LINGUIST List 26.4990

Mon Nov 09 2015

Calls: English; Applied Linguistics; Language Acquisition/ TESOL Quarterly (Jrnl)

Editor for this issue: Andrew Lamont <alamontlinguistlist.org>


Date: 06-Nov-2015
From: Alfred Rue Burch <aburchhawaii.edu>
Subject: English; Applied Linguistics; Language Acquisition/ TESOL Quarterly (Jrnl)
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Full Title: TESOL Quarterly


Linguistic Field(s): Applied Linguistics; Language Acquisition

Subject Language(s): English

Call Deadline: 31-Jan-2016

Call for Abstracts

Special Topic Issue of TESOL Quarterly, September 2017
Complementary perspectives on task-based classroom realities

Co-editors:

Daniel O. Jackson, Kanda University of International Studies, Japan
Alfred R. Burch, University of Hawai'i at Mānoa, USA

TESOL Quarterly announces a call for abstracts for the 2017 special topic issue on complementary approaches to task-based instruction in TESOL. This issue of TESOL Quarterly will highlight current research that addresses emerging theoretical and methodological issues in the study of tasks in diverse classroom contexts, focusing on contributions from a range of perspectives which complement existing cognitive-interactionist views of task-based learning. This special issue seeks to present empirical studies that broaden the theoretical scope of our understanding of task-based language teaching (TBLT) while also focusing sharply on the social and psychological realities of English language teaching in task-based settings. We welcome contributions that address one or more of the following areas:

- Complementary theoretical approaches to task-based interaction and instruction
- Task-as-workplan versus task-in-process
- Situated task-based learning
- The roles of the teacher, students, and materials

We particularly encourage contributions seeking to apply current perspectives on second language acquisition (e.g., sociocognitive, sociocultural, or language socialization approaches, etc.), contemporary methods of classroom data analysis (e.g., conversation analysis), and recent advances in language pedagogy (e.g., postmethod approaches).

Abstracts should describe previously unpublished work that offers new theoretical insights on the richness and complexity of learning in task-based classroom environments, based on reporting of the context, participants, and methods used, also noting implications for TESOL professionals worldwide. In addition to full-length, empirical articles applying various methodological approaches, we solicit papers for the Brief Reports, Forum, Symposium, Research Issues, and Teaching Issues sections, as well as Reviews of relevant books.

We welcome contributions from all regions of the globe focusing on any dimension of TBLT in relation to its position within the wider TESOL community. Based on a review of the abstracts, authors will be invited to submit papers for possible inclusion in the special issue.

Please send a 600-word abstract for a full-length article, or a 300-word abstract for the Brief Reports, Forum, Symposium, Research Issues, and Teaching Issues sections. All submissions should include the section, title, and abstract without author names and, on a separate page, each author's name, affiliation, mailing address, e-mail address, telephone and fax numbers, and a 50-word biographical statement. The deadline for abstracts is January 31, 2016. Authors invited to submit papers will be notified by February 29, 2016, and full papers are due by July 1, 2016. Please send abstracts and inquiries to the lead editor, Daniel O. Jackson, at: jackson-dkanda.kuis.ac.jp.


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