CALL FOR PAPERS

Issue: Teaching and Learning in Modern Multilingual and Multicultural Classrooms 

 

Dear Colleagues,

It is with great pleasure that we invite you to submit abstracts for papers to be included in a Special Issue titled “Teaching and Learning in Modern Multilingual and Multicultural Classrooms”  

Scope

This special issue of "Teaching and Learning in Modern Multilingual and Multicultural Classrooms" delves into the intricate relationship between multilingualism, multiculturalism, and education, emphasizing their pivotal role in advancing all aspects of the Sustainable Development Goals (SDGs). The issue aims to showcase research and insights that illuminate how embracing linguistic and cultural diversity in educational settings can effectively align with and contribute to each of the SDGs:

1. Ensure Healthy Lives and Promote Well-Being for All at All Ages

By recognizing and integrating diverse linguistic and cultural perspectives into health education, this theme seeks to explore how a multicultural approach to wellness can lead to better understanding, access, and utilization of healthcare resources, ultimately promoting healthier lives within various communities.

1. Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All

This theme underscores the transformative potential of multilingual and multicultural education in eradicating barriers to quality learning. Through inclusive pedagogies, curricula tailored to diverse learning styles, and teacher training, this approach fosters lifelong learning and bridges educational gaps.

1. Achieve Gender Equality and Empower All Women and Girls

Multilingual and multicultural education can empower girls and women by challenging stereotypes, encouraging critical thinking about gender roles, and providing linguistic support that enables effective participation. Papers under this theme would explore how culturally sensitive education can drive positive shifts in gender dynamics.

1. Reduce Inequality Within and Among Countries

Education that celebrates multilingualism and multiculturalism actively addresses inequalities by giving marginalized groups a voice, facilitating cultural exchange, and promoting social cohesion. This theme calls for research on the impact of culturally relevant curricula and inclusive practices in mitigating various forms of inequality.

1. Promote Peaceful and Inclusive Societies for Sustainable Development, Provide Access to Justice for All, and Build Effective, Accountable, and Inclusive Institutions at All Levels

Multilingual and multicultural education can play a pivotal role in cultivating understanding, empathy, and effective communication across diverse groups, fostering a culture of peace and inclusivity. Furthermore, this theme examines how education can contribute to building accountable institutions that respect and uphold cultural and linguistic rights.

 

  

Topics

Proposals for papers in the issue may include topics such as the following and they may not be limited to:

1. International Policy on Multilingualism and Multiculturalism in Education

We welcome papers that could explore how international policies on education, language, and culture possess an important role in achieving goals such as quality education (SDG 4), reducing inequalities (SDG 10), and promoting peaceful and inclusive societies (SDG 16).

2. Internal and External Factors Affecting Teaching and Learning in Multilingual and Multicultural Classrooms

We welcome papers that can delve into how internal factors (such as cultural backgrounds, language proficiency) and external factors (such as societal attitudes, resources) impact education in diverse classrooms, contributing to the goals of quality education (SDG 4) and reduced inequalities (SDG 10).

3. Communication and Interaction in Multicultural and Multilingual Classrooms

This theme can be discussing how effective communication and intercultural interaction contribute to mutual understanding and social cohesion, aligning with goals of quality education (SDG 4) and building peaceful and inclusive societies (SDG 16).

4. Education Management for Multicultural and Multilingual Classrooms

By addressing the management of diverse classrooms, this chapter can relate to quality education (SDG 4) by exploring strategies for equitable learning opportunities and reduced inequalities (SDG 10) through inclusive educational practices.

5. Teachers’ Education, Training, and Readiness for Multicultural and Multilingual Classrooms

We welcome papers which align with quality education (SDG 4) by addressing the preparation of educators to teach in diverse settings, contributing to improved learning outcomes and reduced inequalities (SDG 10) through culturally sensitive teaching.

6. Designing/Adapting Materials for Multicultural and Multilingual Classrooms

We also invite scholars having conducted research related to the ways curriculum design and materials development for diverse classrooms contribute to quality education (SDG 4), ensuring inclusive and equitable learning opportunities.

7. Assessment Practices for Multicultural and Multilingual Classrooms

By focusing on fair assessment strategies that accommodate linguistic and cultural diversity, this theme can be linked to SDGs of quality education (SDG 4) and reduced inequalities (SDG 10) by ensuring fair evaluation for all students.

This journal accepts research on a wide range of topics other than those shared in this current call. It promotes research in education. Contributions can be from all disciplines with interdisciplinary approaches as far as they apply to the education research field.

The journal issue is published bi-annually and it is open access. The publishing schedule is the last working day of July and December of every year. Any interested scholars can submit their manuscript anytime. All submissions should follow the guidelines provided.

 

Proposed Reviewers

1. Ackson Kanduza, Zambian Open University kanduzaam@yahoo.com
2. Selina Banda, Copperbelt University, Zambia bandaseli67@gmail.com
3. Martha Mosha, University of Namibia mmosha@unam.na
4. Shokahle R. Dlamini, University of Eswatini shokahle@gmail.com
5. Cathrine Kazunga, Bindura University of Science Education, Zimbabwe cathytembo@gmail.com / ckazunga@buse.ac.zw
6. Dr Deborah O. Agbanimu, National Open University of Nigeria, agbanimudeboraholuwatosin@gmail.com