CALL FOR PAPERS FOR THE SPECIAL ISSUE (Spring 2027)

 

Taiwan Journal of TESOL calls for submissions to a special issue with the theme "Global Englishes and Generative AI: Opportunities and Challenges for TESOL Teacher Education"

 

Global Englishes and Generative AI: Opportunities and Challenges for TESOL Teacher Education

 

Guest Editors

Yeu-Ting Liu, National Taiwan Normal University, Taiwan yeutingliu@gapps.ntnu.edu.tw

Keith M. Graham, National Taiwan Normal University, Taiwan kmgraham@ntnu.edu.tw

 

Rationale and Significance

The field of TESOL is currently undergoing major changes through evolving conceptualizations of English as a global language and rapid technological advancement, all of which have implications for teacher education. The field is moving away from one-size-fits-all TESOL practices toward a Global Englishes for Language Teaching (GELT) approach (Rose & Galloway, 2019), where teacher educators guide preservice teachers in taking internationally recognized curriculum design, instructional practices, and assessment principles and adapting them in glocalized ways that reflect the needs and values of the local community (Wright, 2025). This approach serves to challenge native speakerism ideologies and monolingual approaches to the classroom, acknowledging all teachers and learners as legitimate L2 users with unique competencies and experiences (Cook, 2002).

At the same time, the emergence of generative artificial intelligence (GenAI) represents what Todd (2025) described as a major disruptor in TESOL education, forcing us to examine and change how TESOL is conceptualized and practiced (Kohnke & Zou, 2025). While there are several forthcoming special issues on the issue of GenAI in TESOL (e.g., Yan and Huang, 2025), the intersection of GELT and GenAI remains underexplored. Recent empirical studies, however, begin to shed light on this intersection. For example, a critical-ecological study in China found that GenAI-assisted Global Englishes materials development enhanced efficiency, supported integration of digital resources, and increased student engagement, but also revealed challenges such as rigid curricular structures, technical inaccuracies, and concerns over teacher autonomy (Lo, 2025). In Korea, a quasi-experimental study using AI chatbots in 3D metaverse environments showed that pre-service teachers developed stronger awareness of English diversity and increased ELF confidence, particularly when AI was embedded in Global Englishes-oriented tasks (Lee, 2024). A recent qualitative study further identified both opportunities and challenges in AI-mediated English education, including accessible learning materials and personalized learning on one hand, and technological constraints and inequities on the other (Tafazoli, 2024).

These findings indicate that GenAI must not be treated as a neutral tool but critically examined through GELT principles. From this perspective, GenAI, used through a GELT perspective, may provide opportunities for glocalized curriculum innovation—enabling multilingual material adaptation, culturally responsive pedagogy, and cross-context collaboration—while simultaneously creating challenges by reinforcing linguistic hierarchies, privileging “standard English,” and undermining teacher agency. Framing GenAI through a GELT lens brings these opportunities and challenges for TESOL teacher education to the forefront.

Objectives and Focus

This special issue will:

  • examine the integration of Global Englishes Language Teaching (GELT) perspectives with GenAI frameworks in preservice teacher preparation programs
  • investigate how teacher educators are preparing preservice teachers to critically evaluate and integrate GenAI tools through a GELT-informed glocalized lens, considering both opportunities for curriculum innovation and potential risks such as bias or loss of teacher agency
  • highlight innovative approaches to incorporating glocalization within teacher education curriculum for using technology in language teaching
  • highlight innovative approaches that show how GELT actively contributes to glocalized curriculum design and how GenAI can either facilitate or hinder these processes

Potential Topics

We invite submissions on topics such as

  • strategies for teaching ethical and critical GenAI use in GELT lesson planning and instruction
  • approaches to leveraging GenAI for GELT-driven curriculum innovation (e.g., adapting global ELT resources to local contexts, designing multilingual and culturally responsive materials, supporting inclusive practices)
  • approaches to examining GenAI as a barrier to GELT (e.g., reinforcing “standard English” norms, algorithmic bias, constraining teacher agency)
  • assessment strategies for evaluating preservice teachers’ GELT and GenAI competencies

Target Audience

This special issue is intended for TESOL teacher educators serving in roles as curriculum designers, instructors, and program administrators, as well as researchers in applied linguistics and language teacher education, and educational policymakers interested in understanding how teacher preparation programs are adopting GELT and GenAI in their local educational contexts.

Expected Contributions

Submissions must be full-length research articles presenting original empirical findings from studies conducted within teacher education contexts. We welcome studies that utilize quantitative, qualitative, or mixed methods methodologies that draw connections between the research findings and practical implications for preservice teacher education. Given the glocal focus of this special issue, we particularly welcome submissions from diverse international contexts that demonstrate approaches to glocalization in TESOL teacher education. We anticipate publishing 6 to 8 articles in this issue.

Timeline

Call for Papers Released: October 1, 2025
Abstract Submission Deadline: December 31, 2025
Abstract Decision Notification: February 28, 2026
Full Manuscript Submission Deadline: June 1, 2026
Peer Review: July to September 2026
Revised Manuscript Submission October 2026
Final Decision Notification: November 2026
Publication Date: April 2027

Peer Review and Editorial Process

The guest editors will coordinate the peer review process in line with the Taiwan Journal of TESOL’s editorial policies. Abstracts will initially be reviewed by the editors, and invitations will be sent to authors of selected abstracts to submit full manuscripts. Abstract decisions will be based on originality, methodological rigor, relevance to TESOL teacher education practice, and scholarly contribution.

Full manuscripts will undergo double-blind peer review by scholars with expertise in glocalization, Global Englishes, generative AI in education, and teacher education to ensure quality assessment.

Impact and Dissemination Plan

This special issue will contribute to the evolving body of scholarship by explicitly linking Global Englishes for Language Teaching (GELT) and generative AI (GenAI) within a glocalized paradigm. Its unique contribution lies in showing how GenAI can both facilitate curriculum innovation—through localized adaptation, multilingual inclusion, and new forms of teacher learning—and act as a barrier by reinforcing linguistic hierarchies, reproducing bias, and constraining teacher agency. By situating GenAI within GELT principles, the issue highlights how TESOL teacher education can critically navigate these opportunities and challenges in increasingly glocalized and digitalized contexts. The guest editors will promote the issue through academic networks, teacher education communities, conferences, and social media platforms to maximize reach and relevance.

Proposal Submission

Prospective authors should submit an abstract that includes the following:

  1. The name, institutional affiliation, and email of the primary and contributing authors
  2. Tentative title of paper
  3. Stage of research project
  4. Abstract (200 words, excluding references)

 

Please submit the abstract by email to Dr. Keith Graham at kmgraham@ntnu.edu.tw with the subject line “Taiwan Journal of TESOL Special Issue Abstract Submission.”

Full manuscripts should follow the submission guidelines on the Taiwan Journal of TESOL website: https://www.tjtesol.org/index.php/submission-guidelines.html

Please indicate in your cover letter that your submission is intended for the Special Issue on Global Englishes and Generative AI.

For questions related to the special issue, please contact

Keith M. Graham – kmgraham@ntnu.edu.tw

 

References

Cook, V. (Ed.). (2002). Portraits of the L2 user. Multilingual Matters & Channel View Publications. https://doi.org/10.2307/jj.27195463

Kohnke, L., & Zou, D. (2025). Artificial intelligence integration in TESOL teacher education: Promoting a critical lens guided by TPACK and SAMR. TESOL Journal. Advance online publication. https://doi.org/10.1002/tesq.3396

Lee, S., Jeon, J., & Choe, H. (2024). Enhancing pre-service teachers’ Global Englishes awareness with technology: A focus on AI chatbots in 3D metaverse environments. TESOL Quarterly, 58(3), 765–789. https://doi.org/10.1002/tesq.3300

Lo, A. W. (2025). The educational affordances and challenges of generative AI in Global Englishes-oriented materials development and implementation: A critical ecological perspective. System, 130, 103610. https://doi.org/10.1016/j.system.2025.103610

Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press.

Tafazoli, D. (2024). Exploring the potential of generative AI in democratizing English language education. Computers and Education: Artificial Intelligence, 7, 100275.

Todd, R. W. (2025). Generative AI as a disrupter of language education. International Journal of TESOL Studies, 7(2), 37–45. https://doi.org/10.58304/ijts.250127

Wright, N. (2025). Glocalising approaches to learning and teaching English. Springer. https://doi.org/10.1007/978-3-031-82139-4

Yan, X., & Huang, B. (2025). Call for Abstracts TESOL Quarterly 2025 Special Issue Exploring the Effects of Generative Artificial Intelligence (AI) Tools on the Teaching, Learning, and Assessment of English Productive Skills. https://onlinelibrary.wiley.com/page/journal/15457249/homepage/call-for-papers/ai-tools

 

Biodata

Yeu-Ting Liu, Ed.D., is Dean of the School of Teacher Education and Distinguished Professor in the Department of English at National Taiwan Normal University (NTNU), and previously served as the university’s Vice President for Academic Affairs (2021–2025). Trained in TESOL at Teachers College, Columbia University, his research bridges psycholinguistics and second language acquisition, focusing on how cognitive traits and multimodal cues shape L2 learning. He has published widely in SSCI-indexed journals; serves as Associate Editor of Humanities and Social Sciences Communications; is currently Co-Editor of Reading in a Foreign Language and also serves on its editorial board; has led multiple national research projects funded by Taiwan’s Ministry of Science and Technology; and brings a practitioner’s perspective from directing an EFL teaching center and developing EFL/CSL textbooks and teachers’ guides.

Keith M. Graham, Ph.D., is an Associate Professor in the School of Teacher Education at National Taiwan Normal University, where he teaches courses in the bilingual teacher education program. He received his Ph.D. in Curriculum and Instruction from Texas A&M University and his M.Ed. in International Literacy from Sam Houston State University. His research interests fall at the intersection of bilingual education, English-medium instruction, and teacher education, and he has been published in several of the field's top journals. In addition to his roles as a teacher educator and researcher, he currently serves as an Associate Editor for the Asia Pacific Education Review.