[Edling] Call for Papers - Translanguaging as a Pedagogy for Refugee and Migrant Children in Elementary Classrooms
Zhongfeng Tian via Edling
edling at lists.mail.umbc.edu
Tue Oct 15 00:15:25 UTC 2024
CALL FOR PAPERS
Special Issue at the *International Electronic Journal of Elementary
Education
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Translanguaging as a Pedagogy for Refugee and Migrant Children in
Elementary Classrooms
Guest Editors:
Khánh Lê (Queens College, City University of New York, USA)
Zhongfeng Tian (Rutgers University–Newark, USA)
Refugees and migrants are someone who are being displaced from their home
because of war, violence and/or economic instability. According to the
United Nations High Commissioner for Refugees (UNHCR) and International
Organization for Migration (IOM), over 114 million refugees and 280 million
migrants have been displaced from their homes, with 43 million of them
being under the age of 18 (UNHCR, 2024; IOM, 2024). Refugees and migrants
experience ongoing disruptions in their daily lives, particularly refugee
and migrant children vis-a-vis education. An equitable education that
centers on refugee and migrant children’s lived experience and takes into
consideration the sociopolitical context is the first step in mitigating
the disruption and violence that they face daily.
Translanguaging pedagogy (García & Li Wei, 2014; García & Leiva, 2014;
García et al., 2017) has always been the pillar for advocating for
marginalized children in education settings and is seen as a political act
(Flores, 2014) and a decolonizing project (Li Wei & García, 2022). It aims
to create a heteroglossic, inclusive learning environment where children
are encouraged to leverage their full communicative repertoire (i.e., their
multilingual, multisemiotic, multisensory, and multimodal resources) to
engage in meaning-making (Li Wei, 2018). Furthermore, translanguaging
pedagogy decolonizes traditional Eurocentric understandings about language,
literacy, and bilingualism and incorporates perspectives from and
engagement with racialized multilingual bodies (García & Kleifgen, 2020).
It opens up space for students’ bi-/multilingual ways of knowing, thinking,
and being, and supports the positive identity and socioemotional
development of students from minoritized communities (Seltzer & de los
Ríos, 2021).
Research on translanguaging pedagogy is prevalent in K-12 settings,
advocating for language rights for minoritized children (Tian & Rafi,
2023). However, research specifically focusing on translanguaging pedagogy
with refugee and migrant children remains limited. This special issue aims
to address this gap by bringing together studies that illustrate how
adopting translanguaging as a pedagogy in elementary classrooms can honor
refugee and migrant children’s humanity through cultural and linguistic
justice. A social justice education grounded in translanguaging pedagogy
will bring stability to their educational experiences, fostering a
humanizing environment where their diverse linguistic resources are valued
and utilized (Li Wei, 2023). This approach not only supports their language
development but also promotes their overall well-being and integration into
new educational contexts, ultimately contributing to their resilience and
empowerment.
We invite submissions specifically addressing the intersections of
translanguaging and refugee and migrant children in elementary classrooms
on topics including, but not limited to:
- Translanguaging and trauma
- Translanguaging and teacher perceptions of and approaches to students’
language and literacy practices
- Translanguaging and refugee and migrant children’s identity
construction
- Translanguaging and curriculum design
- Translanguaging and refugee and migrant children’s family/community
involvement
- Translanguaging and educational equity for refugee and migrant
children
- Translanguaging and educational policies vis-a-vis refugee and migrant
children
Proposed Timeline:
- Abstracts (300-word) due to Guest Editors: November 24, 2024
- Authors notified of full submission invitation: December 14, 2024
- Full submissions due: February 28, 2025
- Round 1 reviews sent to authors: May 30, 2025
- Revisions due: July 15, 2025
- Round 2 reviews sent to authors (if any): September 15, 2025
- Final revisions due: November 31, 2025
- Final revisions accepted by guest editors: January 15, 2026
- Final submission to journal editors/reviewers via online portal:
February 28, 2026
- Online publication of individual papers: April 30, 2026
Interested authors are invited to submit a 300-word abstract (excluding
references) to *khanh.85 at gmail.com <khanh.85 at gmail.com>* and
*zhongfeng.tian at rutgers.edu
<zhongfeng.tian at rutgers.edu>* by November 24, 2024. Notice of abstract
acceptance will be emailed by December 14, 2024. Full manuscripts are due
by February 28, 2025 and will be subject to a double-blind peer review
process. If you have any questions or queries about this Special Issue,
please contact us at the email addresses listed above. You may also refer
to the journal’s author guidelines for more information:
*https://www.iejee.com/index.php/IEJEE/how-to-submit
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.
Guest Editor Bios
*Khánh Lê
<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fkhanhmle.org%2F&data=05%7C02%7Czt129%40connect.rutgers.edu%7Cd503b1dccb8649e9849a08dceb946a87%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C638644269927954567%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=CJQOvBbwmZ6ZP2hxTNiuA8y7CetG2SbETPsdPKFOyLg%3D&reserved=0>*
is
Assistant Professor of Multilingualism and English Education in the
Department of Linguistics and Communication Disorders at Queens College,
CUNY. His work seeks to disrupt systems of marginalization in minoritized
bi/multilingual communities. Specifically, he examines how these dominant
structures impact Vietnamese American youth.
*Zhongfeng Tian <https://sasn.rutgers.edu/zhongfeng-tian-tianzhongfeng>* is
Assistant Professor of Bilingual Education at Rutgers University–Newark.
Theoretically grounded in translanguaging, his research centers on working
with classroom teachers to provide bi/multilingual students with an
equitable and inclusive learning environment in ESL and dual language
bilingual education contexts.
*Zhongfeng Tian (**田中锋**), Ph.D.*
Assistant Professor of Bilingual Education
Department of Urban Education
Rutgers University–Newark
(ResearchGate
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; Google Scholar
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; LinkedIn
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)
*New articles: *
- Translanguaging and EFL Teaching
<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1093%2Facrefore%2F9780190264093.013.1977&data=05%7C02%7Czt129%40connect.rutgers.edu%7Cd503b1dccb8649e9849a08dceb946a87%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C638644269928010372%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=iuNoFvYqHgT2%2BD%2BH6UtRguUDIue41XwDF5Dha78lBEE%3D&reserved=0>
- Principal Agency Fifty Years After the
<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1007%2Fs10993-024-09706-6&data=05%7C02%7Czt129%40connect.rutgers.edu%7Cd503b1dccb8649e9849a08dceb946a87%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C638644269928023262%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=Cs4T1deQ1LLdvOEEgWC%2F4RkRWVYKwMWBj56Z9WmYwJc%3D&reserved=0>*Lau
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Decision:
Building and Sustaining Bilingual Education Programs for Asian Languages
<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1007%2Fs10993-024-09706-6&data=05%7C02%7Czt129%40connect.rutgers.edu%7Cd503b1dccb8649e9849a08dceb946a87%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C638644269928049704%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=XgONavHJewOfrhVVmJgandQs7fuOuXa8PVknNtf9JLQ%3D&reserved=0>
[Open Access]
- An Urgent Call to Center AsianCrit in Chinese/English Dual Language
Bilingual Education Programs
<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1080%2F19313152.2024.2377876&data=05%7C02%7Czt129%40connect.rutgers.edu%7Cd503b1dccb8649e9849a08dceb946a87%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C638644269928062871%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=Bp1WgSMEmQe%2Bj5W%2By%2FNGB%2F%2BAJSingtqisR9z4TkHYMs%3D&reserved=0>
- Enacting Culturally Sustaining Pedagogies and Translanguaging Jointly
in Early Language Learning Classrooms
<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.researchgate.net%2Fpublication%2F383117821_Enacting_Culturally_Sustaining_Pedagogies_and_Translanguaging_Jointly_in_Early_Language_Learning_Classrooms&data=05%7C02%7Czt129%40connect.rutgers.edu%7Cd503b1dccb8649e9849a08dceb946a87%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C638644269928076620%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=lWdoTJJCSWrfn9JSDTG7eTFHO5ZwFa%2FY6PWXeP2QIc8%3D&reserved=0>
- (Re)negotiating Asian and Asian American Identities in Solidarity as
Language Teacher Educators: An AsianCrit Discourse Analysis
<https://nam02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fdoi.org%2F10.1002%2Ftesj.854&data=05%7C02%7Czt129%40connect.rutgers.edu%7Cd503b1dccb8649e9849a08dceb946a87%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C638644269928090003%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=nHGotAy2wJerk%2FdZfSNMS8Dl2R%2FnN1ya%2B6M4EXRYE4M%3D&reserved=0>
[Open Access]
- Sustaining Critical Approaches to Translanguaging in Education: A
Contextual Framework
<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1002%2Ftesq.3240&data=05%7C02%7Czt129%40connect.rutgers.edu%7Cd503b1dccb8649e9849a08dceb946a87%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C638644269928103012%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=A8mp0g7ZHzEWjOxAgIZQLZb9FxPQosGulTVlA%2Fke5Nk%3D&reserved=0>
[Open Access]
*New special issue: Co-learning, co-planning, and co-shifting to build
critical (trans)language(ing) awareness: Case studies from the field
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.
*New book:*
*[image: image.png]
<https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.routledge.com%2FTranslanguaging-and-Multimodality-as-Flow-Agency-and-a-New-Sense-of-Advocacy%2FMora-Tian-Harman%2Fp%2Fbook%2F9781032563787%23&data=05%7C02%7Czt129%40connect.rutgers.edu%7Cd503b1dccb8649e9849a08dceb946a87%7Cb92d2b234d35447093ff69aca6632ffe%7C1%7C0%7C638644269928129236%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=%2FWL5TwPmNWrgj80YjtsyRRe898ZzuyMzI6fQbaByb24%3D&reserved=0>*
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