37.3516, Calls: TESL Canada Journal - "Special Issue - Rethinking Evidence of Language Learning: Emerging Perspectives on Assessment" (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-37-3516. Mon 26 Oct 2026. ISSN: 1069 - 4875.

Subject: 37.3516, Calls: TESL Canada Journal - "Special Issue - Rethinking Evidence of Language Learning: Emerging Perspectives on Assessment" (Jrnl)

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Date: 25-Oct-2026
From: Farahnaz Faez [teslcanadajournal at tesl.ca]
Subject: TESL Canada Journal - "Special Issue - Rethinking Evidence of Language Learning: Emerging Perspectives on Assessment" (Jrnl)


Publisher: TESL Canada Federation
http://journals.sfu.ca/tesl/index.php/tesl/index
Journal: TESL Canada Journal
Issue: Rethinking Evidence of Language Learning: Emerging Perspectives
on Assessment
Call Deadline: 01-Feb-2027

TESL Canada Journal
Call For Papers: Special Issue Spring 2028
Guest Editors:
Heike Neumann (Concordia University)
Carol Johnson (Université du Québec à Montréal)
Rethinking Evidence of Language Learning: Emerging Perspectives on
Assessment
Assessment is fundamentally concerned with the collection and
interpretation of evidence to support claims about language learning
and proficiency. As language use, learning environments, and
assessment practices continue to evolve, long-standing assumptions
about what constitutes valid evidence of language ability are
increasingly being reconsidered.
Traditionally, language assessment has relied heavily on observable
products such as essays, test scores, and monologic oral performances.
Increasingly, however, researchers and practitioners are exploring a
broader range of evidence, including learning processes, interactional
and co-constructed performances, learner development, plurilingual
language practices, culturally situated ways of demonstrating
competence, technology-mediated communication, and data generated
through digital learning environments. These developments raise
important questions regarding assessment design, construct
representation, validity, fairness, and the role of professional
judgment in interpreting assessment evidence.
This special issue seeks to examine how language assessment is
responding to an expanding evidentiary landscape. Drawing on
perspectives from learning-oriented and dynamic assessment,
interactional competence, plurilingual and decolonial approaches,
learning analytics, assessment literacy, and AI-mediated communication
and assessment, the issue invites scholarship that explores new
sources of evidence, evolving assessment practices, and the
implications of these developments for language learning, teaching,
and assessment.
Central Question of the Special Issue:
What counts as evidence of language learning and proficiency, and how
should that evidence be collected, interpreted, and used in
contemporary assessment contexts?
Potential Topics
 - Assessment evidence and validity
 - Learning-oriented and dynamic assessment
 - Process-oriented assessment and learner development
 - Interactional competence and collaborative and co-constructed
performance
 - Assessment in technology-mediated environments
 - Assessment considering plurilingual, Indigenous, and/or decolonial
perspectives
 - Generative AI and language assessment
 - Learning analytics and emerging forms of evidence
 - Human judgment, assessment literacy, and professional expertise
 - Fairness, ethics, and inclusion in assessment
 - Classroom, institutional, workplace, and policy perspectives on
assessment
Papers in English and French will be considered and can focus on
research concerning any second, additional, minority, heritage, or
Indigenous language, not just English or French. Submission reporting
on research conducted outside of Canada are welcome; however, authors
will be asked to discussed the implications of their research for
Canadian contexts. We welcome papers for inclusion in one of three
sections: “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 1,
2027. Notice of abstract acceptance will be emailed by March 1, 2027.
Full manuscripts are due June 15, 2027, and will be subject to a
rigorous double-blind review process. The special issue will be
published in Spring 2028.
If you have any questions or queries about this special issue, please
contact Heike Neumann at heike.neumann at concordia.ca

Linguistic Field(s): Applied Linguistics


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