Call for papers to Special Issue No. 67
Open call for papers
“English on the Move: Contemporary Perspectives on Its Teaching”
Special Issue No. 67, January–June 2027
Guest Editors
Josefina C. Santana – Universidad Panamericana, Mexico
Cuauhtemoc Dominguez – Newcastle University, United Kingdom
Eric Gomez Burgos – Universidad San Sebastian, Puerto Montt - Chile
Submission deadline: November 30, 2026
Introduction
English on the move aptly describes what its teaching as a foreign language is undergoing today in Latin America and other regions: it is not simply a language taught differently from year to year, but a field in which curricula and language policies are contested, teacher education is being redefined, new methodologies and technologies are being explored, more valid forms of assessment are being debated, and the linguistic, social, and geographic diversity of those who teach and learn it is increasingly recognized. This special issue brings these transformations together under a common question: how, for what purpose, for whom, and under what conditions is English taught today.
The language policies and curricular programs underpinning English teaching do not always respond to explicit planning. Reyes Cruz, Murrieta Loyo, and Hernández Méndez (2011), in a study on the national and international language policies affecting Mexican primary education, conclude that, despite following international language-teaching trends, it cannot be said that Mexico has a genuine language policy and planning framework, with implications for politics, economics, society, and teacher education. This tension between the declared curriculum and the curriculum actually implemented runs through much of Latin America's educational systems.
Teacher education is one of the issues most frequently highlighted in the recent literature. Banegas and Sánchez (2024) warn that much of the research on language teacher education remains organized around Anglocentric frameworks that render invisible the conditions, knowledges, and social-justice agendas specific to Latin America. Along the same lines, drawing on students' full linguistic repertoire (rather than only the target language) is becoming increasingly relevant: Prado Pereira's (2024) systematic review of pedagogical translanguaging documents how this approach strengthens language competencies and challenges monolingual ideologies in the classroom.
Innovation in English teaching unfolds on at least two complementary fronts. On the pedagogical front, methodologies such as task-based learning continue to demonstrate their capacity to actively engage students: the review by Salgado Oviedo, Abarca Cevallos, and Damián Guamán (2025) documents how this approach improves participation and fosters more authentic language use, in line with other proposals such as project-based learning, storytelling, or content and language integrated learning (CLIL). On the technological front, the systematic review by Rebolledo and Gisbert (2025) on artificial intelligence in adaptive English learning shows that these tools make it possible to personalize instruction and provide adaptive feedback, although they point to significant gaps in teacher preparedness and in ethical reflection on their implementation.
Assessment is another contested terrain: validating culturally relevant instruments that are consistent with communicative approaches remains a challenge, as documented by Mounkoro and Veytia Bucheli (2019) in their validation of a socioformative rubric for assessing oral proficiency in a foreign language. These transformations, moreover, cannot be considered apart from the material and institutional conditions under which teaching takes place: studies such as López Montero's (2019) on preschool English teaching in public schools document persistent shortcomings in teacher training and materials. These tend to intensify in rural contexts, Indigenous communities, and migrant populations.
In light of these factors, this special issue invites the academic community to submit works that examine, from theoretical and/or empirical perspectives, these transformations in the teaching and learning of English as a foreign language, across its diversity of levels, populations, and institutional contexts. We seek contributions that provide rigorous evidence and well-founded pedagogical proposals on how English is taught today, with what resources, for which populations, and under what conditions, though not exclusive interest in research conducted in Latin American contexts.
Thematic Lines
Without being limited to these, contributions are sought on the following lines:
- 1. Curriculum, language policy, and English teaching programs.
- 2. Initial training and professional development of English teachers.
- 3. Pedagogical innovation in English teaching (studies on innovative methodologies and approaches, project- and task-based learning, storytelling, CLIL).
- 4. Technological innovation in English teaching (artificial intelligence, digital tools, multimodal resources).
- 5. Assessment, feedback, and validation of instruments for English language learning.
- 6. Linguistic diversity, translanguaging, and interculturality in the English classroom.
- 7. English teaching in diverse contexts (public schools, rural areas, Indigenous communities, migrant populations).
Guidelines
- Submissions for this dossier may be: (a) scientific articles (IMRaD: introduction, method, results, and discussion), (b) systematic reviews, and (c) argumentative essays. The dossier must maintain 80% scientific articles.
- Articles and systematic reviews must be between 20 and 25 pages long; argumentative essays must be between 17 and 25 pages long. Submission guidelines can be found at this link, and the submission template is available at this link.
- Works submitted to the peer-review system of Educación y Ciencia journal must be original and unpublished, and must not be under simultaneous review in any other publication.
- Likewise, authors who have published in an issue of the journal must wait for the publication of two subsequent issues before submitting another contribution for review. Similarly, if an article is under review, the author must wait for the final decision before making another submission, that is, no author may have more than one article under review at the same time.
Important Dates
Submission deadline: November 30, 2026.
Notification of relevance pre-assessment and compliance with guidelines: December 1–31, 2026.
Article review period: January 1 to February 20, 2027.
Submission of review reports and article revisions: February 20 to April 15, 2027.
Layout of articles and review of the final version: April 16 to May 31, 2027.
Publication date: between June 16 and 30, 2027.
Guest Editors
Josefina C. Santana – Universidad Panamericana, Mexico
Josefina C. Santana holds a PhD in Education from the Instituto Tecnologico de Estudios Superiores de Occidente, in Guadalajara, Jalisco. Her doctoral thesis focused on learning communities that construct knowledge through technology. She holds a Master's in Education from Universidad Panamericana (with honors), and a Bachelor's in Communication Sciences from Universidad del Valle de Atemajac. In 2006 she received the Roving Reporter scholarship awarded by the British Council. In 2009 she received the award for best classroom research in English language teaching, granted by International House, and in 2011 she received the Santander Link scholarship for a research stay at the University of Exeter.
She has more than 40 years of experience in English language teaching as a teacher, administrator, teacher trainer, and materials developer. She currently collaborates with Universidad Panamericana, Guadalajara Campus, as a lecturer in Research Methodology, with Universidad de Guadalajara as a master's thesis supervisor, and with Universidad Católica de El Salvador as a doctoral thesis supervisor.
She has published numerous articles in academic journals on the psychological constructs of language learning, such as metacognition and anxiety. She has presented at national and international conferences including the Association Internationale de Linguistique Appliquée (AILA; 2011, 2014, 2017, 2021), the American Association for Applied Linguistics (AAAL, 2008, 2011), TESOL International (2003, 2004, 2009, 2010, 2025), and the International Association of Teachers of English as a Foreign Language (IATEFL, 2006, 2007, 2009, 2010, 2011, 2019). She was a Level 1 member of Mexico's National System of Researchers from 2019 to 2024. She is currently Associate Editor-in-Chief of the MEXTESOL Journal.
Cuauhtemoc Dominguez – Newcastle University, United Kingdom
Cuauhtemoc Jesus Dominguez Gomez is a PhD candidate in Applied Linguistics at Newcastle University, United Kingdom, where he researches language dominance and multilingual identity among prospective Yucatec Maya/Spanish bilingual teachers in Yucatán, Mexico. He holds an MA in Applied Linguistics for Language Teaching (with merit) from the University of Southampton, United Kingdom, as a Chevening Scholar, and a BA in English Language Teaching from Universidad Autónoma de Yucatán (UADY), Mexico.
He was a Full-Time Professor at the School of Education, UADY (2019–2022), where he taught English teaching and linguistics courses, designed curricula and materials, and supervised undergraduate dissertations. He currently works as a Language Assistant at Royal Grammar School (Newcastle upon Tyne) and has been a Teaching Assistant for the Language Awareness module of the MA in Applied Linguistics programme at Newcastle University. His research interests include bilingualism and multilingualism, the linguistic identity of heritage speakers, English teaching in intercultural contexts, and the cross-cultural adaptation of psycholinguistic research instruments (he adapted the Bilingual Language Profile and the Multilingual Naming Test into Yucatec Maya during a research stay at the University of Potsdam, with the BLP translation officially recognized by COERLL at the University of Texas at Austin).
He has been an active presenter at international conferences on applied linguistics and language teaching. He has recently presented at the Annual Conference of the British Association for Applied Linguistics (BAAL, University of Glasgow, 2025), at the Annual Conference of the BAAL Vocabulary Studies Special Interest Group (Bangor University, 2026), at the SELCS Annual Conference (University of Warwick, 2026), and at the XXIII Symposium of Mexican Students and Studies in the United Kingdom (Christ Church College, University of Oxford, 2026). He previously presented at the 50th International TESOL Convention (Baltimore, 2016) and at various conventions of the Mexican TESOL Association (MEXTESOL) in Yucatán (2016), where he also served as Vice-President of the Yucatán Chapter (2015–2017). He has been a member of the British Association for Applied Linguistics (BAAL) since 2024.
Eric Gomez Burgos. Universidad San Sebastian. Puerto Montt, Chile
https://orcid.org/0000-0003-3080-1290
eric.gomez@uss.cl
Eric Gomez Burgos is a faculty member at Universidad San Sebastian, Chile, where he serves as Head of Community Engagement at the Patagonia campus, in addition to working as a teacher trainer for prospective English teachers. He holds a Bachelor's in Primary Education from Universidad de Los Lagos and a Master's in Applied Linguistics from Pontificia Universidad Catolica de Chile. He is currently pursuing a PhD in Advanced English Studies: Languages and Cultures in Contact at the Universidad de Salamanca, Spain. Between 2023 and 2024 he was a Hubert H. Humphrey Fellow at Peabody College, Vanderbilt University, United States, under the Humphrey Fellowship Program, sponsored by Fulbright.
His academic and professional career has developed mainly in the fields of English as a foreign language teaching, initial teacher education, educational innovation, bilingual education, and applied linguistics. His main areas of interest include English teacher education, curriculum design and development, content and language integrated learning (CLIL), language teaching to children and young learners, and the development of culturally relevant pedagogical proposals.
His research has focused particularly on English teacher education in Chile and on incorporating innovative approaches into teacher-training programs. His recent work includes studies on the integration of content and language into the curricula of English teacher-education programs in Chile and on the cultural relevance of English teacher education. He has also participated in educational innovation projects and interdisciplinary initiatives aimed at developing professional and communicative competencies through authentic learning experiences.
In his role in Community Engagement, he develops and coordinates initiatives that strengthen the relationship between the university and its surrounding community, promoting collaboration with communities and external stakeholders and the creation of educational experiences with social impact. His career thus brings together language teaching, teacher education, educational research, innovation, and university community engagement.
References
Banegas, D. L., & Sanchez, H. S. (2024). Editorial: Social justice and language teacher education from Latin America. Teachers and Teaching: Theory and Practice, 30(2), 131–138. https://doi.org/10.1080/13540602.2023.2169669
López Montero, R. (2019). Enseñanza del inglés a nivel preescolar en un contexto de educación pública. Revista Educación, 44(1), 31–48. https://doi.org/10.15517/revedu.v44i1.34626
Mounkoro, I., & Veytia Bucheli, M. G. (2019). Validación de contenido de una rúbrica para evaluar la competencia oral de una lengua extranjera desde la socioformación. Apuntes Universitarios, 9(3), 1–12. https://doi.org/10.17162/au.v9i3.378
Prado Pereira, A. (2024). Pedagogical translanguaging: revisión bibliográfica sistemática de una nueva teoría didáctica y su aplicación en las aulas de Educación Primaria. Didáctica. Lengua y Literatura, 36(Especial), 191–200. https://doi.org/10.5209/dill.98421
Rebolledo, R., & Gisbert, M. (2025). Aprendizaje adaptativo del inglés como lengua extranjera con herramientas de inteligencia artificial: una revisión sistemática de la literatura. Profesorado, Revista de Currículum y Formación del Profesorado, 29(1), 241–264. https://doi.org/10.30827/profesorado.v29i1.30828
Reyes Cruz, M. del R., Murrieta Loyo, G., & Hernández Méndez, E. (2011). Políticas lingüísticas nacionales e internacionales sobre la enseñanza del inglés en escuelas primarias. Revista Pueblos y Fronteras Digital, 6(12), 167–197. https://doi.org/10.22201/cimsur.18704115e.2011.12.126
Salgado Oviedo, P. B., Abarca Cevallos, N. E., & Damián Guamán, V. K. (2025). Aprendizaje basado en tareas (ABT) en la enseñanza del inglés. Revista de Investigación Educativa Niveles, 2(1), 53–63. https://doi.org/10.61347/rien.v2i1.70
