Guest
editors: Brooke Schreiber, Baruch College, CUNY; Eunjeong Lee, Queens
College, CUNY; Jennifer Johnson, Stanford University; Norah Fahim,
Stanford University
cfspecialissue2020@gmail.com
Deadline
for proposals: September 15, 2019
The
fight for linguistic equity in writing education in the U.S. has a
long and complex history. From the statement on “Students’ Rights
to Their Own Language” (SRTOL) in 1974, to Asao Inoue’s recent
CCCC Chair’s address calling out White language supremacy, the
efforts to achieve justice for language minoritized students have
been fraught with tension and conflict. At the core of this conflict
is a fundamental question: in a world where English-only ideology
and a deficit perspective towards language minoritized students still
dominate (e.g., Lee, 2017), how we best serve our linguistically
diverse students and promote pluralism in the writing classroom? In
the current sociopolitical climate, where we see racist attitudes and
acts linked with monolingual and monocultural bias in the daily news
cycle, discussion and enactment of anti-racist praxis are more
important than ever. And in order to bring about social justice for
multilingual students, we must shift the conversations to ones that
recognize multilinguals’ unique competencies in moving across
languages and cultures (Canagarajah, 2013; You 2016).
In
this special issue, we focus on how we as educators can work towards
social justice for multilingual students through classroom practices,
campus-wide advocacy, and administrative choices. We
invite proposals for articles (print-based or multimedia) that
address issues such as:
- Initiating discussions of linguistic racism and promoting language plurality in dominant monolingual and/or white institutional spaces
- Understanding the range of multilingual student backgrounds (i.e., international visa holders, immigrant/gen 1.5 students, refugees) and their experiences at our institutions
- Developing pedagogical practices (rhetorical grammar, cross-cultural communication activities) that create spaces for multilingual students to negotiate language standards
- Supporting writing faculty across the disciplines to enact anti-racist and translingual pedagogies
- Implementing writing center policies and practices to support multilingual students
- Using course options and placement practices to advocate for students
We
also seek proposals for two Program Profiles, which might address
various aspects of writing programs, including first-‐year
composition, WAC/WID, student support programs, teacher training,
professional writing, and/or writing centers. We are particularly
interested in profiles of programs which have developed innovative
structures or curriculum for reaching out to, placing, assessing, or
otherwise supporting multilingual student populations.
Proposal
Submission Guidelines
Due
date: September
15th, 2019
Length
of proposals: an
abstract of no more than 500 words and a tentative title
Proposals
should be submitted to: cfspecialissue2020@gmail.com
For
any questions, please contact:Eunjeong Lee at
eunjeong.lee@qc.cuny.edu
Notification
of acceptance: October 7th