Call for Abstracts Special-Topic Issue of TESOL Quarterly, Autumn 2016 Language teacher identity in multilingual education

Call for Abstracts

Special-Topic Issue of TESOL Quarterly, Autumn 2016

Language teacher identity in multilingual education

Co-editors:

Manka M. Varghese, University of Washington, Seattle USA

Suhanthie Motha, University of Washington, Seattle USA

John Trent, Hong Kong Institute of Education, Hong Kong

Gloria Park, Indiana University of Pennsylvania ,USA

Jenelle Reeves, University of Nebraska-Lincoln, USA

TESOL Quarterly announces a call for abstracts for the 2016 special-topic issue on

language teacher identity in multilingual education, including ESOL, bilingual and

multilingual settings across the globe. This issue of TESOL Quarterly will highlight

current research that focuses on the study and theorization of language teacher

identity, which takes into account teachers’ professional, personal and political

identities. Contributions will explore innovative research, practice and conceptual

work on language teacher identity with a focus on pre-service, novice in-service or

experienced in-service teachers. Specifically, we call for empirical and conceptual

articles on:

1) The development and construction of language teacher identity

2) The relationship between language teacher identity and the sociopolitical

contexts in which it is constructed

3) Theoretical and methodological frameworks used in language teacher identity

4) The interaction between language teacher identity and one or more of the

following – teaching, teacher education, student identity, student learning and

language learning

Abstracts should describe previously empirically or conceptually based unpublished

work that includes implications for TESOL professionals. In addition to full-length

articles, we solicit papers for Brief Reports and Summaries, and papers for the

Research Issues, Teaching Issues, and Forum sections, as well as Reviews of cuttingedge

books.

Contributions from all regions of the world and all topics related to language teacher

identity in TESOL and other multilingual settings are encouraged. Based on review of

the abstracts, authors will be invited to submit papers for possible inclusion in the

issue.

Please send a 600-word abstract for a full-length article, and a 300-word abstract for a

Brief Report, Research Issues, Teaching Issues or Forum piece. For all submissions,

send copies of the abstract without author(s) names. On a separate sheet, include each

author’s name, affiliation, mailing address, e-mail address, telephone and fax

numbers, and 50-word biographical statement. The deadline for abstracts is April 1,

2015. Authors invited to submit papers will be notified by May 1, 2015, and full

papers are due November 1, 2015. Please send abstracts and inquiries to the lead

editor, Manka M. Varghese at mankav@u.washington.edu