Dear LANGSCAPE members,
During the LANGSCAPE Conference 2017 in Leeuwarden/Ljouwert (NL) we had the opportunity to listen to Erika Kalocsányiová’s interesting talk about her research project. Albeit rather belatedly, we would like to draw your attention to the fact that by now her dedicated work has developed into an article titled “At the borders of languages: the role of ideologies in the integration of forced migrants in multilingual Luxembourg”.
Her paper considers the role of language ideologies in the linguistic integration of forced migrants. It discusses the findings of an ethnographic exploration that was conducted in Luxembourg with five individuals who sought refuge there. A network of teachers and institutional representatives constituted the secondary pool of research participants. Through analysis of metalinguistic discourse and narrative episodes, the paper scrutinises the instrumental and integrative dimensions of language. In particular, it draws attention to and problematises the hegemonic ideologies that inform linguistic integration. By bringing into focus multilingual realities and mobile aspirations, this research seeks to provide a new impetus to the reconceptualisation of integration.
You can read Erika Kalocsányiová’s full article by following this link.
Dear LANGSCAPE members, colleagues, and friends,
We would like to announce the latest title by Marie-Françoise Narcy-Combes, Jean-Paul Narcy-Combes, Julie McAllister, Malory Leclère and Grégory Miras: “Language Learning and Teaching in a Multilingual World”, which is due to be published by Multilingual Matters in March 2019. Our best wishes and felicitations to the authors!
Dear Langscape members,
The call below reached us through another network. The coincidence with the topic of our own journal highlights the potential of the theme for research opportunities, which is why we are happy to share the call with the wider Langscape community.
Stephan Breidbach and Florian Möller
CALL FOR ABSTRACTS
Language Learning of Migrants in Europe:
Theoretical, Empirical, Policy, and Pedagogical Issues
Editors: Glenn S. Levine (University of California, Irvine) and David Mallows (University College London)
We invite abstract submissions for a planned volume on the learning of host country languages by migrants in Europe. The primary goals of the volume are to identify, clarify, and offer insights into issues and central questions related to the learning of host country languages, focusing primarily on adolescent and adult refugees and asylum seekers, in formal, non-formal, and community settings. Formal settings include professional teaching contexts of all sorts. Non-formal settings, which may be in classrooms, usually do not follow a formal curriculum or have accreditation. They also include drop-in sites, one-on-one/small groups, oral skills practice, and homework support, often delivered by volunteers. Community settings are often are not organized around explicit language learning goals but may provide opportunities for language use and social support (e.g. cooking clubs, gardening groups, choirs, drop-in sites providing help with forms and official correspondence, organized visits to local places of interest, or simply a safe space for conversation or support).
Proposed contributions can be:
- Qualitative, quantitative or mixed-methods empirical studies;
- Theoretical or conceptual treatments of issues related to policy and/or pedagogical practice
- Rigorous scholarly treatment of curricular or pedagogical projects or initiatives
- Critical treatment of any of the following: teaching materials; curricula; programs; assessment instruments or systems; teacher education; local, regional, national, or transnational policies
Topics of interest include but are not limited to:
- Pedagogical issues and approaches responsive to needs of particular migrant groups, such as refugees
- Assessment of learning, competences, literacies, aspects of integration
- Roles of digital technologies or media in teaching and learning
- Peer teaching
- Language socialization
- Creativity and language learning
- Plurilingual features/approaches to teaching vis-à-vis learners’ respective L1s or
- Non-linguistic phenomena or issues that obtain in or affect teaching and learning
- Learner characteristics or issues (e.g. educational background, literacy, trauma,
motivation, willingness to communicate)
- Learner language use inside or outside of formal or non-formal learning settings
- Learner literacies or multiliteracies
- Learner identities
- Issues of language teacher education that involve or affect language learning
- Teacher adaptation/sensitization to teaching/learning contexts
- Teacher identities
- Issues of integration as relates to language learning
- Political or legal issues and/or policies that affect teaching and learning
- EU-wide issues / problems related to language teaching and learning
The intended audience for the volume includes applied linguists, program directors, curriculum developers, teacher educators, those engaged with policy related to language learning of migrants, and of course, language teachers and others facilitating language learning and integration of migrants in Europe.
The volume is being developed in dialog with a major international publisher that has expressed interest in the project.
The submission deadline for max. 500-word abstracts is September 1, 2018. Notification will be sent by September 30, 2018. For those whose abstracts are accepted for possible inclusion, complete manuscripts will be due March 1, 2019, which will be sent to two readers for blind peer review. Manuscripts should be between 6,000 and 8,000 words and follow APA format. The editors, Glenn Levine (firstname.lastname@example.org) and David Mallows (email@example.com), welcome any questions about the volume and your potential contribution.
Dear colleagues, fellow Langscape members, and friends,
Having just published the first volume of our very own digital, peer-reviewed journal Language Education and Multilingualism – The Langscape Journal, we are happy to present to you the call for papers for the second volume of our journal. We would like to encourage you to contribute to the upcoming volume, which will focus on migration movements and identities in European societies and implications on multi-/plurilingualism in the education system. Since the journal deals with multilinguality in content and form, authors are invited to send in their abstracts in English, French, German or Spanish. Accordingly, you will find below a pdf-document of the call for papers in each of these languages:
Please feel free, and highly encouraged, to pass this CfP on to your colleagues and circulate it in your networks. If you do have any further questions regarding the CfP or the journal, you can contact the editors via firstname.lastname@example.org.
Dear Langscape members, colleagues, and friends,
We rejoice in announcing that Langscape finally has its own journal: “Language Education and Multilingualism”! Of course, we are very grateful to all of the authors: Claire Kramsch; Franz-Joseph Meißner; Jean-Paul Narcy-Combes; Adelheid Hu; Ulrike Jessner, Valentina Török & Claudia Pellegrini; Gabriela Meier; Elena Gómez Parra; Ofelia García & Maite Sánchez; Katja Lochtman; Yan-Zhen Chen & Christine Hélot. Thank you for entrusting your inspiring articles to us for publication. Furthermore our special thanks go to the coordinators of the journal, Christiane Fäcke and Marie-Françoise Narcy-Combes, for their intense engagement in and dedicated work on this project.
You can find the first voume of our journal at https://edoc.hu-berlin.de/langscape
We heartily hope that you will join us in celebrating the finalisation of this long-term project. If you want to do so, you can use this poster to join in:
You are, of course, most welcome to print the above poster and we would like to encourage you to circulate it via your associated networks.
Dear friends and colleagues in Langscape,
In the last two years, Langscape members Stephan Breidbach and José Medina were involved in a EU-funded project focusing on bringing together methods and activities from Drama Pedagogy and Content and Language Integrated Learning: playingCLIL.
The main product of this project is now available online: a substantial e-book compilation of annotated interactive games ready for use in content matter classes taught through a foreign language.
Whilst the full version of the handbook is available in English, executive summaries of the handbook also exist in three further languages for easy dissemination: German, Romanian, and Spanish. Click here to access the project website and have all the materials at your fingertips completely free of charge!
We have also developed
- a one-week training course for CLIL teachers (in-service),
- an introductory workshop to playingCLIL for a week-end, and, last but not least,
- a 90-minute quick-starter seminar.
All three formats are available on demand.
You can also follow the project on Facebook – if you like it, like it! For queries and enquiries contact:
Stephan Breidbach & José Medina
Edited by Jean Conteh (University of Leeds) and Gabriela Meier (Univeristy of Exeter) – who is also a member of Langscape – this volume has really just been published:
The Multilingual Turn in Languages Education. Opportunities and Challenges, Multilingual Matters (Sept. 2014).
For more detailed information on the book and to purchase via Discount Order Form (Order for £15 instead of £34.95), please refer to here.
Dear Langscape members and friends,
I´d like to forward the following interesting links on behalf of Jose I. Aguilar Río, member of the BoD – Doctoral Support and Networking:
1. Summer School in Oslo (Norway) in early September, title: “Different approaches to multilingualism” (social, cognitive, and psychological)”
For more, please refer to here.
2. The book “Young Children as Intercultural Mediators” by Zhiyan Guo has just been published.
For more, please refer to here.
Please pay attention to this issue, which has been published subsequent to the “Conference CALPIU`12”:
The European Journal of Applied Linguistics and TEFL, edited by Andrzej Cirocki (Volume 2 Number 1, 2013).
LANGSCAPE members who have participated in the conference in the panel “The re-construction of professional identities of prospective EFL-teachers from different European and non-European countries” also have contributed to this issues (see below). The conference was held in Roskilde (DK) in April 2012 under the overall topic: “Higher education across borders: Transcultural interaction and linguistic diversity”.
Here is an abstract of the Conference Theme (taken from the conference website):
The aim of CALPIU’12 is to discuss various aspects of the consequences of transnational student mobility.
Student mobility makes necessary both cultural and linguistic accommodation and learning processes. We are witnessing a huge increase in the learning of languages to be used as lingua francas by academic teachers and students, not least English, ‘the language of globalization’.
However, forces of ‘localization’, too, are manifest at every university trying to adopt internationalization strategies, the tension between the global and the local – uniformity and diversification – creating a multidimensional space for new kinds of cultural and linguistic hybridity to flourish.
There is a new open-mindedness regarding the roles and identities of self and others, leading to new patterns of linguistic/interactive, educational and social practices. We aim to further the theoretical understanding of these processes, those of active and receptive multilingualism as well as language alternation in interaction.
Here is an abstract taken from the issue´s cover:
Volume 2 Number 1 comprises ten articles presenting the latest research and
scholarship from Singapore, Taiwan, the United Arab Emirates, Indonesia, the
United Kingdom, Sweden, Turkey, Germany, France, China and the USA.
This provides a valuable source of reference for applied linguists, teacher
trainers, materials developers and practitioners in the field of EFL/ESL. It offers
readers a deeper insight into current issues, thereby broadening their
knowledge and promoting professional development.
Authors associated with LANGSCAPE that have contributed to this issue: Özlem Etuş, Dagmar Abendroth-Timmer & José I. Aguilar Río, Alice Chik, Katrin Schultze and Stephan Breidbach (as topic editor).
You can find the detailed list of contents and authors in this pdf.
For more information, please refer to the Journal website.
Edited by Garold Murray (Okayama University, JAPAN) this book has just been published:
Social Dimensions of Autonomy in Language Learning, edited by Garold Murray (2014, Palgrave Macmillan).
Here is an excerpt taken from the book cover:
Learner autonomy in language learning, initially associated with independence, is now
viewed as a capacity that can be developed in social contexts involving learner
interdependence and collaboration. In this volume researchers, most of whom are also
language teachers, from Asia, the Caribbean, Europe, and North and South America, explore
the social aspects of learner autonomy in various language learning contexts. Bringing
together theory, research and practice, the studies draw on socially oriented theoretical
perspectives – such as social constructivism, sociocultural theory, situated learning, ecology
and complexity – and primarily employ case study and ethnographic methodologies. This
research suggests that the social dimensions of learner autonomy encompass underinvestigated
emotional, spatial and political dimensions. In addition to theoretical issues,
the authors discuss implications for practice, making this book of interest to teachers,
researchers, and other language professionals working in classrooms, distance education,
self-access centres, as well as virtual and social learning spaces.
With contributions by: Alice Chik and Stephan Breidbach (from Langscape), Garold Murray, Christine O’Leary, Tim Lewis and Tomoko Yashima and others
For a detailed list of contents and authors, please see here.
To purchase, refer to Palgrave Macmillan Publishers.