CALL FOR PAPERS
Issue 1, 2024
Inclusive English Language Education in Tertiary Education Context: Policy and Practice
Guest Editors: Jamila Al Siyabi and Victoria Tuzlukova, Sultan Qaboos University, Oman
Editor-in-Chief: Nadežda Stojković
While the field of English language teaching and research anticipates the future, it is now believed crucial to examine perspectives on major trends and determine where more scholarship should be done, what gaps in knowledge should be filled, what issues and groups remain insufficiently represented, what questions are still unanswered, and which priorities can inform future research initiatives and change the way English language teaching community works (Sun, 2014; Douglas, 2021). Published research indicates that inclusion (e.g., importance of diversity and inclusion in English language teaching) is in focus along with using the real world (e.g. the flexibility of the content of materials), using English to communicate with the world (e.g. emphasis on intelligibility, identities’ expression) and life skills (e.g. flexibility in the tasks that learners get to perform) (Chong, 2021). However, limited attention has been reported on the policies related to the inclusive English language education, as well as the common teaching and learning practices, including challenging and successful episodes of such practices that could be incremental to the context. Also, defining inclusion that is based on the principle that individuals have different learning needs and abilities and that educational institutions need to innovate and adapt their structure, policies and practices in order to accommodate those needs (Sharma, Loreman & Forlin, 2012) and promoting teaching that aims at improving inclusive education settings (Bellacicco & Farinella, 2018) are considered to be of vital significance. Nevertheless, the concept of ‘inclusion’ in the area of English language teaching and learning is still viewed as manifold and complex, and due to its ever-changing nature is not clearly defined and explored yet.
To meet the existing gaps and make research on inclusive English language education available for public scrutiny, the proposed issue is about searching for knowledge, putting isolated facts, practice and experience in perspective, helping making connections across academic and language teaching communities, and contributing to scientific value and social significance of language educators and pedagogues involved in diverse practices of inclusive English language teaching and learning.
Suggested topics include, but not limited to, research on studying the definition of inclusive language education, inclusive policies and practices in English language teaching and learning across the tertiary education context, innovations and technologies in inclusive English language classroom, as well as successful and challenging aspects of addressing the problems faced by students in the context of inclusive English language classroom. Researchers are also encouraged to submit their studies on the international perspectives on inclusive English language teaching and learning in order to better understand how to facilitate. supportive, effective and appropriate classroom environment and enhance students teaching and learning.
The proposed issue serves as a forum for language researchers and practitioners to reflect on, validate and evaluate policies and practice of inclusive language education for their impact on the English language learners’ skills set enhancement, language learning and teaching.
Deadline for submission: January 31, 2024
Approximate release date: April 2024