Call for Chapter Proposals: Teacher Agency

Theorizing and Analyzing Language Teacher Agency (Tentative Title)

Submission Deadline: September 30, 2016

Dr. Hayriye Kayi-Aydar (University of Arizona)
Dr. Xuesong (Andy) Gao (University of Hong Kong)​
Dr. Elizabeth Miller (University of North Carolina at Charlotte)
Dr. Manka Varghese (University of Washington)
Dr. Gergana Vitanova (University of Central Florida)

Teachers play a vital role in making decisions about instruction, curriculum changes, and, in some contexts, educational reforms and language policies. However, their decision-making does not simply happen. They draw from a variety of sources to make decisions, and their agency is socially constructed and shaped. Although the concept of agency has been theorized extensively in various academic disciplines (e.g., sociology, philosophy, economics, anthropology, etc.) and from diverse perspectives, teacher agency, and second/foreign language teacher agency, in particular, has been neither well theorized nor conceptualized. Furthermore, in the current literature on second/foreign language teacher agency, the focus has been limited to the discussions of professionalism (e.g., Morgan & Saunders, 2014), policy and implementation (e.g., Hamid & Nguyen, 2016; Van Huy, Hamid, & Renshaw, 2016), or educational change (e.g., Kitade, 2015; Liyanage, Bartlett, Walker, & Guo, 2015). This volume aims to address this gap by providing an in-depth conceptualization of “second/foreign language teacher agency” through theoretical and empirical research.

We are seeking proposals for chapters that address the construct of language teacher agency through theoretical and/or empirical research in second language studies. In particular, we are interested in chapters that draw on a range of theories of or approaches (e.g., activity theory, positioning theory, feminist theory, etc.) to language teacher agency that expand our understanding of the concept as well as manuscripts that present varying analytic approaches adopted in empirical studies (e.g., discourse studies, narrative inquiry, systemic functional linguistics, etc.). Chapters can analyze the connection of agency to other relevant topics, such as teacher identity, emotions, teacher cognition, positioning, accountability, curriculum change, language policy, etc.

Guidelines for Chapter Proposal Submission

You are invited to submit a 500-word proposal by September 30, 2016 containing the following information:

Book section to which your chapter is being submitted (theoretical OR analytical focus)
Proposal chapter title
Author name(s) and Affiliation(s)
Overview of chapter
100-word biography for each author

Authors of accepted proposal will be notified by November 1, 2016.

This volume has been discussed with an internationally reputable publisher. Once chapter proposals are finalized, a full book proposal will be sent to the publisher. Upon acceptance by the publisher, potential chapter authors will be invited to submit full chapters (up to 8,000 words) and will be sent guidelines for preparing chapters along with submission deadlines (approximately three months from notification). Chapters should be original work and should not be submitted for publication elsewhere. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this book project. Inquiries and chapter proposals can be submitted electronically (Word document) to the editors: