Call for Contributions
New Ways in Teaching Business English
Deadline EXTENDED: 1 June 2013
Deadline EXTENDED: 1 June 2013
To contribute, please contact editor Evan Frendo.
Length
400–800 words
Scope and Purpose
- Editors Clarice S. C. Chan and Evan Frendo seek contributors for a volume in TESOL’s New Ways Series titled New Ways in Teaching Business English. The content will include business English teaching ideas and activities in the following areas:
- Assessing needs in the classroom (e.g., negotiating the syllabus, analyzing workplace processes, task-based needs analysis)
- Spoken business communication (e.g., socializing, meetings, negotiations, rapport building, job interviews)
- Written business communication (e.g., correspondence, reports, proposals, job applications, specifications, websites)
- Learning from real-life business language (e.g., genre analysis, corpus analysis, discourse analysis)
- Promoting learner autonomy (e.g., online resources, social networking, experiential learning, self-access, peer-/self-evaluation, reflection)
- Intercultural business communication (e.g., corporate culture, critical incidents, working in international teams)
The editors particularly welcome research-informed perspectives on teaching language for business (e.g., genre analysis of authentic interactions, corpus-informed materials and methods) as well as activities that make use of technology (e.g., tablets, smartphones) and social media (e.g., wikis, blogs, Facebook, Twitter, Youtube). Audience
Business English practitioners (e.g., teachers, course developers, materials writers, teacher trainers) working in a number of different contexts, including universities, language schools, corporate training departments, one-to-one teaching, and freelance consulting.
Format
The volume will adopt the at-a-glance, simple lesson plan format used in other volumes in the New Ways Series (see, e.g., sample pages from New Ways in Teaching Reading).
Submission Format
- Title
- Contributor’s name
- Contributor’s email address (for communication with the editors)
- Levels, context, and type(s) of learner (beginning, intermediate, advanced, etc.; pre-experience learners in university/school contexts, job-experienced learners, company training)
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Aims (e.g., develop cross-cultural communication skills, develop learner autonomy, awareness-raising of grammar, lexis, and/or pragmatics)
- Class time / Out-of-class time
- Preparation time
- Resources
- Rationale (e.g., concepts, theories, and research findings on which the activity is based; the learning objective of the activity)
- Procedure /tasks
- Caveats and options (e.g., how to adapt the procedure/tasks for different situations, such as for another teaching context or for teachers or learners with less or more access to or expertise with using technology)
- References and further reading (please ensure that in-text citations and reference list items are all formatted according to the APA style)
- Appendix (e.g., sample concordance lines, worksheets, authentic materials with copyright cleared)
Review Process
Please send contributions to editor Evan Frendo. All contributions will be vetted by the editors and given a final review by the TESOL Book Publications Committee. Authors will be notified of acceptance as soon as possible after the submission deadline. There will be no automatic acceptance, and acceptance will not be confirmed until the book has gone through all the necessary reviews. Terms of Publication
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TESOL requires all contributors to assign their copyright to the association. Please do not submit work that has been previously published, contains plagiarism, is currently under consideration elsewhere, or is already under contract, and do not submit work for which you wish to retain copyright.
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TESOL requires contributors to sign a contract that includes a confirmation that they have complied with ethical standards of research with human subjects, if applicable.
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There is no financial compensation for the contribution.