SSCI 二区期刊 Language Awareness 专题征稿

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期刊简介

本刊是一份国际同行评审期刊，刊登与语言意识相关的理论和方法严谨的研究。该期刊致力于包容所有教育层次的语言和环境。它包括在自然学习和指导学习环境下进行的研究，并采用不同的理论和方法。虽然该期刊主要邀请与第二语言学习和教学相关的研究，但也欢迎与第一语言使用和语言意识相关的研究。

Guest Editors

Christine Möller-Omrani (HVL, Norway), 

Monika Bader (HVL, Norway), 

Karen Roehr-Brackin (University of Essex, UK)

Special issue

The reasons for learning languages are manifold, and as a result, learning additional languages is by no means limited to the context of compulsory education. While one or more foreign or second languages are included in many school curricula, language learning continues well beyond primary and secondary education; indeed, it often extends across our entire lives. In line with this reality, plurilingualism in the sense of an individual’s repertoire of languages and language varieties (Council of Europe, 2001) has come to be viewed as both an educational goal and a resource, especially in instructional settings (e.g., Drachmann et al., 2023; Gorter & Cenoz, 2017). Previous research has identified metalinguistic awareness not only as an important tool for effectively harnessing learners’ plurilingual repertoires, but also, more broadly, as a key factor interacting with language attainment in instructional contexts (e.g., Kieseier et al. 2022; Hofer & Jessner, 2019). Metalinguistic awareness is typically understood as an individual’s ability to focus attention on language form separately from meaning, and to treat language as an object of analysis and reflection (e.g., Bialystok, 2001; Gombert, 1992; Thomas, 1988). If viewed from the perspective of plurilingual competence, metalinguistic awareness also includes cross-linguistic awareness, that is, the ability to make comparisons and establish links between different languages in an individual’s repertoire (e.g., Cenoz & Jessner, 2009).Against this backdrop, this special issue uniquely brings together empirical investigations into the role of metalinguistic awareness in additional language learning that, jointly, capture the human lifespan.We invite contributions that align with the overall aims of the special issue as outlined above. While we generally welcome all empirical studies focusing on metalinguistic awareness, we are particularly interested in studies which address one or several of the following points:

1. Studies focusing on adults learning an additional language later in life and/or outside formal educational contexts;

2. Studies focusing on adolescents (age ca 12-18) learning an additional language

3. Studies that approach metalinguistic awareness from the perspective of plurilingual competence.

Proposals must include:

a) The name and email of the primary author, along with the names of contributing authors

b) An abstract (max 500 words, excluding references)

c) A short bio note for all authors (150 words max)

Submission

1. May 31, 2024 – Proposal submissions are due by email to [e-mail]

2. June 30, 2024 – Notification of acceptance

3. December 2024 - Submission of first-draft manuscripts:

4. November, 2025 – final manuscript deadlinePlease feel free to distribute this announcement to interested colleagues.

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本文编辑：同济大学 孙雨

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