[Edling] CFP - Re-envisioning English-medium Instruction in K-12 Schools: Policy, Research and Practice

Wed Aug 25 11:48:45 UTC 2021

Call for Chapter Proposals

Re-envisioning English-medium Instruction in K-12 Schools: Policy, Research
and Practice

Introduction
In Europe and Asia, English medium instruction (EMI) has gained increasing
popularity in both higher and secondary education. This trend has
apparently extended to lower educational levels in the same geographical
contexts. In general, EMI has been employed to maximize students’ exposure
to the English language at school and prepare them for further studies and
careers in English-speaking regions/countries. However, it seems that EMI
has often been implemented in a top-down piecemeal fashion. Current EMI
implementation tends to focus on the low-hanging fruit—often learners’
improvement in receptive skills—while overlooking outcomes related to
productive skills and other problems emerging in the policy implementation
process. While solutions such as judicious use of students’ L1 have been
developed and advocated, they tend to be frowned upon by parents, school
administrators, and government officers for rendering the program not
strictly EMI. Moreover, the current top-down approach to EMI often features
less flexible curriculum planning and clearly lacks support from empirical,
classroom-based evidence.

These ongoing challenges necessitate further empirical research. Drawing on
up-to-date theoretical trends in EMI and CLIL and empirical data in K-12
settings, this book offers new evidence-based insights into what appears to
be an extensively investigated area and helps readers navigate through a
multitude of inconclusive findings and suggestions. Connecting diverse
theoretical frameworks and practical dimensions of EMI implementation, this
book provides a comprehensive and systematic overview of EMI in K-12
settings. It combines research trends with practical applications of
classroom pedagogies, which will attract both EMI researchers and
practitioners. The chapters will share insights and make suggestions based
on various forms of evidence to address current challenges faced by EMI
policymakers and teachers. While it focuses on EMI policies and
implementation in Asian and European countries, the book will also provide
inspirations, suggestions or other implications for researching and
implementing EMI in other geographical or cultural contexts such as Africa.
This book, informed by theory, research and/or classroom practices, will be
of paramount value to teachers in training and those already working on or
researching English-medium instruction in K-12 contexts. Chapters will be
between 3,500-4,000 words each, excluding references. Chapters should be
written in a scholarly but reader-friendly style and assume no particular
background knowledge on the part of the reader.

Objectives of the Book
(1) To discuss up-to-date theories on EMI from different fields of research
including language policy studies, applied linguistics and CLIL research;
(2) To provide detailed and critical reviews of EMI policies and practices
in K-12 education in different linguistic and cultural contexts;
(3) To report empirical, classroom-based research in EMI implementation in
these contexts and compare findings with those of previous research;
(4) To engage researchers and scholars from different (sub)fields and
cultural backgrounds in a dialogue about EMI-related issues or challenges
in these contexts;
(5) To serve as a hands-on resource for educational practitioners who are
(interested in) practicing EMI

Recommended Sub-Topics Falling Under the Overarching Topic of
English-medium Instruction

Section One: Theoretical approaches to EMI
Overview of CLIL and EMI;
Language policy studies of EMI;
Translanguaging and tran-semiotizing in EMI

Section Two: Challenges and opportunities in EMI classrooms in K-12 settings
Empirical studies in different geographical contexts which identify issues,
challenges and/or opportunities (for improvement, adjustment, etc.) in EMI
K-12 classrooms including the following:
Teacher feedback
Teacher education
Curriculum design for EMI
Working with special needs students in EMI
Critical literacies
Learning autonomy
Learner identity
Teacher identity
Desire and investment in EMI
Perceptions and practices of key stakeholders

Section Three: Suggestions for teachers and teacher educators on ways of
putting theory into practice
Materials and pedagogy of EMI
Curriculum design for EMI
Development of L2 academic literacy in EMI
Content Based Language Instruction
Language Across the Curriculum
The use of multimodal resources in EMI classrooms
Assessment with young learners
Creativity in the EMI classroom

Section Four: Re-envisioning the future of EMI in K-12 settings
Suggestions for researcher-practitioner collaborations
The ways in which researcher-practitioner collaboration can contribute to
EMI education and theory-building in the field

Book Audience
Scholars, researchers, educators and/or teachers in the area of EMI and
postgraduate and undergraduate students studying in relevant programs

Book Editors
Dr Michelle Gu
Associate Professor/Head of Department, Department of English Language
Education,
The Education University of Hong Kong

Dr April Liu
Assistant Professor, Department of English Language Education,
The Education University of Hong Kong

Dr Corey Huang
Post-doctoral Fellow, Department of English Language Education,
The Education University of Hong Kong

Submission Procedure
You are now invited to submit a proposal (300 words) for a chapter in the
volume. The proposal should clearly explain the mission and concerns of the
proposed chapter. Please send your proposal to Dr. Corey Huang (
coreyhuang at eduhk.hk) by 30 September, 2021. Following is the tentative
timeline for the production of the volume:

Proposal (300 words) submission: 30 September, 2021
Notification of acceptance: 15 October, 2021
Submission of complete chapter (3,500–4,000 words): 31 December, 2021
Double-blind reviews sent to authors: 28 February, 2022
Submission of revised chapter: 15 April, 2022
Proof/editing: 16 April – 29 June, 2022
Submission of complete volume: 30 June, 2022

Publisher
This book will be published by Springer with an anticipated 2022 release.
Inquiries

If you have any inquiries about this call for chapters, please contact the
Editors:
Dr Michelle Gu (mygu at eduhk.hk), Dr April Liu (liuyiqi at eduhk.hk) and Dr
Corey Huang (coreyhuang at eduhk.hk).
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