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Call for Papers: Game On! Using Videogames to Learn Languages and Explore Cultures

Why do videogames captivate so many learners across the world? In Who is afraid of videogames? (2008), French psychoanalyst Serge Tisseron argues that games resonate because they tap into universal human impulses: the desire to transform, to explore, and to experience the thrill of immersion. These impulses cross borders, making videogames one of today’s most dynamic spaces for storytelling, identity formation, cultural exchange, and language learning.

Game On! Using Videogames to Learn Languages and Explore Cultures invites contributors to explore how digital play can support multilingualism, encourage cultural awareness, and open doors to global communication. This book aims to illuminate the pedagogical, cultural, and narrative potential of videogames in fostering language acquisition and intercultural dialogue around the world.

In keeping with CALEC’s mission, this volume seeks writing that is accessible, engaging, and relevant to a wide audience—including educators, parents, policymakers, students, and community members.
Objectives of the Volume
• Highlight the pedagogical potential of videogames in language learning across diverse global contexts
• Examine cultural, narrative, and linguistic dimensions of games and gaming communities
• Showcase practical approaches for integrating videogames into language teaching and learning
• Reflect on ethical and social challenges, including misinformation, representation, and digital citizenship
• Encourage comparative, multilingual, and cross-cultural perspectives, including North–South dialogue
• Explore the convergence between videogames and cinema, and its implications for storytelling and education
Scope of Contributions
We welcome proposals from scholars, teachers, game designers, practitioners, gamers, language aficionados, community educators, and first-time authors. CALEC strongly encourages contributions from all regions of the world, including voices from the Global South, as well as authors working with minoritized, heritage, Indigenous, endangered, and less-commonly taught languages. Contributions representing diverse linguistic, cultural, and educational environments are welcome.

Chapters may examine videogame use in:
• Primary and elementary schools
• Secondary schools
• Higher education and college classrooms
• Distance learning and online education
• Homeschooling and self-directed learning
• Bilingual, immersion, and dual-language programs
• Special education and inclusive learning environments
• Informal or community-based settings

Possible areas of focus include:
• Case studies of videogame-based language teaching
• Analyses of cultural, narrative, or linguistic elements in games
• Explorations of multilingual gaming communities
• Comparative studies across linguistic or regional contexts
• Ethical considerations (misinformation, conspiracy theories, digital safety)
• Representations of violence, risk, and identity in games
• Intersections of videogames and cinema in worldbuilding and storytelling

Authors are encouraged to adopt a story-driven, reader-friendly approach, minimizing jargon and using footnotes for citations.
Submission Guidelines
• Language of submission: English, French
• Length: Full chapters (6,000–8,000 words) or shorter contributions (3,000–4,000 words)
• Abstract: 300–500 words
• Style: Clear, accessible, and engaging; suitable for a general audience
• Citations: Use footnotes; full APA reference list at the end
• Peer Review: Developmental peer review available upon request
Timeline
• Abstracts due: March 1st, 2026
• Notification of acceptance: March 25, 2026
• Full manuscripts due: September 15, 2026
Submission & Contact
Please send abstracts and manuscripts to: editors-game@calec.org
Subject line: Game On! – Submission
Learn more at: www.calec.org
Why Contribute?
By participating in this volume, you join a global conversation about language, culture, creativity, and the power of play. Your contribution will help teachers, families, and learners explore how videogames can open doors—not only to new worlds, but to new words, new cultures, and new ways of understanding one another.


Game On! Using Videogames to Learn Languages and Explore Cultures
Edited by Emmanuel Buzay and Fabrice Jaumont
Published by TBR Books / The Center for the Advancement of Languages, Education, and Communities (CALEC)

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Extended Deadline March 15 – Call for Papers: Champions of Multilingual Futures: Bilingual Leaders Transforming Education

“Make no mistake: multilingualism is a superpower.” — U.S. Secretary of Education Miguel Cardona

In schools and communities around the world, bilingual leaders are transforming education—creating learning environments that honor identity, foster equity, and prepare students to thrive in a multilingual world.

Champions of Multilingual Futures will bring together voices of school and system leaders who are shaping the next generation of multilingual education. Through engaging, accessible narratives, contributors will share how they have founded, led, and sustained Dual Language Immersion (DLI) and multilingual programs that center students’ linguistic and cultural strengths.

This volume invites storytelling grounded in practice and purpose—writing that is both personal and visionary. Contributors may write in English or French.

Themes for Contribution

We invite chapters that explore one or more of the following areas through narrative, reflection, or case study:

1. Leadership for Equity and Belonging
How bilingual and multilingual leaders reimagine schools to center diversity, inclusion, and academic excellence. Contributions may explore leadership practices that advance equitable outcomes and foster a culture of belonging for all learners.
(Focus: vision, policy, leadership mindset)

2. Creating and Sustaining Programs
Strategies for launching, scaling, and transforming dual language and multilingual programs. Authors may examine issues of policy navigation, funding, curriculum design, and community partnerships that ensure long-term sustainability.
(Focus: implementation and sustainability)

3. Teaching, Learning, and Identity
Exploring how multilingual experiences shape teaching practices, learner identities, and professional growth. Contributions may address culturally responsive pedagogy, translanguaging, and teacher identity in multilingual contexts.
(Focus: classroom practice and identity)

4. Community and Collaboration
Partnerships with families, educators, and advocacy networks to strengthen the social and cultural fabric of multilingual education. Submissions may focus on family engagement, community-based research, or collaborative leadership models.
(Focus: engagement and relational trust)

5. Challenges and Future Visions
Critical analyses of systemic barriers and innovative visions for equitable and sustainable multilingual education. Authors may highlight policy reform, advocacy, or research that reimagines the future of language education.
(Focus: policy barriers and innovation)

6. Innovation and Global Competence
Leveraging technology, intercultural understanding, and global perspectives to prepare students as bilingual global citizens. Chapters may explore digital tools, intercultural curricula, and global-minded leadership in multilingual schools.
(Focus: 21st-century skills, digital literacy, and global leadership)

Authors are encouraged to weave together personal narrative, professional reflection, and broader insight, avoiding overly technical language or academic structure (e.g., “Methodology” or “Findings”). The goal is to invite all readers—educators, parents, policymakers, and advocates—into the story.

Who May Contribute

This call welcomes school and system leaders—principals, assistant principals, superintendents, district administrators, and program directors—as well as teacher-leaders, researchers, and community advocates engaged in multilingual education worldwide.

Collaborative or duo-authored chapters (e.g., principal + teacher, administrator + parent) are encouraged.

Submission Guidelines

Component Requirement

Abstract: Up to 250 words summarizing your proposed chapter
Author Biography: 100 words per author (include name, role, and affiliation if desired)
Full Chapter: 5,000–8,000 words (including references)
Style and Tone: Conversational yet informed; accessible to a global audience
References: Use concise footnotes with full APA-style entries in a collective reference list
Formatting: Calisto MT font – Body 11 pt / Title 14 pt / Subheadings 11 pt; grayscale visuals welcome
Languages: English or French

Timeline (2025–2027)

Milestone Deadline

Abstract + Bio Due March 15, 2026
Notification of Acceptance March 30, 2026
Full Manuscript Due August 30, 2026
Peer Review & Revisions September – November 2026
Final Manuscript to Publisher December 15, 2026
Book Launch May 1, 2027

Submission and Contact

Please send abstracts and manuscripts to
📧 editors-leadership@calec.org
Subject line: Champions of Multilingual Futures – Submission

For questions or collaboration inquiries, contact the editorial team at www.calec.org.

Why Contribute

By sharing your story, you join a global community of educators, advocates, and visionaries advancing the cause of multilingualism and educational justice. Together, we will showcase how leadership grounded in language, equity, and community transforms not only schools—but lives.

Edited by Bertrand Tchoumi and Fabrice Jaumont Published by TBR Books / The Center for the Advancement of Languages, Education, and Communities (CALEC) Projected Publication Date: May 1, 2027 (School Principals’ Day)

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Ribbon Cut and Bilingual Books for New French Dual Language Program in NYC

On October 2, CALEC President Fabrice Jaumont, PhD joined Council Member Ben Kallos, French Consul Jérémie Robert, Community Education Council President Maud Maron, parents, teachers, and school administrators for a ribbon-cutting ceremony to celebrate two new French dual language classes that have opened at the District 2 Pre-K Center located at 355 East 76th Street in Manhattan. The joyous occasion for the families who attended the ribbon cutting and for all supporters comes after a very dedicated group of parents, including members of the Francophone community from Canada, Africa, and France, met with more than two hundred families who pledged to send their children to a French dual language program in Manhattan if one was created. We particularly congratulate the incredible efforts put forth by parents such as Stéphane Lautner, Catherine Rémy, and Nadia Levy who have kept the torch of the Bilingual Revolution burning in Manhattan. The French dual language classes began on September 21st with seats for 36 pre-K students. On behalf of CALEC’s TBR Books program Fabrice Jaumont offered the school several copies of Deana Sobel Lederman’s Rainbow, Masks, and Ice Cream trilogy in both French and English.

Here are quotes from some of the participants as well as a news report and additional photos and links.

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