LINGUIST List 33.2845
Wed Sep 21 2022
FYI: Technology-mediated Crisis Response in Language Studies
Editor for this issue: Everett Green <everettlinguistlist.org>
Date: 07-Sep-2022
From: Jesse Gleason <gleasonj8
southernct.edu>
Subject: Technology-mediated Crisis Response in Language Studies
E-mail this message to a friend We are seeking chapter proposals for the 2024 Advances in CALL Research and Practice edited volume. In the volume entitled “Technology-mediated Crisis Response in Language Studies,” we aim to capture some of the lessons learned during and as a result of crisis-prompted language teaching and learning such as the adaptations during the COVID-19 pandemic. The goal of this book is to constructively move forward and take advantage of the innovation and change experienced during the crisis-prompted teaching and learning with the intention of being prepared for future and other current crises.
In spring of 2020, Computer-Assisted Language Learning (CALL) practitioners and scholars suddenly were in high demand. While the CALL field has spent decades investigating the efficacy of technology-mediated language learning (Plonsky & Ziegler, 2016), in general and different delivery formats in particular (Grgurović, Chapelle & Shelley, 2013), their work has not always been recognized. CALL research has shown that technology-mediated language learning and online or hybrid delivery formats are not harmful and may even have some benefits (Goertler, 2019). In contrast to planned online education, the 2020 Emergency Remote Teaching and Learning (ERTL) was unplanned, unprecedented, and highly unpredictable. Yet, this crisis as well as others has led many institutions and language educators around the globe to rethink their pedagogies, policies, practices, technologies, strategies and more. The edited volume will consist of an introduction and a conclusion written by the editors and four parts. We are seeking two to three chapter proposals for each of the parts outlined below. Chapter proposals are expected to be based on original empirical research with a focus on lessons learned and implications for the future in general and in crisis-situations specifically. We are particularly interested in perspectives from around the world. A more detailed list of possible questions to explore is available upon request.
Part 1: Emergency Response: What was the crisis? What was done? What were the challenges?
Part 2: Problem Solving: How did programs change? What changes were successful and which were less successful?
Part 3: Outcomes: What were the outcomes (e.g., learning outcomes, teacher satisfaction, teaching and teacher effectiveness, program health, etc.)? What new techniques, tools, strategies, innovations, approaches, practices, and policies show promise for the future?
Part 4: By-products: What other impacts did the crisis have on language learning and teaching and the working and learning conditions? What are the goals, lessons, and needs for the future?
Timeline:
Chapter proposals should be 500 words excluding references and submitted to
https://forms.gle/3fei5GN45ve8brF3A by October 30, 2022.
Chapter proposals will be reviewed by the editors and external reviewers. Authors can expect to hear back by December 15, 2022.
Full chapter submissions are due by March 31, 2023 and are expected to be 20 pages/10,000 words in length.
Chapters will be reviewed by editors and external reviewers. Authors can expect to receive comments by May 31, 2023.
Revisions are due by July 15, 2023.
The book is expected to be published in May 2024.
We look forward to your submissions. Don’t hesitate to contact us with questions.
Senta Goertler & Jesse Gleason
goertler
msu.edu / gleasonj8
southernct.edu
Linguistic Field(s): Applied Linguistics
Page Updated: 21-Sep-2022