Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Edited by Ashton E. Dawes and Kathryn Jurns (Positive Pedagogical Praxis Series)
(Released June 20, 2026) Details

Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices showcases innovative activities for L2 writing classrooms. The goal for this volume is to provide teachers with practical tools to incorporate communication into writing classes, creating opportunities for students to interact and discuss both their writing and the writing process.
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This volume shares research and practices from tertiary educators across a variety of contexts and a range of student proficiency levels. Collectively, the authors discuss the themes of re-imagining peer review as a communicative, cognitive, and confidence-building practice. Chapters describe communication as an engine of learning and explore how technology can enhance peer review and communication without sacrificing the human element. By integrating these activities or making adaptations to better meet the needs of their class, teachers can help students build confidence as language learners and authors, leading to more engaging and purposeful discussions in L2 writing classrooms.

Artificial Intelligence in Japan’s Language Learning Classrooms
Edited by Robert Dykes, Oliver Edwards, Dave Bollen, and Tina Shu-wen Lin (Life and Education in Japan Series)
​(Released June 8, 2026) Details​

Artificial Intelligence in Japan’s Language Learning Classrooms brings together leading researchers and practitioners to explore how generative AI is reshaping language education in Japan. Moving beyond initial enthusiasm and concern, the volume offers a nuanced and critical examination of AI’s role in second language acquisition, classroom practice, and institutional policy. The contributors highlight a wide range of perspectives, from practical applications such as AI-assisted feedback, writing support, and pragmatic instruction, to broader questions about motivation, teacher beliefs, and the evolving roles of learners and educators.

At the same time, the authors engage directly with pressing challenges, including issues of ethics, bias, academic integrity, and the implications of AI for equitable and inclusive language education. Grounded in the Japanese context yet relevant to global debates, this volume provides valuable insights for educators, researchers, and policymakers seeking to understand and respond to the rapidly changing relationship between language learning and artificial intelligence. 

Learning to Lead, Leading to Learn: Lessons for Language Educators
Andy Curtis (Released: May 16, 2026)

Learning to Lead, Leading to Learn: Lessons for Language Educators offers a bold and original exploration of leadership in language education - one that moves beyond abstract theory and managerial checklists. Based on extensive reviews of leadership research in healthcare, higher education, and the non-profit sector, the book distils decades of scholarship into clear, accessible insights that language educators can apply meaningfully to their own contexts. These literature-based perspectives are complemented by deeply personal narrative vignettes that bring leadership dilemmas, ethical tensions, and professional turning points vividly to life. 

​Written for language educators already in leadership roles (or likely to assume them), this book challenges readers to reflect on who they are as leaders, not just what they do. With clarity, candour, and a distinctive narrative voice, Andy Curtis invites readers to derive their own leadership lessons through reflection, dialogue, and critical engagement. More details...

Language Learner Autonomy: A Practical Guide ​
by David Little (Released: April 30, 2026)

Drawing on more than forty years of research and practice, David Little presents a coherent pedagogical approach grounded in dialogue, participation, reflection, and purposeful use of the target language from the very first lesson.

The book focuses on seven interrelated features of the language learner autonomy approach, including sustained classroom dialogue, the development of learners’ skills of self-management, recursive cycles of planning and evaluation, the use of logbooks to document learning, the central role of writing, and a distinctive approach to grammar and accuracy. Throughout, emphasis is placed on practical classroom decision-making and the teacher’s role in creating learning environments that foster learner agency, confidence, and long-term proficiency. More details...

The Learning Mindset Notebook: A 12-Week Reflective Journal for Language Learning
​by Satoko Kato and Mioko Yoshinaga (Released February 18, 2026)

The Learning Mindset Notebook: A 12-Week Reflective Journal for Language Learning is a guided, hands-on companion for learners who want to take meaningful control of their language learning journey. Built around eight carefully sequenced principles drawn from psychology and reflective practice, this notebook leads learners through 31 structured activities that connect past experiences, present realities, and future goals.

Over 12 weeks, the notebook integrates reflection with action through dedicated monthly, weekly, and task-planning pages, helping learners turn insights into concrete learning practices. Over three months, users are supported to develop motivation, self-awareness, effective planning habits, and well-being, while creating a personalized record of their learning journey that they can return to again and again. More details...