31.961, Calls: English; Applied Ling, Lang Acquisition/Lebanon

[The LINGUIST List]

LINGUIST List: Vol-31-961. Tue Mar 10 2020. ISSN: 1069 - 4875.

Subject: 31.961, Calls: English; Applied Ling, Lang Acquisition/Lebanon

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Date: Tue, 10 Mar 2020 16:41:25
From: Dr Hayat Al-Khatib [hkhatib at aou.edu.lb]
Subject: LITERACY IN THE 21 CENTURY: FUNCTIONAL LITERACY; CLASSICAL LITERACY OR LITERACY IN ENGLISH?

 
Full Title: LITERACY IN THE 21 CENTURY: FUNCTIONAL LITERACY; CLASSICAL LITERACY OR LITERACY IN ENGLISH? 

Date: 30-May-2020 - 30-May-2020
Location: Beirut, Lebanon 
Contact Person: Dr Hayat Al-Khatib
Meeting Email: hkhatib at aou.edu.lb

Linguistic Field(s): Applied Linguistics; Language Acquisition 

Subject Language(s): English (eng)

Call Deadline: 15-Apr-2020 

Meeting Description:

In the 21st century, conceptions on literacy are changing. Current debates
identify a shift in perspective as well as a new threshold in abilities and
requirements. Functional literacy has been acknowledged by UNESCO as an
indispensable skill in the 21st century, at individual as well as community
level. Yet many countries do not meet the threshold levels required. The
International Encyclopedia of the Social and Behavioural Sciences underlines
that the majority of the population in early modern Europe lack functional
literacy skills (2015); while the Global Campaign for Education (2017) claims
that 774 million adults worldwide, aged 15 and above, are unable to engage in
basic reading. 

Contemporary studies suggests that there is a gap in the perception and
attainment of literacy. From a notional viewpoint, OECD countries set their
threshold at functional literacy levels; MENA countries keep their focus
within classical literacy requirements; while further conceptualizations link
English to literacy from global and functional perspectives. 

>From an attainment perspective, World Bank report (2019) presents literacy
rates in the MENA region for the population ranging between 15 and 24 as
lagging behind OECD countries. Given that literacy rates are the outcome of
educational attainment as well as the predictor of future labour force, the
effective skills of the population of 15 year olds in the comprehension and
processing of texts, after years of education yields unsatisfactory results.


Call for Papers:

CALR invites linguists, researchers and faculty members working in the domain
of education to present working papers, research articles and case studies on
classical and functional literacy, concerns and controversies in teaching
literacy, particularly in relation to English. Submissions are specifically
welcome on views that present functional literacy as a concept and as
practice; particularly:

For researchers: 
1. What thresholds are required for literacy in the 21st century?
2. What does functional literacy mean for bilingual learners?
3. Does literacy in the primary language stimulate second language literacy?
4. Case studies from MENA and OECD countries.
5. Future directions

For practitioners: 
1. Are schools meeting the needs of English learners? 
2. What are appropriate models of instruction for bi-literacy development?
3. In which abilities do learners have the largest deficits? 
4. What is the fundamental reason for their difficulties? 
5. Future directions

Abstracts of 300 words on the above themes can be sent to CALR at aou.edu.lb. 

Important Dates: 
Deadline for receiving abstracts: 15 April 2020
Notifications of acceptance/rejection by: 30 April
Full paper submission (3500-5000 words; APA style): 15 May 2020
Conference date: 30 May 2020

Venue: Arab Open University, Beirut, Lebanon

Selected submissions will be included in CALR Linguistic Journal, vol.11, due
on December 2020. 

CALR Linguistic Journal is an issn referenced and indexed journal in the
European Reference Index for the Humanities (ERIH Plus). ISSN number
2073-1175.




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