Special Issue "Migration and Multilingual Education: An Intercultural Perspective"
A special issue of Societies (ISSN 2075-4698).
Deadline for manuscript submissions: 30 November 2023 | Viewed by 8202
Interests: intercultural/multicultural education; immigrant students' education; citizenship education; educational programmes and ICTs for immigrant students and multicultural classes
More multilingualism exists in more places and for more reasons than ever before because of globalization, geographical and social mobility, economic and political transformations, and rapid technological evolutions. Yet, when it comes to foreign language teaching in multicultural and multilingual environments, the impossibility of "one-size-fits-for-all" becomes even more indisputable as multilingualism may refer to different notions in different contexts from individual and social perspectives (Cenoz, 2013). Current theories based on superdiversity define multilingualism as "multilinguality" (Agnihotri, 2014), a natural phenomenon and cognitive processing of languages in the brain, and a tool to structure pedagogies in which languages are intertwined but not separate entities in the brain as well as in social behavior. Intercultural pedagogies should separately and equally value the multilinguality of each and every child in the classroom. Intercultural education and intercultural communication are at the forefront for educating all children to acquire new global competences and act as intercultural persons and global citizens (Palaiologou and Zembylas 2012). From this perspective, "every learner matters and matters equally" (UNESCO, 2017, pp. 12-13), which leads us to see individual differences not as problems to be fixed, but as opportunities to democratize and enrich learning and to "make sure that the multilinguality of every child becomes a part of the pedagogical process" (Agnihotri, 2014, p. 365).
In such a context, intercultural education can contribute to a classroom space where different identities, values, and practices co-exist, and also combine together to generate new identities, values, and practices (Wei, 2011, p. 1223).
Within this context, proposals are invited for a Special Issue of Societies that will focus on Migration and Multilingual Education: An intercultural perspective.
The issue, which will be edited by Prof. Nektaria Palaiologou as Leading Guest Editor and Dr. Achilleas Kostoulas as Co-Guest Editor, aims to bring together a range of empirically and theoretical contributions that will explore the nexus of multi-, pluri-, and translingual perspectives, through the lens of intercultural education.
A non-exhaustive list of topics includes:
- The marginalization or social exclusion of migrant and refugee students;
- Intercultural education, communication, and competencies;
- Bilingual education, language practices, and linguistic issues;
- Multilingual education and school leaders;
- Global competences.
In this Special Issue, contributions will either be articles, conceptual papers or reviews, and they must fit the scope of the journal and address the topic of the Special Issue.
- Agnihotri, R. K. (2014). Multilinguality, education and harmony. International Journal of Multilingualism, 11(3), 364-379.
- Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 3-18.
- Dervin, F., Portera, A. and Yuan, M. (2022). Teaching and Learning Interculturality in Education around the World: Anything New under the Sun. MDPI Special issue. Societies.
- Palaiologou, N. and Zembylas, M. (2012). Mapping the Broad Field of Multicultural and Intercultural Education Worldwide: Towards the Construction of the New Citizen. Cambridge Scholars Publishing.
- UNESCO (2017). Education for Sustainable Development Goals - Learning Objectives.
- Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222-1235.
Dr. Nektaria Palaiologou
Dr. Achilleas Kostoulas
Manuscript Submission Information
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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Societies is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 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.
- intercultural education
- critial pedagogy