[HERITAGE-LIST] CFP: Service Learning (SL) with Heritage Language Learners and Communities

[Scott G. McGinnis]

Service Learning with Heritage Language Learners and Communities

Call for Contributions

Abstracts Due: 15 November 2014

Service learning "integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities." (National Commission on Service-Learning)



We invite submissions of original research-based scholarship for an edited collection of works centering on Service Learning (SL) involving primarily or exclusively Heritage Language (HL) learners. Since we are interested in providing examples of Service Learning in a variety of HL Communities, submissions may focus on any HL in the US.



Since research on SL with HL learners and communities is gaining in popularity, our goal is to gather a collection of pioneering, unpublished research that can serve as foundational references for HL practitioners and scholars for years to come. We are particularly interested in scholarship that emphasizes sustainable programs that do one or more of the following 1) makes clear the bridges that Service Learning forms between the classroom and the community; 2) shows measurable benefits for learners and/or community members or organizations; 3) illustrates the impact on learning outcomes; and 4) demonstrates clear implications for future directions of research on SL with HL learners. Please do not submit works that only report on one-time or short-lived projects, projects that focus primarily on the participation of L2 learners in HL communities, or works that only measure affective outcomes of learners.



Issue Editors: Patricia MacGregor-Mendoza and Gabriela Moreno (New Mexico State University)



Topics: Contributions may center on SL with HL learners in post-secondary or K-12 curricula. Paper topics may include but are not limited to:

1. SL as a means to enhance linguistic abilities or awareness (e.g. lexical, pragmatic, etc.) in HL learners

2. SL as a means to enhance cultural abilities or awareness in HL learners

3. SL as a means to enhance critical thinking and learning in HL learners

4. The measurable impact of SL on HL communities

5. Culturally appropriate applications and implications of SL in HL communities

6. Assessment of learning outcomes in SL courses—what to measure and how

7. The application of pedagogical theories in courses with HL learners undertaking SL (e.g. Critical Pedagogy)



Submissions: Although we have received initial interest from the Heritage Language Journal to publish such a collection, they require a formal proposal of the projected contributions and authors to confirm their participation, and will exercise some control of the selection of the articles included in the collection. To initiate our selection process we request submissions of abstracts which we will then use to invite authors to submit full papers. Please note that acceptance of an abstract does not constitute acceptance of the paper. The paper itself will undergo one or more rounds of internal and external review prior to confirming acceptance for publication. Authors interested in being considered for publication should submit the following documentation..



As soon as possible, but no later than November 15th, 2014, submit each of the following documents as separate PDF or Word attachments to a single email to pmacgreg at nmsu.edu. (Please place "SL with HL submission" in the e-mail subject line for ease of identification.):

    1. Title of contribution, Contact information for all authors (name, institutional affiliation, e-mail address, physical address, and phone number), as well as name, institutional affiliation, and e-mail address of two suggested reviewers.

    2. Title of contribution, a 500 word abstract (which includes research questions, methodology, number of participants, context, and general findings/conclusions). Please also include a list of initial bibliographic references (not subject to word count) immediately after your abstract.

    3. An abbreviated C.V., for each contributing author limited to 2 pages for each person.



Tentative Timeline:

November 15, 2014: Receipt of abstracts from potential contributors

December 15, 2014: Submission of formal proposal to HLJ

February 15, 2015: Notice of invitation to submit full papers for consideration sent to authors with publication guidelines (NB: provisional acceptance of abstract does not constitute acceptance of paper)

May 1, 2015: Collect completed draft manuscripts from all contributors

June 1 –September 1, 2015: Obtain two peer reviews per manuscript (acceptance of manuscripts will be determined after internal and external reviews are complete )

November 1, 2015: Receive completed and revised manuscripts from contributors

January 1, 2016: Issue editors complete final revision of all manuscripts in the collection and submit for publication