[Edling] CfP: Learning, re-learning and un-learning languages during COVID-19 lockdown at home deadline 31st January 2022

[Fatma Said via Edling]

**Apologies for cross-postings**

Dear colleagues,

I hope this finds you in good spirits and safety.

Kindly see below a call for papers inviting you to submit a paper to Kristin Vold Lexander's and my proposed special issue in Multilingua<https://arabizi.wordpress.com/2021/09/22/1859/> that hopes to understand how families learned (and continue to learn) languages in the home/community settings during lockdown, be they heritage languages or second languages. The epilogue will be written by Dr. Lyn Wright<https://www.memphis.edu/english/people/app_linguistics/lyn-fogle.php>.

Rationale

The continuing global COVID-19 pandemic changed the way in which education has traditionally taken place with a 'shift away from learning and teaching in traditional settings with physical interactions' (UNESCO, 2020a, p. 7), towards a distance, online or blended approach.  In many cases combining a learning from home model with support from teachers and schools (Said et al, 2021). Formal learning, and with it the education system, has entered the home in a way that it has never done so previously. In this context, 'the family more than ever constitutes a learning space, in which parents and caregivers act as primary guides to support their children's learning at home' (UNESCO, 2020b, p. 1). Unquestionably this 'learning' has gone beyond that of school subjects and given the intense space and time sharing that families have experienced, there is no doubt that the learning, re-learning and un-learning of multiple languages has also taken place at home among multilingual families. The family has always been a learning space and recognized as such in anthropology, language socialization studies and most prominently in family language policy studies (Schalley et al, 2020; Lanza & Lexander, 2019; Said & Hua, 2019; Gomes, 2018; Curdt-Christiansen & Lanza, 2018; Piller & Gerber, 2018; Fogle, 2012; 2013; King & Fogle, 2017; Okita, 2002). In the context of lockdowns or hybrid learning, everyday subtle qualities of the home environment, socio-affective factors of language learning and language socialization (Ochs & Schieffelin, 1984) become more pronounced.



The Special Issue

This special issue therefore seeks to present a set of empirical papers that describe and chronicle the central role the family unit has played in the learning and use of multiple languages during the super-charged intense tempo-spatial home environment created by the pandemic restrictions. Families spent the most time together and this resulted in increased interaction and more joint activities than before the pandemic. Some excellent research has already taken place with findings emerging in short papers or media reports. These few studies have so far illustrated how the lockdown at home has offered (mostly) favourable conditions for the learning of home or heritage languages (HL) (Li Sheng et al, 2021; Afreen & Norton 2021; Escobar, 2020; Hardach, 2020). There is, however, a lack of research on how the lockdown may interfere with the dynamics of language shift or what the effects of languages of instructions entering the home in unprecedented ways may have had on HL learning. Families that did not speak the language of instruction in their homes for example were forced to speak it with their children in order to facilitate learning (see Chik & Benson, 2021 for a commentary). The volume seeks to explore the realities of private language planning, learning, and use within the home during this unique period of existence; and from that perspective, we ask the following questions:
1.     How have the lockdown (and pandemic) conditions shaped family language policies?
2.     How has the influx of English/ any other language into the home as a result of LMI (Language of medium of instruction) shaped the family's use and learning of their home language(s)/heritage language(s)?
3.     How have the pandemic conditions affected the home language learning and literacy learning environments?
4.     What is the relationship between families' (internal) language policies and those of the school's (external)? How has this relationship affected the internal home language policies?
5.     What roles have different family members taken on in the process of learning and re-learning languages during lockdown? In particular, what did we learn about the nature of child agency and language learning during the lockdown?
6.     How has fatigue in attending to educational and other needs of children affected heritage or home language(s) learning efforts?
7.     For families with access to technology, how has constant and easy access to digital content augmented the learning of language(s) in the home during the lockdown?


Papers are invited to answer one or more of the questions above or those related to the special issue's theme with regards to the learning, re-learning and un-learning of languages within the home and among family members. We are interested in mixed methods approaches to data collection as well as descriptions of digital ethnography, other virtual methodologies, and creative data collection methods are particularly welcome. We are also eager to receive papers from different (and usually underreported) geographical and socio-economic contexts as well as varied and diverse family constellations.



Abstract submission deadline: 31st January 2022. See full call HERE<https://arabizi.wordpress.com/2021/09/22/1859/> and all the details including references.  Feel free to email me and ask any questions. Many thanks.

Best regards,

Fatma

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Dr. Fatma F.S. Said<https://www.zu.ac.ae/main/en/colleges/colleges/__college_of_humanities_and_social_sciences/faculty_and_staff/_auh/Language_Studies_Department/_profiles/Fatma_Said.aspx> FHEA
Assistant professor in Applied Linguistics
Language Studies Department




Best regards,

Fatma

---
Dr. Fatma F.S. Said<https://www.zu.ac.ae/main/en/colleges/colleges/__college_of_humanities_and_social_sciences/faculty_and_staff/_auh/Language_Studies_Department/_profiles/Fatma_Said.aspx> FHEA
Assistant professor in Applied Linguistics
Language Studies Department


<http://www.zu.ac.ae> [cid:ZU_198aa1f1-1bdd-4bb9-af2e-c61bdd92f8ae.gif]         Fatma Said
Assistant Chair
College of Humanities and Social Sciences
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