37.20, FYI: Call for Abstracts for Edited Volume “Trans-Speakerism in Asia: Speakerhood, Practice, and the Politics of Valuation”

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LINGUIST List: Vol-37-20. Mon Jan 05 2026. ISSN: 1069 - 4875.

Subject: 37.20, FYI: Call for Abstracts for Edited Volume “Trans-Speakerism in Asia: Speakerhood, Practice, and the Politics of Valuation”

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Date: 05-Jan-2026
From: Takaaki Hiratsuka [takaakihiratsuka at gmail.com]
Subject: Call for Abstracts for Edited Volume “Trans-Speakerism in Asia: Speakerhood, Practice, and the Politics of Valuation”


Overview and Rationale
In recent years, trans-speakerism has materialized as a critical
framework for interrogating and moving beyond native-speakerist
ideologies in language education, teacher and researcher
professionalism, and applied linguistics more broadly (e.g.,
Hiratsuka, 2024a, 2024b, 2025a, 2025b, 2025c, 2026, in press-a, in
press-b; Hiratsuka et al., 2023a, 2023b). By foregrounding speakerhood
as fluid, experiential, and socially negotiated rather than
biologically or nationally determined, trans-speakerism has put
forward a justice-oriented rethinking of linguistic legitimacy,
expertise, and participation. Although existing work on
trans-speakerism has begun to document a range of
contexts—particularly in East Asia and selected Global North
settings—large parts of Asia remain underexplored as research sites
and as sources of theoretical and empirical insight. Many linguistic
communities, educational systems, and professional contexts across
Asia continue to be marginalized or rendered invisible in global
debates on English, multilingualism, and speaker identity, despite
their rich linguistic ecologies and complex historical trajectories.
This edited volume, Trans-speakerism in Asia, seeks to address this
gap by bringing together empirically grounded, context-sensitive, and
theoretically informed studies that inspect how trans-speakerism is
lived, negotiated, resisted, and enacted across diverse Asian
contexts.
Scope and Focus
I invite abstract proposals that engage with trans-speakerism in Asian
contexts, broadly defined. Contributions may draw on qualitative,
quantitative, or mixed-methods research; ethnographic and narrative
inquiry; practitioner research; policy analysis; or theoretically
grounded reflections rooted in lived experience. In particular, the
volume seeks studies situated in the following underrepresented
regions and countries, either as primary research sites and/or as
focal participant contexts:
East Asia: Mongolia
Southeast Asia: Vietnam, Malaysia, Singapore, Indonesia, Brunei,
Cambodia, Laos, Myanmar, Timor-Leste
South Asia: India, Pakistan, Bangladesh, Sri Lanka, Nepal, Bhutan,
Maldives, Afghanistan
Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan,
Uzbekistan
Western Asia: Saudi Arabia, Iraq, Turkey, United Arab Emirates,
Israel, Jordan, Syria, Lebanon, Kuwait, Qatar, Bahrain, Oman, Yemen,
Armenia, Azerbaijan, Georgia, Cyprus, Palestine
Comparative, transnational, and diasporic perspectives connected to
these regions are also welcome, provided that Asia remains central to
the analysis.
Indicative Themes (non-exhaustive)
Proposals may address, but are not limited to, the following themes:
-Trans-speakerism as lived experience among students, teachers,
researchers, or professionals (e.g., teacher educators and policy
makers)
-Repositioning speakerhood, legitimacy, and expertise in Asian ELT and
multilingual education
-Global speaker of languages (GSL)/Global teacher of languages
(GTL)/Global languages researcher (GLR) identities in relation to
race, ethnicity, religion, gender, class, and migration
-Teacher education and professional development
-Institutional policy and curricular constraints shaping speaker
legitimacy
-Global Englishes and multilingual practices through a
trans-speakerism lens
-Intercultural awareness and competence through a trans-speakerism
lens
-Tensions between trans-speakerism and national and regional language
ideologies
-Decolonial, postcolonial, and justice-oriented perspectives on
speakerhood in Asia
-Student voices and learner agency in negotiating speaker identities
-Various research methodologies informed by trans-speakerism
-Pedagogies, classroom materials, and curriculums informed by
trans-speakerism in marginalized or sensitive contexts
Intended Audience
The volume is intended mainly for: scholars and graduate students in
applied linguistics, language education, and sociolinguistics; teacher
educators and language teacher researchers; practitioners interested
in equity, professionalism, and identity in language education; and
readers concerned with decolonial and justice-oriented approaches to
language and education in Asia.
Submission Guidelines (to be sent to takaakihiratsuka at gmail.com)
Abstract length: 250-350 words
Abstracts should clearly indicate context and participants,
theoretical or conceptual framing (explicit engagement with
trans-speakerism is expected), methodology or analytical approach, and
contribution to the volume’s aims
Please include: (1) a short author biography (up to 100 words), (2)
institutional affiliation, and (3) contact email
Timeline (indicative)
Abstract submission deadline: 15 March 2026
Notification of acceptance: 30 April 2026
Full chapter submission: December 31 2026
Peer review and revisions: January-June 2027
Submission of full volume to publisher: July 31 2027
Acceptance of abstracts is preliminary and does not guarantee
inclusion in the final volume. All chapters will undergo a peer review
process, and final publication decisions will be based on scholarly
quality, coherence with the volume, and reviewer feedback.
References
Hiratsuka, T. (2024a). Native-speakerism and trans-speakerism:
Entering a new era. Cambridge University Press.
Hiratsuka, T. (2024b). Native-speakerism and trans-speakerism in ELT:
Interpretations, manifestations, and ramifications. System, 128.
https://doi.org/10.1016/j.system.2024.103543
Hiratsuka, T. (2025a). Headwinds and tailwinds of trans-speakerism.
International Journal of Applied Linguistics.
https://doi.org/10.1111/ijal.70040
Hiratsuka, T. (2025b). Native English-speaking teachers (NESTs) on
trans-speakerism in Japan. Critical Inquiry in Language Studies.
https://doi.org/10.1080/15427587.2025.2579269
Hiratsuka, T. (Ed.). (2025c). Trans-speakerism: A collection of
empirical explorations. Routledge.
Hiratsuka, T. (Ed.). (2026). Trans-speakerism and empowerment: A
global dialogue in language education. Palgrave Macmillan.
Hiratsuka, T. (in press-a). Trans-speakerism and power. Cambridge
University Press.
Hiratsuka, T. (in press-b). Trans-speakerism in action: Transforming
language education through Exploratory Practice. Cambridge University
Press.
Hiratsuka, T., Nall, M., Castellano, J. (2023a). Shifting from
native-speakerism to trans-speakerism: A trioethnography of language
teachers in Japan. TESL-EJ, 27(1). https://doi.org/10.55593/ej.26105a9
Hiratsuka, T., Nall, M., Castellano, J. (2023b). Trans-speakerism: A
trioethnographic exploration into diversity, equity, and inclusion in
language education. Language and Education.
https://doi.org/10.1080/09500782.2023.2223565

Linguistic Field(s): Applied Linguistics




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