Call for Papers - Language and Higher Education
Guest Editors: Saskia Van Viegen, Meike Wernicke, Sandra Zappa-Hollman
Canadian post-secondary institutions are experiencing broader participation of students whose first language is neither English nor French, including Indigenous, international, immigrant, and ‘generation 1.5’ students. Broadly, these changes have enhanced the cultural and linguistic landscape of Canadian post-secondary institutions, enriching the resources that can be drawn upon for teaching and learning. At the same time, these transformations have created multilingual spaces where faculty, staff, and students navigate competing tensions such as the need to help students master linguistic codes of power while maintaining and sustaining minoritized languages. To address this complex scenario, institutions are revising policies and pedagogical practices to ensure bi/multilingual students are prepared for post-secondary study in a second or additional language and to meet degree learning outcomes and/or accreditation and licensing requirements of professional programs. The development of bridging programs designed to scaffold bi/multilingual students’ socialization into new learning contexts, as well as the creation of credit-bearing English and/or French for Academic Purposes courses, constitute examples of such efforts.
Engaging meaningfully with multilingualism in higher education and recognizing language as a resource for meaning-making requires deeper understanding by applied linguists and education researchers, as well as all stakeholders in post-secondary institutions (instructors, faculty, administrators). The purpose of this special issue is to further discussions to inform approaches to language education as well as address the tensions and intersections surrounding contemporary theorizations of language and their significance for teaching and learning in higher education. Featuring empirical studies and lessons learned from implementation of policies, programs, curricula and pedagogical approaches, the issue will showcase efforts made to better support bi/multilingual students’ academic trajectories and well-being, and develop approaches that reflect the sociolinguistic realities of our institutions. Contributions may:
- Theorize relations among language and disciplinary content, and discuss how these constructs inform practice and research
- Deepen and broaden current understandings of the interplay between enriched linguistic and cultural diversity and associated teaching and learning needs;
- Generate insight into the diversity of strategies and approaches to curriculum, pedagogy, assessment, and policy concerning English language education in post-secondary contexts.
The special issue will feature a range of submission types, including: full length articles (empirical), perspectives (conceptual/theoretical), in the classroom (pedagogical/practice-based), and book reviews.
We invite submissions in the following complementary and interrelated areas, incorporating a spectrum of research methodologies and analytic approaches:
- Language teaching and learning (French, English, Indigenous languages, modern and heritage languages)
- Bi/multilingualism and higher education (translanguaging, plurilingualism)
- English for Academic Purposes (EAP)/English for Specific Purposes
- Content and language integrated instruction (CLIL)/Content-based instruction (CBI)
- Language program models (graduate, undergraduate, college, continuing education)
- Indigenous languages and higher education
- Language ecology of post-secondary institutional contexts
- Discourses of language and identity
- Language policy and admissions requirements
- Political economy of English language teaching in higher education
To review the Author Guidelines, please refer to http://www.teslcanadajournal.ca/index.php/tesl/about/submissions.
As part of the submission process, authors must download the TESL Canada Journal Submission Form on that page and send it to email@example.com as an attachment, along with their manuscript.
Questions regarding this special issue should be directed to firstname.lastname@example.org.
Deadline: Full manuscripts are due March 15, 2019.