[AISWorld] ***SECOND CALL FOR CHAPTER PROPOSAL SUBMISSION (DEADLINE EXTENDED): "TECHNOLOGY-ASSISTED ESL ACQUISITION AND DEVELOPMENT FOR NONTRADITIONAL LEARNERS"

[Seda Khadimally]

*Dear Colleagues,*


*Please note that based upon several requests for chapter submission in
this book project, we have extended the proposal submission deadline to *

*June 30, 2016!!!*


*SECOND CALL FOR *

*CHAPTER PROPOSALS*

*Proposal Submission Deadline Extended: *

*June 30, 2016*

*Technology-Assisted*

*E**SL Acquisition*

*and *

*Development *

*for *

*       Nontraditional Learners     *

A Book Edited

by

Seda Khadimally

Doctor of Education (EdD) Candidate at School of Advanced Studies (SAS)

University of Phoenix, U.S.A.

&

To be published by IGI Global



*Introduction*
The origins of the computer assisted language learning (CALL) framework
date back to 1950s and 1960s when it first started making its way into the
world of education with Jarvis (2004). During this time period, CALL
focused specifically on instructing foreign languages. Comprehensive
knowledge and appreciation for the best practices in CALL can have several
implications for the nontraditional learner group (ESL learners or ELLs) as
emphasized in this edited book, as well as for the faculty and educational
leaders, especially in higher education. Recent research indicates that
creating technology-integrated, authentic, and contextualized learning
environments for ESL learners still continues to pose challenges before
educators in the field (South, Gabbitas, & Merrill, 2008). Historically,
educational technology emerged as a post World War II phenomenon (Ely,
2008). The dominant approach in that era was design and implementation of
various physical learning resources in order to enrich curricular
activities, such as films, recordings, filmstrips, and other such learning
materials (Ely, 2008). Yet, in the present time, contemporary studies also
indicate that the incorporation of digital learning resources into current
second or foreign language learning environments is quite limited or in
some cases, none. In the rapidly changing world of 21st century digital
literacy (Wilson & Notar, 2003), ESL content is still delivered through
obsolete and traditional learning approaches, lacking a certain context,
rather than with the support of advanced digital technologies that can in
fact help authenticate the subject matter and thus facilitate students’
cognitive skills and practical implementations as they acquire and develop
all fundamental skills in the English language. Therefore, in today’s
digitally networked world of learning and instruction, where there are no
boundaries of time and space and where nontraditional communities of
learners prevail, second language educators’ and educational leaders’, and
instructional designers’, and educational technologists’ thoroughly
exploring the learning experiences of these diverse learner groups and
seeking possibilities for best instructional practices has become more
important than ever. It will thus be through this book that such extensive
research will be presented to the reader and all those interested in
multiple levels and sub-fields of CALL will be able to significantly
benefit from is wide scope, particularly from a myriad of pedagogical,
theoretical, methodological, and practical aspects of technology-assisted
ESL acquisition and development for these nontraditional learners.



*Objective of the Book*
This book entitled, *Technology-Assisted ESL Acquisition and Development
for Nontraditional Learners*, will aim to provide relevant theoretical
frameworks and the latest empirical research findings in the area. It will
be written for those teaching, studying, leading, designing, and assessing
instruction with the most advanced technologies in second/foreign language
contexts. Through recent research and best practices, this publication will
especially seek to resonate with  diverse, non-traditional language
learners in higher educational institutions, with the expectation that they
will gain a different perspective and appreciation for the pedagogical,
theoretical, and most importantly, practical uses of digital technologies
in their learning processes, as well as during their individual and
collective learning experiences. Another purpose of this book is to
significantly contribute to the field of second/foreign language
acquisition and improvement and thus to the contemporary research and
literature initially within the area and across disciplines. With its
global, multicultural approach to learning and teaching ESL with various
educational technologies, with its current theme, much useful and in-depth
content, as well as with its rich scope of topics and subtopics, this
publication aims at prompting further curiosity for more comprehensive
inquiry and practice in the field by other educators, scholars,
practitioners, instructional technologists, school administrators or other
educational leaders, and special interest groups (SIGs).



*Target Audience*
The target audience of this book will consist of educational leaders
(preferably in higher education institutions), faculty, scholars,
practitioners, educational technologists, instructional designers,
undergraduate/graduate students, and SIGs.



The aforementioned audience can greatly benefit from current research and
best practices reporting on the role and effectiveness of the most
advanced, innovative, cutting-edge educational technologies that assist
with ESL students’ second language acquisition and development processes
(inside and outside of the classroom setting), in addition to current
instructional practices of ESL faculty both across the country and globally.


*Recommended topics for this book include, but are not limited to, the
following:*

·   Web 2.0 tools and their role in ESL learners' language acquisition and
development

·   Social media tools and ESL students’ possible transformation into
autonomous (self-directed) learners

·   Distance learning and adult students’ digital networking, knowledge
building, and information dissemination in ESL learning and teaching
contexts

·   Effective instructional design in ESL classes (e.g., for onsite
learning, online learning, e-learning, distant learning, and/or blended
learning)

·   Effective multimedia and instructional design techniques towards higher
learning outcomes in adult ESL/ELL contexts

·   Technology-rich pragmatic approaches to learning ESL in content-based
courses in higher education

·   Student-centered approach to learning ESL in digitally networked,
content-centric classes

·   Theoretical and/or pedagogical frameworks that support students’
technology-assisted ESL learning and development process

·   Learning theories that may—or may not—foster technology-driven ESL
learning and ESL instruction (both for students and instructors)

·   From theory to practice: Student-focused ESL learning

·   Role of mobile technologies (m-Learning)—or mobile-assisted language
learning (MALL)—and ESL learners’ autonomous learning in higher education
contexts

·   Andragogy and technology in ESL education in higher educational
institutions

·   Massive open online courses (MOOCs) and their role in students'
networking and ESL acquisition and development

·   Flipped Classrooms and technologies utilized to support effective ESL
instruction

·   Best technologies practices to flip ESL learning and instruction in
nontraditional, diverse classes

·   Effective instructional design strategies towards creating authentic
course content in student-centered ESL classes

·   Analysis, Design, Delivery, Implementation, and Evaluation (ADDIE)
framework adapted to ESL learning/teaching contexts to create authentic and
engaging course content

·   Effective instructional design techniques towards higher learning gains
in second ESL learning and teaching contexts (in all grade levels)

·   Digital technology-supported and content-based adult ESL/EFL courses
where student-centered approach to learning is the focus of learning and
instruction



*Submission Procedure*
Researchers and practitioners in the field are invited to *submit* on or
before *June 30, 2016*, *a* *chapter proposal of 1,000 to 2,000 words* clearly
explaining the mission and concerns of their proposed chapters. Authors
will be *notified *by *July 25, 2016* about the status of their proposals
and *sent chapter guidelines*. *Full chapters* are expected to be submitted
by *September 25, 2016.* *Prior to submission*, interested authors
must *consult
the guidelines for manuscript submissions at:*



*http://www.igi-global.com/publish/contributor-resources/before-you-write/
<http://www.igi-global.com/publish/contributor-resources/before-you-write/>*



*All submitted chapters will be reviewed on a double-blind review
basis.* Contributors
may also be requested to serve as reviewers for this project.



*Note:* There are no submission or acceptance fees for manuscripts
submitted to this book publication entitled*Technology-Assisted
ESL Acquisition and Development for Nontraditional Learners**.* All
manuscripts are accepted based on a double-blind peer review editorial
process.



****Dear chapter contributors:*



*Please note that ALL proposals should be submitted through the eEditorial
DiscoveryTM* *online submission manager.* *You will initially need to
create an account on eEditorial DiscoveryTM* *in order to submit your
proposals to me. In this way, I can view and track your submitted
proposals—and throughout the entire process, I can keep track of your
revised manuscripts and finally your full manuscript submissions. The
Editorial DiscoveryTM * online submission system is crucial for the
editor’s tracking and managing your chapter review process. Also, please
note that all submitted chapters will undergo a double-blind peer review by
2-3 anonymous reviewers.



Should you have any technical issues in regards to sending your proposals
via this online submission manager, you can also submit your proposals at:



*sedakhadimally at gmail.com <sedakhadimally at gmail.com>*



*Publisher*
This edited book is scheduled to be published by *IGI Global* (formerly
Idea Group Inc.), an international academic publisher of the “Information
Science Reference” (formerly Idea Group Reference), “Medical Information
Science Reference,” “Business Science Reference,” and “Engineering Science
Reference” imprints. IGI Global specializes in publishing reference books,
scholarly journals, and electronic databases featuring academic research on
a variety of innovative topic areas including, but not limited to,
education, social science, medicine and healthcare, business and
management, information science and technology, engineering, public
administration, library and information science, media and communication
studies, and environmental science. For additional information regarding
the publisher, please visit



*www.igi-global.com <http://www.igi-global.com/>*



*** *This publication is anticipated to be released in 2017.*





*Important Dates*


*June 30, 2016:*
*Proposal Submission Deadline**July 25, 2016:*
*Notification of Acceptance**September 25, 2016:*
*Full Chapter Submission**November 27, 2016:*
*Review Results Returned to Authors**January 12, 2017:* *Revised Chapter
Submission from Authors*

*January 27, 2017:* *Final Acceptance Notification to Authors*
*February 28, 2017:* *Final Chapter Submission*





*Inquiries and comments can be forwarded to:*

*Seda Khadimally*

*Editor*

*Technology-Assisted ESL Acquisition and Development for Nontraditional
Learners*

*Editor's email address:* *sedakhadimally at gmail.com
<sedakhadimally at gmail.com>*