<html><head></head><body><div class="yahoo-style-wrap" style="font-family:Helvetica Neue, Helvetica, Arial, sans-serif;font-size:16px;"><div dir="ltr" data-setdir="false"><div><div dir="ltr" data-setdir="false"><span style="font-family: "New serif";">Dear colleagues,</span></div><div dir="ltr" data-setdir="false"><span style="font-family: "New serif";"><br></span></div><div dir="ltr" data-setdir="false"><span style="font-family: "New serif";">I would like to invite chapter proposals for an edited volume titled:</span><br></div><div><b>Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations </b><br></div><div dir="ltr" data-setdir="false"><br></div><div dir="ltr" data-setdir="false">Proposal Deadline: December 1, 2022 </div><div dir="ltr" data-setdir="false">Editor: Ko-Yin Sung (Utah State University)<br></div><div><br></div><div>Short Description: This proposed edited volume will address issues related to the Chinese-English dual language immersion (DLI) programs in the world. The book will be divided into three sections, each of which consists of book chapters that intend to address one of the three themes: content area instruction, learners, and evaluations.</div></div><div><br></div><div dir="ltr" data-setdir="false"> <div><p class="ydpfcdd017dMsoNormal"><b>Detailed Description
of the book</b></p>
<p class="ydpfcdd017dMsoNormal"><b><i>Chinese-English DLI Content Area<span style="color:red"> </span>Instruction</i></b></p>
<p class="ydpfcdd017dMsoNormal"><span><span> </span>The designs of DLI
programs often require that not only the target language, but also content of
other academic subjects (e.g., literacy, math, science, social studies) be
taught through the instructional medium of the target language. Taking the Utah
DLI model as an</span> example, in the Utah Chinese program, 20% of total instructional
time from grades 1 to 3 is expected to be math in Chinese. Only 15% of total
instructional time is used in English to reinforce content taught in Chinese in
various subjects. The heavy emphasis of instruction in different subject areas through
the instructional medium of the Chinese language means that the Chinese-speaking
teachers take on most of the responsibility to ensure that students understand the
materials taught in the target language well enough for them to transfer the
knowledge to English for yearly standard assessments.<span style="color:#222222;background:white"> However, Watzinger-Tharp et al. (2018) </span>reported that
4<sup>th</sup> grade Utah DLI students performed significantly worse in science
than non-DLI students, and that in the subject of math, Utah DLI students did not
surpass their non-DLI peers until the majority of the math instruction switched
from the target languages to English in the 4<sup>th</sup> grade. The research
findings seem to suggest that the content area instruction through the target
languages may not be sufficiently effective in the DLI programs. Indeed,
studies (<span style="color:#222222;background:white">Celedón-Pattichis</span>,
2010; Gottlieb & Ernst-Slavit, 2013; Krause & Barko-Alva, 2019; Ross,
2014) have found that DLI teachers had a difficult time deciding the type of
instructional approach to use to improve their students’ performance in different
content areas and that the DLI teachers were not capable of implementing tasks
that were challenging enough for students as such tasks usually have high
language demand. Hence, this section of the proposed book sees the need to
understand current teaching practices in different academic subjects in DLI
programs in hope to help advance the quality of the programs.<span></span></p>
<p class="ydpfcdd017dMsoNormal"><b><i>Chinese-English DLI Learners</i></b></p>
<p class="ydpfcdd017dMsoNormal" style="text-indent:.5in">The number of students of all ages,
especially young learners, studying Chinese as a second language has been increasing
in many parts of the world. In recent years, Chinese is reported as becoming
one of the two most commonly taught languages in U.S. DLI programs where
students start studying Chinese and learning content areas through the Chinese
language medium as early as kindergarten or first grade (U.S. Department of
Education, 2015). The increase in Chinese language learners in the young age
group is particularly unique as Chinese language had been taught as an academic
subject to adult learners in universities. B<span>ased on the findings in pedagogical psychology research,
learner age is a crucial factor contributing to learner differences and styles
(Wang, 1998). Scholars have pointed out that many learning characteristics of
children and adults differ greatly including their psychological
characteristics (Lenneberg, 1967; Penfield & Roberts, 1959), cognitive
ability (Knowles, 1984; Lightbown & Spada, 1993; Piaget, 1955), attention
span (Wang, 1998), memory (Hammerly, 1991), language processing (Harley,
Howard, & Hart, 1995), self-consciousness (Krashen, 1982), and motivation
for study (Gardner & Lambert, 1972). The different learning characteristics
derived from the age difference require educators to apply age-appropriate
teaching methods in the classrooms. </span>Although the population of young
learners of Chinese is increasing every year, the research on the
characteristics and learning behaviors of young learners is few and far
between. Most of the current DLI studies were conducted in the context of
learning and teaching Spanish. It is urgent to start developing the literature
in teaching Chinese DLI learners as the Chinese language system is extremely
distinctive from romance languages, such as Spanish and French, which are often
the target languages examined in the current literature. The study results and
their implications may not be applicable to learning Chinese. Therefore, this
section of the proposed book calls for empirical studies which look into K-12
Chinese DLI learners’ learning variables such as attitudes, beliefs
motivations, learning strategies, learning styles, and learner background
differences. <b><i></i></b></p>
<p class="ydpfcdd017dMsoNormal"><b><i>Chinese-English DLI Evaluations</i></b></p>
<p class="ydpfcdd017dMsoNormal" style="text-indent:.5in;mso-layout-grid-align:none;text-autospace:none">The number of DLI programs has increased rapidly worldwide
in recent years. For instance, <span style="color:black">Mandarin Chinese
programs alone tripled in the last 10 years with a total of 264 programs
nationwide in the United States in 2018 (</span>Weise, <span style="color:black">2018).
While the number of Mandarin Chinese programs continues to rise rapidly,
research in the DLI context seems to lag behind. Sung and Tsai (</span>2019<span style="color:black">) stressed that current literature on DLI focuses on
Spanish programs and tends to emphasize the results of academic assessments or
classroom practices; hence, there is a need for research in the DLI context
with a language other than Spanish and research that investigates aspects other
than the results of DLI students’ standardized assessments. This section of the
book fills that need. It calls for studies which adopt diverse methods other
than standardized testing to evaluate Chinese DLI students’ target language and
to better illustrate their learning progress in all four language skills
(listening, speaking, reading, and writing).<br>
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<p class="ydpfcdd017dMsoNormal" style="margin-bottom:0in;line-height:normal;background:white"><b><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black">Publisher<br>
</span></b><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black">This book is under contract to be published by Lexington
Books. Lexington Books publishes both standalone titles and titles in
a broad array of series that span the social sciences and humanities. To learn
more about their series, please visit: </span><span style="color:black;mso-color-alt:windowtext"><a href="https://rowman.com/page/lexseries" rel="nofollow" target="_blank"><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:blue">https://rowman.com/page/lexseries</span></a></span><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"><br>
<br>
<b>Minimum status requirement for book chapter authors</b></span></p>
<p class="ydpfcdd017dMsoNormal" style="margin-bottom:0in;line-height:normal;background:white"><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black">The
publisher requires that each chapter should have at least one author with a
PhD.</span><span style="font-size:13.5pt;mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"></span></p>
<p class="ydpfcdd017dMsoNormal" style="margin-bottom:0in;line-height:normal;background:white"><span style="font-size:13.5pt;mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"> </span></p>
<p class="ydpfcdd017dMsoNormal" style="margin-bottom:0in;line-height:normal;background:white"><b><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black">Submission
instructions</span></b><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"><br>
Please submit a book chapter proposal by December 1, 2022. Proposals should
contain the following information:</span><span style="font-size:13.5pt;mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"></span></p>
<p class="ydpfcdd017dMsoNormal" style="margin-bottom:0in;line-height:normal;background:white"><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black">(1) Proposed
chapter title <br>
(2) Author name(s) and affiliation(s)<br>
(3) 350-word abstract including the theoretical framework, the method, and the main <br>
results and conclusions.<br>
(4) 50-100-word biography for each author</span><span style="font-size:13.5pt;mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"></span></p>
<div style="margin-bottom:0in;line-height:normal;background:white"><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black">Proposals
should be saved as a single Microsoft Word (.doc, .docx), <span>or .PDF file,</span> and
emailed as attachments to </span><span style="color:black;mso-color-alt:windowtext"><a href="mailto:koyin.sung@usu.edu" rel="nofollow" target="_blank"><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:blue">koyin.sung@usu.edu</span></a></span><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black">.
Authors will receive acceptance notice by January 7, 2023.</span></div><p class="ydpfcdd017dMsoNormal" style="margin-bottom:0in;line-height:normal;background:white" dir="ltr" data-setdir="false"><span style="font-size:13.5pt;mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"></span></p>
<p class="ydpfcdd017dMsoNormal" style="margin-bottom:0in;line-height:normal;background:white"><span style="font-size:13.5pt;mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"> </span></p>
<p class="ydpfcdd017dMsoNormal" style="margin-bottom:0in;line-height:normal;background:white"><b><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black">Important
Dates</span></b><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"><br>
December 1, 2022: Proposal submission deadline<br>
January 7, 2023: Notification of proposal acceptance<br>
April 1, 2023: First draft of the full chapter submission (6000-7500 words)<br></span>May 31,
2023: Final draft of the full chapter submission (6000-7500 words)</p><p class="ydpfcdd017dMsoNormal" style="margin-bottom:0in;line-height:normal;background:white"><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black">
Note: </span><span style="mso-ascii-font-family:Calibri;mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black;mso-color-alt:windowtext">Manuscripts
should not have been previously published in a book or journal.</span><span style="mso-ascii-font-family:Calibri;mso-fareast-font-family:"Times New Roman";mso-hansi-font-family:Calibri;mso-bidi-font-family:Calibri;color:black"></span></p>
<p class="ydpfcdd017dDefault"><font size="3"><br>
<b style="">Accepted
proposals will go through the following peer review process:<br>
</b>1. Each contributing author or at least one
among its co-authors will have approximately a month (April 2 – April 30, 2023)
to review one manuscript submitted to the edited book based on the review
guidelines given to them. </font></p>
<p class="ydpfcdd017dDefault"><font style="" size="3">2.
Chapter authors will revise their chapters based on the review comments given
by their peers and turn in a final draft of the chapters by May 31, 2023.</font></p></div><br></div><div dir="ltr" data-setdir="false">Sincerely,</div><div dir="ltr" data-setdir="false"><br></div><div dir="ltr" data-setdir="false">Koyin Sung<br>Professor of Chinese<br>Utah State University</div><div dir="ltr" data-setdir="false"><br></div><br></div></div></body></html>