23.3009, FYI: CFP: 2nd Lang Students with Disabilities

Tue Jul 10 17:52:18 UTC 2012

LINGUIST List: Vol-23-3009. Tue Jul 10 2012. ISSN: 1069 - 4875.

Subject: 23.3009, FYI: CFP: 2nd Lang Students with Disabilities

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Date: Tue, 10 Jul 2012 13:52:08
From: Dina Tsagari [dinatsa at ucy.ac.cy]
Subject: CFP: 2nd Lang Students with Disabilities

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Call for Papers for an Edited Volume Entitled 'Assessing Second 
Language Students with Learning and Other Disabilities'

Edited by Dr Dina Tsagari & Dr George Spanoudis (University of 
Cyprus)

To be published with LIT Verlag ('Studies on Education', tentative 
series): http://www.lit-verlag.de/london/

Rationale:

The population of students is becoming increasingly diverse, both 
culturally and linguistically. The numbers of children diagnosed with 
specific learning differences, SpLD (e.g. dyslexia, dyspraxia, 
dyscalculia, Attention Deficit and Hyperactivity Disorder) as well as 
those with other  disabilities like visual, hearing or physical 
impairments, is steadily increasing today; so is the number of students 
enrolled in special education. This situation, combined with greater 
awareness of individual human rights, has led to an increased demand 
for appropriate testing and assessment provision. This is of particular 
concern to second or foreign language test providers (Taylor, 2012) 
and teachers (Kormos and Smith, 2012; Kormos and Kontra, 2008), 
who are very often faced with the challenge of having to offer special 
arrangements (accommodations) to second language learners (SLLs) 
with disabilities: they need to depart from the established testing 
procedures and alter their protocols, administration and/or content in 
order to accommodate the special needs of SLLs with disabilities. 

In this context, the intended volume seeks to discuss the theoretical, 
ethical and practical considerations involved and explore the 
theoretical models and research findings that better identify the 
language and special needs of SLLs with SpLD and other disabilities 
and evaluate the effectiveness of accommodation practices employed 
so far. Studies of both high-stakes tests and classroom-based 
assessments that are related to the special needs of SLLs are invited 
conducted by professionals and researchers working in the area of 
psychology, special education and second/foreign language testing 
and assessment. The ultimate aim is to create a compilation of papers 
based on both theoretical and research chapters that address the fair 
assessment of this special population of SLLs. 

Topics to be covered in the volume:

These will include: 

-  the identification, classification, and definition of SpLD and other 
disabilities in the SLL population that expand on our current 
classification systems or models of identification;
-  existing legislations in place in various contexts  in relation to test 
taking for SLLs with various kinds of disabilities;
-  the variety of accommodations in place in various educational 
contexts to meet the assessment needs of SLLs with SpLD and other 
disabilities;
-  the evaluation of the effectiveness of assessment accommodations 
for SLLs with SpLD and other disabilities;
-  issues of ethics, reliability, validity and practicality in the assessment 
of SLLs with SpLD and other disabilities;
-  the identification of salient cultural variables and the role of affective 
and motivational factors in the assessment of SLLs with SpLD and 
other disabilities;
-  the application of assessment procedures with diverse SLL 
populations with SpLD and other disabilities;
-  comparability issues in the assessment of SLLs with SpLD and other 
disabilities across various contexts and languages; 
-  issues that concern the development of suitable assessment tools: 
design, development, administration and evaluation of existing or new 
language testing and other assessment tools/methods for SLLs with 
SpLD and other disabilities;
-  perspective of assessments of teachers' and SLLs with SpLD and 
other disabilities 
-  the training needs of language teachers, examiners and other staff 
involved in the assessment of SLLs with SpLD and other disabilities;
-  the exploration of using technology in the assessment SLLs with 
SpLD and other disabilities. 

Contributors to the volume are expected to address the issues 
identified from a theoretical as well as from an empirical point of view. 
Studies from both cross-sectional and longitudinal nature are 
encouraged as well as studies conducted with young and adult SpLD 
and other disabilities in either high- or low-stakes environments. The 
working language of the chapters of the volume will be English. 
However, any language used as either second and/or foreign can be 
the focus of the forthcoming chapters.

Structure of the volume:

The edited volume will be divided in several sections (depending on the 
nature of proposals received). Overall the volume will include:
-  an introduction to the volume by the editors
-  an editorial written by one or two renowned scholar/s with expertise 
in the fields addressed in the volume 
-  the papers submitted with short abstracts organized in thematic order
-  bibliographical references at the end of every paper

Contributors:

Contributors to the volume will be academics, researchers, 
professionals (test developers or representatives of professional 
organizations) in the fields of psychology, special education and 
language teaching and assessment as well as postgraduate students 
(PhD level) who have completed research in the area.

Audience:

The edited volume is primarily intended for:
-  Scholars and researchers,
-  Undergraduate/Postgraduate students,
-  Professional educational organisations, 
-  Educational policy makers and administrators, 
-  (Language) testing organizations and test developers, 
-  (Language) teachers and teacher trainers,
-  Material writers and publishers,
-  Special educators and school psychologists

Procedures and schedule:

Those interested please submit a preliminary proposal. Proposals will 
be approximately 1 page (A4 size) or roughly 500 words in length.  
These should include the following information:
-  Title of article
-  Author name(s), affiliation(s), and detailed contact information
-  Proposal 

Proposals will be evaluated according to:
a. relevance to the topics of the volume
b. language of the proposal (needs to conform to native-speaker 
standards for academic writing)
c. clear address of the problem/issue/research question/s discussed 
d. clear outline of conclusions of the study (in the case of a research-
oriented paper)
e. clear and coherent structure of the proposal as a whole
Successful authors will be invited later to submit full papers for peer 
review following normal procedures based on the formatting guidelines 
of the publisher.   

Contact:

Please send proposals to Dina Tsagari (dinatsa at ucy.ac.cy) and 
George Spanoudis (spanoud at ucy.ac.cy).  Informal inquiries may be 
sent to the same addresses.  

Timeline:

Overall, the following timeline is anticipated:

Deadline for extensive abstracts: 20 September 2012
Deadline review of abstracts and invitation to write whole paper: 30 
September 2012
Full paper submission deadline: 30 November 2012
Comments from special editors: 31 January 2013 
Revised draft submission deadline: 1 March 2013
Comments from special editors: 15 April 2013 
Final draft submission deadline: 25 May 2013
Submission of manuscript to publishers: 30 June 2013
Anticipated publication date: September 2013 

Linguistic Field(s): Applied Linguistics
                     Discipline of Linguistics

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