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CFP: Canadian Modern Language Review: Indigenous Language Teaching, Learning, and Identities
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When: Thursday, June 30, 2016
Where: United States

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Canadian Modern Language Review
CALL FOR PAPERS - Special Issue 2017

Indigenous Language Teaching, Learning, and Identities

The Canadian Modern Language Review (CMLR) invites submissions for the 2017
special issue, “Indigenous Language Teaching, Learning, and Identities”.

Investigating Indigenous language education, teaching, and learning —
especially as these relate to constructions of identity and community under
conditions of political, economic, and social transformation —is both timely
and relevant to the field of language education and can assist in
understanding Indigenous-language education programs and in improving
educational outcomes. Such investigation should be of interest to, among
others, language researchers, educational specialists, and theoretical and
applied linguists working with educators and community members in Indigenous
language contexts.

The CMLR welcomes empirically-based and practice-oriented papers from
researchers, language educators, and learners addressing Indigenous language
teaching, learning, and speaker identities from a broad range of Indigenous
contexts and methodological orientations, We are especially interested in
papers that make use of methods specific to working in Indigenous contexts
and that critically examine issues related to Indigenous language learning,
teaching, retention, revitalization, standardization, and promotion. We
welcome papers from Indigenous contexts within and outside of Canada, with
the idea that the research will have implications for or applications to
Canadian and other Indigenous contexts.

Possible topics include: the construction and negotiation of identities in
different Indigenous language contexts; Indigenous literacies, writing
systems and standardization; immersion and bilingual education; language
learning and language revitalization; cultural and collective knowledge and
memory in language-learning and teaching; language ideologies as related to
social, linguistic, moral, and political relationships and language-learner
choices, expectations, and identities; notions of “authentic” language use
and their influence on ideologies and practices of language use; codified,
standardized, and institutionalized language and their relation to spoken
language;  assessment and measurement in language teaching and learning;
linguistic, cultural, and intercultural resources in Indigenous language
learning; and the use of new media.

Submission deadline:  June 30, 2016

Submissions should be sent electronically through PRESTO:

Receipt of all manuscripts will be acknowledged via PRESTO.

Questions about the special issue may be addressed to the co-editors:

Donna Patrick, Carleton University                                                  

Peter Jacobs, University of Victoria

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