Call for New Proposals: English Language Teaching Development Series

Deadline: 1 September 2017

Following the successful publication of the first 2​5 volumes in the English Language Teacher Development (ELTD) series, TESOL Press and Series Editor Tom Farrell are seeking proposals for the following new topics:

1. Project-Based Learning (PBL)
2. Teaching English for Specific Purposes
3. Task-Based Language Teaching (TBLT)

Authors should be language educators who are experienced in their topic areas.
 

Scope and Purpose of the ELTD Series

The best-selling English Language Teacher Development series is aimed at issues important to practicing teachers of English to speakers of other languages (ESOL). ESOL includes ESL (English as a second language), EFL (English as a foreign language), EIL (English as an international language), or TESOL (teaching English to speakers of other languages). 

Practicing teachers use the series to update themselves with current research and theories that can be easily translated into practical classroom applications.  Each topic shows a clear transition from recent updates in theory together with how this theory can be put into practice [1/3 theory and debate of theoretical issues followed by 2/3 practical applications that teachers can implement]. Each topic must demonstrate up-to-date knowledge of research and theory and current debates and a discussion on how this new research can be put into practice for teachers in everyday classrooms via reflection questions.

Audience
The audience for the series is teachers, lecturers, researchers, postgraduates, and administrators, specifically, 
  • Classroom English language teachers who wish to further their professional development via in-service teacher development courses  
  • Program administrators, supervisors, and teacher educators who are responsible for providing professional development opportunities for teachers 
  • Those taking graduate courses in ELL/TESOL/applied linguistics who are interested in the field of second language learning and teaching 
  • Teachers of languages other than English and those who work with these teachers 
Series Format
The series is envisioned as a sequence of 10,000-word booklets that include the following section parts:
  • Topic
  • Explanation of theoretical issues
  • Translation of theories into classroom practice
  • Reflection questions (throughout)
  • References (not too many)
  • Contributor (brief author bio, e.g., 50 words)
In addition, contributions to the ELTD series must include
  • Jargon-free writing, accessible to both native- and nonnative-English- speaking teachers;
  • Clear explanations of theoretical issues; and 
  • Reflection questions throughout to encourage readers to interact with the text and to come up with their own creative ways of interpreting new theories and research for their own particular contexts.
Series Authors
Authors should be language educators who are emerging or experienced in their topic areas. Topics and author selection are under the purview of the series editor, Thomas S. C. Farrell, Professor of Applied Linguistics at Brock University, Canada. 

Requirements for Proposal Submissions

Please submit a 500-word summary of your proposed topic for initial consideration by 1 September 2017, Your proposal should describe the following:

  • Explanation of theoretical issues
  • Translation of theories into classroom practice
  • A sample of reflection questions
  • References and further reading
Proposals will be judged on the appropriateness for the series format.

Copyright
All authors will be asked to sign a royalty agreement, which includes assignment of copyright to TESOL International Association. Please do not submit work that has been previously published, is currently under consideration elsewhere (or is already under contract), or that you wish to retain copyright. 

Submission Guidelines
Email your proposal, your current CV, and a cover letter (be sure to include your full mailing address, primary phone number, and preferred email address) to:

Thomas S.C. Farrell
Department of Applied Linguistics
Brock University'
St Catharines, Canada
tfarrell@brocku.ca