Candlin & Mynard ePublishing: encouraging, exploring, enabling
Learning Languages with Technology Series
The “Learning Languages with Technology” series explores and exploits the roles technology plays in language teaching and learning. Each ebook links theory to practice and back again with case studies, examples, practical resources and practice activities. All of the ebooks in the series put the learner and language learning first by exploring how technology (activities and hardware) can enhance students’ learning experiences. Volumes in this series will be either single-authored or joint-authored ebooks. We are especially keen to publish works that incorporate examples from international contexts. Ebooks in this series will be around 60,000 words in length (about 160 pages). Each ebook and its authors receive close series editorial guidance throughout the development process. We would be interested in hearing from potential authors of titles in this series.
Primary audiences for the ebooks include:
All the ebooks are designed for practicing language educators who are reasonably comfortable with using technology in general, but do not necessarily have any specific experience with CALL. At the same time, educators with some CALL expertise will appreciate the creative ideas presented in the ebooks.
Structure of the ebooks in the series
The books all follow a similar structure and including six distinct parts. We want to ensure readers are involved in the co-constructing awareness and knowledge process throughout the ebooks. We assume that readers will most likely be experienced educators and practice-related scholars with some prior knowledge of the field. The ebooks include reflection questions and tasks allowing readers to make links to their own contexts.
This section outlines the purposes and audiences of the book
2. BACKGROUND KNOWLEDGE “What we know about the topic”
This short section sets out the groundwork for the rest of the book. It include details of the research background (including a very brief review of the literature on the topic), and reviews the role of technology in supporting language learning development. We want to achieve authoritative jargon-free texts which are accessible to our primary audiences
3. PRACTICE “How we can put ideas into practice”
This section contains around six different ways of supporting the language study area with technology. Each of the ways offer three or four practical examples and lesson plans which language educators could use with their learners. These examples of practice are either written by the main author(s), or provided by other contributors that the authors have selected.
4. CASE STUDIES “Real examples from the classroom”
This section will offer actual examples of how educators and learners in a range of contexts are using technology in order to support the topic in question. Authors offer insights on how a particular activity or approach has actually been put into action. Reflections on some of the challenges as well as the successes are included. The case studies are either written by the main author(s) or by other contributors chosen by the authors.
5. APPLICATION “Creating your own practice activities”
This section guides readers by:
At the same time, this section will include usable classroom-focused tools to guide these processes such as frameworks, checklists, observation sheets, or reflective questionnaires.
This section enables readers to extend what they already know. It contains annotated references, access to websites, example worksheets or other resources that readers might find useful. Extra content is linked to the accompanying ebook website.
Titles currently under consideration include:
Prospective authors should contact the series editors giving a brief overview of their focus area. Depending on the scope, we will then provide a proposal form and solicit further details and sample material.