Call for papers: SECOND LANGUAGE TEACHING AND LEARNING IN THE 21ST CENTURY

2024-10-23T17:34:45+02:00

SECOND LANGUAGE TEACHING AND LEARNING IN THE 21ST CENTURY

SECTION 1: LANGUAGES ACROSS THE CURRICULUM

Section guest editors:

1. Dr Blanche N. Hadebe-Ndlovu (ndlovbn@unisa.ac.za) and

2. Prof Roy Venketsamy (UKZN) for Education Deans’ Forum (EDF) of the Universities South Africa (USAf)

Throughout the history of the South African curriculum, access, progression, and teaching have been racialized, and this has a significant impact on the social and economic opportunities available to speakers of indigenous languages. The impetus over recent years to develop African languages across the curriculum is linked to the broader attempt to bring about socio-economic and political change in South Africa, supporting both social cohesion and an academically successful and linguistically diverse society. However, the history of teaching in South African schools is marked by the development of policies and practices that sought to entrench the power of the colonizer and the colonizer's language among the colonized. Native languages were largely excluded from formal education, and the first government education policy regulation was implemented in 1918. In 1954, it created an autonomous and inferior education system for the majority of South Africans based on their ethnicity. This system not only segregated South African society and reinforced and maintained the subjugation of the majority of the population and their languages but also ensured that speakers of African languages were denied access to the full linguistic and social currency that English and Afrikaans offer. For example, under apartheid rule from 1948 to 1994, Africans were allowed only to serve labour purposes, were not regarded as citizens of this country, their movements were restricted, their family life was undermined and could be destroyed, were not allowed the freedom of speech, had no political rights, and were denied access to free press and education. The radical changes that South Africa has undergone over recent decades have had a significant impact on the linguistic landscape of the country. English has gained greater social currency, and its importance is more widely recognized than ever before. Nonetheless, the development of African languages cannot be downplayed, as fostering socio-economic and political development can only be seen through promoting multilingualism. It is envisaged that learners will begin to learn the chosen language, with certain common elements in terms of language structures and the basic skills of listening, speaking, reading and writing in a foreign language will be developed in tandem. However, most learners learn by the "natural method" - that of second language teaching, in which the target language is used if and when the teacher and the learners believe it is appropriate to the learning of that language. This first approach - that of second language learning - has been the hallmark of foreign language education in this country over the years and refers to the teaching of a foreign language as a discrete subject in its own right. For this research, the entitlement to foreign language learning for every learner stipulates that foreign languages should be given the status of a core subject in the curriculum, is clearly of great import, and is the focus of the research. It is important to note that this research investigates the current position of language education, be that the natural method of curriculum delivery or providing some assistance with the teaching of another area of the curriculum, and also examines whether any innovations are likely to affect the style and method of delivery in the future. It seeks to determine the primary methods used in language teaching across the curriculum, and also investigate the effectiveness of such a method.

Papers for SECTION 1 should focus on the following themes particularly on Foundation Phase:

Responding to the PIRLS study (2023) results that South African Grade 4 learners cannot read with understanding. Strengthening FP language teaching and learning
Teach theories of teaching African Languages
Responding to the challenges of Teacher Education supply and demand.
Using play-based learning to promote African languages.
Use of stories and narratives to strengthen African languages in the FP
Open theme: this theme is open and focuses particularly promoting African Languages in the Foundation Phase
The use of technology in promoting African Languages.
Value of code-switching and translanguaging in the Foundation Phase

SECTION 2: RESHAPING THE LANDSCAPE OF LANGUAGE EDUCATION

Sharing insights, best practices, and research

Section guest editor:

1.Dr Meriem Sahli, The Arabic Programme at the School of Social Sciences, Arts, and Humanities, Al Akhawayn University (Aui), Morocco

2. Dr Peet van Aardt, Centre for Teaching and Learning and Head of the UFS Writing Centre, University of the Free State.

As we move further into the 21st century, second language teaching and learning are undergoing significant transformations. The rapid pace of technological advancement, the increasing importance of global communication, and the evolving needs of learners are reshaping the landscape of language education. However, despite these advancements, there is still a gap in understanding how best to integrate these emerging tools and methodologies into effective language instruction. Educators, researchers, and policymakers continue to seek answers to critical questions about how to prepare learners to thrive in an interconnected, digital world.

The integration of 21st-century skills, the rise of artificial intelligence, the use of digital humanities, and the push toward more autonomous and lifelong learning are just some of the areas that demand further exploration and innovation. Addressing these challenges and opportunities is crucial to ensuring that language education keeps pace with the demands of the modern world. This call for papers aims to bridge this gap by encouraging researchers and educators to share insights, best practices, and research that contribute to the ongoing development of second language teaching.

We are pleased to invite submissions for an upcoming issue of the Perspectives in Education.

We welcome academic papers and research articles that address the challenges, innovations, and developments in the field of second language teaching and learning in the 21st century.

This call seeks contributions that explore a wide range of topics related to modern second language education. We particularly encourage papers that reflect on the integration of 21st-century skills, the role of emerging technologies, and innovative methodologies that enhance language learning. Topics may include, but are not limited to:

Papers should focus on the following themes:

Artificial intelligence and language teaching: The impact of AI on curriculum design and language pedagogy, including its use in personalized learning and adaptive language programmes.
Digital Humanities in language education: How digital tools, online resources, and the digitization of content are enhancing language learning and making cultural materials more accessible.
Independent language learning: Motivating learners to continue acquiring language skills autonomously in both academic and practical contexts, with a focus on strategies for lifelong learning.
Multilingualism as a soft power: Exploring the global relevance of multilingualism in international relations, diplomacy, and cultural exchange, and its role in fostering global citizenship.
21st century skills and language learning: Addressing the evolving needs of learners, including critical thinking, collaboration, creativity, and intercultural competence within second language classrooms.
Sustainable Development Goals (SDGs) in language education: Investigating how language teaching can contribute to achieving global sustainability goals, fostering community engagement, and promoting social justice.

We look forward to receiving your contributions and advancing the scholarly conversation on second language education in the 21st century.

This call for papers aims to foster collaboration among educators, researchers, and practitioners, contributing to the development of innovative, impactful second language teaching methodologies for today’s world.

Interested in submitting an abstract or article?

Please upload your abstract to the Perspectives in Education OJS website on or before 28 February 2025.
To submit, click here
Timeline

Abstracts (300-500 words)	28 February 2025
Invitation to authors	24 March 2025
Full manuscripts submission	30 June 2025
Feedback on manuscripts	30 September 2025
Submission of reviewed papers	October 2025
Publication Date	April 2026

Further information is obtainable from:

Prof Jan Nieuwenhuis

Perspectives in Education Editor in Chief

perspectives@ufs.ac.za

Perspectives in Education: Announcements

Call for papers: SECOND LANGUAGE TEACHING AND LEARNING IN THE 21ST CENTURY

1. Dr Blanche N. Hadebe-Ndlovu (ndlovbn@unisa.ac.za) and

2. Prof Roy Venketsamy (UKZN) for Education Deans’ Forum (EDF) of the Universities South Africa (USAf)