AIA Proceedings – Thinking out of the Box – Language
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AIA Proceedings – Thinking out of the Box – Language
Call for papers
Thinking out of the box in language, literature, cultural and translation studies: questioning assumptions, debunking myths, trespassing boundaries
“Thinking out of the Box” is a powerful metaphor, one that challenges us to consider possibilities previously not even imagined, and to extend our vision – of the world and ourselves – to include alternative, complementary, or even contrasting perspectives. It means engaging in self-reflective, creative and/or lateral thinking, beyond what is obvious or commonplace, or even implicit in what we say and do. Most of all, it means becoming aware of the existence of “the box” (i.e. what we take for granted and how this conditions our conduct) and also being willing to question the validity of our convictions so as to expand our knowledge. It does not mean being innovative at all costs or for its own sake – in fact, it may mean going back to old practices. Rather, it requires the humility to pose “simple” questions meant to ascertain the accuracy of commonly held beliefs and taking stock of the findings. Thinking out of the box is an act of the imagination that brings new insights into our values and cultural assumptions, and an act of courage pushing us away from our comfort zone.
Thinking out of the Box in Language Studies – in linguistic, language teaching and translation studies – may involve relabelling phenomena and concepts; investigating familiar communicative practices through novel methods; checking whether the concepts we use are suitable for describing the phenomena we study; determining to what extent our claims and assumptions are supported by the evidence available; and exploring approaches that are sometimes claimed to have reached the limits of their potential. Thinking out of the box may also be considered in terms of innovation, creativity, a rethinking of attitudes and approaches, or even ‘daring’ to return to theories and practices that may have been swept aside in the drive to move forward. For this reason, analyses which take a historical /diachronic approach to different genres are also welcome to.
We aim to publish a selection of the papers presented at the recent AIA conference in Padua: this Call for Papers is open to all participants in the language panels of the conference.
Topics that could be addressed in this domain include but are not limited to the following:
Comparing and contrasting (the accuracy of) definitions of key concepts.
Challenging old and new trends in English language and translation teaching (e.g. cooperative learning, competitive learning, rote-learning, drills, creativity, project-based learning, curriculum-centred learning).
Cutting edge cognitive approaches to phonology, morphology, semantics, syntax, pragmatics/discourse and interpreting/translation.
Standard and non-standard approaches to English language and translation testing.
Language/translation learning and soft skills development.
Gender in linguistics, language teaching and translation.
Student perceptions of language learning and teaching practices.
Emerging real-world settings, goals and materials.
Proficiency, translanguaging and engagement in English-medium instruction.
Corpora in linguistics, language teaching and translation.
World Englishes, ELF and ‘standards’ of English.
Convergence-divergence of theories, practices and findings in linguistics, language teaching and translation.
Literature and linguistic description, language learning and translation practices.
Exploring aspects of register and genre in linguistics, language teaching and translation.
Challenging established research methods and developing innovative research practice.
Describing, teaching and translating cross-linguistic verbal and non-verbal behaviour.
Alternative approaches to the media in linguistics, language teaching and translation.
We ask you to submit an extended abstract no later than 15 January 2020, following the stylesheet attached. All submissions will undergo a double-blind peer review.
Extended abstracts should be no longer than 1,500 words (including references). Please send a Word (.doc or .docx) file of your submission to the following email address:
Results of the review will be sent by 31 January 2020. Authors whose abstract is accepted will be asked to submit a full paper – no longer than 7,000 words (including footnotes) accompanied by a short biography – max. 200 words – no later than 31 March 2020 for publication in an online open access volume with ISBN.
Presenting the typescript
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Dates should be written 18 August 2007, and decades as the nineties or the 1990s without an apostrophe.
Abbreviations consisting of capital initial letters don’t have full stops – GNP, USA. Contractions ending with the same letter as the original word do not take terminal full stops – St, Mr, Dr – but abbreviations where the last letter of the word is not included do take a full stop – ed., ch. – thus ed. and eds are both correct. Abbreviated units of measurement do not take a full stop – lb, mm and kg – and do not take a final ‘s’ in the plural – 7lb, 10mm. Please use ‘and so on’, ‘that is’ and ‘for example’ instead of etc., i.e. and e.g.
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Hyphenation. In general this is being used less frequently in compound terms – for instance, microeconomic, but note, for example, the adjectival hyphen in ‘a twentieth-century author’. Clarity of meaning and consistency throughout the book are the most important considerations. Please use the Oxford English Dictionary for any doubt.
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Cross-references to other pages within the book can cause problems at proof stage. If possible please refer to chapters or sections of text rather than to pages. For any problem, alert your editors.
Try to use gender-neutral language where possible: ‘his or her’ or ‘their’ rather than just ‘his’.
The following models for notes and the bibliography are taken with a few changes from the guidelines set forth in The Chicago Manual of Style, 15th ed. (Chicago: University of Chicago Press, 2003). For each type of source, a model note appears first, followed by a model bibliography entry. In all cases, the model note shows the format you should use when citing a source for the first time. Subsequent citations should give the author’s last name and, if more than one work by that author is being cited, an abbreviated form of the title adequate to distinguish it, as in the first three examples (but not thereafter) below.
Note: ALWAYS avoid “Ivi” and “Ibidem”
Basic format for a printed book
First note: William H. Rehnquist, The Supreme Court: A History (New York: Knopf, 2001), p. 204.
Subsequent notes: Rehnquist, p. 207. or Rehnquist, Supreme Court, p. 207.
Two or three authors
First note: Michael D. Coe and Mark Van Stone, Reading the Maya Glyphs (London: Thames & Hudson, 2002), pp. 129-30.
Coe and Stone, pp. 130-35. OR Coe and Stone, Reading, pp. 130-35.
Four or more authors
First note: Lynn Hunt et al., The Making of the West: Peoples and Cultures (Boston: Bedford, 2001), p. 541.
Hunt et al., pp. 542-5. OR Hunt et al., Making, pp. 542-5. [etc, below]
First note: Nancy Gabin, review of The Other Feminists: Activists in the Liberal Establishment, by Susan M. Hartman, Journal of Women’s History 12, 3 (2000): p. 230.
First note: Stephanie Lynn Budin, The Origins of Aphrodite (PhD diss., University of Pennsylvania, 2000), pp. 301-2.
Video or DVD
First note: The Secret of Roan Inish, DVD, directed by John Sayles (1993; Culver City, CA: Columbia Tristar Home Video, 2000).
Source quoted in another source
First note: Adam Smith, The Wealth of Nations (New York: Random House, 1965), p. 11, cit. in Mark Skousen, The Making of Modern Economics: The Lives and the Ideas of the Great Thinkers (Armonk, NY: M. E. Sharpe, 2001), p. 15.