Special Issue for Foreign Language Studies
CALL FOR PAPERS
Professional Development in Language Education
Guest Editors:
Icy Lee (Nanyang Technological University, Singapore)
Chih-Hao Chang (Nagoya University of Commerce and Business, Japan)
Extended Abstract Submission Deadline: 31 January 2024
In the era of globalization, technology, and artificial intelligence (AI), the entire world is witnessing rapid and unprecedented changes. In light of these transformations driven by technological advancements, automation, and the interconnectedness of the global economy, there is a pressing need for professional development in diverse fields. Professional development is a dynamic and continuous process that individuals engage in to enhance their skills, knowledge, and effectiveness within their chosen profession. The goal of professional development is to foster ongoing learning and growth. This intentional effort goes beyond initial training, recognizing that the evolving nature of professions requires individuals to stay current, adapt to change, and continually refine their expertise.
In language education, similarly, the dynamic educational landscape shaped by globalization and the emergence of technological and AI tools underscores the vital necessity for educators to engage in a continuous process of learning, growth, and refinement of teaching practices to meet the evolving needs of students and the changing terrain of language education. Through continuing professional development, educators enhance their pedagogical skills, stay updated on the latest linguistic theories and teaching methodologies, and incorporate technological advancements into their practices. This ongoing learning process helps educators create a more engaging and effective learning environment for their students.
This special issue of Foreign Language Studies, slated for release in December 2024, will be dedicated to exploring issues, challenges, and practices associated with professional development in language education. Submissions addressing the following topics, with specific reference to professional development in language education, are invited:
· Effective strategies for language educator professional development
· Integration of technology and AI in language education professional development
· Cultural competency training for language educators
· Professional development in bilingual education
· Impact of reflective practice on language educator development
· Professional learning communities in language education
· Mentorship and coaching in language educator professional development
· Assessment and evaluation in language educator development
· Innovations in language education pedagogy
· Language educator well-being and work-life balance
· Interdisciplinary collaboration in language educator training
· Continuous learning and adaptability in language education
· Teacher identity and language educator professional development
Contributors are welcome to address issues or topics not listed above. We also encourage contributions related to professional development in languages other than English. We seek full-length articles that offer a fresh perspective, grounded in theory, and potentially controversial, on a major issue or issues related to language education with relevance to professional development. Full-length articles, written in English, should range from 6,000 to 10,000 words. If manuscripts are to be written in Chinese or other languages, authors have to provide an English abstract for initial review. Full-length Chinese articles should span 12,000 to 20,000 words, adhering to the same academic rigor, and delving into theoretical frameworks while presenting thought-provoking viewpoints and/or novel findings on issues relating to professional development in language education. The special issue also accepts book reviews and research notes of around 2,000 to 3,000 words on a related topic.
Timeline
Abstracts due 31 Juanuary 2024
Notification of full submission invitation 15 February 2024
Papers due for peer review 31 April 2024
Review decision 30 July 2024
Final papers due 15 October 2024
Publication date 15 December 2024
Foreign Language Studies, founded in 2004, is an open-access peer-reviewed journal of foreign literature, language, teaching, and cultural studies, and one of the most well-established academic journals in Taiwan. As a multi-lingual journal, it is dedicated to the interdisciplinary exploration of literature, language, teaching, and culture. It focuses on the emergence of global vision and dialogue by addressing theoretical and practical issues arising from the encounter of various literatures, languages, teachings, and cultures around the world. It is currently indexed in Taiwan Citation Index - Humanities and Social Sciences, NCL Taiwan Periodical Literature, Airiti Library, HyRead Journal, Taiwan Academic Citation Index, Taiwan Journals Search, and LawData.
We welcome inquiries and proposals for co-authored contributions. Please contact the co-editors: Icy Lee (icy.lee@nie.edu.sg) and Chih-Hao Chang (chang.chih.hao@outlook.com).
Icy Lee (PhD) is Professor of Education (TESOL and Language Education) at the National Institute of Education of Nanyang Technological University, Singapore. She has published extensively in international journals such as TESOL Quarterly, Applied Linguistics, System, Language Teaching, and the Journal of Second language Writing. She is former Co-editor of the Journal of Second Language and currently Principal Associate Editor of The Asia-Pacific Education Researcher and Co-editor of the International Journal of Christianity and English Language Teaching.
Chih-Hao Chang (PhD) is an assistant professor in the Faculty of International Studies at Nagoya University of Commerce & Business in Japan. He has published research articles in esteemed international journals, including the International Journal of Educational Development, International Journal of Bilingual Education and Bilingualism, Journal of Multilingual and Multicultural Development, Language Awareness, and Porta Linguarum. His research interests encompass Shadow Education, Bilingual Education, Sociology of Education, and TESOL.