Novi Times

Proposals Submission Deadline: December 19, 2020

Full Chapters Due: May 7, 2021

Submission Date: May 7, 2021

For complete information visit https://www.igi-global.com/publish/call-for-papers/call-details/4957

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.