[Linganth] Refugee Education across the Lifespan (Call for Chapter Proposals)

Thu Apr 25 14:52:59 UTC 2019

As a reminder, chapter proposals for REFUGEE EDUCATION ACROSS THE LIFESPAN: MAPPING EXPERIENCES OF LANGUAGE LEARNING AND USE are due May 1.

See below for more details.

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From: Linganth <linganth-bounces at listserv.linguistlist.org> on behalf of Doris Warriner <Doris.Warriner at asu.edu>
Sent: Tuesday, February 26, 2019 1:53 PM
To: LINGANTH
Subject: [Linganth] Refugee Education across the Lifespan (Call for Chapter Proposals)

CALL FOR CHAPTER PROPOSALS

Refugee education across the lifespan:

Mapping experiences of language learning and use

Proposal deadline: May 1, 2019

Editor:  Doris S. Warriner, Arizona State University

Contact Info: doris.warriner at asu.edu<mailto:doris.warriner at asu.edu>

Introduction and scope:

With dramatic increases in global conflict, war, drought and famine, the estimated number of refugees in need of resettlement during FY 2018 reached nearly 1.2 million and continues to rise. In response, Australia, Canada and many European and Latin American countries have launched or expanded their refugee resettlement programs. The U.S., on the other hand, has taken a large step back from its role as the world’s leader in refugee resettlement. The gap left by the U.S.’s significantly reduced role has not yet been filled (MPI 2017). Meanwhile, an explicit resistance to and hostility towards displaced persons (and the idea of demographic change) as well as a surge in far-right populism across the United States, the United Kingdom and the European Union contributes to uncertainty in the policy realm, volatility in the political landscape, and unease among immigrant and refugee advocates.

This volume highlights work that demonstrates how an educational linguistics perspective might contribute to scholarship and/or educational innovations needed to advance the research base, inform professional development of teachers (in preschool, K-12, and continuing/adult education settings), and improve the educational, social and economic opportunities available to refugee-background children, youth and adults. With a focus on language learning and use among refugee-background learners across the lifespan, this proposed volume demonstrates that educational linguistics as an approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of the refugee experience.

Authors are invited to explore how language ideologies, language policies, processes of language socialization, and dimensions of language use and language learning in a range of social spaces (e.g., K-12 classrooms, after-school programs, community-based programs, the workplace, spaces of healthcare delivery, online spaces, or nontraditional spaces of language use/learning) influence processes of learning, practices of teaching, and policies of language education  With attention to the creative use of existing or emerging resources as well as the dynamic and social nature of language learning, this edited volume promises to contribute insights and understandings that will be of interest to linguistic anthropologists, socially responsible language teachers, teacher educators committed to linguistic equity and diversity, curriculum developers, or those involved with language assessment.

Submission instructions

Proposals (due May 1, 2019) should contain the following information:

  *   Proposed chapter title
  *   Author name(s) and affiliation(s)
  *   300-500 word chapter overview
  *   50-100 word biography for each author

Proposals should be saved as a single Microsoft Word (.doc or .docx) or .PDF file and emailed as attachments to doris.warriner at asu.edu<mailto:doris.warriner at asu.edu>. Authors of proposals accepted by publisher will be notified by July 1, 2019.

This call for proposals has been developed in consultation with a leading academic publisher. Following the initial selection of proposals, a full book proposal will be sent to the publisher for review. Upon acceptance, chapter authors will be sent detailed guidelines, including specifications for images and other multimedia. Authors will be given approximately 8 months to contribute full chapters of approximately 7,000-8,000 words. Chapters must be original and should not be submitted for publication elsewhere. All chapters will be double-blind peer reviewed (contributors may also be asked to review).

Please send all inquiries to the editor at doris.warriner at asu.edu<mailto:doris.warriner at asu.edu>.

Timeline:

May 1, 2019: title + abstract (300-500 words) due

June 1, 2019: authors notified and proposal submitted to publisher for review

July 1, 2019: authors invited to contribute full-length chapter (7,000-8,000 words)

February 1, 2020: first draft due

March 1, 2020: feedback provided to authors

May 1, 2020: revised draft due

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Doris Warriner, PhD
Associate Professor
Associate Chair, Department of English
Affiliate faculty, Mary Lou Fulton Teachers College
Arizona State University
PO box 871401
Tempe, AZ 85287-1401
tel: 480-727-6967
office: Ross-Blakley Hall 170D

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