37.920, FYI: Call for Book Chapters: Critical Futures for Heritage Language Education: Policy, Power, and Educational Justice

[The LINGUIST List]

LINGUIST List: Vol-37-920. Thu Mar 05 2026. ISSN: 1069 - 4875.

Subject: 37.920, FYI: Call for Book Chapters: Critical Futures for Heritage Language Education: Policy, Power, and Educational Justice

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Date: 05-Mar-2026
From: Rosti Vana [rosti.vana at shsu.edu]
Subject: Call for Book Chapters: Critical Futures for Heritage Language Education: Policy, Power, and Educational Justice


Call for Book Chapters
Critical Futures for Heritage Language Education: Policy, Power, and
Educational Justice
Editors
Valeria Ochoa (Oregon State University)
Rosti Vana (Sam Houston State University)
Sergio Loza (University of Oregon)
Scope and goals of the volume:
The ongoing challenges in Heritage Language (HL) education in the
United States have prompted researchers to move beyond the status quo
in research and pedagogy and to pay closer attention to the needs of
diverse student populations. For marginalized learners, their
educational needs are often shaped by long histories of institutional
disenfranchisement as a consequence of structural racism. The effects
of these historical and social conditions have created persistent
barriers to establishing safe and supportive learning environments
both inside and outside the language classroom. Despite advances over
the past three decades in teaching heritage speakers, there is an
urgent need to examine and respond to the contemporary social issues
that are (re)shaping the educational experiences of learners across
diverse heritage languages in the United States.
It is the position of the editors that, in some cases, these
long-standing issues have only become exacerbated by the
sociopolitically tense climate in the United States. For example, the
continued pervasiveness of harmful ideologies materialized by way of
English-only policies within federal entities; raciolinguistic
profiling; as well as open new lines of inquiry to underexamined
issues within the literature such as disbandment of Diversity, Equity,
and Inclusion initiatives; withholding of federal funds for research
and culturally-responsive programs; threats to academic freedom; fear
of Immigration and Customs Enforcement; among other pressing
challenges. This book aims to take the field a step further by
bringing together experts across disciplines (i.e. sociolinguists,
anthrolinguists, sociologists, scholars of bilingualism and bilingual
education, historians, etc.), and heritage languages to engage in
critical and often self-reflective conversations needed to address
these issues within and beyond the classroom. The editors welcome
abstracts on the topics of interest below and/or topics that closely
align with the scope of this volume:
Topics of interest:
Section I: Contextualizing the historical and current sociopolitical
aspects of heritage language/community language education in the
United States
- Colonialism, imperialism, nationalism and related constructs
- Oppressive systems and technologies such as the border, immigration,
deportation, racial and linguistic profiling, among others
- Critical discourse analysis of (social)media and politics
- Educational policies at state and/or national levels
Section II: Student perspectives within heritage language education
- Student issues, perspectives, and identities
- Student language learning experience
- Systems that circumscribe HL educational goals and student success
- Personal and academic challenges students face due to contemporary
sociopolitical issues
Section III: Pedagogical goals and approaches for heritage language
teachers
- Teacher issues, perspectives, and identities
- Teacher development (elementary, secondary, and post secondary)
- Utilizing inclusive/critical/anti-racist/anti-colonial pedagogies
within the constraints of the current sociopolitical climate
Section IV:  Challenges and opportunities in
programmatic/administrative/institutional contexts
- Combatting harmful ideologies that exist within language programs
and institutions
- Garnering and maintaining institutional support for heritage
language education
- Responding to challenges that arise from forces outside of the
institution: community advocacy, activism, and other community-based
forms of organizing
- Innovative departmental/programmatic structures that support and
advocate for heritage languages
- Innovative curriculum and other pedagogical interventions
- Critical analysis of educational materials and curriculum
- Issues that impact HL program quality and student success
Abstract Submission (Approximately 150-200 words): April 27, 2026
Acceptance Notification (Abstract): May 25, 2026
Please send your abstracts to rosti.vana at shsu.edu

Linguistic Field(s): Anthropological Linguistics
                     Applied Linguistics
                     Discourse Analysis
                     Language Documentation
                     Sociolinguistics




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