TESOL Quarterly

Cover image for Vol. 49 Issue 1

Edited By: Brian Paltridge and Ahmar Mahboob

Impact Factor: 1.0

ISI Journal Citation Reports © Ranking: 2013: 41/169 (Linguistics); 64/219 (Education & Educational Research)

Online ISSN: 1545-7249

Associated Title(s): TESOL Journal

Call for Abstracts: 2016 Special Topic Issue

Language teacher identity in multilingual education, Autumn 2016


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Abstracts should describe previously empirically or conceptually based unpublished work that includes implications for TESOL professionals.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