Journal of Southeast Asian and Diaspora Language Education
HACJ-SEADLE is dedicated to advancing scholarship on language learning and teaching in Southeast Asian contexts, while also foregrounding the voices, experiences, and expertise of teacher–practitioners. It provides a scholarly platform for empirical and theoretical research, research-informed practice, critical reflection, and pedagogical innovation emerging from classrooms, communities, and educational institutions across Southeast Asia and its diasporas. The journal especially welcomes work on heritage and less commonly taught languages, including Filipino, Indonesian, Thai, Vietnamese, Khmer, Lao, Burmese, Malay, and other Southeast Asian languages taught and learned in Southeast Asia, North America, and other diaspora and community-based contexts. It seeks to bridge theory and practice by publishing scholarship in second language acquisition, language pedagogy, curriculum design, multilingualism, language ideologies, identity, and culturally sustaining approaches to education. Submissions may address a range of instructional and assessment frameworks, including task-based language teaching and other empirically supported approaches to language learning, teaching,materials development, and assessment. In addition, we encourage submissions that challenge deficit-based, monolingual, and native-speakerist frameworks in language education.
HACJ-SEADLE also welcomes work that explores technology-mediated language teaching, digital pedagogies, and other innovative, empirically researched practices shaping the future of Southeast Asian and heritage language education. We seek to highlight how technology, media, and multimodal tools are reshaping language instruction and access, particularly in multilingual, under-resourced, or community-based learning environments. We invite a range of methodological approaches, including empirical studies, practitioner inquiry, reflective essays, pedagogical reports, and theoretically grounded, practice-based research that foregrounds local knowledge and situated expertise.
Our intended audience includes language teachers, teacher educators, applied linguists, curriculum designers, educational researchers, and graduate students with interests in Southeast Asian language education, heritage and less commonly taught language pedagogies and assessment, multilingualism, and critical perspectives. By encouraging teacher-authored and teacher-centered scholarship, the journal aims to broaden participation in knowledge production, support professional learning communities, and promote context-responsive approaches to language education in Southeast Asia and beyond.
Scope of the journal:
The Journal includes two section: Research Articles and Focus on Practice
● Theoretical and conceptual works related to Southeast Asian and heritage language education
● Teaching and learning of Southeast Asian languages and other less commonly taught languages (LCTLs)
● Heritage language education, diaspora language learning, and indigenous language education initiatives and research
● Second language acquisition and applied linguistics in Southeast Asian contexts
● Curriculum design, instructional materials development
● Task-based language teaching and other empirically supported pedagogical approaches
● Open Educational Resources (OER) and open-access pedagogies
● Teacher research, practitioner inquiry, and reflective teaching practices, including teacher cognition, teacher identity, and professional development
● Multilingualism, translanguaging, language ideologies, language policy, and intersections of language, identity, race, ethnicity, gender, and culture in language education.
● Community-based and informal language learning environments
● Technology-mediated language teaching, multimodal learning, and the role of AI in language teaching and learning
● Critical approaches that challenge deficit-based, monolingual, and native-speakerist paradigms, including critical language pedagogy and socially just language education
● Language assessment, proficiency, and alternative assessment practices
● Study abroad, virtual exchange, and COIL initiatives in language education
● Action research, pedagogical reports and reflective essays grounded in classroom practice
● Corpus-based research and initiatives
Editorial Team
Co-Editors
Hoa Le, Harvard University
Jayson Parba, University of Hawaiʻi at Mānoa, USA
Managing Editor
Precious Arao, University of Hawaiʻi at Mānoa, USA
Web Manager
Jorge Espada, Harvard University
Copyeditors
Amy Peria, University of Hawaiʻi at Mānoa, USA
Mai Nguyen, Boston Public School
Editorial Board Members
Erlin Barnard, University of Wisconsin–Madison, USA
Graham Crookes, University of Hawaiʻi at Mānoa, USA
Francisco Dumanig, University of Hawaiʻi at Hilo, USA
Betsy Gilliland, University of Hawaiʻi at Mānoa, USA
Michelle Kunkel, Pusan National University, USA
Meg Montee, Georgetown University, USA
Nicole Mills, Harvard University, USA
Hanh Nguyen, Hawaiʻi Pacific University, USA
Orn Phatarakorn, Chulalongkorn University, Thailand
Paula Winke, Michigan State University, USA
Julianna Wijaya, University of California, Los Angeles, USA
Nicole Ziegler, University of Hawaiʻi at Mānoa, USA
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