Innovation in Language Learning and Teaching: The Case of the Caribbean

Due Date: 04-15-2020

The Caribbean is an exciting region where several languages coexist and where learners engage in studying additional or foreign languages (L2) for a variety of reasons in a wide range of formal and informal settings. Yet published accounts of issues relating to L2 learning and teaching in the region are scarce, which excludes Caribbean L2 learners, teachers, and researchers from ongoing global conversations on L2 learning and teaching. At the same time, this prevents researchers and practitioners from other parts of the world from learning from the unique experiences and ideas that have emerged in our region.

We therefore invite contributions for a book publication titled Innovation in Language Teaching: The Case of the Caribbean, which will be part of the Palgrave Macmillan series New Language Learning and Teaching Environments ( The aim of the book is to report on ways that researchers and practitioners tackle the specific challenges facing language education in our region and ways that innovative practices are encouraged, developed, implemented, and sustained. Innovation here is considered to be contextual, and we are interested in hearing from you about your specific situations, the problems and opportunities you experience, and the ways in which you try to maximize the outcomes for your learners and other stakeholders through innovative practices. We want to hear about what worked and what did not and why, and we want to learn from your experiences so that others in the region and beyond can learn from you.

We welcome contributions relating to early-childhood education and younger learners, academic contexts, adult learning, corporate settings, and all other educational contexts. Abstracts should make explicit reference to how innovation affects current and future L2 education in the region. Research featuring the main L2s learned and taught in the Caribbean (English, French, Spanish, and others) will be considered.

We invite abstracts in either English, French, or Spanish. Please submit your abstract (150–200 words) by 15 April 2020 to