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Call for Papers

Open Architecture Curricular Design: Courses and Concepts
An edited volume to be submitted to Georgetown University Press.

Overview:
Open Architecture Curricular Design (OACD) provides an alternative to essentially fixed curricula based on a one-size-fits-all model. OA curricula are structured to allow ongoing modification of all content during and between courses to meet emerging need without resource-intensive substantive revision processes. OA curricula may, for example, be modular, which eliminates most of the need for linear scope and sequence of target language elements/functions. In a modular approach, units or modules may therefore be freely switched out or their order and content modified as desired. OA thus represents an attractive strategy for enhancing learning efficiency while maximizing learner autonomy and transformative learning effects. (The editors will provide a fuller description upon request.)

The editors are seeking chapter-length submissions that explore OACD for adult learners in commonly taught and less commonly taught languages as a second, foreign or heritage language. Submissions may present models of OA curricular organization for all modes of instruction/learning: classroom, distance learning or blended instruction, immersion, study abroad, and non-traditional modes of instruction/learning, including description, advantages, success, and challenges. They may also address various aspects of OACD: OACD for achievement of lower-range and upper-range proficiency; assessment (formative and summative) in an OACD environment; the learner and learner variation in an OACD environment; the instructor (instructor-learner dynamic and professional development) for OACD. Submissions should thus have a strong experiential component that, where appropriate, serves to connect with and elucidate theory while promoting transferability of experience and applicability of content.

Submitted chapters should represent original work. They should not have been previously published elsewhere, nor be currently submitted to another journal or publisher.

Submission Process and Deadlines:
1. Please submit expressions of interest via email by June 30, 2019. Include: paper title, abstract (please limit to 200-250 words), and a brief biographical statement (c. 50-100 words).
2. For those encouraged to make a formal submission, draft chapters must be submitted by August 1, 2019 for consideration.
a) Papers should be submitted digitally in English, and adhere to style guidelines for Georgetown University Press publications: http://press.georgetown.edu/georgetown/our-authors/style-guide. 
b) Submissions should be no less than 3,000 words and no longer than 5,000 words, excluding a reference list.
3. Submitted chapters will be selected for inclusion in the book proposal through a double-blind peer review process, To that end, please provide a blind copy along with the original copy of the submission: remove all references to the author(s), include a separate title-author page, and black-out the names of any institutions or programs that would clearly identify the author(s).
4. If accepted for the book, chapters will be reviewed as part of the book manuscript through the normal GUP peer review process. 
5. Publication is anticipated for late 2020-2021.

Contact: Dr. Andrew Corin [arcrmc@att.net]

The editors:

Andrew Corin (Ph.D., UCLA) is Professor Emeritus at The Defense Language Institute Foreign Language Center, where his most recent position was Associate Provost and Director of the Office of Standardization and Academic Excellence. He served previously as Dean of Resident Education and Dean of Educational Support Services in the Directorate of Continuing Education (DLIFLC’s directorate for advanced resident courses, distance learning, and non-resident education), where he developed and implemented OACD programs. Prior to his service at DLIFLC, Dr. Corin was an Adjunct Associate Professor in UCLA’s Dept. of Slavic Languages and Literatures, Assistant Professor in the Claremont Colleges Russian Program, and served also as a United Nations Research Officer. His recent publications on related topics include a chapter on scenario-based open architecture curricular design in Transformative Language Learning and Teaching (Leaver, Davidson, & Campbell, submitted to Cambridge University Press), and a book on field independence-dependence-sensitivity, Fields of the Mind (Corin & Leaver, MSI Press, in press).

Christine Campbell (Ph.D., Purdue University) is President, Campbell Language Consultants and was Teacher, Department Chair, Dean, Assistant Provost, and Associate Provost at the Defense Language Institute Foreign Language Center (DLIFLC) for 30 years. In her last position at DLIFLC, she headed a directorate that practiced transformative teaching and learning, featuring OACD. Her recent publications include a chapter on open architecture curriculum design in The Art of Teaching Russian (Merrill, Dubinina, & Dengub, eds., Georgetown University Press), a chapter on open architecture curriculum design in Transformative Language Learning and Teaching (Leaver, Davidson, & Campbell, submitted to Cambridge University Press), and teaching upper proficiency levels in To Advanced Proficiency and Beyond (Brown & Bown, Georgetown University Press).

Betty Lou Leaver (Ph.D., Pushkin Institute, Moscow) is Director of The Literary Center of San Juan Bautista, consultant to U. S. government language programs, and retired Provost at the Defense Language Institute. She previously supervised Slavic language programs at the Foreign Service Institute, developed the language program for the International Space Station (NASA), and taught at universities in the US and abroad. She has authored/edited 21 books, including Task-Based Instruction (ed. with Jane Willis, Georgetown University Press), Content-Based Instruction (ed. with Stephen Stryker, Georgetown University Press), Developing Professional-Level Language Proficiency (ed. with Shekhtman), Achieving Success in Second Language Acquisition (authored with Ehrman & Shekhtman, Cambridge University Press), and Transformative Language Learning and Teaching (ed. with Davidson & Campbell, submitted to Cambridge University Press.) She is credited with having originated the term, open architecture, and the principles of OACD.