Dear Langscape community (and beyond),
The LEM editors call for contribution proposals to the upcoming 2023 volume of Language Education and Multilingualism. We invite original research papers relating to the theme of Plurilingualism and language policies in tertiary/higher education and research in Europe and beyond.
Aiming to explore practices, discourses and mind-sets within a field structured likewise by multi-/plurilingualism and tendencies towards linguistic mainstreaming of English in the academia, the new volume of LEM will publish research concerning topics focusing tertiary or higher education contexts in Europe and worldwide such as:
- Research of lingua francae
- Plurilingual education programmes: state of the art, historical analysis, perspectives in tertiary/higher education
- Transnational institutions charged of analysing tertiary/higher education, their functions, their scope and educational policies
- Language ideologies in tertiary/higher education
- Plurilingual research practices in research teams
- The dominance of publications in English (or not)
- Epistemological implications of multilingual research contexts
- Language learning and language learning provisions in tertiary/higher education
- The role of minority languages in tertiary/higher education and research
- Government and institutional policies regarding language uses in tertiary/higher education and research
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 12th, 2023.
Please refer to the multilingual Call for Proposals below for a more detailled description of Vol. 6 and information about how to submit and an estimated timeline.
The LEM editors are pleased to announce that Volume 5 (2022) of Language Education and Multilingualism has been published. Five contribution discuss this years’ focus topic “Multilingualism in Virtual Communication and Encounters” from multiple perspectives. They are complemented by two articles on ethical considerations in EFL research, and on an emerging framework to promote deeper learning in CLIL based on drama-games.
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.
