Call for Chapter Proposals 2027 Book Series

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We are currently seeking chapter proposals for the 2027 Advances in CALL Research and Practice edited volume. In the volume, entitled CALL at the intersection between language and culture, we aim to feature contributions that explore the symbiotic relationship between language and culture. Since the way technology can enhance this relationship is continuously changing as digital resources evolve, this volume will focus on current technological advancements to foster language learners’ linguistic and cultural abilities within the foreign language classroom. 

This volume will be part of the CALICO book series and published through University of Toronto Press. See full description in the attached document.

The deadline to submit 300-500-word chapter proposals is June 27, 2025. Please email your proposals to the co-editors below.

Sofia Di Sarno-García (s.disarno@upm.es)

Abraham Cerveró-Carrascosa (abraham.cervero@uv.es)

CALL at the intersection between language and culture

The book will contribute to the field of Computer-Assisted Language Learning by further exploring the relationship between language and culture. This symbiotic relationship has been acknowledged by a number of authors (e.g., Jackson, 2019; Sykes, 2017), but the way technology can enhance it is continuously changing as digital resources evolve. In such a globalised world, learners shape their identities through the use of different additional languages (L2, L3, L4, etc.) in technology-enhanced settings, which exposes them to a vast amount of social interactions (González-Lloret, 2021). It is precisely thanks to the connectedness that technology brings to our lives that boundaries between languages and cultures are becoming more and more blurry, challenging views of language teaching such as native-speakerism (see Hildeblando Júnior, 2023), while interculturality and multilingualism are not only accepted but desired goals in the teaching and learning of additional languages. The connection between language teaching, identity, and technology has started to be explored by authors such as Alonso-Belmonte and Vinagre (2017) but, to our knowledge, this has not been covered in book format. Chapters will be focused on, but not limited to, how the following practices and technologies influence learners’ language and intercultural competence development:

  1. Virtual Exchange (VE)/telecollaboration/Collaborative Online International Learning (COIL):

Although a vast body of literature addresses the potential of VE/telecollaboration/COIL to develop language learners’ intercultural communicative competence, few of them have analysed the connectedness of culture and language, as well as L2 pragmatic competence development, in this particular setting (e.g., Chun, 2011; Di Sarno-García, in press). In line with this approach, Hauck’s (2023) model of Critical VE includes translanguaging as an accepted strategy within VE, rather than something to be avoided. This aligns with Byram’s (1997, 2021) paradigm shift from the native speaker model to the intercultural speaker model, which is the desired goal in foreign language teaching.

Questions as the focus for potential contributions: 

  • How can translanguaging practices be implemented in VE/telecollaboration/COIL?
  • How can VE/telecollaboration/COIL help overcome the native speaker model?
  • How can VE/telecollaboration/COIL foster equity, diversity, and inclusion (EDI) within the foreign language classroom by adopting an intercultural perspective?
  • Can VE/telecollaboration/COIL be used to develop empathy through language learning?
  1. Virtual reality / Augmented Reality

Virtual reality (VR) and Augmented Reality (AR) allow the creation of immersive environments as well as interactive simulations which offer a contextualised experience for language learning, including cultural aspects. Although some studies on the usefulness of VR / AR in teaching pragmatic aspects have been published, most of them focus on English or are limited in terms of sample size and duration.

Questions as the focus for potential contributions: 

  • What evaluation methods can be used to assess the acquisition of linguistic and intercultural aspects through VR?
  • What pedagogical models can be implemented to teach linguistic and intercultural aspects simultaneously?
  • How can technological barriers be overcome to reach a wider variety of students from different cultures?
  • Can VR be used to develop empathy through language learning?
  1. Artificial Intelligence tools

Since the launch of ChatGPT by OpenAI in 2022, its use, as well as that of other AI tools, has spread among language teaching and learning settings. This has been used particularly to foster specific language skills such as writing, but its potential to foster language learners’ intercultural competence is yet to be explored. 

Questions as the focus for potential contributions: 

  • In what ways can AI foster the acquisition of intercultural competence through language learning?
  • Can AI help language teachers create adequate teaching materials to foster language learners’ L2 cultural knowledge?
  • Can chatbots be used to simulate intercultural interaction? If so, is it as accurate as human interaction?
  • Can AI be used to develop empathy through language learning?
  • What ethical considerations arise when using AI for intercultural language learning?
  1. Massive Online Open Courses (MOOCs)

MOOCs are a powerful tool to teach foreign languages, not only linguistic aspects but also pragmatic and intercultural competence. Thanks to their accessibility, they offer a collaborative environment for learners to interact with students from different cultures through forums and discussions. Although in the past 10 years some studies have emerged on the usefulness of MOOCs to foster language learners’ intercultural competence, the field is still evolving.

Questions as the focus for potential contributions: 

  • MOOCs have traditionally been used to teach English, Spanish, or Chinese. Can they be used to teach minority languages and cultures? If so, which ones?
  • What are the long-term effects of MOOCs on language learners’ intercultural development?
  • How can we make MOOCs equitable, diverse, and inclusive?
  • Can MOOCs be used to develop empathy through language learning?

We particularly encourage submissions from scholars and researchers in underrepresented contexts to broaden the scope of perspectives included in this volume.

References

Alonso-Belmonte, I., & Vinagre, M. (2017). Interculturality and identity in computer-mediated communication: findings from L2 teaching contexts. Computer Assisted Language Learning, 30(5), 343–350. https://doi.org/10.1080/09588221.2017.1321329

Byram, M. (1997). Teaching and assessing intercultural communicative competence (1st ed.). Multilingual Matters.

Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence Revisited (2nd ed.). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781800410251  

Chun, D. M. (2011). Developing intercultural communicative competence through online exchanges. CALICO Journal, 28(2), 392–419. https://doi.org/10.11139/cj.28.2.392-419

Di Sarno-García, S. (in press). Acquiring pragmatic and intercultural communicative competences in the digital era: a telecollaboration study. Bloomsbury Academic.

González-Lloret, M. (2021). L2 pragmatics and CALL. Language Learning & Technology, 25(3), 90–105. http://hdl.handle.net/10125/73451  

Hauck, M. (2023). From Virtual Exchange to Critical Virtual Exchange and Critical Internationalization at Home. The Global Impact Exchange, 9-12.

Hildeblando Júnior, C. A. (2023). Virtual Exchange as a Third Space to Decolonise ELT (VETSDELT) project: report on its first action-research cycle. In Orsini-Jones, M., Hildeblando Júnior, C.A., Cerveró-Carrascosa, A., Di Sarno-García, S. & Aşik, A. (Eds.). (2023). Discussing Global Citizenship in Language Learning and Teaching – Symposium Proceedings Coventry University November 2022. Coventry University. https://doi.org/10.18552/GLEA/2023/0001  

Jackson, J. (2019). Intercultural Competence and L2 Pragmatics. In N. Taguchi (Ed.), The Routledge Handbook of Second Language Acquisition and Pragmatics (1st ed., pp. 479–494). Routledge. https://doi.org/10.4324/9781351164085-31  

Sykes, J. M. (2017). Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 118–133). Wiley Blackwell. https://doi.org/10.1002/9781118914069.ch9 

Production timeline

June 27, 2025: Deadline for submission of chapter proposals

July 18, 2025: Editors send authors proposal acceptances 

March 6, 2026: Full chapter submissions due

April 24, 2026: Authors receive comments from editors and reviewers

May 18, 2026: First revision due

July 6, 2026: Second revision due

Spring 2027: Anticipated publication date

Editors

Sofia Di Sarno-García

Sofia Di Sarno-García is Assistant lecturer at the Universidad Politécnica de Madrid (Spain), where she teaches English for Professional and Academic Communication to engineering students, and is a member of the GIEM innovation group. Sofia is also a member of the Technology-Enhanced Language Learning and Multilingual Education (TELL-ME) group from the Universitat de València (Spain). She holds an international PhD in Applied Linguistics from the Universitat Politècnica de València (Spain) as a member of the CAMILLE research group. Her main research interests include interlanguage pragmatics, intercultural communicative competence, and telecollaboration. Her research has appeared in both national and international volumes and journals, and she is the main editor of the volume Telecollaboration Applications in Foreign Language Classrooms (IGI Global, 2023). She is also about to publish a monograph entitled Acquiring pragmatic and intercultural communicative competences in the digital era: a telecollaboration study (Bloomsbury Academic). Besides, Sofia is currently Assistant Editor of the journal The Eurocall Review and collaborator of the International Association for Teaching Pragmatics (ITAP).

Abraham Cerveró-Carrascosa

Abraham Cerveró-Carrascosa holds an international PhD in Language and Literature Teaching  from the University of València where he teaches English and TEFL. He belongs to the Pedagogical School Content Knowledge  (CDC) research group and collaborates with the Technology-Enhanced Language Learning and Multilingual Education (TELL-ME) group, both from the University of València. He also belongs to the AILA group on English as a Medium of Education, Multilingualism and the SDGs: Equity, Diversity and Inclusion.

He has taken part in different research state-funded projects concerning language teaching in pre-service teacher education. He has contributed to numerous international conferences and served as part of the scientific committee. He has published articles (International Journal of Computer-Assisted Language Learning and Teaching, Edutec and Reidocrea) and book chapters (IGI Global, Graó and Dykinson) on telecollaboration, active methods, multilingual policies and writing processes in pre-service teacher education. He has served as a reviewer for several national and international journals and publishers and has been a member of the editorial board of several international journals (IJAITL, IJCALLT, JVE). He received the BESST Award at the EARLI SIG writing 2018 conference.