Dr.Chinaza Solomon Ironsi
Dr. Aycan Kaderli
Special Issue Information
Dear Colleagues,
The proposition that English language-teaching policies should focus on the teaching of dominant language varieties has raised serious concerns in ESL /EFL educational settings (Süleyman, 2023; Yılmaz, 2020). Experts argue that given that the English language has evolved into a world language, the concept of dominant varieties should be less emphasized (Ulum & Köksal, 2020). Meanwhile, theorists like Vygotsky insist that cultural and social factors (may include that of the dominant varieties) are required for language acquisition; some recommend cultural immersion (Kirsten, 2021; Bakhov, 2018). Recently, these contentions have resulted in linguistic profiling of ESL/EFL teachers and students. This often neglected domain of language teaching and learning has the impact of redirecting language ideologies of the ESL/EFL educational context.
This special issue focuses on understanding how linguistic profiling affects both teachers and students. Equally, this special issue invites investigations that can provide valuable insights into the effect of linguacultural profiling on language acquisition, classroom dynamics, and the overall learning experience. This special issue welcomes thorough explorations into pragmatic competence, linguistic competence, accents in English language teaching, foreign language acquisition, and so on. By exploring these perspectives, researchers can identify potential challenges and benefits associated with linguistic profiling and develop strategies to promote inclusive and effective language teaching practices.
Guest Editor
