29.3176, Calls: Applied Linguistics, Discourse Analysis, Sociolinguistics / TESOL Journal (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-29-3176. Wed Aug 15 2018. ISSN: 1069 - 4875.

Subject: 29.3176, Calls:  Applied Linguistics, Discourse Analysis, Sociolinguistics / TESOL Journal (Jrnl)

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Date: Wed, 15 Aug 2018 13:09:44
From: Bedrettin Yazan [byazan at ua.edu]
Subject: Applied Linguistics, Discourse Analysis, Sociolinguistics / TESOL Journal (Jrnl)

 
Full Title: TESOL Journal 


Linguistic Field(s): Applied Linguistics; Discourse Analysis; Language Acquisition; Sociolinguistics 

Call Deadline: 15-Sep-2018 

Call for Papers:
An identity-oriented lens to TESOL teachers' lives: From teacher education to
classroom contexts 

Kristen Lindahl, University of Texas, San Antonio 
Bedrettin Yazan, University of Alabama, Tuscaloosa

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
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.

The present special issue seeks proposals of all submission categories
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, we specifically call
for papers which explore identity-oriented practices in teacher education in
relation to (non-)nativeness; intersectionality; critical language awareness;
social justice; intercultural competence; self-narratives/autoethnographies;
privilege and marginalization; positioning within communities; teacher agency,
investment, and commitment; and teacher emotions, beliefs, and ideologies. 

Possible topics include but are not limited to:
- 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
- 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
- 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
- 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
- TESOL teacher educator identities as pedagogies of teacher education

Note that there will be a regular peer review process for all manuscripts
submitted to the special issue. Complete TESOL Journal author guidelines can
be found at: https://goo.gl/HE5T7Z
Please submit your 200-300 word proposal to TJspecialissue2019 at gmail.com 
Time Schedule
- Proposal submission due: September 15, 2018
- Notifications for inviting full articles: September 30, 2018
- Full manuscripts due: January 15, 2019




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