Call for Chapters: Promoting Diversity, Equity, and Inclusion in Language Learning Environments

Editors

Christina Giannikas, Cyprus University of Technology, Cyprus

Call for Chapters

Proposals Submission Deadline: November 10, 2021
Full Chapters Due: March 10, 2022
Submission Date: March 10, 2022

Introduction

Inclusive pedagogy adopts the premise that all students are able to learn, and practitioners are prepared to help them reach this goal. Nonetheless, the pandemic has surfaced unknown circumstances that has prompted the field of language education to question whether the rushed changes and transfer to online learning environments supported Diversity, Equity and Inclusion (DEI). Even though inclusive pedagogy holds the potential to empower students and teachers, this matter may have been neglected in the turbulence of Emergency Remote Teaching (ERT) during COVID-19. The intent of this edited volume is to share research on how instructors and teacher educators integrated DEI in their instruction in their new norm. The purpose of this publication is twofold: (1) to raise awareness of the experiences and challenges of DEI during the pandemic (2) to understand how language educators draw upon DEI, their experiences, and student needs as resources in language teaching and learning. Inclusive education aims to create equity in the learning environment and raise attainment for all students, regardless of the challenges they may experience. Curricula are and should be accessible to all learners, instruction is expected to be innovative and differentiated, teachers ensure that learners feel welcome and valued, and students and teachers receive indispensable support to develop their talents and successfully achieve their goals, regardless of the learning environment. The edited volume will provide readers with an opportunity to reflect on key issues and current trends in promoting DEI in language learning environments. A strength of this publication is that it brings together a diverse audience of academics, teacher educators, teacher-researchers, researchers, policy makers and materials developers, in order to promote and utilise theory, research and practice to make language education in the COVID-19 DEI friendly. Finally, the edited volume will shed light on research that looks at various contexts, model language learning programs, initiatives that were taken during the COVID-19 education turbulence, demonstrable outcomes, and reproducible aims and strategies.

Objective

The objectives of the present edited volume are: 1) to offer a deeper understanding of DEI in language education, whether online or onsite, and the benefits and challenges they bring to the teaching-learning process; 2) to share innovative practices that promote diversity and inclusivity post the initial shock of the disruption of COVID-19; 3) To reflect on current remote language courses and the extent to which they integrate the constructs of diversity and inclusivity into their curricula; 4) to promote interdisciplinary research of particular relevance to DEI in language education; 5) to exchange experiences, discuss challenges and promote new approaches to researching DEI in language education; and 6) to make a substantial contribution to the current literature.

Target Audience

The target audience of this book will be composed of professionals and researchers working in various disciplines of language education, e.g. early language learning, primary and secondary language learning, English for Academic Purposes (EAP), English for Specific Purposes (ESP), Teacher Education etc. Moreover, the book will provide insights and support instructors, faculty trainers, instructional designers, administrators, policymakers and students who wish to better understand DEI in language education in challenging times.

Recommended Topics

A tentative table of contents of the present edited volume would be: 1. The language learning community of practice for interactions and learning around DEI; 2. Cultural competency training to create more welcoming learning environments; 3. Overcoming the historic tendency to marginalize students and practitioners; 4. Curriculum design that considers inclusion in online or emergency learning situations discussing social values to embedding them in actions; 5. Students' perceptions, experiences and voices; 6. Teachers' perceptions, experiences and voices; 7. Tailoring services to the needs of language student; 8. A framework for moving from DEI friendly learning environment; 9. DEI Teacher Education 10. Workplace inclusion 11. Leadership-specific coaching and mentoring 12. Student empowerment 13. Teacher empowerment 14. Teaching students with special educational needs during the pandemic 15. Current educational policies and their impact during the pandemic 16. Curriculum, pedagogy and assessment 17. Assistive technologies, accessible resources and diverse instructional materials 18. Parental/family engagement with schools 19. Student mental health and well-being 20. DEI and continuing professional development

Submission Procedure

Researchers and practitioners are invited to submit on or before November 10, 2021, 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 November 24, 2021 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by March 10, 2022, 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, Promoting Diversity, Equity, and Inclusion in Language Learning Environments. 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

November 10, 2021: Proposal Submission Deadline
November 24, 2021: Notification of Acceptance
March 10, 2022: Full Chapter Submission
May 8, 2022: Review Results Returned
June 19, 2022: Final Acceptance Notification
July 3, 2022: Final Chapter Submission



Inquiries

Christina Nicole Giannikas
Cyprus University of Technology
christinagian@hotmail.com



Classifications


Business and Management; Government and Law
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