33.3845, FYI: Linguistic Variation and Language Teaching: Sociolinguistic and Educational Implications for Lesser-taught Languages

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LINGUIST List: Vol-33-3845. Tue Dec 13 2022. ISSN: 1069 - 4875.

Subject: 33.3845, FYI: Linguistic Variation and Language Teaching: Sociolinguistic and Educational Implications for Lesser-taught Languages

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Editor for this issue: Everett Green <everett at linguistlist.org>
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Date: Tue, 13 Dec 2022 05:39:49
From: Gilles Forlot [gilles.forlot at inalco.fr]
Subject: Linguistic Variation and Language Teaching: Sociolinguistic and Educational Implications for Lesser-taught Languages

 
The thematic focus of this book is on the lesser-taught languages (LTLs) -- or
less-commonly taught languages (LCTLs) -- defined as those languages that in
specific educational contexts at national (in-country) or regional levels
(across a number of neighbouring countries), are not found in schools as
mediums of mainstream education. Some LTLs can be found in the non-formal
education sectors (adult literacy programmes, community education projects) or
as subjects in the formal education sectors. This descriptor of ‘lesser-taught
language’ is valid essentially in context, in other words, a key criterion of
its applicability will be the specific education system under consideration,
often defined within national borders. Authors in their chapters should
therefore be explicit on the national context and the educational system
within which their chapter and contribution fit, since the status of lesser
taught language in this sense is dependent on the education system of
reference, and the place and role of the said language in that system.

Some of the possible key questions that this volume will address are the
following:
- What are the impacts of variation and standardisation on language pedagogy
per se?
- How do speakers perceive and define their linguistic practices in relation
to the standard and often written variety?
- What lessons can language pedagogy draw from the cases of languages with
multiple written standard variants?
- What are the specificities of lesser-taught languages (LTLs) – in some other
contexts referred to as less commonly taught languages (LCTLs) – in terms of
teaching in educational contexts?
- What methodological tools would be appropriate in assessing the language
results of pedagogical approaches taking into account different kinds of
variations?
- How do the issues of multilingual education and language variation interact
in the conception of educational curricula?
- To what extent can an education taking into account language variation and
multilingual repertoires contribute to reducing equalities and or injustice in
the educational field?

This volume will not be focused as much on dialectal, gender, social, or
diachronic variation from a purely theoretical and descriptive angle, as it
will be about the impacts and consequences of multilingualism and variation on
language teaching, and the issues related to the use of standard varieties in
language education.
With a focus on LTL/LCTL languages in multilingual contexts, this collection
will gather recent empirical and theoretical research that has investigated
the teaching of those languages across their different kinds of variation.
Contributions focused on regions with less research on LTL/LCTL pedagogy, such
as Africa; First Nations of the Americas and Oceania; and Central, East, South
and South-East Asian minority contexts, are particularly welcome. So are
issues on education using Creole languages. Papers may be conceptual or
empirical but should address the main areas of focus above.

In addressing these questions, we hope to provide a state-of-the-art insight
into the question of sociolinguistic and educational implications of
multilingualism and linguistic variation in the field of language teaching
across the world. In doing so we will also look to the future of research into
language teaching and LTLs/LCTLs, as we critique the historical and
contemporary epistemological foundations which dominate discussions in these
interconnected areas, and thus collaboratively develop new research paradigms.

-Editors : 
Gilles Forlot (INALCO, Paris) & Seraphin Kamdem (SOAS, Univ. London, UK) 

-Timeline : 
Submission of 500-word chapter proposals: 29 January 2022
Initial feedback to contributors: 5 March 2023
Revised proposals for the chapters: 9 April 2023

Please submit all abstracts to both of the following e-mails :
gilles.forlot at inalco.fr  and  jseraphink at yahoo.com 
 



Linguistic Field(s): Sociolinguistics





 



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