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<div class="" style="word-wrap:break-word">Dear EdLing members,
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<div class="">On behalf of Kristen Lindahl (University of Texas, San Antonio), I am writing this email to invite you to submit a paper proposal for the 2019 <i class="">TESOL Journal</i> Special Issue tentatively entitled “An identity-oriented lens to TESOL
teachers’ lives: From teacher education to classroom contexts.”</div>
<p class="x_MsoNormal" align="center" style="text-align:center"><b class=""><i class="">TESOL Journal</i></b><b class=""> Special Issue 2019</b></p>
<p class="x_MsoNormal" align="center" style="text-align:center"><b class="">An identity-oriented lens to TESOL teachers’ lives:</b> <b class="">From teacher education to classroom contexts</b></p>
<p class="x_MsoNormal" align="center" style="text-align:center">Kristen Lindahl, University of Texas, San Antonio </p>
<p class="x_MsoNormal" align="center" style="text-align:center">Bedrettin Yazan, University of Alabama, Tuscaloosa</p>
<p class="x_MsoNormal" align="center" style="text-align:center"><b class="">Call for Proposals</b></p>
<p class="x_MsoNormal"><span class="" style="background-color:white">In the broader field of teaching and teacher education, teacher identity has long been established as a crucial component to both pre- and in-service teacher learning development, as well
as integral to the ways they enact their professional practices in the classroom. Identity work, then, has become especially relevant to the TESOL field, as it pertains to educators in the </span><span class="" style="color:rgb(26,26,26); background-color:white">various
social, cultural, and political contexts of English language teaching worldwide. While extensive research has been conducted on language teacher identity as a research frame for understanding classroom phenomena, much less attention has been paid to the potential
use of language teacher identity as a pedagogical innovation in teacher education and development.</span></p>
<p class="x_MsoNormal"><span class="" style="color:rgb(26,26,26); background-color:white">Potential tensions may arise, though, with the use of language teacher identity work as a pedagogical innovation. While language teacher identity is framed as multiple,
ever-changing, unstable, (often) contradictory, fragmented, and agentive, traditional methods of pre- and in-service teacher education tend to consist of isolated chunks of theoretical and practical knowledge delivered at various times during the career trajectory.
Reconciling the dynamic nature of language teacher identity with the more static nature of teacher development has thus emerged as a crucial task for both TESOL practitioners and teacher educators. As such, additional investigation of the multiple identity
options available to teachers, the ways in which they claim agency as TESOL professionals, and the pedagogical relevance of their identity negotiation to their students’ own identities as users of English is warranted.</span></p>
<p class="x_MsoNormal"><span class="" style="background-color:white">Given the nuanced nature of teacher identity development, the present special issue seeks proposals of all submission categories </span><span class="" style="color:rgb(26,26,26); background-color:white">highlighting
perspectives that construct teacher identity as intersectional, multidimensional, and dynamic. The goal of the issue is to provide TESOL professionals with a lens to better understand teacher learning, professionalization, and ongoing negotiation / reconstruction
of identities in multiple contexts of English language education across the world. The studies in this issue will explore how teacher identities may be used as explicit foci within the pedagogy of TESOL teacher education. Thereby,</span><span class="" style="background-color:white"> we
specifically call for papers which explore identity-oriented practices in teacher education </span><span class="" style="color:rgb(26,26,26); background-color:white">in relation to (non-)nativeness; intersectionality; critical language awareness; social justice;
intercultural competence; </span><span class="" style="background-color:white">self-narratives / autoethnographies; privilege and marginalization; positioning within communities; teacher agency, investment, and commitment; and teacher emotions, beliefs, and
ideologies.</span></p>
<p class="x_MsoNormal"><span class="" style="background-color:white">Possible topics include but are not limited to:</span></p>
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<li class=""><span class="" style="color:rgb(26,26,26)">The role of pre- and inservice teacher education practices in helping TESOL professionals develop intersectional identities (e.g., “NEST,” “NNEST,” monolingual, multilingual, translingual) within the dominant
discourses of nativeness, nationality, gender, race, social class, religion, and community membership in their teaching contexts;</span></li><li class=""><span class="" style="color:rgb(26,26,26)">The role of pre- and inservice teacher education practices in empowering TESOL professionals to assert agency over restrictive binary categorical identity options (e.g., “NEST” vs. ”NNEST”) with variable
experiences of privilege and marginalization in glocal contexts of English language teaching;</span></li><li class=""><span class="" style="color:rgb(26,26,26)">The role of pre- and inservice teacher education practices in providing discursive spaces in which TESOL professionals can cognitively and emotionally invest in agentive roles to negotiate their teacher
identities; </span></li><li class=""><span class="" style="color:rgb(26,26,26)">The role of pre- and inservice teacher education practices in fostering identity options for critically reflexive teachers to use their identities as pedagogy that is invested in learners’ identity negotiation
during the processes of language education;</span></li><li class=""><span class="" style="color:rgb(26,26,26)">TESOL teacher educator identities as pedagogies of teacher education.</span></li></ul>
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<p class="x_MsoNormal">We are accepting submissions for feature articles and all other submission categories. Note that the acceptance of proposal does not guarantee publication. There will be a regular peer review process for all manuscripts submitted to the
special issue.</p>
<p class="x_MsoNormal"><span class="" style="background-color:white">Complete <i class="">TESOL Journal</i> author guidelines can be found at: </span><span class="" style="color:rgb(17,85,204); background-color:white"><a href="https://onlinelibrary.wiley.com/page/journal/19493533/homepage/forauthors.html" class="">https://onlinelibrary.wiley.com/page/journal/19493533/homepage/forauthors.html</a></span></p>
<p class="x_MsoNormal">Please submit your 200-300 word proposal to <a href="mailto:TJspecialissue2019@gmail.com" class="">TJspecialissue2019@gmail.com</a> </p>
<p class="x_MsoNormal"><b class="">Time Schedule</b></p>
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<li class=""><span class="" style="text-indent:-0.25in">Proposal submission due: September 15, 2018</span></li><li class="">Notifications for inviting full articles: September 30, 2018</li><li class=""><span class="" style="background-color:white">Full manuscripts due: January 15, 2019</span></li></ul>
<p class="x_MsoNormal">Sincerely,</p>
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<div class=""><font class="x_Apple-style-span" color="#000000">-Bedrettin</font></div>
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<div class="" style="font-family:Calibri,sans-serif; font-size:14px"><font class="x_Apple-style-span" color="#000000"><font class="x_Apple-style-span" face="Calibri">Bedrettin Yazan</font></font></div>
<div class="" style="font-family:Calibri,sans-serif; font-size:14px"><font class="x_Apple-style-span" color="#000000"><font class="x_Apple-style-span" face="Calibri">Assistant Professor of Second Language Acquisition and Teaching</font></font></div>
<div class="" style="font-family:Calibri,sans-serif; font-size:14px"><font class="x_Apple-style-span" color="#000000"><font class="x_Apple-style-span" face="Calibri">Department of Curriculum and Instruction</font></font></div>
<div class="" style="font-family:Calibri,sans-serif; font-size:14px"><font class="x_Apple-style-span" color="#000000"><font class="x_Apple-style-span" face="Calibri">College of Education, The University of Alabama</font></font></div>
<div class="" style="font-family:Calibri,sans-serif; font-size:14px"><font class="x_Apple-style-span" color="#000000"><font class="x_Apple-style-span" face="Calibri">Bibb Graves Hall 223B</font></font></div>
<div class="" style="font-family:Calibri,sans-serif; font-size:14px"><font class="x_Apple-style-span" color="#000000"><font class="x_Apple-style-span" face="Calibri">(205) 348-8185</font></font></div>
<div class="" style="font-family:Calibri,sans-serif; font-size:14px"><a href="http://yazan.people.ua.edu/" class="">http://yazan.people.ua.edu/</a></div>
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