Call for papers

Language teaching inherently involves exploring culture and is thus a de facto meeting point—often a site of tension—where societal visions, sociolinguistic representations, and pedagogical convictions converge. This section invites analyses of voluntary (or tentative) attempts to create environments conducive to plurilingual education. Contributors might explore, within specific teaching contexts and across different stakeholder perspectives, the proximities and distances, convergences and divergences, tensions and entanglements between beliefs about plurilingualism and the visible or less visible constraints imposed by institutional settings and learner expectations. Submissions might also consider the gap between an aspirational plurilingual landscape (official language policies, institutional charters, etc.) and a lived plurilingual landscape (implicit plurilingual practices, multilingual events, etc.).

Since the publication of the Companion Volume to the CEFR (2020), research in language education has seen a proliferation of studies on plurilingual approaches and mediation skills. Meanwhile, language teachers have been provided with an official framework legitimizing such practices. Yet, has this bridged the persistent gap between theory and practice? This section welcomes contributions analysing successes and shortcomings in the classroom application of the CEFR, and analyses of plurilingual teaching sequences-whether explicitly or implicitly plurilingual-in order to identify didactic tools which prove effective and which fall short. Papers may also consider how teaching methodologies align with institutional expectations and learner needs, both at the action-oriented and linguistic levels.

If the aim is to promote and valorize students’ plurilingual repertoires, then teacher engagement and training are essential to transforming current pedagogical practices. What specific competences characterize a teacher capable of adopting a plurilingual approach? What forms of institutional support are needed to sustain such practices?

This section invites reflections on both the adaptation of the teaching environment (educational landscapes, support and recognition networks) and the development of practical tools that empower teachers to operationalize plurilingual objectives. Drawing on empirical evidence and field experiences, contributions might examine institutional frameworks and methodological instruments that could be integrated at various stages of teacher education-both at a metalinguistic and global level (plurilingual awareness, intercomprehension, interdisciplinary collaboration) and at a functional and specific level (vocabulary development, assessment practices, bibliographic research, repertoires, reflective journals, etc.).

Beliefs and classroom realities

• Bernstein, K. A., Anderson, K. T., Close, K., & Rodriguez Martinez, S. (2023). Teacher beliefs about multilingual learners: how language ideologies shape teachers’ hypothetical policymaking. International Multilingual Research Journal, 17(3), 191–219. https://doi.org/10.1080/19313152.2023.2182094
• Brinkmann, L., Duarte, J., & Melo-Pfeifer, S. (2022). Promoting plurilingualism through linguistic landscapes: A multi-method and multisite study in Germany and the Netherlands. *TESL Canada Journal.* https://teslcanadajournal.ca/index.php/tesl/article/view/1475
• Calafato, R. (2025): Connecting beliefs, learning strategies, and daily language use: predictors of French grammar achievement in multilingual learners, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2025.2546937
• Castellotti, V. (2017). *Pour une didactique de l’appropriation. Diversité, compréhension, relation.* Paris : Didier. https://journals.openedition.org/rdlc/4193
• Castellotti, V. (2023). Plurilinguisme et interculturalité dans l’enseignement supérieur : aspects institutionnels, appuis théoriques et pistes d’intervention. *Language Education and Multilingualism – The Langscape Journal, 6.* https://edoc.hu-berlin.de/server/api/core/bitstreams/3684ff9e-bfa0-401c-a296-d4b6c7b5dcad/content
• Cenoz, J & Gorter, D. (2021) Pedagogical Translanguaging. Cambridge: Cambridge University Press.
• Gajo, L., Fonseca Favre, M., Dall’Aglio, V., & Vaissière, S. (2023). Pratiques translangagières et (dé)cloisonnement curriculaire : deux études de cas en contraste. *Lidil, 67.* https://journals.openedition.org/lidil/11559
• Huang, Y., et al. (2024). Scoping review on primary school teachers’ beliefs on multilingualism. *International Journal of Multilingualism.* https://doi.org/10.1080/14790718.2024.2383739
• Marongiu, M. (2023). Il plurilinguismo a scuola: un’indagine sulle pratiche didattiche. *Rhesis.* https://doi.org/10.13125/rhesis/5658
• Müller, J. (2022). *Le multilinguisme en France aujourd’hui : opinions, usages, pratiques 2021.* Crédoc, rapport. https://www.credoc.fr/publications/le-multilinguisme-en-france-aujourdhui-opinion-usages-pratiques-2021
• PEP Project Consortium. (2025). *Language use in secondary and higher education: Teachers’ beliefs and practices — Survey Report 2025.* https://doi.org/10.25592/uhhfdm.16755
• Susanto, D., et al. (2023). Teachers’ multilingual beliefs and practices in English classrooms: A systematic review. *Review of Education.* https://doi.org/10.1002/rev3.3407
• Zarate, G., Huver, E., Laurens, V., Levy, D., Meunier, D., & Noûs, C. (2021). En quoi les langues ont-elles un rôle à jouer dans les sociétés mondialisées au sein d’une Europe fragilisée ? *Recherches en didactique des langues et des cultures, 18*(1). https://journals.openedition.org/rdlc/8439

Theories and practices (CEFR, mediation, didactic sequences)

• Daloiso, M. (2020). Quale didattica per il plurilinguismo oggi ? *EL.LE.* https://edizionicafoscari.unive.it/media/pdf/article/elle/2020/2/art-10.14277-ELLE-2280-6792-2020-02-002.pdf
• Galante, A., Chiras, M., dela Cruz, J. W. N., & Zeaiter, L. F. (2022). *Plurilingual Guide: Implementing Critical Plurilingual Pedagogy in Language Education.* https://www.researchgate.net/publication/358914222_Plurilingual_Guide_Implementing_Critical_Plurilingual_Pedagogy_in_Language_Education
• Gorter, D., & Cenoz, J. (2024). A Panorama of Linguistic Landscape Studies. Multilingual Matters & Channel View Publications. https://doi.org/10.2307/jj.6947033
• Gülzow, I., et al. (2022). Early plurilingual foreign language teaching in mixed classrooms: Effects on learners’ development. *System.* DOI: 10.1016/j.system.2022.102828
• IRAAL. (2021). *Case studies in mediation, online interaction and plurilingualism* (Special issue of *TEANGA*). https://doi.org/10.35903/TEANGA.V29I.3774
• Li, M., & Lin, A. M. Y. (2022). ESL classroom interactions in a translanguaging space. *Applied Linguistics Review.* DOI: 10.1515/applirev-2022-0202
• North, B. (2021). The CEFR Companion Volume—What’s new and what might it imply for teaching, learning and assessment ? *CEFR Journal, 4.*
• North, B., Piccardo, E., Goodier, T., Fasoglio, D., Margonis-Pasinetti, R., & Rüschoff, B. (dirs.) (2022). *Enriching 21st Century Language Education: The CEFR Companion Volume in Practice.* Strasbourg : Conseil de l’Europe. https://doi.org/10.1111/J.1540-4781.2011.01204.X
• Piccardo, E. (2018). Plurilingualism: Vision, conceptualization and practices. In T. N. Trifonas & T. Aravossitas (Eds.), *Handbook of Research and Practice in Heritage Language Education.* Springer. https://doi.org/10.1007/978-3-319-44694-3_47
• Piccardo, E. (2023). Tout se tient : la vision holistique plurilingue et actionnelle du CECR. *Arborescences, 13.* https://doi.org/10.7202/1107655ar   https://id.erudit.org/iderudit/1107655ar
• Piccardo, E., & North, B. (2019). *The Action-oriented Approach: A Dynamic Vision of Language Education.* Bristol : Multilingual Matters.
• Piccardo, E., & North, B. (2020). The dynamic nature of plurilingualism: Creating and validating CEFR descriptors for mediation, plurilingualism and pluricultural competence. In *Plurilingual Pedagogies.* Springer.
• Tsagari, D., et al. (2022). Implementation and effects of pedagogical translanguaging in EFL classrooms: A systematic review. *Languages.* https://doi.org/10.3390/languages8030194

Teacher training (approaches, tools, methodologies)

• Baldo, G. (2024). La formation et les perceptions (socio)linguistiques des docenti che operano in un contesto plurilingue. *Quaderns d’Italià.* DOI: 10.5565/rev/qdi.622
• Behra, S., & Macaire, D. (2021). Appropriation et plurilinguisme en formation de futurs enseignants du premier degré. *Recherches en didactique des langues et des cultures, 18*(2). https://journals.openedition.org/rdlc/9360
• Cognigni, E. (2021). Educare alla diversità linguistica e culturale: verso un’educazione plurilingue e interculturale. *Educazione Interculturale.* https://u-pad.unimc.it/retrieve/de3e5028-a8ff-83cd-e053-3a05fe0a1d44/Cognigni_Educare_alla_diversità_2021.pdf
• Conseil de l’Europe, CEFR Expert Group. (2023/2025). *A Guide to Action-oriented, Plurilingual and Intercultural Education.* Strasbourg : Conseil de l’Europe. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354
• Cutrim Schmid, E., & Pott, D. (2022). Plurilingual practice in language teacher education: An exploratory study of project design and ideological change. *AILA Review, 35*(1), 60–88.
• Galligani, S., & Vlad, M. (dir.) (2020). *Didactique du plurilinguisme et formation des enseignants: contextes, dispositifs et perspectives.* *Le Français dans le monde – Recherches et applications, 67.*
• Gajo, L. (2022). From language planning to the didactization of plurilingualism: A Swiss perspective. In Prasad, Auger & Le Pichon-Vorstman (Eds.), *Multilingualism and Education.* Cambridge University Press.
• Garrido, C., & Cope, J. (2023). Multilingual teachers and teachers of multilinguals: Developing pre-service teacher education. *Language and Education.* DOI: 10.1080/09571736.2023.2251499
• North, B. (2025). Action-oriented, plurilingual and intercultural education: A new impetus ? *CEFR Journal, 7.* DOI: 10.37546/JALTSIG.CEFR7-1
• Piccardo, E., & Chen, L. (dirs.) (2024). *Autoethnographies of Plurilingualism: Voices of the Selves.* Routledge.
• Poarch, G., et al. (2022). *Learning to teach English in the multilingual classroom: Utilizing FREPA (CARAP).*
• Pulinx, R., & Van Avermaet, P. (2021). Inclusion of multilingual students — Teachers’ perceptions on language support and collaboration. *International Journal of Inclusive Education.* DOI: 10.1080/13603116.2021.2011439
• Castellotti, V., & Debono, M. (2024). Élaborations et réceptions des politiques didactico-linguistiques européennes … *Lidil, 69.* https://doi.org/10.4000/lidil.12584

30 minutes, i.e. 20-minute presentation + 10-minute discussion.

Talks can be delivered in one of the conference languages. Supporting material (slides, handouts and other visuals) must be in English or in another language of the conference if the talk is in English.

40 minutes

Workshops are practice-oriented sessions that are supposed to engage participants in a series of participative activities so that they can gain hands-on experience with tools, strategies or best practices.