LINGUIST List 32.1419

Thu Apr 22 2021

Calls: Applied Linguistics / TESOL Journal (Jrnl)

Editor for this issue: Sarah Robinson <>

Date: 21-Apr-2021
From: Hang Chan <>
Subject: Applied Linguistics / TESOL Journal (Jrnl)
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Full Title: TESOL Journal

Linguistic Field(s): Applied Linguistics

Subject Language(s): English

Language Family(ies): English

Call Deadline: 14-Jun-2021

Call for Papers:

TESOL Journal Special Issue 2022: Call for Proposals

Moving forward with TESOL materials development

Guest editors:

Tat Heung Choi, Hong Kong Baptist University
Hang Chan, Hong Kong Baptist University


In the spirit of TESOL Journal (TJ), we share the collective aspirations to involve teachers in professional dialogue to generate knowledge and exemplary practice, as well as to nurture engaged and resourceful learners with the language and cultural awareness, rhetorical sensitivity, and negotiation strategies necessary for effective communication in global contexts (Canagarajah, 2014). To achieve these laudable goals, we need to renew our focus on TESOL teachers as “agents of methodological change” (Harmer, 2007), especially during these challenging times with remote learning against the pandemic. We envision this special issue to be of interest to the TESOL community with our concern to promote inventive practices and teacher-generated materials, as well as critical perspectives on materials through evaluation.

Call for proposals:

To move forward with TESOL materials development in this ever-changing world (e.g., Bouckaert, Konings, & van Winkelhof, 2018; Tomlinson, 2003, 2017; Tomlinson & Masuhara, 2010), it is useful to enable an active and vibrant professional dialogue from an applied research perspective as well as a theoretical or conceptual viewpoint. With its emphasis on teaching and learning being socially situated, relational, activity-based, and experiential, this special issue provides a forum for TESOL experts and practitioners at all levels to make critical inquiries into materials development in constructive, autonomous, and creative ways. The expected end products will be an ensemble of pedagogies celebrating teacher-generated materials with originality, as well as teacher-adapted cultural artefacts, literary texts, and creative media, against mass-produced, ready-made materials that do not serve dissimilar needs and interests of learners in diverse contexts.

Topics of interest for this special issue include but are not limited to the following:

- Choice, control, and creativity in TESOL materials development
- Teacher autonomy and identity in materials development
- Critical evaluations of TESOL materials and ideological representations
- Tensions and rewards of materials development for professional learning
- Teacher-generated or adapted materials for sociocultural learning and multimodal communication
- Remote English language learning and teachers as resourceful agents of change

Submission guidelines:

Interested authors should submit an anonymous abstract of 250–300 words (as a Word file) describing their proposed article for initial screening, and supply a separate title page file (including all authors’ names, affiliations and email contacts). Authors should clearly indicate that their proposals relate to the 2022 special issue on “Moving forward with TESOL materials development”. Authors of selected abstracts will be invited to submit full versions of their manuscripts for review. An invitation to submit a full manuscript, however, does not guarantee publication; final decisions will be made through a blind peer review process. Proposals and questions relating to this special issue should be emailed to for the editors’ attention.

For full information, please see:

Page Updated: 22-Apr-2021