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From https://linguistlist.org/issues/29/29-3176.html

 

Call for Papers: An identity-oriented lens to TESOL teachers' lives: From teacher education to classroom contexts 

 

The present special issue seeks proposals of all submission categories highlighting perspectives that construct teacher identity as intersectional, multidimensional, and dynamic. The goal of the issue is to provide TESOL professionals with a lens to better understand teacher learning, professionalization, and ongoing negotiation/reconstruction of identities in multiple contexts of English language education across the world. The studies in this issue will explore how teacher identities may be used as explicit foci within the pedagogy of TESOL teacher education. Thereby, we specifically call for papers which explore identity-oriented practices in teacher education in relation to (non-)nativeness; intersectionality; critical language awareness; social justice; intercultural competence; self-narratives/autoethnographies; privilege and marginalization; positioning within communities; teacher agency, investment, and commitment; and teacher emotions, beliefs, and ideologies. 

 

Possible topics include but are not limited to: 

• The role of pre- and inservice teacher education practices in helping TESOL professionals develop intersectional identities (e.g., ''NEST,'' ''NNEST,'' monolingual, multilingual, translingual) within the dominant discourses of nativeness, nationality, gender, race, social class, religion, and community membership in their teaching contexts 

• The role of pre- and inservice teacher education practices in empowering TESOL professionals to assert agency over restrictive binary categorical identity options (e.g., ''NEST'' vs. ''NNEST'') with variable experiences of privilege and marginalization in glocal contexts of English language teaching 

• The role of pre- and inservice teacher education practices in providing discursive spaces in which TESOL professionals can cognitively and emotionally invest in agentive roles to negotiate their teacher identities 

• The role of pre- and inservice teacher education practices in fostering identity options for critically reflexive teachers to use their identities as pedagogy that is invested in learners' identity negotiation during the processes of language education 

• TESOL teacher educator identities as pedagogies of teacher education 

 

Proposal submission due: September 15, 2018 

 

View the full call for proposals at https://linguistlist.org/issues/29/29-3176.html