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Call for Proposals: CALICO Book Series, Spring 2026

CALICO is now soliciting proposals for the next volume in the Advances in CALL Research and Practice book series to be published in Spring 2026. The volume may be a single-authored monograph or edited volume and may treat any topic related to the field of CALL.

Proposals should include the following information:

  1. name of the author(s)/editor(s) with short bio of about 100 words;
  2. tentative title;
  3. description of how the book will contribute to the discipline;
  4. outline of the scope and sequence of the book, including the number of chapters, their titles, and a brief synopsis of each; 
  5. production timeline (containing such dates as deadlines for CfPs, authors, reviewers, revisions); and
  6. if an edited volume, description of the procedures for soliciting and refereeing manuscripts for the chapters.

Proposals should be submitted as a Word document to no later than September 15, 2023. Final chapters must be submitted to Equinox no later than August 30, 2025.

You can find more information about the series here:

The 2026 volume will be the tenth book in the new series. Previous volumes include:

2016 Landmarks in CALL Research, Edited by Greg Kessler

2017 Learner Autonomy and Web 2.0, Edited by Tim Lewis, Annick Rivens Mompean, and Marco Cappellini

2018 Assessment Across Online Language Education, Edited by Stephanie Link and Jinrong Li

2019 Engaging Language Learners through CALL, Edited by Nike Arnold and Lara Ducate 

2020 Understanding Attitude in intercultural virtual communication, Edited by Ana Oskoz and Marga Vinagre

2021 Project-Based Language Learning and CALL: From Virtual Exchange to Social Justice, Edited by Michael Thomas and Kasumi Yamazaki

2022 Identity, Multilingualism and CALL, Edited by Liudmila Klimanova

2024 Crisis Response to Language Teaching Edited by Senta Goerter and Jesse Gleason

2025 Advancing Critical CALL Across Institutions and Borders Edited by Emma Britton, Angelika Kraemer, Theresa Austin, Hengyi Liu, and Xinyue Zuo

Recent volumes in the previous CALICO Monograph series include:

2010 CALL in Limited Technology Contexts, ed. Joy Egbert

2011 Present and Future Promises of CALL (2nd edition of 2006), eds. Nike Arnold and Lara Ducate

2012 Technology Across Writing Contexts and Tasks, eds. Greg Kessler, Ana Oskoz, and Idoia Elola

2013 Design-Based Research in CALL, eds. Julio Rodríguez and Cristina Pardo-Ballester

2014 Digital Literacies in Foreign and Second Language Education, eds. Janel Pettes Guikema and Lawrence Williams

2015 Researching Language Learner Interaction Online: From Social Media to MOOCs, eds. Ed Dixon and Michael Thomas

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Call for Papers, Journal Special Issue

Call for Papers: Special Issue of CALICO Journal
Title: Emergency Remote Language Teaching and Learning: Computer-Assisted Language Teaching and Learning in Disruptive Times

Co-editors: Li Jin (DePaul University), Elizabeth Deifell (University of Dubuque), and Katie Angus (University of Southern Mississippi)

This special issue of the CALICO Journal is intended to explore various aspects of emergency remote language teaching and learning, which refers to temporary alternatives to face-to-face and hybrid courses during times of crisis (Hodges et al., 2020). Such crises include pandemics, natural disasters, sociopolitical turbulence, and other states of chronic and extended distress. Contributions will expand theoretical horizons, report on targeted empirical research, and explore innovative approaches to emergency remote language teaching and learning. The editors seek contributions from researchers and educators that examine and reflect on the processes and outcomes of computer-assisted language teaching and learning during disruptive times as well as the short- and long-term impact on language education after a crisis.

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 times of crisis;

  2. Technology-related empirical research examining L2 development and (inter)cultural learning; instructor and student perspectives and experiences; and the effectiveness of faculty training;

  3. Critical reflections on curriculum and pedagogical innovations as well as implications for language teacher education and professional development with regards to computer-assisted language learning;

This special issue will strive to maintain the format of past CALICO Journal Special Issues while also supporting diverse contribution formats. We encourage full-length (approximately 6,000–8,000 words, all inclusive) conceptual/theoretical contributions and empirical studies (e.g., mixed methods, case studies, action research). 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. However, please note that manuscripts that are purely descriptive as well as those which rely primarily on surveys without providing systematic and compelling empirical data and analysis will not be considered.

Any questions about the volume should be addressed to volume co-editors: Li Jin (, Elizabeth Deifell (, and Katie Angus ( Please write “CALICO Journal Special Issue” in the subject line.

Submission deadline for abstracts is October 1, 2020.

●  Submit an abstract of no more than 400 words to the volume editors at,, and

●  In your abstract, please state clearly if your proposal should be reviewed as (A) theoretical, (B) empirical, or (C) pedagogical.

●  Full-length manuscript invitations will be sent out by October 15, 2020.

●  Full-length manuscripts will be due February 15, 2021, and must comply with CALICO’s authoring guidelines (found here).

●  Full-length final draft of manuscripts will be due August 1, 2021.

Special Issue to be published in February 2022 (39.1). 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.