ELT in the Time of the Coronavirus 2020 (and beyond)
Special issue: ELT in the Time of the Coronavirus 2020 (and beyond)
Submissions
Call for Papers
Systemic Functional Linguistics in Teaching English Beyond School/University
This special issue of the International Journal of TESOL Studies seeks contributions from researchers and teaching practitioners who have studied or used SFL to work with students learning English outside of the school or university classroom, such as in workplaces, language academies, or one-on-one classes.
The Evolving Role of Language Assessment in Skills Development in the Modern World
The current special edition aims to explore the ways in which language assessment has evolved in the 21st century – with a particular focus on standards, and the acceptance of reference scales such as the CEFR.
Teaching and Teacher Development in Technology-enhanced Language Learning
Special Issue on Teaching and Teacher Development in Technology-enhanced Language Learning
L2 Creative Writing in Asia: Texts, Contexts and Identity Work
L2 creative writing in Asia: Texts, contexts and identity work
Critical Thinking and Communicating in the Disciplines
This special issue aims to explore curriculum design innovations, instructional strategies adoptions and assessment practices in the teaching and learning of critical thinking and communicating skills in the disciplines in higher education. Discussions in this area will expand our understanding of how language educators approach issues and challenges in Writing in the Disciplines (WID) or Writing Across the Curriculum (WAC) with a particular focus on developing critical thinking and communicating.
Teaching and Learning of Academic Vocabulary in EMI Contexts
As applied linguists specialising in vocabulary studies, we wish to redress this imbalance and explore vocabulary teaching and learning in EMI settings.
English in a Changing Globalized, Multilingual World
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).