IAP BOOK SERIES
Contemporary Language Education
Call for Manuscripts
Background: The Contemporary Language Education series seeks to highlight research into the ways in which the broader national, international, and educational contexts shape the theory and practice of contemporary education. It seeks to be both micro- and macro- in its analytical frame. Thus, works that focus on policy-level, methodological, or classroom-level analysis are appropriate and meaningful.
Manuscripts: A prospectus or manuscript should follow the 6th edition of the Publication Manual of the American Psychological Association. Manuscripts need to be type-written and double spaced on white 8 1/2’ x 11’ paper. Do not insert headers or footers into the manuscript. Insert page numbers in upper right hand corner. Include an abstract of approximately 150 words. Insert tables and figures in the text where appropriate. On a separate cover page, please include the author(s) name, professional title, institutional affiliation, and all contact information (phone, fax, mailing address, email).
Submission of a manuscript implies commitment to publish in this series. Authors should not simultaneously submit this manuscript elsewhere for publication consideration.
Inquiries: Please direct all inquiries to: Terry A. Osborn, University of South Florida Sarasota-Manatee terryosborn@usf.edu
BOOKS IN THIS SERIES

How We Take Action
Social Justice in PK-16 Language Classrooms
2023Kelly Frances Davidson, Valdosta State University; Stacey Margarita Johnson, Vanderbilt University; L. J. Randolph Jr., University of Wisconsin-Madison

Democracy and World Language Education
Toward a Transformation
2022Timothy Reagan, University of Maine and University of the Free State

Starting Points in Critical Language Pedagogy
2022
Graham V. Crookes, University of Hawaiʻi at Mānoa; Arman Abednia, Murdoch University, Australia

The Seal of Biliteracy
Case Studies and Considerations for Policy Implementation
2020Amy J. Heineke, Loyola University Chicago; Kristin J. Davin, University of North Carolina at Charlotte

Researching edTPA Promises and Problems
Perspectives from English as an Additional Language, English Language Arts, and World Language Teacher Education
2018Peter B. Swanson, Georgia State University; Susan A. Hildebrandt, Illinois State University

Understanding the World Language edTPA
Research‐Based Policy and Practice
2016Susan A. Hildebrandt, Illinois State University; Peter B. Swanson, Georgia State University

Intercultural Competence in Instructed Language Learning
Bridging Theory and Practice
2016Paula Garrett-Rucks, Georgia State University

Identifying and Recruiting Language Teachers
A Research-Based Approach
2013Peter B. Swanson, Georgia State University

Demystifying Career Paths after Graduate School
A Guide for Second Language Professionals in Higher Education
2013Ryuko Kubota, University of British Columbia; Yilin Sun, South Seattle Community College

Critical Qualitative Research in Second Language Studies
Agency and Advocacy
2011Kathryn A. Davis, University of Hawaii at Manoa

World Language Teacher Education
Transitions and Challenges in the 21st Century
2010Jacqueline F. Davis, Queens College

Language Matters
Reflections on Educational Linguistics
2009Timothy Reagan, University of Maine and University of the Free State

Spirituality, Social Justice and Language Learning
2007
David I. Smith, Calvin College; Terry Osborn, University of South Florida

Identity and Second Language Learning
Culture, Inquiry, and Dialogic Activity in Educational Contexts
2006Miguel Mantero, The University of Alabama

Early Language Learning
A Model for Success
2006Carol M. Saunders Semonsky, Georgia State University; Marcia A. Spielberger, Fulton County Schools

Teaching Writing Genres Across the Curriculum
Strategies for Middle School Teachers
2006Susan Lee Pasquarelli, Roger Williams University

Teaching Language and Content to Linguistically and Culturally Diverse Students
Principles, Ideas, and Naterials
2006Yu Ren Dong, Queens College, CUNY
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