Volume 11 (2021) Socio-cultural and Educational Aspects of Multilingual Multicultural Learners and Communities
This special issue of JMER addresses the challenges of multilingual learners both in classrooms and in social settings. The socio-linguistic contact that underlies each study has become an inescapable aspect of our dynamic, multilingual/multicultural and global encounters. Each data-based paper investigates a particular aspect of second/foreign language acquisition and use, considering effective strategies for teachers and learners. This special issue includes papers that have evolved from presentations at the annual NABE Research and Evaluation Institute.Full Issue
Front Matter
Editorial
Socio-cultural and Educational Aspects of Multilingual Multicultural Learners and Communities
Miriam Eisenstein Ebsworth
Articles on Theory and Research
Everybody Does It: The Pragmatics and Perceptions of International Chinese Graduate Students and their American Peers Regarding Gossip
Miriam Eisenstein Ebsworth, Timothy John Ebsworth, and Chencen Cai
Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era
Ming-Hsuan Wu and Sonna L. Opstad
Articles on Practice
Imagining Multimodal and Translanguaging Possibilities for Authentic Cultural Writing Experiences
Lucía Cárdenas Curiel and Christina M. Ponzio
Book/Multimedia Reviews
Visual Learning: A New path for JMER
Patricia Velasco
Education as Advocacy: The Foundations of Support for Immigrant Youth
Pamela D'Andrea Martínez
Notes
Invitation to Submit Manuscripts
Special Issue: Pluriversalising the teaching and learning of Spanish: Insights from research to praxis
- Guest Editors
- Dr. Leonardo Veliz, University of New England, Australia
- Dr. Adriana Diaz, University of Queensland, Australia
- Dr. Danielle Heinrichs, Griffith University, Australia
Submission Deadline: November 30, 2022
This Special Issue critically interrogates the social, cultural, political and historical complexities that shape, and constantly interfere with what we understand/conceptualise as ‘Spanish’ language education today. It looks specifically at the theories, policies, practices, experiences and knowledges of teachers of Spanish, who exercise their profession in monolingual, multilingual or plurilingual settings, and especially those who, as a result of long processes of domination and colonization, have to grapple with hegemonic thinking and raciolinguistic ideologies.
This Special Issue encourages contributors to submit papers in English or Spanish. All papers, irrespective of the language of publication, must have the abstract in both English and Spanish.
For further information (in English and in Spanish) visit Special Issue of JMER-Call for Papers
