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Call for papers - Preliminary submissions due on May 30,
2002
Disability and the Foreign Language Classroom
Submissions are invited for a volume dedicated to
integrating disability into the college foreign language
classroom and curriculum.
As part of the fabric of daily life around the world, the
experience of disability is both universal and particularly
shaped by language and culture. Because understanding
difference is paramount among the goals of foreign language
and culture study, the foreign language classroom is an
ideal forum for the discussion of bodily difference. Editors
of this volume believe that we can enable the success of
undergraduate students with disabilities-and indeed, of all
students-by paying more attention to the contours of
disability within our pedagogies and curricula.
The aim of the volume is twofold: we wish to enable the full
inclusion of all students in foreign language classes by
recognizing and mediating the intellectual, sensory, and
physical barriers that hinder full participation. We also
wish to offer classroom-ready tools that facilitate the
integration of disability history and culture into the
foreign language curriculum.
We welcome essays exploring a wide variety of topics:
pedagogy enabling full participation in fully adaptive or
integrated classrooms, adaptive materials and testing
strategies, instructional technology, motivations for
studying a foreign language, and successful study abroad for
students with disabilities. Classroom-ready tools relating
any foreign culture may address disability history and
contemporary disability issues for that culture; authentic
materials may include pamphlets, manifestos, poetry, prose
or film excerpts, songs, photographs, etc. that address a
particular moment, movement, or figure, and may be adapted
to classroom use.
Contributors wishing to submit a full-length essay on a
disability-centered approach to foreign language teaching
should submit a 2-3 page abstract. Contributors wishing to
submit authentic materials >should submit the material in
the original language, along with an English translation or
an abstract in English. For authentic materials, please
include a brief introduction in which you describe its
relevance to disability studies, its specific historical,
literary, or cultural context, and how it might be used in
the foreign language classroom. Specific activities or
exercises are welcome.
Inquiries may be addressed to any of the co-editors:
Ian Sutherland, Foreign Languages & Literatures, Gallaudet
University
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Tammy Berberi, French & Italian, Indiana University,
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Elizabeth Hamilton, German, Oberlin College,
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Preliminary submissions due on May 30, 2002.
All contributors must include a curriculum vitae. Email
attachments are preferred, and may be sent to either
Elizabeth Hamilton or Tammy Berberi at the email addresses
listed above.
Submissions may also be sent via U.S. Post:
c/o Elizabeth Hamilton, German
Peters Hall 217, Oberlin College, 44074
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