Call for Chapters: Effective Online Language Teaching in a Disruptive Environment

Editors

Jean LeLoup, USAF Academy, United States
Pete Swanson, USAF Academy, United States

Call for Chapters

Proposals Submission Deadline: December 19, 2020
Full Chapters Due: May 7, 2021
Submission Date: May 7, 2021

Introduction

The Covid-19 global pandemic radically and rapidly, and perhaps forever, changed the K-20 educational landscape. In March 2020, K-12 schools and institutions of higher education were forced to pivot quickly to online and remote teaching. This new paradigm resulted in many teachers, regardless of content area, being singularly unprepared. In the field of second language teaching and learning, the researchers are proposing an edited volume focused on world language and TESOL educators’ successful practices during the global pandemic. At present, only four world language teacher preparation programs in the United States train pre-service language teachers in the art of teaching online (Kennedy & Archambault, 2012). Thus, the vast majority of pre-service and in-service world language teachers have had little to no exposure to delivering their language curriculum via an online platform. The same is true for other content areas such as English to Speakers of Other Languages (ESOL), English Language Arts, and classical languages (e.g., Greek). In fact, only 1.3% of pre-service teachers had experience in online or blended learning (Archambault et. al., 2016). As the pandemic continues with no firm end in sight, it is incumbent that WL professionals become educated in the best practices of teaching their subject matter online.

Objective

Unlike other content areas, the teaching and learning of languages requires interaction (Long, 1981, 1983) in a communicative environment. This underscores the need for face-to-face, synchronous instruction, a requirement not necessarily present in other content areas. Language teaching is unique in that the content is taught in the target language. This entails a double-cognitive load for learners as they must process the content while concomitantly using it to the best of their linguistic abilities. The constraints placed upon this interaction by the online and/or remote learning environment compounds the difficulties learners experience while trying to master a second, third, and so forth language. Given this singular challenge for teaching languages online, the proposed volume will gather evidence from the field that offers guidance vis-à-vis best practices, innovations, remarkable and even unusual achievements that will help language teachers succeed in the future. This edited volume will benefit scores of WL educators and, concomitantly, their students by providing strong and cogent guidance in the use of pedagogically sound methods of online language instruction. The mission of the book is to build an innovative knowledge base about teaching during disruptive times in the context of K-20 language learning that is supported with empirical evidence. The book will serve as a reference for the advancement of research on and the practice of teaching and learning languages in both theoretical and practical ways. Specifically, the book will be composed of theoretical, conceptual, and empirical research focused on a variety of purposes (e.g., second language, foreign language). Additionally, the book addresses issues, challenges, and outcomes for both instructors and language learners during the global pandemic. In sum, this book will demonstrate the versatility and efficacy of teaching languages remotely from a global perspective.

Target Audience

Researchers, practitioners, curriculum directors, preservice teacher methods instructors, educationalists in World and Classical Languages and TESOL

Recommended Topics

Projected chapters include, among others, articles on the following themes: • Best practices in teaching WLs online during COVID-19 and beyond • What people have done to be successful? • Innovations in online WL methodology/pedagogy • Empirical data /studies done to reflect the impact of COVID-19 on online learners, instructors, and WL learning in general • The use of technology specifically to combat issues related to online instruction of WLs (e.g., learner and instructor fatigue) • The process of building learner rapport/engagement in online classes • How COVID-19 has shifted the communitive language teaching paradigm that is now prevalent in WL teaching and learning • Managing study abroad programs during the pandemic

Submission Procedure

Researchers and practitioners are invited to submit on or before December 19, 2020, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by January 9, 2021 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by May 7, 2021, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ 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, Effective Online Language Teaching in a Disruptive Environment. All manuscripts are accepted based on a double-blind peer review editorial process.

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



Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2022.



Important Dates

December 19, 2020: Proposal Submission Deadline
January 9, 2021: Notification of Acceptance
May 7, 2021: Full Chapter Submission
June 11, 2021: Review Results Returned
August 27, 2021: Final Acceptance Notification
September 28, 2021: Final Chapter Submission



Inquiries

Jean LeLoup USAF Academy jean.leloup@usafa.edu Pete Swanson USAF Academy peter.swanson@afacademy.af.edu

Classifications


Education; Social Sciences and Humanities
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