[EDLING:431] CFP: TESOL Quarterly 2006 Special-Topic Issue

[Francis M Hult]

Special-Topic Issue, Autumn 2006

Race and TESOL. Edited by Ryuko Kubota and Angel Lin

TESOL Quarterly invites TESOL professionals worldwide to submit abstracts
for the 2006 special-topic issue focusing on how issues of race affect
English language learning and teaching. Abstracts should describe
previously unpublished work that bridges theory, research, and practice
and uses language that is accessible to TESOL Quarterly's broad
readership. In addition to abstracts for full-length articles, authors are
invited to submit descriptions of shorter papers for Brief Reports and
Summaries and the Forum, as well as reviews of cutting-edge books.

Articles are sought on a broad range of topics that explicitly address
race and TESOL from theoretical, empirical, and pedagogical perspectives,
especially work that focuses on race's interrelationship with other
categories, such as gender, class, and sexual identity. Topic areas
include

Learner/teacher identities and race: How do racialized identities get
constructed in various settings (e.g., K-12, postsecondary, adult
learners, ITA training, teacher education)?
Race in curriculum, instruction, materials, and technology: How do local
and global education practices reproduce racial norms, racism, and other
racial meanings? How do antiracist pedagogies challenge these meanings?
Language policies/ideologies and race: What significance do racism and
other racial meanings have for linguistic imperialism, English only,
standard English, and other hegemonic ideologies that affect English
language teaching?
Whiteness, native speaker myth, and the teaching of language and culture:
How can the relationship between linguistic and racial privileges be
theorized? How is it reflected in practice? What does it imply for
teaching and learning?
Critical (classroom) discourse analysis and race: How are racial
domination, subordination, and resistance manifested in the discourses of
the classroom and other teaching and learning contexts?
Please send a 600-word abstract for a full-length article, a 300-word
abstract for a Brief Report or Forum article, and a 150-world abstract for
a book review. For all submissions, send three copies of the abstract
without author name(s). On a separate sheet, include each author's name,
affiliation, mailing address, e-mail address, telephone and fax numbers,
and 50-word biographical statement.

Send abstracts and inquiries to

Ryuko Kubota
School of Education
CB#3500, Peabody Hall
The University of North Carolina at Chapel Hill
Chapel Hill, NC 27599-3500 USA
rkubota at email.unc.edu

Abstracts are due December 31, 2004.