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LINGUIST List 23.604

Sat Feb 04 2012

Calls: Applied Linguistics/ TESOL Quarterly (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!
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        1.     Shelley Taylor , TESOL Quarterly


Message 1: TESOL Quarterly
Date: 03-Feb-2012
From: Shelley Taylor <tayloruwo.ca>
Subject: TESOL Quarterly
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Full Title: TESOL Quarterly


Call Deadline: 01-Apr-2012

Call for Abstracts
Special Topic Issue of TESOL Quarterly, September 2013
'Plurilingualism in TESOL'

1 April 2012 -- Deadline for abstracts
1 May 2012 -- Authors of accepted abstracts will be notified to submit papers
1 November 2012 -- Full papers are due to the editors

Please send abstracts and inquiries to the editors Shelley K. Taylor
(tayloruwo.ca) and Kristin Snoddon (ksnoddonryerson.ca). Submission
process is described below.

TESOL Quarterly announces a call for abstracts for a special issue on
plurilingualism in the context of English language teaching. For the purpose of
this special issue, the editors ascribe to the Council of Europe's (2001)
definition of plurilingualism as multilingualism at the level of the individual
(rather than at the societal level). As outlined by the Council, plurilingualism
does not describe fixed competencies, as linguistic ability in a number of
languages is seen as arising from desire or necessity, and changing over
time as it reflects the social paths that individuals take; thus, it is highly
individual. An important consideration in the context of individual
plurilingualism is that of individuals possessing partial competence in a
particular language. Plurilinguals may possess a very limited mastery of a
language, but still view it as an enriching component of their overall
plurilingual competence (or linguistic repertoire).

This special issue provides a forum for TESOL professionals who are
teaching or conducting research in various international contexts to engage in
a discussion of plurilingualism and to analyze the implications that specific,
local conditions have for TESOL's mission. This special issue draws
attention to the linguistic repertoires of teachers of English, teacher
understanding of student plurilingualism, and the significance of this
understanding for supporting the acquisition of English as a second or other
language. Contributions will present or critique research findings regarding
innovative programs, policies, and pedagogical practices in multilingual
classroom settings and the role of learners' primary and other language(s),
including signed languages, in learning English, and address related
programmatic, sociopolitical and sociolinguistic issues in ESL/EFL/ESOL
contexts internationally.

Articles that address English education in the following contexts are invited:

- Teachers' and students' linguistic repertoires and classroom practices that
shape plurilingual competence

- Teachers' background knowledge regarding language learning and
corresponding ability to meet the needs of plurilingual students

- Educational language policies that support plurilingualism

Submissions:

Abstracts should describe previously unpublished work that includes
implications for TESOL professionals. We solicit both full-length empirical
papers and issues papers. Contributions from all regions of the world are
encouraged. Based on review of the abstracts, authors will be invited to
submit papers for possible inclusion in the issue. Please send a 600-word
abstract for a full-length article. For all submissions, send copies of the
abstract without author(s) names. On a separate sheet, include each author's
name, affiliation, mailing address, email address, telephone and fax numbers,
and 50-word biographical statement.

Reference:

Council of Europe. (2001). Education and languages. Strasbourg, France:
Council of Europe (Language Policy Division). Retrieved 15 September 2011
from http://www.coe.int/t/dg4/linguistic/division_EN.asp



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