36.376, Calls: Applied Linguistics, Discourse Analysis, Ling & Literature, Sociolinguistics: International Review of Applied Linguistics in Language Teaching (IRAL) - "Attending to Linguistic Racism and Trauma: Towards Trauma-informed Care in TESOL" (Jrnl)

Tue Jan 28 05:05:02 UTC 2025

LINGUIST List: Vol-36-376. Tue Jan 28 2025. ISSN: 1069 - 4875.

Subject: 36.376, Calls: Applied Linguistics, Discourse Analysis, Ling & Literature, Sociolinguistics: International Review of Applied Linguistics in Language Teaching (IRAL) - "Attending to Linguistic Racism and Trauma: Towards Trauma-informed Care in TESOL" (Jrnl)

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Editor for this issue: Erin Steitz <ensteitz at linguistlist.org>

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Date: 28-Jan-2025
From: Chunhong Liu [chunhong_liu at sfu.ca]
Subject: International Review of Applied Linguistics in Language Teaching (IRAL) - "Attending to Linguistic Racism and Trauma: Towards Trauma-informed Care in TESOL" (Jrnl)

Call for Papers:
Recent applied linguistics scholarship has begun to acknowledge
linguistic racism as a significant phenomenon, yet its traumatic
implications for English language learners and teachers remain
underexplored in TESOL contexts. Despite mounting evidence of its
pervasive effects (Dovchin, 2020; Wang & Dovchin, 2023), the
mechanisms through which linguistic racism amplifies trauma—its
extent, manifestations, and underlying causes—remain inadequately
understood. This special issue seeks to illuminate how linguistic
racism impacts learners,  teachers  and other relevant stakeholders as
a lived, embodied experience deeply embedded in their daily
interactions. It addresses the pressing need for a more nuanced
understanding that goes beyond acknowledging instances of linguistic
racism by examining its systemic and structural roots (Quiros et al.,
2020). By shifting the focus to what linguistic racism does via the
lens of trauma, this issue aims to highlight the enduring, often
unsayable, quietly endured trauma that linguistic racism generates
(Busch & McNamara, 2020). Through this special issue, we aim to
introduce a transformative, inclusive voice which seeks to challenge
traditional approaches to TESOL by encouraging language educators and
TESOL institutions to embrace discomfort as a catalyst for healing and
growth, cultivate love and care as foundational principles for
fostering meaningful connections, and inspire hope as a driving force
for empowerment and resilience (Lin, 2024).
The special issue will place a strong emphasis on centering voices of
scholars from or working within the Global South, as well as those
rooted in Indigenous communities, whose perspectives, knowledge
systems, and lived experiences are often underrepresented in
mainstream academic discourse. This issue will provide a platform for
authors to share their experiences, perspectives, and struggles in
addressing linguistic racism and the trauma caused by it. We aim to
create a transformative, dialogic space where these voices can
resonate and inspire new approaches to teaching, learning, and
healing.
We appreciate papers on a wide range of topics including, but not
limited to:
 • TESOL teachers/students’ traumatic experiences, emotions and
efforts towards healing
 • TESOL teachers/students’ identity negotiation, agency, and
well-being in the context of linguistic racism
 • Alternative epistemologies in approaching trauma and
trauma-informed TESOL
 • Healing and care in TESOL teaching and learning processes
 • Pedagogies of care and hope that attend to and resist linguistic
racism in TESOL
 • Institutional policies and trauma-informed practices in TESOL
contexts
For this special issue, both empirical and conceptual papers are
welcome. We also appreciate creative forms of scholarship such as
artworks, poetry, graphic illustrations, and storytelling. Submissions
to the special issue should include a) the intended submission type;
b) a title (15 words max); c) an abstract (300 words max); d) author
bios (150 words max each) and contact information. Please send your
abstract and any inquires to the guest editors (Angel M. Y. Lin,
Chunhong Liu, and Sender Dovchin) at
traumainformedcareintesol at gmail.com
Proposed Timeline
Abstracts Due: March 31, 2025
Short-listed Abstracts Announced: April 15, 2025
Full Manuscripts Due: November 1, 2025
Final Revisions Due: March 1, 2026
Published Online: Late 2026
References
Busch, B., & McNamara, T. (2020). Language and trauma: An
introduction. Applied Linguistics, 41(3), 323–333.
Dovchin, S. (2020). The psychological damages of linguistic racism and
international students in Australia. International Journal of
Bilingual Education and Bilingualism, 23(7), 804–818.
Lin, A. M. Y. (2024, July). Bridging divides in a polarized world:
Trauma-informed cross-cultural communication [Keynote Presentation].
International Postgraduate Roundtable and Research Forum. Hong Kong
SAR.
Quiros, L., Varghese, R., & Vanidestine, T. (2020). Disrupting the
single story: Challenging dominant trauma narratives through a
critical race lens. Traumatology, 26(2), 160–168.
Wang, M., & Dovchin, S. (2023). “Why should I not speak my own
language (Chinese) in public in America?”: Linguistic racism, symbolic
violence, and resistance. TESOL Quarterly, 57(4), 1139–1166.

Linguistic Field(s): Applied Linguistics
                     Discourse Analysis
                     Ling & Literature
                     Sociolinguistics

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