Language Learning in Multilingual, Inclusive and Immersive Contexts

Dear Colleagues

In today’s globalized world, second and additional language learning takes place across a variety of contexts—from inclusive classrooms (Angelovska, 2024; Angelovska and Kałdonek-Crnjaković, 2024), bilingual immersion programs (Reljić., Ferring, and Martin, 2015), to digital apps and platforms (Zhang and Zou, 2021). The field of second and additional language learning is evolving rapidly, particularly as it intersects with emerging technologies, diverse learning environments, and increasingly multilingual settings. This Special Issue aims to explore the multifaceted nature of second and additional language learning across various contexts, emphasizing the need to move beyond traditional, belief- and recipe-driven language teaching approaches towards methods that are evidence-based, personalized, and/or tailored to diverse learning populations.  

This Special Issue seeks to explore how second, and additional language acquisition is influenced by these diverse contexts and to challenge traditional methodologies that rely heavily on teachers’ or learners’ beliefs solely rather than on evidence-based practices. We call for ideas to be tested in order for the best learning outcomes for all language learners to be achieved.

Thus, we will welcome research focusing on the development of receptive (listening, reading) and/or productive (speaking, writing) language skills, domains (pronunciation, vocabulary, and grammar), and/or teaching competences in various contexts and through exploring the role of learner-related predicting factors (e.g., cognitive learner individual predispositions, cognitive strategies, working memory, etc.) and/or digital tools (e.g., apps) or assistive technologies (e.g., chatgpt). We welcome empirical studies that explore how these skills and competences can be effectively nurtured and assessed in different environments, whether through traditional, digital, immersive, or inclusive means, approaches, interventions, and/or strategies.

The thematic focus includes, but is not limited to:

• Multilingual settings: investigating language learning in environments where multiple languages coexist and interact. This also includes multiple acquisitions of foreign languages as school subjects.
• Immersive learning environments: examining the impact of immersive experiences, including bilingual immersive programs/modules, and/or virtual reality, artificially intelligent apps/environments, or similar digital tools on (multilingual) language learning.
• Inclusive classrooms: addressing the challenges and opportunities of teaching languages to diverse language learners, including those from neurodiverse populations and those with distinct differences, disabilities, or special needs.

All submissions to this Special Issue must adhere to evidence-based principles. This means that contributions should be grounded in empirical research, providing clear evidence that supports the methodologies, decisions, and interventions discussed. The goal is to introduce studies proving that language learning in multiple contexts is scientifically validated and tailored to the specific needs of different learner populations and contexts.

Timeline

- December 2024: Submission deadline for titles and abstracts.
- January 2025: Notification of acceptance.
- July 2025: Submission of first-draft manuscripts.
- October 2025: Feedback on first drafts provided to authors.
- January 2026: Revised manuscripts due.
- March 2026: Final notification of acceptance.
- June 2026: Issue publishing

Angelovska, T. (2024). Heterogeneity in TEFL: A Focus on Teachers' Competencies for and in the Multilingual Classroom. The TESOL Encyclopedia of English Language Teaching. Wiley Publ.

Angelovska, T. and Kałdonek-Crnjaković, A. (2024). Attention deficit hyperactivity disorder in second and additional language learning and teaching. In The TESOL Encyclopedia of English Language Teaching. Wiley Publ.

Reljić, G., Ferring, D., and Martin, R. (2015). A Meta-Analysis on the Effectiveness of Bilingual Programs in Europe. Review of Educational Research, 85(1), 92-128. https://doi.org/10.3102/0034654314548514

Zhang, R., and Zou, D. (2021). A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning, 35(9), 2790–2816. https://doi.org/10.1080/09588221.2021.1896555

Prof. Dr. Tanja Angelovska
Guest Editor

Manuscript Submission Information

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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• multilingualism, inclusive classrooms
• neurodiversity
• language acquisition
• evidence-based teaching
• receptive skills
• productive skills
• immersive education
• educational technologies
• learner-centered approaches