Announcements
Call for Papers:
Special Issue on Reimagining Pedagogical Practices in Language Education
Guest Editors
Dr. Farah Akbar, University of Edinburgh
Dr. Soe Marlar Lwin, Singapore University of Social Sciences
The Scope
This special issue invites contributions that explore and interrogate how pedagogical practices in language education can be reimagined to respond to diverse educational realities, challenge dominant ways of thinking and prioritise classroom-based impact. We are particularly interested in work that bridges the gap between theory and practice, centres inclusive and practical approaches and draws on locally grounded knowledge systems and teaching traditions.
We welcome contributions from educators, researchers and practitioners whose work reflects context-responsive innovation and who bring forward perspectives that are often underrepresented in mainstream language education discourse.
This special issue aims to serve scholars, teacher educators, policymakers, and classroom practitioners who are committed to advancing socially just, innovative and context-responsive pedagogy. While artificial intelligence (AI) is not the main focus of this issue, we encourage authors to consider, where relevant, how digital technologies and AI are reshaping language teaching especially when these tools intersect with issues of ethics, access, power, and representation.
Topics this special issue may include (but are not limited to):
- Pedagogies with Impact – practitioner-led or co-developed approaches that bring about meaningful change in classrooms, particularly in settings where visibility, representation, or resources may be limited. Submissions may focus on curriculum adaptation, learner engagement, or inclusive teaching strategies with demonstrable classroom relevance.
- Connecting Theory to Practice – research that explores how theoretical ideas are interpreted, negotiated, or adapted in specific educational settings, including those influenced by digital technologies or platform-based learning. Submissions may explore how such theories are applied in context, across modalities or delivery formats, including hybrid and digitally mediated environments.
- Decolonising Language Education – studies that engage critically with curriculum, assessment, or materials to challenge dominant knowledge hierarchies and centre more plural, community-rooted ways of knowing and teaching. We welcome submissions that show how curriculum design can disrupt dominant language ideologies and strengthen critical and reflective language learning.
- Contextually Rooted Pedagogies – contributions that highlight language teaching practices grounded in learners’ sociocultural contexts especially those that challenge “one-size-fits-all” models. Submissions may include heritage language teaching, community literacy practices or pedagogy responsive to linguistic diversity.
- Interpedagogy – contributions that explore the design and implement of interdisciplinary or interprofessional teaching and learning for a more holistic and interconnected educational experience. Submission may focus on content and language integrated learning (CLIL), collaborative teaching and learning across disciplines, and pedagogical partnership between language teachers and professionals in other domains.
Format of submissions
- Empirical Research – articles based on qualitative, quantitative, or mixed-methods data
- Practice-Based Studies – research grounded in classroom or community-based teaching
- Critical Reflections – theoretically informed accounts that interrogate professional practice, positionality or policy
- Autoethnographic Accounts – first-person pieces that offer insight into language education through lived experience
We would like to inform you that manuscripts can be submitted in free format using Microsoft Word. However, we kindly ask that you ensure your submission complies with the APA 7th edition citation and referencing guidelines.
The Guest Editors would welcome contributions up to 9000 words, references and appendices included. Longer manuscripts will need to be approved.
NOTE: When submitting your final manuscript, please select issue type as “special issue” and “Reimagining Pedagogical Practices in Language Education”.
Deadlines for authors
- Manuscript submission deadline: 5 January 2026
- First review decision on manuscripts: 28 February 2026
- Second review decision on manuscripts: 15 April 2026
- Final version submission: 1 May 2026
- Expected Publication: May 2026
Previous Special Issues
Artificial Intelligence in Education
Computational thinking and Mathematics teaching and learning
Why and how of integrated STEM education
COVID-19 & Education