33.2845, FYI: Technology-mediated Crisis Response in Language Studies

[The LINGUIST List]

LINGUIST List: Vol-33-2845. Wed Sep 21 2022. ISSN: 1069 - 4875.

Subject: 33.2845, FYI: Technology-mediated Crisis Response in Language Studies

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Date: Wed, 21 Sep 2022 04:22:37
From: Jesse Gleason [gleasonj8 at southernct.edu]
Subject: Technology-mediated Crisis Response in Language Studies

 
We are seeking chapter proposals for the 2024 Advances in CALL Research and
Practice edited volume. In the volume entitled “Technology-mediated Crisis
Response in Language Studies,” we aim to capture some of the lessons learned
during and as a result of crisis-prompted language teaching and learning such
as the adaptations during the COVID-19 pandemic. The goal of this book is to
constructively move forward and take advantage of the innovation and change
experienced during the crisis-prompted teaching and learning with the
intention of being prepared for future and other current crises.
 
In spring of 2020, Computer-Assisted Language Learning (CALL) practitioners
and scholars suddenly were in high demand. While the CALL field has spent
decades investigating the efficacy of technology-mediated language learning
(Plonsky & Ziegler, 2016), in general and different delivery formats in
particular (Grgurović, Chapelle & Shelley, 2013), their work has not always
been recognized. CALL research has shown that technology-mediated language
learning and online or hybrid delivery formats are not harmful and may even
have some benefits (Goertler, 2019). In contrast to planned online education,
the 2020 Emergency Remote Teaching and Learning (ERTL) was unplanned,
unprecedented, and highly unpredictable. Yet, this crisis as well as others
has led many institutions and language educators around the globe to rethink
their pedagogies, policies, practices, technologies, strategies and more. The
edited volume will consist of an introduction and a conclusion written by the
editors and four parts. We are seeking two to three chapter proposals for each
of the parts outlined below. Chapter proposals are expected to be based on
original empirical research with a focus on lessons learned and implications
for the future in general and in crisis-situations specifically. We are
particularly interested in perspectives from around the world. A more detailed
list of possible questions to explore is available upon request. 

Part 1: Emergency Response: What was the crisis? What was done? What were the
challenges? 
Part 2: Problem Solving: How did programs change? What changes were successful
and which were less successful? 
Part 3: Outcomes: What were the outcomes (e.g., learning outcomes, teacher
satisfaction, teaching and teacher effectiveness, program health, etc.)? What
new techniques, tools, strategies, innovations, approaches, practices, and
policies show promise for the future?
Part 4: By-products: What other impacts did the crisis have on language
learning and teaching and the working and learning conditions? What are the
goals, lessons, and needs for the future?

Timeline:
Chapter proposals should be 500 words excluding references and submitted to 
https://forms.gle/3fei5GN45ve8brF3A by October 30, 2022. 
Chapter proposals will be reviewed by the editors and external reviewers.
Authors can expect to hear back by December 15, 2022. 
Full chapter submissions are due by March 31, 2023 and are expected to be 20
pages/10,000 words in length. 
Chapters will be reviewed by editors and external reviewers. Authors can
expect to receive comments by May 31, 2023. 
Revisions are due by July 15, 2023. 
The book is expected to be published in May 2024.

We look forward to your submissions. Don’t hesitate to contact us with
questions. 

Senta Goertler & Jesse Gleason
goertler at msu.edu / gleasonj8 at southernct.edu
 



Linguistic Field(s): Applied Linguistics





 



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