33.1954, FYI: Edited Volume: Multiple Literacies in English Language Teacher Education: perspectives and practices from Latin America

[The LINGUIST List]

LINGUIST List: Vol-33-1954. Sun Jun 12 2022. ISSN: 1069 - 4875.

Subject: 33.1954, FYI: Edited Volume: Multiple Literacies in English Language Teacher Education: perspectives and practices from Latin America

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Date: Sun, 12 Jun 2022 01:52:30
From: Leonardo Veliz [lveliz at une.edu.au]
Subject: Edited Volume: Multiple Literacies in English Language Teacher Education: perspectives and practices from Latin America

 
This edited volume looks specifically at multiple literacies in English
language teacher education and English language teaching (ELT) as situated and
instantiated in the various social, cultural, political and historical
contexts across Latin America. We are seeking (abstract) proposals that
address the pedagogical, socio-cultural, political and historical
complexities, challenges, benefits and nuances of the planning, teaching,
learning and implementation of multiple literacies in English teacher
education programs and in ELT practice. In other words, we aim to navigate the
multiple-literacies trajectories of teacher educators, pre-service teachers
and other relevant stakeholders in universities that work collaboratively
towards preparing classroom-ready teachers for the 21st century. Similarly, we
seek to visualize the journeys, lived experiences, opinions and perceptions of
practising ELT teachers in the classroom. The volume is, therefore, divided in
two parts. Part I looks specifically at multiple literacies in English
language teacher education. Part II focuses on practising teachers’ classroom
engagements with multiple literacies as well as their readiness and
preparedness for a multiple literacies approach.

Part I – Multiple literacies in English language teacher education 
- Multiple literacies in the preparation of English language teachers  
- Teacher educators’ use of and practice with multiple literacies  
- Teacher educators’ ideological positioning towards multiple literacies
- Multiple literacies and the construction of teacher identity
- Combining cognitive and critical approaches to multiple literacies
- Historical and political implications in implementing multiple literacies

Part II – Enacting multiple-literacies approaches in the classroom 
- ELT teachers’ experiences with multiple literacies in the classroom 
- Use of multiple literacies for ‘home language’ maintenance 
- Decolonial perspectives and the inclusion of multiple literacies 
- Use of multiple literacies for translanguaging pedagogies 
- Multiple literacies and CLIL 
- Assessment of multiple literacies in ELT
- Social, cultural and pedagogical barriers and roadblocks to implementing
multiple literacies pedagogy and practice 
- ELT Multiple literacies for/as social justice 
- Teachers’ knowledge, skills or resource constraints to multiple literacies
practice 
- Developing ‘other’ literacies (civic literacy, cultural literacy,
environmental literacy, etc.) in ELT
- ELT, multiple literacies and indigenous communities 
- ELT multiple literacies practice in socially disadvantaged contexts

Key Dates: 
- Abstracts (250 words max.) due: July 31, 2022 
- Communication of acceptance decisions: August 14, 2022
- Authors submit completed chapters: February 28, 2023
- Peer-review of submitted chapters returned from reviewers: TBA
- Peer-reviewed chapters returned to authors for revision: TBA
- Revised chapters submitted to editors: TBA
- Submission of the final manuscript to the publisher (Springer): June, 2023
 



Linguistic Field(s): Applied Linguistics

Subject Language(s): English (eng)

Language Family(ies): English





 



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LINGUIST List: Vol-33-1954	
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