English Language Teaching in the European Union: Theory and Practice across the Region

Details

When:
April 30, 2021 all-day
Contact:
Where:
United Kingdom

TYPE OF CALL: Book Chapter

THEME: Open

LINGUISTIC FIELD(S): Applied Linguistics, Language Acquisition, English Language Teaching, ESP

 

SUBMISSION DEADLINE: 30 April 2021

 

SUBMISSION ADDRESS: lm489@exeter.ac.uk

WEBSITE: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html

CONTACT PERSON: Lee McCallum lm489@exeter.ac.uk

The editor of English Language Teaching in the European Union: Theory and Practice across the Region invites you to submit a chapter to an edited volume that details how English is currently being taught across the European Union. In this additional call for chapters, I strongly encourage chapters that focus on English for Specific Purposes and/or creativity and innovation in ELT as well as the provision of ELT across primary and secondary schools, universities and colleges.

Part 1: Theories and Policies Teaching English at the Primary, Secondary and Tertiary Levels: Chapters may cover issues such as the policies that drive teaching and assessment at these levels of education. Chapters may cover the benefits and challenges of teaching and learning English at these levels of education from the perspectives of teachers, learners and other ELT stakeholders. Chapters may cover issues such as the implementation of CLIL, the use of learners’ L1 and strategies for mediating language differences in the classroom.

Part 2: Innovative Practices in Teaching Language Skills: Chapters may cover current practice in the teaching and/or assessment of the four language skills: reading, writing, listening and speaking. Chapters may cover current practice in teaching and/or assessment of specific areas of language (e.g., grammar, vocabulary, phraseology). Chapters may cover strategies that learners use across language skills.

Part 3: Materials Development, Use and Evaluation: Chapters may cover different types of published or teacher-made materials and discuss how teachers and/or institutions use and evaluate these materials in their current or intended teaching. Chapters may cover the process of in-house materials development and report on the perceived benefits and drawbacks of such a process. Chapters may cover how materials relate to the wider curriculum in an institution or document how current materials fail to meet the needs of learners following a particular programme of work.

Part 4: Technology-Enhanced Teaching and Learning: Chapters may report on the training teachers and students need to effectively implement technology in the classroom. Chapters may cover the benefits and challenges for teachers and students in using technology in the classroom. Chapters may cover how technology is being used to connect learning and assessment in the language classroom.

Chapters should follow APA style, 7th edition as detailed at the website provided above.

In addition, the following guidelines also set parameters for submitted chapters: Title: 10-15 words, Abstract: 150-200 words, Keywords: 3-5

The structure of an empirical chapter should include the following elements: Introduction, Theoretical framework, Research questions, Methodology, Results and Discussion, Implications of the findings for the context, Conclusion, References, Appendices (if relevant). The structure of theoretical chapters will be evaluated on an individual basis.