34.948, FYI: Issues and challenges of lesser-taught languages in multilingual contexts: Language variation, pedagogy, literature production, and identitary implications

Sat Mar 18 03:05:04 UTC 2023

LINGUIST List: Vol-34-948. Sat Mar 18 2023. ISSN: 1069 - 4875.

Subject: 34.948, FYI: Issues and challenges of lesser-taught languages in multilingual contexts: Language variation, pedagogy, literature production, and identitary implications

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Date: 
From: Gilles Forlot [gilles.forlot at inalco.fr]
Subject: Issues and challenges of lesser-taught languages in multilingual contexts: Language variation, pedagogy, literature production, and identitary implications 

A focus on lesser-taught languages (LTLs): beyond minority languages,
LCTLs, and LULs

Some terms used to refer to the dominant languages used in education
systems are languages as mediums of instruction (LMI), languages of
instruction (LOI), or language of teaching (LOT). Mainstream education
here is defined along the lines of established formal education, i.e.,
the primary, secondary and higher education sectors.

The thematic focus of this book is on the lesser-taught languages
(LTLs), defined as those languages that in specific educational
contexts at national (in-country) or regional (across several
neighbouring countries) levels, 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
in relation to the specific education system under consideration,
often defined within national borders. To put this in context, the
teaching of French as a subject in Australian schools, or of Arabic in
US schools, or Swahili in France will be of interest to this volume.
But the teaching of French in France, Arabic in Morocco, and Swahili
in Tanzania will not be.

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.

Aim of the book

The aim of this volume is to cover the issues and challenges of
lesser-taught languages, and to focus the analytical perspective to
the closely connected areas of variation, pedagogy, identit(ar)y
implications, teacher training, and literature production. We aim to
touch also on other connected linguistic areas, in particular in the
context of the teaching of local languages, be they local majority or
minority languages. The book equally aims to reach a wider audience on
these issues which often convey significant sociolinguistic, identity,
and pedagogical consequences.

Some of the possible key questions that this volume will address are
provided in the attached Call for chapters.

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 contexts.

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 will provide a state-of-the-art
insight into the question of sociolinguistic and educational
implications of multilingualism and lesser-taught languages 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.

Timeline

Submission of 500-word chapter proposals: extended to 25 March 2023
Initial feedback to contributors: 20 April 2023
Revised proposals for the chapters: 15 May 2023
When sending out final acceptance of chapter proposals, we will be
able to set the deadlines for completed chapters.

Please submit all abstracts to both the following e-mails:

gilles.forlot at inalco.fr and jseraphink at yahoo.com

Linguistic Field(s): Applied Linguistics
                     Sociolinguistics

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