[Dgkl] Request to Share Call for Papers

[De la Garza Espinosa, Vania]

To whom it may concern,

I hope this email finds you well. I am writing to kindly request your 
assistance in spreading the word about an exciting opportunity within 
our academic community.

I am currently organizing a special journal issue on literacy. We are 
dedicated to bringing together researchers to exchange knowledge, ideas, 
and insights on the latest developments in our field.

In this regard, we are issuing a Call for Papers, and we would greatly 
appreciate it if you could share this announcement with  mailing list. 
Enclosed, please find the details of our Call for Papers:


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:

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.
Effective methods for teaching literacy, including strategies to address 
anxiety, approaches to teaching writing systems, and other pertinent 
considerations.
Phenomenological studies exploring the experiences of illiterate 
individuals as they navigate the process of acquiring literacy.
Eligibility Criteria:

We welcome submissions from scholars, researchers, students, and 
practitioners in the fields of linguistics, literacy studies, education, 
and related disciplines. To ensure that the contributions align with the 
focus of our special journal issue we have outlined the following 
eligibility criteria:

Relevance to the Theme: Manuscripts should explore the effects of 
illiteracy or literacy acquisition, addressing how these influence 
linguistic competence and individual differences in linguistic knowledge 
(i.e., syntax or lexicogrammar) in both L1 and L2 learning. Submissions 
may also focus on effective methods for teaching literacy, experiences 
of illiterates as they acquire literacy, or phenomenological studies 
related to illiteracy.
Originality and Unpublished Work: We only accept original and previously 
unpublished work. Submissions should not have been previously published 
in any journal or conference proceedings, nor should they be under 
consideration for publication elsewhere during the review process.
Formatting and Citation Style: All manuscripts must adhere to the 
formatting guidelines set forth by Cadernos de Linguística. Authors are 
required to follow the specified word limit and include accurate and 
consistent citations for all referenced sources. Please follow the 
unified style sheet for linguistics for citations. Please see general 
information here.
Ethical Considerations: For studies involving illiterate individuals, 
authors must ensure that they adhere to ethical guidelines and obtain 
appropriate informed consent from participants. The ethical treatment of 
subjects and confidentiality of personal data should be carefully 
addressed.
Academic Rigor: Submissions should demonstrate academic rigor, whether 
through empirical research, theoretical analyses, or practical 
applications. We encourage submissions that provide robust evidence and 
offer new insights into the effects of illiteracy and literacy 
acquisition on language learning and linguistic competence.
Language: Manuscripts may be submitted in English and follow US or UK 
English throughout.
Open Science: As part of the open science initiative, all data, codes or 
materials used need to be publicly available in a data repository (i.e., 
OSF).
Important Dates:

Abstract submission deadline: October 1, 2023
Abstract Decisions: October 15, 2023
Abstract submissions extended: January 15, 2024
Manuscript submission deadline: February 1, 2024
Review and revision period: March-May 2024
Abstract Submission Guidelines:

Please submit an abstract (200-250 words) outlining the aim of the text 
with relevant information on background and methodology and how this 
submission would align with the special issue, as well as a provisional 
title. The abstract submission can be done at the following link: 
https://forms.gle/4PRF56WcrkLvfTfT7

Manuscript Submission Guidelines:

We welcome original, unpublished research contributions related to the 
themes of illiteracy as outlined earlier in this CfP. Manuscripts should 
adhere to the following guidelines:

Manuscripts should be submitted as .docx or .odt
The length of the manuscript should be within 4000-5000 words for 
research articles (see topic 1), for topics 2 and 3, the expected length 
is 2000-3000, exclusive of bibliography words.
Follow the Cadernos de Linguística formatting and the unified style 
sheet for linguistics.
The manuscript should have an abstract, introduction, literature review, 
methodology, analysis, results & discussion and a conclusion. For 
different submission formats please liaise with the editors.
An ORCID for all the authors.
Review Process:

All submissions will undergo internal and external peer-review. Our aim 
is to provide constructive feedback and support to authors throughout 
the review process.

Publication Fees:

Cadernos de Linguística does not charge any publication fees for 
accepted manuscripts in the special issue "Beyond Letters: Perspectives 
on the Effects of Illiteracy from Linguistics and Beyond." We are 
committed to promoting open access to research and ensuring that authors 
can disseminate their work freely. All articles published in Cadernos de 
Linguística are accessible with open science to readers worldwide, 
fostering knowledge sharing and global engagement without financial 
barriers for authors.   Contact Information:   For any inquiries 
regarding this special journal issue or the submission process, please 
feel free to contact us at tan.gedik at fau.de (Tan Gedik, PhD Researcher, 
FAU); leonarda.prela at fau.de (Leonarda Prela, PhD Researcher, FAU); 
vania.delagarza.espinosa at fau.de (Vania De la Garza, PhD Researcher, FAU)


We look forward to receiving your valuable contributions.
----------------------------------------------------------------------------------------------------------------------------------------------------------

If you have any questions or require additional information, please do 
not hesitate to contact me.

Thank you in advance for considering our request, and we hope to see 
many members of your mailing list actively participating in our journal 
issue.


Best regards,

Vania De la Garza