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Multilingual Approaches to Language Learning: Perspectives from Arabic as a Multidialectal Language (call for contribution)


Last Updated: 22 Dec 2021

Call Deadline: 01 February 2022

Critical Multilingualism Studies / Applied Linguistics, Language Acquisition (Jrnl)

Special Issue: Multilingual Approaches to Language Learning: Perspectives from Arabic as a Multidialectal Language
Guest Editors: Mahmoud Azaz & Emma Trentman

The guest editors of this special issue invite contributions that will inform the growing interest in multilingual approaches to learning Arabic. This issue is expected to feature theoretical as well as empirical studies in a variety of learning contexts, including institutional, informal and digitally-mediated environments.

Contributions may address these related lines of inquiry:
- Critical pedagogies in the context of Arabic as a bi-multidialectal language for heritage and non-heritage learners
- Connections between learning and teaching Arabic as a multidialectal language and the development of intercultural learning
- Translanguaging pedagogies and their potential in enhancing Arabic language learning and literacy development; transcultural and translingual practices and identity negotiation among Arabic speakers (Arabic as a first language)
- Multilingual and multidialectal approaches in content-based integrated language learning (focus on language and/or content)
- Multilingual and multidialectal identity performances (particularly multimodal ones) through Arabic varieties in formal and less formal settings; and
- Teacher and learner perceptions of these lines of inquiry

Timeline:
- 500-word abstracts due by February 1, 2022
- Notification of acceptance by April 1, 2022
- Drafts due for peer review by August 15, 2022

Abstracts and papers may be submitted in English or Arabic to CMS. Please send any questions about a potential contribution to the guest editors Mahmoud Azaz (mazazarizona.edu) and Emma Trentman (etrentmanunm.edu).

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