Publications
CILS focuses on critical discourse and research in language matters, broadly conceived, that is generated from qualitative, critical pedagogical, and emergent paradigms. In these paradigms, language is considered to be a socially constituted cultural construct that gives shape to, and at the same time is shaped by, the larger social, political, and historical contexts of its use. Research on issues of language from such perspectives has historically been marginalized as well as compartmentalized within academic disciplines. The primary purpose of the journal is to provide a forum for discussion of the research from such emerging paradigms and at the same time to bridge arbitrary disciplinary territories in which it is being done.
CILS seeks manuscripts that present original research on issues of language, power, and community within educational, political, and sociocultural contexts with broader reference to international and/or historical perspective. Equally welcome are manuscripts that address the development of emergent research paradigms and methodology related to language studies. Though CILS seeks to present a balance of research from contributing disciplines, interdisciplinary foci are encouraged, with the goal of fostering a dialogue among those who teach languages and literatures and those who teach about language(s) in related fields. A second focus of CILS is to provide, through its book and media review section, a vehicle for communication among disciplines regarding existing publications and research in the field of language studies.
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EDITORS
John L. Watzke, Saint Louis University, Editor
Maria Fernanda Montes Valencia, Saint Louis University,
Associate Managing Editor
Melisa Cahnman, University of Georgia, Associate
Editor, Media Reviews
Lisa Stevens, Boston College, Associate Editor, News & Notes
EDITORIAL ADVISORY BOARD
Michael Apple, University of WisconsinElsa Roberts Auerbach, University of Massachusetts Boston
Francesca Balladon, University of Natal
Dennis Baron, University of Illinois
Charles Bazerman, University of California, Santa Barbara
Sari Knopp Biklen, Syracuse University
James Cummins, Ontario Institute for Studies in Education, University of Toronto
Richard Donato, University of Pittsburgh
Carole Edelsky, Arizona State University
Rosalie Finlayson, University of South Africa
James Gee, University of Wisconsin
François M. Grin, Université de Genève
Joan Kelly Hall, Pennsylvania State University
James Lantolf, Pennsylvania State University
Cynthia Lewis, University of Minnesota
Angel Lin, City University of Hong Kong
Allan Luke, University of Queensland
Donaldo Macedo, University of Massachusetts, Boston
Frank Nuessel, University of Louisville
Margaret Obondo, Rinkeby Institute on Multilingual Research, Stockholm
Terry A. Osborn, Fordham University
Aneta Pavlenko, Temple University
Alastair Pennycook, University of Technology Sydney
Robert Phillipson, Copenhagen Business School
Timothy Reagan, Central Connecticut State University
Elana Shohamy, Tel Aviv University
Tove Skutnabb-Kangas, University of Roskilde
François Tochon, University of Wisconsin
James Tollefson, International Christian University
Guadalupe Valdés, Stanford University
Teun A. van Dijk, Universitat Pompeu Fabra
ISLS Announces Three New Book Series
Readings in Language Studies Volume Series
Language Studies Course and Practice-Based Series
Emergent Scholars in Language Studies Volume Series
Click here for more
information
UPDATE!
ISLS introduces the first volume of its Readings in Language Studies Series, edited by Miguel Mantero, Paul Chamness Miller, and John Watzke. The printed book is available for purchase here.
NEW! You can download individual chapters in portable document from the ISLS Store!
Instructions for Contributors
Manuscripts are only accepted electronically and should
be double-spaced--including title page, text, tables,
charts, references, notes, and appendixes--and must adhere
to the guidelines of the Publication Manual of the American
Psychological Association (6th ed.). The first page should
include the title, name(s), and affiliation(s) of author(s)
and full contact addresses for correspondence (including
e-mail).
The second page should include the title (but
no author identification), an abstract of not more that 150
words, a list of up to 6 key words, and a word count. Use
either American or British spelling consistently within an
article.
Manuscripts should normally be no more than 25
to 30 double-spaced pages (including references, notes,
figures, and tables). Minimize the number of notes. Use
endnotes rather than footnotes. Tables and figures should be
placed after the references, each on a separate page with an
indication as to where in the text where they occur.
Figures, tables, and black-and-white photos must be
submitted in .jpg, .gif, or Word documents. Please contact
the editors to inquire about undertaking a review;
unsolicited reviews will not be accepted. Reviews should be
between 1,500 and 2,000 words. Guidelines are the same as
for articles. Only original work not previously published
and not currently under review elsewhere will be considered.
Contributions should be in English and will be reviewed
anonymously. Send contributions electronically to .
Latest CILS Articles
HERITAGE SPEAKERS' EXPERIENCES IN NEW LATINO DIASPORA SPANISH CLASSROOMS
RETHINKING CULTURE: TOWARD A PEDAGOGY OF POSSIBILITY IN WORLD LANGUAGE EDUCATION
(UN)COVERING THE IDEAL: INVESTIGATING EXEMPLARY LANGUAGE ARTS TEACHERS' BELIE...
SCRIPTING SELVES, STALLING LAST SHADOWS: (AUTO) BIOGRAPHICAL WRITING OF ALZHE...
ORIENTING TO ?BEING ORDINARY?: THE (RE)CONSTRUCTION OF HEGEMONIC IDEOLOGIES I...
Always On: Language in an Online and Mobile World by Naomi Baron
Language and the Internet , 2nd ed. by David Crystal
MEN'S ADULTERY AS SICKNESS: METAPHOR, GENDER CATEGORIES AND THE DISCURSIVE CO...
RETHINKING CRITICAL LITERACY IN THE NEW INFORMATION AGE
THE SOCIAL COGNITION OF MEDICAL KNOWLEDGE: WITH SPECIAL REFERENCE TO CHILDHOO...
MEDIA REVIEW
ACCEPTED MEDIA REVIEWS
MAPS TO INTERRUPT A PATHOLOGY: IMMIGRANT POPULATIONS AND EDUCATION
DO UNDOCUMENTED STUDENTS PLAY BY THE RULES?: MERITOCRACY IN THE MEDIA
DESIGNING ENVIRONMENTS FOR TEACHING AND LEARNING HISTORY IN MULTILINGUAL CONT...