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From https://linguistlist.org/issues/30/30-416.html

The Language Learning Journal will be publishing a special issue on pedagogical approaches to minority and endangered languages in spring 2020. The issue will focus primarily on endangered and minority languages from a critical pedagogical angle, which will include discussion of a broad variety of educational contexts and methods, ranging from support to revitalisation efforts, teaching in school settings, community-based learning, and academic courses. 

Papers are invited on the following areas: 

- established language teaching methods (e.g. communicative method, grammar and translation method, audio-lingual method, multimodal and co-operative learning, discovery methods, total physical response, etc.) and their applicability in the field of teaching minority and endangered languages; 
- methods encouraging intergenerational collaboration, such as language nests, taiga and tundra schools, as well as collaboration across various social sectors (e.g. co-funded language programmes); 
- translanguaging pedagogy to teach minority and endangered languages; 
- workshops and courses aimed at endangered-language community members to document their own language, including grammars and dictionaries designed for the purposes of revitalisation; 
- courses and training programmes using translation and/or digital (e.g. Wikipedia) methods to teach minority and endangered languages; 
- the use of Second Life and other e-learning platforms to teach minority and endangered languages; 
- survey courses in secondary and higher education addressing the theme of linguistic diversity, endangerment, and minority languages for non-specialist students; 
- specialised courses for students of linguistics focusing on field methods, language documentation and revitalisation, language loss and identity, individual linguistic repertoires, anthropological and sociolinguistic approaches. 

Papers should be submitted to the guest editors by 30 June 2019. 

View the full call for papers at https://linguistlist.org/issues/30/30-416.html