Heteroglossia and Language Play in Second-Language Speech

Call for Chapter Proposals:

Ludic language play, as characterized by Bakhtin (1934/1981), has been proposed as one way in which learner language use in social context may influence second-language acquisition processes (Broner & Tarone, 2001; LaScotte, 2019; LaScotte & Tarone, 2019; Tarone, 2000, 2019). Adult and adolescent second-language learners have been shown to systematically manipulate elements of both their first and their second language in the service of imagination, irony, and sarcasm. In doing this, second-language learners can exercise and expand their mastery of a range of language registers and dialects (what Bakhtin referred to as "voices"). Instances of language play like those documented in Broner and Tarone (2001) suggest that interlanguage variation is not simply a one-time response to a single social context; rather, they show that learners have internalized a range of second-language varieties—that is, their speech is heteroglossic—and they can produce these varieties at will in new social contexts as part of ludic language play.

With a focus on heteroglossia and language play in second-language speech, we invite scholars to submit chapter proposals for empirical studies documenting use of Bakhtin's constructs of language play, multivoicedness, and heteroglossia in studying second-language learner speech, including acquisition processes. We wish to solicit novel contributions from a diversity of language teaching contexts, learner populations, and topics in the theory and/or practice of second and foreign language teaching.

How to submit:

Submit an abstract of your proposed book chapter in 500 words (excluding references). In your proposal, please clearly state the following:

  • The theoretical framework

  • The context of your research (country, language taught, student population)

  • How your contribution offers empirical, original, and significant work

  • Implications of your research on the research and/or practice of language teaching and learning

Submit your proposal via the form HERE (click the link).

Prospective Timeline:

Submission deadline of book chapter proposal: August 15, 2021

Notification of acceptance for proposed book: October 1, 2021

Authors submit first full drafts of chapters: June 1, 2022

Editors return drafts with feedback and any requests for revision: July-August, 2022

Final manuscripts are submitted to the publisher: December 1, 2022


This book is in consideration to be published in the De Gruyter Mouton’s series on Language Play and Creativity (series editor Nancy Bell). For additional information regarding the series, please visit: https://www.degruyter.com/serial/LPC-B/html


Darren K. LaScotte

Darren K. LaScotte is ESL Teaching Specialist in the Minnesota English Language Program (MELP) at the University of Minnesota. He is co-author of Intercultural Skills in Action (2021, University of Michigan Press) and co-editor of New Perspectives on Material Mediation in Language Learner Pedagogy (forthcoming, Springer). He has published on topics of language use and variation, the construct of voice and heteroglossia, and second-language acquisition, instruction, and assessment in several academic venues, including The Modern Language Journal, TESOL Journal, Journal of Second Language Studies, RELC Journal, and Language Awareness, among others.

Elaine Tarone

Elaine Tarone has published 11 academic books and more than 140 research articles in journals and edited volumes on second-language acquisition research and theory, including applied phonology and variationist approaches. She is a past president of the American Association for Applied Linguistics (AAAL), past editor of Applied Linguistics, past director of the University of Minnesota’s M.A. in English as a Second Language, and most recently, was director of the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota. She was awarded the AAAL 2012 Distinguished Scholarship and Service Award.