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LanguagE Teaching INnovations R&D
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International Language Teacher Education Research Group

Call for Book Chapters

 New Directions in Using Technology for Writing Instruction and Practices for English Language Learners

Book Editors: 

Gonca Yangın Ekşi (Gazi University, Turkey)

Tuba-Angay Crowder (Georgia State University)

Leonora Anyango-Kivuva (Community College of Allegheny County)

Sedat Akayoğlu (Bolu Abant Izzet Baysal University)

Publisher: Contact is built up with international publishing houses at the moment.

The objective of the Book: The world is changing, and the communications environment is changing. Globalization, digitization, and transnationalism reshape the communication landscape. Moreover, recently COVID-19 pandemic showed the necessity of digital platforms in teaching and learning contexts, and educators have been forced to move to these digital environments as an immediate reaction. Although the Covid-19 pandemic that is ravaging the globe causes disruptions to educational opportunities, the Internet and technological tools, together with digital literacy skills, open up possibilities for writers and language learners in all disciplines to immerse themselves in writing practices for academic and non-academic purposes.

Today, teaching, learning, and proficiency in writing are not limited to the traditional classroom contexts and specific genre types because writing is no longer a monolithic phenomenon that occurs independently of the linguistic repertoires of the writer and teachers but rather shaped by ever-changing competencies that are both linguistic and cultural. Since the norms and conventions change based on the genres, these competencies continuously change from one context to another.

Multilingual writers who are developing competence in digital and semiotic practices are deeply connected with semiotic flows and transnational settings. These writers need to learn how to navigate through unequal power relationships and cultural clashes (Canagarajah, 2018). However, writing teachers have limited knowledge of and practice with transnational realities in language classrooms (Canagarajah, 2018).

Since new technologies have introduced new platforms for multimodal and digital expression and communication that rely crucially on nonlinguistic modes of meaning-making (video, music, sound, graphics, etc.), educators in secondary and higher education levels must now teach writing through semiotic resources that can support new writing pedagogies for 21st-century skills (Nelson & Kern, 2012; Yi & Angay-Crowder, 2016). Changing writing in this new direction of the academic world requires a new educational response. Writing pedagogy cannot afford to diverge from the courses of change. We must update the writing pedagogies and practices we offer to learners who are immersed in rapidly shifting technologies, literacies, and global innovation. 

Still, the types of writing practices and pedagogies for multilingual in the world prove to be insufficient for the type of complex multilingualism that globalization brought to the forefront (Velasco & Garcia, 2014). New approaches to writing and teaching are necessary since writing practices, as well as related theories and pedagogies that underlie teachers' work are changing rapidly worldwide. Multilingual writing research has primarily considered adult learners of English in academic settings; however, less is examined about how adult and young writers navigate through (in)formal writing genre networks in transnational settings.

The aim of this volume is, therefore, to provide an in-depth understanding of how changing times, new 21st century skills, and writing practices bring affordances as well as challenges for teaching and learning writing in local and global contexts of education. It invites contributions at the intersection of technology with teaching, learning, and research. More specifically, the contributions will creatively take advantage of the affordances of digital platforms, critique their limitations, and unpack concepts, theories, and innovative approaches to digital writing in the field of teaching and learning English as an additional language (EAL).

Target Audience: The primary readers for this book will be teachers of writing courses at all levels. Graduate students in ELT, in- and pre-service ELT teachers, teacher trainers, and other language teaching professionals may also benefit from the book as a comprehensive reference work. 

Content of the Book: Some content to be addressed by the book include, but is not limited to, the following guiding questions:

  • How can we unpack current theoretical considerations and explore main digital writing approaches and concepts that define and inform contemporary teaching of EAL across borders to improve 21st-century teacher preparation?
  •  How can writing teachers theoretically and practically reconcile their understandings of the increasingly multimodal and digital everyday communication with the diverse needs of global language learners?
  • What is writing pedagogy(ies) in the second decade of the 21st century? How should we prepare writers for higher education and employment possibilities?

Possible topic list, though not exhaustive, is below:

- Digital literacy

- Collaborative online platforms for writing

- Blogging and wikis

- Prewriting and technology (graphic organizers, mind maps, wordle, etc.)

- Automated writing correction (Grammarly etc.)

- Academic writing (EndNote referencing, etc.)

- Avoiding plagiarism

- e-Portfolio

- e-Feedback

- Writing multimodal texts

- Digital storytelling

- Writing for social media

- Mobile technologies

- WebQuests

- Self-editing or students editing others' work

- Publishing options for students (posting online where others can read it)

- Reference tool (corpus etc.)

- Composition/essay writing and technology

- Student-teacher interaction (written online dialogue journals)

- Journal keeping (Penzu etc.)

- Discovering genres

Submission Procedure: Authors who are interested in contributing a chapter are encouraged to submit an abstract (maximum 300 words) through the following link (https://tinyurl.com/ya9bkhch) by September 30, 2020. The abstract should include the title of the chapter you wish to contribute; the names and affiliations of the prospective author(s), as well as their short bios.

Notification of accepted chapters: The accepted chapters will be notified to the authors by the end of October 2020. The formatting of the chapters will be sent to the authors.

Deadline for chapter submissions: The deadline for submission of completed chapters will be March 1, 2021. If necessary, the first drafts might be revised.

Our timeline is as follows:

Abstract proposals due: September 30, 2020

Notification decisions: October 30, 2020

Chapter first drafts due: March 1, 2021

Chapters sent to reviewers: April 15, 2021

Revisions on drafts if necessary & final drafts due: June 15, 2021

Typesetting: July 15, 2021

Publication: November 2021

Please note: 

The publisher will guarantee a high-quality product, and free copies will be provided to authors; special discounts may also be made available for their students. Any copyright payments will be left to the sole discretion of the publisher. If you have any concerns about this issue, please discuss them with the editor (goncayangin@gmail.com) before committing to the project.

All content should be the original work of the author(s), and all sources should be appropriately cited according to academic standards. Chapters will be subject to testing through a plagiarism protection program.

The guidelines for the format of the chapters (to be notified upon the acceptance of chapters) should be followed carefully. Please note that the editors reserve the right to make any changes to the content and format of chapters at their discretion.

References

Canagarajah, S. (2018). Transnationalism and translingualism: How they are connected. In X. You (ed.), Transnational Writing Education: Theory, History, and Practice (pp. 57-76). New York, NY: Routledge.

Nelson, M. E., Kern, R. (2012). Language teaching and learning in the "postlinguistic" condition. In Alsagoff, L., McKay, S. L., Hu, G. W., Renandya, W. (Eds.), Principles and practices for teaching English as an international language (pp. 47-66). London, England: Routledge.

Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6-23.

Yi, Y. & Angay-Crowder, T. (2016) Multimodal practices for ESOL teacher education in TESOL. TESOL Quarterly 50 (4), 988-998.