[Edling] Call for Chapter Proposals

Wed Oct 19 21:27:18 UTC 2022

Dear colleagues,
I would like to invite chapter proposals for an edited volume titled:
Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations 

Proposal Deadline: December 1, 2022 Editor: Ko-Yin Sung (Utah State University)

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.

Detailed Descriptionof the book

Chinese-English DLI Content Area Instruction

                The designs of DLIprograms often require that not only the target language, but also content ofother academic subjects (e.g., literacy, math, science, social studies) betaught through the instructional medium of the target language. Taking the UtahDLI model as an example, in the Utah Chinese program, 20% of total instructionaltime from grades 1 to 3 is expected to be math in Chinese. Only 15% of totalinstructional time is used in English to reinforce content taught in Chinese invarious subjects. The heavy emphasis of instruction in different subject areas throughthe instructional medium of the Chinese language means that the Chinese-speakingteachers take on most of the responsibility to ensure that students understand thematerials taught in the target language well enough for them to transfer theknowledge to English for yearly standard assessments. However, Watzinger-Tharp et al. (2018) reported that4th grade Utah DLI students performed significantly worse in sciencethan non-DLI students, and that in the subject of math, Utah DLI students did notsurpass their non-DLI peers until the majority of the math instruction switchedfrom the target languages to English in the 4th grade. The researchfindings seem to suggest that the content area instruction through the targetlanguages may not be sufficiently effective in the DLI programs. Indeed,studies (Celedón-Pattichis,2010; Gottlieb & Ernst-Slavit, 2013; Krause & Barko-Alva, 2019; Ross,2014) have found that DLI teachers had a difficult time deciding the type ofinstructional approach to use to improve their students’ performance in differentcontent areas and that the DLI teachers were not capable of implementing tasksthat were challenging enough for students as such tasks usually have highlanguage demand. Hence, this section of the proposed book sees the need tounderstand current teaching practices in different academic subjects in DLIprograms in hope to help advance the quality of the programs.

Chinese-English DLI Learners

The number of students of all ages,especially young learners, studying Chinese as a second language has been increasingin many parts of the world. In recent years, Chinese is reported as becomingone of the two most commonly taught languages in U.S. DLI programs wherestudents start studying Chinese and learning content areas through the Chineselanguage medium as early as kindergarten or first grade (U.S. Department ofEducation, 2015). The increase in Chinese language learners in the young agegroup is particularly unique as Chinese language had been taught as an academicsubject to adult learners in universities. Based 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 ofchildren and adults differ greatly including their psychologicalcharacteristics (Lenneberg, 1967; Penfield & Roberts, 1959), cognitiveability (Knowles, 1984; Lightbown & Spada, 1993; Piaget, 1955), attentionspan (Wang, 1998), memory (Hammerly, 1991), language processing (Harley,Howard, & Hart, 1995), self-consciousness (Krashen, 1982), and motivationfor study (Gardner & Lambert, 1972). The different learning characteristicsderived from the age difference require educators to apply age-appropriateteaching methods in the classrooms. Although the population of younglearners of Chinese is increasing every year, the research on thecharacteristics and learning behaviors of young learners is few and farbetween. Most of the current DLI studies were conducted in the context oflearning and teaching Spanish. It is urgent to start developing the literaturein teaching Chinese DLI learners as the Chinese language system is extremelydistinctive from romance languages, such as Spanish and French, which are oftenthe target languages examined in the current literature. The study results andtheir implications may not be applicable to learning Chinese. Therefore, thissection of the proposed book calls for empirical studies which look into K-12Chinese DLI learners’ learning variables such as attitudes, beliefsmotivations, learning strategies, learning styles, and learner backgrounddifferences. 

Chinese-English DLI Evaluations

The number of DLI programs has increased rapidly worldwidein recent years. For instance, Mandarin Chineseprograms alone tripled in the last 10 years with a total of 264 programsnationwide in the United States in 2018 (Weise, 2018).While the number of Mandarin Chinese programs continues to rise rapidly,research in the DLI context seems to lag behind. Sung and Tsai (2019) stressed that current literature on DLI focuses onSpanish programs and tends to emphasize the results of academic assessments orclassroom practices; hence, there is a need for research in the DLI contextwith a language other than Spanish and research that investigates aspects otherthan the results of DLI students’ standardized assessments. This section of thebook fills that need. It calls for studies which adopt diverse methods otherthan standardized testing to evaluate Chinese DLI students’ target language andto better illustrate their learning progress in all four language skills(listening, speaking, reading, and writing).

Publisher
This book is under contract to be published by LexingtonBooks. Lexington Books publishes both standalone titles and titles ina broad array of series that span the social sciences and humanities. To learnmore about their series, please visit: https://rowman.com/page/lexseries

Minimum status requirement for book chapter authors

Thepublisher requires that each chapter should have at least one author with aPhD.

Submissioninstructions
Please submit a book chapter proposal by December 1, 2022. Proposals shouldcontain the following information:

(1) Proposedchapter title 
(2) Author name(s) and affiliation(s)
(3) 350-word abstract including the theoretical framework, the method, and the main 
      results and conclusions.
(4) 50-100-word biography for each author
Proposalsshould be saved as a single Microsoft Word (.doc, .docx), or .PDF file, andemailed as attachments to koyin.sung at usu.edu.Authors will receive acceptance notice by January 7, 2023.

ImportantDates
December 1, 2022: Proposal submission deadline
January 7, 2023: Notification of proposal acceptance
April 1, 2023: First draft of the full chapter submission (6000-7500 words)
May 31,2023: Final draft of the full chapter submission (6000-7500 words)

Note: Manuscriptsshould not have been previously published in a book or journal.

Acceptedproposals will go through the following peer review process:
 1. Each contributing author or at least oneamong 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 reviewguidelines given to them. 

2.Chapter authors will revise their chapters based on the review comments givenby their peers and turn in a final draft of the chapters by May 31, 2023.

Sincerely,
Koyin Sung
Professor of Chinese
Utah State University

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