37.2882, Calls: TESL Canada Journal - "2028 Special Issue - Connecting Research and Practice in Second Language Education: Toward Stronger Partnerships" (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-37-2882. Thu Sep 10 2026. ISSN: 1069 - 4875.

Subject: 37.2882, Calls: TESL Canada Journal - "2028 Special Issue - Connecting Research and Practice in Second Language Education: Toward Stronger Partnerships" (Jrnl)

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Date: 10-Sep-2026
From: Farahnaz Faez [teslcanadajournal at tesl.ca]
Subject: TESL Canada Journal - "2028 Special Issue - Connecting Research and Practice in Second Language Education: Toward Stronger Partnerships" (Jrnl)


Journal: TESL Canada Journal
Issue: 2028 Special Issue - Connecting Research and Practice in Second
Language Education: Toward Stronger Partnerships
Call Deadline: 08-Jan-2027

Overview:
Despite longstanding calls for closer collaboration between second
language (L2) researchers and practitioners, a gap between research
and practice continues to be recognized across language education
contexts. Researchers and teachers often operate within different
professional environments, priorities, and expectations, which can
limit opportunities for meaningful dialogue and collaboration. At the
same time, there is growing recognition that stronger partnerships can
benefit both groups, helping researchers address issues that are
relevant to classroom practice while enabling practitioners to draw on
research to inform teaching and learning.
Recent discussions in applied linguistics have emphasized
collaborative approaches in which researchers, teachers, teacher
educators, administrators, and policymakers work together to address
shared concerns related to language learning and teaching. Such
partnerships can promote reciprocal knowledge exchange, support
professional growth, and contribute to more effective educational
practices.
The Canadian context provides a particularly important setting for
exploring these issues. Canada's diverse language education landscape
includes public and private institutions, newcomer settlement
programs, community-based initiatives, and language teacher education
programs. This diversity creates valuable opportunities to examine how
research can inform practice and how practitioners can contribute to
research in ways that strengthen language education across settings.
Aim of the Special Issue:
This special issue seeks to explore the relationship between second
and additional language research and educational practice. The goal is
to promote an open, reciprocal, and sustained dialogue among
researchers, teachers, teacher educators, administrators, employers,
and policymakers.
We invite contributions that:
 - Examine the relevance and utility of L2 research for educational
practice.
 - Explore factors that facilitate or hinder research-practice
partnerships.
 - Investigate collaborative models of knowledge generation between
researchers and practitioners.
 - Highlight innovative initiatives that strengthen connections
between research and practice.
 - Share experiences, perspectives, and lessons learned from diverse
educational contexts.
Topics of Interest:
Submissions may address, but are not limited to, the following themes:
 - Language teacher education and professional learning
 - Teacher beliefs, cognition, and decision-making
 - Research-informed language teaching and assessment
 - Teacher-researcher partnerships and collaborative inquiry
 - Practitioner research and classroom-based research
 - Teachers as consumers and users of research
 - Teachers as producers of research
 - Research engagement and knowledge mobilization
 - Professional development for teachers and researchers
 - Institutional, administrative, and policy support for
research-practice collaboration
 - Technology and artificial intelligence in language teaching and
teacher development
 - Cross-cultural and international perspectives on research-practice
connections
 - Teaching and learning of English and additional languages
To encourage a diversity of perspectives, submissions focusing on
languages other than English and contributions from non-Western
contexts and research traditions are especially welcomed.
Submission Categories:
We welcome submissions in the following categories:
 - Full-Length Research Articles
 - Perspectives
 - In the Classroom
Authors should indicate the intended submission category when
submitting their manuscript.
For manuscript preparation and submission requirements, please consult
the TESL Canada Journal Author Guidelines:
https://teslcanadajournal.ca/index.php/tesl/about/submissions
Submission Process and Important Dates:
Interested authors are invited to submit a 350-word abstract
(excluding references) to teslcanadajournal at tesl.ca and the Special
Issue Co-Editors by January 8, 2027.
Important Dates:
 - Abstract submission deadline: January 8, 2027
 - Notification of abstract acceptance: March 2027
 - Full manuscript submission deadline: September 10, 2027
 - Peer review: Double-blind review process
 - Publication of special issue: Spring 2028
Contact Information:
For abstract submissions, authors should send their proposal to:
TESL Canada Journal: teslcanadajournal at tesl.ca
AND
Special Issue Co-Editors
 - Eva Kartchava: eva.kartchava at carleton.ca
 - Hossein Nassaji: nassaji at uvic.ca
Questions regarding the special issue, its scope, or the submission
process may be directed to the Special Issue Co-Editors.

Linguistic Field(s): Applied Linguistics




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