Call for Chapters: Advancing Language Equity Practices With Immigrant Communities: Learning In and Out of Schools


Lourdes Cardozo-Gaibisso, Ph.D. (Universidad ORT Uruguay)
Max Vazquez Dominguez, Ph.D. (University of North Georgia)

Call for Chapters

Proposals Submission Deadline: July 22, 2019
Full Chapters Due: November 10, 2019
Submission Date: February 12, 2020


Research on linguistically and culturally sustaining education has recently placed increased attention on the need to rethink the field by promoting more equitable linguistic pedagogical opportunities for all students, including immigrant and newcomer youth. When referring to equity, we place our focus on those educational and linguistic practices aimed at shifting and disrupting normative scenarios. As a result, this edited book seeks to understand, explore, and analyze different contexts where language equity practices with immigrant communities have contributed to meaning-making through the different material conditions available, at different points in time, and within the varied contexts across the globe.

As researchers we should do more than just build understandings about what conditions may lead to improving immigrant student performance. We should also essentially build creative educational practices aimed at better engaging educators in “the process of supporting diverse learners in communicative and literacy tasks that move them towards linguistic and cultural equity and that supports their emotional and social wellbeing” (Khote, 2018, p. 154). Drawing on this notion, then, this book aims at conceptualizing teaching and learning as mediated by an assemblage of internal and external resources.

It has been evident for some time that immigration patterns around the globe have been increasingly shifting, posing a new challenge to educators, researchers and policy-makers. As a result of our experiences working with immigrant communities internationally, we have noticed a gap in the literature which fails to address educational practices for immigrant communities comprehensively. This edited book aims at providing evidence-based cases to advance our collective understanding of the linguistic practices of immigrant communities.


This book will aim to provide lessons learned, experiences, and research that has systematically addressed issues of linguistic and educational equity with immigrant communities around the globe. Its ultimate aim is offering research-based recommendations for improving the teaching and learning of immigrant communities.

Target Audience

The target audience for this book is composed of researchers, teacher educators, student teachers, curriculum designers, policy makers and the educational community at large. This book is intended to be a strong theoretical and empirical resource which offers an in-depth exploration of the issue. More specifically the target audience and potential users of this book are: scholars, students and teachers on the fields of linguistics, anthropology, sociology, educational policy and discourse analysis.

Recommended Topics

Recommended topics include, but are not limited to, the following:

Effective Teaching for Immigrant Students: Lessons from the Classroom

New Models beyond the School: Evidence-based Practices in Informal Settings

Teacher Professional Learning for Newcomer Students: Models, Experiences and Recommendations

Theorizing Equity: Global Frameworks for Teaching and Learning with Immigrant Communities

Interdisciplinary Research Strategies for Supporting the Teaching and Learning of New Diasporas

Submission Procedure

Full chapters are expected to be submitted by November 10, 2019, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Advancing Language Equity Practices With Immigrant Communities: Learning In and Out of Schools. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery®TM online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2021.

Important Dates

November 10, 2019: Full Chapter Submission
December 18, 2019: Review Results Returned
January 15, 2020: Revisions due from Authors
January 29, 2020: Final Acceptance Notification
February 12, 2020: Final Chapter Submission

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