Call for Papers for Special Issue on Humanity and Language Education

Theme:

Humanity in Language Education

Guest Editors:

Fanny Meunier (UCLouvain) and Ferran Suner Munoz (UCLouvain)

Overview:

Building on from the Inaugural International Applied Linguistics Research Conference (AppLing), this special issue invites submissions that deepen the work presented at the conference by exploring how human-centred perspectives shape language teaching and learning in multilingual, diverse and technologically mediated contexts. We welcome empirical and observational studies that examine multilingual practices (Myklevold & Bjørke, 2025), pluriliteracies-oriented practices (Meunier, 2025), learner identities, translanguaging practices (Mashala & Sanders, 2025), inclusive assessment (Tai et al., 2021), teacher development (Gao & Yang, 2023), sociocultural and political issues (Li, 2022), human-technology interaction (Li & Lan, 2022), and sustainable educational practices (Dubiner, 2021). We are particularly interested in contributions that move beyond descriptive accounts to critically examine the assumptions, power dynamics, and/or ethical considerations embedded in language education practices. Authors are encouraged to address how their work contributes to more human-centred, equitable and sustainable approaches to language learning in an era of rapid technological and social change.

Manuscripts should explicitly build on the conference presentation and demonstrate how their research advances understanding of how humanity-centred practices matter to effective language education, in terms of interaction, agency,  inclusion, diversity and equity.

Timeline:

Abstract Submission Deadline: December 15, 2025
Notification of Abstract Review: January 15, 2026
Full Manuscript Deadline: April 15, 2026
Expected Publication: August 2026 [Continuous online publication]

Submission and Inquiries:

We invite participants to submit a proposal/abstract of approximately 300-400 words by December 10, 2025 through https://forms.office.com/r/Xm6ZrBiTdm. Proposals/abstracts should show a clear and identifiable relationship with research that was presented at the Inaugural Applied Linguistics Research Conference held in UCLouvain, Belgium, from November 19-21, 2025. It should detail the area of focus, the gap, the research design and methodologies used, and key findings related to the central theme of the special issue. Based on the review of the proposals, authors will be invited to submit complete manuscripts for possible inclusion in the special issue. Authors’ guidelines will be included in the invitation letters.

For this special issue, please send inquiries directly to Fanny Meunier (fanny.meunier@uclouvain.be) and Ferran Suner Munoz (ferran.sunermunoz@uclouvain.be).

References

Dubiner, D. (2021). Second language learning and teaching: From theory to a practical checklist. TESOL Journal, 10, e398. https://doi.org/10.1002/tesj.398

Gao, X.A., & Yang, W. (2023). Multilingualism and language teacher education. System, 118, 103127. https://doi.org/10.1016/j.system.2023.103127.

Li, P., & Lan Y.-J. (2022). Digital language learning (DLL): insights from behavior, cognition, and the brain. Bilingualism: Language and Cognition, 25(3), 361–378. https://doi.org/10.1017/S1366728921000353

Li, W. (2022). Translanguaging as a political stance: implications for English language education, ELT Journal, 76(2), 172–182.

Meunier, F. (2025). Pluriliteracies. In L. McCallum, L. & D. Tafazoli (Eds.), The Palgrave encyclopedia of computer-assisted language learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51447-0_244-1

Myklevold, G. A., & Bjørke, C. (2025). Multilingualism in the languages classroom. The Language Learning Journal, 53(5), 565–573. https://doi.org/10.1080/09571736.2025.2549120

Mashala, M., & Sanders, D. A. (2025). The use of translanguaging to support the teaching of literacy: intermediate phase teachers’ perceptions. International Journal of Multilingualism, 1–18. https://doi.org/10.1080/14790718.2025.2502949

Tai, J., Ajjawi, R., & Umarova, A. (2021). How do students experience inclusive assessment? A critical review of contemporary literature. International Journal of Inclusive Education, 28(9), 1936–1953. https://doi.org/10.1080/13603116.2021.2011441