[I-LanD Research Centre] Call for papers I-LanD Journal - Special Issue (2020, n. 1): "Negotiation of L2 Identities in the age of transnational mobility: Enactment, perception, status, and language development"

Tue Sep 3 19:42:28 UTC 2019

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I-LanD Journal – Identity, Language and Diversity
International Peer-Reviewed E-Journal

Call for papers for the special issue (1/2020)

Negotiation of L2 Identities in the age of transnational mobility:
Enactment, perception, status, and language development

This special issue of the I-LanD Journal will focus on L2 identities in the
age of transnational mobility. It will be edited by Annarita Magliacane
(Aston University, Birmingham, United Kingdom), Anne Marie Devlin
(University College Cork, Ireland) and Noriko Iwasaki (Nanzan University,
Japan).

Submission of abstracts
Authors wishing to contribute to this issue are invited to send an abstract
of their proposed article of not more than 300 words (excluding references)
in MS Word format by 1st  November 2019. Proposals should not contain the
authors' name and academic/professional affiliation and should be
accompanied by an email including such personal information and sent to:
a.magliacane at ucc.ie; annaritamagliacane at gmail.com; amdevlin at ucc.ie;
niwasaki at nanzan-u.ac.jp and ilandjournal at unior.it. Please put as subject
line “I-LanD Special Issue 1/2020– abstract submission”.

Important dates

In order to publish this issue by June 2020, the most important dates to
remember are as follows:

- Submission of abstracts: by November 1st, 2019
- Notification of acceptance/rejection: by November 10th, 2019
- Submission of chapters: by February 8th, 2020
- Submission of final manuscript: by May 2020
- Publication of special issue: June 2020

Description

In the current era, transnational mobility is a normative aspect of life for
millions of people worldwide. Reasons for mobility are manifold. They
include study, work, adventure, refuge and can be voluntary or involuntary.
Transnational mobility is especially encouraged in the area of education
with UNESCO estimating that more than 5 million higher-level students study
abroad (“UIS Statistics,” n.d.). The internationalisation of education is
actively supported by national and transnational organisations such as
Erasmus+ (2014-2020) in Europe, the Institute of International Education in
the US, and Science without Frontiers in Brazil; however, this represents a
small proportion of those engaged in mobility. For example, within the EU
just under 20 million people of working age live in an EU state other that
of their citizenship (“EU citizens living in another Member State -
statistical overview - Statistics Explained,” n.d.).

Hence, transnational mobility experiences are numerous, diverse and
variegated, but are often underpinned by the common denominator of the need
to conduct everyday life through a second or subsequent language and, in
tandem, the struggle to negotiate an identity through another language and
environment. However, despite this constellation of experiences, research
has, in the main, focused on students of languages and their linguistic
gains. This focus on institutionally sanctioned experiences of transnational
mobility has resulted in the overlooking of the full range of rationales for
mobility within the body of research. Such rationales, or status in the host
community (Magliacane 2017; Barron 2019), play a crucial role in language
and identity development because of the differential opportunities for
second language (L2) contact and use that such status or rationales give
rise to (Magliacane & Howard 2019: 74).

Notwithstanding under-representation in the realm of diversity of mobility
experiences, the importance of the identity of the L2 user during mobility
has been gaining traction in research in second language acquisition (Anya,
2017; Benson, Barkhuizen, Bodycott, & Brown, 2012; Block, 2006; Devlin,
2018; Iwasaki, 2018; Jackson, 2008; Kinginger, 2013; Mitchell,
Tracy-Ventura, & McManus, 2015; Norton, 2000). It has been noted that
learners’ access to the language is not just shaped by their desire and
motivation for acquisition “but also by those of the others with whom they
interact—people who may view learners as embodiments of identities shaped by
gender, race, and social class” (Kinginger, 2004, p. 221). However, the
imposition of essentialist identities is not always unidirectional as L2
users may likewise impose identities shaped by their perceptions of a range
of identity issues on the residents of the mobility environment.
Additionally, state policies and political climates can act as a barrier or
a conduit to the negotiation of L2 identities.

With this in mind, the current special issue aims to broaden the range of
transnational mobility contexts experienced by L2 users by looking beyond
the experience of institutional learners while simultaneously illuminating
multidirectional identity negotiation. Issues to be considered include but
are not limited to: the linguistic enactment of identity, perceptions of
identity enactment from the perspective of the user or of others; the impact
of language policies on the possibilities to enact an identity, the shaping
of L2 identities in differential political climates, the role of status and
L2 identities in language development.

References
Anya, U. (2017). Racialized Identities in Second Language Learning: Speaking
Blackness in Brazil. https://doi.org/10.4324/9781315682280.
Barron, A. (2019). Pragmatic development and stay abroad. Journal of
Pragmatics 146, 43–53. https://doi.org/10.1016/j.pragma.2019.05.003. 
Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2012). Study abroad
and the development of second language identities. Applied Linguistics
Review, 3(1), 173–193. https://doi.org/10.1515/applirev-2012-0008.
Block, D. (2006). Identity in applied linguistics. In T. Omoniyi & G. White
(Eds.), Sociolinguistics of Identity (pp. 34–50). London: Continuum
International Publishing Group.
Devlin, A. M. (2018). Becoming me in the L2: Sociopragmatic development as
an index of emerging core identity in a Study Abroad context. In A.
Sanchez-Hernandez & A. Herraiz-Martinez (Eds.), Learning Second Language
Pragmatics beyond Traditional contexts (pp. 253–285). Bern: Peter Lang. 
EU citizens living in another Member State - statistical overview -
Statistics Explained. (n.d.). Retrieved July 23, 2019, from
https://ec.europa.eu/eurostat/statistics-
explained/index.php?title=EU_citizens_living_in_another_Member_State_-_stati
stical_overview.
Iwasaki, N. (2018). Changes in heritage language user’s perceived
identities: Changes in linguistic repertoire in pre-study-abroad, during
study-abroad and post-study-abroad. Japanese Language Education in Europe,
22, 205–209.
Jackson, J. (2008). Language, Identity and Study Abroad: sociocultural
perspectives. London: Equinox.
Kinginger, C. (2004). Alice doesn’t live here anymore: foreign language
learning and identity construction. In A. Pavlenko & A. Blackledge (Eds.)
Negotiation of Identities in Multilingual Contexts (pp. 219 – 242).
Cleveden, UK: Multilingual Matters.
Kinginger, C. (2013). Identity and Language Learning in Study Abroad.
Foreign Language Annals, 46, 339–358. https://doi.org/10.1111/flan.12037.
Magliacane, A. (2017). Sociopragmatic development in study abroad contexts:
the role of learner status in the use of second language pragmatic markers.
PhD Thesis, University of Naples Federico II/University College Cork.
Magliacane, A., & Howard, M. (2019). The role of learner status in the
acquisition of pragmatic markers during study abroad: the use of ‘like’ in
L2 English, Journal of Pragmatics 146, 72–86.
https://doi.org/10.1016/j.pragma.2019.01.026.
Mitchell, R., Tracy-Ventura, N., & McManus, K. (2015). Social Interaction,
Identity and Language Learning during Residence Abroad. In R. Mitchell, N.
Tracy-Ventura, & K. McManus, (Eds.)EUROSLA Monographs Series.
https://doi.org/10.1097/00001888-194309000-00011.
Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and
Educational Change. Pearson Education. Retrieved from
http://books.google.com/books?id=HxTHcWPi3r8C&pgis=1. 
UIS Statistics. (n.d.). Retrieved July 23, 2019, from
http://data.uis.unesco.org/.

More about I-LanD Journal

Editors in chief:

Giuditta Caliendo (University of Lille) and M. Cristina Nisco (University of
Naples Parthenope)

Advisory board:

Giuseppe Balirano (University of Naples L'Orientale, Italy) 
Marina Bondi (University of Modena and Reggio Emilia, Italy) 
Delia Chiaro (University of Bologna, Italy)
David Katan (University of Salento, Italy) 
Don Kulick (Uppsala University, Sweden)
Tommaso Milani (University of Gothenburg, Sweden) 
Oriana Palusci (University of Naples L'Orientale, Italy)
Alan Scott Partington (University of Bologna, Italy) 
Paul Sambre (University of Leuven, Belgium)
Srikant Sarangi (Aalborg University, Denmark)
Christina Schäffner (Professor Emerita at Aston University, UK)
Vivien Schmidt (Boston University, USA) 
Stef Slembrouck (Gent University, Belgium)
Marina Terkourafi (Leiden University, The Netherlands)
Girolamo Tessuto (University of Campania Luigi Vanvitelli, Italy) 
Johann Unger (Lancaster University, UK)

The I-LanD Journal
(http://www.unior.it/index2.php?content_id=15279&content_id_start=1&titolo=i
-land-journal&parLingua=ENG) reflects a commitment to publishing original
and high quality research papers addressing issues of identity, language and
diversity from new critical and theoretical perspectives. All submissions
are double-blind peer-reviewed. In fulfillment of its mission, the I-LanD
Journal provides an outlet for publication to international practitioners,
with a view to disseminating and enhancing scholarly studies on the relation
between language and ethnic/cultural identity, language and sexual
identity/gender, as well as on forms of language variation derived from
instances of contamination/hybridization of different genres, discursive
practices and text types.

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I-LanD Research Centre

Università di Napoli 'L'Orientale'
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Via Duomo, 219 - 80138 Naples
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ph. +39 081 6909861
website: http://www.unior.it/ateneo/14038/1/i-land-research-centre.html

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