Publishing Partner: Cambridge University Press CUP Extra Publisher Login

New from Oxford University Press!


Style, Mediation, and Change

Edited by Janus Mortensen, Nikolas Coupland, and Jacob Thogersen

Style, Mediation, and Change "Offers a coherent view of style as a unifying concept for the sociolinguistics of talking media."

New from Cambridge University Press!


Intonation and Prosodic Structure

By Caroline Féry

Intonation and Prosodic Structure "provides a state-of-the-art survey of intonation and prosodic structure."

L2 Journal

Call Deadline: 30-Jan-2017

Call Information:
Special Issue

Call for Abstracts

Living Literacies: L2 Learning, Textuality, and Social Life

Guest editors: Chantelle Warner, University of Arizona & Kristen Michelson, University of Oklahoma

This special volume on Living Literacies takes stock of current approaches to second language teaching and learning that address the dynamic and intersubjective dimensions of L2 literacy. With ''living literacies,'' we are referring to the real-time social actions of readers and writers as they engage with texts, and the ways in which human experiences shape and are shaped through literacy practices. A central goal of this special volume is to bring to light research in L2 literacy studies that accounts not only for the materiality of texts and the ways in which they mediate language learning, but also the multiple social worlds 'foreign' language texts inhabit, the meanings they traffic, and the multilingual human subjects who engage with and through them. We envision a volume that draws from a wide range of areas within L2 teaching and learning and that might address any of the following areas and questions:

Curriculum development and pedagogical frameworks

- How can scholars and practitioners reconcile more transnational, multilingual, dynamic approaches to L2 literacy with the institutional and disciplinary priorities of foreign language education, which are often framed tightly by--and identified through--nationalist paradigms and dominant discourses?
- How can we expand beyond the situatedness of instructed L2 classrooms and the situatedness of national culture to engage with the complex and multilayered social spaces through and within which texts circulate? As digital network communications, global mass migration, and translation practices have made it harder to situate languages and the texts in which they are manifest, how can language educators best embrace the multiple and shifting meanings of texts as they move between and across contexts and users--for example as they are recontextualized in foreign pedagogical practices?
- How might frameworks which treat literacy as living and thus look beyond the object of the text redefine the objectives of foreign and second language education?
- To what extent and in what ways can instructed language contexts move beyond representational aspects of texts and incorporate the agility, agency, and affect that unfolds in interactions between people and texts--for example, by incorporating digital literacies and linguistic landscapes?
- How can our pedagogies help to promote socially responsible action that extends spatiotemporally beyond the immediate learning context?
Literacy ethnographies and case studies
- What do literacy ethnographies and case studies of multilingual language users reveal about the multitude of backgrounds and social histories that learners bring to their engagement with texts and how might they inform instructional practices?
- In what ways are our textual responses and productions--as students and educators--complicit in sustaining or transforming dominant readings or genres of power?

We are particularly interested in studies that address these questions through research in L2 instructional and welcome a range of methodological approaches including, but not limited to, applied linguistic, educational, ethnographic, and participatory methods.

Submission Information

Please submit a 300-word abstract to by January 30, 2017. Inquiries can be directed to the same address. Abstract notification: February 20. Manuscripts due: June 15, 2017.