33.1443, Calls: Applied Linguistics, Sociolinguistics, Language Acquisition / Changing English (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-33-1443. Mon Apr 25 2022. ISSN: 1069 - 4875.

Subject: 33.1443, Calls:  Applied Linguistics, Sociolinguistics, Language Acquisition / Changing English (Jrnl)

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Date: Mon, 25 Apr 2022 03:14:39
From: Seyyed-Abdolhamid Mirhosseini [mirhosseini at hku.hk]
Subject: Applied Linguistics, Sociolinguistics, Language Acquisition / Changing English (Jrnl)

 
Full Title: Changing English 


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

Subject Language(s): English (eng)

Call Deadline: 01-Aug-2022 

Call for Papers:

Special Issue: Resisting (in) English?

(www.tandfonline.com/journals/ccen20)

''My quarrel with the English language has been that the language reflected
none of my experience… Perhaps the language was not my own because I had never
attempted to use it, had only learned to imitate it. If this were so, then it
might be made to bear the burden of my experience if I could find the stamina
to challenge it…'' (James Baldwin, in Mair 2003)

This special issue of Changing English (Issue 30(3), September 2023) invites
you to reflect on the ways teachers and learners around the world might
appropriate English for their own purposes, not narrowly pragmatic ones, like
as emphasized by neoliberal policies, but for people to grapple with their
experience through language. Our aim is to explore the potential of English to
open possibilities for confronting and transcending the parameters of
neoliberal blueprints, in both ostensibly Anglophone settings as well as
contexts where English is a second/foreign/additional language. We are
especially interested in accounts of pedagogic exchanges that explore
potentialities that may be realised through 'resistance' to the colonial
legacies of English and the uniformity of standards-based teaching. 

Standards-based reforms attempt to compel English language educators to
implement uniform pedagogical practices that compromise their capacity to
respond to the interests of their students within their own world. They deny
the legitimacy of students' efforts to represent their experiences by drawing
on both English and the languages of their communities by imposing a sterile
model of 'correct' English - the English of 'the idealised native speaker'.
So, we are also inviting contributions that might tease out the complexities
of the ideological work that English (Doecke, Mirhosseini, Al-Issa, and
Yandell 2019) in enabling educators to be responsive to the languages and
cultures of their students. 

We remain convinced that the exchanges that occur in educational settings
cannot be contained by reified traditions, prescriptions or indeed
proscriptions. So, in addition to essays that explore the history and the
larger sociocultural and political contexts of English around the world, we
are also keen to solicit rich accounts of pedagogic 'praxis' (including
teaching resources, educational policies, assessment practices, etc.), as well
as narratives which explore experiences of the interface between English and
other languages. 

We are indebted to Christian Mair both for James Baldwin's reflections and for
the title of this special issue, adopted from the first section of The
Politics of English as a World Language (Mair 2003). By appropriating Mair's
title, we hope that this special issue of Changing English transcends the
reified categories and divisions (notably between EFL and English as a 'mother
tongue') that have compromised educators' attempts to recognize students'
efforts to appropriate English on their own terms and for their own purposes.
Deadlines
- 1 Aug 2022: Abstract
- 1 Dec 2022: First draft
- 1 Apr 2023: Final version

Editors: 
Brenton Doecke (Deakin University, Australia) brenton.doecke at deakin.edu.au 
Seyyed-Abdolhamid Mirhosseini (The University of Hong Kong, Hong Kong)
mirhosseini at hku.hk 
John Yandell (Institute of Education, UCL, UK) j.yandell at ucl.ac.uk




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