Call for papers for Thematic Issues

Dear colleagues,

We are pleased to announce that Revista da Abralin is currently accepting submissions for five thematic dossiers:

• Thematic Dossier: Language reclamation and strengthening: concepts, approaches, and experiences

• Thematic Dossier: Languages between Humans and Machines: Critical Literacies, Generative Artificial Intelligence, and Multilingualism

• Thematic Dossier: Language policies for migrant and refugee students in schools in the Global South and Global North

• Thematic Dossier: Discourse Analysis and GAI: new materialities, power plays and social emancipation
• Thematic Dossier: Didactic approaches to reading and writing: contributions to student motivation and learning
  

Submissions are open until October 21, 2026. We invite all interested researchers to submit their work. Submitted manuscripts are evaluated by specialists who, based on the scholarly merit of the research, decide whether or not the manuscript should be published. The entire process is publicly available, in accordance with the Open Science guidelines adopted by Revista da Abralin. See more:

https://revista.abralin.org/index.php/abralin/about/submissions

Thematic Dossier: Language reclamation and strengthening: concepts, approaches, and experiences

Organized by Professors Maria Luisa Freitas (UFPE), Luiz Amaral (UMass Amherst), and Evandro Bonfim (UFSCar), the thematic dossier “Language Reclamation and Strengthening: Concepts, Approaches, and Experiences” aims to bring together contributions that describe actions and initiatives for the protection, promotion, and reclamation of languages, fostering the exchange and sharing of experiences in the field of language revitalization, particularly with regard to Indigenous and other minoritized languages in contexts of the Global South. In this regard, the dossier seeks to give visibility to initiatives of language reclamation and strengthening led by traditional peoples in Brazil and other parts of the world, as well as to bring together theoretical and methodological contributions from Linguistics, Anthropology, Education, and related fields aimed at preserving linguistic diversity and advancing research on endangered languages. Submissions may address topics related to the following areas: (i) accounts of experiences in language reclamation and revitalization; (ii) methods and practices of language transmission; (iii) educational practices and the production of teaching materials in school and digital contexts; (iv) computational tools for language documentation and revitalization; (v) corpus planning for language revitalization and reclamation; (vi) strategies for assessing language vitality; (vii) museological studies and the repatriation of artifacts and linguistic data; (viii) studies in language ontology; (ix) relations among autonomy, well-being, and language policies; (x) connections among memory, history, and language.

Thematic Dossier: Languages between Humans and Machines: Critical Literacies, Generative Artificial Intelligence, and Multilingualism

Organized by Professor Kleber Aparecido da Silva (UnB) and Professor Leketi Makalela (Wits University).

The increasingly significant presence of generative artificial intelligence (AI) in education is transforming the ways in which we use languages, produce texts, and construct and negotiate knowledge. These changes raise questions that go beyond the mere incorporation of new technologies into educational contexts. It is important to understand which languages are represented in AI systems, which forms of knowledge are recognized and legitimized by these technologies, and to what extent historically constituted linguistic and epistemic inequalities may be reproduced or contested. These issues become particularly relevant when technologies developed largely from monolingual perspectives and Global North frameworks are introduced into markedly multilingual educational contexts. This dossier proposes to discuss these transformations in dialogue with multilingualism, critical literacies, translanguaging, and linguistic diversity. We welcome contributions that investigate the relationships established by multilingual speakers with generative AI in schools, universities, communities, and other spaces of language use. Multilingualism is understood not as an obstacle to technological development, but as a starting point for questioning naturalized conceptions of language, knowledge, authorship, learning, and interaction between humans and machines. The dossier welcomes theoretical, empirical, and practice-based studies, particularly those grounded in Critical Applied Linguistics, translanguaging, Ubuntu epistemologies and other epistemologies of the Global South, as well as decolonial perspectives. Topics of interest include, but are not limited to: Linguistic and algorithmic inequalities; Multilingual and translingual practices mediated by AI; Minority and low-resource languages in digital environments; Teacher and student agency; Authorship and assessment; Language education; Language policies; Ethics, access, and digital justice. By placing linguistic diversity at the center of the debate on generative AI, the dossier seeks to broaden a discussion still strongly marked by monolingual perspectives, while creating space particularly for research produced in the Global South and in other multilingual contexts.

Thematic Dossier: Language policies for migrant and refugee students in schools in the Global South and Global North

Organized by Professors Leandro Rodrigues Alves Diniz (Federal University of Minas Gerais / University of Hamburg – CAPES/Humboldt Program), Sílvia Melo-Pfeifer (University of Hamburg), and Anthippi Potolia (Université Paris 8).

Recent international migration movements, including those of crisis, have led to growing linguistic and cultural diversity in schools worldwide. By mid-2024, the population of international migrants (whether forced or not) was estimated at 304 million people, approximately 3.7% of the world’s population. Specifically, by the end of 2024, individuals under 18 years accounted for around 41% of the refugee population(1). In this context, migrant and refugee students often face challenges such as limited access to learning the host country’s official language(s), sociocultural marginalisation, and unequal educational opportunities. Language policies that ensure access to the language(s) of schooling while building upon students’ language repertoires, as well as education of the surrounding community (Maher, 2007)(2), are therefore essential for equitable education. The thematic issue aims to discuss dimensions of language policies for migrant and refugee students in schools, taking into account the heterogeneity of educational contexts in Brazil (including border regions, major urban centers, and smaller municipalities) and in other countries, across the Global South and the Global North. The call welcomes theoretical, empirical, and comparative contributions addressing different topics concerning de jure and/or de facto language policies (Shohamy, 2006)(3) for migrant and refugee students in schools, such as: Theoretical foundations for working with migrant and refugee students; Pedagogical practices; Language ideologies; Profiles, experiences, and school trajectories of migrant and refugee students; Teacher education and professional development; Perspectives and experiences of the surrounding communities of these students.

(1) MCAULIFFE, M.; CERIANI CERNADAS, P. (Eds.). World Migration Report 2026. International Organization for Migration, Geneva.

(2) MAHER, T. M. A educação do entorno para a interculturalidade e o plurilingüismo. In: KLEIMAN, A. B.; CAVALCANTI, M. C. (Eds.). Linguística Aplicada – suas faces e interfaces. Campinas: Mercado de Letras, 2007, pp. 255–270.

(3) SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London: Routledge, 2006.

Thematic Dossier: Discourse Analysis and GAI: new materialities, power plays and social emancipation

Organized by Professor Jane Quintiliano Guimarães Silva (PUCMinas), Professor Johannes Angermuller (Open University, UK), and Professor Márcio Rogério de Oliveira Cano (UFLA-MG).

In recent years, the various strands of Discourse Analysis (DA) have sought to establish their space and contribution to thinking about generative artificial intelligence through research, academic events, publications, and research groups, thereby signaling their engagement with this debate. This emerging field of inquiry opens up new questions and invites new forms of listening and analysis, including questions concerning the place and scope of DA in this endeavor; the revision of its theoretical and analytical apparatuses for understanding new digital materialities and discursivities; forms of subjectivation emerging with and through this new language technology; the space for the discursive memory in relation to the technical memory (fostered by vast databases) and its implications; the history and historicity of discourses actualized under the injunction of such technology; and the practices and effects of generative AI in education, among other questions concerning the relationship among subject, generative AI, and language. This dossier therefore proposes a dialogue among studies that may deepen the epistemological debate and consolidate theoretical and analytical frameworks capable of supporting a critical engagement with this universe. By problematizing, understanding, critically examining, and disseminating research findings, this dossier seeks to expand contributions that bring to light the opacity surrounding discourses about and produced through generative AI and its practices.  This dossier also responds to the need to deepen our understanding of the new materialities of and in the digital sphere forged by generative AI, which are producing shifts in subjects' relationships with language and reshaping notions such as authorship, reader, reading, text, writing, and memory, among others involved in processes of meaning-making and the production and circulation of meanings and discourses.  Another issue that needs to be emphasized concerns the emergence of the various trends in DAs, which have historically been committed to questions of ideology, critique, and the understanding of society through relations of power, struggle, and transformation. We also welcome theoretical and empirical studies that contribute to these areas of inquiry, both to the advancement of scientific knowledge and to broader discussions concerning society.

Thematic Dossier: Didactic approaches to reading and writing: contributions to student motivation and learning

Organized by Professor Rosângela Oliveira Cruz Pimenta (Federal Rural University of Pernambuco – UFRPE, Brazil), Dr. Ana Camacho (University of Porto, Portugal), and Dr. Aline Alves-Wold (University of Stavanger, Norway).

Learning to read and write is one of the most important contemporary educational challenges, as these skills are fundamental to social participation and academic success. In this context, there is growing interest in teaching practices that encourage students' participation in written language practices and create learning opportunities across different educational contexts. This dossier proposes to discuss the role of didactic gestures in motivation and learning in reading and writing. In this publication, didactic gestures are understood as forms of teacher mediation used in the teaching of reading and writing that contribute to student engagement and learning processes (Aeby-Daghé & Dolz, 2008; Nascimento, 2011; Messias & Dolz, 2015). In addition to contributing to the advancement of discussions on the teaching of reading and writing, the dossier seeks to foster dialogue among different perspectives and research contexts and to broaden our understanding of the role of didactic gestures in promoting learning and more motivating experiences of reading and writing in educational settings. We welcome submissions that discuss didactic gestures in reading and writing instructions, including studies on pedagogical mediation, teaching practices, learning regulation, teacher education, pedagogical strategies, and motivational processes related to written language. We also welcome research conducted at different educational levels, including classroom-based studies, interventions, action research, and studies derived from completed or ongoing master's and doctoral theses and dissertations. Literature reviews and conceptual studies that contribute to the theoretical and/or methodological development of the field are also welcome.