25.3606, FYI: Call for Chapter Proposals: Teaching ESL/EFL to Chinese Students

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LINGUIST List: Vol-25-3606. Sun Sep 14 2014. ISSN: 1069 - 4875.

Subject: 25.3606, FYI: Call for Chapter Proposals: Teaching ESL/EFL to Chinese Students

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Date: Sun, 14 Sep 2014 14:41:26
From: Barry Bai [barry.bai at cuhk.edu.hk]
Subject: Call for Chapter Proposals: Teaching ESL/EFL to Chinese Students

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Theory and Practices for Teaching English as a Second/Foreign Language to
Chinese Students in a Global Context

With ever accelerating globalization and digitalization, English has
increasingly been used as the de facto lingua franca internationally, as is
felt from economy to trade, from culture to sport, and from technology to
science and education. Meanwhile, the Greater China region, which includes
Mainland China, Hong Kong, Macau, Singapore, and Taiwan, has seen not only
fast economic and population growth in recent years, but also unprecedented
enthusiasm for teaching and learning English (Feng, 2011). It is estimated
that there are 300 million Chinese learners of English as a second or foreign
language (ESL/EFL) in Mainland China. The Institute of International Education
reported that students from China alone make up 29% of the total international
student population just in the United States (Open Doors, 2013). It is
therefore imperative that all ESL/EFL educators and policy-makers clearly
understand the needs and experiences of this significant cohort of learners
from various Confucian-heritage learning cultures (Watkins & Biggs, 1996).

Not surprisingly, the field of ESL/EFL has been dominated by educational
models and practices originated in the United States, Britain, Canada, and
Australia. These models and practices are embraced as universally applicable
approaches for teaching ESL/EFL, yet there is insufficient empirical data to
show that practices following these approaches have indeed resulted in better
teaching and learning outcomes. This situation gives rise to the question of
how to effectively teach English as a second or foreign language to Chinese
learners from diverse backgrounds. Ironically, there are still relatively few
systematic investigations about how Chinese learners achieve their English
proficiency in various sociocultural settings. Additionally, since teachers
necessarily teach differently under native and non-native English-speaking
environments, and multiple and complex variables act upon both the process and
the outcome of teaching and learning, how can the socioculturally sensitive
ESL/EFL pedagogy that McKay (2012) advocated be developed across discrete
sociocultural contexts? Equally importantly, in what ways will any
theory-building and innovations in teaching practices for Chinese learners
contribute to the international ESL/EFL community? Obviously, more systematic
research is needed in these areas for a meaningful marriage of general
conceptual/theoretical notions and their localized adaptations.

The present book project addresses all these questions and more. This edited
volume will be divided into three sections: 1) theorizing of ESL/EFL teaching
practices for Chinese learners; 2) innovative instructional methods and
effective strategies; 3) education and training of ESL/EFL teachers. Taken
together, the chapters in the book may add to the research literature on
ESL/EFL, especially in terms of contextualized ESL/EFL theory and practices
for Chinese learners.
Presently, chapter proposals are invited from educators and researchers who
have experiences in research, learning or teaching in any sociocultural
settings involving Chinese learners. Individual chapters may address ESL/EFL
teaching and learning theories situated within various contexts for Chinese
learners, innovations in ESL/EFL teaching or learning that reflect
educational/cultural frames or local wisdom, or ESL/EFL teacher education. All
chapters need to be situated within the current research literature, be
data-driven, and have new theoretical or pedagogical implications. 

Each chapter proposal should include:
1. A one-page chapter description.
2. A vignette, quote or example to illustrate the chapter.
3. Complete author contact information and professional affiliation.

Chapter proposals are due by November 15, 2014. All proposals will be peer
reviewed and authors will receive the review results by December 15, 2014.
Accepted proposals should result in a book chapter of approximately 20-22
pages (including references and appendixes) due by March 15, 2015. The writing
should follow the latest APA style. 

Currently, the publisher for the book has not been finalized. The authors
whose chapter proposals are accepted will be informed of the publisher
information as soon as it is available. The target publication date is spring
of 2016. 

Deadline for chapter proposal submission: November 15, 2014. 
Send your proposal as an email attachment to both co-editors: 

Barry Bai, Ph.D.
Professional Consultant of ESL/EFL Education
Faculty of Education
The Chinese University of Hong Kong
Shatin, Hong Kong 
Email: barry.bai at cuhk.edu.hk

Wen Ma, Ph.D.
Co-Editor, Literacy, Language and Learning 
Associate Professor of Education
Le Moyne College
Syracuse, New York 13214
Email: maw at lemoyne.edu
 



Linguistic Field(s): Applied Linguistics

Subject Language(s): English (eng)





 






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