<html xmlns:o="urn:schemas-microsoft-com:office:office" xmlns:w="urn:schemas-microsoft-com:office:word" xmlns:m="http://schemas.microsoft.com/office/2004/12/omml" xmlns="http://www.w3.org/TR/REC-html40">
<head>
<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
<meta name="Generator" content="Microsoft Word 15 (filtered medium)">
<style><!--
/* Font Definitions */
@font-face
{font-family:"Cambria Math";
panose-1:2 4 5 3 5 4 6 3 2 4;}
@font-face
{font-family:Calibri;
panose-1:2 15 5 2 2 2 4 3 2 4;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{margin:0in;
font-size:12.0pt;
font-family:"Calibri",sans-serif;}
span.EmailStyle17
{mso-style-type:personal-compose;
font-family:"Calibri",sans-serif;
color:windowtext;}
p.Default, li.Default, div.Default
{mso-style-name:Default;
margin:0in;
text-autospace:none;
font-size:12.0pt;
font-family:"Times New Roman",serif;
color:black;}
.MsoChpDefault
{mso-style-type:export-only;
font-size:12.0pt;
font-family:"Calibri",sans-serif;}
@page WordSection1
{size:8.5in 11.0in;
margin:1.0in 1.0in 1.0in 1.0in;}
div.WordSection1
{page:WordSection1;}
--></style>
</head>
<body lang="EN-US" link="#0563C1" vlink="#954F72" style="word-wrap:break-word">
<div class="WordSection1">
<p class="Default"><span style="font-size:11.0pt">CALL FOR CHAPTER PROPOSALS <o:p>
</o:p></span></p>
<p class="Default"><span style="font-size:11.0pt">Critical Dialogic TESOL Teacher Education: Preparing Future Advocates and Supporters of Multilingual Learners
<o:p></o:p></span></p>
<p class="Default"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="Default"><span style="font-size:11.0pt">Editors <o:p></o:p></span></p>
<p class="Default"><span style="font-size:11.0pt">Fares J. Karam, University of Nevada, Reno
<o:p></o:p></span></p>
<p class="Default"><span style="font-size:11.0pt">Amanda K. Kibler, Oregon State University
<o:p></o:p></span></p>
<p class="Default"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="Default"><span style="font-size:11.0pt">In this new edited volume, we aim to showcase how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals. Language teachers are at the forefront of supporting
the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their
academic and linguistic potential. <o:p></o:p></span></p>
<p class="Default"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="Default"><span style="font-size:11.0pt">We are particularly interested in submissions that engage with critical and dialogic theories in education. For example, Kibler et al. (2020) recently introduced the concept of Critical Dialogic Education (CDE)
which promotes “equity-focused classroom pedagogies that are dialogic, critical, and inclusive” (p. 2).
<o:p></o:p></span></p>
<p class="Default"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="Default"><span style="font-size:11.0pt">Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language
teachers who can do exactly that. As such, we invite TESOL educators from various international contexts to share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education.<o:p></o:p></span></p>
<p class="Default"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="Default"><span style="font-size:11.0pt">This edited volume is intended to be part of the Bloomsbury series: “Critical Approaches and Innovations in Language Teacher Education”. The editors are coordinating with Bloomsbury and the series editor to
finalize a list of abstracts and chapter authors that can potentially appear in this volume. Following the initial selection of proposals, a full book proposal will be sent to the publisher for review. Upon acceptance, chapter authors will be sent detailed
guidelines, including specifications for images and other multimedia. <o:p></o:p></span></p>
<p class="Default"><span style="font-size:11.0pt"><o:p> </o:p></span></p>
<p class="Default"><span style="font-size:11.0pt">Potential authors should provide a tentative chapter title, a 50-100 word biography for each author, and a 500-word abstract that addresses some aspect of
<i>critical and dialogic approaches to TESOL teacher education</i>. Proposals (due January 1, 2022) should be saved as a single Microsoft Word document and emailed to the editors: Fares Karam (</span><span style="font-size:11.0pt;color:#0462C1">fkaram@unr.edu</span><span style="font-size:11.0pt">)
and Amanda Kibler (</span><span style="font-size:11.0pt;color:#0462C1">amanda.kibler@oregonstate.edu</span><span style="font-size:11.0pt">). Chapters must be original and should not be submitted for publication elsewhere. All chapters will be double-blind
peer reviewed (contributors may also be asked to review). <o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
</div>
</body>
</html>