John L Adamson

University of Niigata Prefecture · ISRD

For this edited book project we are soliciting well-researched, practically-oriented investigations into language teaching and learning in Asia. This project follows on from our first two successful edited book projects, Innovating EFL Teaching in Asia (Palgrave Macmillan, 2012) and Exploring EFL Fluency in Asia (Palgrave Macmillan, 2014). We are envisioning this as the capstone book to a series of three. In it, we hope to present studies that demonstrate language classrooms in Asia as dynamic and inspiring, actively engaging students and/or teachers. Chapter proposal abstracts are due no later than August 31, 2021. https://itdi.pro/community/publishing/re-invisioning-asia-teaching/

Call for papers For this edited book project we are soliciting well-researched, practically-oriented investigations into language teaching and learning in Asia. This project follows on from our first two successful edited book projects, Innovating EFL Teaching in Asia (Palgrave Macmillan, 2011) and Exploring EFL Fluency in Asia (Palgrave Macmillan, 2014). We are envisioning this as the capstone book to a series of three. In it, we hope to present studies that demonstrate language classrooms in Asia are dynamic and inspiring, actively engaging students and/or teachers. Such positive representations of language learning in Asia are consistent with our experiences as teacher-researchers, and those we have worked with in multiple capacities (as coauthors, editors, postgraduate supervisors, and teacher trainer/educators). We hope to showcase such practically-focused inquiry in this new book, with the working title of Re-envisioning Language Teaching & Learning in Asia. Each of the chapters included in the book will present some original research into a theme of practical interest to readers concerning language learning and teaching. These chapters need not be classroom-based in the traditional sense nor focused around formal educational contexts; in a (hopefully soon to be) post-pandemic world, we acknowledge that learning is not and has not been bounded by the walls of classrooms or by learners being enrolled in traditional educational systems. Finally, by using the term ‘in Asia’ we are broadly interested in studies concerned with language teaching and learning within the Asian context. Chapters concerning the Asian diaspora, wherever they may be based, are also welcome in light of the changing global landscape and patterns of global migration. Possible themes to be addressed by chapters include, but are not limited to: 1. Approaches to developing student capabilities, such as: Teaching content through English using approaches such as: EMI, CLIL, CBI, and/or ESP, Active learning, including Task-based language teaching and learning (TBLT), project and/or problem-based learning (PBL), Skills-based teaching, including learner fluency, accuracy, and complexity 2. Approaches to promoting learner autonomy and life-long learning, such as: Self-directed learning Motivation, agency, and identity, Self-access learning 3. Specific approaches to teaching that may be particularly relevant in a post-pandemic world, such as: Educational technology, CALL, Blended approaches 4. Investigations into teacher education, including pre-service and/or in-service training as well as continuing professional development (CPD) 5.Investigations into multilingualism, translanguaging, and/or translingual practices related to language teaching and learning 6. … and anything else we may have missed Submission process We invite abstracts of 500 words (not including references) in text document format (doc, docx, or odt) as expressions of interest by no later than August 31, 2021 to theron@las.u-toyama.ac.jp. Please also address inquiries to this address. We will screen the submitted abstracts and notify authors of our decision by the end of September, 2021. We plan to request full papers of up to either 5,000 or 8,000 words (including references) to be submitted by the end of February 2022. In your abstract submission, please indicate whether you are submitting for a practical paper of 5,000 words or a full paper of 8,000 words. Accepted abstracts will be included in a proposal to a publisher to be submitted as soon as possible after authors have accepted invitations to contribute a chapter to the book. As we are interested in accessibility of scholarship to under-resourced communities, we are considering using an alternative publisher for this project, The International Teacher Development Institute (iTDi). iTDi is a provider of teacher development courses accessible to people throughout Asia and the publisher of Dr. John F. Fanselow’s book, Small Changes in Teaching Big Results in Learning: Videos, activities and essays to stimulate fresh thinking about language learning. Details of the proposal submission and review process will be shared with authors accepted to contribute to the book. Thank you in advance for your time and consideration. We’ll look forward to receiving your abstracts, expressions of interest, and questions if you have them. All the best, Dr. Theron Muller, Dr. John L. Adamson, Steven Herder, and Philip Shigeo Brown Editors, Re-envisioning Language Teaching & Learning in Asia (Provisional title) Dr. Theron Muller is an Associate Professor at the University of Toyama, Japan. He received his PhD from Open University in 2018, research that explored the publication practices of Japan-based language teachers. He is active with JALT Publications and is a founding member of English Scholars Beyond Borders. Dr. John Adamson is a Professor at the University of Niigata Prefecture, Japan. He is active in editorial work and received his Ed.D. from the University of Leicester. His research has been in the areas of tertiary EAP provision, interdisciplinarity, self-access, and academic publishing. Steven Herder is an Associate Professor at Kyoto Notre Dame University, Japan. He coordinates the Global English Course, and teaches an Exploring Leadership Seminar. Since 2010, he has been working with Japanese Publisher Suken on Big Dipper Series I, II, III, DUALSCOPE II, and a new series coming in 2022. Philip Shigeo Brown is Course Director for the iTDi TESOL Certificate, and tutors on the University of Birmingham’s MA TESOL and Applied Linguistics (distance learning) programmes. Phil has been teaching since 2001 and his main interests include vocabulary, fluency development, 21st skills in education, learner autonomy, and teacher development.

The Asian EFL Journal (AEJ) is a fully peer-reviewed international journal. As one of the world’s leading refereed and indexed journals, it provides monthly, bi monthly and Quarterly Issues which have been made accessible to the global EFL and ESL teachers and academic researchers. So far the AEJ has received remarkable welcome with increasing number of quality papers which contain diversity of contents, original insights and up-to-date practical knowledge. Recently due to the globally unprecedented challenges caused by the coronavirus pandemic in terms of COVID-19 pandemic that the people of all aspects have to face and struggle for the solutions to cope with, the AEJ has decided to expand its role and to provide a special issue focusing on the impact of COVID-19 on the delivery of EFL and/or ESL teaching across the globe. The measures of social distancing and lockdown in almost every country in the world pushed many educational institutes to shift from the traditional classroom-based language courses with in-person interactions to totally online, the digital remote learning. The Covid-19 crisis raises a lot of important issues, such as the redesign of the curriculum, creating online resources, modifying the methods of examinations and assessment, the virtual classroom management, learners’ belief and attitude, etc. It is so sudden and so unexpected that it takes time for both teachers and learners to identify those challenges previously not encountered and find new technologies and effective online pedagogies to achieve their learning objectives. The COVID-19 pandemic is having many life-altering short- and likely long-term effects. This global crisis also creates a chance for the teachers and researchers to reflect on the education delivery and navigate pedagogical skills for now and the Post-Covid-19 EFL education. The learners may reset their goals to fit into the digital future. Therefore it is of upper importance to investigate how the EFL teachers and learners manage to win the challenges and share the effective experiences in a time of COVID-19 pandemic by the use of online technology. Aims and Scopes This Special Issue aims to provide a platform for EFL teachers, learners and researchers to present original research and latest developments in response to COVID-19’s impact on the EFL teaching and learning, and to provide research-based suggestions and practical guidance, the implications of the findings. Areas of interest for this special issue include, but are not limited to, the following topics: Special Issue Theme: New Challenges, New Strategies and New Prospects in a Time of COVID-19 Pandemic Challenges for shifting EFL courses to online teaching Belief, attitude and action Motivation and strategies Online teacher training Leaderships and online class managements Development of 4 skills online resources Online examinations, assessment and quality control Development of professional competence Design of online EFL courses and curriculum Integration of online and offline learning Gender and EFL learning strategies Advantages and disadvantages of online learning in comparison with the classroom environment Digital pedagogy in EFL teaching New understanding of the digital learning Theoretical foundations and practical considerations Intercultural sensitivity and communication competence Narrative-based studies (based on teacher/student experiences) Please note: This Special Issue invites papers directly related to the COVID-19 pandemic. Development of EFL teaching and learning skills through online platforms is particularly welcome. Important Dates 01 June 2020: Start of abstract submission 31 August 2020: Deadline for abstract submission 30 September 2020: Notification of abstract results 31 December 2020: Full paper submission 31 March 2021: Feedback of full paper 30 June 2021: Final paper submission Submission Guidelines Abstract submission in English Title of the paper (Times New Roman 16) Full name and affiliation of the author(s) An abstract of limited to 260 words in English Text: 12 font Times New Roman Within a paragraph: no spacing The corresponding author’s e-mail address Keywords (maximum 4 words) All submitted manuscripts will be anonymously reviewed. Full manuscripts should be limited to 6,000 words in English inclusive of references. Full paper submission will be invited after being peer reviewed. Guest Editor(s) Dr Xiuping Li, Ulster University, UK Co-editor Dr Nonie Chiang National Open University, Taiwan To submit an abstract or make inquiries: https://www.asian-efl-journal.com/special-issue-call-for-papers/