LINGUIST List 33.1926

Sat Jun 11 2022

Calls: Applied Linguistics / Didacticae (Jrnl)

Editor for this issue: Sarah Goldfinch <>

Date: 03-Jun-2022
From: Maria del Mar Suárez <>
Subject: Applied Linguistics / Didacticae (Jrnl)
E-mail this message to a friend

Full Title: Didacticae

Linguistic Field(s): Applied Linguistics

Call Deadline: 15-Mar-2023

Scaffolding the development of writing to learn across languages and across the curriculum

Coordinators: Isabel García Parejo & Aoife Ahern
Submission deadline 15/3/2023.
Publication October 2023

As Lorenzo, de Alba Quiñones and Cruz-Moya (2021) point out, there is a transition process between the school period in which pupils learn to read and the stage at which the need to read to learn arises. It is at this time that strategies such as inference, understanding of implicit messages or the expression of critical thinking grow and are put into practice, a process that can be complex if it coincides with the learning of the L1, the L2 or foreign languages. Meanwhile, children’s learning in the different school curriculum areas requires understanding increasingly specific, academic language and abstract concepts. One approach to the study of language that aims to offer insights into the linguistic mechanisms involved in the challenges of reading and writing texts used in educational contexts is that of Systemic Functional Linguistics (cf. Halliday, 1985). This perspective has focused on certain characteristics of academic language manifest across genres in each discipline, for example, grammatical metaphor, used to pack information into nominal groups and thus reduce complexity syntax of the sentence, which results in a greater conceptual density.

Within this framework, the Sydney school has developed and implemented since the 1980s a functional model of textual genre pedagogy (genre pedagogy) in its Reading to Learn (R2L) proposal, organized around a pedagogical cycle that encompasses reading and writing , as well as numerous techniques that, although they may be common in other approaches, are sequenced in a well-founded manner, creating the necessary scaffolding to guarantee the adequate development of the written skills of all students and, with it, the successful learning of curricular concepts and content (cf. Rose and Martin 2012).

Manuscripts of – but not limited to – the following types are eligible for publication in this special issue, on completion of the blind peer view process:

- theoretical articles and research results that lead to reflection and discussion on pedagogical proposals focusing on the scaffolding of writing across the curriculum through reading and deconstruction of texts in L1 and L2;

- L1 and L2 teacher training practices aimed at the improvement of writing strategies, based on genre pedagogy and scaffolding processes.

- scaffolding practices for enhancing writing in the areas of the curriculum applied in early childhood education, primary education, secondary education and university degrees, in Spanish, English and other curricular languages;

- multimodal literacy guided practices, both at compulsory education levels and in university degrees.

Article content and structure

For articles that describe the implementation of teaching practices, the following sections must be included:

Introduction (with reference to the pedagogical basis for the development of the practice; identification and reason for the practice, description of the challenge / problem); Objectives of the implementation; Description of the practices that it includes: Context; Participants; Resources and Instructional Materials; Procedure (timing, tasks, participant roles, evaluation) Results; Discussion/Conclusions.

Theoretical articles, and those that present research results, must be structured to include these sections: Introduction; Goals; Method; Results; Discussion/Conclusions.

Articles can be written in English, Spanish or Catalan.
Didacticae is indexed in: Dialnet Métricas (Q2), Dialnet Plus, DOAJ, EBSCO Essentials, ERIH Plus, Latindex, MIAR, OpenAire, RACO, REBIUN & REDIB

Page Updated: 11-Jun-2022