Edited by Jean Conteh (University of Leeds) and Gabriela Meier (Univeristy of Exeter) – who is also a member of Langscape – this volume has really just been published:

The Multilingual Turn in Languages Education. Opportunities and Challenges, Multilingual Matters (Sept. 2014).

For more detailed information on the book and to purchase via Discount Order Form (Order for £15 instead of £34.95), please refer to here.

Best regards,

Claudia Schmidt

Please pay attention to this issue, which has been published subsequent to the “Conference CALPIU`12”:

The European Journal of Applied Linguistics and TEFL, edited by Andrzej Cirocki (Volume 2 Number 1, 2013).

LANGSCAPE members who have participated in the conference in the panel “The re-construction of professional identities of prospective EFL-teachers from different European and non-European countries” also have contributed to this issues (see below). The conference was held in Roskilde (DK) in April 2012 under the overall topic: “Higher education across borders: Transcultural interaction and linguistic diversity”.

Here is an abstract of the Conference Theme (taken from the conference website):

The aim of CALPIU’12 is to discuss various aspects of the consequences of transnational student mobility.

Student mobility makes necessary both cultural and linguistic accommodation and learning processes. We are witnessing a huge increase in the learning of languages to be used as lingua francas by academic teachers and students, not least English, ‘the language of globalization’.

However, forces of ‘localization’, too, are manifest at every university trying to adopt internationalization strategies, the tension between the global and the local – uniformity and diversification – creating a multidimensional space for new kinds of cultural and linguistic hybridity to flourish.

There is a new open-mindedness regarding the roles and identities of self and others, leading to new patterns of linguistic/interactive, educational and social practices. We aim to further the theoretical understanding of these processes, those of active and receptive multilingualism as well as language alternation in interaction.

Here is an abstract taken from the issue´s cover:

Volume 2 Number 1 comprises ten articles presenting the latest research and
scholarship from Singapore, Taiwan, the United Arab Emirates, Indonesia, the
United Kingdom, Sweden, Turkey, Germany, France, China and the USA.
This provides a valuable source of reference for applied linguists, teacher
trainers, materials developers and practitioners in the field of EFL/ESL. It offers
readers a deeper insight into current issues, thereby broadening their
knowledge and promoting professional development.

Authors associated with LANGSCAPE that have contributed to this issue: Özlem Etuş, Dagmar Abendroth-Timmer & José I. Aguilar Río, Alice Chik, Katrin Schultze and Stephan Breidbach (as topic editor).

You can find the detailed list of contents and authors in this pdf.

For more information, please refer to the Journal website.

Edited by Garold Murray (Okayama University, JAPAN) this book has just been published:

Social Dimensions of Autonomy in Language Learning, edited by Garold Murray (2014, Palgrave Macmillan).

Here is an excerpt taken from the book cover:

Learner autonomy in language learning, initially associated with independence, is now
viewed as a capacity that can be developed in social contexts involving learner
interdependence and collaboration. In this volume researchers, most of whom are also
language teachers, from Asia, the Caribbean, Europe, and North and South America, explore
the social aspects of learner autonomy in various language learning contexts. Bringing
together theory, research and practice, the studies draw on socially oriented theoretical
perspectives – such as social constructivism, sociocultural theory, situated learning, ecology
and complexity – and primarily employ case study and ethnographic methodologies. This
research suggests that the social dimensions of learner autonomy encompass underinvestigated
emotional, spatial and political dimensions. In addition to theoretical issues,
the authors discuss implications for practice, making this book of interest to teachers,
researchers, and other language professionals working in classrooms, distance education,
self-access centres, as well as virtual and social learning spaces.

With contributions by: Alice Chik and Stephan Breidbach (from Langscape), Garold Murray, Christine O’Leary, Tim Lewis and Tomoko Yashima and others

For a detailed list of contents and authors, please see here.

To purchase, refer to Palgrave Macmillan Publishers.