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Annual Awards

This year’s Access to Language Education Award, in association with the Esperantic Studies Foundation, was awarded to Kevin Waddell for his LifeSpark online information and app.

This year’s Robert A. Fischer Outstanding Graduate Student Award was given to Abby Broughton of Vanderbilt University, pictured here between CALICO president Gillian Lord Ward and Abby’s mentoring professor Virginia Scott.

And last but not least, an award was given for Best Article in the CALICO Journal for Volume 35 to Rose van der Zwaard and Anne Bannink: Reversal of Participation Roles in NS-NNS Synchronous Telecollaboration

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Book Series Call for Chapter Proposals

CALICO Journal Book Series: Advances in CALL Research and Practice (


Call for Chapter Proposals

Book title: Project-based Language Learning and CALL: Theory and Practice

Editors: Michael Thomas Ph.D. and Kasumi Yamazaki Ph.D.



This book is a timely edited collection that aims to be the first substantive scholarly book on project-based and cross-curricular language learning using digital technologies. The book will include a) new empirical research on project-based language learning utilizing CALL technologies and b) conceptual and theoretical chapters that address new methodological approaches for researching project-based and cross-curricular language learning in digitally-mediated learning environments. This dual focus distinguishes the volume from previous books on project-based learning in which digital technologies have not been the main focus. CALL research involving a variety of languages will also be encouraged.


The book is timely in that, inspired by OECD reports and curriculum reforms in several countries, a repositioning and re-evaluation of foreign language education in school-based education has been taking place in which foreign language learning is taught in a multi-disciplinary approach involving an emphasis on collaborative literacies, including problem-solving, civic engagement and telecollaboration. In this mix, language learning, particularly driven by developments in CLIL (content and integrated language learning), is being taught as one of several disciplines in a way that firmly emphasizes communication and creativity rather than a traditional functional approach.  


The volume aims to make important contributions on a range of themes that are central to the work of classroom teachers and course and materials designers, as well as researchers in the field. Chapters will explore how project-based approaches utilising CALL encourage teachers and learners to:

  • engage in creative forms of language learning both within and outside of traditional classrooms;
  • connect with other disciplines and teach languages through the medium of culture and other school and university subjects; 
  • critically explore the potential and limitations of digital technologies alongside cross-curricular forms of instruction;
  • strategically rethink the role and positionality of language learning in the school and university curriculum. 

Further to exploring the way project-based language learning is currently being used in classrooms and its potential to enrich multidisciplinary and transdisciplinary approaches to teaching and learning, chapter authors will consider a variety of concerns and challenges affecting the teaching and learning of foreign languages. In terms of pedagogy, the volume aims to investigate current instructional methods, including among other topics, learning strategies, feedback, different types of peer assessment and mentoring. At the institutional level, the book aims to investigate teacher resilience and readiness in relation to technology, managing curriculum change and quality assurance and assessment, and to do so by encouraging critical approaches to technology education and normalised approaches to foreign language learning.


The book also aims to explore how telecollaborative projects involving language learners and teachers in different geographical locations and cultures are using collaborative forms of cross-curricular learning with different delivery methods. We will aim for geographical coverage of current developments in PBL as well as examining how it is or may be used in development contexts in Africa, the Middle East, South America and Asia and encourage chapter authors to submit collaborative chapters that draw on funded projects and research that addresses an impact, transdisciplinary, social and critical agenda with respect to CALL.



As part of the first stage, prospective authors are required to submit a 300 to 500 word abstract/expression of interest for their intended chapter, outlining its main concerns and methodology. The dates and timeline are shown below:


  1. 300 to 500 word abstracts/expression of interest due: 1st July 2019
  2. Notification of acceptance to proceed to chapter stage: 15th July 2019
  3. First draft of chapters due: 15th December 2019
  4. First stage peer review: January to February 2020
  5. Final manuscripts due: May 2020
  6. Final publication: Spring 2021


Authors are required to submit their abstracts/expressions of interest to both editors by email ( and ( as a MS Word attachment (Times New Roman, 11pt, single spaced) including a title for their chapter and 50 word biography of each author, as well as contact details. All submissions will undergo double blind peer review prior to acceptance.



Kasumi Yamazaki Ph.D. is Assistant Professor of Japanese in the Department of World Languages & Cultures. Her research focuses on a wide range of contemporary Computer-Assisted Language Learning (CALL) pedagogy and integration, namely, the use of 3D simulation games and virtual realities (VRs), the development of intelligent CALL (ICALL) systems, and the effectiveness of hybrid teaching curricula. Her areas of expertise include Computer-Assisted Language Learning (CALL), Technology Enhanced Language Learning, Japanese Language Pedagogy, English as a Second Language (ESL) Pedagogy. Dr Yamazaki currently serves as Editor-in-Chief of Technology in Language & Teaching and Learning


Michael Thomas Ph.D. is a Professor in the School of Language and Global Studies at the University of Central Lancashire, UK and Principal Fellow of the UK Higher Education Academy. He is the author or editor of over thirty books and peer reviewed special editions and founding editor of four book series, including Advances in Digital Language Learning and Teaching (Bloomsbury Academic), Digital Education and Learning (Palgrave Macmillan US), and Global Policy and Critical Futures in Education (Palgrave Macmillan, US, with Jeffrey R. Di Leo). Among his other books are Contemporary Computer-Assisted Language Learning (2012) (with Mark Warschauer and Hayo Reinders) and Handbook of Research on Web 2.0 and Second Language Learning (2008).


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New Executive Board Members

Our newly elected executive board members are Julio Rodriguez and Ruslan Suvorov, both of the University of Hawaii.  They will take office at the end of this year’s conference and serve a three-year term.  Rotating out of office this year will be Helene Ossipov and Lawrence Williams and continuing are Merica McNeil, Sébastien Dubreil, Nina Vyatkina and Joseph Cunningham.  If you should happen to be in touch with any of these, please congratulate them or thank them for their service.

Thank you to everyone who took the time to participate in the election!

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2019 Proposal Notifications

All proposal notifications have been sent as of December 19, 2018.  If you submitted a proposal and did not receive notification this week, please get in touch with the CALICO office by email:

Registration is now available in the Shop.  Click the “CALICO Membership” menu link on the homepage to access the Shop where Conference Registration is an option.  Registration for workshops will be coming soon too.

Hope to see everyone in Montreal in May.  Please don’t hesitate to contact CALICO should you need anything or have any questions.

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Call for Proposals CALICO Journal Special Issue

Announcement on CALICO Journal site: click here

Title: Exploring the Interface of Interlanguage (L2) Pragmatics and Digital Spaces

Co-editors: Julie Sykes (University of Oregon) and Marta Gonzalez-Lloret (University of Hawaii)

Description: This special issue of the CALICO journal is intended to explore the interface of Interlanguage (L2) Pragmatics and digital technologies. Specifically, it seeks to expand theoretical horizons, report on targeted empirical research, and explore innovative approaches to L2 pragmatics in formal instructional contexts and informal learning in digitally-mediated spaces. The editors encourage authors to take a micro- and/or macro-level approach to L2 pragmatics in their analyses and encourage the expansion of research populations beyond traditional, university-level classrooms. Empirical studies are particularly encouraged and critical review pieces are also welcome.

The editors seek original submissions that represent diverse approaches to interlanguage pragmatics and digital technologies. Approaches may include (but are not limited to):

  • New research methodologies in Interlanguage (L2) Pragmatics
  • Multilingual pragmatic behavior of digital spaces
  • L2 pragmatics in multimodal technological contexts
  • Innovative approaches to learning Interlanguage (L2) pragmatics
  • The design and empirical investigation of digital tools for the teaching and learning of L2 pragmatics
  • Digital networks and Interlanguage (L2) pragmatics
  • Pragmatic assessment with digital tools


Each author will be expected to provide a concise description of their theoretical framework, methodological approach (as relevant to the types of the article), critical research findings, implications for the design, implementation, and evaluation of digital tools for the teaching and learning of Interlanguage (L2) Pragmatics.

Please send inquiries and suggestions for contributions to both Julie Sykes ( and Marta Gonzalez-Lloret ( Please, list CALICO Journal Special Issue in the subject line.

Extended abstracts (200-300 words) are due by December 1, 2018 and should be submitted via email (Word or PDF format only please) to both Julie Sykes ( and Marta Gonzalez-Lloret ( Full-length manuscripts will be invited by December 15, 2018. Full-length manuscripts are due by March 15, 2019. Special Issue to be published January 2020. 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.

The CALICO Journal is the journal 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 CALICO Journal is fully refereed and publishes articles, research studies, reports, software reviews, and professional news and announcements. The CALICO Journal (ISSN 0742-7778) is published three times a year (January, May, and September).