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CALICO Journal 43:1, Special Issue Call for Papers

Special Issue Title: Inclusion & Diversity in CALL,
CALICO Journal 43.1 (February, 2026)

Co-editors: Carolyn Blume (TU Dortmund), Jules Buendgens-Kosten (Goethe University Frankfurt), Peter Schildhauer (Bielefeld University)

In theory, digitalization offers new opportunities to meet learners’ needs. This is especially true for those learners whose needs are considered atypical or who are at risk of educational exclusion due to marginalization or as a result of systemic barriers that interfere with participation. The potential role of computer-assisted language learning (CALL) is particularly important, given the centrality of digital media and mediatization to contemporary communication, language learning, and inclusion (Alper & Irons 2020; Blume & Bündgens-Kosten 2023; Reinhardt & Thorne 2017; Sauro & Zourou 2019). However, while an increasing number of conceptual proposals and practical recommendations address the potential of CALL to mediate inclusion, only a small proportion of these initiatives have been empirically assessed (Belda-Medina 2022; Kasch 2020; Ralston 2016). Advancements have been made since Hockly’s 2016 lament regarding the lack of “rigorous research studies” (p. 335), but analyses at the nexus of diversity and CALL – especially as regards disabilities beyond sensory and motor disabilities, and languages besides spoken English – remain rare. The available research, for example, regarding individual learner differences and CALL focuses primarily on universal factors contributing to learner heterogeneity in language learning, such as age, socioeconomic status, or aptitude (Dausend & Nickel 2017; Puebla et al. 2022). Other research that examines inclusive education via and with digital media generally does not consider additional or foreign language learning (e.g., Holz et al. 2023; Ikeshita-Yamazoe & Miyao 2014; Ringland 2019). As such, the growing research base does not, as yet, do justice to the complexity of diversity among disabled or marginalized language learners in CALL environments. This also applies to the complex, intersecting ways in which learners who may be seen as atypical or who are threatened by educational discrimination due to aspects of their identity are ill-served. This special issue seeks contributions that address these issues. 

The role of digital media and tools stretches far beyond that of a potentially compensatory or additive element for inclusive language learning. Rather, digitalization can be understood as a process of mediatization, in which existing communicative practices and social processes are modified by new interactive means and forms (cf. Hepp 2020). The resulting culture of digitality (Stalder 2018) is marked by new forms of community building (cf. Jenkins 2009), (re-)mixing and sharing digital artifacts, as well as algorithmicity. Digital genres and semiotic modes used for creating meaning and forming identity are increasingly diversified.  The New London Group’s (1996) call for a “pedagogy of multiliteracies” in response to these changes needs to be further examined in relation to its implications for a wide range of learners (cf. Schildhauer et al. 2020).  

There are many ways that digital media, tools, and practices for language learning can accommodate learners who have physical or sensorial preferences, who are neurodivergent or who experience chronic illness. Some of these tools, applications, and activities are designed especially for specific groups of these learners, while others might achieve usefulness through universal design, similar accessibility-focused perspectives, or even incidentally. Hockly (2016) points to several studies that illustrate how “everyday technologies,” such as multimedia texts, voice recording apps, and individualized systems can support language learning for disabled English language learners in TESOL contexts. Such developments can theoretically lead to improved CALL for all, as a wider variety of individual needs among diverse learners drives didactic and technological advancement and adaptivity. However, much remains to be done. 

This thematic issue seeks contributions that will contribute to our understanding of how digital tools and digital communication practices can facilitate inclusive language learning in different contexts. Possible topics include, but are not limited to: 

  • Evaluations of existing CALL tools and materials with a focus on the target groups outlined above
  • Analyses of existing barriers in CALL
  • Conceptual and empirical work related to CALL and different dimensions of heterogeneity (including, but not limited to, physical or sensorial differences, neurodiversity, cognitive ability, chronic illness, language modality)
  • Conceptual and empirical work related to language educators and their perspectives, needs as well as necessary competences regarding the implementation of CALL in the target groups outlined above

Please send initial expressions of interest and/or queries to the following email addresses:, and


May 15th, 2024: Initial expressions of interest/proposals of no more than 750 words. This proposal should address the theoretical framework employed, justification for the study, research questions, methodology, findings (where available), and implications for future research or pedagogy. For theoretical pieces, ensure the proposal includes a clearly articulated problem and a proposed solution.

August 30th, 2024: Invitation for full manuscripts of no more than 8,500 words including abstract and references (Please note that an invitation to submit a full-length manuscript does not guarantee publication in the special issue).

Dec. 1st, 2024: Full manuscript due to editors

Dec. 15th, 2024:  Anonymized manuscripts sent to at least two external reviewers

March 1st, 2025: Round one peer review due to editors

June 1st, 2025: Revised drafts due to editors

August 15th, 2025: Final revised manuscripts due

February 2026: Special issue publication


Alper, M., & Irons, M. (2020). Digital socialising in children on the autism spectrum. In L. Green, D. Holloway, K. Stevenson, T. Leaver, & L. Haddon (Eds.), The Routledge companion to digital media and children (pp. 348–357). Routledge.

Belda-Medina, J. (2022). Promoting inclusiveness, creativity and critical thinking through digital storytelling among EFL teacher candidates. International Journal of Inclusive Education, 26(2), 109–123.

Blume, C., & Bündgens-Kosten, J. (2023). The role of digitality for neurodivergent English language learners: Agency and well-being within and outside the ELT classroom.AAA: Arbeiten aus Anglistik und Amerikanistik/Agenda: Advancing Anglophone Studies, 48(2), 211–235.

Dausend, H. & Nickel, S. (2017). Tap’n’Talk – Differenzierte Förderung von Sprachproduktionen durch tabletgestützte Lernaufgaben. In S. Chilla & K. Vogt (Eds.), Heterogenität und Diversität im Englischunterricht. Fachdidaktische Perspektiven (pp. 179-203). Peter Lang.

Hepp, A. (2020). Deep mediatization. Routledge.

Hockly, N. (2016). Special educational needs and technology in language learning. ELT Journal, 70(3), 332–338.

Holz, H., Ninaus, M., Schwerter, J., Parrisius, C., Beuttler, B., Brandelik, K., & Meurers, D. (2023). A digital game-based training improves spelling in German primary school children: A randomized controlled field trial. Learning and Instruction, 87, 101771.

Ikeshita-Yamazoe, H., & Miyao, M. (2014). A visual training tool for teaching kanji to children with developmental dyslexia. Computer Assisted Language Learning, 29(1), 88–102.  

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. The MIT Press.

Kasch, H. (2020). Innovative inclusive educational technology in language classrooms and learner perspectives: A study of nine learner narratives. In A. L. Brooks, E. I. Brooks, O. Akan, P. Bellavista, J. Cao, G. Coulson, F. Dressler, D. Ferrari, M. Gerla, H. Kobayashi, S. Palazzo, S. Sahni, X. (S.) Shen, M. Stan, X. Jia, & A. Y. Zomaya (Eds.), 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Aalborg, Denmark, November 6–8, 2019, Proceedings (pp. 660–670). Springer International Publishing.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93.

Puebla, C., Fievet, T., Tsopanidi, M., & Clahsen, H. (2022). Mobile-assisted language learning in older adults: Chances and challenges. ReCALL, 34(2), 169-184. 

Ralston, K. K. (2016). Autism and English in Iceland: Are young Icelanders with autism spectrum disorders using English differently than their peers? [MA Thesis]. Háskóli Íslands, Iceland.

Reinhardt, J., & Thorne, S. L. (2017). Language socialization in digital contexts. In P. A. Duff & S. May (Eds.), Language socialization: Encyclopedia of language and education (pp. 1–13). Springer International Publishing.

Ringland, K. E. (2019). “Autsome”: Fostering an autistic identity in an online Minecraft community for youth with autism. In N. G. Taylor, C. Christian-Lamb, M. H. Martin, & B. Nardi (Eds.), Information in contemporary society (pp. 132–146). Springer International Publishing.

Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1–7.

Schildhauer, P., Sauer, J., & Schröder, A. (2020). Standards – margins – new horizons: Editorial. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung. (PFLB), 2(4), V-XII.

Stalder, F. (2018). The digital condition (V. A. Pakis, Trans.). Polity Press. 

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Language Technology Review Editor Search

The editors of the CALICO Journal are recruiting a Learning Technology Reviews (LTR) Editor. The LTR editor will be responsible for soliciting reviews of language learning courseware, tutorial apps, and online resource websites and will work closely with authors in bringing the reviews to publishable quality. The LTR editor will also use the journal’s online management system to manage these manuscripts through all stages of the publishing process. This is an unpaid position and requires a two-year commitment.

The CALICO Journal publishes an average of six LTRs per volume (two per issue) and uses the framework and format described in Hubbard (2019). Generally speaking, reviews may be no more than 3,000 words (including all text, references, entire review, and bio statement) and contain no more than 4 figures or images. Examples of recently published LTRs can be found here.

For immediate consideration, please send your CV and a short expression of interest to both of the CALICO Journal editors by October 31st:
Bryan Smith and Ana Oskoz

Hubbard, P. (2019). Evaluation of courseware/tutorial apps and online resource websites.

In N. Arnold & L. Ducate (Eds.) Engaging Language Learners through CALL (pp. 390–430). Sheffield, UK: Equinox.

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New Journal Issue Available, 40#2

Vol. 40 No. 2 (2023)

Published: 2023-05-25



Book Reviews

Learning Technology Reviews

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CALICO Journal CALICO Journal special issue, Technology-Mediated Task-based Language Teaching and Learning, Call for Papers

Papers are invited for a special issue of CALICO, the journal of the Computer-Assisted Language Instruction Consortium, on ‘Technology-Mediated Task-based Language Teaching and Learning. We are pleased to invite proposals for the special issue of volume 42 of the CALICO Journal, which will be published in February 2024. With this call for proposals, we are looking for (a) guest editor(s), who will produce an issue on a timely and compelling CALL-related theme that will resonate with our readership and move the field forward. If you are interested in becoming a guest editor, please submit a proposal addressing the following points:

(1) name(s) and affiliation(s) of the guest editor(s)
(2) topic of the special issue
(3) rationale for the topic (500 words maximum)
(4) short CV of each guest editor (with particular emphasis on published research on the topic of the special issue and editing experience)
(5) draft Call for Papers for the special issue

The editors invite papers exploring innovative approaches to designing, implementing, and evaluating technology-mediated task-based language teaching and learning. Papers may report on empirical studies or theoretical pieces that challenge our current thinking about TBLT. Quantitative, qualitative, mixed-, and multiple-method designs are
welcome. Quantitative studies examining learner process data are especially welcome as are all designs targeting less commonly taught languages, including ASL and other sign languages of the world. Studies relying purely on survey or questionnaire research will not be considered. Full-length manuscripts of no more than 7,500 words (all inclusive) will be invited by the editors after evaluating expressions of interest (see timeline below).

As a starting point, we use González-Lloret and Ortega (2014) in our framing of the five definitional features of a task in the context of technology and task integration. These features include the following: 1. Primary focus on meaning; 2. Goal orientation; 3. Learner-centeredness; 4. Holism; and 5. Reflective Learning. We also assume the non-neutrality of technology and acknowledge the importance of curriculum in task-technology integrations. Forward-thinking topics relevant to technology-mediated task-based language teaching and learning may include but are not limited to:

Critical approaches to TMTBLT
Curriculum Design
Digital literacies
Extramural language learning
Individual differences
Materials development
Methodological considerations
Mobile environments
Needs analysis
Online, hybrid or blended course design
Replication studies
Special needs language learners
Task complexity
Task design
Task sequencing
Tasks in multisensorial environments
The role of the teacher
Theoretical constructs in TMTBLT
Young learners

Initial expressions of interest and informal inquiries are encouraged and should be sent to the editors, Ana Oskoz and Bryan Smith All proposals will be evaluated by the CALICO Journal’s editorial board. Please see the complete timeline below.

Initial expressions of interest/proposals of no more than 750 words are due by October 10, 2023. This proposal should address the theoretical framework employed, justification for the study, research questions, methodology, findings (where available), and
implications for future research or pedagogy. For theoretical pieces, ensure the proposal includes a clearly articulated problem and a proposed solution.

    •       10 October 2023: Initial expressions of interest/proposals
    •       1 December 2023: Invitation for full manuscripts
    •       1 June 2024: Full manuscript due to editors
    •       15 June 2024: double-blind review process  
    •       1 August 2024: Round one peer review due to editors
    •       1 November 2024: Revised drafts due to editors
    •      28 February, 2025: Final revised manuscripts due
    •       2025: Special Issue Publication

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.

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CALICO Journal Special Issue Call for Papers

Special Issue Title: Social media pathways: Using social media to help language learners access target-language communities

Co-editors: Ellen Yeh (Columbia College Chicago) and Nicholas Swinehart (University of Chicago)

This CALICO Journal special issue explores and investigates CALL practices through the concept of “social media pathways”: using social media to help language learners access target-language communities, both virtual and physical. Social media tools have the potential to help language learners retrieve and critically assess crowd-sourced information from the local community of a target culture (Yeh & Mitric, 2021), enhance intercultural communicative competence (Lomicka & Ducate, 2021), foster social media literacy (Vanwynsberghe et al., 2015; Yeh & Swinehart, 2020), form language learner identities (Thorne et al., 2015), as well as develop sociocultural and pragmatic processes of language socialization (Sykes, 2019; Thorne et al., 2009). Social media can therefore serve as a “pathway” for connecting language learners to target-language communities. This can mean helping learners acquire the context-specific pragmatics and social media literacy necessary for successful interaction with target-language speakers in online communities (Sykes, 2018), or helping students learn about specific areas, cultures, and practices to prepare them for face-to-face interaction (Godwin-Jones, 2016).

This special issue uses a broad definition of social media to refer to any application or technology through which users participate in, create, and share media resources and practices with other users by means of digital networking” (Reinhardt, 2019), which can include blogs, social networking sites, virtual worlds (e.g., Second Life and virtual reality platforms), collaborative project platforms (e.g., Wikipedia), content communities (e.g., YouTube), affinity spaces (e.g., Reddit, Discord, and fan fiction), and online games (e.g., Minecraft, World of Warcraft). While this definition is broad, this special issue focuses on the integration of “authentic” social media environments–those not created or used exclusively for language learning purposes–into curricula and students’ digital practices through bridging activities (Thorne & Reinhardt, 2008), language learners-as-ethnographers (Roberts et al., 2001), or other approaches that attempt to scaffold learners’ understanding of and participation in complex linguistic environments. Through the use of “real-life language, the active engagement in authentic material, the participation in communities in the target language, and boundary crossing” (Miller et al., 2019, p. 551), the social media pathway connects language learners with the target language communities in extensive ways, while always working towards increased knowledge of and/or participation within those communities.

Themes of relevance to social media and target-language communities include, but are not limited to:

  • Innovative approaches to using social media to increase language learners’ access to and participation within target language communities.
  • Effective ways of developing social media literacy for participatory culture in both virtual and face-to-face target language communities.
  • Bridging students’ in-class and out-of-class digital literacy practices to increase language learners’ social and cultural interaction with target language speakers and communities in authentic ways.
  • Developing pragmatic awareness in diverse social media contexts.
  • Integrating social media literacy learner training and teacher training into pre-service and in-service teacher preparation programs.

This special issue invites full-length (no more than 7,000 words, all-inclusive) articles, with preference given to empirical studies. Authors are strongly encouraged to contextualize their contribution within appropriate theoretical and developmental frameworks.


Submission deadline for abstracts is October 3, 2022.


  • October 3, 2022: Submit an initial proposal of no more than 750 words to the guest editors.
  • Abstracts should be submitted via email (Word or PDF format only) to both co-editors: Ellen Yeh ( and Nicholas Swinehart (
  • If authors have any questions or queries, please contact the guest editors at the email addresses above.
  • October 17, 2022: Notifications for inviting full manuscripts
  • February 1, 2023: Full-length manuscripts due; must comply with CALICO’s formatting guidelines
  • August 15, 2023: Full-length final draft of manuscripts due
  • February, 2024: Special Issue publication

Special Issue to be published in February of 2024. 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. Please send questions about the volume to co-editors Ellen Yeh ( and Nicholas Swinehart (



Godwin-Jones, R. (2016). Integrating technology into study abroad. Language Learning & Technology, 20(1), 1-20.

Lomicka, L., & Ducate, L. (2021). Using technology, reflection, and noticing to promote intercultural learning during short-term study abroad. Computer Assisted Language Learning, 34(1/2), 35–65.

Miller, A. M., Morgan, W. J., & Koronkiewicz, B. (2019). Like or Tweet: Analysis of the use of Facebook and Twitter in the language classroom. TechTrends: Linking Research & Practice to Improve Learning, 63(5), 550–558.

Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1–39.

Roberts, C., Byram., M, Barro, A., Jordan, S., & Street, B. (2001). Language Learners as Ethnographers. Multilingual Matters.

Sykes, J. M. (2018). Interlanguage pragmatics, curricular innovation, and digital technologies. CALICO Journal, 35(2), 120–141.

Sykes, J. M. (2019). Emergent digital discourses: What can we learn from hashtags and digital games to expand learners’ second language repertoire? Annual Review of Applied Linguistics, 39, 128–145. 

Thorne, S. L., Black, R., & Sykes, J. (2009). Second language use, socialization, and learning in Internet interest communities and online games. The Modern Language Journal, 93, 802–821.

Thorne, S. L., & Reinhardt, J. (2008). “Bridging activities:” New media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572.

Thorne, S. L., Sauro, S., & Smith, B. (2015). Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35, 215–233.

Vanwynsberghe, H., Boudry, E., & Verdegem, P. (2015). De impact van ouderschapsstijlen op de ontwikkeling van sociale mediageletterdheid bij adolescenten [The impact of parenting styles on the development of social media literacy among adolescents]. Tijdschrift voor Communicatiewetenschap, 1(43), 84–100.

Yeh, E., & Mitric, S. (2021). Social media and learners-as-ethnographers approach: increasing target-language participation through community engagement. Computer Assisted Language Learning. 

Yeh, E., & Swinehart, N. (2020). Social media literacy in second language environments: Navigating anonymous user-generated content. Computer Assisted Language Learning.   

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Welcome to the Team, New Book Series Editor

My pleasure to announce that Steph Link is our new Book Series Editor.  A huge thank you to Greg Kessler, our previous book series editor, for all of his work these years!  Welcome to Steph who has been a CALICOer now for quite a while and familiar to most of you.  We look forward to working more with you.

See also our call for proposals for the next book series book.

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Call for proposals: Spring 2024 Book Series Volume

CALICO is now soliciting proposals for the next volume in the Advances in CALL Research and Practice book series to be published with Equinox Publishing in spring 2024! 

The volume may be a single-authored monograph or edited volume and may treat any topic related to the field of CALL. Proposals are due July 15. You can find the full call at this link

You can also email series editor, Steph Link (, with questions or meet her at the CALICO conference in Seattle to talk through some ideas. 

Looking forward to seeing your proposals!

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New Issue of the Journal

VOL 39, NO 1 (2022)

Special Issue: Emergency Remote Language Teaching and Learning in Disruptive Times

Guest Edited by Li Jin, Elizabeth Deifell, and Katie Angus

Table of Contents


Emergency Remote Language Teaching and Learning in Disruptive Times 
Li Jin , Elizabeth Deifell , Katie Angus


When “Blended” Becomes “Online” : A Data-Driven Study on the Change of Self- Directed Engagement During COVID-19
Dennis Foung , Julia Chen , Linda Lin
Connecting Through Flipgrid : Examining Social Presence of English Language Learners in an Online Course During the Pandemic
Ellen Yeh , Grace Y. Choi , Yonty Friesem
Pivoting, Partnering, and Sensemaking : How Teachers Navigate the Transition to Remote Teaching Together
Jillian M. Conry , Ann M. Wernick , Paige Ware
“Siempre Adistanciados” : Ideology, Equity, and Access in Peruvian Emergency Distance Education for Spanish as a Second Language
Michele Back , Virginia Zavala , Raiza Franco

Book Reviews

Academic Writing with Corpora: A Resource Book for Data-Driven Learning by Tatyana Karpenko-Seccombe
J. Elliott Casal
Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation by Daria Mizza and Fernando Rubio
Kathryn Murphy-Judy
Open Education and Second Language Learning and Teaching: The Rise of a New Knowledge Ecology edited by Carl S. Blyth and Joshua J. Thoms
Ananda Astrini Muhammad

Learning Technology Reviews

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Call for Chapter Proposals, Book Series

CALICO Book Series: Advances in CALL Research and Practice (


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.

Submission Guidelines:
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 (

What to include in the chapter proposal:

  1. Tentative chapter title
  2. 75-100 word biographical statement for each author (job title, department, university name, university location plus any research interests or recent publications)
  3. 350-500 word abstract:
    1. overview of the key idea, issue or research question
    2. relationship of the key idea or issue to the thesis of the book theme
    3. potential implications and audience

Send your chapter proposal as a MS Word document via email by August 1, 2020 to 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.

Production Timeline:

  • 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.