We are thrilled to announce the upcoming release of a groundbreaking book, Vulnerability and Resilience During Emergency Remote Teaching: Voices of Part-Time University English Language Teachers in Japan, by Wendy M. Gough, Bill Snyder, Chiyuki Yanase, and Colin Skeates. This insightful volume is part of the esteemed "Life and Education in Japan Series" and will be available on July 5th.

The book explores the profound impact of Emergency Remote Teaching (ERT) on part-time university English language teachers in Japan during the COVID-19 pandemic. Through a blend of quantitative data and heartfelt personal narratives, the authors reveal the complex challenges faced by these educators—ranging from job insecurity to the rapid adoption of new teaching technologies.

The initial chapters explore the setup of the study, followed by detailed analyses of survey and interview data that underscore the vulnerability and resilience these teachers exhibited. As the pandemic forced a sudden shift to online education, the book examines how these teachers navigated their altered professional landscapes, balancing teaching responsibilities with personal and professional uncertainties.

Part three of the book focuses on the voices of the participants, offering rich, first-person insights into their experiences during the first semester of ERT. The narrative deepens with participant interviews and personal reflections that illustrate the profound psychological impacts and the innovative coping strategies developed in response to the crisis. In concluding, the book addresses the future of educational practices, emphasizing the importance of institutional support and professional development in enhancing the resilience and effectiveness of part-time faculty.

This comprehensive study not only highlights the immediate effects of the pandemic on educational practices but also serves as a crucial resource for understanding the ongoing needs and contributions of part-time teachers in higher education.
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Contents

• About the Authors
• Acknowledgements
• Tables and Figures
• Preface: How This Book Got Started
• Part 1: The Study and the Initial Survey
  • Introduction
  • Definitions
  • Chapter 1: Who Are the Teachers? Defining the Invisible Majority in a Japanese University
  • Chapter 2: Analysis of the Initial Survey I-PANAS-SF and Open-Ended Data
• Part 2: The Weekly Survey
  • Chapter 3: Vulnerability of Part-Time Teachers During ERT
  • Chapter 4: Part-Time Teachers' Resilience During ERT
• Part 3: Participant Voices
  • Chapter 5: Participant Interviews After the First Semester
  • Chapter 6: Building Resilience Through Positive Psychology by Mary Nobuoka
  • Chapter 7: ERT is Still Teaching by Ray Franklin
  • Chapter 8: COVID-19 Pandemic Reaction at Four Private Universities in Japan: What Was Seen, Unforeseen, and Unspoken by Thomas T. Aoyagi-Nishikawa
• Part 4: Moving Forward Post-Pandemic
  • Chapter 9: Professional Development, Faculty Development, Reflections, and Recommendations

Available in various formats. Don't miss out on this essential read for educators and researchers alike!
More details: https://www.candlinandmynard.com/ert.html

In 2024, Candlin & Mynard introduced the Leadership in Language Education Series, building on the foundation laid by the Positive Pedagogical Praxis Series edited by Tim Murphey. This series integrates theoretical models and practical case studies from leadership and psychology literature, making it an invaluable resource for educators and researchers. Contributors draw on insights from the business world, applying them to second-language acquisition research and practice.
Each book in the series is theoretically grounded yet filled with practical activities, procedures, and principles that promote profound learning experiences in diverse educational settings. Designed to be teacher-friendly, this series helps educators implement innovative ideas in their classrooms, bridging the gap between language education and leadership training. The volumes provide actionable strategies and real-life examples to inspire and cultivate the next generation of global leaders.

​Dr. Kevin Knight (PhD in Linguistics, MBA, MPIA, BA) is a Professor in the Department of International Communication (International Business Career major) and has also worked in the Career Education Center of Kanda University of International Studies in Chiba, Japan. He was the 2022 recipient of the D. Scott Enright TESOL Interest Section Service Award. Dr. Knight is the author of English for Specific Purposes Project Leader Profiles: The Leadership Communication of 55 ESP Project Leaders (2022) and the forthcoming Creating Leadership “Ways of Being” in L2 Learners for International Business Careers and Social Good (2024).

For more information and to explore our Leadership in Language Education Series, visit https://www.candlinandmynard.com/leadership.html Join us in shaping the future of language education and leadership!

The Generative AI in Foreign Language Education series is designed to provide a comprehensive exploration of how generative AI can transform the field of language education. The series includes both edited volumes and monographs authored by experts from diverse contexts, ensuring a rich and multifaceted perspective.

We are delighted to introduce Dr. Louise Ohashi as the Series Editor for this exciting new venture. Dr. Ohashi is based at Gakushuin University in Japan and specializes in second language acquisition and language education. Her research interests include learner autonomy, motivation, and the use of digital technologies in language learning and teaching.
Dr. Ohashi brings a wealth of expertise to the series. She is the Chair of EUROCALL’s AI SIG and has received a three-year Kaken Grant to investigate the role of generative AI in language education in Japan. Her multilingual capabilities (English, Japanese, Italian, French, and ongoing studies in Spanish, German, and Chinese) further enrich her understanding of language learning challenges and opportunities across different linguistic contexts.

The integration of generative AI into language education holds immense potential for reshaping how languages are taught and learned. By bridging the gap between cutting-edge technology and educational practice, this series aims to empower educators and learners alike to harness the benefits of AI in their language journeys.

​Whether you are a language educator seeking innovative teaching strategies, a researcher exploring the frontiers of AI in education, or a learner looking to enhance your language skills through AI, this series offers valuable insights and practical tools to support your goals.

We invite prospective authors to contribute to this dynamic series. If you have expertise in this area and are interested in sharing your insights, please contact us with a brief overview of your focus area. Depending on the scope, we will provide a proposal form and request further details and sample material.

For more information and to explore the possibilities of generative AI in language education, visit our Generative AI and Foreign Language Education Series page. Join us on this exciting journey as we explore the transformative power of generative AI in language education!