, Abstract (maximum 500 words),
Keywords, References

Abstracts (and chapters, if considered) must be written in English.
Abstracts should explicitly state the educational level or levels in
which the research has been conducted, as well as the specific
discipline or disciplines explored. Abstracts should be submitted to
both Ainara Imaz Agirre (aimaz at mondragon.edu) and Roberto
Arias-Hermoso (rarias at mondragon.edu).

Timeline
Submission of 500-word abstract: 15 December 2023
Notification of consideration in the book proposal: 08 January 2024
Submission of the full first version of the chapter: May 2024
When sending out final acceptance of chapter proposals, we will be
able to set the deadlines for completed chapters.

Linguistic Field(s): Applied Linguistics




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