Special Issue "Multilingualism in Rural Education"

A special issue of Languages (ISSN 2226-471X).

Deadline for manuscript submissions: closed (30 June 2022) | Viewed by 360

Special Issue Editors

Prof. Dr. Maria R. Coady
E-Mail Website
Guest Editor
School of Teaching and Learning, College of Education, University of Florida, Gainesville, FL 32611, USA
Interests: multilingualism; rural education; English learner; emergent bilingual; teacher education
Dr. Nidza Marichal
E-Mail Website
Guest Editor
School of Teaching and Learning, College of Education, University of Florida, Gainesville, FL 32611, USA
Interests: multilingualism; rural education; English learner; emergent bilingual; hispanidad; teacher education

Special Issue Information

Dear Colleagues,

We are pleased to announce a call for a Special Issue of Languages on “Multilingualism in Rural Education”. The purpose of this volume is to examine emerging research on the development of bi- and multilingualism in rural educational settings (inclusive of schools and communities). This volume necessarily centers rurality and “place” as a key focus of examination and inquiry and seeks to document, interrogate, and extend research in this area. As such, this Special Issue acknowledges that place is more than a backdrop or description for learning; rather, place defines and shapes how people come to know themselves and each other and participate in the world. As Gruenewald (2003) suggested, “places themselves have something to say” (p. 624).

In addition to centering place, this volume will highlight multiple languages and their development, including literacy development, in rural schools and classrooms. For instance, scholars might examine languages and literacy development for multilingual students and families, and their work may also include the preparation or professional development of rural teachers, leaders, and educators for multilingual students. We particularly seek the work of Black, Indigenous, and other scholars of color, who have been underrepresented across the research community and aim for diverse voices and perspectives in the context of multilingualism and rurality. At its conclusion, this volume’s objective is to contribute to the research base at the intersection of rural education, multilingualism, and the educational practices that support learning and equity in education for linguistically diverse students and families (Coady, 2020). 

Prior to submitting a manuscript, we ask that interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send your abstract to the guest editors Maria Coady ([email protected]) or Nidza Marichal ([email protected]) or to the Languages journal editorial office ([email protected]). Abstracts will be reviewed by the guest editors for the purposes of ensuring proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer-review.

The tentative completion schedule is as follows:

  • Abstract submission deadline: 31 December 2021
  • Notification of abstract acceptance: 31 May 2022
  • Full manuscript deadline: 30 June 2022

References

Ankeny, R., Marichal, N., & Coady, M. (2019). Emerging Teacher-Leaders for English Learners: A Professional Development Model in Rural Florida. School Leadership Review14(2), 4.

Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: Preparing pre-service teachers for success in rural schools. Journal of Research in Rural Education (Online), 30(9), 1.

Burton, M., & Johnson, A. S. (2010). “Where else would we teach?”: Portraits of two teachers in the rural south. Journal of Teacher Education, 61(4), 376-386. https://doi.org/10.1177/0022487110372362

Bustamante, R. M., Brown, G., & Irby, B. J. (2010). Advocating for English language learners: U.S. teacher leadership in rural Texas schools. In K. A. Schafft & A. Youngblood Jackson (Eds.), Rural education for the twenty-first century: Identity, place, and community in a globalizing world (pp. 232-252). University Park, PA: The Pennsylvania State University Press.

Coady, M. R. (2020). A review of rural English learner education: Call for a focused national research agenda. Educational Researcher. https://doi.org/10.3102/0013189X20931505.

Coady, M. R., Lopez, M. P., Marichal, N., & Heffington, D. (2019). Preparing Teacher Leaders for English Language Learners in Rural Settings. Theory & Practice in Rural Education9(1), 44-60. Retrieved from http://tpre.ecu.edu/index.php/tpre/article/view/17

de Jong, E. J., Yilmaz, T., & Marichal, N. (2019). A multilingualism as a resource orientation in dual language education. Theory Into Practice, 58(2), 107-120, Retrieved from https://doi.org/10.1080/00405841.2019.1569375

Eppley, K. (2015). “Hey, I Saw Your Grandparents at Walmart”: Teacher Education for Rural Schools and Communities. The Teacher Educator, 50(1), 67-86. https://doi.org/10.1080/08878730.2014.975061

Fogle, L. W., & Moser, K. (2017). Language teacher identities in the southern United States: Transforming rural schools. Journal of Language, Identity, and Education, 16(2), 65-79. https://doi.org/10.1080/15348458.2016.1277147

Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal40(3), 619-654. https://doi.org/10.3102/00028312040003619

Green, B., & Reid, J. A. (2014). Social cartography and rural education: Researching space(s) and place(s. In S. White, & M. Corbett (Eds.), Doing educational research in rural settings: Methodological issues, international perspectives and practical solutions (pp. 26-40). New York: Routledge.

Marichal, N. V. (2020). Teacher knowledge and secondary English learners in a rural community. Doctoral Dissertations. University of Florida, Gainesville. https://ufdc.ufl.edu/UFE0056248/00001/pdf

Reagan, E. M., Hambacher, E., Schram, T., McCurdy, K., Lord, D., Higginbotham, T., & Fornauf, B. (2019). Place matters: Review of the literature on rural teacher education. Teaching and Teacher Education, 80, 83-93. https://doi.org/10.1016/j.tate.2018.12.005 

Prof. Dr. Maria R. Coady
Dr. Nidza Marichal
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • rural education
  • languages
  • multilingualism
  • literacy
  • emergent bilingual
  • English learner
  • teacher education
  • professional development
  • leadership

Published Papers

There is no accepted submissions to this special issue at this moment.
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