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In recent years, we are becoming increasingly aware that English language education is about engaging with diversity: It is about becoming competent in different varieties of the language, without forgetting that we are all members of the same linguistic community; it is about becoming proficient in different sorts of contexts where English is taught, and at the same time keeping in mind that we are part of the same profession; and – equally – it is about understanding how the diverse ways in which we identify can both make us different and bring us together as a professional community. This is why I am very happy to share the call for papers for a new edited volume, entitled Critical Perspectives on Gender and Sexuality in English Language Education, which engages with “gender and sexual diversity as dimensions of human life that are part of the educational landscape”.
The aim of this volume is to collect teaching-informed research studies as well as research-informed teaching accounts which describe, discuss, and explore the teaching of English that engages with gender and sexual diversity. By “English language education” we mean teaching English as a home language as well as teaching English as a foreign language.
Informed by theories and approaches that foreground issues of identity and power in English language education, such as critical theories, critical literacy, post-structuralism, queer theory, gender studies and indigeneity/(de)coloniality, the critical perspectives in this volume […] should aim to promote sexual, gender, emotional, and relational wellbeing together with the construction of cultural horizons and citizenship.
Call for chapter proposals
The editors are keen to receive proposals for chapters that engage with the themes of the book. These chapters might report on experiences and data from primary, secondary, and higher education, as well as teacher education.
Some possible topics include the following:
- Classroom interaction;
- Parents’ beliefs;
- Students’ beliefs, attitudes, and behaviours;
- Teachers’ practices in schools;
- Teacher preparation;
- Materials development;
- Curriculum development and policy; and more…
Each chapter proposal should contain the following information:
- A tentative title;
- An abstract, ranging from 250 to 300 words;
- Three or four key references;
- Author name(s), affiliation(s) and contact email(s).
The proposals should be submitted as MS-Word documents to the editors (see below for contact details).
Not so confident about your abstract writing skills? This might help: How to write a research abstract (University of Southern California)
|Deadline for proposal submission||30th April 2020|
|Notification of acceptance||20th May 2020|
|Expected deadline for chapter submission*||early January 2021|
*pending review of the volume proposal by the publisher
The editors can be contacted at their email addresses: dario.banegas [at] strath.ac.uk and navan.govander [at] strath.ac.uk.
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