[Edling] CfP: Towards Pluriliteracies Approaches to Language Teaching and Learning: Theories and Principles for Transformative Practices

[英語學系曾俊傑]

Dear colleagues,

I hope all is well with you.

Below is an invitation to submit a paper to the following special
issue: Towards Pluriliteracies Approaches to Language Teaching and
Learning: Theories and Principles for Transformative Practices
(https://www.springer.com/journal/42321/updates/20129210), which is
guest-edited by Professor Do Coyle (University of Edinburgh, UK) and
Professor Oliver Meyer (Johannes Gutenberg-Universität, Mainz,
Germany).

This special issue will focus on exploring different perspectives
concerning a movement which is gradually gaining momentum in the field
of language teaching and learning pedagogies. The pluriliteracies
‘shift’ which encompasses more holistic and ecological interpretations
of language learning, suggests that new developments in understanding
the interface between language and learning can enrich the quality of
the student experience and can lead to deeper learning. Whilst
literacies approaches, especially in first language learning, are well
developed in different national curricula across the globe, more
recent research has focused on the importance of literacies across
subjects and across languages, impacting significantly on language
learning in CLIL and multilingual environments. Unravelling what a
pluriliteracies approach offers English language learning and teaching
therefore raises issues not only about the roles of language in
contexts where a second or additional language is used, but
essentially interprets language learning itself as a subject
discipline. From this perspective, progression towards *textual
fluency* reimagines not only the content of language classrooms as
multimodal learning spaces but also foregrounds critical literacies,
global citizenship, cultural consciousness and identities for meaning
making. We are looking therefore for submissions which explore further
theoretical interpretations, implications and practices of
pluriliteracies in the English language classroom at any age or stage.

Key dates for the special issue

31 May 2022 – Abstract due by 11:59 PM (PST). Maximum of 300 words.
Please email your abstract to etl at deps.ntnu.edu.tw

30 June 2022 – Selection of abstracts announced

01 November 2022 – Full manuscript (6000 to 8000 words) due

15 December 2022 – Author(s) informed of editors’ decision and
reviewers’ comments

15 February 2023 – Revised manuscript due (Revision 1)

31 March 2023 – Author(s) informed of acceptance of revised manuscript

30 April 2023 – Finalized manuscript sent to publisher for publication

June 2023 – Special Issue published (47:2)


Submission

All submissions should conform to the requirements of the Publication
Manual of the American Psychological Association (7th Edition).
Manuscripts should not have been published previously or be under
consideration for publication elsewhere in any form. The editors of
*English Teaching and Learning* reserve the right to make editorial
changes in any manuscript accepted for publication to enhance clarity
or style. Manuscripts are screened for unoriginal work. By submitting
to the journal, authors agree to undergo the originality check
(software) program arranged by the journal. For inquiries regarding
these requirements, email our Editors-in-Chief, Dr. Yueh-Kuei Hsu
(email: ykhsu at ntnu.edu.tw), and Dr. Jun-Jie Tseng (email:
jjtseng at gapps.ntnu.edu.tw).


About the Journal

*English Teaching & Learning (ETL) *is an international refereed
journal dedicated to research on the teaching and learning of English
as a second or foreign language. It aims to publish quality papers
that contribute to all aspects of the profession, with a particular
preference for studies that seek to combine both theory and practice.
The journal welcomes submissions on course design, teaching materials,
teaching methods, language assessment, language acquisition, language
education, teacher education as well as from the fields of
sociolinguistics, psycholinguistics, cognitive science, educational
inquiry, and other related areas.

*English Teaching & Learning *is founded and operated by the English
Department, National Taiwan Normal University, Taiwan. ETL is indexed
in Scopus and other major abstracting/indexing services such as ESCI,
LLBA and Taiwan Humanities Citation Index (THCI); it was rated “A” and
“tier one” in THCI in 2016 and 2018, respectively.

Best regards,
Jun-Jie Tseng & Yueh-Kuei Hsu

National Taiwan Normal University

Editors in Chief, *English Teaching & Learning*

Website: http://www.etl.url.tw/

Springer: http://www.springer.com/journal/42321
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