BEIS Newsletter - March 2016 (Plain Text Version)

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In this issue:
LEADERSHIP UPDATES
•  LETTER FROM THE CHAIR
•  ABOUT THIS ISSUE
ARTICLES
•  LANGUAGE LANDSCAPES AND MULTILINGUAL ASSESSMENT: AN INTERVIEW WITH DR. ELANA SHOHAMY
•  TEACHING THE WHOLE CHILD WITH A LOT OF HEART
•  IMPLEMENTING BILINGUAL EDUCATION IN TAIWAN: TWEAKING IT FOR SUCCESS
•  EXPLORING THE REALITIES AND BENEFITS OF TRILINGUAL EDUCATION
ABOUT THIS COMMUNITY
•  ABOUT THIS COMMUNITY
•  INTERNATIONAL CALL FOR MANUSCRIPTS: BILINGUAL BASICS

 

INTERNATIONAL CALL FOR MANUSCRIPTS: BILINGUAL BASICS


Special Topic Issue

Multilingual Meaning Potential: Building on Students’ Translanguaging and Multilingual Language Practices

(Interview TBA)

Editors

Andrés Ramírez, EdD, Florida Atlantic University, USA
Alsu Gilmetdinova, PhD, Kazan National Research Technical University named after A.N.Tupolev-KAI, Russia

Bilingual Basics is a publication of the Bilingual Education Interest Section of TESOL. Its audience includes all types of bilingual education teachers (including teachers of English to deaf students), researchers, and teacher educators in TESOL. As such, the publication has an international scope. Manuscripts for the next special theme issue should address tensions, promises, or general issues related to the fluid ways in which students use their multilingual repertoires in educational settings to deploy meaning-making practices.

We are seeking manuscripts written by pre- and in-service teachers, teacher educators, and students in general that illustrate use of translanguaging/multilingual practices that facilitate learning and/or reaffirm minority identity. Authors can highlight various aspects of translanguaging and multilingual practices: theoretical perspectives, building on translanguaging practices in developing curriculum and instruction, as well as case studies of specific instances of translanguaging across different contexts. Below are some questions to consider in framing manuscripts for this issue, although manuscripts on different aspects of activism for linguistic minorities are also welcome. 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.

  • What is the role and place of translanguaging/multilingual practices in bi- and multilingual pedagogy?
  • How do translanguaging practices enhance language learning and teaching?
  • What are some myths, realities, and misconceptions abound translanguaging, code-switching, code-mixing, and code-meshing?
  • How can teachers build on students’ translanguaging practices outside of the class in the classroom?
  • What are your views on the impact of translanguaging practices on the scope, goals, and future of multilingual education?
  • What is/could be/has been the impact of administering multilingual tests to multilingual students?

The deadline for submissions is Friday, 13 January 2017. 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, 6th Edition.

Email submissions to ramirezj@fau.edu and amgilmetdinova@kai.ru.

See our current newsletter on “40 Years of Multilingualism Within TESOL."