Category Archives: Call for papers

SiSAL Journal Special Issue:  ‘Online advising and consultations in self-access.’

Editors: Jo Mynard and Adelia Peña Clavel

Submission deadline: December 20th 2022. Publication date: March, 2023.

In March 2023, we will publish a special issue on online advising and consultations in self-access. Online advising and consulting became the usual way to support students for extended periods during the COVID-19 pandemic when schools and campuses were closed and students were studying at home. However, some institutions had already been offering such support for many years, even before the pandemic. We are hoping to learn from our collective experiences and answer questions such as: 

Call for papers. SiSAL Journal is planning to publish a special issue on student leadership in self-access in December 2017 (Volume 8, Issue 4) edited by Kevin Knight, Jo Mynard, and Erin Okamoto. DEADLINE FOR SUBMISSIONS: September 10th, 2017.

Information for potential contributors

The editors take view that language learner autonomy and self-access learning can be applied  to other areas of students’ lives and not just the process of language learning. Equally, by engaging in leadership roles, learners take charge of not only aspects of their lives but also their language learning. Further, we believe that a Self-Access Learning center (SALC) can and does promote student leadership development. Until now the bodies of work on language learner autonomy / self-access and on student leadership have taken two separate academic paths, yet there are benefits for combining the two fields. A closer examination of the literature alongside an investigation of how leadership is conceptualized in self-access learning could shed light on our understanding of language learner autonomy. In this special issue, we hope to explore the two overlapping fields by featuring contributions from different contexts and perspectives. One such perspective may be where self-access learners are engaged in leadership roles. These roles might include students working or volunteering in a SALC, students organizing events, or students taking charge of other aspects of SALCs. Another perspective may be how self-access learning makes it possible for individual students or groups of students to achieve shared visions or create social change. A third perspective may be how self-access learners conceptualize leadership.  Finally, how do SALC leaders’ conceptualizations of  leadership and self-access learning influence SALC design and operations? Continue reading →