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Call for papers: Vol 8 (2021) - No 2 - "Arabic Language and Language Teaching: Politics, Policies, and Ideology"

Issue nr. 2 vol. 8 (December 2021) will focus on the following theme: Arabic Language and Language Teaching: Politics, Policies, and Ideology and will be edited by Brahim Chakrani, Marco Aurelio Golfetto, and Letizia Osti.

Authors are cordially invited to submit an article of max. 6.500 words (equivalent to 20 pages of about 2.250 characters including spaces) in English. If the text contains figures, these must be included in the standard 20-page length.

From the home page you will have to follow the For Authors link.
We recommend that you review the About the Journal page for the journal policies, as well as the Submissions page and the Author Guidelines for information on the upload procedure.

Contacts: LCM-journal@ledonline.it  and marco.golfetto@unimi.it

All submitted works considered suitable for review will undergo anonymous double-blind review process.


Deadline for paper submission: 15 May 2021
Notification of paper acceptance: 25 May 2021
Request for reviewing: 1 June 2021
Deadline for revised version submission: 1 October 2021
Publication: December 2021


Arabic Language and Language Teaching: Politics, Policies, and Ideology

Edited by Brahim Chakrani, Marco Aurelio Golfetto and Letizia Osti.

Throughout history and until today, Arabic has been understood in different ways:
• A perfect and refined language (fuṣḥà), characterized by immutable rules, conveying sacred contents, and operating as an intermediary between the human and divine realms.
• A shared tool for communication (MSA), standardized and prescriptively homogeneous among all speakers of Arabic.
• An open, negotiable language (varieties and variation device), suitable for personal and daily communication, adaptable depending on social groups and geographical locations, which satisfies intrinsic human needs.

The perception of Arabic clearly varies according to the ideological framework within which it is spoken, studied, and taught. In the present context, “ideological framework” or “ideology” are understood in their broadest, neutral, and unbiased sense: a system of beliefs, theories, and values, and a way of perceiving the world and reality, according to which the existence and the universe can be decodified and represented through religious, philosophical, and political convictions, and consequently organized through rules, principles, policies, or guidelines. Thus, the Arabic language and the teaching of Arabic have been linked to different and even opposed political, social, or religious ideas, in support, for instance, of the national or Islamic identity, pan-Arabism or the unity of the Umma; independence from colonizing powers or sense of identity and community. The boundaries of the understanding of Arabic are versatile and changeable, not only because of its many varieties, the code-switching, and the variation system, but also because of these underlying factors.

This issue of LCM aims at exploring the ways in which politics and ideology intersect the Arabic language and the teaching of Arabic, with regards to theoretical aspects, methodology, and contents. It will incorporate state of the art research articles from different scholarly perspectives, such as linguistics, language teaching, language planning, sociolinguistics, and so forth. Prospective contributors may consider the following themes:
1. The relationship between Arabic and ideologies: to what extent can Arabic translate ideological, political or religiously-oriented meaning, and how linguistic, political, and social ideologies may influence the vision and expectations of its users, learners, and teachers.
2. How different ideological approaches (religious, political, sociological, pragmatic, and so forth) determine the contents, methodology and practice of language teaching, with regards to the choice of the variant(s), linguistic structures, vocabulary, textual typologies, curricula, syllabi, materials, and evaluation methods.

Contributions may focus, amongst others, on the following topics:
• Ideology in/of the Arabic language
    • Arabic in the Islamic perspective
    • Arabic, nationalisms, and national identities:
       • language policies
       • standardization and nationalization of local varieties
       • language standardization through the national and pan-Arabic media
    • politicization of language teaching/learning
    • Arabic as a language of politics
    • teaching genres and registers of political Arabic
• Arabic and ideologically-oriented teaching policies
    • the choice of which variety to teach and underlying ideologies:
       • fuṣḥà
       • MSA
       • varieties and variation
       • Arabic for specific purposes and scientific Arabic
    • agencies, flagships, and syllabi
    • ideologically-oriented choice of teaching contents and methodological orientations
    • ideological perspectives in textbooks
    • ideological, cognitive, and functional potentials of the different types of Arabic
    • meta-teaching: choosing contents and methods through ideological motives and pragmatic needs