Calling NNELL Journal Contributors & Reviewers
NNELL Journal re-launches after a five year hiatus – an Interview with Editor, Dr. Kelly Frances Davidson
Dr. Kelly F Davidson
NNELL Journal Editor
As we re-launch the NNELL Journal after a five year hiatus, what are you most proud of?
As I worked with the authors and contributors for this issue, it was clear how Learning Languages has a special ability to bring together voices from across a broad spectrum of languages, professional experiences, and geographical locations. I am honored to be a part of the journal’s publication.
The challenges of the last five years have been numerous, and we still face a complex landscape as educators, however this issue reflects the brilliance and resilience of early language learning professionals. The contributors to this issue have demonstrated the importance of the NNELL journal to share ideas, perspectives, and research in a way that is accessible and inclusive.
What would you most like readers to pay attention to?
I think it is so important for readers to remember that we read, write, and learn in community. As they read through these articles, it is my hope they engage in a type of dialogic “gathering,” where they recognize the interconnectedness of the articles as well as our work as professionals in the field of early language learning. As Paulo Freire (1970) famously stated, “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (p. 72). Rather than each part of this issue being only an individual contribution, the articles function as part of a larger conversation that centers teaching and learning in the early language classroom, recognizing the importance of our humanity that is tied to our “continuing, hopeful inquiry.”
Freire, P. (1970, 2000). Pedagogy of the oppressed. 30th anniversary ed. Continuum.
What do you want readers to understand about the role that the Journal has historically played in the work of NNELL?
Learning Languages has always been a publication where theory and innovation meet practical classroom experiences, all through a lens of respect, belonging, and care for our students and fellow educators. As we explore different methods and approaches in our field, the NNELL journal has highlighted the dedication and love for early language learning that educators, parents, and other stakeholders bring to our profession each and every day.
What do you most look forward to for the Journal’s future?
There are so many things to look forward to for Learning Languages! The mission and vision of NNELL, to create a network of professionals who “champion early language teaching and learning through advocacy, collaboration and education” and who “believe in a future where every child expects to be multilingual and has every opportunity at their disposal to become so” is absolutely reflected on every page of this issue and I am excited to see how it will be in future issues. We continue to build on the rich history of NNELL with each publication and the journal provides all of us with new opportunities to learn in community with our fellow educators.
What do you most look forward to for the Journal’s future?
As we move to an open access platform for the journal, we are recognizing the need for increased visibility through a more equitable approach. Learning Languages brings together such a unique mixture of theory and practice in a way that speaks directly to everyone in the field and I believe this format will allow the advocacy and collaboration inherent to NNELL’s mission to further shine. I look forward to continuing this gathering with future contributors.
The NNELL Journal is inviting contributors & reviewers for its next issue!
