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CALL FOR ABSTRACTS: AAUSC Volume 2017 (CLOSED)
Engaging the World: Social Pedagogies and Language Learning
Editors: Sébastien Dubreil (Carnegie Mellon University) and Steven L. Thorne (Portland State University – Rijksuniversiteit Groningen)
Series Editor: Stacey Katz Bourns (Northeastern University)
The editors of the 2017 AAUSC volume seek contributions on diverse approaches to second language (L2) learning as a fundamentally social–relational endeavor. Volume contributions will address pedagogical approaches that connect classroom instruction to the multifaceted contexts and challenges of language use beyond the classroom.
To address this topic, we draw inspiration from the framework of social pedagogies (Bass & Elmendorf, 2012) as applied to L2 contexts, a framework in which the learner is envisioned as a locuteur/acteur (speaker/social actor; Kern & Liddicoat, 2008). The emphasis on students as speakers/social actors acknowledges the relevance of conventional instructional foci, such as language forms and cultural facts. It is also more expansive as it builds on the idea that students are social agents who mobilize symbolic and linguistic resources and competencies to negotiate complex intercultural, transactional, and ideational contexts successfully. From this perspective, L2 learning, as well as multilingualism and multiculturalism, are de facto interpersonal and, thus, social phenomena. Framing L2 curricula through the lens of social pedagogies encourages the integration of content from the various courses that comprise a language program (at the elementary, intermediate, and advanced levels) with engagement in communicative contexts and communities relevant to students’ social and academic life-worlds.
We encourage contributions that situate opportunities for motivated, purposeful communicative (social) interaction as a central organizing principle of L2 study, with the goals of (1) enhancing opportunities for social action and community-based activities or other forms of civic engagement during university-level course work and (2) fostering learners’ critical thinking skills through participation in and analysis of social interactions. The overriding purpose of L2 study is, thus, to give students the translingual and transcultural tools to engage with, and contribute to, linguistically and culturally diverse communities in the future. Seen from this perspective, the L2 classroom becomes a porous site that brings together instructed L2 learning with intercultural interaction to amplify the potential of L2 education as a catalyst for personal, academic, professional, and societal transformation.
Suggested content areas for contributors include, but are not limited to:
Part 1: Theoretical considerations for the implementation of social pedagogies
a. Extending boundaries for course design and language curricula
b. Innovative design for language program articulation
c. Interface or integration of informal and formal learning (original ideas to create new bridges between language learning opportunities in classroom contexts, including language across the curriculum, and language learning opportunities in the wild)
d. Social pedagogies, transcultural competence, and multilingualism (L2 pedagogies that prepare students to engage with communities in which relationships and transactions are conducted or cultivated in more than one language)
e. Social pedagogies and the interface with critical pedagogy
f. Social pedagogies and instructor professional development
Part 2: The classroom and/in the world
a. Social language learning experiences (e.g., social pedagogical practices in instructed settings, social reading, collaborative writing, project-based or problem-based models of language pedagogy)
b. Global simulations, such as class-based simulation-driven curricular innovations
c. Online intercultural exchange and telecollaboration (e.g., innovative intra- or inter-institutional exchange projects, transnational online intercultural exchange projects)
d. Integrating heritage speakers in the language curriculum (e.g., projects that forge collaborations between curricula for heritage speakers and curricula for the general population; fostering relationships among heritage speakers, L2 students, and the communities surrounding them)
e. Study abroad (e.g., learning opportunities that expand the boundaries of traditional programs by fostering student collaboration, engagement with the host community/culture beyond the classroom/campus/host family setting)
f. Community-based learning (e.g., projects that foster engagement with communities as a means to construct effective language and culture learning trajectories)
g. Experiential learning (language and culture learning opportunities that potentially involve collaborative interdisciplinary approaches through research-based or problem-based language teaching and learning)
Part 3: Social/new media and social pedagogies in the language program
Projects may include the development of media and online literacy, the use of online environments (3D-rendered or other forms of online persistent spaces), and gaming and game-based learning.
a. The use of social media
b. Participation in online media discursive practices (e.g., newspapers, web documentaries)
c. Virtual or online learning environments
d. Engagement with fandom/fan-fiction communities
e. Gaming (fully online or place-based augmented reality) or game-based learning
Format of contributions: We aim both to maintain the format of past AAUSC volumes and also to encourage diverse contribution formats. Consequently, we encourage full-length (approximately 6,000–8,000 words, all inclusive) conceptual/theoretical contributions and empirical studies (e.g., mixed methods, case studies, action research), as well as shorter contributions (approximately 4,000 words, all inclusive) detailing the design of pedagogical interventions that address theme(s) or projects relevant to the volume. Authors are encouraged to contextualize their contribution within appropriate theoretical and developmental frameworks, keeping in mind that the main audience for the volume includes language program directors, curriculum developers, and faculty focused on teacher professional development. Therefore, all contributions should address issues of language program direction, curriculum construction, and/or departmental articulation.
For questions about the volume and your potential contribution please contact the volume editors Sébastien Dubreil (firstname.lastname@example.org) or Steve Thorne (email@example.com) to discuss your ideas. Submission deadline for 400-word abstracts is March 15, 2016. The deadline for manuscript submission is September 1, 2016. Feedback from the editors will be communicated by mid-December 2016.
See style sheet (APA format, 5th edition) in recent volumes of the AAUSC series (http://www.aausc.org/page-240027) or visit http://www.apastyle.org
Series Editor: Stacey Katz Bourns (Northeastern University)
Authors will be strongly encouraged to contextualize their contribution within a broad variety of theoretical frameworks of curriculum design, keeping in mind the main audience for the volume: language program directors/teacher trainers. While we expect some submissions to be case studies based on qualitative data, we will also seek manuscripts that provide quantitative assessments of program design and outcomes. In addition to language program directors, we envision this volume contributing to language departments as a whole and being of interest to faculty-at-large, chairs and administrators, and graduate students and teaching assistants. Since the volume is intended to stimulate dialogue across all educational levels, the audience may also include teachers, curriculum coordinators, and administrators in the public schools.
See style sheet (APA format, 5th edition) in recent volumes of the AAUSC series (http://www.aausc.org/page-240027) or visit http://www.apastyle.org.
The ACFTL National Standards were recently revised and received a new title, World-Readiness Standards for Learning Languages.
Editors: Lisa Parkes, Harvard University; Colleen Ryan, Indiana University
Series Editor: Stacey Katz Bourns, Harvard University
Of all the challenges currently facing foreign language departments in North America, the greatest is also most central to our mission, namely: (re-)establishing a clear identity for languages within the humanities, and upholding the fundamental role of these in a liberal arts education. Positive outcomes of the “re-identification” process, necessitated by recent debates in the profession, include the expansion from a largely canonical literary curriculum to a cultural and interdisciplinary studies curriculum, and the more conscious relationship of languages and literatures to culture, theory, and pedagogy. With varying degrees of scope and success, the unidirectional language-then-literature curriculum has been reinvigorated and rerouted along a language-and-content continuum, ensuring a critical awareness of content from the very beginning and a critical awareness of language learning to the end. In so doing, faculty have reconsidered course goals and pedagogical approaches and very often the arts have played a central and crucial role in fostering significant changes.
Integrating the arts enables us to connect language to other cultural productions and semiotic spaces, such as theater, the fine arts, art history, architecture, music, sound, museum cultures, as well as literature. By embracing the notion of “texts” as socially, historically, and culturally situated practices, and of which the written text is but one product, we can situate the basic literacy of reading and writing within a broader field of visual, aural, and spatial signifying acts. Understood in this way, the arts can provide a source and stimulus for communicative exchanges, subjective responses, emotional experiences, and analysis. In other words, by interacting with (evaluating, interpreting, experiencing, embodying, and even producing) art in any one of its many forms, learners can understand culture as a process in which they are motivated to participate, develop aesthetic sensibilities, and deepen the cognitive, social, aesthetic, and subjective dimensions of language learning.
Revised foreign language curricula naturally necessitate fresh approaches to pre-service and in-service education for teachers. While we might be able to assume that new instructors are well versed in various modalities of literacy today, we cannot assume that they know how to integrate their knowledge of or expertise in any of the arts with foreign language instruction. Our teacher training programs therefore have the potential to be transformative sites, where the concept of foreign language literacy and literacies takes shape through effectively varied pedagogical approaches and practices. This volume will not only provide a concrete vision for materials, methods, learning goals, and outcomes assessment, but it will also provide direction for teacher training and long-term professional development that integrate the arts to supplement and enhance other modern approaches such as multi-literacies, communicative language teaching, and genre-based curricula.
This volume invites contributions from foreign language specialists who have successfully integrated one or more of the arts, as broadly intended, into their courses and curricula. From smaller-scale, single-course endeavors, to larger-scale curricular reconfigurations that integrate the arts consistently. Whether undertaken alone, in collaboration with faculty in other disciplines, or with practitioners in the community, these curricular innovations strike at the heart of what it means to learn a foreign language in institutions of higher learning. In particular, we welcome contributions that address any of these from the perspective of teacher training, professional development, and reflective teaching practices in any area(s) of arts integration.
A. Theoretical Considerations
· Second language acquisition perspectives: affective, subjective, and/or aesthetic dispositions;
· General learning perspectives: learner motivation and the notion of the ideal self;
· Foreign language curricular perspectives.
B. Empirical Studies: Learning Outcomes and Assessment
· Language development and linguistic and/or cultural competency gains;
· Development of cognitive, psychological, social, and interpersonal aspects of learning;
· Development of creative thinking, critical thought, and other transferrable skills;
· Development of the “multilingual subject”; the dynamics of self-awareness and identity as a learner of language and culture
C. Curricular Innovations and Best Practices
· Artistic input: creative approaches to student participation in the arts as an audience member or visitor (in order to increase cultural knowledge, to engage and elicit subjective responses through aesthetic appreciation and interpretation); museum visits; engagement of artistic professionals in the FL classroom;
· Artistic output: the development of course or curricular models that incorporate the arts through direct student involvement, especially that which entails personal engagement in some form of creativity, such as performance, creative and reflective writing, digital media, or video production;
· FL between/among the arts: a multi-modal approach to integrating the arts in FL instruction (in any combination of verbal, musical, or visual semiotic systems);
· Self-reflective practices: the development of curricular elements (activities, assignments, or assessments) that recognize learner motivation as a process and incorporate the arts in order to cultivate the affective and subjective dimension of language learning;
· Community outreach and community building: cross-disciplinary collaboration across the languages and/or across the disciplines within the college, such as, for example, team-teaching; and engagement of local artists or arts organizations outside the college (such as artistic directors, theatre practitioners, musicians) to enhance the curriculum.
D. Professional Development, Language Program Direction, Broader Programmatic Considerations
· Integrating the arts within communicative, post-communicative, literacy or literacies curricula and the implications of such for short- and long-term professional development
· The training of TAs in incorporating the arts in FL instruction (at any level);
· Successful examples of arts integration through TA initiative, drawing on TA expertise in interdisciplinary study, or cross-collaboration among graduate TAs across the disciplines
· New visions/horizons for FL Programs, based on FL-arts integrated curriculum
· Foreign languages, the Arts and the Liberal Arts/Arts and Humanities Education
For questions about the volume, please contact the volume editors at your earliest convenience at firstname.lastname@example.org or at email@example.com. Submission deadline for one page abstracts is March 15, 2014 and the deadline for full manuscripts is September 1, 2014. See style sheet (APA format, 5th edition) in recent issues of the AAUSC series or visit http://www.apastyle.org.
Despite rapid globalization within contemporary society and the seemingly obvious need for the study of foreign languages and cultures, numerous post-secondary institutions are decreasing their investment in language education by closing or restructuring foreign language (FL) programs. In response to the challenge of today’s economic climate, undergraduate recruitment to foreign language degrees has dwindled, graduate programs have disappeared, and institutions have restructured independent language departments into mega-departments of languages, literatures, and cultures. Departments have also moved to hire increasing numbers of part-time and non-tenure track faculty with contractual constraints, higher teaching loads, and lower pay scales to teach and coordinate FL courses. As a result of these kinds of societal and disciplinary movements, FL programs, along with other educational sectors, are facing the increased need to engage with heretofore peripheral forces like accountability and accreditation, to express and ensure their value through outcomes assessment, and to begin to think, innovate, and behave programmatically. Key to enacting these changes systematically and effectively is heightened awareness of the importance of program evaluation, not only as a means to demonstrate how and why foreign language study is a valuable pursuit in today’s world, but also as a heuristic via which sound improvements can be made, participants can learn, and educational relevance can be sought. Language program evaluation should enable departments and institutions to gain empirical information about the attainment of goals and outcomes, the program’s strengths and weaknesses, and a program’s congruence across the diverse areas of language learning and the complex structures of university departments. Furthermore, language program evaluation can assist language program directors (LPDs) and department chairs in demonstrating a program’s effectiveness to stakeholders like students, professors, and administrators, as well as encouraging the formulation of plans of action to enhance program achievements in the lower and upper levels of foreign language instruction.
This volume aims to provide language program directors and department chairs with contemporary approaches, tools, and recommendations for how to make the most of both internal and external evaluation as a means for identifying and acting on a program’s’ strengths and weaknesses, enabling congruence across institutional, departmental, and professional goals, and perhaps contributing to the survival of FL programs in higher education. The volume intends to address topics such as the integration of professional standards, university benchmarks, departmental goals, and outcomes assessment in language program evaluation; LPD, instructor, and graduate teaching assistant evaluation practices; and the evaluation of the development and perspectives of language learners’ within language programs.
Some of the questions to which this volume seeks to respond include:
Topics that might be addressed by contributors include:
1. Methodologies, guidelines, and frameworks in language program evaluationa. Guidelines for the innovative design of language program evaluation
For questions about the volume, please contact the volume editors at your earliest convenience at firstname.lastname@example.org or at email@example.com. Submission deadline for one page abstracts is March 15, 2013 and the deadline for full manuscripts is September 1, 2013. See style sheet (APA format, 5th edition) in recent issues of the AAUSC series or visit http://www.apastyle.org.
Stacey Katz Bourns, Harvard University
The democratization of schooling and greater access to higher education, together with the implementation of language requirements in colleges and universities across the United States, have led to a higher degree of diversity in language classrooms. We usually think of gender, ethnic, racial, or social diversity, but individual differences, including learning disabilities and special needs, also contribute to diversity and have an impact on assessment, placement, and curriculum. In their role as administrators and teacher educators, Language Program Directors (LPDs) seek to integrate current practices and research in applied linguistics into program design and administration, including assessment. To make individual differences a theoretically grounded integral component of their decision-making processes, LPDs need resources that provide them with cutting-edge primary and secondary research on the conceptualization, measurement, and consequences of individual differences on language development in the classroom.
This volume will provide LPDs with the means to transmit information to their instructors in effective ways so that the instructors develop a sophisticated understanding of individual differences, including learning disabilities, special needs, and strategies for dealing with diverse student populations. In addition, this volume will create a forum for reflections about and solutions to challenges related to diversity as it relates to individual differences.
We will divide the volume into three sections:1. Constructs and measurements of individual differences. For example, for aptitude, and in terms of constructs and definitions, we are interested in how current models of working memory have replaced the broader construct of aptitude that was common in the 1980s and how they relate to L2 development.
Suggestions for Possible Chapters
For questions about the volume, please contact the volume editors at your earliest convenience at firstname.lastname@example.org or at email@example.com. Submission deadline for one-page abstracts is March 15, 2012, and for full manuscripts, September 1, 2012. See style sheet (APA format, 5th ed.) in recent issues of the AAUSC series, or visit http://www.apastyle.org.
Hybrid language teaching and learning, also referred to as “blended learning,” has become an increasingly popularmodel for the delivery of foreign language (FL) courses at the college level in the United States. Several factors have contributed to the proliferation of hybrid models of instruction in various institutions. Some include a more thorough understanding of how computer-assisted language learning, when informed by second language acquisition theories, can facilitate learners’ abilities to access input and produce output more effectively in the second language (L2), notice and correct linguistic errors more efficiently, interact more easily with native speakers of the L2 to understand facets of the L2 culture better, among other benefits. Similarly, many FL textbooks now incorporate interactive online components that allow an instructor or FL program director to be more creative and flexible when planning a course and determining what can be taught in and outside of the classroom. Yet another factor that plays a role in the growing number of hybrid course offerings is the economy. Given the recent economic downturn, many institutions’ budgets have been cut, which has directly affected how FL programs (both large and small) deliver their courses. Administrators in many universities have suggested that FL programs adopt a hybrid/blended learning model to use resources more efficiently. While recent studies have investigated the effects of hybrid models of teaching and learning on students’ L2 linguistic competencies, much more work is needed to fully understand the various aspects related to the implementation of hybrid courses and their effect(s) on L2 learning.
Papers are therefore sought for the American Association of University Supervisors and Coordinators’ 2012 volume, entitled Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues. Manuscripts that address the theoretical, pedagogical and/or curricular issues related to implementing and maintaining a hybrid FL course, along with empirical studies both quantitative and qualitative, that investigate the effects of hybrid FL courses on students’ L2 learning, are welcome. Possible chapter topics may include, but are not be limited to, the following:
For questions about the volume, please contact the volume editors at your earliest convenience. Submission deadline for one-page abstracts is April 1, 2011, and for full manuscripts is September 1, 2011. See style sheet (APA format, 5th ed.) in recent issues of the AAUSC series, or visit http://www.apastyle.org.