35.1614, FYI: Call for journal articles: Shifting Identities and (Perceived) Responsibilities of Multilingual Language Teachers in the New World

[The LINGUIST List]

LINGUIST List: Vol-35-1614. Thu May 30 2024. ISSN: 1069 - 4875.

Subject: 35.1614, FYI: Call for journal articles: Shifting Identities and (Perceived) Responsibilities of Multilingual Language Teachers in the New World

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Date: 30-May-2024
From: Michał B. Paradowski [m.b.paradowski at uw.edu.pl]
Subject: Call for journal articles: Shifting Identities and (Perceived) Responsibilities of Multilingual Language Teachers in the New World


We have an opening for 2 empirical contributions in a forthcoming
Special Issue of the Journal of Education for Multilingualism
(https://jempub.com) titled “Shifting Identities and (Perceived)
Responsibilities of Multilingual Language Teachers in the New World,”
guest edited by Luis Javier Pentón Herrera, Anna Becker, and Michał B.
Paradowski. The issue aims to explore and reflect on the evolving
(perceived) responsibilities of multilingual language teachers and how
these influence their identities in contemporary contexts.

SI theme:
Over the past one and a half decades, the topic of language teacher
identity (LTI) has emerged as a focal point of attention (Kayi-Aydar,
2019), gaining increasing prominence as educators confront the
challenges posed by rapid global changes, instability, and
increasingly multilingual classrooms. Scholars concur that language
teachers are more engaged than ever in a continuous cycle of
(re)evaluation, (re)construction, and (re)positioning of their
identities (Alosaimi, 2023; Zhang & Hwang, 2023), which are not only
“dynamic” (Kocabaş-Gedik & Ortaçtepe Hart, 2021, p. 2) and “constantly
evolving” (Barkhuizen, 2017, p. 9), but also “multifaceted and
multidimensional” (Ahn, 2019, p. 299) constructs shaped by a complex
interplay of cognitive, social, emotional, ideological, and historical
factors. These iterative processes demonstrate how language teachers
actively navigate and are shaped by the evolving landscape and
pedagogical paradigms, which in turn influence the ongoing development
and redefinition of their identities, placing them at the core of the
dynamic field of language education.
Despite rich explorations of LTI investigating different dimensions
such as identity negotiation (Donaghue, 2020; Yazan, 2017), well-being
(Pentón Herrera et al., 2022; Pentón Herrera & Martínez-Alba, 2022),
power and prestige (Appleby, 2016; Becker, 2023), reflective practices
(Banegas et al., 2023; Dimitrieska, 2022), tensions (Yazan et al.,
2023), dilemmas (Aminifard et al., 2023), transformations (Song,
2016), and teacher agency (Mansouri et al., 2021), less attention has
been paid to the intersection of shifting identities and (perceived)
responsibilities of multilingual language teachers in the new world.
In this Special Issue, we understand the new world as the world we
have inherited post-COVID, which has witnessed rapid instability in
mental health, technological advances, social polarization, political
upheavals, violence and war, environmental disasters, mass migration,
economic volatility, and informational chaos, all at a global scale.
This Special Issue aims to forge a path for the in-depth examination
of these elements in relation to LTI, providing a platform for
cutting-edge research and state-of-the-art reflections that
interrogate how multilingual language teachers are reshaping their
professional identities amidst these formidable challenges. In
particular, we are interested in explorations and reflections
examining multilingual language teachers’ (perceived)
responsibilities, and how they influence their LTI.

Interested authors are invited to declare their expression of interest
by submitting an extended abstract of 500-700 words to Luis Javier
Pentón Herrera at luis.penton at gmail.com by Monday, 17 June 2024.

Best wishes and regards,
Luis Javier Pentón Herrera [University of Economics and Human Sciences
in Warsaw], Anna Becker [Polish Academy of Sciences], and Michał B.
Paradowski [University of Warsaw]

Linguistic Field(s): Applied Linguistics
                     Language Acquisition
                     Not Applicable
                     Psycholinguistics
                     Sociolinguistics




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