Exploring the intersection of Sociolinguistics & English language teaching (ELT):
Navigating diversity, dynamics, and discourse
Prof. Tariq Elyas
King Abdulaziz University, KSA (firstname.lastname@example.org)
Assoc. Prof. Osman Solmaz
Dicle University, Türkiye (email@example.com)
Sociolinguistic dimensions profoundly intersect with English Language Teaching (ELT), weaving together a rich tapestry of influences that shape language acquisition, classroom dynamics, and instructional efficacy. This special issue aims to illuminate these intricate intersections, inviting scholarly contributions that delve into the multifaceted connections between sociolinguistics and the realities of ELT.
Aim of the special issue
We invite submissions that explore the dynamic interplay between sociolinguistic factors and ELT practices. Papers should investigate how social contexts, cultural diversity, and linguistic dynamics impact language learning, classroom environments, and the effectiveness of English language instruction. Authors are encouraged to offer innovative methodologies, theoretical frameworks, and practical implications for integrating sociolinguistic perspectives into ELT pedagogies.
Potential Submission Topics:
- Sociolinguistic influences on language learning in diverse ELT settings
- Classroom dynamics and the role of sociolinguistic variables in language learning environments
- Integrating sociolinguistic perspectives to enhance the effectiveness of ELT methodologies
- Cultural diversity and its impact on language use and instruction in ELT contexts
- Innovative approaches to incorporating sociolinguistic insights into ELT curriculum development
- Practical implications and strategies for educators to integrate sociolinguistic perspectives into their teaching practices
- Bilingualism/Multilingualism/Translanguaging in English classrooms
- Language policy and sociolinguistic adaptation in ELT Programs
- Identity construction through language in multicultural ELT environments
- Sociolinguistic challenges and strategies in teaching English as a lingua franca
- Power dynamics and language learning in diverse ELT Settings
- Sociolinguistic pragmatics: Communication styles and teaching strategies in ELT
- Language ideologies in ELT contexts.
Manuscripts submitted to this special issue should adhere to the journal's guidelines for Focus on ELT (https://focusonelt.com) and offer original contributions. Both theoretical and empirical studies are welcome. All submissions will undergo a rigorous peer-review process to ensure the publication of high-quality research.
Potential contributors are expected to send their 500-word extended abstract to the guest editors for initial review until 29 Feb 2024.
When/if the abstract is accepted, the authors should clearly indicate that their submission is intended for this special issue while submitting their contribution to the journal’s system: https://focusonelt.com.
- Submission Deadline for 500-word abstracts: 29 February 2024 (via email to the guest editors)
- Notification of Acceptance: 14 March 2024
- Final Manuscript Submission: 14 June 2024
- Reviewing process (to be handled by the guest editors): Starts whenever the final MS is submitted to the journal and finishes when the MS is accepted.
- Publication of the issue: Whenever the whole issue is ready.
We eagerly anticipate receiving your insightful contributions, fostering a scholarly dialogue on the fusion of sociolinguistics with English Language Teaching.
For inquiries and submission details, please contact the guest editors:
Tariq Elyas (firstname.lastname@example.org)
Osman Solmaz (email@example.com)