35.135, Calls: Applied Linguistics / TESL Canada Journal (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-35-135. Thu Jan 11 2024. ISSN: 1069 - 4875.

Subject: 35.135, Calls: Applied Linguistics / TESL Canada Journal (Jrnl)

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Date: 09-Jan-2024
From: Farahnaz Faez [ffaez at uwo.ca]
Subject: Applied Linguistics / TESL Canada Journal (Jrnl)


Call for Papers:

Teaching Grammar in the 21st Century: Revisiting the Old and
Envisioning the New - REVISED DEADLINE
Guest Editors: Leila Ranta & Majid Nikouee, University of Alberta
Grammar instruction is widely acknowledged as an integral component of
teaching English as a second or additional language (hereafter, L2) to
adult learners. For example, the best practices guidelines developed
by Alberta's Teachers of English as a Second Language (ATESL, 2022)
underscore the importance of teachers' having a profound understanding
of English grammar as well as the pedagogical skills necessary to
impart this knowledge. In both areas, teachers can benefit from the
technical knowledge that comes from the scholarship of grammatical
description by linguists and from the empirical investigation into L2
grammar learning by researchers in the field of instructed second
language acquisition (ISLA). The large body of literature by ISLA
researchers addresses many aspects of grammar pedagogy under different
labels such as focus on form, consciousness-raising, language
awareness, and form-focused instruction (FFI). These terms are
preferred by ISLA scholars to avoid some of the negative associations
that teachers have with traditional grammar teaching (e.g., ‘drill and
kill’). Furthermore, FFI is a useful general term to refer to any
instruction where attention is directed to the target language,
whether at the phonological, grammatical, pragmatic, or other levels
of analysis. The use of such terminology, however, may make it harder
for practitioners to see the relevance of ideas from the literature to
their teaching.

Although several landmark studies of FFI have been conducted in
Canada, especially in French immersion (e.g., Harley, 1989) and in
primary-level ESL classes in Quebec (e.g., White, Spada, Lightbown, &
Ranta, 1991), there has yet to be a scholarly investigation and
critical discussion of grammar teaching in Canada. We believe that the
TESL Canada Journal can support Canadian educators by offering
pedagogical guidance beyond what grammar textbooks provide implicitly
and explicitly. To serve this support role, scholarly articles need to
be relevant to the practical concerns of adult ESL instructors in
Canada such as, for example, the thorny question of the effective
integration of grammar teaching into lessons based on the Canadian
Language Benchmarks.
We invite submissions addressing a wide range of topics related to
grammar teaching such as, but not limited to, the following:
•       Descriptive studies of current practices (e.g., surveys;
observational studies)
•       Analysis of published grammar materials
•       Rationale for and illustration of innovative pedagogical
techniques
•       Reports of experimental FFI studies
•       Systematic literature reviews or meta-analyses
•       Theoretical discussions
•       Cross-context comparisons (e.g., K-12 to adult ESL or
vice-versa; EFL to ESL; ideas from studies of other languages)
•       Teacher education and professional development issues relating
to teaching grammar
•       Personal perspectives on teaching grammar in different
contexts (e.g., lower proficiency or literacy learners; English for
academic purposes) or descriptions of grammar teaching activities that
the writer has consistently had success with.
Please refer to the TESL Canada Journal author guidelines for more
information about the length and expected content of different types
of submission: http://journals.sfu.ca/tesl/index.php/tesl/about/submis
sions#authorGuidelines
Interested authors are invited to submit a 300-word abstract
(excluding references) to teslcanadajournal at tesl.ca by January 31st,
2024. Notice of acceptance will be emailed in February. Full
manuscripts are due May 1st, 2024. If you have any questions, please
contact Majid Nikouee at nikouee at ualberta.ca



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