Calls for chapter proposals
Call for practical chapters
- Proposed book: Peer Review and Communicative L2 Writing Practices
- Editors: Ashton E. Dawes & Kathryn Jurns
- Deadline: January 31, 2026
- More details and submission: www.cultivatingconfidencebook.com
- Contact the editors directly with any questions
The editors are inviting practical proposals (100-200 words) along with sample material for a forthcoming collection of innovative peer-review and communicative practices in L2 writing classrooms. The book will share second-language writing classroom practices that integrate communication to help address challenges, such as the isolating nature of writing tasks. It will introduce innovative peer review practices and tools to foster a communicative environment, benefiting both experienced and new teachers. By integrating these activities, writing teachers can help students build confidence as language learners and authors while engaging more deeply with the writing process and enhancing their overall language skills.
Each chapter should include a brief rationale and overview of the activity, a step-by-step guide to implementing the practice, and any accompanying materials. All accepted submissions will share classroom activities that promote the following:
- Peer review practices
- Strategies for training students to give and receive feedback
- Speaking in writing activities
- Techniques for verbalizing the writing process
- Strategies for scaffolding communication into the writing process
- Conversations about writing
- Comparisons of peer review practices
- Strategies for low-level learners
- Strategies to include shy & introverted students
- CLIL projects that combine writing and speaking
- Skills-based practices to improve student confidence
Contributors are welcome to submit multiple proposals; however, please complete a new submission form for each practice you would like to be considered for inclusion. The deadline for submission is December 31, 2025.
The collection will be published as a companion volume to Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices (Ashton E. Dawes & Kathryn Jurns, Eds.), expected to be published by Candlin & Mynard ePublishing in early 2026 as part of our Positive Pedagogical Praxis series. The series focuses on offering advice, sharing activities, and giving pragmatic guides to enhance teaching practices.
Proposed Book: Reimagining English Language Education in Japan: Ideologies, Inequalities, and Possibilities (Life and Education in Japan series edited by Melodie Cook & Anne McLellan Howard)
Editors: Leonardo Veliz and Takako Kawabata
We are calling for abstract proposals that critically examine the complex terrain of English language education in Japan by interrogating how educators, learners, and institutions are both shaped by and respond to the ideological and socio-political tensions that define their work. Building on the recognition that English language education is deeply enmeshed in systems of power, neoliberal governance, and global–local tensions, we seek to uncover the material, discursive, and affective challenges that teachers and learners navigate on a daily basis. The volume will foreground the voices and experiences of those working in classrooms, universities, and policy spaces, with a view to understanding how they negotiate contradictions between policy idealisations and pedagogical realities, particularly as they pertain to linguistic hierarchies, assessment regimes, and national identity narratives.
Here is the projected timeline:
For specific information on proposed/suggested topics and themes, as well as the overarching theoretical framing of the call, please check the full call for abstracts at this link.
This is an open call for abstracts. Please feel free to circulate and share it amongst your networks.
If you have any questions, feel free to contact us at [email protected]
We look forward to hearing from you and reading your proposals.
Sincerely,
Associate Professor Leonardo Veliz
University of New England, Australia
Associate Professor Takako Kawabata
International Professional University of Technology in Nagoya, Japan.
We are calling for abstract proposals that critically examine the complex terrain of English language education in Japan by interrogating how educators, learners, and institutions are both shaped by and respond to the ideological and socio-political tensions that define their work. Building on the recognition that English language education is deeply enmeshed in systems of power, neoliberal governance, and global–local tensions, we seek to uncover the material, discursive, and affective challenges that teachers and learners navigate on a daily basis. The volume will foreground the voices and experiences of those working in classrooms, universities, and policy spaces, with a view to understanding how they negotiate contradictions between policy idealisations and pedagogical realities, particularly as they pertain to linguistic hierarchies, assessment regimes, and national identity narratives.
Here is the projected timeline:
- Deadline for abstract submission: 15 October 2025
- Notification of acceptance: 31 October 2025
- Full chapter submission: 31 March 2026
For specific information on proposed/suggested topics and themes, as well as the overarching theoretical framing of the call, please check the full call for abstracts at this link.
This is an open call for abstracts. Please feel free to circulate and share it amongst your networks.
If you have any questions, feel free to contact us at [email protected]
We look forward to hearing from you and reading your proposals.
Sincerely,
Associate Professor Leonardo Veliz
University of New England, Australia
Associate Professor Takako Kawabata
International Professional University of Technology in Nagoya, Japan.