[ACLA-CAAL] Fw: Date extension to December 31st, 2021 - CFP: CMLR Special Issue in Race, Migration, and Colonialism in Language Teaching and Learning
Eve Haque
ehaque at yorku.ca
Fri Oct 22 16:37:33 UTC 2021
DEADLINE EXTENSION TO DECEMBER 31st, 2021
(La version française suit)
Call for Papers – Canadian Modern Language Review
Race, Migration, and Colonialism in Language Teaching and Learning
Guest Editors: Eve Haque (York University) & Jeff Bale (University of Toronto)
Calls for applied linguistics to grapple with the issue of race and racism in relation to language teaching and learning are not new (Amin, 1997; Ibrahim, 1999; Kubota & Lin, 2006; Mackie, 2003; Nero, 2006). However, the current historical moment has given particular urgency to this issue, including such questions as how race/racism are intertwined with migration and colonialism as well as with other practices and structures of social differentiation and oppression (e.g., Crump, 2014; Haque, 2012; Rosa & Flores, 2017; Van Esch, Kubota & Motha, 2020).
This special issue of The Canadian Modern Language Review (CMLR) aims to amplify and extend this work by bringing together articles in English and French that theorize the intersection of race/racism, migration, and white-settler and other colonialisms with issues related to language teaching and learning. We are interested in data-driven theoretical or practice-oriented submissions that do more than describe the impact of these intersections on the identities and ideologies present across various language-education contexts. In addition, we invite submissions that explore these intersections in relation to pedagogies and policies that contribute to undoing current inequities in educational opportunities and outcomes.
We invite authors to submit papers that inspire debate and questions around these current issues in language education. Please click through<https://utpjournals.press/journals/cmlr/cfp> to view the full call and important dates.
« Race »1<https://utpjournals.press/journals/cmlr/cfp#_ftn1>, migration et colonialisme dans l’enseignement et l’apprentissage des langues
Les appels lancés aux spécialistes en linguistique appliquée afin de s’attaquer à la question du racisme vécue par les groupes racisés dans le contexte de l’enseignement et de l’apprentissage des langues ne datent pas d’hier (Amin, 1997 ; Ibrahim, 1999 ; Kubota et Lin, 2006 ; Mackie, 2003 ; Nero, 2006). Toutefois, le moment historique actuel a rendu particulièrement urgente cette question, notamment en ce qui concerne les liens entre le racisme et les groupes racisés, et les migrations, le colonialisme et les autres pratiques et structures de différenciation et d’oppression sociales (p. ex., Crump, 2014 ; Haque, 2012 ; Rosa et Flores, 2017 ; Van Esch, Kubota et Motha, 2020).
Ce numéro thématique de La Revue canadienne des langues vivantes (RCLV) vise à amplifier et à étendre ce travail en rassemblant des articles en anglais et en français qui théorisent l’intersection du racisme, des groupes racisés, de la migration et des colonialismes blancs, pour ne nommer qu’eux, avec les questions liées à l’enseignement et à l’apprentissage des langues. Nous souhaitons recevoir des soumissions soit théoriques basées sur les données ou encore pratiques, qui vont au-delà de la description de l’impact de ces intersections sur les identités et les idéologies présentes dans divers contextes d’enseignement des langues. De plus, nous sommes à la recherche de soumissions qui explorent ces intersections en relation avec les pédagogies et les politiques qui contribuent à corriger les inégalités actuelles en matière de possibilités pour toutes et tous et de résultats éducatifs.
Nous vous invitons à soumettre des articles qui suscitent le débat et les questions autour de ces thèmes actuels dans l’éducation aux langues. Pour voir l’appel complet cliquez ici<https://utpjournals.press/journals/cmlr/cfp>.
1 Utilisé dans son sens en anglais.
Eve Haque, PhD
Professor
York Research Chair in Linguistic Diversity & Community Vitality
Department of Languages, Literatures and Linguistics
Faculty of Liberal Arts & Professional Studies
York University
(she/her)
________________________________
From: Karla Culligan <kculliga at unb.ca>
Sent: October 22, 2021 8:36 AM
To: Eve Haque <ehaque at yorku.ca>
Subject: Re: Date extension to December 31st, 2021 - CFP: CMLR Special Issue in Race, Migration, and Colonialism in Language Teaching and Learning
Hi Eve,
So good to hear from you. I’m doing well and I hope you are too. I’d be happy to send this message out. Please email your message with the body of the email exactly as you would like it to appear (include attachments, if any) to:
acla-caal at listserv.linguistlist.org<mailto:acla-caal at listserv.linguistlist.org>
Then I’ll be able to “approve” and send.
Thank you,
Karla
Karla Culligan, PhD
CAAL-ACLA Communications Officer / Agente de communication (she/her/elle)
Assistant Professor /Professeure adjointe
Second Language Research Institute of Canada (L2RIC)/Institut de recherche en langues secondes du Canada (IRL2C)
Faculty of Education
E karla.culligan at unb.ca
T 506 453-5136
URL www.unb.ca/second-language
[versity of New Brunswick]
[ebook]/uofnb<https://www.facebook.com/uofnb> [tter] @unb<https://twitter.com/UNB> [tagram] @discoverunb<https://instagram.com/discoverunb/> UNB.ca<http://www.unb.ca/>
Confidentiality Note: This email and the information contained in it is confidential, may be privileged and is intended for the exclusive use of the addressee(s). Any other person is strictly prohibited from using, disclosing, distributing or reproducing it. If you have received this communication in error, please reply by email to the sender and delete or destroy all copies of this message.
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From: Eve Haque <ehaque at yorku.ca>
Date: Thursday, October 21, 2021 at 11:26 PM
To: Karla Culligan <kculliga at unb.ca>
Subject: Date extension to December 31st, 2021 - CFP: CMLR Special Issue in Race, Migration, and Colonialism in Language Teaching and Learning
🎃External message: Use caution.
hi Karla - we had so many calls to extend the deadline for submission that we revised the submission date. Jeff and I were hoping that you wouldn't mind circulating this cfp again with the new extended date in the subject line.
thanks and hope you are keeping well.
Eve
(La version française suit)
Call for Papers – Canadian Modern Language Review
Race, Migration, and Colonialism in Language Teaching and Learning
Guest Editors: Eve Haque (York University) & Jeff Bale (University of Toronto)
Calls for applied linguistics to grapple with the issue of race and racism in relation to language teaching and learning are not new (Amin, 1997; Ibrahim, 1999; Kubota & Lin, 2006; Mackie, 2003; Nero, 2006). However, the current historical moment has given particular urgency to this issue, including such questions as how race/racism are intertwined with migration and colonialism as well as with other practices and structures of social differentiation and oppression (e.g., Crump, 2014; Haque, 2012; Rosa & Flores, 2017; Van Esch, Kubota & Motha, 2020).
This special issue of The Canadian Modern Language Review (CMLR) aims to amplify and extend this work by bringing together articles in English and French that theorize the intersection of race/racism, migration, and white-settler and other colonialisms with issues related to language teaching and learning. We are interested in data-driven theoretical or practice-oriented submissions that do more than describe the impact of these intersections on the identities and ideologies present across various language-education contexts. In addition, we invite submissions that explore these intersections in relation to pedagogies and policies that contribute to undoing current inequities in educational opportunities and outcomes.
We invite authors to submit papers that inspire debate and questions around these current issues in language education. Please click through<https://utpjournals.press/journals/cmlr/cfp> to view the full call and important dates.
« Race »1<https://utpjournals.press/journals/cmlr/cfp#_ftn1>, migration et colonialisme dans l’enseignement et l’apprentissage des langues
Les appels lancés aux spécialistes en linguistique appliquée afin de s’attaquer à la question du racisme vécue par les groupes racisés dans le contexte de l’enseignement et de l’apprentissage des langues ne datent pas d’hier (Amin, 1997 ; Ibrahim, 1999 ; Kubota et Lin, 2006 ; Mackie, 2003 ; Nero, 2006). Toutefois, le moment historique actuel a rendu particulièrement urgente cette question, notamment en ce qui concerne les liens entre le racisme et les groupes racisés, et les migrations, le colonialisme et les autres pratiques et structures de différenciation et d’oppression sociales (p. ex., Crump, 2014 ; Haque, 2012 ; Rosa et Flores, 2017 ; Van Esch, Kubota et Motha, 2020).
Ce numéro thématique de La Revue canadienne des langues vivantes (RCLV) vise à amplifier et à étendre ce travail en rassemblant des articles en anglais et en français qui théorisent l’intersection du racisme, des groupes racisés, de la migration et des colonialismes blancs, pour ne nommer qu’eux, avec les questions liées à l’enseignement et à l’apprentissage des langues. Nous souhaitons recevoir des soumissions soit théoriques basées sur les données ou encore pratiques, qui vont au-delà de la description de l’impact de ces intersections sur les identités et les idéologies présentes dans divers contextes d’enseignement des langues. De plus, nous sommes à la recherche de soumissions qui explorent ces intersections en relation avec les pédagogies et les politiques qui contribuent à corriger les inégalités actuelles en matière de possibilités pour toutes et tous et de résultats éducatifs.
Nous vous invitons à soumettre des articles qui suscitent le débat et les questions autour de ces thèmes actuels dans l’éducation aux langues. Pour voir l’appel complet cliquez ici<https://utpjournals.press/journals/cmlr/cfp>.
1 Utilisé dans son sens en anglais.
—
Jeff Bale
Associate Professor of Language and Literacies Education
Department of Curriculum, Teaching and Learning
Ontario Institute for Studies in Education
University of Toronto
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