Update (January 2016): The special issue that is described below was published in November 2015, as Volume 71 Issue 4. You can access the table of contents below:
“From second language pedagogy to the pedagogy of ‘plurilingualism’: a possible paradigm shift?”
A special issue of the Canadian Modern Language Review, set to appear in 2015, will look into the topic of plurilingualism, which is defined as distinct from multilingualism. In the words of the journal editors:
In this sense, plurilingualism may be considered as a paradigm of either continuity or discontinuity with second language pedagogy on the macro level , curricula, as well as on the micro level, receptive, productive and interactive activities.
The journal is keen to receive manuscripts (in English or French) reporting on empirical research on plurilingualism, as defined above. Some possible topics include:
- plurilingual and pluricultural competence;
- the transition from second language to plurilingual competence in the classroom;
- the promotion of plurilingual competencies during teaching, learning and assessment;
- translanguaging; and
Topics with a focus on pedagogy and teaching methodology are especially welcome.
Instructions for the authors are available here (link no longer active), and completed manuscripts are to be submitted here by 30 June 2014. Enquiries should be directed to the co-editors, Enrica Piccardo (Oise University of Toronto, Canada) and Isabelle Puozzo Capron (Haute Ecole Pédagogique du Canton de Vaud, Switzerland) [isabelle.puozzo(at)hepl.ch].
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