English version below

RAPPEL

Appel à communications pour le colloque international
Carrefours de voix en éducation plurilingue: politiques, recherches et pratiques
Rome (Italie), 23 au 24 octobre 2025

Le colloque vise une réflexion sur les pratiques éducatives plurilingues, les perceptions du plurilinguisme et de l’éducation plurilingue ainsi que le rôle du plurilinguisme dans les politiques éducatives. Une attention toute particulière sera accordée à la relation entre la recherche, les politiques et les pratiques. 

Le colloque entend donc aborder autant les politiques éducatives que les pratiques pédagogiques effectives et la formation du (futur) personnel enseignant. Il abordera également les enjeux théoriques et les controverses autour des concepts clés qui fondent l’éducation plurilingue (langue, plurilinguisme/multilinguisme, inter/transculturalité, translanguaging, etc.), les représentations des acteurs de cette éducation et le développement, la mise en œuvre et l’évaluation des approches didactiques.

Date-limite d’envoi des résumés: 05/01/2025
Plus d’information sur le site de l’événement.

Publication : une sélection de contributions sera publiée dans un volume soumis à une double évaluation par les pairs. Des informations complémentaires seront communiquées dans les semaines à venir.

Nous vous attendons nombreuses et nombreux!!! 

Le colloque est organisé par l’Università degli Studi Roma Tre et le projet PEP (Promouvoir l’éducation plurilingue, 2023-1-FR01-KA220-HED-000160820). Le projet est cofinancé par la Commission européenne (Agence nationale Erasmus+ France) dans le cadre du programme Erasmus+.

REMINDER

Call for papers
Bridging Voices in Plurilingual Education: Policies, Research and Practices
Rome (Italy), 23-24 October 2025

The conference aims to reflect on plurilingual educational practices, perceptions of plurilingualism and plurilingual education, and the role of plurilingualism in educational policies. Particular attention will be paid to the relationship between research, policies and practices. 

The colloquium therefore intends to address educational policies as much as actual classroom practices and the training of (future) teaching staff. It is also interested in the theoretical issues and controversies surrounding the key concepts on which plurilingual education is based (language, plurilingualism/multilingualism, inter/transculturalism, translanguaging, etc.), the representations of those involved in this form of education, and the development, implementation, and evaluation of existing and emerging didactic approaches.

Deadline for submission of abstracts : 05/01/2025
More information on the conference website.

Publication: Selected contributions will be included in a peer-reviewed volume. Additional information will be shared in the coming weeks. 

Looking forward to seeing you in Rome.

The conference is organised by Università degli Studi Roma Tre within the framework of the PEP project (Promoting plurilingual education, 2023-1-FR01-KA220-HED-000160820). The project is co-funded by the European Commission (National agency Erasmus+ France) in the Erasmus+ programme.

The LEM editors are pleased to announce that Volume 7 (2024) of Language Education and Multilingualism with the focus topic “Reading and teaching multilingual literary texts” has been published.

The volume is available online as a full open-access publication. The editors wish to thank the authors and reviewers for their committed work and contributions.

Dear Langscape community (and beyond),

The LEM editors call for contribution proposals to the upcoming 2025 volume of Language Education and Multilingualism. We invite original research papers relating to the theme of Connecting family and school language policies.

The new volume of LEM will publish research concerning related topics focusing on education contexts in Europe and worldwide such as:

• Approaches and models to connect family and school language policies
• Pedagogical experiences and good practices connecting family and school language
  policies
• The relevance of family and school language policies on cognitive and socio-emotional
  aspects of learning
• The influence of family and school language policies on migrant children’s language
  development
• Child language brokering and child agency
• The role of translation and interpreting in school and family mediation
• Narratives in children’s and young adult’s literature related to the topic
• Identity narratives related to teachers’ and students’ personal experiences in linguistic
  diversity

The editors of LEM invite proposals for contributions that address one or several of the above areas. Proposals of 1.5 to 2 pages should be sent by January 9th, 2025.

Please refer to the multilingual Call for Proposals below for a more detailled description of Vol. 8 and information about how to submit and an estimated timeline.

Dear colleagues,

We would like to inform you about a current Call for Papers for a Special Issue of Multilingualism in School.

Please find all info in the PDF.

Dear Langscape community (and beyond),

The LEM editors call for contribution proposals to the upcoming 2024 volume of Language Education and Multilingualism. We invite original research papers relating to the theme of Reading and teaching multilingual literary texts. Proposals of 1.5 to 2 pages should be sent by January 9th, 2024.

Please refer to the multilingual Call for Proposals below for a more detailled description of Vol. 7 and information about how to submit and an estimated timeline.

Dear Langscape community (and beyond),

The LEM editors call for contribution proposals to the upcoming 2024 volume of Language Education and Multilingualism. We invite original research papers relating to the theme of Reading and teaching multilingual literary texts.

The new volume of LEM will publish research concerning related topic focusing education contexts in Europe and worldwide such as:

• Epistemological dimensions of reading multilingual literary texts
• Multilingual Literature: Authors and their readers
• The role of multilingual literature in literary didactics and education
• Classroom research on multilingual literature projects in foreign language teaching
• Multilingual literary texts in language education: teaching methods and motivation
• Language and culture teaching with multilingual film and music
• New formats of digital multilingual literature (blogs, fan fiction, etc.)
• Language awareness and language learning strategies when dealing with multilingual literary
  texts
• Curricular planning and multilingual literary texts in foreign language education
• Audiovisual translation (AVT) of literary adaptations in foreign language learning (dubbing,
  subtitling …

We invite proposals for contributions which address one or several of the above areas. Proposals of 1.5 to 2 pages should be sent no later than January 9, 2024.

Please refer to the multilingual Call for Proposals below for a more detailled description of Vol. 7 and information about how to submit and an estimated timeline.

Dear Langscape community,
We are pleased to announce that the latest issue of the Lidil journal – coordinated by a José Ignacio Aguilar-Río, Alice Burrows, Cédric Brudermann and Pascale Trevisiol – has just been published. Here is what the editors say about the volume titled “Le paramètre temporel dans le développement langagier : implications didactiques et pédagogiques”:

“Le numéro 66 de Lidil s’intéresse à l’influence du « temps » sur les processus d’apprentissage des langues dites étrangères. Alors que le temps, compris comme une durée mesurable en semaines, mois, années scolaires, est proposé par des instances institutionnelles comme un repère pour organiser les apprentissages à l’école, au collège ou au lycée, la recherche suggère que l’apprentissage ne peut être réduit à des calculs de durée de participation à des enseignements. Certes, tout apprentissage s’inscrit dans une durée, mais cette durée ne saurait être une condition suffisante pour que s’ensuive du développement langagier ou que des projections relatives aux apprentissages effectués puissent être formulées à l’avance. De ce fait, la tendance qui consiste à mettre côte à côte le temps investi dans un apprentissage et l’apprentissage proprement dit va à l’encontre de ce que la recherche en acquisition des langues nous apprend sur les processus de développement langagier, lesquels sont éminemment individuels et dépendant des circonstances comme des caractéristiques de chacun.e. Les trois axes d’analyse retenus dans ce numéro — l’apprenant et ses processus d’apprentissage, la relation pédagogique et les politiques éducatives — et les sept contributions qu’il compte permettent ainsi d’envisager le temps des apprentissages d’après des dimensions multiples et, ce faisant, de mieux cerner l’impact de cette variable sur les enjeux acquisitionnels à l’œuvre en contexte institutionnel. Nous espérons que les lecteur.rice.s éprouveront autant de plaisir à lire ce volume que nous avons nous‑mêmes eu à le constituer.

“This special issue deals with time and language development. While time, understood as a duration measurable in weeks, months or school years, is regularly used as a measurement tool to support teaching and / or learning in institutional settings, research suggests that language proficiency development is impossible to deal with only in terms of intended instructional time spent by students in formal classroom settings. It follows that at the interface between the government efforts to normalize an organisational temporality and the temporal relativity which characterizes the human experience and shapes language development, the temporal parameter entails epistemological implications which have not been sufficiently questioned to date in the field of applied linguistics. This issue intends to help bridge this gap by questioning three levels where the influence of the time parameter seems particularly salient: the level of the learner and his/her learning processes, that of the instructional settings and the relationship between pedagogical guidance and language development they entail and that of the state-level education policies.
This volume includes seven contributions relying on field data and providing concrete practical and pedagogical implications as regards additional language teaching and learning and language development. We hope you will enjoy reading it as much as we enjoyed putting it together!”

Kind regards,

Katrin Schultze and Stephan Breidbach