Review of journal of cardiovascular magnetic resonance 2010

There were 75 articles published in the Journal of Cardiovascular Magnetic Resonance (JCMR) in 2010, which is a 34% increase in the number of articles since 2009. The quality of the submissions continues to increase, and the editors were delighted with the recent announcement of the JCMR Impact Factor of 4.33 which showed a 90% increase since last year. Our acceptance rate is approximately 30%, but has been falling as the number of articles being submitted has been increasing. In accordance with Open-Access publishing, the JCMR articles go on-line as they are accepted with no collating of the articles into sections or special thematic issues. Last year for the first time, the Editors summarized the papers for the readership into broad areas of interest or theme, which we felt would be useful to practitioners of cardiovascular magnetic resonance (CMR) so that you could review areas of interest from the previous year in a single article in relation to each other and other recent JCMR articles [1]. This experiment proved very popular with a very high rate of downloading, and therefore we intend to continue this review annually. The papers are presented in themes and comparison is drawn with previously published JCMR papers to identify the continuity of thought and publication in the journal. We hope that you find the open-access system increases wider reading and citation of your papers, and that you will continue to send your quality manuscripts to JCMR for publication

Race, Language, and Schooling in Italy’s Immigrant Policies, Public Discourses, and Pedagogies

In this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs of immigrant and minority students in Italian schools and challenges racist and anti-immigrant discourses circulating in the broader society

Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers Through Figured Worlds

Drawing on the concept of figured worlds, we examined how four preservice teachers in a monoglossically oriented teacher preparation program developed their professional identities and sense of agency as dual language teachers. Figured worlds are socially constructed and culturally recognized realms with a storyline and actors who also actively change these storylines in the course of narrating them and participating in them. Drawing on interviews and observations we showed how four teachers’ personal linguistic, racial, and cultural backgrounds interacted with external affordances including their own language ideologies and those present in their contexts, leading to the (re)construction of their figured worlds of dual language teaching. These figured worlds were mainly reshaped to include family connections and student empowerment and made salient the limitations of the teachers’ engagement with the centrality of race, power, and immigrant rights in their language ideologies

"When I am teaching German, I put on a persona": Exploring lived experiences of teaching a foreign language.

The field of teacher identity is a complex area that has attracted the interest of numerous researchers over the last decades. Within this field the topic of the identity of language teachers has recently emerged. Many of the studies devoted to language teachers’ identity have focused on the teachers as object of study, (Morgan and Clarke 2011; Ying Cheung et al. 2015; Sachs 2005) little attention, however, has been paid in relation to how teachers themselves make sense of their experience of teaching a foreign language. This present study adresses this underexplored aspect by using a pheneomenological approach, focusing on the lived experience of two language teachers. The method used facilitates an insight into the lived world of language teachers. It aims to offer a relevant contribution to the teacher identity research, in particular in how language teachers experience their self; it also reveals a different insight in relation to the way multiple identities are experienced by language teachers