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Call for Papers - 2022 Special Issue

2021-03-24

Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée

Call for Papers - 2022 Special Issue

Writing Pedagogy with Linguistically Diverse Learners: The Nexus of Multilingualism, Multiliteracies, and Multimodalities

Caroline Payant, Université du Québec à Montréal, payant.caroline@uqam.ca

YouJin Kim, Georgia State University, ykim39@gsu.edu

Over the last two decades, there has been a growing interest in multilingual users’ language repertoire and additional language learning (Jessner, 2018; Payant & Kim, 2019). Research has shown that multilingual users’ meaning-making process involves the fluid mixing of multiple named languages (Cenoz & Gorter, 2015; Kim et al., 2020; Payant, 2020).  Ortega (2019) recently proposed the use of the term openness of language to capture the notion that language is “fundamentally, inevitably, open-ended (p. 29).  Building on the concept of multiliteracies (The New London Group, 1996), multilingual users draw on their rich, open-ended repertoire of linguistic and cultural knowledge to interact with a range of texts and digital communication modes. As such, multiliteracies not only create spaces for learners to engage in their additional language(s) but also with their multiple languages through multimodal means of expression (Yi, 2017).

The goal of this 2022 Special Issue is to contribute to the scholarship of multiliteracies with multilingual learners who are developing knowledge beyond a majority language in and with a variety of languages and modes.  

We invite submissions written in French or English that describe and discuss empirical research as well as theoretical perspectives relevant to multiliteracy and multimodality pedagogy with multilingual users, including, but not limited to, the following themes:

  • Creating inclusive classrooms through multilingual and multimodal pedagogy
  • Emotions and affect with multilingual users and multiliteracies
  • Young learners’ multilingual and multimodal practices
  • Parents’ involvement in children’s multilingual writing development
  • Home languages and multiliteracies
  • Multilingual for Research Publication Purposes (MRPP)
  • Multilingual identities across genres
  • Strategies for teaching linguistically diverse learners
  • Evaluation of multilingual and multimodal texts
  • Pre-service and novice teachers’ experiences and developing knowledge base

To review Author Guidelines, please refer to: https://journals.lib.unb.ca/index.php/CJAL/about/submissions

Interested authors should submit an initial 300-word abstract along with a title page with each contributor’s complete name, email, and affiliation to Caroline Payant, payant.caroline@uqam.ca by May 20, 2021.  This initial abstract will be vetted (by June 2021) to ensure applicability to the Special Issue’s focus.  Authors of accepted abstracts will be invited to submit a full manuscript for peer review by October 20, 2021. Publication is expected for June 2022.

References

Cenoz, J., & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. Multilingual Education: Between Language Learning and Translanguaging, 1–15.

Jessner, U. (2018). Language awareness in multilingual learning and teaching. In P. Garrett & J. M. Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 257–274). Routledge.

Kim, Y., Cho, H., & Ren, H. (2020). Collaborative writing tasks in an L3 classroom: Translanguaging, the quality of task outcomes and learners’ perceptions. In C. Lambert & R. Oliver (Eds.), Using Tasks in Second Language Teaching: Practice in Diverse Contexts. Multilingual Matters.

Ortega, L. (2019). SLA and the study of equitable multilingualism. The Modern Language Journal, 103, 23–38.

Payant, C. (2020). Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing task. Canadian Modern Language Review.

Payant, C., & Kim, Y. (2019). Impact of task modality on collaborative dialogue among plurilingual learners: a classroom-based study. International Journal of Bilingual Education and Bilingualism, 1–14. https://doi.org/10.1080/13670050.2017.1292999

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.

Yi, Y. (2017). Establishing multimodal literacy research in the field of L2 writing: Let’s move the field forward. In Journal of Second Language Writing (Vol. 38, pp. 90–91). https://doi.org/10.1016/j.jslw.2017.10.010