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Submit a Manuscript to the Journal

Journal of Curriculum and Pedagogy

For a Special Issue on

Critical American Language Praxis: Teaching, navigating, and resisting Global English

Abstract deadline
02 June 2023

Manuscript deadline
01 December 2023

Cover image - Journal of Curriculum and Pedagogy

Special Issue Editor(s)

Kevin Donley, Georgetown University
[email protected]

Magdalena Madany-Saa, Pennsylvania State University College of Education
[email protected]

Fernando Milmo, University of Texas Rio Grande Valley
[email protected]

Karina Oliveira de Paula, Texas Tech University
[email protected]

Juliana Reichert Assunção Tonelli, Londrina State University
[email protected]

Submit an ArticleVisit JournalArticles

Critical American Language Praxis: Teaching, navigating, and resisting Global English

The Journal of Curriculum and Pedagogy invited abstract submissions for a special issue “Critical American Language Practice: Teaching, navigating, and resisting Global English". With this special issue, the guest editors seek to collectively introduce “Critical American Language Praxis” as an epistemological lens that attends to how language teachers (and teacher educators) navigate the tensions of Global English in language learning contexts in the Americas. We aim to develop this concept as an orientation towards research that interrogates the social, historical, and ideological forces of language in practice (Critical); that is inclusive of perspectives beyond the Global North (American); that is focused specifically on language teaching and learning contexts (Language); and that aims to learn directly from teachers’ experiences, reflections, and actions in such contexts (Praxis). This special issue brings particular attention to how language teachers and teacher educators across the Americas (South, Central, North, Caribbean) navigate the material, social, and political challenges of Global English and disrupt the inequalities that stem from English hegemony.

Language teachers and teacher educators across the Americas face various material, social, and political challenges related to the pervasiveness of Global English (Chen et al, 2021). Materially, they are often restricted by curricular practices and assessment tools that prioritize English language acquisition at the expense of bilingual and bicultural development (Canagarajah, 2006). Socially, this is reinforced by language ideologies that hold English as the international language of power and success (Lee & Canagarajah, 2021). Politically, educators must also respond to various local, state, and federal language policies that shape how English should be taught, learned, and practiced in school (Gimenez et al, 2017; Solano-Campos, 2022). In many ways, these challenges further reinscribe the boundary between the Global North and South, as the knowledge that informs policy and practice is generally limited to Northern perspectives and ways of knowing (Ricento, 2015).

We welcome contributions from researchers and practitioners who engage in language teaching and those who prepare language teachers in primary, secondary, and postsecondary language learning contexts. We strongly encourage proposals that embrace critical, decolonial, and anti-oppressive qualitative methodologies to unpack the intersectionality of language and power in linguistically diverse settings across South, Central, North America, and the Caribbean. More specifically, we seek empirical contributions that counter Eurocentric, whitened, and instrumentalized language curricula and instruction related to one or more of the following topics:

● Multidisciplinary perspectives on curriculum and pedagogy
● Instructional models including Teaching English to Speakers of Other Languages (TESOL), English as a
Second Language (ESL) instruction, bi/multilingual education, world language education,
Content-Language Integrated Learning (CLIL), and English Language Arts, Indigenous and Minority
Language Revitalization, etc.● Interculturality, Intercultural Education, and Intercultural Bilingual Education
● Language instruction for migrant, transnational, refugee students (incl. with interrupted formal education)
● Language teacher preparation and professional development
● Resistance to raciolinguistic ideologies in curriculum and instruction
● Culturally and Linguistically Sustaining and/or Relevant Pedagogies
● Perceptions and identities of language teachers and multilingual learners

Submission Instructions

Interested authors should send a 300-word abstract to [email protected] by June 2, 2023. Given the theme of this special issue, abstracts will be accepted in Spanish, Portuguese, and English. Submissions should be limited to no more than four contributing authors. Invited manuscripts should be written in the same language as the submitted abstract. Please send inquiries to any member of the editorial team (biographical and contact information for each editor can be found below the proposed timeline).

Proposed Timeline
● Abstracts due: June 2, 2023
● Invitations to Contributing Authors: June 30, 2023
● Manuscripts Due: December 1, 2023
● Peer Review: December, 2023 - January, 2024
● Revisions sent to authors: January 29, 2024
● Revised manuscripts due: February 19, 2024
● Full Issue Submission: March 1, 2024
● Estimated Publication: August 2025

Instructions for AuthorsSubmit an Article

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