[Commlist] CFP Special Issue: Teaching and Learning Resources for Linguistic Minorities in Europe

CFP Special Issue: Teaching and Learning Resources for Linguistic 
Minorities in Europe

This special issue of the Journal of Ethnopolitics and Minority Issues 
in Europe (JEMIE) welcomes researchers employing interdisciplinary 
approaches to contribute empirically grounded articles exploring 
teaching and learning resources for linguistic minorities across Europe, 
with a special focus on the national minorities.

The focal point of this special issue is the belief that access to 
teaching and learning resources is essential for ensuring quality and 
equitable education in minority languages. Teaching and learning 
resources, encompassing textbooks, supplementary materials, as well as 
both digital and printed teacher resources, can facilitate the alignment 
of curricula, thereby reducing disparities across geographical regions 
and fostering greater equity among minority language learners.

Teaching and learning resources also serve the purposes of cultural 
heritage education, identity formation, and community cohesion. 
Materials document the minorities' lives and this way make communities 
visible both for the minority members themselves and the majority 
society. Moreover, materials set standards for language use and cultural 
canonization.

The term teaching and learning resources (TLR) encompasses a wide array 
of pedagogical materials utilized for educational or self-directed 
learning purposes across various contexts, spanning from school 
textbooks to academic literature and from media texts to online 
resources. TLR are adaptable for use within formal educational settings 
as well as beyond the confines of traditional schooling. TLR is 
typically referred to in different contexts as pedagogical, educational, 
didactic, or instructional materials, resources, or content. They 
encompass learners of various ages and levels of language skills.

When referring to linguistic minorities, we include communities of 
minority, heritage, or second language speakers, whether officially 
recognized or not by national governments, who have a longstanding 
presence in the geographic area under consideration. This encompasses 
national minority languages, regional languages, heritage languages, 
home languages, and lesser-spoken or taught languages, often acquired as 
second languages. These communities commonly face challenges related to 
minority language preservation or revitalization, identity construction, 
and the transmission of cultural heritage. In addressing these 
objectives, TLR can play a pivotal role.
While there is a growing body of research on the presentation of 
minorities in mainstream school textbooks, less is written about the 
production, functions, uses and circulation of resources that are 
targeting minorities and addressing minority languages themselves. 
Therefore, this special issue aims to stimulate scholarly inquiry into 
the emerging interdisciplinary field of TLR in the context of minority 
languages, with a special focus on the national minority languages.

The special issue invites researchers from diverse disciplinary fields 
utilizing qualitative, quantitative, or mixed-methods, as well as 
critical, evaluative, and practice-based approaches, to investigate TLR. 
Potential topics may include, but are not limited to, the following:

- Analysis of existing minority-language textbooks and pedagogical 
materials from linguistic, cultural, and political perspectives
- Sociological structures of minority-language TLR production: materials 
generated by authorities, civil society organizations, commercial 
publishers, as well as learner-generated and community-created resources
- Minority-language policies and TLR development
- TLR in language education and learning
- Cultural literacy and heritage considerations in minority-language TLR
- Capacity building among teachers of minority languages
- Perspectives of learners on TLR development
- TLR's role in language revitalization and maintenance efforts
- Community-driven TLR initiatives and collaborative TLR development
- Opportunities and challenges presented by digital technologies, 
platforms, artificial intelligence (AI), and big data in the context of 
minority-language TLR

The anticipated publication date for this issue is spring/summer 2025.

Submissions

Please submit a 200-word abstract with 3–4 keywords written in English 
by 19 August 2024 to (submissions /at/ natminforskning.se). Please add a 
150-word author bio of all contributors.

The maximum length of full articles will be 8,000–10,000 words. 
Submitted manuscripts must comply with the journal's guidelines for 
authors (https://www.ecmi.de/JEMIE/index.php/journal/about/submissions) 
and will be subject to a double-blind peer review. The journal does not 
have an article processing charge (APC).

Important dates

August 19, 2024: Deadline for abstracts
September 2, 2024: Authors notified of acceptance
December 2, 2024: Deadline for submitted first draft (full papers)
Spring/summer 2025: Issue will be published

Editors of the special issue

For any inquiries, please contact the guest editors of the special issue:

Maarit Jaakkola (PhD, Associate Professor, University of Gothenburg, 
Sweden; (maarit.jaakkola /at/ gu.se))
Boglárka Straszer (PhD, Professor, Dalarna University, Sweden; (bsr /at/ du.se))

More information

See the entire call online: 
https://www.ecmi.de/JEMIE/index.php/journal/announcement/view/7


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