CALL FOR ABSTRACTS - "EAL/D and Initial Teacher Education" 2025 Special Issue


Guest Editors:

Dr Mei French, University of South Australia    

Associate Professor Julie Choi, University of Melbourne


TESOL in Context is calling for submission of papers for an upcoming special edition 2025 Vol. 33 No. 2 focussing on Initial Teacher Education (ITE) and schooling for multilingual learners.

A number of issues and pressures are currently converging in the area of teacher education for EAL/D specialists. These include a time of increased challenges in recruiting teachers to schools across Australian schools and systems; and concurrently, increased government and public attention to the nature of teacher education programs in Australian universities. With the suggestion of a 'multilingual turn' in applied linguistics being raised a decade ago, it is valuable to consider how this is reflected in contemporary teacher education, in relation to developing a multilingual stance and preparing pre-service teachers for multilingual pedagogies in EAL/D teaching. Contributions that engage the voices and experiences of pre-service and early career EAL/D teachers will be valued in this special issue, alongside papers that discuss innovations and challenges in recruitment, content, pedagogy, and professional experience.

In addition to empirical studies, we welcome a range of formats for this special issue. These might include:

  • Reflections on experience by pre-service and early career teachers written in collaboration with academics;
  • Examples of practice from teachers including practical teaching strategies; or
  • Creative pieces that present the experiences, perspectives, and voices of pre-service or early career teachers and/or EAL/D students in different settings.

Authors may wish to consider any of the following aspects in their papers but are not expected to be limited by these prompts:

1) Aspects of learning for pre-service teachers of EAL/D and multilingual learners:

  • EAL/D teacher identity.
  • Professional experience, placement, or practicum in multilingual school settings.
  • School curriculum - understanding, critique, or/and development.

2) Aspects of teacher education for pre-service teachers of EAL/D and multilingual learners:

  • Recruitment and development of candidates into EAL/D teaching - diversity of linguistic and educational experiences.
  • Incorporating EAL/D and multilingual learning in ITE curriculum.
  • Collaboration with in-service EAL/D teachers in ITE or professional experience.
  • Voices of pre-service and early career teachers (in EAL/D or multilingual themselves).

3) In contexts of initial teacher education for any level:

  • Early childhood, primary, secondary, vocational, and adult education.
  • At undergraduate and master’s levels.


Important Dates

  • Abstract submission: To be considered, please submit a title and a max. 300-word abstract to the TESOL in Context Journal Coordinator Dr Fiona Tang at by 1 June 2024. Please also include the author(s)’ short biography (max. 100 words) and contact information (name, affiliation, address, and email). Submitting authors will be notified of abstract acceptance by 15 July 2024.
  • Paper submission: The deadline for full manuscript submission is 15 November 2024 for online publication expected in June 2025.


TESOL in Context is published by the Australian Council of TESOL Associations (ACTA):, and is a peer-reviewed, open-access journal with a wide target audience of EAL/D professionals both in Australia and internationally. Readers are professionals working in universities, schools, adult migrant language programs, vocational training, English for international students, and TESOL teacher training, both in Australia and overseas. Papers published in TESOL in Context examine the nexus between theory and practice. The aims of the journal are to:
●    provide professionals with insights into the wider TESOL issues in Australia and internationally; and
●    contribute to the development of classroom expertise of TESOL practitioners.


For further information or to be sent the Notes for Contributors, please contact the TESOL in Context Journal Coordinator Dr Fiona Tang by emailing