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FYI: Call: Volume on L2 Development, Lang Program Admin


Author: Cristina Sanz

Linguistic Field(s): Applied Linguistics
Discipline of Linguistics

FYI Body: CALL FOR CONTRIBUTIONS

AAUSC 2013 ANNUAL VOLUME
INDIVIDUAL DIFFERENCES, L2 DEVELOPMENT & LANGUAGE PROGRAM
ADMINISTRATION: FROM THEORY TO APPLICATION

EDITORS
CRISTINA SANZ, GEORGETOWN UNIVERSITY
(SANZC@GEORGETOWN.EDU)
BEATRIZ LADO, LEHMAN COLLEGE, CUNY (BEATRIZLADO@LEHMAN.CUNY.EDU)

SERIES EDITOR
STACEY KATZ BOURNS, HARVARD UNIVERSITY (KATZBOURNS@FAS.HARVARD.EDU)

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:

I. 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
- CRITICAL ASSESSMENT OF CURRENT VIEWS OF INDIVIDUAL DIFFERENCES AS THEY
RELATE TO ADULT L2 LEARNING;
- CRITICAL REVIEWS OF MEASURES OF INDIVIDUAL DIFFERENCES FOR LANGUAGE
LEARNING;
- CURRENT TESTS TO SCREEN STUDENTS FOR LEARNING DISABILITIES, ESPECIALLY
THOSE THAT AFFECT LANGUAGE LEARNING OR USE, AS IMPLEMENTED BY
UNIVERSITY ACADEMIC RESOURCE CENTERS: ARE THEY USEFUL TOOLS FOR LPDS?

II. EMPIRICAL STUDIES (QUALITATIVE AND/OR QUANTITATIVE, INCLUDING CASE
STUDIES) ON THE ROLE OF INDIVIDUAL DIFFERENCES. WE ARE ESPECIALLY
INTERESTED IN STUDIES THAT LOOK AT L2 DEVELOPMENT UNDER VARIOUS
PEDAGOGICAL CONDITIONS AND CONTEXTS, BE THEY TRADITIONAL, ON-LINE,
HYBRID, OR STUDY ABROAD.

SUGGESTIONS FOR POSSIBLE CHAPTERS
- INDIVIDUAL DIFFERENCES AND CONTEXT OF LANGUAGE LEARNING: TRADITIONAL
CLASSES, COMPUTER-ASSISTED LEARNING ENVIRONMENTS, HYBRID COURSES, AND
STUDY ABROAD PROGRAMS;
- INDIVIDUAL DIFFERENCES AND PEDAGOGICAL CONDITIONS: IS TEACHING
GRAMMAR EXPLICITLY EQUALLY BENEFICIAL ACROSS LEVELS OF MOTIVATION OR
APTITUDE, FOR EXAMPLE?
- INTERACTIONS BETWEEN APTITUDE AND OTHER INDIVIDUAL DIFFERENCES, SUCH
AS MOTIVATION, AGE AND COGNITIVE MATURITY, OR LEARNING STYLE;
- STUDIES ON THE COGNITIVE CONSEQUENCES OF LEARNING A FOREIGN
LANGUAGE: DOES STUDYING A FL ENHANCE ONE’S APTITUDE TO LEARN
ADDITIONAL LANGUAGES?
- L2/L3 DEVELOPMENT IN DEAF AND BLIND STUDENTS.

III.PRACTICAL CONNECTIONS: TRANSLATING CONCEPTS AND ASSESSMENT INTO
CURRICULAR DECISIONS. HOW DO LPDS ADDRESS INDIVIDUAL DIFFERENCES? THE
PLACE OF INDIVIDUAL DIFFERENCES IN DECISIONS ABOUT INSTRUCTOR TRAINING AND
CURRICULAR DESIGN.

SUGGESTIONS FOR POSSIBLE CHAPTERS
- THE PLACE OF INDIVIDUAL DIFFERENCES IN TA EDUCATION (E.G., WORKSHOPS,
METHODS COURSES);
- TEACHER AND STUDENT BELIEFS ABOUT INDIVIDUAL DIFFERENCES, WITH SPECIAL
ATTENTION TO APTITUDE;
- DIFFERENTIAL ROLE OF INDIVIDUAL DIFFERENCES IN CURRICULUM DEVELOPMENT OF
GRAMMAR-BASED, CONTENT-BASED, AND TASK-BASED PROGRAMS;
- HERITAGE LANGUAGE PROGRAMS AND INDIVIDUAL DIFFERENCES;
- FROM BILINGUALISM TO MULTILINGUALISM IN LANGUAGE PROGRAMS: THE
BILINGUAL AS THE GOOD LANGUAGE LEARNER;
- EXAMPLES OF BEST PRACTICES: SOLUTIONS TO CHALLENGES POSED BY DIVERSITY
AS THEY RELATE TO INDIVIDUAL DIFFERENCES, INCLUDING FOREIGN LANGUAGE
LEARNING DISABILITY AND LEARNING IMPAIRMENTS THAT AFFECT COLLEGE-LEVEL
LANGUAGE STUDENTS.

FOR QUESTIONS ABOUT THE VOLUME, PLEASE CONTACT THE VOLUME EDITORS AT
YOUR EARLIEST CONVENIENCE AT SANZC@GEORGETOWN.EDU OR AT
BEATRIZ.LADO@LEHMAN.CUNY.EDU.

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.

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