K-12 Standards-Based Educational Reform: Implications for Immigrant and Indigenous English Language Learner Populations
Deadline for abstracts: 1 April 2013
TESOL Quarterly announces a call for abstracts for the 2014 special topic issue on the conceptualization, development, and implementation of K-12 standards in settings in which English is used as the primary means of educating the student population across the curriculum, in that students are not just learning English as a subject matter but are learning standards-based academic content through English as well. This issue of
TESOL Quarterly will highlight current research in TESOL that addresses relevant empirical, conceptual, and theoretical concerns related to standards while also engaging in careful analysis of larger questions of consequential validity, ELL population diversity, and country-specific contextual issues necessary for an international audience. Contributions will come from a variety of perspectives on standards-based education and use a variety of theoretical and empirical tools in their arguments. Articles will also comment explicitly on the state of research in this area and offer insights that will move the field forward in meaningful ways.
Specifically, we call for articles in these connected areas:
1. Conceptualizations of ELLs in Standards
2. Second Language Acquisition, Assessment, and Standards
3. Policy Issues and Implementation of Standards Affecting ELLs
4. ELL Teacher Education and Professional Development in the Context of Standards-Based Education
Abstracts should describe previously unpublished work that is empirically and/or theoretically based and that includes implications for TESOL professionals around the world. In addition to full-length articles, we solicit empirical papers for Brief Reports and Summaries, and issues-oriented papers for the Research Issues, Teaching Issues, and Forum sections, as well as Reviews of cutting-edge books. Contributions from all regions of the world and all topics related to K-12 standards research in TESOL are encouraged. Based on review of abstracts, authors will be invited to submit papers for possible inclusion in the issue.
Please send a 600-word abstract for a full-length article, and a 300-word abstract for a Brief Report, Research or Teaching Issues, or Forum piece. For all submissions, send copies of the abstract without author(s) names. On a separate sheet, include each author’s name, affiliation, mailing address, email address, telephone and fax numbers, and a 50-word biographical statement. The deadline for abstracts is 1 April 2013. Authors invited to submit papers will be notified by 1 May 2013, and full papers are due 1 November 2013. Please send abstracts and inquiries to the editors:
Amanda Kibler, Guadalupe Valdes, and Aida Walqui.
We are also seeking individuals who would like to participate as special issue reviewers at the abstract and manuscript review stages. If you would like to be considered, please submit a 250-word description of your background and qualifications to the editor by 1 April 2013 at the email address listed above.