Call for Chapter Papers: Researching English Language Pedagogy and Teacher Professional

Development in Indonesia’s Educational Landscape (Thomson Reuters-Indexed Publisher)

The differing roles of English are becoming pivotal in Indonesia’s educational landscape. There has been a
tremendous wave of language curriculum change in the country as an attempt to provide learners with a
sufficient command of English. At present, the use of English is more prevalent outside of language
classrooms (e.g., mass media, tourism, business, education, and international encounters). A home to a wide
range of languages and cultures, Indonesia is a strategic site of English language teaching (ELT) industries. In
response to these changing situations, English language education plays a pivotal role in nurturing, training,
and educating learners of English as an additional language (EAL) to become competent users of EAL. For
this reason, this edited volume will provide empirical accounts of issues in English language pedagogy and
teacher professional development, such as syllabus negotiation and lesson planning; pedagogical practices
from different perspectives: psychological, cognitive, sociocultural, literacy, and multimodal; critical issues in
classroom management practice; dynamic teacher cognition; and sustained teacher professional development
and teacher learning. The contributions of the edited volume are (1) to provide a comprehensive empirical
account of recent developments in Indonesia’s English language education; (2) to document evidence-based
pedagogical and teacher professional development practices; and (3) to provide practical insight into syllabus
enactment, theory-informed pedagogical practices, evidence-based theorization of teacher cognition, and
sustained teacher professional development. Although findings of studies are situated in Indonesia, they will
provide practical implications for language pedagogy and teacher professional development in other Asian
countries or in other continents where English is institutionally viewed as an additional language.

Authors interested in contributing a chapter to this edited volume should write a full manuscript of 4,000-6,000
words in length. This manuscript should be structured as follows:
 Keywords: 4-7 keywords that reflect the content of the main text.
 Abstract: Issue-Gap-Research Goal-Methodology-Findings/Results-Implications
 Main Text: (a) Introduction, (b) Literature Review, (c) Findings and Discussion, (d) Conclusions and
Pedagogical Implications, (e) Acknowledgements, (f) References, and (g) Appendixes (if any). Please
note that Acknowledgements should be simply phrased and made to people or entities that have
assisted in minor preparations of the chapter, designed parts of studies, or provided financial
assistance for research purposes.
Please submit your first manuscript to handoyow@stu.edu.cn as an email attachment (in MS Word Doc
format) by 25 October 2016. Your email subject should be “Chapter Submission + Your Last Name.” In your
email, please write these statements: “This manuscript has not been previously published, nor is it under
review or consideration for book chapter or journal publication elsewhere.” FYI, this book is to be published by
April 2017.