Special Topic Issue:

Multilingual Writing: Exploring and Building on Students’ Multilingual Repertoire

Alsu Gilmetdinova, Ph.D., Kazan National Research Technical University named after A.N.Tupolev-KAI, Russia

Bingjie Zheng, Ph. D candidate, University of Wisconsin, Madison, USA

Editors

Bilingual Basics is a publication of the Bilingual-Multilingual Education Interest Session of TESOL. Its audience includes all types of bilingual education teachers (including teachers of English to deaf students), researchers, teacher educators and graduate students in TESOL. As such, the publication has an international scope. Manuscripts for the next special issue should address the unexplored potential of multilingual students’ writing as they learn to develop their writing skills in the English and other languages. Authors can highlight various aspects of multilingual writing: theoretical perspectives, best practices in developing curriculum and instruction, as well as case studies, autobiographies, teaching tips, lesson plan samples across different educational levels (K-16, graduate, adult, refugee education) and disciplines (social studies, science, language education, etc.). We are seeking contributions written by pre- and in-service teachers, teacher educators and most importantly, graduate students that illustrate the effective use of translanguaging/multilingual writing. Manuscripts in languages other than English may be submitted, and while they are subject to the availability of multilingual reviewers, we would make every effort to find a reviewer.

Below are some topics to consider in framing manuscripts for this issue, although contributions on other related topics are also welcome.

o Theoretical orientations to multilingual or second language writing

o The processes of multilingual writing development

o Writing contexts and multilingual writers

o Multilingual writing in the English-speaking countries and elsewhere

o Academic writing for publication in a multilingual world

o Transfer in multilingual writing

o Processes and strategies for developing writing skills in more than one language

o Multilingual writing and digitalization

o Development of writing skills and language skills in multilingual writers

o Voice, identity, feedback, assessment, error correction

o The role of Writing center’s in supporting multilingual writers

o Research design in studies of/about multilingual writing

o Myths, realities and misconceptions abound multilingual writing

The deadline for submissions is rolling. Manuscripts should be approximately 600 to 1,500 words in length and, when applicable, must be formatted according to the guidelines of the American Psychological Association Publication Manual, 6^th Edition.
E-mail submissions to amgilmetdinova@kai.ru and bingjie@wisc.edu