【活動轉知】Special Issue Call for papers from International Journal of TESOL Studies

Special Issue: English in a Changing Globalized, Multilingual World

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: July 15^th, 2022

Notification of acceptance: July 30^th, 2022

Full manuscript due:  November 15^th, 2022

Revised manuscripts due: February 28^th, 2023

Anticipated publication date: June, 2023

For more detail, please visit the journal website: 

https://www.tesolunion.org/

特刊：在變化的全球化、多語言世界中的英語

客座編輯

- Dr. Ester de Jong, 佛羅里達大學
- Dr. Zhuo Li, 南方科技大學
- Dr. Chiuhui Wu, 文藻外語大學
- Dr. Aliya Zafar, COMSATS 伊斯蘭堡大學

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目標與範圍

在全球各國，多語言環境中的英語教學已成為常態。超多樣性模式（Li et al., 2021）使得學習英語 (1) 成為多語言化過程的重要組成部分（不僅僅是雙語化），以及 (2) 成為複雜身份與情境的組合之一。

在本特刊中，我們希望探討在多語言環境中，英語教學與學習如何因應全球發展（包括但不限於疫情）的轉變。具體而言，我們對質性研究特別感興趣，這些研究將批判性地考察英語教學與學習的機會如何在日益多樣的背景及前所未有的條件下（如疫情、地緣政治緊張和移民）發生變化。我們打算探討哪些英語教學（ELT）維度受到了影響，影響對象是誰，影響方式，以及什麼樣的中介條件支持或限制了對ELT的接觸。本特刊的文章將從不同角度探討多樣性、ELT與全球發展之間的交集，包括學生、教師和管理者的視角。

在前所未有的條件和當前全球發展的背景下，本期的文章將探討以下問題：

- 學習者如何接觸並參與傳統和新的英語學習與使用機會？
- 英語教師候選人如何獲得教學英語作為附加語的機會？
- 技術在ELT環境中的超多樣性中扮演什麼角色？
- 學校和區域/州領導者如何為高質量的ELT項目提供領導？
- 英語教師和英語學習者如何在當地環境中協商超多樣性（文化、經濟、種族和語言）？
- 英語教學中的教學實踐如何支持多語言的目標？
- 英語教師如何支持並重視多樣性身份的建構？

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重要日期

- 摘要提交：2022年7月15日
- 接受通知：2022年7月30日
- 完整手稿截止：2022年11月15日
- 修訂手稿截止：2023年2月28日
- 預計出版日期：2023年6月

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如需更多詳情，請訪問期刊網站：  
[https://www.tesolunion.org/](https://www.tesolunion.org/)