34.2670, Calls: General Linguistics, Language Acquisition, Linguistic Theories, Psycholinguistics, Writing Systems / Cadernos de Estudos Linguísticos (Jrnl)

Tue Sep 12 14:05:02 UTC 2023

LINGUIST List: Vol-34-2670. Tue Sep 12 2023. ISSN: 1069 - 4875.

Subject: 34.2670, Calls: General Linguistics, Language Acquisition, Linguistic Theories, Psycholinguistics, Writing Systems / Cadernos de Estudos Linguísticos (Jrnl)

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Date: 11-Sep-2023
From: Tan Gedik [tan.gedik at fau.de]
Subject: General Linguistics, Language Acquisition, Linguistic Theories, Psycholinguistics, Writing Systems / Cadernos de Estudos Linguísticos (Jrnl)

Call for Papers:

Beyond Letters: Perspectives on the Effects of Illiteracy from
Linguistics and Beyond

We are pleased to announce the Call for Papers for the upcoming edited
special issue in the journal Cadernos de Linguistica published by the
Brazilian Linguistics Association (Abralin) with the following title:
Beyond Letters: Perspectives on the Effects of Illiteracy from
Linguistics and Beyond. We invite you to contribute to this volume and
share your research findings and insights in the field of illiteracy
and linguistics.

Illiteracy's theoretical interest in both WEIRD and non-WEIRD
populations has led to research exploring the cognitive effects of
literacy acquisition, including working memory and phonological
perception changes. However, limited research exists on how literacy
acquisition affects linguistic knowledge of syntax. Recent evidence
reveals distinctions between spoken and written language, with written
language displaying greater complexity. Contrary to previous
assumptions, studies show that native speakers of a language do not
necessarily converge on the same grammar. This special issue aims to
explore how literacy acquisition influences the mental representation
of linguistic constructions and highlights the profound linguistic
impact on speakers of languages with writing systems. The practical
importance lies in raising awareness of literacy effects, evaluating
illiteracy education critically, and encouraging reevaluation of
existing theories. Additionally, the issue addresses the lack of
attention to literacy in (psycho)linguistic research and challenges
the convergence hypothesis. Studies with illiterates reveal
significant individual differences in L1 grammatical knowledge,
questioning how we define the native speaker and why the focus often
centers on WEIRD conceptualizations. These findings have implications
for both L1 and L2 education.

This issue will bring together researchers who work on the effects of
literacy and illiterate populations with regard to how literacy
(acquisition of it or print exposure) influences linguistic knowledge
and how it leads to individual differences especially in domains of
syntax or lexicogrammar both in L1 and L2 learning in low-literate and
illiterate. Additionally, the issue will focus on teaching literacy
(what methods are useful in dealing with learners? anxiety, how we can
develop or improve teaching materials that are more useful for both
educators and learners, etc.). Finally, the experiences of illiterates
as they acquire literacy (i.e., phenomenological studies), and
discussions and research reports on these issues are also welcome.

We seek to bring together researchers from various stages in their
careers and their original work or replication studies on the
following aspects:

1. The influence of literacy (acquisition or print exposure) on mental
representations of syntax/lexicogrammar in L1 or L2 speakers and the
resulting individual differences in linguistic knowledge.

2. Effective methods for teaching literacy, including strategies to
address anxiety, approaches to teaching writing systems, and other
pertinent considerations.

3. Phenomenological studies exploring the experiences of illiterate
individuals as they navigate the process of acquiring literacy.

For more information on the CFP, submissions and the deadlines, please
visit the following link:

https://docs.google.com/document/d/1xDm9qBHPDJvSJbgLHA3DXkYxCLEJ9Huaua
scijTGLjQ/edit

Abstract submission deadline: October 1, 2023

Tan Gedik, Leonarda Prela, Vania De la Garza
Friedrich Alexander Universitaet, Language and Cognition Chair

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