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The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


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Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


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Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


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Canadian Modern Language Review

Call Deadline: 30-Jun-2014

Call Information:
Special Issue 2015: From second language pedagogy to the pedagogy of 'plurilingualism': a possible paradigm shift?

The Canadian Modern Language Review (CMLR) invites manuscripts to be considered for the special issue "From second language pedagogy to the pedagogy of 'plurilingualism': a possible paradigm shift?", to appear in 2015. In this issue we solicit empirical research that considers plurilingualism as distinct from multilingualism. In this sense, plurilingualism may be considered as a paradigm of either continuity or discontinuity with second language pedagogy on the macro level , curricula, as well as on the micro level , receptive, productive and interactive activities. The aim of this issue is to provide research evidence that addresses the different epistemological, pedagogical and/or methodological aspects of a plurilingual stance on language pedagogy. Possible topics include (but are not restricted to): plurilingual and pluricultural competence; the transition from second language to plurilingual competence in the classroom; the promotion of plurilingual competencies during teaching, learning and assessment; translanguaging; and code-meshing. We strongly encourage contributions for the "Focus on the classroom" section, in which research-based approaches to pedagogy and methodology are presented and elaborated. Submissions are welcome in either English or French. All submissions are subject to the usual CMLR peer review process.

Please visit the submission guidelines at the following link for information on manuscript length, the mandate of the journal, and other aspects of submission: www.utpjournals.com/cmlr

Submission deadline: June 30, 2014

Submissions should be sent electronically through PRESTO: http://cmlr.presto.utpjournals.com/jmanager/users/login
Receipt of all manuscripts will be acknowledged via PRESTO.

Questions about the special issue may be addressed to the co-editors:
Enrica Piccardo
Oise University of Toronto
enrica.piccardo@utoronto.ca

Isabelle Puozzo Capron
Haute Ecole Pédagogique du Canton de Vaud (Switzerland)
isabelle.puozzo@hepl.ch

A link to the French version of this call may be found at the following URL:

https://www.facebook.com/notes/journals-university-of-toronto-press/de-la-didactique-des-langues-%C3%A0-la-didactique-du-plurilinguisme-un-changement-de-/10151519188622514


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