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Call for papers: Language Teacher Leadership - Research and Best Practice

Now more than ever do we need teachers to step up and take charge over their own destiny and support their communities. Not only have recent events given us plenty of reasons to question the efficacy of relying exclusively on educational managers and administrators for answers in challenging and rapidly changing times, we now also have a significant body of research that has unequivocally shown the contributions teachers can and do make to successful organisations. Sustainable, thriving educational institutions are those where leadership is distributed and all staff are prepared for and supported in taking on roles to develop the community.

This book shares best practices as well as insights from research on how teacher leadership can best be fostered and integrated into the educational landscape.
We have a number of confirmed contributors:

Jack Richards
David Nunan
Sarah Mercer
Kathi Bailey
Denise Murray
Mary Ann Christison
Thomas Farrell
Laura Baecher
I am looking for an additional 7-8 chapters. You can read the full call for papers, along with information about key dates, by downloading this document. Feel free to contact me if you have any questions.

Call for papers: Learner-centred approaches to language assessment

Sin Wang Chong and I are calling for submissions to an edited book titled 'Learner-centred approaches to language assessment', to be submitted to the New Language Learning and Teaching Environments series by Palgrave MacMillan.
This edited collection aims to document and evaluate authentic and innovative language assessment practices in different parts of the world. This book focuses on language assessment practices which take place inside and in particular also outside the classroom. Submissions underpinned by the following learner-centred notions in assessment are especially welcomed:

· assessment for learning
· assessment as learning
· learning-oriented assessment
· alternative assessment
· dynamic assessment
· technology-mediated assessment
· teacher/learner assessment literacy
· self-assessment
· peer-assessment
· teacher/learner feedback literacy

It is important for contributors to underscore not only the outcome of the assessment but also the process of developing the assessment and/or evaluating the assessment (e.g., using innovative research methods). To adhere to the international and inclusive scope of this book, assessments on any languages in formal contexts (primary education, secondary education, further education, higher education), nonformal contexts (e.g., private language schools/language tutoring, language MOOCs), or informal contexts (e.g., online self-access language learning resources) are welcome.

This book targets primarily language teachers around the world and researchers interested in language assessment and practitioner research. Its aim is to bridge the gap between language assessment research and practice. Chapters included are either practitioner research or research synthesis (e.g., meta-analysis, qualitative research synthesis).

The timeline of submissions is as follows:
19 April 2021: Submission of chapter title and abstract. Use to the this form for the submission
3 May 2021: Notification of review outcome
1 Dec 2021: Submission of chapter
1 Jan - 30 Apr 2021: Peer review

If you have any questions about the book, please don't hesitate to contact me or Sin Wang at S.Chong at qub.ac.uk.

Introducing RILAE: The Research Institute for Learner Autonomy Education

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RILAE was set up in 2017 by Jo Mynard, Satoko Kato and myself at Kanda University of International Studies in Tokyo to provide a global network for practitioners and researchers in the broad area of learner and teacher autonomy.

RILAE promotes research, professional development, and best practice in developing lifelong and lifewide autonomous learning. We do this through:
– an active community of practitioners and researchers and support in finding partners
– regular, free online sessions for professional development and sharing best practice in research and practice of autonomy
– an online research ‘helpdesk’
– an open-access journal, called Relay, open to all practitioners and researchers to share projects, innovative practice, research findings, etc
– short courses and accredited certificate and (coming soon) degree programmes in the area of autonomy
– a repository of research instruments for autonomy-related studies
– a corpus of data for autonomy-related studies

The Relationship Between Autonomy and Language Acquisition

The relationship between learner autonomy and language acquisition has long fascinated researchers but very few studies exist that have explicitly investigated how they might be connected. In this study we will be monitoring an entire cohort of university students over a period of five years, recording all of their language instruction (both at university and elsewhere) and for a subset of students all of their out-of-class exposure and learning will be recorded as well. In addition we will collect a range of data related to autonomy, such as Willingness to Communicate, motivation and engagement with opportunities for learning beyond the classroom. All this information will be related to students’ language proficiency as it develops over five years.

The first phase of the project is now in progress and language and WTC data has been collected for 2328 students.

Preliminary results will be made available on a dedicated website in the coming months.

Short video

Below you can watch a short video about an article that Phil Benson and I recently published in Language Teaching.

Reinders, H. & Benson, P. (2017). Language learning beyond the classroom: A research agenda. Language Teaching, 50(4): 561-578. You can read the article here.

Journal – Innovation in Language Learning and Teaching (Taylor & Francis)

Innovation in Language Learning and Teaching is an international, peer-reviewed journal published by Taylor & Francis, edited by myself with Terry Lamb. The journal is devoted to methodological and pedagogical innovation in language teaching and research. It publishes research articles, review articles and book/materials reviews relating to different approaches to, methods for, and modes of language learning and teaching. The most recent issue (3:4) is a special issue guest-edited by Richard Smith on the topic of ‘teacher education for autonomy’. A list of editorial and review board members is available here. We invite authors to submit articles that fall within the journal’s scope. For more information visit the journal’s website.

Innovation in Language Learning and Teaching is indexed in:
Australian Research Council (ARC) Ranked Journal List
Contents Pages in Education
Current Abstracts
EBSCOhost
MLA International Bibliography (Modern Language Association)
Linguistics and Language Behavior Abstracts
SCOPUS®

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Measuring learner autonomy

A number of scales exist that have been designed to measure (aspects of) learner and teacher autonomy. On this page I list them and include links to their sources, where available. (update: in November a more comprehensive ‘Research Repository’ will go live).

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Book series: New Language Learning and Teaching Environments

What is your big idea? If you have a book inside you that is trying to get out and conquer the world, you may want to consider ‘New Language Learning and Teaching Environments’, a book series I edit for Palgrave Macmillan. Books in the series are dedicated to recent developments in learner-centred approaches and the impact of technology on learning and teaching inside and outside the language classroom. It offers a multidisciplinary forum for presenting and investigating the latest developments in language education, taking a pedagogic approach with a clear focus on the learner, and with clear implications for both researchers and language practitioners. We are currently also calling for chapter contributions to a book on 'Innovation in Language Education: The Case of the Caribbean'. You can read more here.

Aims and scope:

• To publish cutting-edge research into current developments and innovation in language learning and teaching practice.

• To publish applied accounts of the ways in which these developments impact on current and future language education.

• To encourage dissemination and cross-fertilisation of policies and practice relating to learner-centred pedagogies for language learning and teaching in new learning environments.

• To disseminate research and best practice in out-of-class and informal language learning.

Work on New Language Environments encompasses research (both theoretical and applied) and development in areas as diverse as (and not limited to):

Books in the series may cover any of the following topics. This is just a list of suggestions and is by no means comprehensive:


Learning analytics and data mining
Learner Autonomy
Blended learning
Distance learning
Flexible learning
Content and Language Integrated Learning
Work-based learning
Community initiatives
Life-long and life-wide learning
Self-study
Mobile learning
New Literacies
Language Support
Language Advising and Counselling

If you have an idea that you would like to run past me, please don’t hesitate to drop me a line. If you wish to submit a full proposal, you can download the template here.

Below are two videos with interviews of authors of recent books in the series.

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