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LINGUIST List 23.2594

Mon Jun 04 2012

Calls: Applied Linguistics, Language Acquisition/ L2 Journal (Jrnl)

Editor for this issue: Brent Miller <brentlinguistlist.org>


LINGUIST is pleased to announce the launch of an exciting new feature: Easy Abstracts! Easy Abs is a free abstract submission and review facility designed to help conference organizers and reviewers accept and process abstracts online. Just go to: http://www.linguistlist.org/confcustom, and begin your conference customization process today! With Easy Abstracts, submission and review will be as easy as 1-2-3!
Date: 01-Jun-2012
From: Usree Bhattacharya <ubhattacharyaberkeley.edu>
Subject: L2 Journal
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Full Title: L2 Journal


Call Deadline: 15-Jul-2012

Call for Papers: Special Issue of the L2 Journal

Special Issue Editor: David I. Hanauer

L2 Writing and Personal History: Meaningful Literacy in the Language
Classroom

Literacy holds special potential in the realm of language education. Genres of
writing such as autoethnography, autobiography, biography, journal writing,
diary inquiry, narrative and poetry provide potential routes through which
personal experience, perception, emotion and understanding can be
channeled and communicated. It is through literacy and in particular writing
that personal phenomenological experience can be reflectively inspected,
explicated and presented for interpretation by others. As explored through
expressive writing, language learning can be a life changing event that
involves an interaction with novel expressive resources that allow new
understandings of self and other to emerge (Hanauer, 2003, 2010; Kramsch,
2009; Pavlenko, 2001, 2007). These understandings of the language learner
stand in stark contrast to instrumentalist and managerial position that direct
many language learning educational programs and construct the language
learner only in terms of testable cognitive ability. It is for this reason that
Hanauer (2011) suggests that meaningful literacy instruction be at the center
of second and foreign language learning and provide a response to the
situation described by Kramsch (2006) that second and foreign language
pedagogy and research have lost the perception of 'the flesh and blood
individuals who are doing the learning' (p. 98).

The L2 Journal is looking for researchers and teachers who have utilized
different aspects and genres of second language writing in ways which are
meaningful for the language learner. We are interested in usages of L2 writing
within the language classroom that position and explore the language learner
as a socially and culturally contextualized individual with a rich, extended
history of personal experience. Literacy instruction of this sort understands
language teaching as a process of widening and deepening the ways an
individual can understand, interpret, feel and express her or his personally
meaningful understandings of themselves within social and cultural settings.

A special issue of the L2 Journal will be dedicated to the exploration of L2
writing and personal history within the language classroom. Research papers
of interest for this special issue may address the following options:

- Descriptions of L2 writing practices that promote and facilitate meaningful
L2 writing experiences
- Investigations of the responses of L2 learners to meaningful L2 writing
experiences
- Studies of personal histories of language learning through L2 writing
- Explorations of genre differences in relation to L2 writing and personal
history
- Case studies of personally meaningful L2 writing
- Reports on usages of L2 writing as a means of exploring new social and
cultural contexts

Please submit a title and 300-word abstract electronically in Word format by
July 15, 2012 to Usree Bhattacharya at ubhattacharyaberkeley.edu. First
drafts due December 31, 2012 for a special issue of L2 Journal (late Spring
2013).


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