Call for Contributions: New Ways in Teaching With Corpora

Call for Contributions: New Ways in Teaching With Corpora

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Deadline: 14 May 2017 (Sunday)
If you would like your submission to be considered for inclusion in this volume, you must carefully follow the guidelines below. Please submit your manuscript(s) by e-mail (subject line: New Ways in Teaching with Corpora) to the book editor, Dr. Vander Viana with a short biodata.

Scope and purpose
The main purpose of New Ways In Teaching With Corpora is to provide readers with straightforward suggestions on how to teach ESOL informed by, based on, or with corpora. The contributions to be included in this volume will provide its readership with clear, practical and tested teaching activities that may be implemented in the TESOL classroom. The final volume will showcase how corpora may be used:

  • directly (e.g. by introducing students to corpora and getting them to work with concordance lines) and indirectly (e.g. by using the findings of corpus analysis to inform the design of pedagogical activities);
  • in several teaching contexts (e.g. schools, language institutes, universities);
  • in activities which require access to computers and the Internet as well as in those which no technology is required;
  • in the teaching of English for different purposes (e.g. English for general purposes, English for specific purposes) and of different English varieties (e.g. American, British, Canadian);
  • in the development of diverse skills (e.g. reading, speaking) and levels of language (e.g. vocabulary, discourse);
  • by students of all ages (e.g. from children to seniors) and proficiency levels (from beginners to advanced ones);
  • in the improvement of (pre- or in-service) teachers language awareness.
The book is for TESOL practitioners who would like to learn more about the use of corpora in the classroom.The selection of chapters will be aimed at providing an array of activities to cater for the needs of these practitioners around the world.

The New Ways series offers at-a-glance, simple lesson plans. All contributors should follow the format indicated below as closely as possible.

700-900 words

Section parts
  • Title (In about 10 words, provide your readers with a punchy title which clearly indicates the focus of your contribution.)
  • Contributor’s name
  • Level(s) (Use labels such as ‘beginner’, ‘intermediate’ and ‘advanced’ level.)
  • Skill(s) (Indicate whether the proposal is aimed at developing students’ writing, speaking, reading and/or listening skills.)
  • Level(s) of language (Identify the level(s) of language being dealt with in the activity – e.g. vocabulary, grammar, discourse, and pragmatics.)
  • Type of English class (Specify whether the activity is suitable for English for general purposes, English for specific purposes, English for (general/specific) academic purposes, etc.)
  • Aims (In a bullet-point list indicate the learning objectives of your proposed activity – e.g. develop cross-cultural communication skills, practice speaking skills, and improve students’ knowledge of lexicogrammar)
  • Class time (Indicate the overall amount of minutes needed for the activity to be implemented.)
  • Preparation time (Estimate how many minutes readers will need in order to prepare the activity prior to its implementation.)
  • Resources (List all the resources/materials needed for the implementation of the suggested activity.)
  • Background and rationale (Briefly introduce your proposal by, for instance, explaining key concepts, discussing the pedagogical relevance of the activity, and/or indicating which research findings it is based on.)
  • Procedure (In a numbered list, describe all the steps that the readers have to undertake in order to implement the suggested activity.)
  • Caveats and options (Use bullet points to indicate (i) how the activity can be adapted to different teaching and learning contexts, (ii) which follow-up activities may be proposed, (iii) which issues may be faced and how they may be overcome, and so on.)
  • References and further reading (List all the sources cited in your chapter. You may also include additional reading sources which you believe are relevant for readers to learn more about the topic discussed in your chapter. All references must be formatted according to the APA guidelines.)
  • Appendix (Include other materials – e.g. worksheets, sample concordance lines, authentic materials with copyright cleared – as appropriate and if needed. If you decide to include images in your contribution, please note that these need to be high-resolution ones – i.e. 300dpi.)
Acceptance process
Contributors should follow the format of the New Ways series as closely as possible and use APA for formatting and referencing. Submissions should be meticulously reviewed and checked for clarity and accuracy by the contributor before submitting. All submissions will be carefully vetted and given a final review. There will be no automatic acceptances.

TESOL Press asks all contributors to assign their copyright to the association. The author(s) will be asked to sign a contract after their submission is accepted. Please do not submit work that has been previously published, is currently under consideration elsewhere, or already under contract, and do not submit work for which you wish to retain copyright. All contributors will be given a TESOL Press permissions form to use and are responsible for obtaining copyright permission to use previously published material and for paying any associated fees.

A sample lesson plan can be found here: