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Petición de contribuciones (libro)Infoling 1.2 (2019)

Título:International Approaches to Bridging the Language Gap
Autores/as:Huertas Abril, Cristina; Gómez Parra, María Elena
Lugar de edición:Estados Unidos
Editorial:IGI Global
DescripciónThe 21st century is the century of information and, therefore, assuring language learning and digital competence development for everyone is an essential priority in the context of international education policies. This is a book that interrogates notions of linguistic disparities around the globe. Therefore, it has the potential to make a positive impact on the way the literature confronts common deficit view assumptions about language and socioeconomic class that continue to perpetuate dominant group social hierarchies. This call for chapters frames two views. On the one hand, we will evaluate studies which address the “language gap” as a valid concept. At the same time, we are aware of the fact that there is also literature devoted to illustrating why the concept of “language gap” can be questioned, thus chapters which interrogate the validity of the "language gap" will be also considered for publication.

The objectives of this book include, but are not limited to:
‑ To share research results in the field of the language gap, second language teaching, the application in teaching of ICT, and bilingual and intercultural education, among others.
- To evaluate the concepts of “word gap” and “language gap”.
‑ To exchange of experiences and results coming from the educational practice. In this sense, this book will be open to teachers and members of the management teams of education centres who wish to share their experiences and results with the international community.
‑ To make the population aware of the importance of overcoming linguistic disparities and developing the digital competence in both social and economic fields for and with the population.
‑ To intertwine key areas of expertise, namely: language gap, linguistic disparities, digital gap, literacy, digital competence, intercultural education, bilingual education, and meaningful intercultural and multilingual learning, among others.
‑ To reflect and value the importance of linguistic disparities as the foundations for future learning and development in the familiar, educational and socio‑cultural contexts.
‑ To emphasize the learning potentiality of digital resources.
‑ To study the social and educational treatment of the linguistic disparities at the international level.
‑ To show the fundamentals and psycho‑educational strategies of different theoretical models in order to bridge the language gap.
‑ To understand and know the basic concepts regarding the language gap.

Regarding the impact and value of the volume, it is necessary to highlight that it can be used by teachers in numerous scenarios facing language gaps to update their knowledge on the latest advances on key topics: language gap, linguistic disparities, digital gap, literacy, digital competence, intercultural education, bilingual education, and then, improve their classroom practices. Finally, as can be seen from the tentative table of contents and the objectives, this book offers a unique opportunity to intertwine key areas from which an innovative and modern approach can arise.

Recommended Topics

Two main topics have been established for this book. The Scientific Committee may define others (if necessary) regarding the proposals received. These two topics (with corresponding sub‑topics) are:

1. Language Gap: definition, approaches, criticism and evaluation of the concept Linguistic disparities
‑ Bilingual Education
‑ Educational policies and curricular approaches
‑ Curricular theories, models, and approaches
‑ CALL (Computer‑Assisted Language Learning) and TELL (Technology Enhanced Language Learning)

2. The Development of the Digital Competence to bridge the Language Gap
‑ Teacher training and teachers’ digital competence to bridge the language gap
‑ Technologies for language learning
‑ ICT, AKT, EPT to bridge the language gap

Important dates

January 31, 2019: Proposal Submission Deadline
February 15, 2019: Notification of Acceptance
May 10, 2019: Full Chapter Submission
July 8, 2019: Review Results Returned
August 19, 2019: Final Acceptance Notification
September 2, 2019: Final Chapter Submission
Temática:Adquisición del español como lengua primera (L1), Español como lengua extranjera (ELE), Español como segunda lengua (EL2), Humanidades digitales, Otras especialidades, Psicolingüística, Sociolingüística, Técnicas de comunicación, Teorías lingüísticas, Traducción
Plazo de envío de propuestas: hasta el 31 de enero de 2019
Notificación de contribuciones aceptadas:15 de febrero de 2019
Remitente:Cristina Huertas-Abril
Institución: Universidad de Córdoba
Correo-e: <>
Fecha de publicación en Infoling:2 de enero de 2019

Novedades bibliográficas:desde 2010