If you would like to serve as a reviewer for the handbook please email me. Having reviewed three papers and provided detailed feedback, your name will be listed as a member of the Editorial Board at the front of the book on a conspicuous page.

The handbook has 47 prospective chapters now but there will be withdrawals and rejections before final completion. If you have a full paper to contribute between now and December 2023 please feel free to approach me at c-c.shei@swansea.ac.uk. We may still be able to use your paper.

Current table of contents:

The Routledge Handbook of the Sociopolitical Context of Language Learning

Edited by Chris Shei and Der-lin Chao

I. The sociopolitical context of language learning
1. Present and Future of the Ukrainian Language Learning and Teaching in Europe
2. Politics and the shifting linguistic landscape of Hong Kong
3. Assessment of Academic Writing during COVID-19 for Nursing Students
4. Teacher agency and language policy enactment: The CEFR in English language curriculum in Vietnamese higher education
5. Revisiting the Influence of Linguistic Hegemony in Oman: The Choice of English as a Medium of Instruction
6. Negotiating multilingual language education through a democratic all-stakeholder discussion in Cambodian universities: The teaching of less learned languages other than English
7. Learning Korean as a response to Korea’s increased global presence
8. Language education ideologies in Pakistani newspapers: Ecology of languages or diffusion of English paradigm?
9. Does Thailand’s English Language Education Landscape Reflect Thainess?
10. Impact of shifts in linguistic context on Chinese Language Learning processes and results

II. Language learning and teaching as advocacy
11. Bilingual/multilingual education research in the U.S.: Racist vs. anti-racist approaches to language activism
12. Learning Portuguese in the Context of Climate Change and The Amazon
13. Adessing Social Justice in English Language and Literature Classes through Critical Pedagogy
14. Incorporating Critical Language Awareness (CLA) in ELT
15. Genre analysis of Hiroshima A-bomb survivors’ testimonies
16. Implementing sustainable education through project-based learning: A case study of L2 instruction in Tunisia
17. Learning the Language of Gender and Feminism in Postcommunist Countries of Central and Eastern Europe
18. The role of Black Activism and the teaching of Portuguese
19. Oppressed or liberated? Rethinking the role of textbooks in EFL classrooms
20. Not green enough?: An ecocritical analysis of environmental content in school textbooks and teachers’ ecopedagogic skills in Pakistan
21. Pedagogy of the Oppressed: Is Christian-Style Salvation for the Social Turn Still Liberating?
22. The New Multilingual Germans: The fascinating entwinement of language and citizenship and its impact on language teaching policies

III. Identifying, dissociating and unlearning Ideology in language
23. Creating an enemy as a feature of ideological discourse. The case of contemporary Russian power in relation to Ukraine
24. Walking Our Talk: Resisting Raciolinguistic Ideologies in Our Language Learning Praxis
25. A pedagogical approach to the Conceptual Metaphor Theory and discussing the implications of raising metaphorical awareness in language classrooms
26. Dismantling traditional English language ideologies in Saudi Arabia
27. 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?
28. Synaptical Pruning: Language Change and Syntax Acquisition for a Coherent Individual
29. International Students and English-Medium Higher Education in Neoliberal Times: Contextualizing and Problematizing the Impact of Ideologies
30. Language and ideology: the conflictual constitution of ideology in the times of YouTube
31. Exploring ideologies in language education planning in Southeast Asia
32. Tackling the challenge of embedded language ideologies in the French language classroom: the ideology of the standard and French language education in US colleges and universities
33. Unpacking linguistic biographies, language ideology, and teaching language with preservice teachers
34. Contrapuntal reading in the language classroom: Toward politically responsive language teaching
35. Striking back at language ideology: Expressing subcultures through subtitles in Japanese as an additional language within pragmatic-focused task-based language learning
36. Unlearning Ideology through Language Learning: A Case Study of Dismantling Caste Ideology in Higher Education in India

IV. Innovative language learning and teaching in the new global context
37. Towards equitable, diverse and inclusive language models in AI-enhanced education technology for language learners
38. “Today’s news is tomorrow’s class”: using corpora and keyword lists to support vocabulary acquisition for current affairs and personalised learning
39. Adaptive Learning Methods in Speech-Language Pathology, in A Post-Covid Era
40. Foreign language learning in a welfare linguistics framework
41. Negotiating Sacred and Secular Identities Toward A Global Citizenship and Beyond
42. Linguistic landscapes as a pedagogical tool to promote global citizenship and service learning in the foreign language classroom
43. Developing critical awareness and regaining personal agency: Autonomous language learning as a personal liberating process
44. Hate Speech and Counter-narratives: Challenges and Opportunities for Democratic Education in Schools
45. Developing knowledge of sustainability in a global context through the virtual exchange of student-produced L2 (English) videos
46. The technology-enhanced scenario-based reading assessment of pre-service English teachers
47. Rethinking conventional metaphors: A model for developing creative world-conceiving