Guest editor: Ann Johns, Linguistics and Writing Studies, San Diego State University
A remarkably diverse group of students is currently enrolled in our academic classrooms, and one aspect of this diversity is linguistic variety. Linguistic variation is so complex that researchers and practitioners employ a number of categories for student identification (ESL, EFL, ELL, ESD, ELD, bilingual, Generation 1.5), none of which can do justice to classroom diversity. How are our linguistically diverse students faring? Or, more importantly, what classroom practices and assessments in the disciplines are successful in including and motivating these students?
In this special issue, authors are asked to relate theory, research and practice in discussing pedagogy and assessment in linguistically diverse disciplinary classrooms.
Deadline for Proposals: February 1, 2004
Notification of Acceptance: by April 1, 2004
Manuscripts Due: September 1, 2004
Publication: Winter 2005
Electronic Submissions (preferred): email@example.com
Ann Johns, Guest Editor, LLAD
Department of Rhetoric & Writing Studies
San Diego State University
San Diego, CA 92182-4452