36.3110, FYI: Call for abstracts for edited volume "Challenging native-speakerism: Identity, practice, and decolonial perspectives from Latin America"

[The LINGUIST List]

LINGUIST List: Vol-36-3110. Thu Oct 16 2025. ISSN: 1069 - 4875.

Subject: 36.3110, FYI: Call for abstracts for edited volume "Challenging native-speakerism: Identity, practice, and decolonial perspectives from Latin America"

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Date: 15-Oct-2025
From: Daniela Terreros Silva [daniela.terreros at usach.cl]
Subject: Call for abstracts for edited volume "Challenging native-speakerism: Identity, practice, and decolonial perspectives from Latin America"


Overview and Scope
Despite the growing recognition of World Englishes, the emphasis on
intelligibility over nativeness, and the importance of culturally
responsive perspectives on teaching, the education systems in this
continent still largely adhere to traditional native-speaker standards
in English language teaching. This is made manifest in teaching
materials and standardized assessments, which continue to prioritize
native-speaker models, native-speaker communicative situations, and
standardised purposes for language use centred around communication
and migration to the Global North. This crystallizes in language
teaching pedagogies that challenges students’ and teachers’
identities, which in turn creates tensions in English language
teaching and in teacher education and professional development.
Against this backdrop, the book aims to critically explore English
language teaching in Chile and other Latin American countries from a
decolonial perspective, opening the debate for reflection in ELT
classrooms and universities devoted to initial teacher education.
This book welcomes contributions from teachers of English in the
school system, teacher educators, and academics that have detected
these tensions and can offer insights in terms of discussions,
practical applications, or research findings that can contribute to
finding solutions to this conundrum. The purpose is to provide a
locally grounded, decolonial perspective on the teaching of English in
Latin America, covering the areas of teacher education, identity,
curriculum change, and practical applications. With this purpose,
proposals are accepted in the following areas:
- English language teaching in the education system
- Non-native English teacher identity
- Initial English teacher education
Target Audience
Due to its varied content and perspectives, both theoretical and
practical, it is expected that this book can offer insights that are
useful to academics working in initial teacher education, preservice
teachers of English, and in-service teachers of English in the school
system.
Submission Guidelines
- Abstracts should be 200-250 words and sent to
daniela.terreros at usach.cl
- Include a short bio, your institutional affiliation and contact
information.
Submission Timeline
- Abstracts will be accepted until 14 December 2025.
- Submission outcomes will be notified by 14 January 2026.
- After notification, full chapters will be received until May 2026.
- Peer review will be conducted from June to July 2026, and
manuscripts will be sent back to authors for revision.
- Revised chapters will be sent back to editors by September 2026.
Abstract acceptance is preliminary and does not ensure publication in
the final volume. All submitted chapters must successfully pass a peer
review process. Final inclusion decisions will depend entirely on the
outcome of this procedure.

Linguistic Field(s): Applied Linguistics
                     Discourse Analysis
                     Language Acquisition
                     Ling & Literature
                     Psycholinguistics

Subject Language(s): English (eng)




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