Call for book chapter abstracts: Teaching English Language Variation in the Global Classroom
Proposed chapter abstracts are invited for a volume entitled Teaching English Language Variation in the Global Classroom: Ideas and Activities from Teachers and Linguists. This collection is a follow-up to the 2019 Routledge volume Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists (https://www.routledge.com/Teaching-Language-Variation-in-the-Classroom-S...).
Like its predecessor, this collection will feature research-based and classroom-tested models for teaching the English language to students primarily in secondary school contexts--though proposals for teaching English in elementary and university contexts will also be considered. In this new volume, emphasis will be given to the teaching of English with a global perspective on language use. One type of contribution will be from teachers and/or linguists working in countries in which English is a primary language, who teach the subject within a global or world Englishes framework. Also welcome are contributions from those teaching ESL (English as a Second Language) or ESOL (English to Speakers of Other Languages) who incorporate different dialects of English in their instruction in any classroom contexts around the world.
Authors can be teachers or linguists; collaborations between teachers and linguists are especially encouraged. Each chapter must consider practical applications for teaching and must describe at least one implementable lesson or activity (to be included at the chapter’s end or on the book’s website). Topics may include (but are not limited to) the following:
balancing a focus on local and global varieties of English
teaching “standard” Englishes alongside “nonstandard” Englishes
incorporating techniques involving code-switching, code-meshing, or translanguaging
teaching pidgins or creoles related to English
teaching ideologies and real-world impacts related to global English variation
meeting existing local or national course standards and objectives by incorporating a global or world Englishes framework
fitting material on global English variation into an existing curriculum focused on literature, writing, and/or cultural studies
If you are interested in contributing an essay of between 2500-3500 words, please submit an abstract of 350-500 words by 31 January 2020. Your abstract should clarify your intended topic and the types of evidence (e.g. sample assignments from a class you have taught), research, theories, and/or frameworks you will discuss. The abstract should include some details on the classroom contexts in which you teach (e.g. type of school; region; types of students taught). It should also address the value of your intended topic to a broad range of scholars and instructors in the field of English language pedagogy, as well as the value of your approach for students. At the end of the abstract, provide 1-2 sentences describing an activity, assignment, or lesson plan you intend to provide at the end of your proposed chapter.
Send proposals and inquiries about possible topics to the volume editors:
Michelle D. Devereaux, Kennesaw State University, firstname.lastname@example.org
Chris C. Palmer, Kennesaw State University, email@example.com