Call for Submissions
SRIS Newsletter Call for Submissions 2024
The TESOL Social Responsibility Interest Section (SRIS) publishes a newsletter throughout the a year to support its mission:
- to support and develop members engaged in integrating language teaching, research, and training with social responsibility, world citizenship, and awareness of global issues such as peace, human rights, and the environment
- to promote social responsibility within the profession to advance social equity, respect for differences, and multicultural understandings through education
Vision
The work of SRIS clearly aligns with the advocacy aims of the Strategic Plan and TESOL’s Mission Core Values: (1) Respect for Diversity, Multilingualism, Multiculturalism, and Individual Language Rights and (2) Commitment to Lifelong Learning. TESOLers are intersectional in their interests, expertise, and talents vis-à-vis our shared professional discipline.
Areas of Advocacy (AoA)
- EL Advocacy, including political concerns and immigrant rights
- Intersections of Identity & Language Teaching, including–but not limited to–'non-native' speakerism, race, gender, and sexuality
- Professional Learning, including teacher education, materials/curriculum development, and social justice resources development
- Global Issues in Education, including peace, environmental, and economic justice education
Audience
The newsletter'sprimary audience is SRIS members who come from various geographic and institutional contexts. They are teachers, researchers, and administrators as well as graduate students at various stages of professional development.
SRIS has become a welcome home for members who themselves are stakeholders within multiple ISs or other alliance communities (e.g., AEIS, BELPF, IEPIS, ILGBT, NNEST,...): SRIS speaks to members’ own core values as humans living and working within a socially unjust world.
Call for Papers
For this next issue, we are especially interested in hearing from English language teachers who can see how the flood of presidential executive orders in the US has affected them and their classroom. With immigrant communities and schools as sites at risk of raids by Immigration and Customs Enforcement (ICE) in the US, the questioned future of the Department of Education, and federal funding cuts as some of the initial monumental disruptions, English language teachers and our learners are directly impacted. These effects are causing shock waves in the US education context, but its impacts can be felt by teachers, researchers, and learners beyond US borders.
We would like to know the impact on your classrooms, your schools, your communities. But we would also like to share how you are resisting and building community. What has and has not been helpful? Do you have research or pedagogical suggestions that can assist teachers in our political moment?
We aim for our newsletter to be a source of support and community-building in a time that will require social responsibility from all of us.
Papers, essays, editorials, and reviews from SRIS members written for a general audience are also welcomed on a rolling basis.
Article Guidelines
Submissions should:
- strongly consider positionality and including positionality statements
- follow the Publication Manual of the American Psychological Association (7th ed.)
- be no longer than 1,750 words (inclusive).
- contain no more than five citations
- have a title in ALL CAPS
- have a byline: author’s name, email address, affiliation, city, country
- have a 50-word teaser (abstract)
- have a 2- to 3-sentence bio at the end for each author
- include a headshot for each author (120x160 pixels)
- be formatted in Microsoft Word (.doc or .docx) or Notepad (.txt or .rtf)
- include uploaded photos or other graphics as separate files (not pasted in the manuscript file)
Use this link to submit: https://forms.gle/kosvjzZBXKdhsbpU9