28.2900, Calls: Applied Linguistics, Sociolinguistics, Language Acquisition / CALICO (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-28-2900. Mon Jul 03 2017. ISSN: 1069 - 4875.

Subject: 28.2900, Calls: Applied Linguistics, Sociolinguistics, Language Acquisition / CALICO (Jrnl)

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Date: Mon, 03 Jul 2017 11:48:21
From: Ruslan Suvorov [rsuvorov at hawaii.edu]
Subject: Applied Linguistics, Sociolinguistics, Language Acquisition / CALICO (Jrnl)

 
Full Title: CALICO 


Linguistic Field(s): Applied Linguistics; Language Acquisition; Sociolinguistics 

Call Deadline: 15-Jul-2017 

CfP for the CALICO Journal Special Issue 36.1

Topic/Title: Moving forward with critical CALL to promote social inclusivity
Guest editors: Jesse Gleason, Southern Connecticut State University

Ruslan Suvorov, University of Hawaiʻi at Mānoa
For more information about this CfP: 
https://journals.equinoxpub.com/index.php/CALICO/announcement/view/218

This special issue of the CALICO Journal will explore the interplay between
technology-mediated language learning and issues of social injustice, power,
and inequality. As Guo and Beckett (2007) argue, ''the increasing dominance of
the English language is contributing to neocolonialism by empowering the
already powerful and leaving the disadvantaged further behind'' (p. 117).
Integral questions from the perspective of critical CALL include: How does
technology play a role in this dynamic? How do neoliberal principles such as
an individualistic competition model and CALL intertwine? (How) can we
leverage technology to promote ''social inclusion'' (Warschauer, 2003, p. 8)?
Gruba and Hinkelman's (2012) three-tiered approach to the design and
evaluation of blended learning experiences provides a springboard for
expanding the study of critical CALL. Where most critical CALL research to
date has been concerned with micro-level issues (e.g., how a particular
technology used in a particular classroom helped students learn the target
language), there is relatively little discussion of meso-level issues and
macro-level issues. By focusing on these two areas, the special issue issue
seeks to uncover which structures, strategies, or modes of technology-mediated
language instruction serve to ''enact, sustain, legitimate, condone or ignore
social inequality and injustice'' (van Dijk, 1993, p. 252). Ultimately, it
asks a similar question to that posed by Motha (2014, p. xxiii): How do we
participate in CALL ''in a way that is responsible, ethical, and conscious of
the consequences of our practice''?

In light of the affordances that technology provides, including potential
access to ''open'' and ''free'' tools for language learning (e.g., MOOCs),
critical CALL must draw attention to how such resources can work to ameliorate
or in some cases perhaps exacerbate problems of discrimination,
marginalization, and inequality (Andrejevic, 2007; Menezes de Souza, 2015). A
clear description and evaluation of critical CALL at the meso- and
macro-levels will add to previous research at the micro-level (Helm, Bradley,
Guarda & Thouësny, 2015), providing a roadmap for critical CALL grounded in
the promotion of equality, access, and social justice. 
Moving forward with critical CALL to promote social inclusivity will cultivate
a discussion of and take a critical stance on the role of technology in
broader meso- and macro-level language learning contexts in order to
problematize and propose solutions to issues of inequality, marginalization,
and social injustice. By bringing together a collection of articles in the
above areas, it will move forward with critical CALL in order to seek
solutions to fundamental social, political, and economic problems. 

Abstracts between 200-300 words can be submitted as email attachment (word or
pdf format only please) to gleasonj8 at southernct.edu and rsuvorov at hawaii.edu by
July 15, 2017. Please note that abstract acceptance does not guarantee
publication of the submitted manuscript. All manuscripts will be subject to a
double blind peer review process.
Deadline for submission of abstracts: July 15, 2017 (by email to the guest
editors).




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