35.1412, Calls: Applied Linguistics / Language Awareness (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-35-1412. Tue May 07 2024. ISSN: 1069 - 4875.

Subject: 35.1412, Calls: Applied Linguistics / Language Awareness (Jrnl)

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Date: 04-May-2024
From: Monika Bader [mbad at hvl.no]
Subject: Applied Linguistics / Language Awareness (Jrnl)


Metalinguistic Awareness across the lifespan
Special issue of the journal Language Awareness

Guest editors: Christine Möller-Omrani (HVL, Norway), Monika Bader
(HVL, Norway), Karen Roehr-Brackin (University of Essex, UK)

The reasons for learning languages are manifold, and as a result,
learning additional languages is by no means limited to the context of
compulsory education. While one or more foreign or second languages
are included in many school curricula, language learning continues
well beyond primary and secondary education; indeed, it often extends
across our entire lives. In line with this reality, plurilingualism in
the sense of an individual’s repertoire of languages and language
varieties (Council of Europe, 2001) has come to be viewed as both an
educational goal and a resource, especially in instructional settings
(e.g., Drachmann et al., 2023; Gorter & Cenoz, 2017). Previous
research has identified metalinguistic awareness not only as an
important tool for effectively harnessing learners’ plurilingual
repertoires, but also, more broadly, as a key factor interacting with
language attainment in instructional contexts (e.g., Kieseier et al.
2022; Hofer & Jessner, 2019). Metalinguistic awareness is typically
understood as an individual’s ability to focus attention on language
form separately from meaning, and to treat language as an object of
analysis and reflection (e.g., Bialystok, 2001; Gombert, 1992; Thomas,
1988). If viewed from the perspective of plurilingual competence,
metalinguistic awareness also includes cross-linguistic awareness,
that is, the ability to make comparisons and establish links between
different languages in an individual’s repertoire (e.g., Cenoz &
Jessner, 2009).
Against this backdrop, this special issue uniquely brings together
empirical investigations into the role of metalinguistic awareness in
additional language learning that, jointly, capture the human
lifespan.
We invite contributions that align with the overall aims of the
special issue as outlined above. While we generally welcome all
empirical studies focusing on metalinguistic awareness, we are
particularly interested in studies which address one or several of the
following points:
1.      Studies focusing on adults learning an additional language
later in life and/or outside formal educational contexts;
2.      Studies focusing on adolescents (age ca 12-18) learning an
additional language
3.      Studies that approach metalinguistic awareness from the
perspective of plurilingual competence.
Proposals must include:
a)      The name and email of the primary author, along with the names
of contributing authors
b)      An abstract (max 500 words, excluding references)
c)      A short bio note for all authors (150 words max)
Deadlines are as follows:
1.      May 31, 2024 – Proposal submissions are due by email to
mbad at hvl.no
2.      June 30, 2024 – Notification of acceptance
3.      December 2024 - Submission of first-draft manuscripts:
4.      November, 2025 – final manuscript deadline
Please feel free to distribute this announcement to interested
colleagues.



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