Call for Papers
Parenting in an additional language
In the years since A Mother’s Tongue (Kouritzin, 2000a; 2001) was published, I (Kouritzin) have been astonished by the interest and intellectual engagement it continues to receive. I have therefore continued to reflect on and write about my concerns with mothering in an additional language, whether those mothers are immigrant mothers in Canada (Kouritzin, 2000b) or, like me, white mothers of non-white children (Kouritzin, 2016). With my husband, Satoru Nakagawa, I/we have considered the heartbreaking decisions made in Indigenous communities when parents, including us, are unable to pass on oral Indigenous community languages (Nakagawa & Kouritzin, 2011; Kouritzin & Nakagawa 2018), and the resulting language loss at the familial and community level (Nakagawa, 2013).
While today we are proud of the bilingual, bi-cultural, ambitious, talented, athletic, persuasive advocates for social justice our children have become, we also acknowledge linguistic and cultural complexities pertaining to the Dyslexia of our older daughter and the transgendered identity of our younger daughter. Lacking extensive research, networks, curricula, and resources, we have not found parenting easy. There are no “how to” guides for parenting in hybrid social spaces, whether that hybridity results from [an intersection of] language, culture, ethnicity, or race. Despite the large number of studies that are beginning to delve into interracial and postcolonial identities, Indigeneity, intersectionality, translanguaging and multilingual cities, there has been little in-depth discussion about parenting children of mixed linguistic, cultural, ethnic and racial heritages. This volume will address that gap.
We welcome submission proposals, including narrative grounded in theory and/or research, that address parenting in complex linguistic and cultural environments, both in North America and globally. We are particularly interested in manuscripts that speak to the important educational and developmental decisions made by dominant-language/culture parents of hybrid children that facilitate, support, or possibly obstruct, their children’s identity development with regard to their minority linguistic, racial, and/or cultural backgrounds, and possible intersections with social class, gender identity, and disability.
Deadline for submission: October 31st, 2019
Intent, queries and submissions to: Sandra Kouritzin & Satoru Nakagawa Sandra.firstname.lastname@example.org
Proposals should include:
Title: (Up to 150 characters)
Abstract: (100-150 words)
Description of the paper: (up to 600 words)
Kouritzin, S. (2000a). A mother’s tongue. TESOL Quarterly, 34(2), 311-324.
Kouritzin, S. (2001). The author responds to Keiko Samimy. TESOL Quarterly, 35(2), 325-329.
Kouritzin, S. (2000b). Immigrant women redefine access to ESL classes: Contradiction and ambivalence. Journal of Multilingual and Multicultural Development, 21(1), 14-32.
Kouritzin, S. (2016). Mothering across colour lines: Educational decisions and dilemmas of White birth mothers of mixed race children. Journal of Multilingual and Multicultural Development, 37(8), 735-747. DOI: 10.1080/01434632.2015.1122604
Kouritzin, S. & Nakagawa, S. (2018). Toward a sustainable, non-extractive research ethics for cross cultural, cross-linguistic research. Journal of Multicultural and Multilingual Development, 39, 675-687. DOI: 10.1080/01434632.2018.1427755
Nakagawa, S. (2013). The Quest of Shiman-chu: Questioning the absolutes of language, culture, and Being. Doctoral dissertation located at: https://era.library.ualberta.ca/files/w3763757r DOI: https://doi.org/10.7939/R3DD3V
Nakagawa, S. & Kouritzin S. (2011). The present tense[ion]s of English in one local context in Japan. Critical Inquiry in Language Studies, 8(1), 53-71.