CALL FOR PAPERS
Fortell: Journal of Teaching English Language and Literature
(UGC CARE Listed)
ISSN: Print 2229-6557, Online: 2394-9244
Fortell, Issue 48 (January 2024)
Special Issue on
Language Teacher Identity
Our sense of who we are as teachers impacts what we do in the classroom. Similarly, what we do in the classroom shapes our identity as teachers. Thus, our professional identity and our classroom practice share a reciprocal relationship. Within teacher education, the concept of professional identity is regarded as elusive and perplexing. It is dynamic and fluid and always in a state of flux. Our sense of identity as teachers emerges from an interplay of factors such as our personality in relation to our students, the classroom environment we can create, and the institutional and social context in which we are placed. Researchers posit that identity provides the analytical lens for reconceptualizing language teachers’ knowledge base and investigating teachers, teaching, and teacher education since “it treats teachers as whole persons in and across social contexts who continually reconstruct their views of themselves in relation to others, workplace characteristics, professional purposes, and cultures of teaching” (Olsen, 2008, p. 5). The primacy of place that teacher identity research has garnered in language teacher education in recent times is indisputable and this special issue of Fortell on ‘Language Teacher Identity’ seeks to highlight the factors that contribute to language teacher identity construction, negotiation and growth, and the myriad ways in which teacher identity plays out in transacting learning in the classroom.
Submissions need not be restricted to some sub-themes mentioned below:
- Language teacher identity construction
- Theorizing language teacher identity
- Teacher identity as multiple, shifting, and in conflict
- Teacher identity and classroom practice
- Teacher identity and professional development
- Professional identity and teacher agency
- Affect and language teacher identity
- Pre-service teacher identity formation
Apart from the theme area, articles of general and wider interest to teachers of English language and literature are also welcome.
Fortell, a peer-reviewed journal of the Forum for Teachers of English Language and Literature, is published bi-annually in January and July by FORTELL, New Delhi. Copyright for the individual contribution rests with the author. However, Fortell should be acknowledged as the original source of publication in a subsequent publication. Fortell retains the right to republish any of the contributions in its future publications or to make it available in electronic form for the benefit of its members.
Guidelines for submission
Soft copies of research papers (not exceeding 4000 words inclusive of 100-150 words abstract, 4-5 key words and references), book reviews (750-1000 words), reports (500-750 words), language games/activities (400-500 words) should be sent along with a brief bio-note of the contributor in about 25-30 words to the Coordinating Editor at fortell.journal@gmail.com. Articles should conform to APA Style 7th Ed in format, citations, and references. The contributors should give a declaration that the paper does not violate the copyright law and has not been submitted for publication anywhere else. The contributor should also attach along with his/ her submission a plagiarism report of the article. The contributors should clearly indicate their name, email address, mobile number, and complete mailing address with the pin code.
Please look up the website https://www.fortell.org/ regarding guidelines for submission. Any manuscript not following the submission guidelines or incomplete in any respect will not be considered for publication.
Last date for submission: July 31, 2023
Guest Editors
Dr. Gitanjali Chawla, Professor, Department of English, Maharaja Agrasen College, University of Delhi.
Dr. K. Padmini Shankar, Professor, Dept. of ESL Studies, The English and Foreign Languages University, Hyderabad
