Please take a look at (and circulate) the attached CFP.
Suzanne Blum Malley, Alanna Frost, and I are working on a
new edited collection that aims to examine translingual and translocal teaching
practices globally. More information about the scope of the collection, chapter
length, and timeline can be found in the CFP below. Proposals for potential
chapters are due on February 15, 2015.
We welcome any queries about potential contributions and the project (our emails are on the CFP).
We look forward to hearing from many of you,
Department of Writing, Rhetoric, and American Cultures
Michigan State University
East Lansing, MI, 48824
Call for Proposals
Practical Pedagogies: Engaging Domestic and International Students in Translingual & Translocal Writing
Suzanne Blum Malley, Columbia College Chicago
Alanna Frost, University of Huntsville in Alabama
Julia Kiernan, Michigan State University
In response to recent theoretical work in writing studies that explores the constructs of translingualism (Horner, Lu), plurilingualism/translingualism and negotiated literacies (Canagarajah), and the investigations of the composing strategies of multilingual and English as additional language (EAL) students in English writing classrooms (Horner, Lu, Matsuda, Canagarajah, Jordan, Poe Alexander), this project seeks to bring together a corpus of pedagogical practices based within translingual and translocal constructs. This collection moves to actualize the “changes being made at the organizational level to rethink the ways in which English is represented in U.S. composition teaching, the design of writing programs and curricula, and the preparations of (future) teachers of postsecondary writing” (Horner, Necamp, and Donahue). As those familiar with translingual and translocal scholarship are aware, the development of theory far surpasses the availability of practical pedagogies. This collection will fill the pedagogical gap in translingual and translocal scholarship with its focus on enacted classroom practice. As such, Practical Pedagogies: Engaging Domestic and International Students in Translingual & Translocal Writing moves to offer a number of tested, practical responses to the current theoretical discussion and seeks to aid in the development of not only translingual and translocal teaching, but also our understanding of the communicative strategies of diverse student writers. The move from theoretical frameworks to working pedagogies will not only benefit our students, but better inform the teaching of diverse learners within our writing classrooms, as well as shape language and educational policies and research.
Consequently, a primary goal of this collection is to build a rich description and analysis of the various programs, pedagogies, teachers, and students that are already successfully composing within translingual and translocal norms. We seek contributors that represent a diverse cross-section of teacher-scholars—ranging in expertise (e.g. bridge programs, FYW, upper level writing, business and science writing, and multimedia writing), professional status (e.g. pre-service teachers, graduate students, non-tenured faculty, tenured faculty, and administrators), and geographic and institutional location (e.g. US-based, international). We are working towards a collection that offers a variety of approaches to and perspectives on translingual and translocal pedagogies. Proposed chapters can draw on a range of qualitative and quantitative research methods and methodology to situate the programs, pedagogies, and composing activities described; including, ethnographies, case studies, action research, classroom-based research, longitudinal studies, corpus-based studies, and meta-analyses. In particular, we are asking for proposed chapters that consider some of the following questions/issues:
We welcome 500 word proposals that provide a brief narrative of the chapter’s aims, situate the proposed chapter in existing scholarship, discuss the approach or methodology, and consider implications for writing research, pedagogy, or teacher education. If your proposal is accepted, plan on developing a manuscript between 5000-6000 words in length.
Deadline for Proposals: February 15, 2015. Send as email attachments (preferably MS Word) with the subject line “Translingual Collection Proposal” to Suzanne Blum Malley ([log in to unmask]), Alanna Frost ([log in to unmask]), and Julia Kiernan ([log in to unmask]). Inquiries are encouraged and welcome.
Notification of Acceptance: April 30, 2015
Manuscripts Due: August 30, 2015
Projected Publication: Spring 2016
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