B-MEIS Newsletter - December 2020 (Plain Text Version)

Return to Graphical Version

 

In this issue:
LEADERSHIP UPDATES
•  LETTER FROM THE CHAIR
•  LETTER FROM THE EDITORS
ARTICLES
•  CRITICAL LANGUAGE INQUIRY: TOWARD ANTIRACIST AND DECOLONIAL PEDAGOGIES
•  THE VALUE OF MULTILINGUAL AND MULTICULTURAL COMPETENCIES IN SERVING IMMIGRANT AND REFUGEE COMMUNITIES
•  BEYOND MONOLINGUAL MYTHS TOWARD A MULTILINGUAL ENGLISH MEDIUM INSTRUCTION CLASSROOM
•  ADVOCATING FOR MULTILINGUAL STUDENTS IN A TIME OF CRISIS
•  HOW IMPORTANT ARE CROSS-LINGUISTIC SIMILARITIES AND DIFFERENCES IN BILINGUAL ACQUISITION?
•  SHORTCOMINGS OF VALIDATING TRANSLANGUAGING WITHOUT PEDAGOGIC FOCUS IN BILINGUAL CLASSROOM
•  TRANSLANGUAGING AS A SOCIALLY JUST PEDAGOGY IN LITERACY PRACTICE
•  HERITAGE LANGUAGE PARENT EMPOWERMENT IN THE TIME OF COVID
•  MIXING TOGETHER LIKE A FRUIT SALAD: MAINTAINING IDENTITY IN A DIGITAL AND GLOCAL WORLD
ABOUT THIS COMMUNITY
•  CALL FOR MANUSCRIPTS

 

ABOUT THIS COMMUNITY

CALL FOR MANUSCRIPTS


B-MEIS Newsletter Call for Manuscripts
Online Schooling and Translanguaging
Deadline for Submissions: 15 December 2020

Teaching bilingual and multilingual children is not easy and maintaining their languages is even more challenging, especially in educational contexts where monolingual language ideology is favored and in schools where English-only policy is applied and maintained. In such contexts, students may develop negative translingual dispositions and appreciation towards home language(s) and this in turn may impact their identities.

Nonetheless, COVID-19, by challenging the boundaries between school and home, offered an opportunity to balance between monolingual and the plurilingual ideologies. As a result of such shifting boundaries, teachers teach students online at home where parents are usually present during the online schooling. This new format of online schooling provided a new space for supporting, maintaining, and developing the often-neglected language at regular schools. It presented an opportunity for institutions, schools, and homes, as well as individuals, teachers, and parents, to work together in developing positive translingual dispositions towards languages and maintain bilingualism. In the search for creative ways to aid both institutions and individuals in helping support bilingualism, we would like to dedicate this issue of Bilingual Multilingual Education Interest Section (B-MEIS) newsletter, Bilingual Basics, to exploring the possible ways of supporting home-translanguaging, as well as online schooling, so that stakeholders can more appropriately support multilingualism.

We welcome any manuscripts relating to bilingual education research and practices that see all communities celebrated as valuable funds of knowledge. We would like to learn new ways of recognizing and making student and community assets the center of the school curriculum and educational processes. Due to their unique access to community knowledge, we cordially invite educational researchers, teachers, community organizers, and other stakeholders who have been working closely with students’ assets to share their knowledge and perspectives.

This theme invites a broad consideration of related questions and issues, including (but not limited to) the following:

  • Articles/lesson plans/student assignments that tap into students’ culture and funds of knowledge
  • Ideas on building, expanding, and/or renovating bilingual education resources
  • Community outreach and advocacy projects
  • Best practices of improving bilingual education
  • Students’ stories or identity texts
  • Translanguaging pedagogies
  • Teacher reflection journals
  • Field reports
  • Pieces about research and practices
  • Interdisciplinary or collaborative approaches to bilingual education
  • Inclusive curriculum or pedagogies


General Guidelines

Bilingual Basics publishes summaries of B-MEIS talks or workshops at the annual TESOL Convention and articles on timely issues of relevance to bilingual educators.

SUBMIT YOUR PAPER HERE

https://docs.google.com/forms/d/e/1FAIpQLScOdNDgRHiys5WjP-HICfC7kYKldSA4viQaOl2w-1h3NF38YA/viewform?usp=pp_url

Submission Guidelines:

  • Articles should have the title in ALL CAPS
  • list a byline: author's name with embedded email, affiliation, city, and country.
  • include a 50-word teaser for the Newsletter Homepage
  • be no longer than 1,750 words (including tables)
  • in general, articles should have no more than 5 references
  • include a 2-to-3 sentence author biography and author photo (the author photo is optional)
  • follow the style guidelines in the Publication Manual of the American Psychological Association, 7th edition (APA style)
  • be in .doc, or .docx format


All submissions will be edited for clarity, style, and length. Articles requiring revision will be returned to the author with suggestions. The author is expected to respond to the feedback and resubmit the article in a timely manner. The submission of articles does not guarantee publication.

Permissions

The author(s) should obtain written permission from the copyright holder to reproduce graphics such as tables, figures, and photos taken from published sources, including websites.

Tentative Publication Schedule

  • 15 December 2020: Submission deadline
  • 20 January 2021: Notification of acceptance
  • February 2021: Revision and proofreading
  • 1 April 2021: Projected publication date


Please send inquires and communication to:

Islam Farag: islammidhat@gmail.com

Kirti Kapur: kkapur07@gmail.com

Matthew Nall: nall@myu.ac.jp