CALICO Journal Special Issue: XR: Crossing Reality to enhance language learning
Co-editors: Randall Sadler (University of Illinois at Urbana-Champaign) and Tricia Thrasher (University of Illinois at Urbana-Champaign)
This special issue of the CALICO Journal will explore the use of Cross Reality (XR), which includes Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) in the learning of language and culture.
Virtual Reality (VR)
Augmented Reality (AR)
Mixed Reality (MR)
The user is fully immersed in a 360-degree virtual environment with no interaction with the surrounding ‘real’ world.
The user wears no headset but uses a device (typically a phone) to overlay digital objects or text onto the surrounding real world, such as Google AR in the image above.
The user wears a headset such as the Microsoft HoloLens that allows them to see the real world around them but virtual elements appear in the environment to enhance it.
CALL research across these realities has become more commonplace in recent years. However, there is still a critical need to advance theoretical understanding and examine the efficacy of XR on language learning outcomes. Contributions to this special issue will specifically further work on learning theories in XR, report on empirical research that emphasizes XR’s impact on learning, and explore innovative approaches to using XR in language learning. The editors seek contributions from researchers and educators that move beyond users’ perceptions of XR environments and specifically examine the processes and efficacy of XR language teaching and learning.
Content areas for contributions include—but are not limited to—the following:
1. Theoretical considerations exploring the unique contexts of language teaching and learning in XR settings;
2. XR empirical research studies examining the effectiveness of XR environments for language and (inter)cultural learning;
3. Instructor and student perspectives and experiences with XR;
4. Critical reflections on curriculum and pedagogical innovations as well as implications for language teacher education and professional development with regards to XR;
We encourage full-length (approximately 6,000–8,000 words, all-inclusive) conceptual/ theoretical contributions and empirical studies. Authors are strongly encouraged to contextualize their contribution within appropriate theoretical and developmental frameworks. Empirical studies are particularly encouraged and critical review pieces are also welcome.
Any questions about the volume should be addressed to volume co-editors: Randall Sadler and Tricia Thrasher at firstname.lastname@example.org.
Submission deadline for abstracts is September 15, 2021
· September 15, 2021: Submit an initial proposal of no more than 750 words to the volume editors (see attached template)
o To send your proposals, attach it as a Word document to an email and send it to this address: Initial.email@example.com Doing so will put your file directly into the Editors’ Box storage.
o If authors have any questions or queries, please contact the guest editors at firstname.lastname@example.org
· October 1, 2021: Decisions on proposal made and full-length manuscript invitations sent out.
· March 1, 2022: Full-length manuscripts due, and must comply with CALICO’s formatting guidelines (will include link).
· August 15, 2022: Full-length final draft of manuscripts due
· February 2023: Special Issue Publication
Special Issue to be published in February 2023. Please note that abstract acceptance does not guarantee publication of the submitted manuscript. All manuscripts will be subject to a double-blind peer review process.
Another new item by CALICO for members to enjoy but also nonmembers. Take a moment and read a byte. I bet you’ll enjoy it and also learn something interesting.
Our graduate student special interest group chair has been hard at work putting together events for our graduate students, like the panel in January on alternate career paths for PhDs. She’s also produced this very informative newsletter that should be of interest to all CALICO members.
Bryan Smith, Arizona State University
Ana Oskoz, University of Maryland Baltimore County Book Review Editor
Oksana Vorobel, BMCC, CUNY
Learning Technology Reviews Editor
Theresa Schenker, Yale University
Esther Horn, CALICO
Assistant to the Editors
Michael Winans, Arizona State University
CALICO Journal http://equinoxpub.com/CALICO ISSN: 2056-9017 (online)
The CALICO Journal, founded in 1983, moved to Equinox in 2015. CALICO Journal is the official publication of the Computer Assisted Language Instruction Consortium (CALICO) and is devoted to the dissemination of information concerning the application of technology to language teaching and language learning. The journal is published online-only, is fully refereed and publishes research articles and studies and software and book reviews. Three issues appear annually and normally one of them is a thematic issue on current discourses and developments in Computer-Assisted Language Learning. CALICO’s international editorial board and large group of authors and reviewers reflect its global readership.
A scholarship has been set up in Dr. Fischer’s name, through the World Languages and Literatures Department at Texas State University. At first the scholarship was designated for French undergraduate majors but has now been expanded to include any language major. In order for the scholarship to reach endowed status, we need to raise $25,000.
We are half-way there!!
If you have the means to make a donation to the scholarship, please click the link below and give what you can. Thanks for any help!!
In an effort to make your CALICO membership worth even more to you and offer you something which might be of help during your busy schedule, CALICO brings you CALL Research Briefs which are digest-length summaries of current CALL research articles.
CALICO Book Series: Advances in CALL Research and Practice (https://calico.org/book-series/)
CALL FOR CHAPTER PROPOSALS
2022 CALICO Book Title: IDENTITY, MULTILINGUALISM, AND CALL Chapter Proposals due – August 1, 2020
Guest Editor: Liudmila Klimanova, Ph.D.
Interest in digital multilingual identity in the fields of applied linguistics and language education has been growing exponentially in recent years, encompassing new variables and realities of life, such as translanguaging, heightened multilingualism, linguistic superdiversity, multimodal computer-mediated communication, and even social justice and forensics (e.g., Chiang & Grant, 2018; Grant & Macleod, 2016). New theoretical assumptions and recent global challenges urge us to problematize the construct of virtual identity (Kramsch, 2009) in the face of globalization, increased virtual connectedness, and the hybridizing of transcultural and translingual practices and intersecting physical movements of people (Canagarajah, 2013; De Costa & Norton, 2016; Higgins, 2011). Singling out identity research within the field of computer- assisted language learning (CALL) is particularly critical in the era of hyperlingualism, a form of multilingualism characterized by the increased participatory nature of digital communication and the provision of multiple languages in digital contexts, leading to “a kind of hyper-differentiation in relation to language, whereby more and more languages are achieving their own bounded spaces and places of use on the web and in other digital contexts” (Kelly-Homes, 2019, p. 31).
This volume will contribute to this new body of interdisciplinary research, featuring theoretical papers and research studies of identity performance and multilingual communication in institutional and cross-cultural computer-mediated social environments. Of particular significance to the field of multilingual CALL are critical issues associated with informal language learning, and learner identification ‘in the wilds” – digital contexts or virtual communities that are not governed by a formally recognized educational provider (Sauro & Zourou, 2019).
The editors invite chapter proposals on a range of topics and empirical contributions that address these and related lines of inquiry connected to critical pedagogies, intercultural education, monolingual hegemonies in virtual spaces and social networks, learner and teacher identities, multimodal and multilingual identity performances and linguistic inequality in digital social spaces. In particular, we seek original
submissions that present diverse theoretically grounded and methodologically rigorous empirical studies in CALL, focusing on the study of multilingual identity and self-concept in virtual interaction. Studies may include, but are not limited, to the following:
New theoretical approaches to the study of hyperlingualism (as a new form of multilingualism) and identity in CALL contexts;
Conceptual chapters that address new methodological approaches for researching digital identity and multilingualism in CALL;
Empirical research on the intersection of multilingualism\hyperlingualism\ideolingualism and identity performance in digital environments;
Classroom-based research studies of teacher and learner positioning and identity enactment in instructional digitally-mediated language learning contexts;
Impact of multilingualism on intercultural education.
Potential authors should provide a chapter proposal and a brief bio. The proposal should be detailed enough to provide a clear idea of the content of the full chapter. Full chapter submissions of 6,000 – 8,500 words will be due on January 15, 2021. For questions, contact 2022 CALICO Book Guest Editor, Liudmila Klimanova (email@example.com).
What to include in the chapter proposal:
- Tentative chapter title
- 75-100 word biographical statement for each author (job title, department, university name, university location plus any research interests or recent publications)
- 350-500 word abstract:
- overview of the key idea, issue or research question
- relationship of the key idea or issue to the thesis of the book theme
- potential implications and audience
Send your chapter proposal as a MS Word document via email by August 1, 2020 to firstname.lastname@example.org. Please note that abstract acceptance does not guarantee publication of the submitted manuscript. All manuscripts will be subject to a double-blind peer review process.
- August 1, 2020 – chapter proposals/expression of interest due
- August 15, 2020 – notifications to authors
- January 15, 2021 – full chapters due (6,000 – 8,500 words)
- March 15, 2021 – double blind peer reviews sent to authors
- June 15, 2021 – revised chapters due
- July 1, 2021 – full volume sent to Publisher
- Spring 2022 – anticipated publication
Canagarajah, A. S. (2013). Translingual practice: global Englishes and cosmopolitan relations. Routledge.
Chiang, E. & Grant, T. (2018). Deceptive identity performance: Offender moves and multiple identities in online child abuse conversations. Applied Linguistics, 1-25.
Grant, T., & Macleod, N. (2016). Assuming identities online: Experimental linguistics applied to the policing of online pedophile activity. Applied Linguistics, 37(1), 50-70.
De Costa, P., & Norton, B. (2016). Identity in language learning and teaching. Research agendas for the future. In S. Preece. (Ed.), The Routledge Handbook of Language and Identity. Routledge.
Domingo, M. (2016). Language and identity research in online environments. A multimodal ethnographic perspective. In S. Preece (Ed.), The Routledge Handbook of Language and Identity. Routledge
Higgins, C. (2011). Identity formation in globalized contexts: language learning in the new millennium. Mouton de Gruyter.
Kelly-Holmes, H. (2019). Multilingualism and technology: A review of developments in digital communication from monolingualism to idiolingualism. Annual Review of Applied Linguistics, 39, 24-39.
Kramsch, C. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford University Press.
Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1–7.
For those of you interested in specific types of computer-assisted language learning, you might want to take a minute and look through CALICO’s special interest groups and see if you’d like to join one or more of them.
Here are a couple of newsletters recently published by the Graduate Student SIG and the Virtual Worlds SIG
Three awards are presented each year: Access to Language Education, Outstanding Graduate Student and Best Article
This year’s Access to Language Education Award, in association with the Esperantic Studies Foundation, was awarded to Qing Ma Angel and team for their website The Corpus-Aided Platform for Language Teachers (CAP)
This year’s Robert A. Fischer Outstanding Graduate Student Award was given to Margherita Berti of the University of Arizona.
And last but not least, an award was given for Best Article in the CALICO Journal for Volume 36 to Lara Lomicka Anderson and Fabrizio Fornara: Using Visual Social Media in Language Learning to Investigate the Role of Social Presence