Call for Papers : ‘The English Classroom- Journal’ Volume 26, No.1, June 2024- Regional Institute of #English South India, Bengaluru

Regional Institute of English South India, Jnanabharathi Campus, Bengaluru is a premium organisation that trains primary and high school teachers of member states of South India ( Karnataka, Andhrapradesh, Tamilnadu, Kerela, Tamilnadu and Telengana).

The institute publishes a peer-reviewed bi annual journal titled ' The English Classroom.'

Papers are invited for the next volume to be published in June 2024.

‘The English Classroom’ is a bi-annual peer reviewed journal published by the Regional Institute of English South India, Bengaluru. The journal is being published for the past 20 years. A range of topics on English Language Education including teacher education courses, using literature, technology and web resources in second language classrooms has been covered over these years.

The articles submitted to the journal are subjected to blind review by experts in the field of English Language Education. The published articles are thus based on rigorous scrutiny, screening and review by the expert team. The journal, over the years, has contributed to the advancement of available information in the field and paved the way for further research works.

You can send the article to riesi.bangalore@gmail.com

We DO NOT charge money for publication and the authors whose articles are published would receive a FREE copy.

The word limit is: 3000 words

Last date for submission is 30th March 2024.

Editor: Dr. Pooja Giri, Faculty RIESI

Call for paper

https://www.riesi.ac.in/call-for-papers-for-the-english.../

Institute website

https://www.riesi.ac.in/

CALL FOR ABSTRACTS on Title Social-Emotional Undercurrents in #ELT Advocacy: Insights and Implications-Edited Volume being prepared for Routledge:

 

Advocacy in English Language Teaching (ELT), as comprehensively defined by Staehr Fenner (2014), is the pursuit of equitable and excellent education for English learners—a principle acknowledged as foundational for progressive educational practices and policies. The recognized necessity of advocacy within ELT professionals’ roles, thoroughly documented by scholars such as Athanases and de Oliveira (2008), and Linville and Whiting (2019), has traditionally been discussed with a strong focus on structural and pedagogical aspects. This emphasis on structural and pedagogical dimensions has laid the groundwork for language educators to ardently advocate for equitable access and the adoption of innovative methodologies, highlighted in the contributions of Linville (2020) and Linville and Pentón Herrera (2022). Such research underscores advocacy’s pivotal role in curriculum development, teaching methodologies, and policy implementation across diverse educational settings, showcasing its transformative power in creating inclusive and dynamic ELT environments. Building on this foundation, a select but growing body of literature has ventured beyond traditional classroom

boundaries to explore advocacy's reach within community organizations (Pentón Herrera, 2019) and among language teacher associations (Pentón Herrera, 2022), thus broadening the understanding and impact of advocacy in the ELT Field.

Despite the robust literature on advocacy in ELT and its advancements, there remains a significant gap in understanding the interplay of social and emotional factors with(in) advocacy eΛorts.

Emotional intelligence, empathy, and social awareness—previously labeled as ‘soft skills’ (Staehr Fenner, 2014)—are pivotal components that inΟuence educators’ ability to advocate eΛectively. Yet, these essential aspects have garnered limited attention in academic discourse. This oversight highlights a critical area for exploration: How do social and emotional elements underpin and impact advocacy eΛorts in ELT? Addressing this question is not just about adding another layer to our comprehension of advocacy; it is about unveiling the human elements that drive advocacy efforts.

Further, this question invites an examination of how social-emotional skills facilitate connections between educators, students, and communities, and how they can be harnessed to champion more

nuanced and impactful advocacy strategies. Ultimately, delving into the social-emotional dimension can lead to a more holistic understanding of advocacy, one that fully embraces the emotional and social dynamics at play, thus enriching the discourse and practice of advocacy in ELT.

Motivated by the opportunity to expand our knowledge and benefit the Field as a whole, we invite contributions for our upcoming edited volume, Social-Emotional Undercurrents in ELT 

Advocacy: Insights and Implications. In this edited collection, we seek to explore the multifaceted social and emotional dimensions of advocacy in ELT, examining how these factors influence, shape,

and energize advocacy efforts. 

This project aims to fill the existing gap by providing a platform for discussions onempathy, emotional resilience, social connectivity, and their roles in ELT advocacy.  

We welcome a range of chapter contributions, including empirical research (i.e., qualitative, quantitative, and mixed-methods), theoretical explorations, case studies, and reΟective narratives that shed light on the social-emotional aspects of ELT advocacy in diΛerent contexts around the world. 

We highly encourage non-traditional/decolonial methodologies and critical lenses. Possible topics include, but are not limited to:

● The impact of teachers’ emotional intelligence on shaping advocacy strategies and policies in ELT

● Empathy and social-emotional learning in teacher education and its role in curating spaces for equitable ELT practices and fostering advocacy

●Challenges and eΛective practices at the intersection of professional development and advocacy initiatives

● The interplay of social-emotional competencies in successful ELT advocacy efforts

● Innovative insights and practices bridging social-emotional aspects with ELT advocacy, both in pedagogy and community engagement

● The role of social, cultural, and emotional norms in ELT advocacy, including societal influences on advocacy approaches and strategies

● Building and leveraging social-emotional support networks to reinforce collaborative advocacy among ELT practitioners, community organizations, and language teacher associations

● Personal accounts that traverse the social-emotional landscape of ELT advocacy, documenting challenges and achievements in the field

● Contributions of language teacher associations to the development of social-emotional skills, fostering robust networks for advocacy within and beyond educational institutions.

20%

Advocacy in English Language Teaching and Learning

₹15,225.00

20%

Advocacy for Social and Linguistic Justice in TESOL: Nurturing Inclusivity, Equity, and Social Responsibility in English Language Teaching (Routledge Research in Language Education)

₹4,093.00

20%

The Language of Advocacy: What to Say and How to Say It in the English-Speaking Courts

₹4,119.00

22%

TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy (Advances in Educational Technologies and Instructional Design)

₹22,680.00

FROM TRUTH TO TECHNIQUE OXSLL C: A Discursive History of Advocacy Advice Texts (Oxford Studies in Language and Law)

20%

Critical Qualitative Research in Second Languague Studies: Agency and Advocacy (Contemporary Language Education)

₹9,255.00

2%

Connecting Equity, Literacy, and Language: Pathways Toward Advocacy-Focused Teaching (Language and Literacy Series)

₹7,577.00

1%

Feminists Among Us: Resistance and Advocacy in Library Leadership: 9 (Gender and Sexuality in Information Studies)

₹1,760.00

20%

Citizenship and Advocacy in Technical Communication: Scholarly and Pedagogical Perspectives (ATTW Series in Technical and Professional Communication)

₹18,900.00

20%

Communication, Advocacy, and Work/Family Balance (Routledge Research in Communication Studies)

₹15,225.00

Tentative Timeline

● Submission of chapter proposals: July 1st, 2024

● Notification of accepted chapter proposals: August 1st, 2024

● Submission of full manuscripts: February 1st, 2025

● Continuous chapter reviews: February 1st, 2025 through July 1st, 2025

● Book submitted to the publisher: August/September 2025

● Anticipated publication: Spring/Summer 2026

For More details Contact: 

Editors

Huseyin Uysal, Knox College 

https://www.facebook.com/groups/1357474157722645/Huseyin Uysal/100010510111623

Luis Javier Pentón Herrera, Akademia Ekonomiczno-Humanistyczna w Warszawie

CALL FOR BOOK CHAPTERS Title: Advancements in #Language #Learning and #Teaching through #Artificial Intelligence #Tools

 

Language education is undergoing a paradigm shift driven by the integration of Artificial Intelligence (AI) tools. The proposed edited volume, titled "Advancements in Language Learning and Teaching through Artificial Intelligence Tools," aims to explore AI's transformative impact on language education comprehensively. This book seeks to serve as a repository of cutting-edge research, innovative methodologies, and best practices at the intersection of language learning and AI technology.

The scope of this volume encompasses a wide array of themes within the context of language education, including but not limited to AI-enhanced language learning platforms, Natural Language Processing (NLP) applications, virtual and augmented reality in language teaching, adaptive learning systems, conversational agents and chatbots, gamification strategies, AI-driven assessment tools, and ethical considerations in the use of AI for language instruction. 

The book aims to provide a holistic view of the field's current landscape and future possibilities by encompassing diverse perspectives and topics.

Contributors are encouraged to delve into the practical applications of AI in language  education, exploring both successes and challenges. We envision a compilation that showcases theoretical frameworks and offers tangible insights into how educators and
researchers navigate the integration of AI tools into language classrooms. 

The objective is to bridge the gap between theoretical discussions and real-world implementations, fostering a dialogue that informs and shapes the future of language learning. 

TOPICS OF INTEREST BUT NOT LIMITED TO:
1. AI-enhanced language learning platforms
2. Natural Language Processing (NLP) applications in language teaching
3. Virtual and augmented reality in language education
4. Adaptive learning systems for personalized language instruction
5. Chatbots and conversational agents in language learning
6. Gamification and AI for language acquisition
7. Assessment and evaluation tools using AI in language education
8. Ethical considerations in AI-based language teaching

SUBMISSION GUIDELINES:
• Prospective authors can submit a 500-word abstract outlining their proposed chapter with a short bio note in 50 words.
• Abstracts should clearly state the chapter's objectives, methodology, and expected contributions. Provide five relevant keywords.
• Submissions should be sent to sourabh1712@gmail.com by [January 20, 2024].

REVIEW PROCESS:
• Submitted abstracts will undergo a double-blind peer review process.
• Plagiarism should be less than 7 percent.
• Notification of acceptance/rejection will be sent by [January 27, 2024].
• The book will be published by reputed international publisher with ISBN.
• Print Book will be available for purchase on Amazon and Flipkart.
• Publication Fees
• Indian Students and Research Scholars: INR 700 only
• Foreign Students and Research Scholars: USD 15 only
• Indian Educators: INR 1000
• Foreign Educators: USD 20 only
PUBLICATION SCHEDULE AND GUIDELINES:
• Full chapters (3500-6000 words) from accepted abstracts in APA 7th Edition due by [February 10, 2024].
• Use Times New Roman Font size 12 for text, Title: Font size 14, Line spacing: 1.5, Justified.
• The anticipated publication date for the book is [February 25, 2024].

EDITORS:
Sourabh Kumar, Assistant Professor, Centre for Languages and Communication, SGT
University, Gurugram, India
Dr Vineet Kumar, Assistant Professor, Centre for Languages and Communication, SGT
University, Gurugram, India
CONTACT INFORMATION: sourabh1712@gmail.com for inquiries and submissions.

Call for Papers: Special Issue on “Kindness in Higher Education: Fostering the Human(e) Element of Teaching and Learning” - Journal of Applied Learning & Teaching (ISSN 2591-801X) (Academic Journal - Special Issue)

Introduction

The Journal of Applied Learning & Teaching (JALT) is pleased to announce a forthcoming special issue on “Kindness in Higher Education: Fostering the Human(e) Element of Teaching and Learning”.

This issue aims to explore the essential aspects of Garrison’s (2016) Community of Inquiry model, with a specific focus on the three forms of ‘presence’: social, cognitive, and teaching. We seek to investigate how these elements play a pivotal role in fostering productive and meaningful learning experiences in diverse higher education settings while embracing and nurturing the humane aspect of education.

Theme and Scope

As the landscape of higher education undergoes a transition back to full on-campus, online, and hybrid teaching environments, the challenge of cultivating purposeful pedagogies, enhancing student engagement, and implementing authentic assessment methodologies becomes ever more critical. This special issue is designed to synthesise contemporary research, insightful analysis, debates, and provocations centred around the theme of fostering humane, socially present learning environments.

Topics of interest include but are not limited to:

•  Social presence and learning outcomes: Exploring the impact of social presence on student engagement, collaboration, and learning outcomes in various higher education settings.
•  Cognitive presence and pedagogical strategies: Investigating the relationship between cognitive presence and effective pedagogical approaches that promote deep learning and critical thinking.
• Facilitating teaching presence in hybrid and online settings: Examining the role of teaching presence in hybrid and online courses, and its impact on the quality of instruction and student learning experiences.
•  Authentic assessment techniques: Presenting innovative assessment methods that align with authentic learning experiences, promoting a deeper understanding of course content.
•  Humanising learning environments: Discussing strategies for creating inclusive and empathetic learning spaces that value and respect individual learner identities and experiences.
•  Student perspectives on social and cognitive presence: Inquiring into students’ perspectives on the importance of social and cognitive presence in their learning journey.
•  Leadership in higher education and learning environment design: Analysing the role of institutional leaders in fostering socially and cognitively rich learning settings.

10%

ENGLISH LANGUAGE TEACHING (3RD EDITION)

₹575.00

14%

Teaching English As a Second Language

₹210.00

28%

English Language Teaching In India: Problems and Issues

₹695.00

33%

English Language and Literature Class 10 CBSE Question Bank for 2024 Exam by MasterMind

₹295.00

40%

NEERAJ BEGS - 185 English Language Teaching, - English Medium - for BA Course of IGNOU- Chapter Wise Help Book / Guide including Many Solved Sample Papers and Important Exam Notes– Published by NEERAJ Publications

₹280.00

22%

Teaching English As A Second Language: A New Pedagogy for A New Century: A New Pedagofy for a New Century

₹395.00

HOW LANGUAGES ARE LEARNED 5E (Oxford Handbooks for Language Teachers)

16%

Language Education: Teaching English in India

₹1,295.00

1%

The Practice of English Language Teaching 5th Edition Book with DVD Pack: Industrial Ecology (Longman Handbooks for Language Teaching)

₹3,005.00

English Language Teaching: Methods, Tools and Techniques

Submission Guidelines

We invite submissions from teaching practitioners, academic scholars, leaders in higher education, and graduate research students. Manuscripts should be original and unpublished works adhering to the JALT’s guidelines for authors and the article template.

Please ensure that your submission addresses the theme and scope of the special issue. All manuscripts will undergo a rigorous double-blind peer-review process to ensure the highest quality and relevance of the published articles.

Important Dates

• Submission of full article due – Monday 8th January 2024
• Editorial comments/peer review of article due – Monday 12th February 2024 ? Submission of final article due – Monday 6th May 2024
•  Expected publication – mid-June 2024

Submission Process & Article Classification

All submissions should be done electronically via the dedicated Online Submission Form (https://docs.google.com/forms/d/e/1FAIpQLSdfSfbEz2tZrzFrwW0J8BQy3udmR2UzAbemAX1XK4hlxDFlRw/viewform?usp=sharing) following the indicated instructions no later than Monday 8th January 2024. You will be required to upload your paper in a single Word file (up to 3MB in size). Please rename your file as ‘JALT Kindness Special Issue_Your Full Name’ prior to submission. The types of submissions that are eligible for consideration in this special issue include:

•  Research and review articles (4,000 to 8,000 words)
•  Brief articles (1,000 to 3,000 words)
• Case studies and good practice examples (3,000 to 6,000 words)
• Educational technology reviews
•  Book reviews
• Other types may be considered. Please email Dr Fiona Tang for further discussion.

Guest Editors (listed alphabetically by last name)

Professor Tania Aspland, Kaplan Australia and New Zealand/Co Editor-in-Chief of JALT Vanessa Stafford, Kaplan Business School Australia

Dr Fiona Tang, Kaplan Business School Australia

Dr Shanthy Thuraisingham, Kaplan Business School Australia

Inquiries

For any inquiries or further information regarding the special issue, please contact Dr Fiona Tang at fiona.tang@kbs.edu.au

References

Garrison, D. R. (2016). E-learning in the 21st century: A community of inquiry framework for research and practice. Routledge. https://doi.org/10.4324/9781315667263

https://journals.sfu.ca/jalt/index.php/jalt/about/submissions/#h56sk9mj30vc1hbi2dy6ubzc91cicezw

fiona.tang@kbs.edu.au

Dr Fiona Tang