23.2594, Calls: Applied Linguistics, Language Acquisition/ L2 Journal (Jrnl)

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LINGUIST List: Vol-23-2594. Mon Jun 04 2012. ISSN: 1069 - 4875.

Subject: 23.2594, Calls: Applied Linguistics, Language Acquisition/ L2 Journal (Jrnl)

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Date: Mon, 04 Jun 2012 10:19:58
From: Usree Bhattacharya [ubhattacharya at berkeley.edu]
Subject: L2 Journal

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Full Title: L2 Journal 


Call Deadline: 15-Jul-2012 

Call for Papers: Special Issue of the L2 Journal

Special Issue Editor: David I. Hanauer

L2 Writing and Personal History: Meaningful Literacy in the Language 
Classroom

Literacy holds special potential in the realm of language education. Genres of 
writing such as autoethnography, autobiography, biography, journal writing, 
diary inquiry, narrative and poetry provide potential routes through which 
personal experience, perception, emotion and understanding can be 
channeled and communicated. It is through literacy and in particular writing 
that personal phenomenological experience can be reflectively inspected, 
explicated and presented for interpretation by others. As explored through 
expressive writing, language learning can be a life changing event that 
involves an interaction with novel expressive resources that allow new 
understandings of self and other to emerge (Hanauer, 2003, 2010; Kramsch, 
2009; Pavlenko, 2001, 2007). These understandings of the language learner 
stand in stark contrast to instrumentalist and managerial position that direct 
many language learning educational programs and construct the language 
learner only in terms of testable cognitive ability. It is for this reason that 
Hanauer (2011) suggests that meaningful literacy instruction be at the center 
of second and foreign language learning and provide a response to the 
situation described by Kramsch (2006) that second and foreign language 
pedagogy and research have lost the perception of 'the flesh and blood 
individuals who are doing the learning' (p. 98). 

The L2 Journal is looking for researchers and teachers who have utilized 
different aspects and genres of second language writing in ways which are 
meaningful for the language learner. We are interested in usages of L2 writing 
within the language classroom that position and explore the language learner 
as a socially and culturally contextualized individual with a rich, extended 
history of personal experience. Literacy instruction of this sort understands 
language teaching as a process of widening and deepening the ways an 
individual can understand, interpret, feel and express her or his personally 
meaningful understandings of themselves within social and cultural settings.

A special issue of the L2 Journal will be dedicated to the exploration of L2 
writing and personal history within the language classroom. Research papers 
of interest for this special issue may address the following options: 

- Descriptions of L2 writing practices that promote and facilitate meaningful 
L2 writing experiences
- Investigations of the responses of L2 learners to meaningful L2 writing 
experiences
- Studies of personal histories of language learning through L2 writing
- Explorations of genre differences in relation to L2 writing and personal 
history
- Case studies of personally meaningful L2 writing
- Reports on usages of L2 writing as a means of exploring new social and 
cultural contexts

Please submit a title and 300-word abstract electronically in Word format by 
July 15, 2012 to Usree Bhattacharya at ubhattacharya at berkeley.edu. First 
drafts due December 31, 2012 for a special issue of L2 Journal (late Spring 
2013).






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LINGUIST List: Vol-23-2594	
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