Languages & Linguistics

Language Teaching Insights consists of a range of titles designed for language teachers everywhere, whether they are new to the field or seasoned professionals who would like to broaden their experience with up-to-date perspectives based soundly on research and practice presented in a comprehensive but easy to follow manner. The target audience for this series is pre-service and in-service language teachers seeking an easy-to-follow overview of pertinent issues relevant to their language teaching environments.

The field of computer-assisted language learning (CALL) has evolved as a response to the development of new digital and online technologies and their introduction into formal as well as informal language learning and teaching settings, superseding devices such as the tape/video recorder or the language lab. Teachers as well as researchers have largely been focusing on the various CALL tools available and on how to use them – usually in the context of pedagogies and practices that had been developed in the face-to-face classroom. This book series focuses on the processes in the context of computer-assisted language learning and challenges the dominant focus on outcomes, explores the use of new technologies in language learning and teaching through theoretical lenses that go beyond those commonly used in the natural sciences, and sheds light on how CALL is changing language learning and teaching.

This series publishes studies in translingualism in areas including, but not restricted to policy, planning and practice. Books in the series foreground time and space, fluidity, mobility, identity, ideology, agency, transformation and resourcefulness in relation to communication practices in contemporary multimodal environments. Target audiences include graduate students, researchers, scholars and educators in language, culture, communication, digital, and educational studies.　

Teaching languages online and with technology has been a challenge to many language teachers, not only since the forced move to blended and online teaching in the wake of the COVID-19 pandemic. Language teachers need to feel confident that their pedagogy and teaching expertise is valid and valued in online environments as well as in the face-to-face classroom. On the other hand, researchers need to understand the very real constraints and concerns of language teachers when developing pedagogies based on their research. Therefore, to provide practitioners with solid, research-based pedagogical advice and examples from realistic teaching experience, this book series encompasses titles from online language teaching experts and researchers.