* * * * * * * * * * * * * * * * * * * * * * * *
LINGUIST List logo Eastern Michigan University Wayne State University *
* People & Organizations * Jobs * Calls & Conferences * Publications * Language Resources * Text & Computer Tools * Teaching & Learning * Mailing Lists * Search *
* *

LINGUIST List 23.3009

Tue Jul 10 2012

FYI: CFP: 2nd Lang Students with Disabilities

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

Date: 10-Jul-2012
From: Dina Tsagari <dinatsaucy.ac.cy>
Subject: CFP: 2nd Lang Students with Disabilities
E-mail this message to a friend

Call for Papers for an Edited Volume Entitled 'Assessing Second
Language Students with Learning and Other Disabilities'

Edited by Dr Dina Tsagari & Dr George Spanoudis (University of

To be published with LIT Verlag (‘Studies on Education’, tentative
series): http://www.lit-verlag.de/london/


The population of students is becoming increasingly diverse, both
culturally and linguistically. The numbers of children diagnosed with
specific learning differences, SpLD (e.g. dyslexia, dyspraxia,
dyscalculia, Attention Deficit and Hyperactivity Disorder) as well as
those with other disabilities like visual, hearing or physical
impairments, is steadily increasing today; so is the number of students
enrolled in special education. This situation, combined with greater
awareness of individual human rights, has led to an increased demand
for appropriate testing and assessment provision. This is of particular
concern to second or foreign language test providers (Taylor, 2012)
and teachers (Kormos and Smith, 2012; Kormos and Kontra, 2008),
who are very often faced with the challenge of having to offer special
arrangements (accommodations) to second language learners (SLLs)
with disabilities: they need to depart from the established testing
procedures and alter their protocols, administration and/or content in
order to accommodate the special needs of SLLs with disabilities.

In this context, the intended volume seeks to discuss the theoretical,
ethical and practical considerations involved and explore the
theoretical models and research findings that better identify the
language and special needs of SLLs with SpLD and other disabilities
and evaluate the effectiveness of accommodation practices employed
so far. Studies of both high-stakes tests and classroom-based
assessments that are related to the special needs of SLLs are invited
conducted by professionals and researchers working in the area of
psychology, special education and second/foreign language testing
and assessment. The ultimate aim is to create a compilation of papers
based on both theoretical and research chapters that address the fair
assessment of this special population of SLLs.

Topics to be covered in the volume:

These will include:

- the identification, classification, and definition of SpLD and other
disabilities in the SLL population that expand on our current
classification systems or models of identification;
- existing legislations in place in various contexts in relation to test
taking for SLLs with various kinds of disabilities;
- the variety of accommodations in place in various educational
contexts to meet the assessment needs of SLLs with SpLD and other
- the evaluation of the effectiveness of assessment accommodations
for SLLs with SpLD and other disabilities;
- issues of ethics, reliability, validity and practicality in the assessment
of SLLs with SpLD and other disabilities;
- the identification of salient cultural variables and the role of affective
and motivational factors in the assessment of SLLs with SpLD and
other disabilities;
- the application of assessment procedures with diverse SLL
populations with SpLD and other disabilities;
- comparability issues in the assessment of SLLs with SpLD and other
disabilities across various contexts and languages;
- issues that concern the development of suitable assessment tools:
design, development, administration and evaluation of existing or new
language testing and other assessment tools/methods for SLLs with
SpLD and other disabilities;
- perspective of assessments of teachers’ and SLLs with SpLD and
other disabilities
- the training needs of language teachers, examiners and other staff
involved in the assessment of SLLs with SpLD and other disabilities;
- the exploration of using technology in the assessment SLLs with
SpLD and other disabilities.

Contributors to the volume are expected to address the issues
identified from a theoretical as well as from an empirical point of view.
Studies from both cross-sectional and longitudinal nature are
encouraged as well as studies conducted with young and adult SpLD
and other disabilities in either high- or low-stakes environments. The
working language of the chapters of the volume will be English.
However, any language used as either second and/or foreign can be
the focus of the forthcoming chapters.

Structure of the volume:

The edited volume will be divided in several sections (depending on the
nature of proposals received). Overall the volume will include:
- an introduction to the volume by the editors
- an editorial written by one or two renowned scholar/s with expertise
in the fields addressed in the volume
- the papers submitted with short abstracts organized in thematic order
- bibliographical references at the end of every paper


Contributors to the volume will be academics, researchers,
professionals (test developers or representatives of professional
organizations) in the fields of psychology, special education and
language teaching and assessment as well as postgraduate students
(PhD level) who have completed research in the area.


The edited volume is primarily intended for:
- Scholars and researchers,
- Undergraduate/Postgraduate students,
- Professional educational organisations,
- Educational policy makers and administrators,
- (Language) testing organizations and test developers,
- (Language) teachers and teacher trainers,
- Material writers and publishers,
- Special educators and school psychologists

Procedures and schedule:

Those interested please submit a preliminary proposal. Proposals will
be approximately 1 page (A4 size) or roughly 500 words in length.
These should include the following information:
- Title of article
- Author name(s), affiliation(s), and detailed contact information
- Proposal

Proposals will be evaluated according to:
a. relevance to the topics of the volume
b. language of the proposal (needs to conform to native-speaker
standards for academic writing)
c. clear address of the problem/issue/research question/s discussed
d. clear outline of conclusions of the study (in the case of a research-
oriented paper)
e. clear and coherent structure of the proposal as a whole
Successful authors will be invited later to submit full papers for peer
review following normal procedures based on the formatting guidelines
of the publisher.


Please send proposals to Dina Tsagari (dinatsaucy.ac.cy) and
George Spanoudis (spanouducy.ac.cy). Informal inquiries may be
sent to the same addresses.


Overall, the following timeline is anticipated:

Deadline for extensive abstracts: 20 September 2012
Deadline review of abstracts and invitation to write whole paper: 30
September 2012
Full paper submission deadline: 30 November 2012
Comments from special editors: 31 January 2013
Revised draft submission deadline: 1 March 2013
Comments from special editors: 15 April 2013
Final draft submission deadline: 25 May 2013
Submission of manuscript to publishers: 30 June 2013
Anticipated publication date: September 2013

Linguistic Field(s): Applied Linguistics; Discipline of Linguistics

Read more issues|LINGUIST home page|Top of issue

Page Updated: 10-Jul-2012

Supported in part by the National Science Foundation       About LINGUIST    |   Contact Us       ILIT Logo
While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.