LINGUIST List 21.5074 Wed Dec 15 2010 FYI: Call for Book Chapters: Foreign Language Education Editor for this issue: Brent Miller <brentlinguistlist.org> To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.cfm. Directory         1.     Damian Rivers , Call for Book Chapters: Foreign Language Education Message 1: Call for Book Chapters: Foreign Language Education Date: 15-Dec-2010 From: Damian Rivers <djr24le.ac.uk> Subject: Call for Book Chapters: Foreign Language Education E-mail this message to a friend Call for Chapters Deadline for abstracts: April 1st 2011 Foreign Language Education: A Social Psychological Approach Editors: Damian J. Rivers: djr24le.ac.uk [damian.j.riversgmail.com] Stephanie Houghton: houghtoncc.kochi-wu.ac.jp [steph_houghtonhotmail.com] It has long been acknowledged that foreign language learning is a social psychological phenomenon (Gardner, 1985); however, the application of social psychological theory to the field of foreign language learning has tended to focus on attitudinal assessments of individual difference in terms of language learning motivation and to a lesser extent, language proficiency. Whilst this research has been important and reflective of our understanding that “social psychologists are concerned primarily with the individual (affect, behavior, and cognition) as influenced by interactions with others” (Fiske, 2009, p.6), it has arguably contributed to a neglect of the wider applicability of social psychology to the field of foreign language learning. The editors of this volume which to revisit and refocus the role of social psychology in foreign language learning by asking to what extent the science of social psychology can inform the practice of foreign language education across a variety of contexts. Since the publication of the UNESCO Report Learning: The Treasure Within (Delors, 1996) and the Common European Framework of Reference for Foreign Languages (CEFR) (Council of Europe, 2001), the links between social psychology and foreign language education have been explored through the concepts of learning to live together in general education, and intercultural competence in foreign language education (Byram, 1997; Byram & Zarate, 1997), in ways that have led more recently to the recognition of foreign language education as a form of citizenship (Guilherme, 2000; Byram, 2008), a concept that allows for exploration of what it means for an individual to be a member of a society in which many groups from different cultural backgrounds are attempting to co-exist with varying degrees of success. It has also been documented that prejudice can escalate in society through speech into avoidance, discrimination and violence (Allport, 1954), but to what extent can this be countered through foreign language education in practical ways that are informed by, and consistent with, social psychological theory? This edited volume seeks to highlight and expand the avenues of exploration available within foreign language education by considering the wide-ranging practical application of theories deriving from social psychology in relation to aspects such as intergroup relations, classroom dynamics, innovative or experimental teaching practices, materials design and curriculum development, and/or the teaching and assessment of intercultural competencies. Possible areas of theoretical interest may include [but are certainly not limited to]: - intergroup contact dynamics (actual or imagined) - theories of social identity (multiple identities/multiple roles) - social inclusion and social exclusion (students and/or teachers) - diversity, difference and symbolism (national, ethnic, cultural and linguistic) - perceptions of trust, risk, threat and deficit - group formation, comparison, boundaries and maintenance - social and political attitudes or beliefs (change and stability) - conceptualizations of the self including self-esteem, self-worth and self-efficacy - stereotypes, prejudice and discrimination - language aptitude and personality - emotion, tolerance and ambiguity Submissions that adopt experimental methods through the analysis of quantitative data and/or focus on sharing language learners’ experiences through more discursive methods such as autobiographies, interviews, focus groups and language learning diaries are especially welcome. Potential authors are invited to submit a 500-word proposal in English (including a few lines about the author(s)) to both editors by April 1st 2011. Linguistic Field(s): Applied Linguistics Read more issues|LINGUIST home page|Top of issue Page Updated: 15-Dec-2010       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.