23.604, Calls: Applied Linguistics/ TESOL Quarterly (Jrnl)

Sat Feb 4 22:06:21 UTC 2012

LINGUIST List: Vol-23-604. Sat Feb 04 2012. ISSN: 1069 - 4875.

Subject: 23.604, Calls: Applied Linguistics/ TESOL Quarterly (Jrnl)

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1)
Date: 03-Feb-2012
From: Shelley Taylor [taylor at uwo.ca]
Subject: TESOL Quarterly

-------------------------Message 1 ---------------------------------- 
Date: Sat, 04 Feb 2012 17:06:05
From: Shelley Taylor [taylor at uwo.ca]
Subject: TESOL Quarterly

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Full Title: TESOL Quarterly 

Call Deadline: 01-Apr-2012 

Call for Abstracts
Special Topic Issue of TESOL Quarterly, September 2013
'Plurilingualism in TESOL'

1 April 2012 -- Deadline for abstracts
1 May 2012 -- Authors of accepted abstracts will be notified to submit papers 
1 November 2012 -- Full papers are due to the editors 		 

Please send abstracts and inquiries to the editors Shelley K. Taylor 
(taylor at uwo.ca) and Kristin Snoddon (ksnoddon at ryerson.ca). Submission 
process is described below.

TESOL Quarterly announces a call for abstracts for a special issue on 
plurilingualism in the context of English language teaching. For the purpose of 
this special issue, the editors ascribe to the Council of Europe's (2001) 
definition of plurilingualism as multilingualism at the level of the individual 
(rather than at the societal level). As outlined by the Council, plurilingualism 
does not describe fixed competencies, as linguistic ability in a number of 
languages is seen as arising from desire or necessity, and changing over 
time as it reflects the social paths that individuals take; thus, it is highly 
individual. An important consideration in the context of individual 
plurilingualism is that of individuals possessing partial competence in a 
particular language. Plurilinguals may possess a very limited mastery of a 
language, but still view it as an enriching component of their overall 
plurilingual competence (or linguistic repertoire). 

This special issue provides a forum for TESOL professionals who are 
teaching or conducting research in various international contexts to engage in 
a discussion of plurilingualism and to analyze the implications that specific, 
local conditions have for TESOL's mission. This special issue draws 
attention to the linguistic repertoires of teachers of English, teacher 
understanding of student plurilingualism, and the significance of this 
understanding for supporting the acquisition of English as a second or other 
language. Contributions will present or critique research findings regarding 
innovative programs, policies, and pedagogical practices in multilingual 
classroom settings and the role of learners' primary and other language(s), 
including signed languages, in learning English, and address related 
programmatic, sociopolitical and sociolinguistic issues in ESL/EFL/ESOL 
contexts internationally. 

Articles that address English education in the following contexts are invited:

- Teachers' and students' linguistic repertoires and classroom practices that 
shape plurilingual competence

- Teachers' background knowledge regarding language learning and 
corresponding ability to meet the needs of plurilingual students

- Educational language policies that support plurilingualism   

Submissions:

Abstracts should describe previously unpublished work that includes 
implications for TESOL professionals. We solicit both full-length empirical 
papers and issues papers. Contributions from all regions of the world are 
encouraged. Based on review of the abstracts, authors will be invited to 
submit papers for possible inclusion in the issue. Please send a 600-word 
abstract for a full-length article. For all submissions, send copies of the 
abstract without author(s) names. On a separate sheet, include each author's 
name, affiliation, mailing address, email address, telephone and fax numbers, 
and 50-word biographical statement.

Reference:

Council of Europe. (2001). Education and languages. Strasbourg, France: 
Council of Europe (Language Policy Division). Retrieved 15 September 2011 
from http://www.coe.int/t/dg4/linguistic/division_EN.asp

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