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Call for Chapter Proposals

TESOL and Sustainability: New Perspectives on English Language Teaching in


the Anthropocene Era

Editors: John Katunich (jek197@psu.edu) and Jason Goulah (jgoulah@depaul.edu)

Submission Information:
 Chapter proposals should be 500-700 words, excluding references (APA 6th ed.), and include an Author Bio (200 words).
 Email submissions to the editors by September 1, 2017

It is widely recognized that our planet has entered what has been termed the Anthropocene era (Bonneuil & Fressoz, 2015),
in which the human impact on natural and ecological processes has become ubiquitous and existentially threatening. For this
volume, we seek chapters that raise new questions and frame new debates on the role of the field of TESOL in responding to
ongoing crises of sustainability on our planet today. While ecological considerations in applied linguistics have been part of
the disciplinary discourse since at least the early 1970’s (Haugen, 1972), emerging scholarship has begun to examine the
intersections of language, culture, identity and ecological sustainability in the Anthropocene era (e.g., Bowers, 2001, 2012;
Flottum, 2017; Goulah, 2006, 2012, 2017; Katunich et al., 2017; Küchler, 2017; MacPherson, 2003; Maffi, 2001; Rachelson,
2012). This book explores the ways in which English language teaching in particular has become implicated in the global
ecological crises, which include anthropogenic climate change among other forces. Assuming that such crises must require
not only technological innovation, but also cultural changes in how human beings relate to each other and their environment,
it is incumbent that English language teachers and scholars reckon with the cultural changes in how, what and why we teach.
This collection, then, marks a new dialogue on these opportunities and responsibilities presented to English language teachers
and teacher educators to re-orient professional practice in a way that drives such cultural change and offers alternate
conceptualizations of language, language learning, language teaching, and language teacher education.

This call solicits proposals that speak to these issues from a diverse range of new theoretical and political perspectives on the
relationship between the practices and perspectives of TESOL and ecological sustainability, which may include, among other
themes:
--eco-pedagogy and eco-justice approaches in English language teaching and learning;
--root metaphors for language, language learning and language teaching;
--ecological impacts of language commodification in the neo-liberal paradigm;
--commons-based pedagogies in English language teaching and learning
--ways to challenge anthropocentrism in English language teaching and learning;
--post-humanist perspectives in English language teaching and learning;
--indigenous and non-Western perspectives on language and sustainability.

Please feel free to email the editors with questions.

References
Bonneuil, C., & Fressoz, J. B. (2015). The shock of the Anthropocene. London and New York: Verso.
Bowers, C. A. (2012). The way forward: Educational reforms that focus on the cultural commons and the linguistic roots of the ecological/cultural crises. Eugene, OR: Eco-Justice Press.
Bowers, C. A. (2001). How language limits our understanding of environmental education. Environmental Education Research, 7(2), 141–151.
Flottum, K. (Ed.). (2017). The role of language in the climate change debate. New York: Routledge.
Goulah, J. (2006). Transformative second and foreign language learning for the 21st century. Critical Inquiry in Language Studies, 3(4), 201-221.
Goulah, J. (2012). Environmental displacement, English learners, identity and value creation: Considering Daisaku Ikeda in the east-west ecology of education. In J. Lin & R.
Oxford (Eds.), Transformative eco-education for human and planetary survival (pp. 41-58). Charlotte, NC: Information Age Publishing.
Goulah, J. (2017). Climate change and TESOL: Language, literacies, and the creation of eco-ethical consciousness. TESOL Quarterly, 51(1), 90-114.
Haugen, E. (1972). The ecology of language. Stanford, CA: Stanford University Press.
Katunich, J., Canagarajah, S., Goulah, J., Badenhorst, P., Smolcic, E. (2017). Considering the role of applied linguistics in the sustainability crisis. Colloquium at the annual conference of
the American Association of Applied Linguistics. Portland, OR.
Küchler, U. (2017). Signs, images, and narratives: Climate change across languages and cultures. In S. Siperstein, S. Hall, & S. LeMenager (Eds.), Teaching climate change in the
humanities (pp. 153-160). London and New York: Routledge.
MacPherson, S. (2003). TESOL for biolinguistic sustainability: The ecology of English as a lingua mundi. TESL Canada Journal, 20(2), 1–22.
Maffi, L. (Ed.). (2001). On biocultural diversity: Linking language, knowledge, and the environment. Washington, DC: Smithsonian Institute Press.
Rachelson, A. (2012, May 19). Planting the seed of sustainability: Languages and cultures fertilize an organic garden at Miami Dade College. Journal of Sustainability Education.

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