This special issue invites contributions from language teachers and writing professionals who promote L2 creative writing in their own educational contexts in Asia. It encourages exploration of the subject through critical lenses such as a poststructualist theory of learner identity, meaningful literacy, contact zone, dialogism, translanguaging and the like to reveal multilingual learners’ ways with words and their diverse communicative resources within specific classroom environments. It is also open to submissions of teachers’ critical reflections on their practices in relation to issues such as power, ideology, and identity, which shape classroom literacy events.
The articles should be of about 7,000 words (including references) and adopt the APA (6th ed.) style. Contributors are recommended to look at the latest publications of International Journal of TESOL Studies for format requirements.
Abstract submission: Submit an abstract of about 200 words to the Guest Editor Dr. Shizhou Yang (firstname.lastname@example.org) and co-Guest Editor Dr. Barry Lee Reynolds (email@example.com) by 15 December, 2020. Potential contributors will be notified by 15 February, 2021
Full manuscript due: 15 August, 2021
Peer review and editorial decision: 15 December, 2021 Anticipated publication date: March, 2022
Consider submitting your work to join the following authors for this special issue:
Xiaoye You, Penn State University, USA
Fan Dai, Sun Yat-sen University, China
Peter Hassall and Omnia Amin, Zayed University, Dubai, United Arab Emirates Justin Nicholes, University of Wisconsin-Stout, USA
Iain Maloney, novelist, Nagoya University of Foreign Studies, Japan