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Armed Conflict and its Afterlives: The Uses of War in Latin America and the Iberian Pen

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Call for Chapters: Discourses and Ideologies of L2 Education
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 Export to Your Calendar 3/15/2018
When: Thursday, March 15, 2018
Where: United States

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Call for Papers: AAUSC Volume 2019
Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education
Editors: Beatrice Dupuy and Kristen Michelson

The editors of the 2019 AAUSC volume of Issues in Language Program Direction call for contributions that explore possibilities for paradigm change by critically evaluating and, ultimately, changing discourses of second language (L2) education.

This volume focuses on the current discursive landscape around L2 teaching and learning with particular attention to describing prevailing ideologies as well as proposing ways of moving the dominant discursive needle forward. The editors' intention is to awaken the field to the urgency of reasserting the relevance of L2 education in individual learning endeavors and institutional practices. Specifically, this volume seeks to answer such questions as:

- How do discourses of globalization, internationalization, or intercultural competence both on and off campus shape current views of language, language teaching, and learning?
- How do current L2 teaching and learning frameworks and materials construe learners and the object(s) of learning?
- How do formal and informal interactions among teachers and learners in L2 study contexts either sustain or change traditional narratives about language learning?
- How do professional development activities and resources socialize L2 teachers into the profession?
- What specific modifications to existing materials and interactions might effectively contribute to promoting an understanding of language use as situated communication practices?

The submission deadline for 400-word abstracts is March 15, 2018 and for complete manuscripts is September 1, 2018.

View the full call for chapter proposals at https://linguistlist.org/issues/29/29-331.html

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