29.514, FYI: Call for Book Chapters: ESP Teaching and Teacher Education

Tue Jan 30 21:53:11 UTC 2018

LINGUIST List: Vol-29-514. Tue Jan 30 2018. ISSN: 1069 - 4875.

Subject: 29.514, FYI: Call for Book Chapters: ESP Teaching and Teacher Education

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Date: Tue, 30 Jan 2018 16:53:03
From: Elis Kakoulli Constantinou [elis.constantinou at cut.ac.cy]
Subject: Call for Book Chapters: ESP Teaching and Teacher Education

ESP Teaching and Teacher Education: Current Theories and Practices

Editors:

Dr Salomi Papadima-Sophocleous, Cyprus University of Technology Language
Centre Director, Applied Linguistics, ESP, CALL, Language Assessment
Elis Kakoulli Constantinou, PhD Candidate and Special Teaching Staff, Cyprus
University of Technology Language Centre, ESP, ESP Teacher Education
Dr Christina Nicole Giannikas, PhD in Applied Linguistics, Special Scientist
at Cyprus University of Technology & University of Cyprus, Pre-Service Teacher
Trainer for EFL Secondary school Teachers, CALL, TEYL, EAP, ESP

Publication Details:

The book is sponsored by the Cyprus University of Technology Language Centre
and will be published through Research-publishing.net, an open-access online
publisher.

Rationale:

As the demand for more highly skilled and qualified 21st century professionals
is increasing and vast amounts of populations are moving, the numbers of
English for Specific Purposes (ESP) courses are constantly growing. Learners
nowadays need courses to cater for their needs dictated by the demands of the
labour market (Jendrych, 2013). In this ever changing context, ESP has started
to receive much attention by teachers, learners and researchers in the field;
as a result, there has been an increase in the organisation of Conferences and
Colloquia and the creation of professional organisations related to ESP.
Despite the developments in ESP research and practice however, literature
shows that there are areas of ESP that remain pristine and unexplored.

Researchers in the field admit that research on issues pertaining to ESP
mainly focus on text or discourse analysis (Hewings, 2002), genre and corpus
studies (Johns, 2013) or on the analysis of the learners’ needs. Basturkmen
(2012, p.60) supports that Language for Specific Purposes (LSP) research in
general ‘has been overly concerned with planning what should be taught, to the
relative neglect of inquiry into implementation of LSP and issues related to
teaching’. Issues related to ESP teaching methodology and the use of new
technologies, the value of which has been continuously expressed in literature
(Hanson-Smith, 1999; Donaldson & Haggstorm, 2006; Blake, 2013; Walker & White,
2013), have not been thoroughly investigated by research yet. As Basturkmen
(2014) claims, there have been only a few empirical studies investigating the
work of ESP teachers and LSP teachers in general.

Apart from issues related to ESP teaching methodology, another area that has
not received much consideration is that of ESP teacher education. Publications
focusing on ESP teacher education are very few, and they mostly involve
journal articles. Books or edited volumes on ESP teacher education are hard to
find, and apart from Howard and Brown’s (1997) volume entitled Teacher
Education for LSP, there has not been any other endeavour to publish a volume
dedicated to this issue. In all the publications focusing on ESP teacher
education the view which unanimously prevails is the one that expresses the
need for more opportunities for ESP teacher education and thus more research
in this field (Kennedy, 1983; Johnstone, 1997; Master, 1997; Howard, 1997;
Bell, 2002; Bojović, 2006; Zavasnik, 2007; Fortanet-Gomez & Räisänen, 2008;
Savas, 2009; Adnan, 2010; Mebitil, 2011; Mahapatra, 2011; Rajabi, Kiany, and
Maftoon, 2012; Wright, 2012; Abdulaziz, Kazim Shah & Mahmood, 2012;
Bezukladnikov & Kruze, 2012; Chen, 2012; Bracaj, 2014; Madhavi Latha, 2014;
Kakoulli Constantinou & Papadima-Sophocleous, 2017).

The limited research in the areas of ESP teaching and ESP teacher education,
including the use of new technologies, and the intense need for ESP teacher
education that have been detected in the ESP literature are the sources of
inspiration for this proposed volume. Another factor that is considered as an
impetus behind this publication is the belief that ESP is still a field that
is advancing, and this can be proven by the ongoing evolvement of ESP, which
‘has been changing and developing all the time, and it is expected to change
and develop in the future as well’ (Jendrych, 2013, p.43). The various
socio-economic and demographic changes occurring worldwide created the demand
for more capable professionals who are able to communicate efficiently in
their professional environment.  In such a context, the need for more
efficient ESP teaching practices and more proficient and research-based ESP
teacher training is nowadays more powerful than ever.

What the book will cover:

The proposed volume will aim at addressing issues related to ESP teaching
practices as well as ESP teacher education as they arise in today’s constantly
changing and developing world. Aspiring to put together a selection of
chapters on issues pertaining to ESP teaching methodology and ESP teacher
education, contributions invited to this volume should involve research in ESP
teaching or ESP teacher education. Chapters should be based on a solid review
of the literature in the relevant area and should provide a detailed
description of the research methodology followed and the tools that were
utilised to select the research data and conduct the analysis. Finally,
chapters should provide a discussion of the results of the research in
relation to other studies conducted on the same topic and concluding remarks.

Target Audience:

The audience for this edited volume is expected to be a broad one, since the
issues on which it focuses may be of interest to many specialists and
researchers in the field. More specifically, it is expected that this volume
will attract the interest of researchers in the area of ESP and ESP teacher
education as well as ESP practitioners who wish to be informed about the
latest developments in the field of ESP teaching and the opportunities that
they may have for professional development in the field. The volume will also
appeal to ESP teacher trainers or even language teacher trainers in general,
who would like to learn about the newest ideas and practices in the field of
ESP teacher education. Moreover, it is also expected that the volume would
also be useful to ESP material developers as well as any other ESP specialist
who is interested in being updated about the latest developments in the ESP
field.

Topics:

Proposals for chapters on topics relevant to this volume may include, but are
not limited to:
- New developments in ESP teaching methodology/ teaching practices (Onsite,
Blended, Online)
- Undergraduate / Postgraduate ESP Teacher Education
- Pre- In- and Post Service ESP Teacher Education
- Research in ESP Teacher Education
- Examples or case studies of ESP Teacher Education Programmes
- Materials design for ESP Teacher Education
- New Technologies in ESP Teacher Education
- Online learning environments for ESP Teacher Education
- ESP Teacher Education in different parts of the world
- The future of ESP teaching practice
- The future of ESP Teacher Education

The topics are not limited to the list.

Proposal Submission:

Researchers are invited to submit on or before March 16, 2018, an abstract of
maximum 500 words clearly explaining the context, purpose, research
methodology followed, findings, research limitations and implications as well
as the originality of the research and its contribution to the literature.
Abstracts should be sent via email to the chief editor, Dr Salomi
Papadima-Sophocleous (salomi.papadima at cut.ac.cy ). The email must bear the
subject line ''ESP TTE: Abstract Submission''. If you do not hear from the
editors, email them as soon as possible as this probably means that they do
not have your abstract. 

Notifications regarding the status of the chapter proposal will be made
available to authors by April 16, 2018. Upon receiving an acceptance
notification, guidelines on the submission of chapters will follow.  

Key Dates:

16/03/2018: Deadline for abstract submission 
16/04/2018: Acceptance/Rejection notifications 
28/09/2018: First draft of chapters due  
30/11/2018: First draft reviews due    
30/01/2019: Final chapter due 

For more information please contact: 

Salomi Papadima-Sophocleous (salomi.papadima at cut.ac.cy)  
Elis Kakoulli Constantinou (elis.constantinou at cut.ac.cy)
Christina Nicole Giannikas (christina.giannikas at cut.ac.cy)

https://www.cut.ac.cy/faculties/languagecentre/announcements/article/?contentI
d=92860

Linguistic Field(s): Applied Linguistics

Subject Language(s): English (eng)

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