We are currently seeking articles for submission to Dimensions.
Editors, Dr. Paula Garrett-Rucks (Georgia State University) and Dr. Jason A. Kemp (WIDA at the University of Wisconsin-Madison)
SCOLT acknowledges the work of the Dimensions editorial review board and thanks them for their service to the profession. Click here to see a list of current editorial review board members.
Dimensions 2024 Special Issue: Focus on Bridging Language Education Fields
Dimensions (formerly Dimension) is the official peer-refereed journal of SCOLT. Following the 2022 inclusion-themed conference, the SCOLT Board of Directors voted to change the name to Dimensions, reflecting the multiple dimensions of language teaching and learning presented in this journal, within and beyond the SCOLT region. The journal seeks to serve the professional interests of language instructors and researchers across a range of contexts and is dedicated to the advancement of the teaching and learning of world languages, particularly languages other than English.
This edition will focus on bridging the Language Education fields of Bilingual, Dual Language, Heritage Language, and World Languages Education. These areas of language teaching and learning are often understood as separate disciplines with distinct pedagogies. The focus of this special issue is on the ways in which these language fields share knowledge, theories, and best practices. Arguably, at the heart of each field there is a common goal to foster learners’ ability to function across languages and cultures in spoken and written communications.
Ultimately, the call for papers for this special issue aims to inspire diverse researchers to share their understanding of what we think language education should look like across the U.S. In what ways are the national standards and best teaching practices similar or different across Bilingual, Dual Language, Heritage Language and World Languages Education? How do assessment practices vary? How is language education similar or different across various regions of the U.S.? In what ways can findings on best-teaching practices in border communities (e.g., Canada and Mexico) inform bilingual and biliteracy practices in communities with less frequent cross-cultural contact? In what ways does learning a heritage or world language (e.g., Arabic, Chinese, French, Spanish) compare to learning English in an ESOL context? This edition aims to highlight empirical and theoretical papers, as well as new programmatic directions and professional development, that focus on our shared goal of promoting and maintaining multilingualism. In addition, we welcome papers from a variety of educational contexts, including K-12 and post-secondary; urban, suburban, and rural; as well as how language teaching and learning can promote diversity, equity, and inclusion.
Priority will be given to submissions received by the September 15, 2023 deadline.
See the submission guidelines.
For additional information on manuscript submission or the publication process, please contact email@example.com, firstname.lastname@example.org, or email@example.com.