Guest editors:
Anna Marzà & Joaquim Dolz
Societies nowadays are multilingual, that is, composed of groups speaking different languages. From a social point of view, multilingualism is conceived as the set of language practices and varieties, with diverse economic and symbolic status, that coexist in a social and cultural context. Population movements, especially internal and international migration and tourism have amplified the coexistence of languages within the same territory. Hence multilingualism can be considered as a universal phenomenon that develops in various ways according to the situations, the status and the representations about the languages that coexist, and the language policies of the countries and institutions. In this context, the terms bilingual or plurilingual are used to describe individuals who know and practice more than one language, as well as educational systems that aim at the simultaneous development of several languages or a holistic treatment of the languages present in schools (Coste, Moore & Zarate [1997] 2009; Béacco & Byram 2007).
The distribution of linguistic resources both from a social point of view and in educational systems is not always fair (Leglisse 2017). This is manifested most notably in the so-called Global South, decolonized countries where people's epistemic rights are racially devalued (Mignolo 2009). Glottophobia and discrimination are more general phenomena and are present in various situations of linguistic minorisation around the world (Blanchet 2005; 2016; Monzó-Nebot & Jiménez-Salcedo 2017) and prompt an ethical and legal reflection on linguistic uses, in particular on their application in the educational field. It is for this purpose that we propose a thematic issue that revolves simultaneously around the following three areas:
Language rights and especially the rights of linguistic minorities have become an object of study (de Varennes 1996; Henrard 2000; Patrick & Freeland 2004; May (2001) 2012). Likewise, they have received attention from international institutions (Ramón i Mimó 1997), as in the European Charter for Regional or Minority Languages (Council of Europe 1992). The report presented by the UN special rapporteur on minority issues (Izsák-Ndiaye 2012) mentions nine concerns regarding the rights of linguistic minorities, three of which seem particularly relevant for this thematic issue: first, the recognition of minority languages and linguistic rights; second, the use of languages in public life; and finally, the position that languages occupy in education.
Educational systems. Faced with the challenge of unequal multilingualism, countries respond with language policies that can be very varied within the educational field. This special issue focuses on the proposals for linguistic organization within educational systems in different contexts. Comparative analyses on the application of the linguistic rights of minorities related to the specific sociolinguistic contexts are particularly relevant. Comparison allows different solutions to emerge as linked to particular situations, revealing the necessary adaptations to the phenomenon of minorisation and their relevance and effectiveness to specific contexts. We are specifically interested in bringing together research that analyses the impacts of the implementation of educational policies catering for the linguistic rights of minorities (Milian i Massana 1992; Kontra et al. 1999; Flors-Mas & Manterola 2021).
Practical experiences promoting minority languages in education present great diversity (Rispail 2017): immersion programs (Artigal 1997; Björklund, Mård-Miettinen & Savijärvi 2017), the incorporation of minority and heritage languages in the classrooms (Maynard, Armand & Brissaud 2020; Sales, Marzà i Ibàñez & Torralba 2023; Prasad & Bettney Heidt 2023), intercomprehension (Bonvino 2015; Carrasco Perea & de Carlo 2019), or mother tongue-based multilingual education (Tupas 2015), among others. Nowadays there is a didactic engineering trend towards the integrated treatment of languages focusing on minority languages, either present in the territories or brought by migration (Perregaux et al. 2003; Pascual 2006; Dolz & Idiazabal 2013; García Azkoaga & Idiazabal 2015; Candelier 2016). The analysis of educational experiences considers the particular teaching strategies, the type of interactions between languages and the dilemmas that occur in educational practices (de Pietro 2004; 2021). Didactic devices can delve into language attitudes and the learning of these languages to limit their minorisation or even to avoid their assimilation or disappearance (Cummins 2000; Candelier 2003; 2008).
Based on the three thematic areas described above, the following questions may guide the preparation of contributions for this special issue:
Deadline for abstracts: 15 May 2024
For more information, click here.
Call for Translations (2026-2027):Journal: Society for Cinema & Media Studies (SCMS) – Translation/Publication Committee In collaboration with JCMS: Journal of Cinema and Media Studies The SCMS Translation/Publication Standing Committee welcomes two types of proposals: (1) a single text such as a journal article, book chapter, or self-contained section of a book that focuses on a particular topic in a unified, coherent way, or (2) a group of smaller texts that are linked thematically, regionally, or otherwise.Deadline:Proposals are due by October 23, 2026. Submissions should be sent to the Standing Committee Coordinator (committees@scmstudies.org) and cc: the SCMS Translation/Publication Committee Chair, Catherine Benamou (cbenamou@uci.edu).More details: https://www.cmstudies.org/page/comm_translation
Call for papers:Event: Who Appears After Translation? Authors, Artists, and Transcultural Personas — ACLA 2027American Comparative Literature Association Annual Meeting 2027University of Houston, May 20–23, 2027Organizers: Maya Boutaghou and Song Huang, University of VirginiaPossible topics include, but are not limited to:literary translationself-translationmultilingual writingtranslated authors and authorial personastranslators as mediators of cultural identityperformance circulationadaptationvisual translationartistic and celebrity personasdigital mediadiasporic and postcolonial translationmultilingual subjectivityuntranslatabilitytranscultural mediationtranslation and cultural memorytranslation across literary, visual, and embodied mediaSubmissionPaper proposals must be submitted through the ACLA 2027 online portal.Deadline: September 22, 2026More info: https://www.acla.org/seminar/7a421fda-c5ce-4e42-b382-0d05b579746b
Call for Papers:Event: History and Translation Network Conference 2027 Time : September 20-23, 2027Place: Ghent University, BelgiumPossible topics include:translator branding and authorial visibilitygendered and postcolonial invisibilityarchival recovery of neglected translators and mediatorstranslation and mechanisms of canonisationthe historical circulation of texts in manuscript, print, and digital culturesthe materiality of texts, media ecosystems, and publishing networkscensorship, patronage, cultural diplomacy, and cultural policytranslation as labour, profession, and economic practicereaders, reception, and communities of interpretationtranslation and media(tion)the shifting boundaries between human and non-human mediationsocial, intellectual, institutional, and communication networksdigital humanities approaches, network analysis, corpus studies, and archival methodologiesPaper submission deadline: 1 February 2027More info: https://htn2027.ugent.be/en
Call for Papers:International Conference: Translating Sacred Texts: Dimensions, Challenges, and Contemporary Perspectives Date: December 03, 2026Format: In-PersonVenue: Faculty of Arabic Language, Cadi Ayyad University, Marrakech, MoroccoSubmission Guidelines• Abstract: 250–300 words, accompanied by a short biographical note. • Keywords: 4–6 keywords. • Conference Language: English. • Submission Email: sacredtexttranslation@gmail.com• Submission Deadline: September 1, 2026. Read more: https://sites.google.com/uca.ac.ma/sacredtextconference/accueil
Call for Papers Journal: Translation Spaces 18 (1) 2029Theme: Translating the city, curating the museum: city museums as translation zonesGuest editors: Anneleen Spiessens (Ghent University) and Luc van Doorslaer (University of Tartu/KU Leuven)Topics of interest include, but are not limited to:· conceptual convergences between city translation and museum translation· methodological approaches for studying translation in urban or museum contexts· the position of city museums within the broader translational framework of multilayered urban memoryscapes· the role of translation in unlocking multilingual collections· the symbolic and political dimension of language policies in city museums· the role of translation in diversifying museum audiences and fostering sustainable communities· the interplay of interlingual, intralingual, intersemiotic and intrasemiotic translation in exhibition contextsSubmissionAbstracts of up to 300 words should be submitted by 15 September to the guest editors by email (anneleen.spiessens@ugent.be and luc.vandoorslaer@ut.ee).Key dates:15 September 2026: abstract (300 words) and bionote (100 words) submissionIn the course of 2028: online first publication of individual articlesSpring 2029: print publicationMore information: https://benjamins.com/series/ts/call-for-papers-ts.2029.pdf
