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<h1 style="box-sizing: border-box; margin: 0px 0px 7px; font-size:
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255); text-decoration-style: initial; text-decoration-color:
initial;">Call for Chapters: Using Literature to Teach English as
a Second Language</h1>
<p><a
href="https://www.igi-global.com/publish/call-for-papers/call-details/4239">https://www.igi-global.com/publish/call-for-papers/call-details/4239</a></p>
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<div id="ctl00_ctl00_cphMain_cphSection_pnlCallForChapters"
style="box-sizing: border-box;">
<h2 style="box-sizing: border-box; font-family: Tahoma,
"Trebuchet MS"; font-weight: normal; line-height:
1.1; color: rgb(51, 51, 51); margin: 30px 0px 7px;
font-size: 20px;">Call for Chapters</h2>
</div>
<span id="ctl00_ctl00_cphMain_cphSection_lblProposalDate"
style="box-sizing: border-box;">Proposals Submission Deadline:
October 2, 2019<br style="box-sizing: border-box;">
</span><span
id="ctl00_ctl00_cphMain_cphSection_lblFullChapterDate"
style="box-sizing: border-box;">Full Chapters Due: November
15, 2019<br style="box-sizing: border-box;">
</span><span
id="ctl00_ctl00_cphMain_cphSection_lblSubmissionDate"
style="box-sizing: border-box;">Submission Date: February 23,
2020<br style="box-sizing: border-box;">
</span></div>
</div>
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Helvetica, sans-serif; font-size: 12px; font-style: normal;
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font-weight: 400; letter-spacing: normal; orphans: 2; text-align:
left; text-indent: 0px; text-transform: none; white-space: normal;
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background-color: rgb(255, 255, 255); text-decoration-style:
initial; text-decoration-color: initial;">
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<div id="ctl00_ctl00_cphMain_cphSection_pnlIntroduction"
style="box-sizing: border-box;">
<h2 style="box-sizing: border-box; font-family: Tahoma,
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line-height: 1.1; color: rgb(51, 51, 51); margin: 30px 0px
7px; font-size: 20px;">Introduction</h2>
<span id="ctl00_ctl00_cphMain_cphSection_lblIntroduction"
style="box-sizing: border-box;">Nowadays, in the era of
communication, technology and globalisation, English,
rather than a complementary subject has become in the last
decades a key determinant towards success present in all
curricula, studied by learners and people of all ages all
around the world. With the passage of time, teachers’
position as simple and arbitrary dispensers of knowledge
of a second language – in this case English – has changed,
and with this, also the methodologies applied to transmit
suitable and valuable pieces of information in the
classroom. Innovation has replaced stereotypical and old
methods as an attempt to make English language teaching
and learning appealing, effective and simple.<br
style="box-sizing: border-box;">
O’Sullivan claims that “the teaching of literature has
recently been resurrected as a vital component of English
language teaching” (2017: 1). Teaching a second language
through literature might be a paramount tool to
consolidate not only students’ lexical and grammatical
competences, but also for the development of their
cultural awareness and broadening of their knowledge
through interaction and collaboration that foster
collective learning. Besides, reading ignites students’
imagination and their critical thinking due to the
interpretation, discussion and expression of their
opinions on universal themes which might relate to their
personal ones.<br style="box-sizing: border-box;">
But precisely these strengths, according to the experts on
the field, are transformed into serious difficulties that
make the method totter. Language pedagogy using authentic
literary texts is definitely not an innovative instrument
as it counts with years of tradition; Spack (1985) talked
about “bridging the gaps” between the use of literature
and the teaching of reading and writing. Already in the
1970s, the methodology of teaching English through
literature was displaced and substituted by the so called
task-based and content-based approaches. Among the reasons
alleged for this exclusion is, on the one hand, the
long-standing disassociation of the fields of language
teaching and learning to literature and, on the other, the
possible frustration caused by literary corpus. The text
might present a complex range of vocabulary that might be
unknown to the learner, with parts scattered with
metaphors and charged with symbolism and motifs which
might hinder and obscure the comprehension of the text.<br
style="box-sizing: border-box;">
Nonetheless, all seems a problem of focus on the method
and on the teaching/schema. According to Sanju Choudhary
“literature plays a vital role in teaching the four basic
skills of reading, writing, listening, and speaking”
(2016), and oral and written abilities must be taught and
learnt as being complementary to each other and not
isolated units whichever might be the education level or
the stage in the learning process. The progression in the
acquisition of a foreign language must be perceived as an
ensemble, rather than a four-part separate project, but
also the adaptation of authentic texts to learners’
educational level. Several have been the studies which
tackle the link between teaching methodology and
literature, employing not only fiction (Sage, 1987; Collie
and Slater, 1990; Stern, 1991; Custodio and Sutton, 1998),
but also drama (Lenore, 1993) and poetry (Hiller, 1983;
Çubukçu, 2001). In spite of the extensive scholarship on
the literary approach to teach English as a second
language, the influx of innovative methodologies strongly
favour ground-breaking orientations regarding new
technologies, gamification, flipped classroom, design
thinking, to name a few.</span><br style="box-sizing:
border-box;">
<br style="box-sizing: border-box;">
</div>
</div>
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-15px; margin-left: -15px;">
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relative; min-height: 1px; padding-right: 15px; padding-left:
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<div id="ctl00_ctl00_cphMain_cphSection_pnlObjective"
style="box-sizing: border-box;">
<h2 style="box-sizing: border-box; font-family: Tahoma,
"Trebuchet MS"; font-weight: normal;
line-height: 1.1; color: rgb(51, 51, 51); margin: 30px 0px
7px; font-size: 20px;">Objective</h2>
<span id="ctl00_ctl00_cphMain_cphSection_lblObjective"
style="box-sizing: border-box;">The overall goal of this
book is to give a comprehensive picture of the current
landscape of learning English across different educational
settings, from kindergarten to higher education, placing
special emphasis on the latter . In view of the above,
then, the main purpose of this book is to expose the
current state of this methodological approach nowadays,
and to observe its reverberations, usefulness, strengths
and weaknesses when used in a classroom where English is
taught as a second language. In this way, this book will
provide updated tools to explore another way of teaching
and learning through the most creative and enriching
manifestations of one language, literature. This is how
literature’s position in relation to language teaching is
revindicated and revalued.</span><br style="box-sizing:
border-box;">
<br style="box-sizing: border-box;">
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-15px; margin-left: -15px;">
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relative; min-height: 1px; padding-right: 15px; padding-left:
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<div id="ctl00_ctl00_cphMain_cphSection_pnlTargetAudience"
style="box-sizing: border-box;">
<h2 style="box-sizing: border-box; font-family: Tahoma,
"Trebuchet MS"; font-weight: normal;
line-height: 1.1; color: rgb(51, 51, 51); margin: 30px 0px
7px; font-size: 20px;">Target Audience</h2>
<span id="ctl00_ctl00_cphMain_cphSection_lblTargetAudience"
style="box-sizing: border-box;">Books such as this one are
especially important for compiling high-quality,
up-to-date, scholarly cases that can support and enhance
the effective design of online courses incorporating
current and emerging digital tools to meet the evolving
needs of diverse learners in a variety of sectors. The
cases will be valuable for teachers, higher education
faculty and teacher educators as well as educational
designers in educational settings.<br style="box-sizing:
border-box;">
<br style="box-sizing: border-box;">
Thus, this book is intended for:<br style="box-sizing:
border-box;">
● ESL teachers, instructors, university professors<br
style="box-sizing: border-box;">
● Educational designers and developers<br
style="box-sizing: border-box;">
● Instructional technology faculty<br style="box-sizing:
border-box;">
● Distance learning instructional designers and faculty</span><br
style="box-sizing: border-box;">
<br style="box-sizing: border-box;">
</div>
</div>
</div>
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-15px; margin-left: -15px;">
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relative; min-height: 1px; padding-right: 15px; padding-left:
15px; float: left; width: 877.5px;">
<div id="ctl00_ctl00_cphMain_cphSection_pnlRecommendedTopics"
style="box-sizing: border-box;">
<h2 style="box-sizing: border-box; font-family: Tahoma,
"Trebuchet MS"; font-weight: normal;
line-height: 1.1; color: rgb(51, 51, 51); margin: 30px 0px
7px; font-size: 20px;">Recommended Topics</h2>
<span
id="ctl00_ctl00_cphMain_cphSection_lblRecommendedTopics"
style="box-sizing: border-box;">Recommended Topics include
but are not limited to the following:<br
style="box-sizing: border-box;">
Theoretical review of the use of literature for ESL. The
state of the art.<br style="box-sizing: border-box;">
New technologies and literature in ESL.<br
style="box-sizing: border-box;">
Distance learning / Online learning and literature in ESL.<br
style="box-sizing: border-box;">
Flipped classroom and literature in ESL.<br
style="box-sizing: border-box;">
What is thematically acceptable? Adapted materials, how to
know that a material is suitable to the class’s level? The
selection of texts. Should these texts be culturally
universal?<br style="box-sizing: border-box;">
Creative thinking in ESL classroom.<br style="box-sizing:
border-box;">
Are all the literary genres (poetry, science fiction,
drama, and novel) suitable for teaching English? The
benefits of using each genre, pursuing different
objectives according to the age of the learner.<br
style="box-sizing: border-box;">
Possible problems and/or challenges of this approach,
among them the preparation of the teacher or professor in
the area of literature – do teachers need a solid
background in literature in order to use the method? – ,
the importance of tested-designed materials, the need to
establish clear-cut objectives etc.<br style="box-sizing:
border-box;">
When, why or how literature should be incorporated during
the learning process? The importance of pre-reading. The
steps to be followed when this method is used.</span><br
style="box-sizing: border-box;">
<br style="box-sizing: border-box;">
</div>
</div>
</div>
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-15px; margin-left: -15px;">
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relative; min-height: 1px; padding-right: 15px; padding-left:
15px; float: left; width: 877.5px;">
<div
id="ctl00_ctl00_cphMain_cphSection_pnlSubmissionProcedure"
style="box-sizing: border-box;">
<h2 style="box-sizing: border-box; font-family: Tahoma,
"Trebuchet MS"; font-weight: normal;
line-height: 1.1; color: rgb(51, 51, 51); margin: 30px 0px
7px; font-size: 20px;">Submission Procedure</h2>
<span
id="ctl00_ctl00_cphMain_cphSection_lblSubmissionProcedure"
style="box-sizing: border-box;">Researchers and
practitioners are invited to submit on or before October,
2, 2019, 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 October 7,
2019 about the status of their proposals and sent chapter
guidelines. Full chapters are expected to be submitted by
November 15, 2019, and all interested authors must consult
the guidelines for manuscript submissions at <a
class="moz-txt-link-freetext"
href="http://www.igi-global.com/publish/contributor-resources/before-you-write/">http://www.igi-global.com/publish/contributor-resources/before-you-write/</a>
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.<br
style="box-sizing: border-box;">
<br style="box-sizing: border-box;">
Note: There are no submission or acceptance fees for
manuscripts submitted to this book publication, Trust in
Knowledge Management and Systems in Organizations. All
manuscripts are accepted based on a double-blind peer
review editorial process.<br style="box-sizing:
border-box;">
<br style="box-sizing: border-box;">
All proposals should be submitted through the eEditorial
Discovery®TM online submission manager.</span><br
style="box-sizing: border-box;">
<br style="box-sizing: border-box;">
</div>
</div>
</div>
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-15px; margin-left: -15px;">
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relative; min-height: 1px; padding-right: 15px; padding-left:
15px; float: left; width: 877.5px;">
<div id="ctl00_ctl00_cphMain_cphSection_pnlPublisher"
style="box-sizing: border-box;">
<h2 style="box-sizing: border-box; font-family: Tahoma,
"Trebuchet MS"; font-weight: normal;
line-height: 1.1; color: rgb(51, 51, 51); margin: 30px 0px
7px; font-size: 20px;">Publisher</h2>
<span id="ctl00_ctl00_cphMain_cphSection_lblPublisher"
style="box-sizing: border-box;">This book is scheduled to
be published by IGI Global (formerly Idea Group Inc.),
publisher of the "Information Science Reference" (formerly
Idea Group Reference), "Medical Information Science
Reference," "Business Science Reference," and "Engineering
Science Reference" imprints. For additional information
regarding the publisher, please visit <a
class="moz-txt-link-abbreviated"
href="http://www.igi-global.com">www.igi-global.com</a>.
This publication is anticipated to be released in 2020.</span><br
style="box-sizing: border-box;">
<br style="box-sizing: border-box;">
</div>
</div>
</div>
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-15px; margin-left: -15px;">
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relative; min-height: 1px; padding-right: 15px; padding-left:
15px; float: left; width: 877.5px;">
<div id="ctl00_ctl00_cphMain_cphSection_pnlImportantDates"
style="box-sizing: border-box;">
<h2 style="box-sizing: border-box; font-family: Tahoma,
"Trebuchet MS"; font-weight: normal;
line-height: 1.1; color: rgb(51, 51, 51); margin: 30px 0px
7px; font-size: 20px;">Important Dates</h2>
<span id="ctl00_ctl00_cphMain_cphSection_lblImportantDates"
style="box-sizing: border-box;">September 2, 2019: 1st
Proposal Submission Deadline<br style="box-sizing:
border-box;">
September 6, 2019: Notification of Acceptance<br
style="box-sizing: border-box;">
October 2, 2019: 2nd Proposal Submission Deadline<br
style="box-sizing: border-box;">
October 7, 2019: Notification of Acceptance<br
style="box-sizing: border-box;">
November 15, 2019: Full Chapter Submission<br
style="box-sizing: border-box;">
December 29, 2019: Review Results Returned<br
style="box-sizing: border-box;">
February 9, 2020: Final Acceptance Notification<br
style="box-sizing: border-box;">
February 23, 2020: Final Chapter Submission</span></div>
</div>
</div>
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