Tag: CALL

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Call for Proposals: CALICO Book Series, Spring 2026

CALICO is now soliciting proposals for the next volume in the Advances in CALL Research and Practice book series to be published in Spring 2026. The volume may be a single-authored monograph or edited volume and may treat any topic related to the field of CALL.

Proposals should include the following information:

  1. name of the author(s)/editor(s) with short bio of about 100 words;
  2. tentative title;
  3. description of how the book will contribute to the discipline;
  4. outline of the scope and sequence of the book, including the number of chapters, their titles, and a brief synopsis of each; 
  5. production timeline (containing such dates as deadlines for CfPs, authors, reviewers, revisions); and
  6. if an edited volume, description of the procedures for soliciting and refereeing manuscripts for the chapters.

Proposals should be submitted as a Word document to steph.link@okstate.edu no later than September 15, 2023. Final chapters must be submitted to Equinox no later than August 30, 2025.

You can find more information about the series here: https://www.equinoxpub.com/home/advances-call-research-practice/

The 2026 volume will be the tenth book in the new series. Previous volumes include:

2016 Landmarks in CALL Research, Edited by Greg Kessler

2017 Learner Autonomy and Web 2.0, Edited by Tim Lewis, Annick Rivens Mompean, and Marco Cappellini

2018 Assessment Across Online Language Education, Edited by Stephanie Link and Jinrong Li

2019 Engaging Language Learners through CALL, Edited by Nike Arnold and Lara Ducate 

2020 Understanding Attitude in intercultural virtual communication, Edited by Ana Oskoz and Marga Vinagre

2021 Project-Based Language Learning and CALL: From Virtual Exchange to Social Justice, Edited by Michael Thomas and Kasumi Yamazaki

2022 Identity, Multilingualism and CALL, Edited by Liudmila Klimanova

2024 Crisis Response to Language Teaching Edited by Senta Goerter and Jesse Gleason

2025 Advancing Critical CALL Across Institutions and Borders Edited by Emma Britton, Angelika Kraemer, Theresa Austin, Hengyi Liu, and Xinyue Zuo

Recent volumes in the previous CALICO Monograph series include:

2010 CALL in Limited Technology Contexts, ed. Joy Egbert

2011 Present and Future Promises of CALL (2nd edition of 2006), eds. Nike Arnold and Lara Ducate

2012 Technology Across Writing Contexts and Tasks, eds. Greg Kessler, Ana Oskoz, and Idoia Elola

2013 Design-Based Research in CALL, eds. Julio Rodríguez and Cristina Pardo-Ballester

2014 Digital Literacies in Foreign and Second Language Education, eds. Janel Pettes Guikema and Lawrence Williams

2015 Researching Language Learner Interaction Online: From Social Media to MOOCs, eds. Ed Dixon and Michael Thomas

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Graduate Student SIG Newsletter Spring 2021

Our graduate student special interest group chair has been hard at work putting together events for our graduate students, like the panel in January on alternate career paths for PhDs.  She’s also produced this very informative newsletter that should be of interest to all CALICO members.

 

Grad Student SIG – Newletter – Issue 6 – February, 2021

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Call for Chapter Proposals, Book Series

CALICO Book Series: Advances in CALL Research and Practice (https://calico.org/book-series/)

CALL FOR CHAPTER PROPOSALS

2022 CALICO Book Title: IDENTITY, MULTILINGUALISM, AND CALL Chapter Proposals due – August 1, 2020
Guest Editor: Liudmila Klimanova, Ph.D.

Interest in digital multilingual identity in the fields of applied linguistics and language education has been growing exponentially in recent years, encompassing new variables and realities of life, such as translanguaging, heightened multilingualism, linguistic superdiversity, multimodal computer-mediated communication, and even social justice and forensics (e.g., Chiang & Grant, 2018; Grant & Macleod, 2016). New theoretical assumptions and recent global challenges urge us to problematize the construct of virtual identity (Kramsch, 2009) in the face of globalization, increased virtual connectedness, and the hybridizing of transcultural and translingual practices and intersecting physical movements of people (Canagarajah, 2013; De Costa & Norton, 2016; Higgins, 2011). Singling out identity research within the field of computer- assisted language learning (CALL) is particularly critical in the era of hyperlingualism, a form of multilingualism characterized by the increased participatory nature of digital communication and the provision of multiple languages in digital contexts, leading to “a kind of hyper-differentiation in relation to language, whereby more and more languages are achieving their own bounded spaces and places of use on the web and in other digital contexts” (Kelly-Homes, 2019, p. 31).

This volume will contribute to this new body of interdisciplinary research, featuring theoretical papers and research studies of identity performance and multilingual communication in institutional and cross-cultural computer-mediated social environments. Of particular significance to the field of multilingual CALL are critical issues associated with informal language learning, and learner identification ‘in the wilds” – digital contexts or virtual communities that are not governed by a formally recognized educational provider (Sauro & Zourou, 2019).

The editors invite chapter proposals on a range of topics and empirical contributions that address these and related lines of inquiry connected to critical pedagogies, intercultural education, monolingual hegemonies in virtual spaces and social networks, learner and teacher identities, multimodal and multilingual identity performances and linguistic inequality in digital social spaces. In particular, we seek original

submissions that present diverse theoretically grounded and methodologically rigorous empirical studies in CALL, focusing on the study of multilingual identity and self-concept in virtual interaction. Studies may include, but are not limited, to the following:

  • New theoretical approaches to the study of hyperlingualism (as a new form of multilingualism) and identity in CALL contexts;

  • Conceptual chapters that address new methodological approaches for researching digital identity and multilingualism in CALL;

  • Empirical research on the intersection of multilingualism\hyperlingualism\ideolingualism and identity performance in digital environments;

  • Classroom-based research studies of teacher and learner positioning and identity enactment in instructional digitally-mediated language learning contexts;

  • Impact of multilingualism on intercultural education.

Submission Guidelines:
Potential authors should provide a chapter proposal and a brief bio. The proposal should be detailed enough to provide a clear idea of the content of the full chapter. Full chapter submissions of 6,000 – 8,500 words will be due on January 15, 2021. For questions, contact 2022 CALICO Book Guest Editor, Liudmila Klimanova (klimanova@arizona.edu).

What to include in the chapter proposal:

  1. Tentative chapter title
  2. 75-100 word biographical statement for each author (job title, department, university name, university location plus any research interests or recent publications)
  3. 350-500 word abstract:
    1. overview of the key idea, issue or research question
    2. relationship of the key idea or issue to the thesis of the book theme
    3. potential implications and audience

Send your chapter proposal as a MS Word document via email by August 1, 2020 to calico2022volume@gmail.com. Please note that abstract acceptance does not guarantee publication of the submitted manuscript. All manuscripts will be subject to a double-blind peer review process.

Production Timeline:

  • August 1, 2020 – chapter proposals/expression of interest due
  • August 15, 2020 – notifications to authors
  • January 15, 2021 – full chapters due (6,000 – 8,500 words)
  • March 15, 2021 – double blind peer reviews sent to authors
  • June 15, 2021 – revised chapters due
  • July 1, 2021 – full volume sent to Publisher
  • Spring 2022 – anticipated publication

References

Canagarajah, A. S. (2013). Translingual practice: global Englishes and cosmopolitan relations. Routledge.
Chiang, E. & Grant, T. (2018). Deceptive identity performance: Offender moves and multiple identities in online child abuse conversations. Applied Linguistics, 1-25.
Grant, T., & Macleod, N. (2016). Assuming identities online: Experimental linguistics applied to the policing of online pedophile activity. Applied Linguistics, 37(1), 50-70.
De Costa, P., & Norton, B. (2016). Identity in language learning and teaching. Research agendas for the future. In S. Preece. (Ed.), The Routledge Handbook of Language and Identity. Routledge.
Domingo, M. (2016). Language and identity research in online environments. A multimodal ethnographic perspective. In S. Preece (Ed.), The Routledge Handbook of Language and Identity. Routledge
Higgins, C. (2011). Identity formation in globalized contexts: language learning in the new millennium. Mouton de Gruyter.
Kelly-Holmes, H. (2019). Multilingualism and technology: A review of developments in digital communication from monolingualism to idiolingualism. Annual Review of Applied Linguistics, 39, 24-39.
Kramsch, C. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford University Press.
Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1–7.