31.2448, Calls: Applied Linguistics / Language Teaching Research (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-31-2448. Mon Aug 03 2020. ISSN: 1069 - 4875.

Subject: 31.2448, Calls:  Applied Linguistics / Language Teaching Research (Jrnl)

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Date: Mon, 03 Aug 2020 14:16:34
From: Bedrettin Yazan [byazan at ua.edu; zia_tajeddin at yahoo.com; IdentityTensionsLTR at gmail.com]
Subject: Applied Linguistics / Language Teaching Research (Jrnl)

 
Full Title: Language Teaching Research 


Linguistic Field(s): Applied Linguistics 

Call Deadline: 15-Oct-2020 

Call for Papers: 
Special Issue: Tensions in Language Teachers' Professional Identity
Development and Coping Strategies

https://journals.sagepub.com/home/ltr

Guest Editors:
Zia Tajeddin (Tarbiat Modares University) 
Bedrettin Yazan (University of Alabama)

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 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 welcomes empirical studies with clear
pedagogical implications for incorporating teacher identity in language
teacher education practices. 

Possible topics include but are not limited to:
- Tensions in transition from student to teacher identities
- Tensions between ideal and imposed identities, personal and professional
identities, and private and public identities
- Tensions between cognitive, emotional, and sociocultural aspects of identity
work
- Tensions between different belief systems influencing teacher identity
- Tensions between claimed and assigned identities
- Teachers' emotion labor in grappling with identity tensions
- Teachers' agency in navigating identity tensions
- Influence of identity tensions on teacher professional practice and
development
- Influence of identity tensions on teacher demotivation, burnout, and
attrition
- Teacher strategies for coping with identity tensions

Timeline for the special issue: 
October 15, 2020: Submission of a 500-word proposal and a 100-word bio
November 15, 2020: Notifications for inviting full manuscripts.
April 15, 2021: Submission of full manuscripts.




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LINGUIST List: Vol-31-2448	
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