Routledge Handbook of Language Learning in the New Global Context - Second round of call for chapter proposals

deadline for submissions: 
February 1, 2023
full name / name of organization: 
Chris Shei / Swansea University
contact email: 

This handbook is oversubscribed and is no longer accepting proposals. There will be a call for editorial advisers (reviewers) later in the year. Thank you.

Since its first call 1.5 months ago the handbook has received enthusiastic responses and have recruited 30 chapters. We aim to expand to 60 chapters so please see the updated structure below and chip in where you might find a match between section title and a paper you have in mind. Please email your proposed chapter title and an abstract of 200-300 words to Dr Chris Shei at  Many thanks

Routledge Handbook of Language Learning in the New Global Context
Edited by Chris Shei and Der-lin Chao

I. The sociopolitical context of language learning
1. Language as being, as wellbeing, as right, and as access to learning about oneself and the world: educator and student ideologies in an endangered language ecology in remote Central Australia
2. Revisiting the Influence of Linguistic Hegemony in Oman: The Choice of English as a Medium of Instruction
3. Politics and the shifting linguistic landscape of Hong Kong
4. Wolof Literacy: Competing Visions of Modernity in Senegal
5. Assessment of Academic Writing during COVID-19 for Nursing Students
6. Teacher agency and language policy enactment: The CEFR in English language curriculum in Vietnamese higher education

II. Language learning and teaching as advocacy
7. Learning Portuguese in the Context of Climate Change and The Amazon
8. Addressing Social Justice in English Language and Literature Classes through Critical Pedagogy
9. Incorporating Critical Language Awareness in ELT
10. Genre analysis of Hiroshima A-bomb survivors’ testimonies

III. Learning and preserving endangered languages
11. Battling against the death of endangered languages
12. Learning and preserving endangered languages through experiential-outdoor immersive learning: The case of Kristang in Singapore

IV. Minority languages and disadvantaged language learners
13. The slow-turning post-colonial tide in Aotearoa NZ: minority languages in teacher education
14. Learning Armenian in the 21-st century: Lessons of Change and Permanence
15. Border cultural identity
16. Multilingualism in Minority Schools: New Realities
17. Adaptive Teaching and Learning: Unpacking Invisible Barriers to Leveraging the Knowledges and Experiences of Migrant Language Learners
18. The politics of language learning: An investigation of refugee learners of ESOL

V. Identifying, dissociating and unlearning Ideology in language
19. Textual phenomena addressing youth: Orthographic, typographic, and ideological aspects of the Greek-Cypriot dialect
20. Walking Our Talk: Resisting Raciolinguistic Ideologies in Our Language Learning Praxis
21. A pedagogical approach to the Conceptual Metaphor Theory and discussing the implications of raising metaphorical awareness in language classrooms
22. The seesaw of using Cantonese or Putonghua as the medium of instruction for teaching the Chinese Language Subject in post-colonial Hong Kong context: A storm in a teacup?
23. Synaptical Pruning: Language Change and Syntax Acquisition for a Coherent Individual
24. International Students and English-Medium Higher Education in Neoliberal Times: Contextualizing and Problematizing the Impact of Ideologies

VI. Innovative approaches to language learning in new global context
25. “Today’s news is tomorrow’s class”: using corpora and keyword lists to support vocabulary acquisition for current affairs and personalised learning
26. A Translanguaging Case Study of a recent immigrant in dual language education: Resistencia a la violencia, y a la rígida separación de lenguajes
27. Adaptive Learning Methods in Speech-Language Pathology, in A Post-Covid Era

VII. Towards globally responsive and responsible language learning and teaching
28. English Language Teaching as a Profession in China: How do pre-service teachers perceive their future career?
29. Linguistic landscapes as a pedagogical tool to promote global citizenship and service learning in the foreign language classroom
30. The Global Language – Latin

Mission statement

"Your article should, in all likelihood, through your research or writing, directly advocate or imply some kind of advocacy for creating conscientious global citizens through language education who believe in democracy, fairness, pluralism, independent thinking, freedom of speech and are against any form of authoritarianism, hegemony and discrimination, so that the world may gradually become better than today with less tyranny and suppression and more honesty, integrity and compassion. This is the central idea and vision of the handbook. Note that authors writing about endangered, indigenous or minority languages are inherently in tune with this approach."