[Edling] CFP: Critical & Dialogic Approaches to TESOL Teacher Education

[Kibler, Amanda]

CALL FOR CHAPTER PROPOSALS

Critical Dialogic TESOL Teacher Education: Preparing Future Advocates and Supporters of Multilingual Learners



Editors

Fares J. Karam, University of Nevada, Reno

Amanda K. Kibler, Oregon State University



In this new edited volume, we aim to showcase how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals. Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential.



We are particularly interested in submissions that engage with critical and dialogic theories in education. For example, Kibler et al. (2020) recently introduced the concept of Critical Dialogic Education (CDE) which promotes “equity-focused classroom pedagogies that are dialogic, critical, and inclusive” (p. 2).



Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language teachers who can do exactly that. As such, we invite TESOL educators from various international contexts to share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education.



This edited volume is intended to be part of the Bloomsbury series: “Critical Approaches and Innovations in Language Teacher Education”. The editors are coordinating with Bloomsbury and the series editor to finalize a list of abstracts and chapter authors that can potentially appear in this volume. Following the initial selection of proposals, a full book proposal will be sent to the publisher for review. Upon acceptance, chapter authors will be sent detailed guidelines, including specifications for images and other multimedia.



Potential authors should provide a tentative chapter title, a 50-100 word biography for each author, and a 500-word abstract that addresses some aspect of critical and dialogic approaches to TESOL teacher education. Proposals (due January 1, 2022) should be saved as a single Microsoft Word document and emailed to the editors: Fares Karam (fkaram at unr.edu) and Amanda Kibler (amanda.kibler at oregonstate.edu). Chapters must be original and should not be submitted for publication elsewhere. All chapters will be double-blind peer reviewed (contributors may also be asked to review).

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