[xmca] Call for Special Issue: 2nd and Foreign Language and Learningf

*Call for Papers*

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*Special Issue on Second and Foreign Language Learning and Teaching*

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**Mind, Culture, and Activity*

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*Link: http://lchc.ucsd.edu/MCA/Journal/index.html*

Prepared by

Ana Christina DaSilva Iddings & Luis Moll

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*Deadlines:*
First versions submitted: November 1, 2008

*Decision/Invitation: February 1, 2009*

1. *INVITATION*

As the site of confluence of several disciplines interested in language
acquisition and use, the field of applied linguistics is the overarching
domain of research dedicated to the study of second and foreign language
(L2) theory and practice. Traditionally, much of the applied linguistics
research has been aligned with psycholinguistics, and more specifically,
with formal linguistics and information processing theory. However, a shift
from psycholinguistic models for studying L2 acquisition began to occur in
the mid-1980s when researchers in applied linguistics began to explore the
potential applications of sociocultural theory (SCT) to the study of second
and foreign language acquisition and use. Herein, the inextricable
connections between language, the development of mental concepts, as well as
the social, cultural and historical context of human activity are fully
considered. Thus, within an SCT viewpoint, learning another language is not
understood as an individual's process of acquisition and assimilation of
certain linguistic structures as a result of proper stimuli. Rather, from
this perspective, L2 learning is seen as a goal-directed activity involving
dynamic social, cultural, historical, and ontological processes, as well as
complex kinds of re-organization of ways of thinking and being in the world.
The L2 learner is regarded as a social and cultural being and viewed in
interaction with others, contexts, and materials. Hence, the masthead of the
journal *Mind, Culture, and Activity (MCA)* has direct bearings* *on second
and foreign language learning and teaching. This special issue will be
dedicated to the unearthing of these relationships.

            This special issue will examine but will not be limited to:

   1. Relationships between teaching and assessment in the L2 classroom.
   2. The development of self-regulation in a new language/culture.
   3. Language ideologies in school and non-school contexts.
   4. Bilingualism and biliteracy in school contexts.
   5. L2 teaching and teacher development.
   6. The role of gesture in mediating L2 learning/teaching.
   7. The role of play in L2 learning.

2. *GUIDELINES FOR SUBMISSIONS*

We will consider articles of no more than 30 pages (including 250-word
abstract, references, notes, and charts) that present syntheses of
theoretical and empirical research devoted to L2 teaching/learning. Please
keep in mind when preparing your manuscript that the MCA readership is
unusually broad (anthropologists, psychologists, linguists, sociologists,
educators, and public policy people are all among our subscribers) and avoid
jargon that is familiar only to researchers in one field. *Also note
that **papers
are to be submitted to MCA through the online mechanism and authors need to
indicate that theirs is a submission to this special issue (*
http://mc.manuscriptcentral.com/mca*).***

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*Deadlines:*
First versions submitted: November 1, 2008

*Decision/Invitation: February 1, 2009*

3. *COMMUNICATION*

Please send your submissions in an MS Word file (including all relevant
contact information) to: Ana Christina DaSilva Iddings (
aiddings@email.arizona.edu) and Luis Moll (moll@email.arizona.edu)

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Received on Fri May 23 12:59 PDT 2008