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<p class="MsoNormal" style="margin-bottom:0in"><span style="font-size:12.0pt;color:black">Dear colleagues,</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:0in"><span style="font-size:12.0pt;color:black"> </span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:0in"><span style="font-size:12.0pt;color:black">I
</span><span style="font-size:12.0pt">hope you all are doing well. I wanted to re-share this since we are accepting proposals until October 15<sup>th</sup>.
</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:0in"><span style="font-size:12.0pt;color:black"> </span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:0in"><b><span style="font-size:12.0pt;color:black"> </span></b><o:p></o:p></p>
<p class="MsoNormal" align="center" style="margin-bottom:0in;text-align:center"><b><span style="font-size:12.0pt;color:black">CALL FOR SPECIAL ISSUE PAPERS</span></b><o:p></o:p></p>
<p class="MsoNormal" align="center" style="margin-bottom:0in;text-align:center"><b><i><span style="font-size:12.0pt;color:black">Language Teaching Research</span></i></b><o:p></o:p></p>
<p class="MsoNormal" align="center" style="margin-bottom:6.0pt;text-align:center">
<span style="font-size:12.0pt;color:blue">https://journals.sagepub.com/home/ltr</span><o:p></o:p></p>
<p class="MsoNormal" align="center" style="margin-bottom:0in;text-align:center;background:white">
<b><span style="font-size:12.0pt;color:#26282A">Tensions in Language Teachers’ Professional Identity Development and Coping Strategies</span></b><o:p></o:p></p>
<p class="MsoNormal" align="center" style="margin-bottom:0in;text-align:center;background:white">
<b><span style="font-size:12.0pt;color:#1D2228">Guest Editors:</span></b><o:p></o:p></p>
<p class="MsoNormal" align="center" style="margin-bottom:0in;text-align:center;background:white">
<b><span style="font-size:12.0pt;color:#1D2228">Zia Tajeddin </span></b><span style="font-size:12.0pt;color:#1D2228">(Tarbiat Modares University)
</span><o:p></o:p></p>
<p class="MsoNormal" align="center" style="margin-bottom:0in;text-align:center;background:white">
<b><span style="font-size:12.0pt;color:#1D2228">Bedrettin Yazan </span></b><span style="font-size:12.0pt;color:#1D2228">(University of Texas, San Antonio)</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:0in;background:white"><span style="font-size:14.0pt;color:#1D2228"> </span><o:p></o:p></p>
<p class="MsoNormal"><span style="color:black">Within the research strand of language teacher identity, one of the main issues is identity tensions with which language teachers grapple as they negotiate multiple identity positions (see Canagarajah, 2012, 2017;
Golombek, 2017; Menard-Warwick, 2017). Teacher identity construction is a winding route involving numerous detours which is</span>
<span style="color:black">rife with “emotional and cognitive dissonance” (Golombek & Doran, 2014, p. 108; also see Golombek, 2015) leading to various degrees and types of tensions. How teachers deal with these tensions plays a significant role in their identity
development. Teachers tend to experience tensions between their vision (i.e. imagined identity) and their actual practice (e.g., Hammerness, 2006), between their negotiated/enacted identities and assigned/imposed identities (e.g., Alsup, 2006), and between
professional identities and personal/social identities (e.g., Olsen, 2016). Tensions have the potential to disrupt teacher identity development. The process of resolution or reconciliation might be extended, and teachers could need support in that process
to minimize the possible negative impacts on their identities. Therefore, the ways in which teachers perceive, respond to, and grapple with tensions are critical experiences which offer windows into the complexities of teacher identity negotiation. Attending
to these experiences, this special issue </span>welcomes empirical studies with clear pedagogical implications for incorporating teacher identity in language teacher education practices. Possible topics include but are not
<span style="color:black">limited to:</span><o:p></o:p></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Tensions in transition from student to teacher identities<o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Tensions between ideal and imposed identities, personal and professional identities, and private and public identities<o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Tensions between cognitive, emotional, and sociocultural aspects of identity work<o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Tensions between different belief systems influencing teacher identity<o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Tensions between claimed and assigned identities<o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Teachers’ emotion labor in grappling with identity tensions<o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Teachers’ agency in navigating identity tensions<o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Influence of identity tensions on teacher professional practice and development<o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Influence of identity tensions on teacher demotivation, burnout, and attrition<o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l0 level1 lfo3;background:white">
Teacher strategies for coping with identity tensions<o:p></o:p></li></ul>
<p class="MsoNormal" style="mso-margin-top-alt:0in;margin-right:0in;margin-bottom:0in;margin-left:.5in;text-indent:-.5in">
<b><span style="background:white;mso-highlight:white"> </span></b><o:p></o:p></p>
<p class="MsoNormal" style="mso-margin-top-alt:0in;margin-right:0in;margin-bottom:0in;margin-left:.5in;text-indent:-.5in">
<b><span style="background:white;mso-highlight:white">Timeline for the special issue:
</span></b><o:p></o:p></p>
<ul style="margin-top:0in" type="disc">
<li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l1 level1 lfo6">
<a name="_heading=h.gjdgxs"></a><b><span style="background:white;mso-highlight:white">October 15, 2020:</span></b><span style="background:white;mso-highlight:white"> Submission of a 500-word proposal and a 100-word bio (to guest editors at <</span><span style="color:windowtext"><a href="mailto:IdentityTensionsLTR@gmail.com">IdentityTensionsLTR@gmail.com</a></span><span style="background:white;mso-highlight:white">>;
the subject line should be “LTR Special Issue Submission”).</span><o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:0in;mso-list:l1 level1 lfo6">
<b><span style="background:white;mso-highlight:white">November 15, 2020</span></b><span style="background:white;mso-highlight:white">: Notifications for inviting full manuscripts.</span><o:p></o:p></li><li class="MsoNormal" style="color:black;margin-bottom:6.0pt;mso-list:l1 level1 lfo6">
<b><span style="background:white;mso-highlight:white">April 15, 2021</span></b><span style="background:white;mso-highlight:white">: Submission of full manuscripts.
</span><o:p></o:p></li></ul>
<p class="MsoNormal" style="margin-bottom:0in">Please note that the acceptance of the proposal does not guarantee publication and all manuscripts will go through a peer review process following the policies of
<i>Language Teaching Research.</i> When preparing your full manuscript, please see
<i>LTR</i> <span style="color:black">Authors’ Guidelines at: <</span><a href="https://journals.sagepub.com/author-instructions/LTR">https://journals.sagepub.com/author-instructions/LTR</a><u><span style="color:blue">>.
</span></u><span style="color:#201F1E">Feel free to send your inquiries regarding this special issue to Zia Tajeddin and Bedrettin Yazan at <</span><a href="mailto:IdentityTensionsLTR@gmail.com">IdentityTensionsLTR@gmail.com</a><span style="color:#201F1E">>.</span><o:p></o:p></p>
<p class="MsoNormal"> <o:p></o:p></p>
<p class="MsoNormal">---<o:p></o:p></p>
<div>
<p class="MsoNormal" style="margin-bottom:0in"><span style="color:black">Bedrettin Yazan</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:0in"><span style="color:black">Associate Professor of Applied Linguistics</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:0in"><span style="color:black">Department of Bicultural-Bilingual Studies</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:0in"><span style="color:black">College of Education and Human Development</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-bottom:0in"><span style="color:black">University of Texas, San Antonio</span><o:p></o:p></p>
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