30.738, Calls: Applied Linguistics, Sociolinguistics / ILCEA (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-30-738. Thu Feb 14 2019. ISSN: 1069 - 4875.

Subject: 30.738, Calls:  Applied Linguistics, Sociolinguistics / ILCEA (Jrnl)

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Date: Thu, 14 Feb 2019 15:47:18
From: Severine Wozniak [severine.wozniak at univ-grenoble-alpes.fr]
Subject: Applied Linguistics, Sociolinguistics / ILCEA (Jrnl)

 
Full Title: ILCEA 


Linguistic Field(s): Applied Linguistics; Sociolinguistics 

Subject Language(s): English (eng)

Call Deadline: 01-Apr-2019 

Call for Papers:

ESP & the dynamics of power, empowerment & disempowerment

Essentially practice-orientated, ESP research has tended to focus on needs
analysis and the lexico-grammatical, rhetorical and discursive analysis of
specialised genres. The maturing of the discipline, however, has seen the
emergence of more critical stances which query its foundational tenets such as
an exclusively work-related concept of NA or the domination of genre studies.

Within the thematic tryptic of power, empowerment and disempowerment we invite
contributions related to considerations such as power dynamics behind, for
example, the normativity of ESP genres which ''have a high level of rhetorical
sophistication, the keys to which are offered solely to their members'' (Orts
et al. 2017: 9). Genres serve to unify the dispersed members of specialised
discourse communities and facilitate knowledge sharing and communication.
Nonetheless, they are also seen as ''an enabling mechanism for domination'' by
expert elites (Simpson & Mayr 2010: 2), as an agency of institutional
interests vested with the gate-keeping functions of access to discourse
communities which they ''dominate, police and protect as their particular area
of expertise'' (ibid.). Corollary to this is the notion of consent and
compliance by which adhesion to the dominant discourse is seen as a means of
recognition and empowerment, leading critics such as Pennycook (1994) to
qualify classic work-driven ESP objectives as ''vulgar pragmatism''. 

Another area of interest concerns asymmetrical encounters in which power of
interaction is distributed unequally with the appropriation of discursive
authority by dominant collocutors, as typically illustrated by doctor/patient,
judge/defendant, journalist/interviewee, teacher/learner exchanges. If access
to knowledge through the genres used to vector it is a recognised form of
empowerment, in the context of ESP teaching there is growing interest in the
pedagogic applications of the concept which query the entrenched
teacher/learner asymmetry (emphasised in ESP by the learner's triple
knowledge, language and culture deficit) and advocate a more symmetrical
learner-empowered/ing approach. 

Attention has also focused on the power dynamics of integration into
disciplinary/professional cultures. Besides being seen as prioritizing work
integration over social integration, in today's multicultural environment it
raises concerns about enculturation and the uncomfortable suggestion of
conditioning learner identities. 

The number of ESP tenets being challenged raises questions about
disempowerment and its corollary shift, empowerment. The most salient instance
of disempowerment is clearly the rise of English as a professional lingua
franca, the subsequent disenfranchisement of native English and the
empowerment of millions of NNS. Another force of change is the rise of social
media and changes regarding pre-digital legacy media and journalism with the
disempowerment of traditional journalists and the empowerment of 'citizen
journalists'. Social media also portend changes likely to impact other
traditional key professionals - politicians, diplomats, lawyers, judges,
bankers, managers, advertisers, teachers, etc., - leaving those on the fringe
of the culture of unmediated discourse with a sentiment of disempowerment.

The editors will be pleased to receive 300-word abstracts relevant to the
above considerations or other related proposals, in English or French.
Submissions must be addressed to both editors:
shaeda.isani at univ-grenoble-alpes.fr
severine.wozniak at univ-grenoble-alpes.fr




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