{call for chapters} Contemporary Perspectives on English as a Medium of Instruction

Call for Chapters


Contemporary Perspectives on English as a Medium of Instruction
New Volume in book series: Contemporary Perspectives on Learning Environments
Publisher: Information Age Publishing, Charlotte, NC, USA
Volume Editor
Paul Chamness Iida, Akita International University (pchamness@gmail.com)
About the Theme
English Medium Instruction (EMI) is the use of English to teach academic content in countries where English is not the first language. In 2014, Julie Dearden and the British Council published a comprehensive report on EMI and found that there is rapid growth in EMI around the globe and that there is often official government support for EMI programs. They also found a mix of attitudes, both enthusiastic and lukewarm support, in favor of EMI, but that one of the potential concerns is that EMI may leave those with a lower socio-economic status without access. Another concern in their findings was EMI might lead to the undermining of the first language and/or national identity.
The goal of this volume is to be a venue to explore many current perspectives on EMI, from empirical data to theoretical considerations, to putting the theory into practice in practical classroom applications. Chapters may examine K-12 and/or higher education contexts, specific institutions, countries, or regions, among just a few considerations.
Possible topics might address one or more of the following (but not at all limited to these topics):
· Effectiveness of language learning in EMI settings
· Attitudes toward EMI
· Practical applications of EMI
· Problems in implementing EMI
· Why students choose EMI over other educational settings
· Access (issues of privilege, socio-economic class) as it relates to EMI
· Policy issues with EMI
· Advantages and/or disadvantages of EMI during and after education
· Status in EMI contexts (attitudes toward those who have native-like ability)
· Issues that non-language faculty face teaching in EMI contexts
· Issues in learning content in EMI settings
· Teacher training/education for EMI contexts
Initial proposals (abstract of 250 words) due May 1, 2021
Notification of acceptance from editor May 31, 2021
Initial full drafts of chapters due December 1, 2021
Feedback for revisions sent to authors December 31, 2021
Final chapters due from authors February 15, 2022
Volume submitted for publication March 31, 2022
Although chapter length is flexible, manuscripts should ideally be between 6,000 and 7,500 words (20-25 pages, double-spaced) and prepared following APA 7th edition formatting guidelines. Abstracts of 250 words should be sent by May 1st, 2021 to Paul Iida at pchamness@gmail.com. Full drafts are due December 1st, 2021. All chapters will go through a blind review process before a decision to publish is made.