36.3700, Calls: TESL Canada Journal - "Special Issue: Vygotskian Sociocultural theory: Transforming L2 teaching, Learning, Assessment, and Research" (Jrnl)

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LINGUIST List: Vol-36-3700. Mon Dec 01 2025. ISSN: 1069 - 4875.

Subject: 36.3700, Calls: TESL Canada Journal - "Special Issue: Vygotskian Sociocultural theory: Transforming L2 teaching, Learning, Assessment, and Research" (Jrnl)

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Date: 29-Nov-2025
From: Farahnaz Faez [ffaez at uwo.ca]
Subject: TESL Canada Journal - "Special Issue: Vygotskian Sociocultural theory: Transforming L2 teaching, Learning, Assessment, and Research" (Jrnl)


Journal: TESL Canada Journal
Issue: Vygotskian Sociocultural theory: Transforming L2 teaching,
Learning, Assessment, and Research
Call Deadline: 01-Feb-2026

Call For Papers: 2027 Special Issue
Guest Editors Ibtissem Knouzi (York University), Penny Kinnear (OISE –
University of Toronto), and Merrill Swain (OISE – University of
Toronto) invite interested parties to submit papers for consideration
in TESL Canada Journal's 2027 Special Issue, Vygotskian sociocultural
theory: Transforming L2 teaching, learning, assessment, and research.
Vygotskian Sociocultural Theory (V-SCT), as a theory of mind, has had
a major impact on second language (L2) theory and practice over the
last four decades. It has challenged L2 educators' understanding of
the genesis of L2 development and effective pedagogy through a set of
principles (see Swain, Kinnear & Steinman (2015) for a comprehensive
and accessible review) such as the central role of interpsychological
mediation, and the focus on concept-based teaching and curriculum
design. However, as L2 educators and researchers, often trained in
cognitivist paradigms, redefine their roles and attempt to reconcile
previous practices and beliefs with new concepts, many confusions
persist (Knouzi, in press). These confusions exist especially with
respect to key concepts such as ZPD vs. i+1; mediation vs.
scaffolding; role of concept-based language instruction in
form-focused instruction; role of affect vs. positive psychology; and
Dynamic Assessment vs. proficiency testing.
This special issue seeks to explain key V-SCT concepts and demonstrate
their relevance to L2 theory and practice in Canadian contexts, as
demonstrated by Canadian scholars through conceptual papers and
empirical studies.
We invite submissions that examine and critique L2 development,
teaching, and assessment practices, and teacher education from a V-SCT
perspective, addressing topics such as, but not limited to, the
following:
 - Role of mediation in learning and development, focusing on the
range, affordances, and constraints of mediational means (including
digital and multimodal) in L2 language classrooms.
 - Role of language as a cognitive tool (e.g., languaging,
collaborative dialogue, instructional interactions)
 - Concept-based instruction in L2 classrooms and in teacher education
programs
 - Dialectic relation between affect and cognition
 - Assessment
 - Activity theory-informed analysis of learner/teacher development
Papers in English and French will be considered. We welcome papers for
inclusion in one of three article categories: “Full-Length Research
Articles” (original research), “Perspectives” (theoretical
explorations of relevant issues), and “In the Classroom” (pedagogical
focus). Please refer to the TESL Canada Journal author guidelines for
more information:
http://www.teslcanadajournal.ca/index.php/tesl/about/submissions
 - Interested authors are invited to submit a 400-word abstract
(including references) to teslcanadajournal at tesl.ca by February 01,
2026.
 - Please indicate clearly the category to which your abstract
belongs.
 - Notice of abstract acceptance will be emailed by March 01, 2026.
 - Full manuscripts are due June 15, 2026, and will be subject to a
rigorous blind review process.
In line with SCT principles, we will follow a process that fosters
collegial mediation and creates opportunities for scholarly
development. In a two-phase process, each contributor will be asked to
review a paper in the special issue (blind review). Following the
first revisions and resubmission, all contributors will have the
option to receive additional feedback through discussion at a meeting
attended by SCT colleagues before submitting a final version. The
special issue will be published in January-March, 2027.
If you have any questions or queries about this special issue, please
contact Ibtissem Knouzi at iknouzi at yorku.ca

Linguistic Field(s): Applied Linguistics
                     General Linguistics
                     Linguistic Theories

Subject Language(s): English (eng)
                     French (fra)




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