Special Issue: English in a Changing Globalized, Multilingual World

(Download the full CFP here)

 

Guest Editors

Dr. Ester de Jong, University of Florida

Dr. Zhuo Li, Southern University of Science and Technology

Dr. Chiuhui Wu, Wenzao Ursuline University of Languages

Dr. Aliya Zafar, COMSATS University Islamabad

 

Aims and Scope

Teaching English in multilingual contexts is the norm in countries around the world. Patterns of superdiversity (Li et al., 2021) have led to the learning of English (1) as integral to the process of becoming multi-lingual (and not just bi-lingual) and (2) being part of a complex constellation of identities and contexts.   

In this special topic issue, we want to explore how English language teaching and learning is being transformed in multilingual contexts in response to global developments, including but not limited to the pandemic. Specifically, we are interested in qualitative studies that critically examine how opportunities for English teaching and learning have changed in response to increasingly diverse contexts and under unprecedented conditions (pandemic, geopolitical tensions, and migration). We intend to examine what English language teaching (ELT) dimensions have been impacted, for whom, how, and what mediating conditions have supported or constrained access to ELT. Articles in this special topic issue would address this intersection between diversity, ELT, and global developments from different perspectives, including students, teachers, and administrators.

Under unprecedented conditions and current global developments, articles in this issue would examine,

--how do learners access and engage in traditional and new opportunities to learn and use English?

--how do English language teacher candidates access opportunities to teach English as an additional language?

--what role does technology play in mediating superdiversity in ELT contexts?

--how do school and district/state leaders provide leadership for quality ELT programs?

--how do English language teachers and English learners negotiate superdiversity (cultural, economic, racial, and linguistic) in their local context?

--how can pedagogical practices in English language teaching support the goal of multilingualism?

--how do English language teachers support and value the construction of diverse identities?

 

Important Dates

Abstract submission: December 31^st, 2022

Notification of acceptance: January 15^th, 2023

Full manuscript due: May 31^st, 2023

Revised manuscripts due: August 15^th, 2023

Anticipated publication date: December, 2023

 

Special Issue: Care in Higher Education

(Download the full CFP here)

 

Guest Editor

Dr Jock Wong, Centre for English Language Communication, National University of Singapore

 

Aims and Scope

When educators in higher education discuss teaching quality, perhaps many would think in terms of things like “pedagogic planning”, “management skills” and the ability to explain and convey information “clearly” (del Cerro & Ruiz-Esteban, 2020, p. 310). In my experience, very few think in terms of care. While the idea of care in higher education is not new, it is rarely discussed in literature (Anderson, et al., 2020). However, given that we have lived in a pandemic for almost two years and the end is still not in sight, what with the new variant Omicron which WHO considers “a variant of concern” (WHO, 2021), there seems to be no better time to talk about care than now. It should even be considered an imperative.

When talking about care in higher education, one could think of a number of questions. What exactly is care? How or why is it important? How may educators show care to their students, who are not children, and do it without treating them as such? How may care be customized to fit individual students?

The International Journal of TESOL Studies invites educators in the areas of ELT and/or academic skills (taught in English) to contribute to a Special Issue on Care in Higher Education, to be published at the beginning of 2023. Contributors are invited to address general questions on care in higher education, such as those presented above or related ones. More importantly, contributors should address questions pertaining to their individual context, such as these:

--What is the module in question and what are its learning objectives?

--What is care to you (in the context of higher education)?

--How have you weaved care into your teaching methods and approaches?

--How have you cared for your students outside class?

--What are some of the impacts of your caring methods? 

--What have some of the challenges been in your discharge of care?

--How did you address these challenges?

--In your duty of care, have you come across any conflict of interest between what you felt you needed to do for the student and the institution’s expectations? If so, how did you resolve it?

Each paper should end with recommendations for fellow educators.

The paper could be reflective, conceptual, or narrative in nature. However, it should ideally present data or evidence to indicate the impact of your caring methods, if available (e.g., improvement in student output, student/peer feedback, student reflections). Otherwise, the paper could discuss care as a general criterion of effective teaching and/or in the context of the current pandemic, which has created the necessity of hybrid classes (i.e., students overseas attending f2f classes online) in some universities.

The paper should be around 7,000 – 10,000 words in length (excluding the reference section). It should be written in Standard, accessible English; authors should avoid the unnecessary use of big words and long, complex sentences.

Contributors are invited to consider Nel Noddings’ (2012) ideas as their starting point but in the context of higher education.

 

Important Dates

Abstract submission: 31st March, 2022

Notification of acceptance: 30th April, 2022

Full manuscript due: 31st July, 2022

Anticipated publication date: early 2023