> Announcements



2019-06-06 22:20


Elementary-level foreign language instruction:
from theory to practice

Ekaterina (Katya) Nemtchinova, Seattle Pacific University, katya@spu.edu

Successful elementary level language courses are crucial for a foreign
language program as they can lay a foundation for further language and culture
study, instill the love for language, and populate upper-level courses with
students. One way to ensure that the pursuit of the language continues beyond
the first year is to sustain learner’s interest, confidence, and motivation
from the start by supporting language instruction with engaging activities and
contextualized practice. This edited volume aims to facilitate teaching
language at the beginning level by exploring a wide range of critical research
and practical issues of interest to instructors of the first-year language
classroom. To this end, you are invited to submit proposals for articles that
address research or pedagogical issues with the focus on classroom implications
for novice levels of adult language proficiency.

The chapters in this volume will:

·       focus on adult learners in a formal
classroom setting (e.g. college or university classes);

·       address facilitation of linguistic,
communicative, and cultural competence in the framework of reading, writing,
speaking, and listening skills;

·       describe successful instructional
strategies and collaborative projects;

·       discuss empirical research findings and
their implications for classroom teaching;

·       present innovative materials and
techniques that enhance teaching and learning;

·       offer practical teaching suggestions
that would work in any adult elementary-level language classroom.

Given the relative scarcity of materials targeting adult novice-level
instruction, the ideas, methods, techniques, and practical recommendations
contained in the book will strengthen the elementary curriculum as they appeal
to various learning styles, build learners’ confidence, and help stimulate
language production in the context of classroom-specific uses.

The book will consist of the following
tentative sections:  

·       Grammar
and vocabulary

·       Speaking
and listening

·       Reading
and writing

·       Intercultural

·       Assessment
and evaluation

·       Teaching
with technology

Your Chapter Proposal should include

Book section to which your article is being submitted

Chapter title

Author name(s) and affiliation(s)

500-word overview of the article (not including references)

sample of relevant references

100-word biography for each author


proposals should be submitted electronically (Word document, APA style
guidelines) to Katya Nemtchinova at katya@spu.edu by August 1, 2019

Authors of accepted proposals will be notified by January 15,

This volume has been
discussed with Routledge, which expressed an interest in the project. Once article
proposals are finalized, a full book proposal will be sent to the publisher.
Upon acceptance by the publisher, potential article authors will be invited to
submit full articles (up to 6,000 words) and will be sent guidelines for
preparing articles along with submission deadlines. Articles should be original
work and should not be submitted for publication elsewhere. All submitted articles
will undergo a blind review process.

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American Association of Teachers of Korean, AATK

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