SSCI 一区期刊 LCC 专题征稿

Including the teacher preparation of languages (e.g., Gaelic, English, French, etc.) in the discourse on identities across the curriculum is critical since contemporary principles of language education hinge on inclusive, post-structuralist, and multifaceted notions of identity and intercultural citizenship. Scholars have started to examine, for example, the many facets of language educators’ identity but they indicate that more work on intersectionality is needed around language teacher education.

This Special Issue understands intersectionality as a holistic approach to identity by problematising the relationships between different key constructs in social dynamics such as age, class, ethnicity, race, gender, physical abilities, qualities, sexual orientation, and spirituality/religion. The aim of an intersectional view is to raise awareness of identity as a site of struggle, and entrenched injustices and engage in courses of civic action guided by equity.

We invite empirical and conceptual papers that:

• Provide a comprehensive understanding of the relationships between intersectionality and language teacher education.

• Document practice-informed research and research-informed practice on intersectionality in initial and in-service language teacher education in different settings.

• Promote an intersectionality lens in formal, non-formal, and informal language teacher education.

• Discuss the relationships between intersectionality, language teacher education, and (language-in-education) policies and legislation.

• Advance research methodologies which recognise conceptual, epistemological, and experiential diversity and justice.

We invite research contributions, from diverse geographical settings and informed by different research approaches (e.g., qualitative, quantitative, action research, and self-study, arts-based methods, walking methodologies, narrative inquiry, digital ethnography, netnography, auto/duo/multi-ethnographies) to provide conceptual/empirical insights into intersectionality in language teacher education. Some potential topics include, but are not limited to:

Language teacher education programmes as sites of exclusion/inclusion.

Addressing different dimensions of intersectionality (e.g., race, class, gender, language, etc.) in the practice of language teacher education.

• Language teacher education curriculum, language-in-education policy, legislation, and intersectionality.

• Pre-service/In-service language teacher/language teacher educator identity: views and impact on practice.

• Language teacher education, the community, and activism.

• Crossing professional borders.

• Formal, non-formal, and informal language teacher education.

Interested contributors need to submit a 500-word abstract (excluding references) to the lead editor Dario Luis Banegas at Dario.Banegas@ed.ac.uk

In the abstract also include name/affiliation/email of each author. Please, note that invitation to submit an abstract does not guarantee acceptance of your full-length paper. Accepted abstracts will be invited to submit a full manuscript (around 7,500 words) following the journal’s instructions for authors. Decision about what abstracts have been accepted will be communicated in January 2025.