Series Editors: Benjamin Kremmel University of Innsbruck) & Paula Winke (Michigan State University)

While initiatives and efforts to foster openness and transparency in applied linguistics research are finally showing their first effects, little has been done to date to encourage similar openness when it comes to other central parts of many applied linguists’ jobs: the teaching of their discipline and the training of the next generation of researchers and practitioners in their area. This is despite many individuals being regularly engaged in teaching undergraduate and graduate classes, of course. Journal articles and handbooks typically don’t lend themselves to documenting the how to and showcasing approaches that people in the field have implemented at their institutions, even though this would likely be of great interest to others teaching the same subjects. This series collects and overviews syllabus descriptions for different staple courses in applied linguistics and language teaching programs around the world. The series is a starting point to promote openness and collaboration when it comes to syllabus design and teaching.

The aim of this series is therefore to offer individuals both (a) a reader-friendly and yet high-quality forum to document and share their practices, and (b) an accessible and equitable place (in terms of actual open access) where such ideas are collected and from which inspiration can be found. Each volume will have:

I.  An introduction by the editors or by an invited author

II. The main chapters (10 or more, approximately 3,500 words each, not including the syllabus, which is to be in the chapter’s appendix) in which an instructor/lecturer/professor or instructor team showcases and reviews their current syllabus and how they approach teaching their course, along with an overview of the course’s components, such as the main readings, activities, tasks, assignments, and evaluations

III. A summary chapter written by the editors that reviews: 

a) The shared core of components within the courses and/or how they differ across various contexts around the globe;

b) Which teaching approaches, readings, activities, task, assignments, or evaluations emerge as state-of-the-art, yet are also “tried and tested,” and are thus extremely effective and recommended collectively by the field;

c) Which parts of these courses are paramount to localize and tailor to the needs of particular learner groups. 

All contributors will be asked to volunteer to upload their course syllabi and any other relevant course materials to a fully Open Access (OA) repository, such as Knowledge Commons Works (https://works.hcommons.org/), as OA “Syllabus” materials. 

Planned volumes in the series are:

1. Syllabi in Language Assessment 

2. Syllabi in Second Language Acquisition (SLA) 

3. Syllabi in Task-Based Language Teaching (TBLT) 

4. Syllabi in SLA and Applied Linguistics Research Methods 

5. Syllabi in Language Teaching Methodologies

6. Syllabi in Psycholinguistics 

7. Syllabi in Individual Differences in SLA 

8. Syllabi in Corpus Linguistics 

9. Syllabi in Bi- and Multi-lingual Identity and Ideology

If you have questions or any further ideas for volumes beyond this list, feel free to reach out to us. Series Editors: Benjamin Kremmel (University of Innsbruck) and Paula Winke (Michigan State University)

Benjamin.Kremmel@uibk.ac.at; winke@msu.edu

Series aim/scope and call for volume proposals can be downloaded here.

Series Editors:  Chunhong Liu (Simon Fraser University), Bong-gi Sohn (University of Winnipeg), &  Angel M. Y. Lin, (The Education University of Hong Kong)

Affect and Care in English Language Education explores the affective, relational, and ethical dimensions of teaching and learning English in global contexts. Centering affect and care as critical to language education, the series invites work that examines how emotions shape participation, marginalization, and resistance in classrooms, institutions, and communities. With an emphasis on critical perspectives, the series welcomes research that bridges lived experience with broader sociopolitical structures through narrative, multimodal, and practice-based methodologies.

Call for Book Proposal: https://drive.google.com/file/d/1WBnjZRpEAfee55FM6SnYxhI2p3FrQc3I/view

Series Editors: Pascual Pérez-Paredes (Universidad de Murcia) & Qing (Angel) Ma (The Education University of Hong Kong)

Corpus Linguistics and Technology-Mediated Language Education in the AI Era is a research-driven series that brings together scholarly work at the crossroads of corpus linguistics, language education, and AI-supported pedagogy. The series highlights studies that draw on verifiable data, transparent procedures, and reproducible practices to examine how corpora and AI tools can strengthen teaching and learning across varied global settings. Volumes showcase approaches that combine corpus evidence with emerging technologies to support teacher awareness, learner metacognition, classroom practice and academic integrity. The series foregrounds multilingual and multimodal learning, accessibility, culturally responsive teaching, and equity concerns such as English-dominance and bias.

Committed to open access, this series promotes reusable datasets, shareable code and clear research workflows to support open knowledge. It also offers insights relevant to low-resource environments and diverse educational traditions. By bringing together leading scholars and innovative projects, the series provides a trusted platform for advancing responsible, ethical human–AI collaboration and for strengthening methodological rigour in applied linguistics.

Call for Papers-2025.pdf