31.3727, Calls: Applied Linguistics / TESL Canada Journal (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-31-3727. Fri Dec 04 2020. ISSN: 1069 - 4875.

Subject: 31.3727, Calls:  Applied Linguistics / TESL Canada Journal (Jrnl)

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================================================================


Date: Fri, 04 Dec 2020 13:03:13
From: Farahnaz Faez [teslcanadajournal at tesl.ca]
Subject: Applied Linguistics / TESL Canada Journal (Jrnl)

 
Full Title: TESL Canada Journal 


Linguistic Field(s): Applied Linguistics 

Call Deadline: 10-Jan-2021 

Call for Papers:
Special Issue of TESL Canada Journal

Guest editors: Caroline Payant, UQAM 
& Angelica Galante, McGill University

Plurilingualism and Translanguaging: Pedagogical Approaches for Empowerment
and Validation

In the field of additional language learning and teaching, languages have
often been conceptualized and studied as separate systems giving way to the
implementation of monolingual approaches to additional language learning. In
the field of TESOL and Applied Linguistics more generally, teachers and
researchers have consistently questioned and challenged these monolingual
views. As a result, we have witnessed a surge in research with plurilingual
learners and their teaching across educational contexts (e.g., immersion
programs, adult education, primary schools), and this plurilingual turn is
giving way to vibrant discussions surrounding theories, concepts, and, most
importantly, pedagogical approaches that empower and engage plurilingual
students (Galante, 2020, Payant, in press). This Special Issue will bring the
voices of scholars working with and researching plurilingual learners'
language development and identity construction from diverse theoretical
perspectives, learning diverse languages, living and studying in Canada and
internationally. We are interested in research and practice that have direct
implications to the Canadian context. We invite submissions pertaining to
plurilingualism including the following aspects:
- Plurilingualism and translanguaging pedagogical practices with Indigenous,
official, and heritage languages
- Plurilingual/translingual writing pedagogy
- Student and teacher identities through plurilingual/translingual approaches
- Literacy development through plurilingual/translingual approaches
- Plurilingualism and translanguaging practices across pedagogical settings
(e.g., immersion classrooms, tertiary classrooms, pre-K classrooms, K-12,
community languages programs)
- Plurilingual and pluricultural competence development
- Pre-service and in-service teachers' beliefs and reported practices
- Plurilingual/translingual learning strategies and assessment
- Plurilingual/translingual curriculum development and evaluation

This Special Issue of TESL Canada Journal will publish ''Full-length Research
Articles'', ''In the Classroom'' and ''Perspectives'' papers as well as ''Book
Reviews''. Please refer to author guidelines for more information:
http://www.teslcanadajournal.ca/index.php/tesl/about/submissions.

Interested authors are invited to submit a 400-word abstract (including
references) to teslcanadajournal at tesl.ca by January 10, 2021. Notice of
acceptance will be emailed in January. Full manuscripts are due May 15th, 2021
and will be subject to a double-blind review process.

Galante, A. (2020). Plurilingual and pluricultural competence (PPC) scale: The
inseparability of language and culture. International Journal of
Multilingualism. doi: 10.1080/14790718.2020.1753747 Payant, C. (in press).
Exploring multilingual learners' writing practices during an L2 and an L3
individual writing task. Canadian Modern Language Review/Revue canadienne des
langues vivantes. 
Abstracts are due January 10, 2021.




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