Park to Edit Special-Topic Issue of TESOL Quarterly

Posted on 11/20/2014 2:00:11 PM

Gloria Park, Department of English, will co-edit a special-topic issue of TESOL Quarterly in autumn 2016.

Park’s research and teaching focuses on educators as professional people whose personal lives outside of the classroom have powerful implications for their evolving identities and work as teachers of the English language. Both within the specific realms of TESOL and applied linguistics and in the field of teacher education more broadly, she is interested in understanding how all TESOL teachers’ (especially the ones from diverse linguistic, racial, and cultural backgrounds) constructs of their knowledge, identities, and pedagogies are developed and enacted. Therefore, her understanding of language teacher identity in multilingual education will be a great asset to the special issue. 

Call for Abstracts

Special-Topic Issue of TESOL Quarterly, Autumn 2016

Language teacher identity in multilingual education

Co-editors:

Manka 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Abstracts should describe previously empirically or conceptually based unpublished work that includes implications for TESOL professionals.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 cutting-edge 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 Varghese, at mankav@u.washington.edu.

Department of English